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Jakobsson, Ina, and Emmalinn Knutsson. "Explicit or Implicit Grammar? - Grammar Teaching Approaches in Three English 5 Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34559.
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Grammar is an essential part of language learning. Thus, it is important that teachers know how to efficiently teach grammar to students, and with what approach - explicitly orimplicitly as well as through Focus on Forms (FoFs), Focus on Form (FoF) or Focus onMeaning (FoM). Furthermore, the common use of textbooks in English education in Sweden makes it essential to explore how these present grammar. Therefore, to make teachers aware of what grammar teaching approach a textbook has, this degree project intends to examine how and to what degree English textbooks used in Swedish upper secondary schools can be seen to exhibit an overall explicit or implicit approach to grammar teaching. The aim is to analyze three English 5 textbooks that are currently used in classrooms in Sweden, through the use of relevant research regarding grammar teaching as well as the steering documents for English 5 in Swedish upper secondary school. The analysis was carried out with the help of a framework developed by means of research on explicit and implicit grammar teaching as well as the three grammar teaching approaches FoFs, FoF and FoM. Thus, through the textbook analysis, we set out to investigate whether the textbooks present grammar instruction explicitly or implicitly and through FoFs, FoF or FoM. After having collected research on the topic of how to teach grammar, it became apparent that researchers on grammar teaching agree that FoF is the most beneficial out of the three above mentioned approaches, and thus, we decided to take a stand for this approach throughout the project. The results of this study showed that two out of three textbooks used overall implicit grammar teaching through FoM. Moreover, one out of the three textbooks used overall explicit grammar teaching through an FoF approach.
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From, Malcolm. "An Analysis of the way Grammar is Presented in two Coursebooks for English as a Second Language : A Qualitative Conceptual Analysis of Grammar in Swedish Coursebooks for Teaching English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43794.
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This essay aims to investigate theoretically how two currently used coursebooks, What’s Up 9 and Solid Gold 1, in a local area of Southern Sweden, present (introduces and covers) grammar. The overall aim is to investigate how grammar is presented, using the present simple and the present continuous as examples. The findings are also mapped to teaching approaches, as well as SLA (Second Language Acquisition) research, to see what approaches are favoured for teaching grammar in the first decades of the 21st century. In order to investigate the course- books, a qualitative content analysis and conceptual analysis was chosen with the presentation of grammar mapped into different categories, by using concepts for teaching and approaches used in SLA. The results show that the two proposed coursebooks favoured a FoFs (Focus on Forms) approach for presenting grammar. Furthermore, the results show that grammar is pre- sented explicitly and, if the teachers use the structures proposed in the coursebook rigidly, they automatically follow a deductive teaching procedure. When using a FoFs, explicit instructions and taking a deductive teaching approach, it may be regarded as the coursebooks suggest a grammar-translation approach as well. However, when observing other exercises connected to the reading texts in the coursebooks, it was detected that both coursebooks favoured a text- based approach for teaching, where the learners are supposed to learn the structure of different texts. In doing so, the grammatical structures are learned subconsciously and implicitly, which indicates that grammar is, in general, taught implicitly in the coursebooks, but presented (intro- duced and covered) explicitly.
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Lessard, Geneviève. "Effets spéculaires dans Les fous de bassan d'Anne Hébert : forme et sens." Thèse, Université du Québec à Trois-Rivières, 1987. http://depot-e.uqtr.ca/5695/1/000567557.pdf.
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Woxinger, Sköld Linnea. "Life Forms." Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17101.
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Life Forms is an examination of organic shapes in textile material and garments. The clothes deals with questions of tactile and emotional attraction in fashion, while the project as a whole is an attempt to constantly let creativity and curiosity be a part of the process.By using a method of letting go of the control and see what chance and the properties of the material might lead to, this work has become a growing organism of its own.The end result is a group of unique pieces, all in different materials and colour shades. They’re held together by concept as well as relations in tone and cuts. The collection could be viewed as a visual statement or worn with lots of care and love.<br>Program: Modedesignutbildningen
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D'Amico, Melanie Lynn. "Comparing focus on form instruction to focus on forms and focus on meaning instruction of the Spanish direct object clitic pronouns." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014865.
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Markina, Elena. "Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666176.
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The present study explores the impact that task-supported language teaching (TSLT) and task- based language teaching (TBLT) have on the acquisition of case forms and verbs of motion in Russian and on learners’ written and oral production. From a methodological point of view, the study follows a pre-test – immediate post-test – delayed post-test design. Data have been obtained from first and second year students of the University of Barcelona (n=54) with a low level of proficiency in Russian. Each learner was assigned to a task-supported (TS) or task-based (TB) group and received 14 hours of corresponding treatment. The TSLT treatment for the first year students focused on the use of prepositions and case forms, and the treatment for the second year students involved the Russian verbs of motion with and without prefixes. For the TBLT treatment, the acquisition of the same linguistic items was analysed. These items were present in the tasks designed for the experiment. Data were obtained by means of three grammar tests (fill in the blanks, multiple choice and grammaticality judgment tests), a written task which required learners to write a letter / an email to a friend and two oral tasks (room description and map task). Measures include the target-like use of prepositions, case forms and verbs of motion in the grammar tests and in oral and written production, the number of errors per words for general accuracy, the number of clauses per T-unit and the mean length of clause for syntactic complexity, Guiraud’s Index of lexical richness for lexical complexity, and speech rate for oral fluency. Statistical tests related to the use of prepositions and case forms show that both approaches provided positive results in the immediate post-test, however, neither task-supported nor task-based treatment led to a significant improvement in the long-term perspective. On the other hand, participants in both groups demonstrated a significant improvement in the target-like use of verbs of motion produced in their oral and written performance and used in their grammar tests. In written production, learners’ syntactic complexity measured by means of clauses per T- unit and lexical complexity significantly increased after the treatment, whereas phrasal complexity (mean length of clause) did not change over time. Written accuracy significantly improved in both groups immediately after the treatment. However, learners in the TB group maintained this improvement three months after the treatment, whereas the accuracy of learners in the TS group decreased to the level they had before the treatment. In oral production, learners in both groups significantly improved their general accuracy in the performance of the map task. Lexical complexity and fluency improved in both oral tasks. As for syntactic complexity, no changes were found in any of the tasks. The comparison of the effects that the two types of treatment have had on different aspects of learners’ production reveals that participants in the TS and the TB groups have not significantly differed on accuracy, syntactic complexity and fluency of their oral and written performance. Task-supported and task-based treatments also had a similar effect on accuracy in the use of Russian prepositions and case forms. However, learners in the TB group have showed significantly better results than learners in the TS group as far as lexical complexity and the target-like use of verbs of motion are concerned.<br>El presente estudio explora el impacto en la adquisición del ruso como lengua extranjera de TSLT (Task-supported language teaching) y TBLT (Task-based language teaching). El objeto de análisis es la adquisición de los casos y de los verbos de movimiento en la producción oral y escrita en los parámetros de la complejidad, corrección y fluidez. El estudio experimental sigue el diseño de pre-test ‒ post-test inmediato ‒ post-test diferido. Los datos han sido obtenidos a partir del trabajo con estudiantes de primer y segundo curso de la Universidad de Barcelona (n=54) con un nivel elemental de competencia en lengua rusa. Dos grupos de estudiantes han trabajado con la metodología TSLT y otros dos con TBLT. Cada uno de los 4 grupos ha recibido 14 horas de formación. Los datos analizados se han obtenido a partir de tests gramaticales (espacios en blanco, selección múltiple y tests de gramaticalidad), una tarea escrita consistente en escribir una carta a un amigo, y dos tareas orales (la descripción de una habitación y una Map task). El análisis estadístico de la adquisición de las preposiciones y las formas declinadas muestra que tanto con TSLT como TBLT se consiguen resultados satisfactorios en el post-test inmediato, pero no en el post-test diferido. En cambio, independientemente del tipo de instrucción, los participantes sí han demostrado progresos significativos en su competencia de los verbos de movimiento. En la producción escrita, la complejidad sintáctica medida en proposiciones por T-unit y la complejidad léxica aumentan significativamente después de la instrucción. La corrección mejora significativamente en ambos grupos en el post-test inmediato y en el post-test diferido del grupo TBLT. En la producción oral, los estudiantes de ambos grupos mejoran su corrección en la tarea Map task, la complejidad léxica y fluidez en ambas tareas orales, pero no consiguen progresos significativos en lo que respecta a la complejidad sintáctica en ninguna de las dos tareas. La comparación de los dos tipos de instrucción muestra que los estudiantes de los grupos TBLT consiguen mejores resultados que los de TSLT en lo que se refiere a complejidad léxica y verbos de movimiento.
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Drever, Mina. "Investigating the role of an explicit pedagogic focus on grammatical forms and corrective feedback in multilingual classrooms in England." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394217.
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Rocha, Eleomarques. "The Acquisition of the English Present Perfect by a Speaker of Brazilian Portuguese." ScholarWorks@UNO, 2004. http://scholarworks.uno.edu/td/71.
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This study contributes to the debate about the importance of focus on form to adult second language acquisition with an investigation of a Portuguese-speaking adult's acquisition of English present perfect from a historical, correlational, and qualitative viewpoint. Using a husband-wife interaction in the L1, it investigates whether explicit grammar instruction and error correction can lead to automatic production. The focus of the study, the distinction between L1 present simple and L2 present perfect, is contrasted with a control distinction: L1 stative and L2 progressive. The importance of these distinctions is that both are semantically challenging for the L2 acquirer; therefore, they might require focus on form. This study argues against claims based on Krashen's input hypothesis that only comprehensible input can promote acquisition and that explicit data and negative evidence only affect performance. The results confirm the importance of noticing (Schmidt and Frota, 1986) as an essential aspect of adult second language acquisition. With a thorough look at the semantics of the present perfect, the study shows that focus on form is highly recommended for the acquisition of complex structures.
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Kayumba, Viviane Banza. "Sujet : l’analyse du thème "Quête identitaire" et de la forme dans les deux romans de Dany Laferrière : Le cri des oiseaux fous et Le goût des jeunes filles." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14141.
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My motivation to study Dany Laferrière's novels is inspired by the fact that the majority of studies or analyses made on works from francophone former colonies, are focused on cultural aspects and deal with questions of nationality or social problems. Furthermore, these works, favouring a thematic approach, are considered as testimonial works and are relegated to a lower level than works from the metropole. Formal and stylistic understanding of this literature needs further research. From this viewpoint, Haitian francophone literature still has areas that require deeper investigation. This provides justification for the present research, focused on works by Dany Laferrière, the Haitian francophone author. Two of his works: le goût des jeunes filles (Young girls' cravings), and le cri des oiseaux fous (The screech of crazy birds) are analysed. A big part of these novels is autobiographical. This raises the following questions which we will try to elucidate. Is the author the narrator in those novels? Also, is he the main character, Vieux Os? In le goût des jeunes filles, the narrator is now in his new homeland, in Miami. Through is aunt's character, he drew the picture or the reality of the country of exile. He is also presenting three days he passed with a group of young girls, when he was in Haiti. He remembers how he was initiated to make love for the first time in his life. From there, he depicts the revolt of a young girl, against the oppressing middle class into which she is born. She leaves the perverted circle of her class and joins a group of young liberated girls. Dany Laferrière presents a novel of social observation, which castigates chaotic times created by a sordid dictatorship that results in teenagers' immorality and debauchery. The second novel, le cri des oiseaux fous, set in the time of Bébé Doc Duvalier and the militia, the tontons macoutes, deals with the anguish of the Haitian people, who are afflicted, impoverished and tortured by the dictators. Dany Laferrière depicts violence and abuse of power. The torture inflicted on opponents to the regime deprives mothers of their sons and their husbands, who, in order to protect their lives, are obliged to go into exile. Dany Laferrière stirred my interest because he presents a work of the moment. His novels portray adolescence, dictatorial tyranny and the integration of the exile into a new homeland. Laferrière brings up a worthwhile debate: how to become western when one comes from Haiti (Africa, Asia)? In his quest for identity, the author raises the issues of the contemporary struggle of hybrid identity. The two novels relate the personal trajectory of the author, to illustrate what he has become: a writer. My concern was, firstly, to understand, and to explain through the narrator's socio-historical trajectory, his interest to become a writer. I show that in these works the author projected himself as the narrator. For this phase, I relied on Bourdieu's method "la sociocritique" which allowed me to discover the origin of the author's obsession with the question of identity. He refused to be dictated by politics and wanted to work in the field he chose: literature. This refusal to be constrained is a sign of the search for identity. Secondly, my study has investigated the narrative techniques used by Laferrière, through the analysis of narration. Using one of Philippe Lejeune's works, I examined the relationship between the narrator, the author and the hero. Genette's narratology approach led my way in this study. It is impossible to deal with Laferrière's works as simple examples of francophone literature. At the end of my analyses, I found important literary merit in the organisation of related events. I have shown that Dany Laferrière is a talented writer and his works are an inexhaustible source from which one can draw.
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Lorenzi, Mikaela, and Sofia Bergström. ""I can tell a story that my dads friend tell me" : A corpus- and interview-based study on grammar education, with focus on verb forms." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275268.
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This study consists of two methods: textual analysis and interviews, which are based on text from The Uppsala Learner English Corpus (ULEC), and teachers as interview objects. The textual analysis investigates errors made by students in year seven and year nine, regarding the construction of different verb forms in written English essays. A potential difference between errors made in year seven and nine is also examined. Moreover, the interview based analysis investigates professional junior high school teachers’ teaching methods and attitudes towards grammar. The errors investigated in the textual analysis are compared with the responses of the teachers’ perception of common errors in verb forms made by their students. The textual analysis showed that the most common errors made regard spelling within the verb phrase, auxiliary verbs, subject-verb agreement, and irregular verbs, and that year seven had a higher frequency of errors than year nine in most categories, even if the results differed inconsiderably. The analysis of the interviews of the teachers found that teachers, in general, enjoy grammar, and aim to have a student-centered approach, however, the teachers testify of characteristics of traditional teacher-centered grammar teaching. It is reasoned that traditional teacher-centered grammar teaching is fundamentally established, where teachers today appear not to acquire the tools to move away from the teacher-centered approach onwards to a student-centered grammar teaching. We reason that the education of L2 teachers needs to be reformed and provide tools to help teachers achieve a student-centered approach, and therein enable students to become more successful in grammar.
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Rodríguez, Peñarroja Manuel. "Instruction of foreign language pragmatics: the teaching and acquisition of multiple speech acts using an explicit focus on forms approach, audiovisual input and conversation analysis tools." Doctoral thesis, Universitat Jaume I, 2016. http://hdl.handle.net/10803/362941.
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This thesis describes the teaching and learning of multiple speech acts from an interlanguage pragmatics perspective since the already existing materials for that purpose have been considered as impoverished in terms of reflecting the use of language in its context. The first chapter "Pragmatics and Speech Act theory" includes the description of Pragmatics as the main area of study which this thesis is based on. It also includes the description of concepts related to pragmatics, such as speech acts, politeness and context. There is also a description of communicative competence paradigms in which pragmatics is included. Interlanguage Pragmatics field of research is introduced as the main research area including pragmatics studies related to the learning and acquisition of different pragmalinguistic and sociopragmatic aspects by non-native speakers. These studies have been classified as cross-sectional, longitudinal and those of pragmatic transfer and development. The last part of this first chapter includes a revision of speech act theories and concepts related as well as the taxonomies of the different speech acts studied in this thesis (complaints, apologies, requests, suggestions and refusals). The second chapter "Pragmatics Learnability, Acquisition and Teachability" includes the description of the conditions stablished for language learning, those of input, output and feedback. A revision of the approaches for developing pragmatics is also presented focusing on three different models, The Noticing Hypothesis, the Two-Dimensional model for L2 proficiency development, and the Interaction Hypothesis. We also comment on language instruction in pragmatics by describing the implicit/explicit, deductive/inductive learning conditions. The last part of this chapter is devoted to the revision of the present paradigms in pragmatics instruction (Focus on Meaning, Focus on Forms, and Focus on Form). The third chapter "Audiovisual Input and Conversation Analysis" is focused on the description of audiovisual materials as a rich and appropriate pragmatic source of input, and Conversation Analysis as one of the main source for the analysis of conversations derived from audiovisual input sources, in our case. Thus, we first provide a description of audiovisual genres followed by research already carried out with positive outcomes as regards pragmatics acquisition which includes films, sitcoms and drama, and captions audiovisual aids used. Last, we introduce Conversation Analysis in general terms for a posterior focus on learners as conversational analysts with the aim of making them aware of how language is used in its context. The fourth chapter "Classroom research in Pragmatics" is devoted to the description and explanation of the different written and oral research methods in Pragmatics' studies. This chapter also includes the motivations for the development of this thesis and the research questions and hypotheses which will be confirmed or not. The fifth chapter "Method" is aimed at the description of the study and includes a description of the participants, the instruments of data collection (rank-ordering tasks, written assessment tests, oral production tests, after-treatment questionnaire, and native speakers questionnaire. Furthermore, a description of the instructional treatment and materials used are also present in this chapter as well as the data collection procedures, instructional sessions and coding and analysis of data. The sixth chapter "Results and Discussion" includes the presentation of five research questions and 17 hypotheses derived from them. The first research question and related hypotheses are focused on the effects of our instruction on awareness; the second research questions is aimed at the description of the effects in written production; the third research question tries to determine the effects of our instructional model on our participants' oral production of speech acts pairs; the fourth research question and subsequent hypotheses are devoted to ascertaining the effects of using audiovisual materials on participants' awareness and production; the sixth and last research question tried to shed light on the effects of the different practices on participants' awareness and production. The last part of this thesis includes a conclusion in which a summary of the research questions and results from the hypotheses is pointed out. Some pedagogical implications and the limitations derived from our study are described in order to be taken into account for further research. This volume also includes a references section in which all the studies cited throughout the main text are present as well as an appendix section which includes all the materials developed for the instructional period (pre and post-tests, students' handout, tasks, power point presentation in class)
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Nogueira, Leila de Mello Yañez. "Estabilidade versus flexibilidade: a dicotomia necessária à inovação na gestão de recursos humanos em uma organização pública, estatal eestratégica como Bio-Manguinhos / Fiocruz." reponame:Repositório Institucional da FIOCRUZ, 2009. https://www.arca.fiocruz.br/handle/icict/2500.
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Previous issue date: 2009<br>Este trabalho propõe analisar o fenômeno da terceirização desenvolvido ao longo das duas últimas décadas em Bio-Manguinhos. Trata-se de um estudo de caso realizado na unidade de produção de vacinas e reagentes para diagnóstico da Fundação Oswaldo Cruz. Inicialmente foi realizado um estudo de cenário, analisando a política de gestão do trabalho desenvolvida pelo Estado brasileiro para as instituições públicas. A seguir, a análise passou a verificar a inserção da Fiocruz nessas políticas, desde a sua criação e no decorrer de vigência de diferentes formas de contratação, alternando da extrema rigidez para a total flexibilidade sempre com foco na gestão do trabalho, e, como essas políticas se refletiram no desempenho de Bio-Manguinhos. Baseado no contexto da conformação do Estado e na análise do desempenho da unidade, o trabalho critica a falta de planejamento e de prospecção dessas políticas, que favoreça a inovação de processos, produtos e procedimentos e o desempenho pleno de uma unidade de produção de insumos para a saúde, tão necessários ao atendimento das necessidades da população brasileira. Critica também, a ausência de um modelo de Estado consolidado que sirva de arcabouço à formulação dessas políticas. Devido às fortes críticas dos órgãos de controle acerca da extrapolação dos limites da terceirização praticada nas últimas duas décadas e à falta de definição clara desses marcos legais, o trabalho apresenta uma metodologia baseada nas atribuições dos cargos do plano de carreiras da Fiocruz e culmina com a apresentação de uma matriz de atribuições passíveis de serem realizadas por contratação indireta. Conclui pela necessidade de convivência de dois quadros de trabalhadores: um permanente formado por servidores, estáveis e de carreira e outro flexível, executado por contratação indireta, de caráter eventual, temporário ou de apoio às atividades relacionadas à missão de Bio-Manguinhos. O trabalho ainda sugere a aplicação da mesma metodologia às demais unidades da Fiocruz e que a instituição afirme, frente aos órgãos de controle, quais atividades que ela precisa manter no quadro de servidores permanente e quais ela quer delegar a terceiros sem contudo, ferir a legislação vigente. Por fim, constata-se que a metodologia apresentada ameniza, mas não resolve o problema, dessa forma, recomenda-se à Fiocruz buscar mecanismos que altere o modelo de gestão pelo qual está submetida a fim de viabilizar as duas formas de incorporação de mão-de-obra.
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Chiu, Ya-Kang, and 邱亞康. "The Effects of Bundled Ticket Forms and Consumer Regulatory Focus on Switching and Repurchase Behavior." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/62941386465876156706.
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博士<br>國立政治大學<br>企業管理研究所<br>95<br>This study utilized two experimental designs in testing consumer behavior in the usage and repurchase of bundled tickets (price bundling). In the first experiment, a traditional context was employed by using respondent regulatory focus as the moderator to test the impact of bundled ticket types on consumer usage intention. In the second experiment, a more realistic context was employed to examine consumers’ real usage and repurchase behavior with the bundle. Here in addition to using respondents’ regulatory focus as pure-moderator, study two also included bundling quasi-moderator—possession phases.
The results of the first study showed that the difference in sunk cost effects caused by the two types of bundling would result in different bundling utilization intentions. Moreover, respondents within different motivation systems showed significantly different behavior patterns—promotion focus respondents were more likely to seek better gains, thus when competitors provided better alternatives, these respondents were more likely to make the switch. Prevention focus respondents, on the other hand, cared more about losses, making them more likely to remain with the original service provider.
The result of the second study showed that compared with the later phase, bundling usage propensity was higher in the earlier holding phase. Moreover, different forms of bundled tickets had different extent influences on prevention focus respondents. Prevention focus respondents held that separate types caused them to have higher intentions in using bundling, but they would be relatively less likely to use bundling when they were in possession of an integrated one. However, the effect of different types of bundling on the usage behavior of promotion focus respondents was not significant.
Among prevention focus respondents who were more sensitive to bundled ticket costs, there is no significant difference in their utilization of bundling from earlier to later phases. However, if the bundled tickets in possession were the integrated type, they were less likely to use the tickets in the later phase than in the earlier one. Regarding promotion focus respondents, the effect of bundled ticket form in the usage of said tickets in the two phases was not significant. In fact, no matter what form the bundling took, promotion focus respondents displayed significantly less use for the bundling in the later phase.
Bundling possession forms had the direct impact on repurchasing behavior. In this regard, respondents holding integrated bundling types displayed a higher incidence of repurchase behavior. This was, however, only effective when it came to prevention focus respondents; no significant difference was found regarding promotion focus respondents.
The results of this study yielded suggestions for both theoretical and practical areas.
Key Words: Sunk Cost Effect, Regulatory Focus Theory, Motivation Systems, Price Bundling, Bundled Ticket, Cognitive Evaluation Theory
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Kao, Chung-yi, and 高忠義. "Discussion on Battle of the Forms Issue on Contract Laws and the Solutions—Focus on Six Sigma Method." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/04568536562670145500.
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碩士<br>東吳大學<br>法律學系<br>95<br>Battle of the forms is very common in business contracting process. Individual company often has complex organization structure, and each internal unit of such company is required to perform different functions with different performance indicators. In order to achieve various performance requirements, it is necessary to control the content of transaction, for example, in order to mitigate the risk of account receivable overdue, the seller need to shorten the payment term, require payment prior to delivery, or require some deposit from buyer. But to mitigate the risk of account receivable overdue is not the only desirable goal the seller pursue, seller also desires to increase sales, while in order to increase sales, the seller is required to provide flexible and competive payment term and give up to require for deposit. In each bargain for different transactions, the participants may differ, and salesmen usually are the contact window for customers, it is very possible that the salesmen will provide longer payment terms for customers to increase sales amount. In such situation staff of selling company may suggest to utilize agreement forms to prevent salesmen from ignoring the potential risk for account receivable collection.
At the same time, customers may also establish agreement forms to apply its procurement policy. In such circumstance, each party often insist the application of the agreement forms with different contents and can not achieve compromise. If there is no transaction due to the conflict of agreement forms, there will be no legal arguments correspondingly. But actually each party still engage transaction in spite of the conflict of agreement forms. After argument arising, dispute solver must face the difficult problems, such as whether or not the contract is effectively formed; if so, what is the content agreed for the parts each party expressed different intentions; or how can the dispute solver do to make up the disagreed parts. No matter what kind of solutions legislators or the courts choose, it will not be satisfactory. And the fact that different legal systems select different solutions makes the arguments arising from the transaction between/among parties from different legal regime more difficult to be resolved properly.
The root cause of battle of the forms is ineffective communications inside the company and between/among the companies. The only effective solution will be improvement for communication effectiveness. A sound contracting negotiation and decision process can satisfy companies’ necessity to maintain internal control, fulfill transactions and avoid disputes. In order to fulfill these requirements, in this paper, the newly developed tools Design for Six Sigma (DFSS) will be utilized to find out the needs of process stakeholders, establish proper workflow to satisfy process stakeholders’ requirements, to save negotiation cost in transaction, and resolve the problems arise from battle of the forms completely by making battle of forms never happening.
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Lee, Yi-Hsin, and 李怡馨. "Enhancing Text Comprehension and Learning of Word Forms through Online Discussion: A Case Study of Focus on Form Intervention." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/03556226791119690559.
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碩士<br>國立臺灣師範大學<br>英語學系<br>103<br>With the heavy use of technological gadgets such as smartphones or tablet computers, computer-mediated communication (CMC) has been prevalent nowadays. To explore the possibility to involve CMC in L2 classrooms, it is necessary to investigate the effects it brings to L2 learning. This study adopts a FonF viewpoint to examine the effects of online discussion on L2 word form (WF) learning and text comprehension, compared with the effects of individual work.
The participants were 82 tenth graders in a girls’ high school in Taipei, divided into the experimental group (EG) and the control group (CG). The two groups were respectively allocated with the learning conditions of online discussion and individual work. Prior to the ten-time intervention, a word form (WF) pretest was conducted. Each time after the intervention, the participants took a WF immediate posttest and a comprehension test based on the assigned reading, followed by a WF delayed posttest one week later.
The weekly fifty-minute intervention began with a seven-minute silent reading. Afterwards, some text-based questions were asked for the purpose of eliciting the target words. In the online discussion condition, the participants discussed the given questions with their group members through an online forum, while in the individual condition, the participants wrote down their answers to the questions and then exchanged the answer papers. In both groups, the series of questions focusing on one target word took ten minutes.
Data analysis included ANOVA and data variation analysis. ANOVA revealed significant differences in within-group comparisons of the collapsed mean scores of WF tests, indicating that both conditions facilitate the learning of word forms. The analysis of variations in diachronic mean scores of WF posttests shows EG performed not worse than CG for five out of ten times. Considering the heavier cognitive load resulting from dual-tasking of EG’s treatment, EG participants’ performance in word form learning actually exceeded expectations, thus implying that online discussion was more effective in helping word form learning when compared with individual work. Also, the analysis of diachronic data development in the mean scores of comprehension tests reveals EG’s better performance than CG for seven to nine times in the three types of comprehension (i.e. global, local comprehension and inferencing), among which global comprehension is found to benefit most from online discussion condition, as having been proved by the significant difference of between-group comparisons of the collapsed mean scores. The possible explanation is that CMC might elicit more negotiation of meanings since it creates a more friendly environment for learners to comfortably share ideas with other group members. By giving responses and reading others’, learners can develop a better understanding of the texts.
This study explores the possibility to involve online discussion as one option in FonF intervention, and suggests that online discussion might be able to facilitate learners’ word form learning and text comprehension. What’s more, this study provides an example to complete research results with analysis of diachronic data development.
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Tsai, Chia-Chen, and 蔡嘉真. "Analysis of the diversity of setting locations and art forms of public arts in underground space of subway stations - starting form the perceptual focus of passengers." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/xs5264.
Full textAbstract:
碩士<br>中原大學<br>室內設計研究所<br>92<br>Abstract
The public arts in Taipei subway has evolved for many years but still been constrained in the environment of traditional styles such as sculptures. It shows no <a href="http://www.ntsearch.com/search.php?q=signs&v=56">signs</a> that the transportation characteristic of underground subway space and perceptual experiences of passengers were under consideration in current public arts when setting in subway stations. There always exist an idea that the point-beautifying can raise the aesthetic level of whole subway stations in the mind of Taiwanese officials. The lack of awareness of environmental differences of the setting places between normal public arts and the works in subway station would induce improper designs of public arts in subway stations, and wrongly quoting from the established rules for normal public arts would stifle the vigor of art works and reduce the mutual reactions between <a href="http://www.ntsearch.com/search.php?q=art&v=56">art</a> works and <a href="http://www.ntsearch.com/search.php?q=people&v=56">people</a>.
The researcher intended to understand the status of mutual reaction between public arts in subway stations and passengers by observing 6 Taipei subway stations, and found that most visual focuses of passengers were cast to commercial advertisements. The expected mutual reactions rarely happened due to,
1. Most of the <a href="http://www.ntsearch.com/search.php?q=art&v=56">art</a> works are set on space restricted platforms and passengers are not willing to stop to curb the <a href="http://www.ntsearch.com/search.php?q=traffic&v=56">traffic</a> for <a href="http://www.ntsearch.com/search.php?q=art&v=56">art</a> works.
2. Big quantity of advertisement light boxes on the wall interfere the focuses of passengers’ sight.
Relative to the clamorous main passages, some transit areas where deemed to be unadvantageous to set advertisements showed poor and boring scenes to passengers.
The researcher recommended,
1. Break the hypothetical myth of point-beautifying, diversify the setting methodology.
2. Reduce the quantity of commercial advertisements, simplify the sight of passengers and raise the quality of space in subway stations.
3. Learn from the diversity of commercial advertisements and absorb the successful experiences of foreign subway stations designs to develop our own characteristic.
4. Commence from the angle of human so that the designers can make good <a href="http://www.ntsearch.com/search.php?q=art&v=56">art</a> works which is more suitable for the environment of subway space.
5. Improve the space quality of the long be ignored transit areas in order to make passengers to have continuous experiences when going underground from above.
Hopefully, it can evoke whole new perceptual experiences of passengers when they passing through new kinds of public arts in subway stations.
Keywords: Public art in subway station, Commercial advertisement light box, Diversity, Perceptual experience.