Contents -- Foreword -- A General Introduction -- Ethno- and Socio-Linguistic Issues: An Asian Perspective -- The Oration of the Minangkabau: An Ethnolinguistic Study -- Introduction -- Ethnography of Communication -- The SPEAKING Acronym -- Setting -- Participants -- Ends -- Act Sequence -- Key -- Instrument -- Norms -- Genre -- The Oration of the Minangkabau -- Setting -- Participants -- Ends -- Act Sequence -- Key -- Instrument -- Norms -- Genre -- Conclusion -- Responding to the Terrorism Threat: Coverage of the US-Led Anti-Terror Campaign in Pro-Government and Islami-Based Opposition Newspapers in Malaysia -- Introduction -- Patterns of Coverage -- Research Question -- Methodology -- Result and Discussion -- Table 1. Profile of the Samples -- Table 2. Source of Stance on the US-Led Campaign Against Terrorism -- Table 3. Type of Message in the US-Led War Against Terrorism Coverage -- Conclusion -- Notes -- Power and Politeness in Negotiation Discourse -- Introduction -- The Study -- Research Design and Framework for Analysis -- Table 1. Profile of Participants -- Discussion of Data -- Discussion -- Findings -- Implications -- Conclusion -- The Communicative Sensitivity of Bilingual Societies: Are Malaysia's Globalizing Tendencies Compatible with Her Multicultural Environment? -- Introduction -- The Malaysian Scenario:Bilingualism as a Tool for Progress -- Bilingualism as a Field of Enquiry: Early Tenets -- Recent Concerns -- Rationale for Bilinguality -- The Local Setting -- Some Misguided Views -- Conclusion -- 'Foreign' Languages in the New Wor(l)d Order: Whither Linguistic Symbiosis? -- Introduction -- Language as Ethnic Identity -- Commodification of Language in the New Wor(l)d/Work Order -- Imagining Linguistic Diversity: A Preliminary Survey -- Foreign Language Preferences.

Table 1. Foreign Language Preferences by Mother Tongue (N = 51) -- Preferred Language Skills, Learning Purpose and Study Orientation -- Table 2. Preferred Foreign Language Skills: Frequency of Responses by Mother Tongue ( Multiple Responses) ( N = 51) -- Table 3. Perceived Foreign Language Study Purpose: Frequency of Responses by Mother Tongue ( N = 51) -- Perceptions of Self-Identity -- Table 4. Importance of Aspects of Self-identity by Mother Tongue (N = 51) -- Table 5: Inter-Correlations Between Aspects of Social Identity -- Concluding Remarks -- Notes -- The Teaching of English to Speakers of Other Languages: Malaysian ™ s Second Language Dimension -- The Acquisition of Gender, Number and Case in English Personal Pronouns -- Introduction -- Related Literature on the Acquisition of Personal Pronouns -- Linguistic Assumptions -- The English Personal Pronoun System -- Figure 1. Classification of the English Personal Pronoun System -- Subject Personal Pronouns (SPPs) and O b j e c t P e r s o n a l P r o n o u n s ( O P P s ) -- The Inflectional Contrast in English Personal Pronouns -- Figure 2. English Pronominal Case Forms -- Chinese (Mandarin) Personal Pronoun System -- Figure 3: Classification of the Chinese Personal Pronoun System -- The Study -- Subjects -- Procedure and Materials -- Oral Task -- Written Task -- Results and Interpretation -- Figure 4: Calculations of Frequencies -- Figure 5: Identification/production of SPPs, OPPs -- Oral Task -- Table 1. Correct Identification of SPPs and OPPs (Combined) for G e n d e r , N u m b e r a n d C a s e i n t h e O r a l T a s k -- Table 2. Correct Identification of SPPs and OPPs (Separated) for G e n d e r , N u m b e r a n d C a s e i n t h e O r a l T a s k -- Table 3. Results of the Independent T-Tests.

Table 4. Acquisition Sequences for Gender, Number a n d C a s e i n O r a l T a s k O n e -- Written Task -- Table 5. Correct Identification of SPPs and OPPs (Combined) for G e n d e r , N u m b e r a n d C a s e i n t h e W r i t t e n T a s k -- Table 6. Correct Identification of SPPs and OPPs (Separated) for G e n d e r , N u m b e r a n d C a s e i n t h e W r i t t e n T a s k -- Table 7. Acquisition Sequences for Gender, Number a n d C a s e i n t h e W r i t t e n T a s k -- Discussion and Conclusion -- Appendix -- Reading Attitude and University Students Œ A Pilot Study -- Introduction -- The Study -- Discussion -- Table 1. T-Test Independent Samples -- Table 2. Results Obtained from Pearson Product- M o m e n t C o r r e l a t i o n T e c h n i q u e -- Table 3. Results Obtained from ANOVA (Analysis of Variance) -- Table 4. Results Obtained from Chi-Square Analysis -- Table 5. Factors that Influenced Reading -- Table 6. Number of Times Per Week Students Make Use of University Library -- Table 7. Number of Books Read During the Last Six Months -- Summary -- Concluding Remarks -- A Survey Study on Writing Needs and Writing Support at Universiti Putra Malaysia -- Introduction -- Survey Instrument -- Data Collection -- Data Analysis -- Lecturer Questionnaire -- Teaching Profile -- Table 1. Number of Respondents by Faculty -- Table 2. Average Number of Courses Taught Per Semester -- English Requirement in Writing Tasks -- Table 3. Requiring Students Write in English -- Table 4. Faculty and English Requirement Cross-Tabulation -- Perception on Writing in English -- Student Writing Performance in English -- Table 5. Lecturers™ Opinions on Writing in English -- Table 6. Perception of Lecturers of Students™ Writing Ability -- Table 7. Faculty and Writing Performance Cross-Tabulation.

Table 8. Students™ Common Writing Problems in English -- Support for Writing in English -- Table 9. Effective Instructional Methods for Writing -- Table 10. On-site and Online Writing Support -- Table 11: Online Writing Support -- Student Questionnaire -- Personal Details: The Student Profile -- Table 12: Undergraduates by Faculty -- Students™ Language Background -- Table 14. Language Background and Use -- Table 15. Highest English Qualification -- Students™ Perception of Writing in English -- Table 16. Opinions about Witing in English -- Students™ Needs and Difficulties in Writing in English -- Table 17. Writing Ability -- Table 18: Writing Tasks Wished to Perform -- Table 19. Common Difficulties of Writing in English -- Preference for Learning Writing Skills -- Table 20. Travel Convenience to Campus -- Table 21. Strategy of Sourcing Information -- Table 22. Internet Time Per Week -- Table 23. Internet Venue -- Table 24. Feeling toward Computer Use -- Table 25. Strategies for Writing Improvement -- Table 26. Effective Instructional Methods -- Table 27. Helpful On-site and Online Support for Writing Improvement -- Table 28. Undergraduates™ Perception of Online Writing Support -- Conclusion -- Acknowledgment -- The Writing of Research Articles: How Do Native and Non- Native Writers Differ in the Use of Hedges? -- Introduction -- Figure 1: Description of the Research Design -- Hyland™s Categorization of Hedges -- Figure 2: Categories of Hedges -- Table 1: Forms of Hedges -- Text Samples and Analysis -- Figure 3: Hedges Used by Malaysian and Native Writers in the Fields of Humanities and Science -- Table 2. Hedges Used by Malaysian and Native Writers in Humanities and Science -- Variety of Hedges -- Table 3. Categories of Hedges Used by Malaysian and Native Writers -- Note: Categories of Hedges.

Figure 4: Categories of Hedges Used by Malaysian and Native Writers -- Conclusion -- Gender in Literary Texts: How To Capture Its Symbolism -- Introduction -- The Study -- Discussion -- Table 1. Distribution of Gender/Pole Differences -- in Responses to -- Conclusion -- Bibliography -- Contributors -- Ain Nadzimah Abdullah -- Chan Swee Heng -- Ezhar Tamam -- Faiz S. Abdullah -- Helen Tan -- Jariah Mohd. Jan -- Liu Jan Choo -- Media Sandra Kasih -- Mohamed Abu Bakar -- Rodolfo Jacobson -- Shamala Paramasivam -- Rosli Talif -- Tan Bee Hoon -- Wong Bee Eng -- Index -- A.