ICDC - the Institute of Culture, Discourse and Communication

Permanent link for this collection

https://hdl.handle.net/10292/1107

ICDC - the Institute of Culture, Discourse and Communication is grounded in collaborative, trans-disciplinary research projects. The Institute is committed to engaging with contemporary cultural issues, while analysing the social, economic and political discourses and communicative practices that shape meaning around these.

In recent years, work at the Institute has focused on the key concerns of culture, discourse and communication. Scholars from various disciplines have come together on projects spanning language use, media such as the internet and television, and national identity.

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Now showing 1 - 20 of 44

Centre for Communication Research - An AUT Key Research Institute: Annual Report 2002
(Institute of Culture, Discourse & Communication, AUT University, 2003-01-01) Bell, A
No abstract.
Centre for Communication Research - An AUT Key Research Institute: Annual Report 2003
(Institute of Culture, Discourse & Communication, AUT University, 2004-03-04) Bell, A
No abstract.
Centre for Communication Research - An AUT Key Research Institute: Annual Report 2004
(Institute of Culture, Discourse & Communication, AUT University, 2005-02-28) Bell, A
No abstract.
Language as a Marker of Ethnic Identity in New Zealand’s Pasifika Communities
(Cascadilla Press, 2005-05-01) Starks, D; Taumoefolau, M; Bell, A; Davis, K
No abstract.
Centre for Communication Research - An AUT Key Research Institute: Annual Report 2005
(Institute of Culture, Discourse & Communication, AUT University, 2006-03-01) Bell, A
No abstract.
Institute of Culture, Discourse & Communication Annual Report 2007
(Institute of Culture, Discourse and Communication, AUT University, 2007)
No abstract.
World Internet Project New Zealand: Pilot project 2007: Full report
(Institute of Culture, Discourse & Communication, AUT University, 2007) Bell, A; Crothers, C; Gibson, A; Goodwin, I; Sherman, K; Smith, P
No abstract.
Centre for Communication Research - An AUT Key Research Institute: Annual Report 2006
(Institute of Culture, Discourse & Communication, AUT University, 2007-02-01) Bell, A
No abstract.
World Internet Project New Zealand Pilot Project 2007 Summary Report of Findings
(Institute of Culture, Discourse & Communication, AUT University, 2007-07-01) Bell, A; Crothers, C; Gibson, A; Goodwin, I; Sherman, K; Smith, P
No abstract.
World Internet Project New Zealand International Comparisons 2008 Highlights From a New Zealand Perspective
(Institute of Culture, Discourse & Communication, AUT University, 2008) Bell, A.; Billot, J.; Crothers, C.; Goodwin, I.; Kripalani, K.; Sherman, K.; Smith, N.; Smith, P.
No abstract.
The Internet in New Zealand 2007: Final Report
(Institute of Culture, Discourse and Communication, AUT University, 2008) Bell, A; Crothers, C; Goodwin, I; Kripalani, K; Sherman, K; Smith, P
No abstract.
Institute of Culture, Discourse & Communication Annual Report 2008
(Institute of Culture, Discourse and Communication, AUT University, 2008)
No abstract.
Stopping and Fronting in New Zealand Pasifika English
(Penn Graduate Linguistics Society, the University of Pennsylvania, 2008-11-20) Bell, A; Gibson, A
New Zealand has some 250,000 people whose families immigrated from the South Pacific islands, making up seven percent of the New Zealand population. The majority of these people come from four main islands or groups: Samoa, Cook Islands, Tonga and Niue. The first generation immigrants are second language speakers of English, with their first languages being the Polynesian language of their country of origin. New Zealand born members of the community are often dominant in English rather than their community language. This leads to a complex situation of language contact which seems to be resulting in the emergence of a Pasifika ethnolect of New Zealand English in the younger members of these communities. This study analyses the realisation of the interdental fricatives (DH) and (TH) in the speech of ten young Samoan and Niuean New Zealanders. (DH) was frequently realised as a stop, particularly after a pause and in stressed syllables. (TH) had both stopped and fronted forms, with fronting occurring at high rates in syllable coda position. A more detailed analysis of the speech of one Samoan participant revealed several other features which may be associated with Pasifika English in New Zealand. These include the occurrence of non-prevocalic /r/ after NURSE and the absence of linking /r/ and other sandhi consonants.
World Internet Project New Zealand the Internet in New Zealand 2009: Executive Summary
(Institute of Culture, Discourse and Communication, AUT University, 2009) Smith, Philippa; Smith, Nigel; Sherman, Kevin; Goodwin, Ian; Crothers, Charles; Billot, Jennie; Bell, Allan
No abstract.
Institute of Culture, Discourse & Communication Annual Report 2009
(Institute of Culture, Discourse and Communication, AUT University, 2009)
No abstract.
The Internet in New Zealand 2009
(Institute of Culture, Discourse and Communication, AUT University, 2010) Smith, P; Smith, N; Sherman, K; Goodwin, I; Crothers, C; Billot, J; Bell, A
No abstract.
The Internet in New Zealand: 2007–2009
(Institute of Culture, Discourse and Communication, AUT University, 2010) Bell, A; Billot, J; Crothers, C; Gibson, A; Goodwin, I; Sherman, K; Smith, N; Smith, P
No abstract.
Institute of Culture, Discourse & Communication Annual Report 2010
(Institute of Culture, Discourse and Communication, AUT University, 2010)
Why did you choose those readings? A case study in text selection for first year university students
(AUT University, 2010) Neill, L; Kirkness, A; Gossman, P
This paper evaluates the reading and vocabulary demands in five texts used in a first-year undergraduate paper in hospitality management at a multicultural university in New Zealand. There were two research perspectives: the students and the teaching materials. The student perspective investigated the length of time that students have studied in English language environments and their English-language reading abilities; and how this may impact on a student's evaluation of selected texts and student reading time. The second perspective evaluated vocabulary frequency using an electronic vocabulary tool, the Vocabprofile. The two sets of data were then compared. The results revealed that self-assessed reading ability in English related to student first language abilities, and demonstrated that the Vocabprofile can benefit text selection (Laufer & Nation, 1995;; Meara, 1993; Meara & Fitzpatrick 2000;; Meara, Lightbrown, & Halter, 1997) as well as provide a knowledge base for lecturers scaffolding reading materials. As student vocabulary skills and reading comprehension levels impact on subsequent academic success (Scarcella & Zimmerman, 1998), the comprehensive results of this research will find ready application within the social sciences and more qualitatively focussed domains of student study.
12th Language and Society Conference 2010
(Institute of Culture, Discourse and Communication, AUT University, 2010)
No abstract.

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