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Avialinguistics
The Study of Language for Aviation Purposes
Series:
Anna P. Borowska
The book presents the first comprehensive description of avialinguistics. The author analyses this new interdisciplinary branch of applied linguistics that recognises the role of language for aviation purposes. She provides an integrated approach to Aeronautical English and proffers insights into aviation discourse, discussing its current linguistic errors and providing suggestions for aviation English communication improvement. The author tests theoretical considerations against illustrative real-life examples so as to facilitate an interpretation of regular pilot-controller communications.
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- ISBN:
- 978-3-631-72140-7
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- Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. 332 S., 41 b/w ill., 18 b/w tables
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- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Acknowledgements
- Table of Contents
- List of Abbreviations and Acronyms
- List of Illustrations
- Introduction and Overview of the Book
- 1.1 Early beginnings
- 1.2 Radiotelephony English
- 1.3 Testing procedures
- 2.1 Overview of research on Aviation English
- 2.2 Avialinguistics as an interdisciplinary language science
- 2.3 The definition and object of avialinguistics
- 2.4 The aims and tasks of avialinguistics
- 2.5.1 Aviation English as a specialised sublanguage and its constraints
- 2.5.2 Aeronautical Standard Phraseology vs. a specialised sublanguage
- 2.5.3 Simplified Aviation English (SAE) vs. a specialised sublanguage
- 2.5.4 Plain Aeronautical English (PAE) as a specialised sublanguage
- 2.5.5.1 Native speakers’ adaptation
- 2.5.5.2 The role of Aeronautical English in intercultural communication
- 3.1 Aviation communication
- 3.2.1 Principles and purpose of aeronautical communication
- 3.2.2 Effectiveness in aeronautical communication
- 3.3.1 Aviation text typology
- 3.3.2 Aviation text producers and aviation text receivers
- 3.4 Towards aviation discourse analysis
- 3.5 The essence of aeronautical discourse
- 3.6 From a speech act to an aeronautical dialogue
- 4.1.1 Intonation
- 4.1.2.1 SP sentence
- 4.1.2.2 Functions of syntactic patterns
- 4.1.2.3 Utterance structure
- 4.1.3.1 The verb
- 4.1.3.2 The noun
- 4.1.3.3 The adjective
- 4.1.3.4 The adverb
- 4.1.3.5 The pronoun
- 4.1.3.6 The preposition
- 4.1.4.1 Aspect
- 4.1.4.2 Passive voice
- 4.1.4.3 Ellipsis
- 4.2.1 PAE lexis
- 4.2.2 PAE syntax
- 4.2.3 PAE grammatical structures in use
- 5.1 The nature of an aeronautical language error
- 5.2.1 Deviation from SP
- 5.2.2 Errors of commission and omission
- 5.2.3 Expectation bias
- 5.2.4 An insufficient command of general English
- 5.2.5 AeE influenced by mother-tongue
- 5.2.6 Inadequate communication strategies
- 5.2.7 Code-switching
- 5.3 Limitations of English
- 6.1 Improving Aeronautical English communication through language use
- 6.2.1 AeE learners
- 6.2.2 Building language awareness
- 6.2.3 Building cross-cultural awareness
- 6.2.4 The role of an Aeronautical English trainer
- 6.2.5.1 Communicative approach
- 6.2.5.2 Needs analysis
- 6.2.5.3 Voice articulation and intonation
- 6.2.5.4 EGP reinforcement (for NNS)
- 6.2.5.5 Integration of SP and PAE
- 6.2.5.6 Training resources
- 6.2.5.7 Language behaviour training
- 6.2.5.8 Attitude toward errors
- 6.2.5.9 Concluding remarks and perspectives
- 7.1 The scope of the study
- 7.2.1 Participants
- 7.2.2 Material
- 7.2.3 Procedure
- 7.3.1.1 Job
- 7.3.1.2 Nationality
- 7.3.1.3 Gender
- 7.3.1.4 Age
- 7.3.1.5 Work experience in aviation communication in years
- 7.3.1.6 Current ICAO level of English and what test it is based on
- 7.3.1.7 You are a …
- 7.3.1.8 Working knowledge of foreign languages other than English
- 7.3.1.9 Which region do you use Aviation English in?
- 7.3.2.1 NS’ linguistic behaviour
- 7.3.2.2 NNS’ linguistic behaviour
- 7.3.3.1 Have you ever noticed a speaker on the radio who deviates from standard phraseology?
- 7.3.3.2 Have you ever noticed a speaker on the radio who does not comply with Aviation English language rules in their use of standard phraseology?
- 7.3.4.1 Have you ever communicated with somebody over the radio who does not have enough control or English proficiency to communicate effectively?
- 7.3.4.2 How often do you notice misunderstandings?
- 7.3.4.3 Have you ever communicated with somebody over the radio who had a strong native (English or other) accent that was difficult to understand?
- 7.3.4.4 Have you ever noticed a speaker on the radio who does not comply with English language rules in their use of Plain Aviation English?
- 7.3.5.1 Do you think the ICAO level 4 is the appropriate language level for operational personnel?
- 7.3.5.2 Is there anything you would like to have modified about the ICAO rating scale?
- 7.3.5.3 Do you notice communication problems on a regular basis?
- 7.3.5.4 If a communication problem happens, how often do you try to sort it out?
- 7.3.5.5 When you are not sure about the information provided, do you ask for readback?
- 7.3.5.6 Have you experienced an expectation bias on your part (you heard what you expected to hear rather than what is actually happening)?
- 7.3.5.7 Are you sure you would effectively use Aviation English in a sudden non-routine occurrence?
- 7.3.5.8 Are you calm during unexpected situations as you can rely on your linguistic skills?
- 7.3.5.9 Have you ever made a linguistic error?
- 7.3.5.10 How do you assess aviation communication in general?
- 7.3.5.11 Is there anything which aviation communication is missing?
- 7.3.5.12 Are there any words/phrases you find particularly problematic?
- 7.3.5.13 Do you ever happen to deviate from standard phraseology?
- 7.3.5.14 Would you like any aspects of Aviation English communication to be improved upon?
- 7.3.6.1 What is, in your opinion, the most important aspect of Aviation English training?
- 7.3.6.2 Would you like to see any more components included in Aviation English training courses in the future that are missing now?
- 7.3.6.3 Do you undertake any activities towards the further development of your language skills beyond your work environment?
- 7.3.7 Section 7: Participants’ general remarks
- 7.4 Conclusion
- Conclusions and Implications
- References
- Appendix: Questionnaire
- Subject Index
- Series index
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Acknowledgements
- Table of Contents
- List of Abbreviations and Acronyms
- List of Illustrations
- Introduction and Overview of the Book
- 1.1 Early beginnings
- 1.2 Radiotelephony English
- 1.3 Testing procedures
- 2.1 Overview of research on Aviation English
- 2.2 Avialinguistics as an interdisciplinary language science
- 2.3 The definition and object of avialinguistics
- 2.4 The aims and tasks of avialinguistics
- 2.5.1 Aviation English as a specialised sublanguage and its constraints
- 2.5.2 Aeronautical Standard Phraseology vs. a specialised sublanguage
- 2.5.3 Simplified Aviation English (SAE) vs. a specialised sublanguage
- 2.5.4 Plain Aeronautical English (PAE) as a specialised sublanguage
- 2.5.5.1 Native speakers’ adaptation
- 2.5.5.2 The role of Aeronautical English in intercultural communication
- 3.1 Aviation communication
- 3.2.1 Principles and purpose of aeronautical communication
- 3.2.2 Effectiveness in aeronautical communication
- 3.3.1 Aviation text typology
- 3.3.2 Aviation text producers and aviation text receivers
- 3.4 Towards aviation discourse analysis
- 3.5 The essence of aeronautical discourse
- 3.6 From a speech act to an aeronautical dialogue
- 4.1.1 Intonation
- 4.1.2.1 SP sentence
- 4.1.2.2 Functions of syntactic patterns
- 4.1.2.3 Utterance structure
- 4.1.3.1 The verb
- 4.1.3.2 The noun
- 4.1.3.3 The adjective
- 4.1.3.4 The adverb
- 4.1.3.5 The pronoun
- 4.1.3.6 The preposition
- 4.1.4.1 Aspect
- 4.1.4.2 Passive voice
- 4.1.4.3 Ellipsis
- 4.2.1 PAE lexis
- 4.2.2 PAE syntax
- 4.2.3 PAE grammatical structures in use
- 5.1 The nature of an aeronautical language error
- 5.2.1 Deviation from SP
- 5.2.2 Errors of commission and omission
- 5.2.3 Expectation bias
- 5.2.4 An insufficient command of general English
- 5.2.5 AeE influenced by mother-tongue
- 5.2.6 Inadequate communication strategies
- 5.2.7 Code-switching
- 5.3 Limitations of English
- 6.1 Improving Aeronautical English communication through language use
- 6.2.1 AeE learners
- 6.2.2 Building language awareness
- 6.2.3 Building cross-cultural awareness
- 6.2.4 The role of an Aeronautical English trainer
- 6.2.5.1 Communicative approach
- 6.2.5.2 Needs analysis
- 6.2.5.3 Voice articulation and intonation
- 6.2.5.4 EGP reinforcement (for NNS)
- 6.2.5.5 Integration of SP and PAE
- 6.2.5.6 Training resources
- 6.2.5.7 Language behaviour training
- 6.2.5.8 Attitude toward errors
- 6.2.5.9 Concluding remarks and perspectives
- 7.1 The scope of the study
- 7.2.1 Participants
- 7.2.2 Material
- 7.2.3 Procedure
- 7.3.1.1 Job
- 7.3.1.2 Nationality
- 7.3.1.3 Gender
- 7.3.1.4 Age
- 7.3.1.5 Work experience in aviation communication in years
- 7.3.1.6 Current ICAO level of English and what test it is based on
- 7.3.1.7 You are a …
- 7.3.1.8 Working knowledge of foreign languages other than English
- 7.3.1.9 Which region do you use Aviation English in?
- 7.3.2.1 NS’ linguistic behaviour
- 7.3.2.2 NNS’ linguistic behaviour
- 7.3.3.1 Have you ever noticed a speaker on the radio who deviates from standard phraseology?
- 7.3.3.2 Have you ever noticed a speaker on the radio who does not comply with Aviation English language rules in their use of standard phraseology?
- 7.3.4.1 Have you ever communicated with somebody over the radio who does not have enough control or English proficiency to communicate effectively?
- 7.3.4.2 How often do you notice misunderstandings?
- 7.3.4.3 Have you ever communicated with somebody over the radio who had a strong native (English or other) accent that was difficult to understand?
- 7.3.4.4 Have you ever noticed a speaker on the radio who does not comply with English language rules in their use of Plain Aviation English?
- 7.3.5.1 Do you think the ICAO level 4 is the appropriate language level for operational personnel?
- 7.3.5.2 Is there anything you would like to have modified about the ICAO rating scale?
- 7.3.5.3 Do you notice communication problems on a regular basis?
- 7.3.5.4 If a communication problem happens, how often do you try to sort it out?
- 7.3.5.5 When you are not sure about the information provided, do you ask for readback?
- 7.3.5.6 Have you experienced an expectation bias on your part (you heard what you expected to hear rather than what is actually happening)?
- 7.3.5.7 Are you sure you would effectively use Aviation English in a sudden non-routine occurrence?
- 7.3.5.8 Are you calm during unexpected situations as you can rely on your linguistic skills?
- 7.3.5.9 Have you ever made a linguistic error?
- 7.3.5.10 How do you assess aviation communication in general?
- 7.3.5.11 Is there anything which aviation communication is missing?
- 7.3.5.12 Are there any words/phrases you find particularly problematic?
- 7.3.5.13 Do you ever happen to deviate from standard phraseology?
- 7.3.5.14 Would you like any aspects of Aviation English communication to be improved upon?
- 7.3.6.1 What is, in your opinion, the most important aspect of Aviation English training?
- 7.3.6.2 Would you like to see any more components included in Aviation English training courses in the future that are missing now?
- 7.3.6.3 Do you undertake any activities towards the further development of your language skills beyond your work environment?
- 7.3.7 Section 7: Participants’ general remarks
- 7.4 Conclusion
- Conclusions and Implications
- References
- Appendix: Questionnaire
- Subject Index
- Series index
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Table of Contents
Chapter
- Subjects:
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Extract
List of Abbreviations and Acronyms
List of Illustrations
Introduction and Overview of the Book
Chapter 1: The Origins of Aviation English
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Or login to access all content.- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Acknowledgements
- Table of Contents
- List of Abbreviations and Acronyms
- List of Illustrations
- Introduction and Overview of the Book
- 1.1 Early beginnings
- 1.2 Radiotelephony English
- 1.3 Testing procedures
- 2.1 Overview of research on Aviation English
- 2.2 Avialinguistics as an interdisciplinary language science
- 2.3 The definition and object of avialinguistics
- 2.4 The aims and tasks of avialinguistics
- 2.5.1 Aviation English as a specialised sublanguage and its constraints
- 2.5.2 Aeronautical Standard Phraseology vs. a specialised sublanguage
- 2.5.3 Simplified Aviation English (SAE) vs. a specialised sublanguage
- 2.5.4 Plain Aeronautical English (PAE) as a specialised sublanguage
- 2.5.5.1 Native speakers’ adaptation
- 2.5.5.2 The role of Aeronautical English in intercultural communication
- 3.1 Aviation communication
- 3.2.1 Principles and purpose of aeronautical communication
- 3.2.2 Effectiveness in aeronautical communication
- 3.3.1 Aviation text typology
- 3.3.2 Aviation text producers and aviation text receivers
- 3.4 Towards aviation discourse analysis
- 3.5 The essence of aeronautical discourse
- 3.6 From a speech act to an aeronautical dialogue
- 4.1.1 Intonation
- 4.1.2.1 SP sentence
- 4.1.2.2 Functions of syntactic patterns
- 4.1.2.3 Utterance structure
- 4.1.3.1 The verb
- 4.1.3.2 The noun
- 4.1.3.3 The adjective
- 4.1.3.4 The adverb
- 4.1.3.5 The pronoun
- 4.1.3.6 The preposition
- 4.1.4.1 Aspect
- 4.1.4.2 Passive voice
- 4.1.4.3 Ellipsis
- 4.2.1 PAE lexis
- 4.2.2 PAE syntax
- 4.2.3 PAE grammatical structures in use
- 5.1 The nature of an aeronautical language error
- 5.2.1 Deviation from SP
- 5.2.2 Errors of commission and omission
- 5.2.3 Expectation bias
- 5.2.4 An insufficient command of general English
- 5.2.5 AeE influenced by mother-tongue
- 5.2.6 Inadequate communication strategies
- 5.2.7 Code-switching
- 5.3 Limitations of English
- 6.1 Improving Aeronautical English communication through language use
- 6.2.1 AeE learners
- 6.2.2 Building language awareness
- 6.2.3 Building cross-cultural awareness
- 6.2.4 The role of an Aeronautical English trainer
- 6.2.5.1 Communicative approach
- 6.2.5.2 Needs analysis
- 6.2.5.3 Voice articulation and intonation
- 6.2.5.4 EGP reinforcement (for NNS)
- 6.2.5.5 Integration of SP and PAE
- 6.2.5.6 Training resources
- 6.2.5.7 Language behaviour training
- 6.2.5.8 Attitude toward errors
- 6.2.5.9 Concluding remarks and perspectives
- 7.1 The scope of the study
- 7.2.1 Participants
- 7.2.2 Material
- 7.2.3 Procedure
- 7.3.1.1 Job
- 7.3.1.2 Nationality
- 7.3.1.3 Gender
- 7.3.1.4 Age
- 7.3.1.5 Work experience in aviation communication in years
- 7.3.1.6 Current ICAO level of English and what test it is based on
- 7.3.1.7 You are a …
- 7.3.1.8 Working knowledge of foreign languages other than English
- 7.3.1.9 Which region do you use Aviation English in?
- 7.3.2.1 NS’ linguistic behaviour
- 7.3.2.2 NNS’ linguistic behaviour
- 7.3.3.1 Have you ever noticed a speaker on the radio who deviates from standard phraseology?
- 7.3.3.2 Have you ever noticed a speaker on the radio who does not comply with Aviation English language rules in their use of standard phraseology?
- 7.3.4.1 Have you ever communicated with somebody over the radio who does not have enough control or English proficiency to communicate effectively?
- 7.3.4.2 How often do you notice misunderstandings?
- 7.3.4.3 Have you ever communicated with somebody over the radio who had a strong native (English or other) accent that was difficult to understand?
- 7.3.4.4 Have you ever noticed a speaker on the radio who does not comply with English language rules in their use of Plain Aviation English?
- 7.3.5.1 Do you think the ICAO level 4 is the appropriate language level for operational personnel?
- 7.3.5.2 Is there anything you would like to have modified about the ICAO rating scale?
- 7.3.5.3 Do you notice communication problems on a regular basis?
- 7.3.5.4 If a communication problem happens, how often do you try to sort it out?
- 7.3.5.5 When you are not sure about the information provided, do you ask for readback?
- 7.3.5.6 Have you experienced an expectation bias on your part (you heard what you expected to hear rather than what is actually happening)?
- 7.3.5.7 Are you sure you would effectively use Aviation English in a sudden non-routine occurrence?
- 7.3.5.8 Are you calm during unexpected situations as you can rely on your linguistic skills?
- 7.3.5.9 Have you ever made a linguistic error?
- 7.3.5.10 How do you assess aviation communication in general?
- 7.3.5.11 Is there anything which aviation communication is missing?
- 7.3.5.12 Are there any words/phrases you find particularly problematic?
- 7.3.5.13 Do you ever happen to deviate from standard phraseology?
- 7.3.5.14 Would you like any aspects of Aviation English communication to be improved upon?
- 7.3.6.1 What is, in your opinion, the most important aspect of Aviation English training?
- 7.3.6.2 Would you like to see any more components included in Aviation English training courses in the future that are missing now?
- 7.3.6.3 Do you undertake any activities towards the further development of your language skills beyond your work environment?
- 7.3.7 Section 7: Participants’ general remarks
- 7.4 Conclusion
- Conclusions and Implications
- References
- Appendix: Questionnaire
- Subject Index
- Series index
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Acknowledgements
- Table of Contents
- List of Abbreviations and Acronyms
- List of Illustrations
- Introduction and Overview of the Book
- 1.1 Early beginnings
- 1.2 Radiotelephony English
- 1.3 Testing procedures
- 2.1 Overview of research on Aviation English
- 2.2 Avialinguistics as an interdisciplinary language science
- 2.3 The definition and object of avialinguistics
- 2.4 The aims and tasks of avialinguistics
- 2.5.1 Aviation English as a specialised sublanguage and its constraints
- 2.5.2 Aeronautical Standard Phraseology vs. a specialised sublanguage
- 2.5.3 Simplified Aviation English (SAE) vs. a specialised sublanguage
- 2.5.4 Plain Aeronautical English (PAE) as a specialised sublanguage
- 2.5.5.1 Native speakers’ adaptation
- 2.5.5.2 The role of Aeronautical English in intercultural communication
- 3.1 Aviation communication
- 3.2.1 Principles and purpose of aeronautical communication
- 3.2.2 Effectiveness in aeronautical communication
- 3.3.1 Aviation text typology
- 3.3.2 Aviation text producers and aviation text receivers
- 3.4 Towards aviation discourse analysis
- 3.5 The essence of aeronautical discourse
- 3.6 From a speech act to an aeronautical dialogue
- 4.1.1 Intonation
- 4.1.2.1 SP sentence
- 4.1.2.2 Functions of syntactic patterns
- 4.1.2.3 Utterance structure
- 4.1.3.1 The verb
- 4.1.3.2 The noun
- 4.1.3.3 The adjective
- 4.1.3.4 The adverb
- 4.1.3.5 The pronoun
- 4.1.3.6 The preposition
- 4.1.4.1 Aspect
- 4.1.4.2 Passive voice
- 4.1.4.3 Ellipsis
- 4.2.1 PAE lexis
- 4.2.2 PAE syntax
- 4.2.3 PAE grammatical structures in use
- 5.1 The nature of an aeronautical language error
- 5.2.1 Deviation from SP
- 5.2.2 Errors of commission and omission
- 5.2.3 Expectation bias
- 5.2.4 An insufficient command of general English
- 5.2.5 AeE influenced by mother-tongue
- 5.2.6 Inadequate communication strategies
- 5.2.7 Code-switching
- 5.3 Limitations of English
- 6.1 Improving Aeronautical English communication through language use
- 6.2.1 AeE learners
- 6.2.2 Building language awareness
- 6.2.3 Building cross-cultural awareness
- 6.2.4 The role of an Aeronautical English trainer
- 6.2.5.1 Communicative approach
- 6.2.5.2 Needs analysis
- 6.2.5.3 Voice articulation and intonation
- 6.2.5.4 EGP reinforcement (for NNS)
- 6.2.5.5 Integration of SP and PAE
- 6.2.5.6 Training resources
- 6.2.5.7 Language behaviour training
- 6.2.5.8 Attitude toward errors
- 6.2.5.9 Concluding remarks and perspectives
- 7.1 The scope of the study
- 7.2.1 Participants
- 7.2.2 Material
- 7.2.3 Procedure
- 7.3.1.1 Job
- 7.3.1.2 Nationality
- 7.3.1.3 Gender
- 7.3.1.4 Age
- 7.3.1.5 Work experience in aviation communication in years
- 7.3.1.6 Current ICAO level of English and what test it is based on
- 7.3.1.7 You are a …
- 7.3.1.8 Working knowledge of foreign languages other than English
- 7.3.1.9 Which region do you use Aviation English in?
- 7.3.2.1 NS’ linguistic behaviour
- 7.3.2.2 NNS’ linguistic behaviour
- 7.3.3.1 Have you ever noticed a speaker on the radio who deviates from standard phraseology?
- 7.3.3.2 Have you ever noticed a speaker on the radio who does not comply with Aviation English language rules in their use of standard phraseology?
- 7.3.4.1 Have you ever communicated with somebody over the radio who does not have enough control or English proficiency to communicate effectively?
- 7.3.4.2 How often do you notice misunderstandings?
- 7.3.4.3 Have you ever communicated with somebody over the radio who had a strong native (English or other) accent that was difficult to understand?
- 7.3.4.4 Have you ever noticed a speaker on the radio who does not comply with English language rules in their use of Plain Aviation English?
- 7.3.5.1 Do you think the ICAO level 4 is the appropriate language level for operational personnel?
- 7.3.5.2 Is there anything you would like to have modified about the ICAO rating scale?
- 7.3.5.3 Do you notice communication problems on a regular basis?
- 7.3.5.4 If a communication problem happens, how often do you try to sort it out?
- 7.3.5.5 When you are not sure about the information provided, do you ask for readback?
- 7.3.5.6 Have you experienced an expectation bias on your part (you heard what you expected to hear rather than what is actually happening)?
- 7.3.5.7 Are you sure you would effectively use Aviation English in a sudden non-routine occurrence?
- 7.3.5.8 Are you calm during unexpected situations as you can rely on your linguistic skills?
- 7.3.5.9 Have you ever made a linguistic error?
- 7.3.5.10 How do you assess aviation communication in general?
- 7.3.5.11 Is there anything which aviation communication is missing?
- 7.3.5.12 Are there any words/phrases you find particularly problematic?
- 7.3.5.13 Do you ever happen to deviate from standard phraseology?
- 7.3.5.14 Would you like any aspects of Aviation English communication to be improved upon?
- 7.3.6.1 What is, in your opinion, the most important aspect of Aviation English training?
- 7.3.6.2 Would you like to see any more components included in Aviation English training courses in the future that are missing now?
- 7.3.6.3 Do you undertake any activities towards the further development of your language skills beyond your work environment?
- 7.3.7 Section 7: Participants’ general remarks
- 7.4 Conclusion
- Conclusions and Implications
- References
- Appendix: Questionnaire
- Subject Index
- Series index