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Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language
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Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner-Generated Content in Instructional Task Design
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Students' Perceptions of the Use of Video Recording in Additional Language Oral Assessments
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The retention of year 11/12 Chinese in Australian schools: A relevance theory perspective
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The elasticity of I think: Stretching its pragmatic functions
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The impact of touchy topics on vague language use
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Abstract:
Vague language (VL), an integral part of language, has been attracting increased attention in linguistic studies. VL is a versatile tool of communication in presenting the world as an imprecise but powerful manner. This study explores on overlooked issue: the relationship between the sensitivity of topics and the use of VL, particularly between topical sensitivity and the form and function of VL items. The corpus consists of semi-controlled spoken interactions between Western Australian tertiary students who were asked to converse on two topics: asylum seekers (touchy) and weekend activities (less touchy). The findings reveal the impact of sensitivity, manifested by different VL frequencies (macro level) and forms (micro level) used in the different topics. More VL, and particular forms VL (e.g. I think, some, or something), were used in the asylum seeker discourse. As the level of topical sensitivity increases, the level of vagueness in talk-in-interactions also increases: that is, the level of sensitivity, VL frequency and specific VL items are positively related. Showing how participants use VL in responding to different degrees of sensitivity, this study enriches the scare literature by providing fresh insights and new resources in this important research area. It is expected that the impact of touchy topics may be applicable to other areas of linguistic studies.
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Keyword:
mitigation; sensitive; topical sensitivity; topics; vague language; vagueness
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URL: http://hdl.handle.net/20.500.11937/7551 https://doi.org/10.1075/japc.23.1.06zha
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The missing puzzle piece in translation pedagogy: Adaptive and elastic competence
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