Yr Athro Alison Wray
(hi/ei)

BA (Hons), D.Phil (York), FHEA, FAcSS, FLSW

Athro Ymchwil

Ysgol Saesneg, Cyfathrebu ac Athroniaeth

I am a member of the Centre for Language and Communication Research and the Formulaic Language Research Network.

View my animated film, Understanding the Challenges of Dementia Communication

Date
Type

2024

Wray, A. and Merton, P. 2024. ‘Brain fry’ in Just a Minute: the challenges of talking without hesitation, repetition or deviation. Comedy Studies 15(2), pp. 137-153. (10.1080/2040610X.2024.2373579)
Wray, A. and Bergstrom, A. 2024. Determiners of social inclusion and exclusion in the dementia context: the perspective of family carers. Pragmatics and Society 15(1), pp. 17-32. (10.1075/ps.23051.wra)
Wray, A. 2024. Formulaic sequences and language disorders. In: Ball, M. J., Mueller, N. and Spencer, E. eds. Handbook of Clinical Linguistics, 2nd ed.. Blackwell Handbooks in Linguistics Wiley Blackwell, pp. 177-188., (10.1002/9781119875949.ch13)
Wray, A. 2024. The emergence of word forms from human protolanguage. In: Vita, K. ed. Teaching Linguistics with Games. Cascadilla Press

2023

Wray, A. 2023. Hidden in plain sound: overlooked repetition in Just a Minute. Yearbook of Phraseology 14(1), pp. 33-88. (10.1515/phras-2023-0004)

2021

Wray, A. 2021. Loneliness and dementia: the role of communication. In: Stern, J. et al. eds. Bloomsbury Handbook of Solitude, Silence and Loneliness. Bloomsbury Handbooks Bloomsbury, pp. 288-298.
Wray, A. 2021. Why dementia makes communication difficult: a guide to better outcomes. Jessica Kingsley.
Wray, A. 2021. Dementia research: Prof Alison Wray discusses the importance of communication. Medical News Today
Wallace, M. and Wray, A. 2021. Critical reading and writing for postgraduates (4th edition). Student Success. Sage.
Hughes, C., Filimonov, M., Wray, A. and Spasic, I. 2021. Leaving no stone unturned: flexible retrieval of idiomatic expressions from a large text corpus. Machine Learning and Knowledge Extraction 3(1), pp. 263-283. (10.3390/make3010013)

2020

Wray, A., Morris, L., Mansell, W., Williamson, T. and McEvoy, P. 2020. Communication Empowerment Framework: An integrative framework to support effective communication and interaction between carers and people living with dementia. Dementia 19, pp. 1739-1757. (10.1177/1471301218805329)
Wray, A. 2020. The dynamics of dementia communication. Oxford University Press.
Wray, A. 2020. Dementia communication across language boundaries: developing language awareness. Youtube. Available at: https://www.youtube.com/watch?v=sbIxPq3eQoc

2019

Wray, A. 2019. Multilingual dementia care: defining the limits of translanguaging. Language Awareness 28(3), pp. 227-245. (10.1080/09658416.2019.1636801)

2018

Wray, A. 2018. Reconstructed pronunciation. In: Lawson, C. and Stowell, R. eds. Cambridge encyclopedia of historical performance in Music. Cambridge University Press, pp. 524-526.
Wray, A. 2018. Concluding question: Why don't second language learners more proactively target formulaic sequences?. In: Siyanova-Chanturia, A. and Pellicer-Sanchez, A. eds. Understanding Formulaic Language: A Second Language Acquisition Perspective. Second Language Acquisition Research Series London and New York: Routledge, pp. 248-269.
Wray, A. 2018. Dementia: the "communication disease". [Online]. YouTube. Available at: https://www.youtube.com/watch?v=6uu63PqWGaU

2017

Wray, A. 2017. Understanding the challenges of dementia communication. Youtube. Available at: https://youtu.be/u6cchefGn2M
Wray, A. 2017. Formulaic sequences as a regulatory mechanism for cognitive perturbations during the achievement of social goals. Topics in Cognitive Science 9(3), pp. 569-587. (10.1111/tops.12257)
Wray, A. 2017. The language of dementia science and the science of dementia language: linguistic interpretations of an interdisciplinary research field. Journal of Language and Social Psychology 36(1), pp. 80-95. (10.1177/0261927X16663591)

2016

Buerki, A., Wray, A. and Fitzpatrick, T. 2016. Linguistic markers and risk of Alzheimer's Disease. Presented at: BRACE Annual Celebration 2016, Filton, UK, 6 June 2016.
Wray, A., Bell, H. and Jones, K. 2016. How native and non-native speakers of English interpret unfamiliar formulaic sequences. European Journal of English Studies 20(1), pp. 47-63. (10.1080/13825577.2015.1136163)
Wallace, M. and Wray, A. 2016. Critical reading and writing for postgraduates (3rd edition). Sage Study Skills Series. Sage.
Wray, A. 2016. Accommodating 'unaccustomed pragmatic spaces' in Arbib's model Comment on "Towards a Computational Comparative Neuroprimatology: Framing the language-ready brain. Physics of Life Reviews 16, pp. 101-104. (10.1016/j.plrev.2016.01.014)
Wray, A. 2016. Mechanisms of conflict and aggression in the dementia context. Journal of Language Aggression and Conflict 4(1), pp. 115-140. (10.1075/jlac.4.1.05wra)

2015

Wray, A. 2015. Why are we so sure we know what a word is?. In: Taylor, J. R. ed. The Oxford Handbook of the Word. Oxford Handbooks Oxford: Oxford University Press, pp. 725-750., (10.1093/oxfordhb/9780199641604.013.032)
Wray, A. and Wallace, M. 2015. Developing research expertise in applied linguistics: capacity-building for today’s interdisciplinary challenges. ITL: International Journal of Applied Linguistics 166(1), pp. 3-36. (10.1075/itl.166.1.01wra)

2014

Wray, A. 2014. Developing comprehensive criteria of adequacy: the challenge of hybridity. In: Gómez-González, M. d. l. ?. et al. eds. The Functional Perspective on Language and Discourse : Applications and Implications. Pragmatics & Beyond New Series Amsterdam: John Benjamins, pp. 19-36.
Wray, A. 2014. Formulaic language and threat: the challenge of empathy and compassion in Alzheimer's disease interaction. In: Schrauf, R. W. and Müller, N. eds. Dialogue and dementia: cognitive and communicative resources for engagement. Language and Speech Disorders London: Psychology Press, pp. 263-286.
Wray, A. and Wallace, M. 2014. Developing social science research expertise: a resource and guide for trainers. [Online]. National Centre for Research Methods. Available at: http://www.restore.ac.uk/researchexpertise/
Wray, A. 2014. Dementia and language. In: Chapelle, C. ed. The Encyclopedia of Applied Linguistics. Wiley, pp. 1-6., (10.1002/9781405198431.wbeal1441)

2013

Wray, A. 2013. Mislaying compassion: linguistic triggers for inadequate care-giving in Alzheimer's Disease care. In: Davis, B. H. and Guendouzi, J. eds. Pragmatics in Dementia Discourse. Advances in Pragmatics and Discourse Analysis Cambridge: Cambridge Scholars Publishing, pp. 117-145.
Fitzpatrick, T., Playfoot, D., Wray, A. and Wright, M. J. 2013. Establishing the reliability of word association data for investigating individual and group differences. Applied Linguistics n/a (10.1093/applin/amt020)
Wray, A. 2013. Formulaic language. Language Teaching 46(3), pp. 316-334. (10.1017/S0261444813000013)
Wray, A. 2013. Formulaic language: Pushing the boundaries (China edition). Oxford Applied Linguistics Series. Shanghai Foreign Language Teaching Press/Oxford University Press.
Wray, A. 2013. Formulaic sequences. In: Chapelle, C. ed. The Encyclopedia of Applied Linguistics., Vol. 4. Wiley-Blackwell, pp. 2200-2205.

2012

Wray, A. 2012. Formulaic language. In: Robinson, P. ed. Routledge Encyclopedia of Second Language Acquisition. Routledge, pp. 252-256.
Wray, A. 2012. What do we (think we) know about formulaic language? An evaluation of the current state of play. Annual Review of Applied Linguistics 32(1), pp. 231-254. (10.1017/S026719051200013X)
Wray, A. and Bloomer, A. 2012. Projects in linguistics and language studies (3rd edition). Hodder Education.
Mac-Giolla Chriost, D. et al. 2012. Welsh for adults teaching and learning approaches, methodologies and resources: a comprehensive research study and critical review of the way forward. Project Report. [Online]. Cardiff: Welsh Government. Available at: http://www.cardiff.ac.uk/welsh/resources/FINAL%20WHOLE%20Drafft%20Ymgynghorol.pdf
Wray, A. 2012. Patterns of formulaic language in Alzheimer's disease: implications for quality of life. Quality in Ageing and Older Adults 13(3), pp. 168-175. (10.1108/14717791211264034)

2011

Mollet, E., Wray, A. and Fitzpatrick, T. 2011. Accessing second-order collocation through lexical co-occurrence networks. In: Herbst, T., Faulhaber, S. and Uhrig, P. eds. Phraseological View of Language: A Tribute to John Sinclair. Berlin: Mouton de Gruyter, pp. 87-122.
Wray, A. and Wallace, M. 2011. Accelerating the development of expertise: a step-change in social science research capacity building. British Journal of Educational Studies 59(3), pp. 241-264. (10.1080/00071005.2011.599790)
Lindholm, C. and Wray, A. 2011. Proverbs and formulaic sequences in the language of elderly people with dementia. Dementia: The International Journal of Social Research and Practice 10(3), pp. 1-21. (10.1177/1471301211413338)
Wallace, M. and Wray, A. 2011. Scholarly reading as a model for scholarly writing. In: Rocco, T. S. and Hatcher, T. eds. The Handbook of Scholarly Writing and Publishing. Jossey-Bass higher and adult education series San Francisco: Jossey-Bass, pp. 44-61.
Wallace, M. and Wray, A. 2011. Critical reading and writing for postgraduates. 2nd ed.. SAGE Study Skills Series. London: Sage.
Wray, A. 2011. Formulaic language as a barrier to effective communication with people with Alzheimer's Disease. Canadian Modern Languages Review 67(4), pp. 429-458. (10.3138/cmlr.67.4.429)
Wray, A. 2011. Games for studying language origins and change. In: Kuiper, K. ed. Teaching Linguistics: Reflections on Practice. London: Equinox, pp. 154-181.
Wray, A., Mollet, E. and Fitzpatrick, T. 2011. Accessing second-order collocation through lexical co-occurrence networks. In: Faulhaber, S., Herbst, T. and Uhrig, P. eds. The Phraseological View of Language: A Tribute to John Sinclair. Berlin: Mouton de Gruyter, pp. 87-122.
Wray, A. 2011. Perspectives on Formulaic Language: Acquisition and Communication – Edited by David Wood [Book Review]. International Journal of Applied Linguistics 21(1), pp. 127-133. (10.1111/j.1473-4192.2010.00279.x)

2010

Mollet, E., Wray, A., Fitzpatrick, T., Wray, N. R. and Wright, M. J. 2010. Choosing the best tools for comparative analyses of texts. International Journal of Corpus Linguistics 15(4), pp. 429-473. (10.1075/ijcl.15.4.01mol)
Wray, A. 2010. We've Had a Wonderful, Wonderful Thing: formulaic interaction when an expert has dementia. Dementia: The International Journal of Social Research and Practice 9(4), pp. 517-534. (10.1177/1471301210381677)
Wray, A. and Fitzpatrick, T. 2010. Pushing speakers to the extreme: the artificial use of prefabricated material in conversation. Innovation in Language Learning and Teaching 4(1), pp. 37-51. (10.1080/17501220802596413)
Wray, A. and Fitzpatrick, T. 2010. Pushing learners to the extreme: the artificial use of prefabricated material in conversation. Innovation in Language Learning and Teaching 4(1), pp. 37-52. (10.1080/17501220802596413)

2009

Wallace, M. and Wray, A. 2009. Complexity theory and emergent change. Case study. In: Saunders, M., Lewis, P. and Thornhill, A. eds. Research Methods for Business Students. 5th ed.. Harlow: Prentice Hall, pp. 102-104.
Wray, A. 2009. Identifying formulaic language: persistent challenges and new opportunities. In: Corrigan, R. L. et al. eds. Formulaic Language: Distribution and Historical Change., Vol. 1. Typological Studies in Language Vol. 82. Amsterdam: John Benjamins, pp. 27-52.
Wray, A. 2009. Preface: A research network model. In: Fitzpatrick, T. and Barfield, A. eds. Lexical Processing in Second Language Learners: Papers and Perspectives in Honour of Paul Meara. Second Language Acquisition Clevedon: Multilingual Matters, pp. xi-xvii.
Wray, A. 2009. Conclusion: Navigating L2 collocation research. In: Barfield, A. and Gyllstad, H. eds. Researching Collocations in Another Language: Multiple Interpretations. Basingstoke: Palgrave Macmillan, pp. 232-244.
Wray, A. 2009. Future directions in formulaic language research. Journal of Foreign languages 32(6), pp. 2-17.
Wray, A. and Pegg, C. A. 2009. The effect of memorized learning on the writing scores of Chinese IELTS test takers. In: Thompson, P., HOlliday, J. and Taylor, L. eds. IELTS Research Reports. Vol. 9. IELTS Australia, pp. 191-216.
Wray, A. 2009. Hurford, James R. The origins of meaning: language in the light of evolution - 408pp, Oxford University Press, Oxford, 2007, Hardback, £29.95, ISBN :95978-0199207855 [Book Review]. Functions of Language 16(2), pp. 298-308. (10.1075/fol.16.2.07wra)

2008

Wray, A. 2008. Formulaic language: Pushing the boundaries. Oxford Applied Linguistics. Oxford: Oxford University Press.
Wray, A. and Bloomer, A. 2008. Projects in linguistics : a practical guide to researching language (2nd ed.). London: Hodder Arnold.
Wray, A. 2008. Genes and the conceptualisation of language knowledge. Genomics, Society, and Policy 4(1), pp. 58-73. (10.1186/1746-5354-4-1-58)
Wray, A. 2008. The puzzle of language learning: from child’s play to ‘linguaphobia’. Language Teaching 41(2), pp. 255-273. (10.1017/S0261444807004909)
Wray, A. 2008. Formulaic sequences and language disorders. In: Ball, M. et al. eds. Handbook of Clinical Linguistics. Blackwell Handbooks in Linguistics Oxford: Blackwell, pp. 184-197.
Wray, A. and Fitzpatrick, T. 2008. Why can't you just leave it alone? Deviations from memorized language as a gauge of nativelike competence. In: Meunier, F. and Granger, S. eds. Phraseology in foreign language learning and teaching. Philadelphia, PA: John Benjamins Publishing Company, pp. 123-148.

2007

Wray, A. and Grace, G. 2007. The consequences of talking to strangers: Evolutionary corollaries of socio-cultural influences on linguistic form. Lingua 117(3), pp. 543-578. (10.1016/j.lingua.2005.05.005)
Wray, A. 2007. Set phrases in second language acquisition. In: Burger, H. et al. eds. Phraseologie / Phraseology: Ein internationales Handbuch zeitgenössischer Forschung / An International Handbook of Contemporary Research., Vol. 1. Berlin: Mouton de Gruyter, pp. 870-881.
Wray, A. 2007. "Needs only" analysis in linguistic ontogeny and phylogeny. In: Lyon, C., Nehaniv, C. L. and Cangelosi, A. eds. Emergence of Communication and Language. London: Springer, pp. 53-70., (10.1007/978-3-030-04465-7_8)

2006

Wray, A. and Bloomer, A. 2006. Projects in linguistics: a practical guide, 2nd ed.. London: Arnold.
Wray, A. 2006. Idiomaticity in an L2: linguistic processing as a predictor of success. In: Beavan, B. ed. IATEFL 2005 Cardiff Conference Selections: 39th International Annual Conference, Cardiff, 5-9 April 2005. IATEFL, pp. 53-60.
Wallace, M. and Wray, A. 2006. Critical reading and writing for postgraduates. Sage Study Skills. London: Sage.
Wray, A. 2006. Joining the dots: the evolutionary picture of language and music. Cambridge Archaeological Journal 16(1), pp. 103-105.
Wray, A. 2006. Formulaic language. In: Brown, K. ed. Encyclopedia of Language and Linguistics., Vol. 4. Oxford: Elsevier, pp. 590-597.
Fitzpatrick, T. and Wray, A. 2006. Breaking up is not so hard to do: individual differences in L2 memorisation. Canadian Modern Language Review 63(1), pp. 35-57. (10.3138/cmlr.63.1.35)

2005

Wray, A. 2005. The explanatory advantages of the holistic protolanguage model: the case of linguistic irregularity. Commentary on Arbib. Behavioral and Brain Sciences 28(2), pp. 147-148. (10.1017/S0140525X05450037)
Wray, A. 2005. The broadening scope of animal communication research. In: Tallerman, M. ed. Language Origins: Perspectives on Evolution. Studies in the Evolution of Language Oxford: Oxford University Press, pp. 232-238.
Wray, A. 2005. Looking at the WHY in phraseology: a psycholinguistic perspective on patterns in text. In: Cosme, C. et al. eds. Phraseology 2005: The Many Faces of Phraseology. Louvain-la-Neuve: Université Catholique de Louvain, pp. 23-26.
Wray, A. and Staczek, J. J. 2005. One word or two? Psycholinguistic and sociolinguistic interpretations of meaning in a court case. International Journal of Speech Language and the Law 12(1), pp. 1-18. (10.1558/ijsll.v12i1.1)

2004

Wray, A., Cox, S., Lincoln, M. and Tryggvason, J. 2004. A formulaic approach to translation at the Post Office: reading signs. Language & Communication 24(1), pp. 59-75. (10.1016/j.langcom.2003.08.001)
Wray, A. 2004. 'Here's one I prepared earlier': formulaic language learning on television. In: Schmitt, N. ed. Formulaic Sequences: Acquisition, Processing and Use. Amsterdam: John Benjamins, pp. 249-268., (10.1075/lllt.9.13wra)

2003

Wray, A. and Namba, K. 2003. Use of formulaic language by a Japanese-English bilingual child: a practical approach to data analysis. Japan Journal for Multilingualism and Multiculturalism 9(1), pp. 24-51.

2002

Wray, A. 2002. Formulaic language and the lexicon. Cambridge: Cambridge University Press.
Wray, A. ed. 2002. The transition to language. Oxford linguistics. Oxford: Oxford University Press.
Wallace, M. and Wray, A. 2002. The fall and rise of linguists in education policy-making: From "common sense" to common ground. Language Policy 1(1), pp. 75-98.
Wray, A. 2002. Dual processing in protolanguage: performance without competence. In: Wray, A. ed. The Transition to Language. Oxford Studies in the Evolution of Language Oxford University Press, pp. 113-137.
Wray, A. 2002. Formulaic language in computer-supported communication: theory meets reality. Language AwarenesS 11(2), pp. 114-131. (10.1080/09658410208667050)

2000

Wray, A. and Perkins, M. R. 2000. The functions of formulaic language: an integrated model. Language & Communication 20(1), pp. 1-28. (10.1016/S0271-5309(99)00015-4)
Wray, A. 2000. Pronunciation of the texts. [CD]. Salisbury Cathedral Boy Choristers, Gabrieli Consort & Paul McCreesh. John Sheppard: Missa Cantata. CD recording 457 23 November 2024.
Wray, A. 2000. Holistic utterances in protolanguage: the link from primates to humans. In: Knight, C., Studdert-Kennedy, M. and Hurford, J. R. eds. The Evolutionary Emergence of Language: Social Function and the Origins of Linguistic Form. New York: Cambridge University Press, pp. 285-302.
Wray, A. 2000. Formulaic sequences in second language teaching: principle and practice. Applied Linguistics 21(4), pp. 463-489. (10.1093/applin/21.4.463)

1996

Wray, A. 1996. English pronunciation c. 1500-1700. In: Morehen, J. ed. English Choral Practice 1400-1650. Cambridge Studies in Performance Practice Cambridge: Cambridge University Press, pp. 90-108.
Wray, A. 1996. The occurrence of 'occurance' and 'alot' of other things 'aswell': patterns of errors in undergraduate English. In: Blue, G. M. and Mitchell, R. eds. Language and Education: Papers from the Annual Meeting of the British Association for Applied Linguistics held at the University of Southampton, September 1995. British Studies in Applied Linguistics Clevedon: British Association for Applied Linguistics in association with Multilingual Matters, pp. 94-106.

1995

Wray, A. 1995. The sound of Latin in England before and after the Reformation. In: Morehen, J. ed. English Choral Practice, 1400-1650. Cambridge Studies in Performance Practice Cambridge: Cambridge University Press, pp. 74-89.

1992

Wray, A. 1992. The focusing hypothesis: the theory of left hemisphere lateralised language re-examined. Studies in Speech Pathology and Clinical Linguistics. Amsterdam: John Benjamins.
Wray, A. 1992. Pronunciation. In: Knighton, T. and Fallows, D. eds. The Dent Everyman Companion to Medieval and Renaissance Music. London: Dent, pp. 292-299.
Wray, A. 1992. Authentic pronunciation for early music. In: Paynter, J. et al. eds. Companion to Contemporary Musical Thought. London and New York: Routledge, pp. 1051-1064.

1990

Wray, A. 1990. The Singers' Language Project. Voice Research Society Newsletter 4(2), pp. 13-14.
Wray, A. 1990. The dual systems ('focusing') hypothesis: a right hemisphere account for left hemisphere language. Speculations in Science and Technology 13(1), pp. 3-12.

1989

Wray, A. 1989. The values and shortcomings of phonetic script as a tool for singers. Singing 16, pp. 21-24.

1988

Wray, A. 1988. Phonetic transcription for singers?. Voice Research Society Newsletter 3(1), pp. 5-7.

Canolbwynt fy ymchwil yw datblygu modelau arloesol a all gyfrif am batrymau a welwyd mewn iaith. Fy mhrif gyfraniad ar hyn o bryd yw deall achosion cyfathrebu aflonydd pan fydd rhywun yn byw gyda dementia - nid yn unig sut mae niwed i'r ymennydd sylfaenol yn effeithio ar gynhyrchu a deall iaith, ond hefyd yr hyn sy'n digwydd i normau rhyngweithio cymdeithasol pan fyddant yn rhyngweithio â'r aflonyddwch gwybyddol a achosir gan ddementia. Datblygodd y gwaith hwn ar ddementia o'm gwaith blaenorol ac mae'n adeiladu arno dros nifer o flynyddoedd, wrth nodweddu iaith fformiwläig (llinynnau geiriau parod).

Mae iaith fformiwläig yn cwmpasu llinynnau o eiriau sydd:

Mae'n ymddangos ei fod yn cael ei storio'n gyfan gwbl yn y cof er hwylustod (e.e. diolch yn fawr iawn; yr hyn rwy'n ei olygu yw)
yn arbennig o aml mewn testun (e.e. yn y canol?)
bod â phwysigrwydd cymdeithasol i bobl benodol (e.e. breichiau presennol)
yn cael eu cofio neu eu hailadrodd,
a/neu nad ydynt yn gyfansoddiadol o ran ffurf neu ystyr (e.e. yn ôl ac ar y cyfan; gwae betide).

Gan dynnu ar arsylwadau o iaith fformiwlâu mewn amrywiaeth o gyd-destunau, rwyf wedi datblygu modelau o sut mae iaith yn cael ei dysgu, ei phrosesu a'i storio, ac wedi eu cymhwyso, trwy arbrofion ac ymchwiliadau eraill, i faterion ym maes caffael iaith gyntaf ac ail iaith, anabledd iaith ac esblygiad iaith. Rwyf wedi ysgrifennu am rôl iaith fformiwlâu wrth gyfieithu, y gallu i iaith fformiwläig wella'n sylweddol ansawdd rhyngweithio siaradwr anfrodorol, a natur iaith fformiwläig mewn anhwylderau iaith gan gynnwys Clefyd Alzheimer.

Ymchwil cyfredol

Model Effaith Cyfathrebu: Yn 2014, dechreuais weithio ar fodel newydd o sut mae'r weithred o gyfathrebu yn rhyngwynebu â phrosesu iaith. Mae'n dwyn ynghyd theori gymdeithasol-ryngweithiol a phragmatig gyda modelau gwybyddol, i ddangos sut mae ffurfiau iaith yn cael eu llunio gan yr hyn y mae angen i ni ei gyflawni trwy gyfathrebu, a sut mae iaith yn cael ei defnyddio i wneud diffygion da mewn cyfathrebu pan fydd y siaradwr o dan bwysau gwybyddol. Mae'r model yn cyfuno fy ngwaith blaenorol ar iaith fformiwlaidd, Clefyd Alzheimer a chaffael ail iaith, ac fe'i cynlluniwyd i gynnig cyfleoedd ar gyfer ymyriadau arbrofol mewn sefyllfaoedd lle mae cyfathrebu fel arfer yn cael ei danseilio gan lai o allu gwybyddol a/neu broblemau mynediad geirfaol, gan gynnwys Alzheimer a dysgu ieithoedd tramor ar ôl plentyndod. Disgrifir y model yn fwyaf manwl yn fy llyfr 2020 The Dynamics of Dementia Communication (Oxford University Press), https://global.oup.com/academic/product/the-dynamics-of-dementia-communication-9780190917807?cc=ru&lang=en&#.

Yn seiliedig ar y model, rwyf wedi sgriptio tair ffilm animeiddiedig am agweddau ar gyfathrebu dementia (https://www.youtube.com/channel/UC6kMlO8mkB09GNCLm1zbaHQ). Mae deall heriau cyfathrebu dementia (2017, 16 munud) yn cyflwyno syniadau allweddol o fy ymchwil yn nhermau lleygwr. Dementia: mae'r 'clefyd cyfathrebu' (2018, 18 munud) yn cynnig syniadau ymarferol ar gyfer ymdrin â chyfathrebu mewn ffyrdd newydd. Ffocws cyfathrebu dementia ar draws ffiniau iaith (2020, 31 munud) yw pan nad yw gofalwr a chleient yn rhugl yn yr un iaith. Wedi'i hariannu gan Gyngor Ymchwil Norwy, mae gan y ffilm hon fersiwn Norwyaidd hefyd. Mae'r fersiynau Saesneg i gyd yn cael eu lleisio gan yr actor Seisnig Syr Tony Robinson.

Gyda'm cydweithrediad, mae Menter Gymdeithasol Six Degrees yn Salford, y DU, wedi datblygu gweithdai i gefnogi gofalwyr proffesiynol a theuluol pobl â dementia sy'n defnyddio fy syniadau i fynd i'r afael â'r achosion a helpu i leddfu'r straen o fod yn ofalwr yn y cyd-destun hwn.

Theori ieithyddol ar y ffiniau: Datblygiad macro-theori sy'n cysylltu ffurf a swyddogaeth ieithyddol ag agweddau gwybyddol a chymdeithasol ymddygiad ieithyddol. Wedi'u gwreiddio yn y modelau o gaffael a defnyddio iaith fformiwlaidd (gweler uchod) yn fwy diweddar maent wedi ehangu i archwilio'r 'gair' fel ffenomen gynhenid annelwig, iaith fel system hybrid sylfaenol, a theori newydd o sut mae pwysau gwybyddol a chymdeithasol ar gynhyrchu iaith yn cael eu rheoli i gyflwr rhuglder cyson gan ddefnyddio opsiynau wrth ddewis ffurf.

Rhagfynegi dementia: Gyda chefnogaeth cyllid gan Alzheimer's BRACE a'r Academi Brydeinig / Leverhulme, rwy'n PI ar brosiect sy'n archwilio marcwyr ieithyddol cynnar o risg ar gyfer clefyd Alzheimer yn y dyfodol. Mae cyfranogwyr yr astudiaeth yn rhan o brosiect rhiant o'r enw PREVENT, a ariennir gan y Gymdeithas Alzheimer (Athro PI Craig Ritchie, Prifysgol Caeredin).

Ail-greu ynganiad: Yn y gorffennol rwyf wedi ymchwilio i ynganiad hanesyddol, gan ail-greu Saesneg ac ieithoedd eraill ar gyfer perfformiadau a recordiadau o gerddoriaeth gynnar. Yn rhinwedd y swydd hon, rwyf wedi cynghori ar dros 80 o recordiadau CD masnachol (gan gynnwys rhai enillwyr gwobrau rhyngwladol), darllediadau'r BBC a chyngherddau cyhoeddus mawr.

Arbenigedd ymchwil yn y gwyddorau cymdeithasol: Mewn maes ymchwil a hyfforddiant ar wahân, rwyf wedi archwilio natur arbenigedd ymchwil yn y gwyddorau cymdeithasol, yn enwedig 'meddwl fel arbenigwr'. Cefnogwyd y gwaith hwn, gyda Mike Wallace fel cyd-I, gan Wobr Menter Datblygu Ymchwilwyr ESRC tair blynedd (gweler Wray & Wallace 2011 am gyfrif o'r egwyddorion). Mae Mike a minnau hefyd yn gyd-awduron Darllen ac Ysgrifennu Beirniadol ar gyfer Ôl-raddedigion ac yn cynnal gweithdai ar gyfer ymchwilwyr PhD a gyrfa gynnar ar y pwnc hwn. Yn 2010 enillais ddau gymhwyster hyfforddi a datblygais frand o hyfforddiant sy'n addas ar gyfer cyd-destun ymchwil y brifysgol.

Prosiectau a ariennir yn awr ac yn y gorffennol

2023: £4855 Cyfrif Cyflymu Effaith Cytûn UKRI i gychwyn gwaith cydweithredol cyfathrebu dementia gyda'r gymuned Māori , Seland Newydd
2023: £3000 o gronfa Cyflymydd Effaith ESRC i greu DVDs o ffilmiau wedi'u hanimeiddio am gyfathrebu dementia

2018-21: £10000 gan Gronfa Grantiau Bach yr Academi Brydeinig/Leverhulme, ar gyfer gwaith ar ragweld Alzheimer yn y dyfodol trwy batrymau iaith

2017 : £6000 o gronfa Cyflymydd Effaith ESRC i ddatblygu animeiddiad 'Dementia: y Clefyd Cyfathrebu', a ryddhawyd yn 2018

2016: £15000 ar gyfer Cymrodoriaeth Absenoldeb Ymchwil Prifysgol Caerdydd

2016: £15,500 gan IELTS (trosglwyddwyd o UC Dulyn). Astudiaeth gymhariaeth o ddefnydd strategaeth myfyrwyr mewn testunau darllen ar gyfer prawf IELTS a'r rhai ar gyfer astudiaeth academaidd. Ymchwilydd: Jie Liu

2016 Cyngor Ymchwil Norwy, £11,000 (cyfran Caerdydd o grant mwy). Cydweithrediad â Phrifysgol Oslo a Tess Fitzpatrick, Iaith a Chyfathrebu mewn Siaradwyr Amlieithog â Dementia yn Norwy.

2015: £3000 o gronfa Cyflymydd Effaith ESRC. Mae'r prosiect hwn yn canolbwyntio ar ddatblygu deunyddiau hyfforddi i gefnogi'r rhai sy'n gofalu am bobl â dementia. Y deunyddiau hyn yw dimensiwn 'effaith' fy ymchwil cyfredol i 'effaith gyfathrebol', sy'n archwilio'r gofodau pragmatig anarferedig sy'n cael eu creu mewn sgyrsiau â pherson â dementia

2014-15: Grant o £40,000 gan Alzheimer's BRACE i chwilio am farcwyr ieithyddol cynnar o glefyd Alzheimer yn y dyfodol. Cyd-ymchwilwyr ac ymchwilwyr: Dr Andreas Buerki, Yr Athro Tess Fitzpatrick, Dr Michael Willett, Dr Katy Jones. Poster o gyfarfod blynyddol Brace 2015
2014: £5000 o gronfa prosiect Peilot Coleg y Celfyddydau a Gwyddorau Cymdeithas Prifysgol Caerdydd, i brofi'r offerynnau ymchwil ar gyfer prosiect BRACE Alzheimer. Cynhaliwyd y peilot mewn cydweithrediad ag aelodau o Brifysgol Trefynwy y Drydedd Oes.
2010-14: £100,000 gan Gynllun Datblygu Ymchwilwyr ESRC, i ddatblygu deunyddiau hyfforddi ar gyfer gwella meddwl arbenigol a datrys problemau yn y gwyddorau cymdeithasol. Cyd-I: Yr Athro Mike Wallace, Prifysgol Caerdydd. Cyhoeddiadau: 2014a, 2015a
2010-12: £303,000 gan Lywodraeth Cynulliad Cymru. Roeddwn yn gyfarwyddwr academaidd prosiect yn archwilio sut i wella addysgu'r Gymraeg i oedolion. Roedd cydweithwyr o Ganolfan Cymraeg i Oedolion Caerdydd ac Ysgol y Gymraeg a Phrifysgolion Rhydychen ac Abertawe
2010-11: £76,000 gan ESRC, ar gyfer ffenomena seicoieithyddol o ddewisiadau adfer geirfaol trwy ddadansoddiad o ymddygiad cymdeithas geiriau. PI: Dr Tess Fitzpatrick, Prifysgol Abertawe. Ymchwilydd: Dr David Playfoot. Mewn cydweithrediad ag epidemiolegwyr genetig yn Sefydliad Queensland ar gyfer Ymchwil Meddygol, Brisbane. Cymharodd y gwaith hwn efeilliaid yn eu harddegau a >65 oed, i nodi patrymau gwahaniaeth mewn adalw geiriau. Cyhoeddiadau hyd yn hyn: 2013f
2007-08: £100,000 gan AHRC i ddatblygu technegau dadansoddol newydd ar gyfer proffilio ffenoteipiau iaith mewn ymchwil genetig. Cyd-I: Dr Tess Fitzpatrick; Ymchwilydd: Eugene Mollet. Mewn cydweithrediad ag epidemiolegwyr genetig yn Sefydliad Queensland ar gyfer Ymchwil Meddygol, Brisbane. Roedd y gwaith hwn yn cynnwys rhaglen amlochrog o broffiliau o ddata ysgrifenedig gan efeilliaid siaradwr brodorol, er mwyn archwilio rolau cymharol geneteg a'r amgylchedd ar batrymau mewn perfformiad ieithyddol. Cyhoeddiadau: 2010c, 2011e
2006-07: £13,000 gan IELTS i ddatblygu dull ymarferol o werthuso gwybodaeth ieithyddol yn gywir pan atgynhyrchir deunydd cofio mewn profion iaith. Cyd-fyfyriwr Dr Christine Pegg, Prifysgol Caerdydd ac IELTS. Cyhoeddiadau: 2009e
2002-03: £51,000 gan AHRB ar gyfer ymchwil i sut mae newidiadau anfwriadol wrth atgynhyrchu deunydd coffa yn dangos gwybodaeth ieithyddol dysgwyr iaith, a'u hagwedd at risg. Ymchwilydd y prosiect: Tess Fitzpatrick. Cyhoeddiadau: 2006e, 2008e, 2010b
1999-2000: £5,000 gan Sefydliad Nuffield ar gyfer dadansoddi data o TALK, cymorth sgwrs i bobl â pharlys yr ymennydd, yn seiliedig ar iaith fformiwlaidd. Cyhoeddiadau: 2002b, 2010b
1988-91: £61,000 gan Ymddiriedolaeth Leverhulme ar gyfer gwaith ymarferol a damcaniaethol ar ynganiad mewn canu. Cyhoeddiadau: 1988, 1989, 1990a, 1992b, c, 1995a, b, 1999a, 2000a, 2002e-g, 2003a, b.

Cymorth myfyrwyr ac adeiladu gallu

Yn 2002 sefydlais gymdeithas anffurfiol o ymchwilwyr o'r enw Rhwydwaith Ymchwil Iaith Fformiwlaidd (FLaRN), sydd â mwy na 200 o aelodau. Mae wedi'i anelu'n bennaf at fyfyrwyr PhD ond mae ganddo hefyd lawer o aelodau mewn swyddi academaidd. Os oes gennych ddiddordeb mewn ymuno, e-bostiwch wraya@cardiff.ac.uk am wybodaeth. Ers 2004, mae FLaRN wedi cael nifer o gynadleddau bob dwy flynedd, a'r mwyaf diweddar yn cael eu cynnal gan Adran Ffiloleg Lloegr, Prifysgol Vilnius, Lithwania, Mehefin 28-30ain 2016.

Rwy'n goruchwylio myfyrwyr PhD ar agweddau ar iaith fformiwlâu mewn cyd-destunau iaith gyntaf ac ail iaith, a chyfathrebu dementia. Am fwy o wybodaeth am bynciau hoffwn oruchwylio'n arbennig, gweler y tab 'Goruchwyliaeth'.

Myfyrwyr PhD cyfredol

Axel Bergstrom: Deall penderfynyddion ieithyddol, pragmatig a pherthynas cyfathrebu effeithiol mewn gofal dementia yng Nghymru: goblygiadau ar gyfer hyfforddiant
Hossein Rezaie: Sut mae dewisiadau ieithyddol yn arwydd o sefyllfa'r farchnad sefydliadau addysg uwch yn eu prosbectws?

Cyn-fyfyrwyr PhD llwyddiannus

Helen Emery: Sillafu yn Arabeg dysgwyr Saesneg. Dyfarnwyd 2005
Iain McGee: Iaith fformiwlaidd a dysgu / addysgu ail iaith. Mabwysiadwyd yn 2006.
Kazuhiko Namba: Newid cod plant dwyieithog: dull strwythurol ac iaith fformiwläig. Penodwyd ym mis Mai 2008.
Yanling Su: Caffael iaith fformiwlaidd a gwahaniaethau unigol. Penodwyd ym mis Rhagfyr 2008.
Amjad Saleem: Cofio mewn iaith nad ydych chi'n ei siarad Mabwysiadwyd ar gyfer 2015.
Mark Maby: Caffael geiriau polysemous i ddysgwyr ail iaith. Dyfarnwyd 2017
Dale Brown: Gwybodaeth gynhyrchiol dysgwyr o Japan am ddyraniadau Saesneg. Dyfarnwyd 2018
John Racine: Cymdeithas Geiriau Ail Iaith: prosesau, methodolegau a modelau. Dyfarnwyd 2019
Peter Thwaites: Pam mae agweddau ieithyddol ar eiriau ciw yn cyfyngu ar ymatebion cymdeithas geiriau? Dyfarnwyd 2019
Stephen Cutler: Rôl iaith fformiwläig wrth gofio a chynhyrchu lleferydd yn siaradwyr Saesneg L2. Dyfarnwyd 2020
Rowan Campbell: Lefelu yn acen Saesneg Caerdydd. Dyfarnwyd 2021
Mike Green: Rôl patrymau ffonolegol ac etymoleg wrth gaffael dilyniant fformiwlaidd. Dyfarnwyd 2022

Undergraduate study

1983: BA (Hons) in linguistics with German and Hindi, Dept of Language & Linguistic Science, University of York, UK

Postgraduate study

1988: DPhil in psycholinguistics, Dept of Language & Linguistic Science, University of York, UK

Post doctorate

1988-91: Researcher on the Singers? Language Project, Dept of Music, University of York, UK. Funded by Leverhulme Trust

Employment

2007 to present: Research Professor, as above

2005-07: Professor, as above

2002-05: Senior Lecturer/Reader, as above

1999-02: Senior Research Fellow, Centre for Language & Communication Research, Cardiff University, UK

1996-99: Assistant Director, Wales Applied Language Research Unit, Centre for Applied Language Studies, Swansea University, UK

1991-96: Lecturer/Senior Lecturer in linguistics, College of Ripon & York St John, York, UK

Major administrative roles

2014-present: Director of the Centre for Language & Communication Research

2005-present: Director of Research for the School of English, Communication and Philosophy

Honours, prizes and memberships

2014 - Elected Fellow of the Learned Society of Wales (FLSW)

2014 - Visiting Professor, York St John University, UK

2013 - Board Member, Alzheimer?s Society Grant Advisory Board

2012 - ESRC Peer Review College

2009 - Editorial Board, Yearbook of Phraseology

2008 - Member of Advisory Committee, Bristol Centre for Linguistics

2008 - Elected Academician of the Academy of Social Sciences (AcSS)

2007 - Fellow of the Higher Education Academy (FHEA)

2006 - Visiting academic at the Genetic Epidemiology Laboratory, Queensland Institute for Medical Research, Brisbane, Australia

2005 - Erskine Fellow, University of Canterbury, New Zealand

2004 - BBS Associate (Behavioral and Brain Sciences)

2004-7 - Member of AHRC Peer Review College

2003 - Formulaic Language and the Lexicon won annual BAAL Book Prize

2001 - Member of the Institute of Learning and Teaching

1999 - Projects in Linguistics shortlisted for annual BAAL Book Prize

1984-7 - British Academy Major State Award

Iaith fformiwla: Yn benodol, byddai gennyf ddiddordeb mewn cael rhywun i edrych ar:

- y prosesau y mae geiriau caneuon celf yn cael eu cofio yn iaith gyntaf rhywun ac mewn ieithoedd eraill. Byddai'r pwnc hwn yn gweddu i rywun sydd â hyfforddiant mewn ieithyddiaeth neu seicoleg a diddordeb cryf mewn cân gelf y gorllewin.

- ffyrdd o ateb y cwestiwn canlynol: Pam nad yw dysgwyr ail iaith yn targedu dilyniannau fformiwlâg yn fwy rhagweithiol? a gyflwynais ac a drafodais ym mhennod derfynol Siyanova-Chanturia, A a Pellicer-Sanchez, A. (eds.) Deall Iaith Fformiwlaeg: Persbectif Caffael Ail Iaith. Routledge, t.248-269. Byddai'r ymchwil hon yn mynd y tu hwnt i arsylwi ac arbrofi pur yn yr ystafell ddosbarth a hefyd arolygu athrawon a myfyrwyr, i ymgysylltu ar lefel ddamcaniaethol llawer dyfnach am natur iaith, cyfathrebu a dysgu.

Cyfathrebu dementia: prosiectau sy'n canolbwyntio, er enghraifft:

- cymhwyso theori cyfathrebu i'n dealltwriaeth o pam mae cyfathrebu'n heriol pan fo un o'r siaradwyr yn byw gyda dementia;

- cymharu heriau cyfathrebu dementia â rhai defnyddio ail iaith

Goruchwyliaeth gyfredol

Hoss Rezaie

Myfyriwr ymchwil

Axel Bergstrom

Myfyriwr ymchwil

Contact Details

WrayA@caerdydd.ac.uk
+44 29208 74762
Adeilad John Percival , Ystafell 3.38, Rhodfa Colum, Caerdydd, CF10 3EU

Themâu ymchwil

Arbenigeddau

Seicoieithyddiaeth

Osgoi ‘ffrïo’r ymennydd’ yn hollbwysig i lwyddo yng ngêm boblogaidd Just a Minute BBC Radio 4

Yr Athro Alison Wray (hi/ei) BA (Hons), D.Phil (York), FHEA, FAcSS, FLSW

Trosolwyg

Cyhoeddiad