University of Adelaide Library

Adelaide Research and Scholarship : Schools and Disciplines : School of Education : Education Publications

Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/69064

Type: Conference paper
Title: Exploration of perceptions and applications of spoken register at a South Australian university in relation to Iraqi students
Author: Al Hamdany, Hayder Kaream Hussein
Picard, Michelle Yvette
Maadad, Nina
Citation: Proceedings of Multiculturalism: Perspectives from Australia, Canada and China, held at the University of Sydney, Sydney, Australia, 21-22 November, 2011 / L. Harbon and L. Woodrow (eds.): pp.38-45
Publisher: The University of Sydney
Issue Date: 2011
ISBN: 9781742102610
Cover art
Conference Name: Multiculturalism: Perspectives from Australia, Canada and China (2011 : Sydney, Australia)
School/Discipline: School of Education
Statement of
Responsibility: 
Hayder Al Hamdany, Michelle Picard and Nina Maadad
Abstract: It has been suggested that insufficient research attention has been paid to the teaching of academic register to English as a Second language students studying in Australia (Weger, 2009). Register is important since acquiring a language includes an understanding of the subject matter, relationships between participants, and the channel of communication as well as merely grammar and syntax. It is therefore relevant to discover whether this is in fact the case in Australian pre-enrolment English programs and bridging programs. Research on register should inform its teaching in academic contexts. A number of studies such as those by Martin, Matthienssen and Painter (1997) and Aguirre-Muñoz and colleagues (2006) have explored register in written academic discourse. Far fewer have looked at register in spoken discourse. In addition, these isolated studies have not explored formal spoken discourse. For instance, Sattar and colleagues (2009) focused on informal spoken discourses in the classroom. In order to address the issue of Iraqi students learning spoken register in Australia, this study explores the literature related to the issue, identifies gaps in the knowledge-base, and defines a theoretical framework and methodology for exploring the complex, real-life content-based classroom interactions related to register. This framework will enable the exploration of materials, curricula, teaching practices and perceptions of what is learnt, in pre-enrolment programs and bridging programs. It will also facilitate the exploration of whether appropriate register is achieved by these learners.
Rights: Copyright status unknown
Published version: http://sydney.edu.au/education_social_work/professional_learning/conferences/2011/multiculturalism_australia_canada_china.shtml
Appears in Collections:Education Publications

There are no files associated with this item.

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

 

© 2008 The University of Adelaide
library@adelaide.edu.au
CRICOS Provider Number 00123M
Service Charter | Copyright | Privacy | Disclaimer