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Polat, Mustafa. "Emerging Technologies in Language Pedagogy: Language Learners' Perceptions through the Lenses of Innovation Diffusion and User Intention Theories." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612413.
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Recently, it has been admitted by many researchers that students today are "digital natives" who already utilize several different technologies everyday with different purposes. Furthermore, while there is a plethora of research about learners' perceptions in language pedagogy, there is a paucity of information and research that could move beyond generic perception studies especially regarding new technologies. Accordingly, educators are still concerned not only with how to encourage EFL learners to adopt emerging technologies that could be invaluable in their language learning processes, but also with how to keep students interested in what they are learning. Thus, an understanding beyond students' perceptions with a purposive focus on their approach to technology by also exploring factors that have an influence on their adoption of emerging technologies is the key to knowing how to motivate students to integrate new technologies, and how to keep students interested in the learning process. Therefore, the purpose of this study was three-fold: to identify language learners' approaches to technologies; to examine their attitude toward emerging technologies with a focus on their familiarity, actual use, intentions and perceptions; and finally to analyze the factors and relationships among these factors that best predict language learners' intentions and decisions to use emerging technologies. The study specifically aimed to explore the following emerging technologies: (a) social networking, (b) mobile learning, and (c) digital games as major emerging technologies of today with also a focus on other emerging technologies: (a) augmented reality, (b) wearable technologies, (c) virtual assistants, (d) massive online open courses, (e) 3D printing and (f) online language learning platforms. This mixed methods study benefitted from multiple disciplines, and presented several different perspectives to achieve its aim. The data were obtained through a survey, open-ended questions, and semi-structured interviews. The quantitative data were analyzed through descriptive and inferential statistics. In addition, structural equation modeling was utilized and path analysis was employed to draw on two complementary frameworks: innovation diffusion theory (Rogers, 2003), especially its application in technology adopter categories (TACI) (Dugas, 2005), and the decomposed theory of planned behavior (DTPB) (Taylor & Todd, 1995), which was adapted for this research. The qualitative data was analyzed through thematic content analysis, and used to triangulate and affirm what the quantitative data was showing. The findings indicated that technology adopter categories were normally distributed among EFL learners at a public and a private university in Turkey. Although most EFL learners were quite familiar and confident with major emerging technologies, they were not very familiar with minor emerging technologies. As for an awareness of the benefits of all listed emerging technologies, the study revealed that EFL learners' awareness is quite high; however, it was also found that participants' intention to use these emerging technologies and their actual use were very low. Finally, the results showed that the adapted DTPB was useful in explaining much of the variance in the intention to integrate technology into language learning processes by EFL learners, and attitude was the most important predictor and factor of behavioral intention. Given these findings, this research aims to contribute to the literature in innovation diffusion, user adoption and language pedagogy by offering several theoretical, methodological, and pedagogical implications and directions for future research and applications.
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Sutcliffe, Tami. "Exploring Naming Behavior in Personal Digital Image Collections: the Iconology and Language Games of Pinterest." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699943/.
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As non-institutional digital image collections expand into social media, independent non-professional image curators are emerging, actively constructing alternative naming conventions to suit their needs in a social collecting environment. This project considers how independent user-curators are developing particular sense-making behaviors as they actively contribute names to large, unstructured social image collections. In order to capture and explore this evolving language adaptation, Pinterest names are analyzed using a matrix composed of Panofsky’s three strata of subject matter, Rosch’s levels of categorical abstraction, Shatford Layne’s image attributes and Wittgenstein’s language game constructions. Analyzing Pinterest image names illuminates previously unnoticed behaviors by independent user-curators as they create shared collections. Exploring the various language choices which user-curators select as they apply this new curating vocabulary helps identify underlying user needs not apparent in traditionally curated collections restricted to traditional naming conventions.
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Wärnestål, Pontus. "Dialogue Behavior Management in Conversational Recommender Systems." Doctoral thesis, Linköpings universitet, NLPLAB - Laboratoriet för databehandling av naturligt språk, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9624.
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This thesis examines recommendation dialogue, in the context of dialogue strategy design for conversational recommender systems. The purpose of a recommender system is to produce personalized recommendations of potentially useful items from a large space of possible options. In a conversational recommender system, this task is approached by utilizing natural language recommendation dialogue for detecting user preferences, as well as for providing recommendations. The fundamental idea of a conversational recommender system is that it relies on dialogue sessions to detect, continuously update, and utilize the user's preferences in order to predict potential interest in domain items modeled in a system. Designing the dialogue strategy management is thus one of the most important tasks for such systems. Based on empirical studies as well as design and implementation of conversational recommender systems, a behavior-based dialogue model called bcorn is presented. bcorn is based on three constructs, which are presented in the thesis. It utilizes a user preference modeling framework (preflets) that supports and utilizes natural language dialogue, and allows for descriptive, comparative, and superlative preference statements, in various situations. Another component of bcorn is its message-passing formalism, pcql, which is a notation used when describing preferential and factual statements and requests. bcorn is designed to be a generic recommendation dialogue strategy with conventional, information-providing, and recommendation capabilities, that each describes a natural chunk of a recommender agent's dialogue strategy, modeled in dialogue behavior diagrams that are run in parallel to give rise to coherent, flexible, and effective dialogue in conversational recommender systems. Three empirical studies have been carried out in order to explore the problem space of recommendation dialogue, and to verify the solutions put forward in this work. Study I is a corpus study in the domain of movie recommendations. The result of the study is a characterization of recommendation dialogue, and forms a base for a first prototype implementation of a human-computer recommendation dialogue control strategy. Study II is an end-user evaluation of the acorn system that implements the dialogue control strategy and results in a verification of the effectiveness and usability of the dialogue strategy. There are also implications that influence the refinement of the model that are used in the bcorn dialogue strategy model. Study III is an overhearer evaluation of a functional conversational recommender system called CoreSong, which implements the bcorn model. The result of the study is indicative of the soundness of the behavior-based approach to conversational recommender system design, as well as the informativeness, naturalness, and coherence of the individual bcorn dialogue behaviors.I denna avhandling undersöks rekommendationsdialog med avseende på utformningen av dialogstrategier f¨or konverserande rekommendationssystem. Syftet med ett rekommendationssystem är att generera personaliserade rekommendationer utifrån potentiellt användbara domänobjekt i stora informationsrymder. I ett konverserande rekommendationssystem angrips detta problem genom att utnyttja naturligt språkk och dialog för att modellera användarpreferenser, liksom för att ge rekommendationer. Grundidén med konverserande rekommendationssystem är att utnyttja dialogsessioner för att upptäcka, uppdatera och utnyttja en användares preferenser för att förutsäga användarens intresse för domänobjekten som modelleras i ett system. Utformningen av dialogstrategihantering är därför en av de viktigaste uppgifterna för sådana system. Baserat på empiriska studier, liksom på utformning och implementering av konverserande rekommendationssystem, presenteras en beteendebaserad dialogmodell som kallas bcorn. bcorns bas utgörs av tre konstruktioner, vilka alla presenteras i denna avhandling. bcorn utnyttjar ett preferensmodelleringsramverk (preflets) som stöder och anv¨ander sig av naturligt språk i dialog och tillåter deskriptiva, komparativa och superlativa preferensuttryck i olika situationer. Den andra komponenten i bcorn är dess interna meddelande-formalism pcql, som är en notation som kan beskriva preferens- och faktiska påståenden och frågor. bcorn är utformat som en generell rekommendationshanteringsstrategi med konventionella, informationsgivande och rekommenderande förmågor, som var och en beskriver naturliga delar av en rekommendationsagents dialogstrategi. Dessa delar modelleras i dialogbeteendediagram som exekveras parallellt för att ge upphov till koherent, flexibel och effektiv dialog i konverserande rekommendationssystem. Tre empiriska studier har utförts för att utforska problemkomplexet som utgör rekommendationsdialog och för att verifiera de lösningar som tagits fram inom ramen för detta arbete. Studie I är en korpusstudie i filmrekommendationsdomänen. Studien resulterar i en karakteristik av rekommendationsdialog, och utgör basen för en första prototyp av dialoghanteringsstrategi för rekommendationsdialog mellan människa och dator. Studie II är en slutanvändarutvärdering av systemet acorn som implementerar denna dialoghanteringsstrategi och resulterar i en verifiering av effektivitet och användbarhet av strategin. Studien resulterar också i implikationer som påverkar utformningen av den modell som används i bcorn. Studie III är en medhörningsutvärdering av det funktionella konverserande rekommendationssystemet CoreSong, som implementerar bcorn-modellen. Resultatet av studien indikerar att det beteendebaserade angreppssättet är funktionellt och att de olika dialogbeteendena i bcorn ger upphov till h¨og informationskvalitet, naturlighet och koherens i rekommendationsdialog.
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Yang, Shuang-Hong. "Predictive models for online human activities." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43689.
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The availability and scale of user generated data in online systems raises tremendous challenges and opportunities to analytic study of human activities. Effective modeling of online human activities is not only fundamental to the understanding of human behavior, but also important to the online industry. This thesis focuses on developing models and algorithms to predict human activities in online systems and to improve the algorithmic design of personalized/socialized systems (e.g., recommendation, advertising, Web search systems). We are particularly interested in three types of online user activities, i.e., decision making, social interactions and user-generated contents. Centered around these activities, the thesis focuses on three challenging topics:
1. Behavior prediction, i.e., predicting users' online decisions. We present Collaborative-Competitive Filtering, a novel game-theoretic framework for predicting users' online decision making behavior and leverage the knowledge to optimize the design of online systems (e.g., recommendation systems) in respect of certain strategic goals (e.g., sales revenue, consumption diversity).
2. Social contagion, i.e., modeling the interplay between social interactions and individual behavior of decision making. We establish the joint Friendship-Interest Propagation model and the Behavior-Relation Interplay model, a series of statistical approaches to characterize the behavior of individual user's decision making, the interactions among socially connected users, and the interplay between these two activities. These techniques are demonstrated by applications to social behavior targeting.
3. Content mining, i.e., understanding user generated contents. We propose the Topic-Adapted Latent Dirichlet Allocation model, a probabilistic model for identifying a user's hidden cognitive aspects (e.g., knowledgability) from the texts created by the user. The model is successfully applied to address the challenge of ``language gap" in medical information retrieval.
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Man, Evelyn Yee-Fun. "Language use and language behaviour of Hong Kong Chinese students in Toronto." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ27691.pdf.
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Latour, Marilyne. "Du besoin d'informations à la formulation des requêtes : étude des usages de différents types d'utilisateurs visant l'amélioration d'un système de recherche d'informations." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENL015/document.
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Devant des collections massives et hétérogènes de données, les systèmes de RI doivent désormais pouvoir appréhender des comportements d'utilisateurs aussi variés qu'imprévisibles. L'objectif de notre travail est d'évaluer la façon dont un même utilisateur verbalise un besoin informationnel à travers un énoncé de type « expression libre » (appelé langage naturel) et un énoncé de type mots-clés (appelé langage de requêtes). Pour cela, nous nous situons dans un contexte applicatif, à savoir des demandes de remboursement des utilisateurs d'un moteur de recherche dédié à des études économiques en français. Nous avons recueilli via ce moteur, les deux types d'énoncés sur 5 années consécutives totalisant un corpus de 1398 demandes en langage naturel et de 3427 requêtes. Nous avons alors comparé l'expression en tant que tel du besoin informationnel et mis en avant ce qu'apportait, en termes d'informations et de précisions, le recours à l'un ou l'autre du langage utiliséWith the massive and heterogeneous web document collections, IR system must analyze the behaviors of users which are unpredictable and varied. The approach described in this thesis provides a comparison of the verbalizations for both natural language and web query for the same information need by the same user. For this, we used data collected (i.e. users' complaints in natural language and web queries) through a search engine dedicated to economic reports in French over 5 consecutive years totaling a corpus of 1398 natural language requests and 3427 web queries. Then, we compared the expression of the information need and highlighted the contributions in terms of information and clarification, the use of either language used
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Rimmasch, Kathryn. "A Process-Based CALL Assessment: A Comparison of Input Processing and Program Use Behavior by Activity Type." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2220.pdf.
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Zhang, Qing. "Non-native speakers and virtual language learning environment : user behaviours and social discourse." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288506.
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Keller, Matthew J. "Relationships between Organizational Variables and the Inclusive Language Used by Leaders." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1307052049.
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Embree, Jared A. "Suicidal Behavior, Language Acquisition, and Deafness: Evaluating the potential relationship between age of language acquisition and prevalence of suicidal behavior in a Deaf population with co-occurring substance use disorder." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1310159367.
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Naude, Elsie. "Profiling language in young urban English additional language learners." Thesis, University of Pretoria, 2006. http://hdl.handle.net/2263/29212.
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The development of language and communication skills in young children is directly related to future academic success. Young children who are at risk for language impairment should, therefore, be identified as early as possible so that their language development may be optimised. Multilingualism, which has become a universal phenomenon, may mask the presence of language impairment if the pre-school teacher or speech-language therapist is not proficient in the young multilingual learner’s primary language. In some urban areas of South Africa, where many languages are represented in each pre-school classroom, it is likely that the teacher or therapist will lack proficiency in the primary language of quite a number of the pre-school learners. In these contexts, the language of mutual understanding is English and assessment of learners’ language behaviour will also be conducted in English. Against this background the aim of this study was to determine the feasibility of constructing a profile of typical English language behaviours for pre-school EAL learners in a circumscribed urban area. The profile is intended to provide speech-language therapists and pre-school teachers in collaborative practice with a dual-purpose tool: an instrument for identifying those learners who are at risk for language impairment/language learning disabilities, and a means of obtaining guidelines for the development of an appropriate programme for facilitating language development. The literature study reviewed the language diversity in South African pre-schools, and the role of speech-language therapists in these multilingual pre-schools. The aspects of language to be included in a profile of typical English language behaviours for young EAL learners were discussed. A quantitative descriptive research design was selected. The language database for 30 EAL pre-schoolers from a circumscribed geographical area was collected during 20 minutes of conversation between each pre-school participant and a trained speech-language therapist who acted as research fieldworker. The language data was analysed to identify typical language behaviours relating to language form, language content and language use. The results show that it was possible to construct a profile of typical English language behaviours for nine aspects of language form, one aspect of language content, and six aspects of language use. The information was used to construct two versions of a profile of typical English language behaviours, as well as a profile of risk indicators for language impairment in the specified group of EAL pre-schoolers. An action plan was designed to indicate the way in which these three profiles – the comprehensive profile, the essential classroom profile, and the profile of risk indicators – may be used by the collaborative team of speech-language therapist and pre-school teacher for language assessment, the identification of learners with language impairment, and the facilitation of language development for all EAL learners.Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
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Berry, Katherine A. "The Use of Tableau to Increase the On-Task Behavior of Students with Language-Based Learning Disabilities in Inclusive Language Arts Settings| An Initial Study." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3669702.
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Students with language-based learning disabilities (LD) increasingly are placed in inclusive classrooms to ensure they receive access to their grade level curriculum. However, inclusion alone is insufficient for addressing the specific learning challenges of students with language-based LD in general education settings (McLeskey & Waldron, 2011). A need exists for additional strategies to increase on-task behavior and provide greater learning opportunities for students with LD in inclusive classrooms.
The purpose of this study was to examine the use of a drama intervention, tableau, to increase the on-task behavior of students in inclusive fourth-grade language arts classrooms at two urban elementary charter schools in the Mid Atlantic region. All of the students in the fourth-grade language arts classrooms participated in the tableau intervention, which consisted of students making still images with their bodies to represent a scene or explore a particular moment in a story. Observational data were collected on three students identified with language-based LD. Changes in students' on-task behavior within and across baseline, withdrawal, and tableau phases were examined in an ABAB withdrawal design. Visual analysis was employed to determine if there was a functional relation between tableau and an increase in students' on-task behavior during small group language arts lessons. Descriptive data were collected via audio digital recordings of story recalls to assess the three students' understanding of character traits and sequence of events.
Results indicated that participants' on-task behavior increased following the introduction of tableau and decreased following the withdrawal of tableau and return to conventional instructional strategies during small group language arts lessons. For all three participants, a functional relation was established between tableau and an increase in on-task behavior through a change in level and stability across phases. All three participants scored higher on the oral story recall assessment of character traits and sequence of events during the tableau intervention phases as compared to the baseline and withdrawal phases. These findings suggested the potential value of using drama interventions to increase the on-task behavior and provide greater learning opportunities for students with LD in inclusive language arts classrooms.
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Crawford, Alistair, and n/a. "Bad Behaviour: The Prevention of Usability Problems Using GSE Models." Griffith University. School of Information and Communication Technology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061108.154141.
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The aim of Human Computer Interaction or HCI is to both understand and improve the quality of the users' experience with the systems and technology they interact with. Recent HCI research requirements have stated a need for a unified predictive approach to system design that consolidates system engineering, cognitive modelling, and design principles into a single 'total system approach.' At present, few methods seek to integrate all three of these aspects into a single method and of those that do many are extensions to existing engineering techniques. This thesis, however proposes a new behaviour based approach designed to identify usability problems early in the design process before testing the system with actual users. In order to address the research requirements, this model uses a new design notation called Genetic Software Engineering (GSE) in conjunction with aspects of a cognitive modelling technique called NGOMSL (Natural GOMS Language) as the basis for this approach. GSE's behaviour tree notation, and NGOMSL's goal orientated format are integrated using a set of simple conversion rules defined in this study. Several well established design principles, believed to contribute to the eventual usability of a product, are then modelled in GSE. This thesis addresses the design of simple interfaces and the design of complex ubiquitous technology. The new GSE approach is used to model and predict usability problems in an extensive range of tasks from programming a VCR to making a video recording on a modern mobile phone. The validity of these findings is tested against actual user tests on the same tasks and devices to demonstrate the effectiveness of the GSE approach. Ultimately, the aim of the study is to demonstrate the effectiveness of the new cognitive and engineering based approach at predicting usability problems based on tangible representations of established design principles. This both fulfils the MCI research requirements for a 'total system approach' and establishes a new and novel approach to user interface and system design.
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Hanzawa, Chiemi. "Listening behaviors in Japanese: Aizuchi and head nod use by native speakers and second language learners." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3463.
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The purpose of the present study is to investigate similarities and differences in the listening behaviors of native speakers and learners of Japanese, focusing on the production of aizuchi and head nods. The term aizuchi is often interchangeably used with the word backchannel, and these are characterized as the listener's use of short utterances such as oh or uh huh in English or hai, un, or aa in Japanese. In this study, aizuchi is defined as a short verbal utterance that is produced in response to the primary speaker's speech in Japanese.
A total of 14 NS--NS or 14 NS--NNS dyads were formed to elicit native speakers' and learners' aizuchi and head nods. With the exception of a few participants in their late twenties, most of the participants were female native speakers and learners of Japanese who were of college age. The learners of Japanese were native speakers of American English who had been labeled as intermediate/high-intermediate level learners of Japanese. Each interaction included a semi-free conversation and a narrative story-telling task, both of which were recorded and transcribed for analysis.
The findings indicate that the differences in the use of aizuchi and head nods produced by native speakers and learners lie not mainly in their frequency, but in the types and functions. The results show that when the frequency of aizuchi and head nods was measured with a time-based scale, which was the frequency per 60 seconds, differences were found in the frequency of head nods and total frequency of aizuchi and head nods. However, no significant difference was found in the frequency of aizuchi and head nods based on the amount of speech the speakers produced.
Aizuchi were categorized into 16 groups to investigate differences in their types. The results show that the learners were using less aa-group, hee-group, iya-group aizuchi but more soo-group aizuchi compared to the native speakers. The number of different aizuchi each participant used was also measured to examine the variety of aizuchi, and it was found that both the native speakers and the learners were producing a similar number of different aizuchi. Head nods were analyzed based on nodding count, and it was revealed that more multiple head nods were observed in the learner's behaviors.
The functions of aizuchi and head nods were categorized into seven groups, and the distribution of the functions was analyzed. The results indicate that learners tend to use more aizuchi to express their understanding and reaction to their interlocutors' response solicitation, while the use of aizuchi that do not show their attitude was more frequent with native speakers. The distribution of the functions of head nods was similar between the two groups. By further examining the types and the function of aizuchi and head nods, the study sheds light on which types of aizuchi learners may be lacking or overusing. Pedagogical implications are drawn from the results.
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McCleve, Chelsea Pulsipher. "Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2499.
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This study examined the efficacy of a social skills training program on the use of validating comments and negative comments by children with specific language impairment. The present study is an extension of a previous research project. Four children (three female, one male) with specific language impairment, ages 6 to 11, participated in a ten week social skills training program which involved direct instruction of target concepts, peer interactions with classmates, and evaluation of the use of target skills by reviewing videotaped peer interactions. The individual performance of each subject was compared to the age- and gender-matched typical peers with whom they interacted during the weekly game sessions of the intervention program. The intervention program was successful in improving the use of validating comments for three of the four subjects (AA, CS, and JH). The subjects' increased use of validating comments, however, did not appear to significantly affect or change the participants' use of negative comments. It was also found that, while individual performance improved, three of the four participants (AA, MD, and CS) consistently produced fewer validating comments than did their typical peers during the weekly game sessions. Follow-up data for the participants indicated that the three participants (AA, CS, and JH) who showed improvement in their use of validating comments over the course of treatment appeared to maintain their increased skill after the treatment ended. Possible explanations for these results are discussed, and recommendations are made for future social skills training programs.
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Engle, Bretton C. "Commitment language as a predictor of alcohol and mariajuana use outcomes among adolescents in school - based group treatment." FIU Digital Commons, 2007. https://digitalcommons.fiu.edu/etd/3399.
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Despite widespread recognition of the problem of adolescent alcohol and other drug (AOD) abuse, research on its most common treatment modality, group work, is lacking. This research gap is alarming given that outcomes range from positive to potentially iatrogenic. This study sought to identify change mechanisms and/or treatment factors that are observable within group treatment sessions and that may predict AOD use outcomes.
This NIH (F31 DA 020233-01A1) study evaluated 108, 10-19 year olds and the 19 school-based treatment groups to which they were previously assigned (R01 AA10246; PI: Wagner). Associations between motivational interviewing (MI) based change talk variables, group leader MI skills, and alcohol and marijuana use outcomes up to 12-months following treatment were evaluated.
Treatment session audio recordings and transcripts (1R21AA015679-01; PI: Macgowan) were coded using a new discourse analysis coding scheme for measuring group member change talk (Amrhein, 2003). Therapist MI skills were similarly measured using the Motivational Interviewing Treatment Integrity instrument.
Group member responses to commitment predicted group marijuana use at the 1-month follow up. Also, group leader empathy was significantly associated with group commitment for marijuana use at the middle and ending stages of treatment.
Both of the above process measures were applied in a group setting for the first time. Building upon MI and social learning theory principles, group commitment and group member responses to commitment are new observable, in-session, process constructs that may predict positive and negative adolescent group treatment outcomes. These constructs, as well as the discourse analysis method and instruments used to measure them, raise many possibilities for future group work process research and practice.
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DiBlasi, Anita F. "Evaluating the Effects of Aging on American Sign Language Users." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1310670070.
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Hernandez, Marisol. "Perceptions of Educators' Use of English as a Second Language Strategies and Research-Based Practices with English Language Learners in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1834.
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The purpose of the study was to investigate the level of use of English as a second or subsequent language strategies and research-based practices in the instruction of ELL students in Northeast Tennessee. The researcher sought to ascertain the perceptions of educators in Northeast Tennessee about teaching practices and beliefs in regard to the instruction of ELL students and to determine to what level these educators include ESL strategies and ESL research-based practices when teaching ELL students.
Participants in the study consisted of regular classroom teachers, English as a second language teachers, and principals from districts identified as ELL low density districts and ELL high density districts. A survey instrument was used to collect the data. The survey instrument was developed using a framework based on published research on proven practices identified and delineated in the literature review. The survey consisted of 45 questions and encompassed 5 dimensions: (a) instructional practices, (b) ESL strategies, (c) principles for building English language learners responsive learning environments, (d) staff development, and (e) instructional strategies.
The survey used a 5-point Likert scale with 3 open-ended questions. Findings from the Research-Based Practices Survey were analyzed by using descriptive and inferential statistics. The study used 2-way ANOVA to analyze the data and answer the research questions.
The finding of the study revealed significant difference in the mean scores for staff development between administrators and ESL strategies as a function of density and significant difference in the mean scores for staff development between administrators and all teachers (ESL teachers and regular classroom teachers) as a function of density.
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Kralisch, Anett. "The impact of culture and language on the use of the internet empirical analyses of behaviour and attitudes /." [S.l.] : [s.n.], 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=980739888.
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Cox, Matthew George. "Prompting safety-belt use with a positive versus negative prompt: Comparative impact on the target behavior and relevant body language." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32087.
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Two studies were conducted to compare the efficacy of two behavioral prompts in increasing safety-belt use. Two approaches were used in both studies. The first approach involved showing a sign with the message, â Please Buckle Up, I Careâ to unbuckled drivers leaving a parking lot; the second involved displaying the nationwide slogan â Click it or Ticketâ (CioT). Participants were 1,822 unbuckled drivers exiting two student parking lots of a large university. Research assistants identified an unbuckled driver, flashed one of two signs, and recorded whether the driver buckled after the prompt, as well as the driverâ s facial reactions and hand gestures. Of the unbuckled drivers, 34% buckled following the Flash-for-Life (FfL) prompt, and 26% with the CioT prompt (p < .05). Drivers gave significantly more positive facial expressions and hand gestures following FfL vs. CioT prompt (p < .05). The second study used a variation of the procedures in Study I and implemented the intervention at a large department store. Driver age was measured with the previous driver variables. Participants were 1,990 unbuckled drivers exiting a parking lot. Results showed no significant differences in terms of compliance to signs (20.8% for FfL and 20.4% for CioT, pâ s > .05). Significant differences in hand gestures, facial expressions and ages were detected as a function of compliance, regardless of sign (all pâ s < .001). Specifically, drivers who complied with either prompt were more likely to be younger, and present positive hand gestures and facial expressions. Implications and future directions are discussed.Master of Science
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Wayne, Rachel Lee. "Teaching Chinese as a Foreign Language Through the Strategic Use of Visualization: Exploring Neuroscience and Autism Spectrum Disorder Research to Guide Change in Chinese Language Education." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500298567695386.
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Wilson, Jack J. "What co-speech gestures do : investigating the communicative role of visual behaviour accompanying language use during reference in interaction." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17319/.
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Language and gesture are thought to be tightly interrelated and co-expressive behaviours (McNeill, 1992; 2005) that, when used in communication, are often referred to as composite signals/utterances (Clark, 1996; Enfield, 2009). Linguistic research has typically focussed on the structure of language, largely ignoring the effect gesture can have on the production and comprehension of utterances. In the linguistic literature, gesture is shoehorned into the communicative process rather than being an integral part of it (Wilson and Wharton, 2006; Wharton, 2009), which is at odds with the fact that gesture regularly plays a role that is directly connected to the semantic content of, in Gricean terms, “what is said” (Kendon, 2004; Grice, 1989). In order to explore these issues, this thesis investigates the effect of manual gestures on interaction at several different points during production and comprehension, based on the Clarkian Action Ladder (Clark, 1996). It focusses on the top two levels of the ladder: Level 3 signaling and recognising and level 4 proposing and considering. In doing so, it explores gesture’s local effect on how utterances are composed and comprehended, but also its more global effect on the interactional structure and the goals of the participants. This is achieved through two experiments. The first experiment, the map task, is an interactive spatial description task and the second is an eye-tracked visual world task. These two experiments explore how gestures are composed during the map task, how gestures affect the realtime comprehension of utterances, and how gestures are embedded within the turn-by-turn nature of talk. This thesis builds a picture of the effect of gesture at each stage of the comprehension process, demonstrating that gesture needs to be incorporated fully into pragmatic models of communication.
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Nash, Marion Marie. "The LAMP language and communication screen used to support teachers to identify speech, language, and communication difficulties in four primary schools in varied social contexts." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15640.
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The research described here was inspired by a national review which concluded that too many children come into our primary schools with unmet speech and language needs (Bercow, 2008). Teachers are in a position to identify language difficulties but many have expressed uncertainty regarding their role in this process. I believed that the LAMP (Linguistic Assessment for Mapped Provision) screen for language and communication which I had developed would help teachers to identify language concerns and would also increase their professional confidence in this complex area. I had developed the LAMP screening instrument and piloted it over a 2 year period prior to this study. It is employed here as a universal screen that is used in a whole school approach in order to enable teachers to identify language need. The use of the LAMP as a universal screen applied to all the children in a school lessened the likelihood of preconceived notions impacting upon teacher’s perceptions of need in the classroom. The LAMP data allowed schools to track the progress of individual children within a class and whole school context. Teachers need to be aware of any pre-conceptions they may have in relation to the performance of children from different socio economic circumstances. The hypothesis that poverty continues to provide the weightiest detrimental effects upon children’s language development was examined and within the parameters of this study was found to be contestable. Study design: A systematic survey was conducted over 4 Primary schools using the LAMP. Rich picture data was accessed from teacher questionnaires and focus groups involving participants from the schools in the study. The repeated measures design provided information on what teachers had learned in the period of reflection between the screenings. The use of a mixed methods repeated measures design helped me to understand what was difficult for teachers and what the teachers felt would help them. The 4 schools in the study were chosen to reflect varied social contexts in order to explore any impacts of SES on the results. Analysis of data: In a repeated measures design, a LAMP screen was completed for every child across the 4 schools by their teachers in February and then June in one school year. Results of screening were analysed and compared on a range of variables using SPSS. Questionnaires were used to collect teacher perceptions before and after using the LAMP screen. Focus groups were held in the schools at the end of the study to add more information on how helpful teachers felt the process had been in raising their awareness, confidence, and skills in the identification of SLCN. Findings: The main trend observed was a decrease in levels of teacher concern related to children’s speech and language needs from the first to second screening survey. Differences were found at a statistically significant level on a range of variables. The expected differences between high and low socio-economic status (SES) schools were not found. Teachers reported increases in their awareness, confidence, and skill in identifying children’s speech language and communication concerns by the end of the study. Some changes to classroom practice were reported. Conclusions: I propose that use of the LAMP screen increased teacher awareness of the nature of language difficulty and that this heightened awareness was a key variable in the observed changes to language concern scores. The LAMP screening process was seen by schools’ staff to have had a positive effect on teacher’s skills and to be relatively easily assimilated into the school system. However some participants identified a number of challenges relating to time constraints and maintaining the use of LAMP as high profile in the context of competing time demands in their schools. It is suggested that EP services would be in a position to support schools to implement and embed the LAMP screening model as part of their Service provision. It is also proposed that economic deprivation or disadvantage did not appear to be the only important factor to consider when making funding decisions intended to support children’s linguistic competency in schools.
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Chan, Ka Yan Charlotte. "A comparative study on how an American and a Chinese teacher use language to handle pre-schoolers with disruptive behaviour." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/848.
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Stephens, Stephanie. "Teachers’ Response to Infants’ Nonverbal Communication and Use of Response to Facilitate a Dialogue." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3387.
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Beginning with birth, typically developing children use strategies to communicate, and the functions of their language change with maturation and interaction. Since communication cannot exist if both parties do not participate, it is important to not only study the ability of the child, but also the behavior of the adult. Numerous studies have examined the behavior of the parent or other domestic adult, but few have included the study of teacher behaviors.
This study investigated teachers’ response to four types of nonverbal communication attempts made by infants. The gestures included: deictic, affect signaling, object-related, and conventional. The type of response was also documented as facilitating dialogue or discouraging dialogue. Thirty infant teachers and/or teacher assistants from 11 centers in Northeast Tennessee were videotaped for 30 minutes. Videos were coded to determine which of the defined functions teachers were most likely to respond to and if the response facilitated or discouraged dialogue. The results showed that overall, teachers responded to 25% of nonverbal attempts; 75% of the infants’ nonverbal attempts teacher offered a non-facilitative response or missed the gesture. Pearson correlations determined that there were relationships between children’s attempt to communicate and teachers’ response in all four types of nonverbal communication, including deictic, r (30) = .659, p = .000; affect signaling, r (30) = .917, p = .000; object-related, r (30) =.848, p = .000; and conventional, r (30) = .794, p = .000. There were several relationships between the number of nonverbal attempts by children and teachers offering a facilitative responses including affect signaling, r (30) = .776, p = .000; object-related, r (30) = .635, p = .000; and conventional, r (30) = .514, p = .004, but not with deictic attempts. There were relationships between the number of nonverbal attempts by children and teachers offering discouraging responses in all 4 types of nonverbal language, including deictic, r (30) = .706, p = .000; affect signaling, r (30) = .630, p = .000; object-related, r (30) = .582, p = .001; and conventional, r (30) = .439, p = .015.
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Glenn-Smith, Sarah K. "The use of social media as a conduit to promote social justice in the Deaf Community, as a cultural and linguistic minority, through the visual language of American Sign Language: A movement against Audism." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/shss_dcar_etd/81.
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This research employed a case study approach to understand emerging themes that may be garnered through documenting the lived experiences of online Deaf activists who have used the video feature available through social media outlets, such as YouTube, as a way to overcome the language barrier typically present for linguistic minorities who are leading social movements within an English-speaking, hearing majority. The focus of this study was the members of the Deaf Community that have taken to an online podium in their fight for autonomy and equality. They champion their Deaf identity, their right to agency and autonomy in areas of language, access, education and employment, in what has exploded into the largest social movement in their cultural history. Therefore, two questions were at the center of this research: 1. "How has experiencing audism affected the lives of Deaf people?", and 2. "How has the use of social media as a platform to fight against audism through natural linguistic expression in American Sign Language impacted that experience?". The growth of individual Deaf identity has created a community action network for the Deaf Community, and access to the technology of videophones and instant access to wireless Internet has brought with it the use of video blogs, or vlogs, within the Deaf Community at explosive rates. The movement from disability to a place of diversity and cultural, ethnic and linguistic minority personhood for the Deaf is a path that is still being forged. Presented in this study is a glimpse into this journey, through a case study of their lived experience.
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Siekmann, Sabine. "Mediational tool use and strategic behaviors during collaborative online reading a microgenetic case study of beginning students of German /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000376.
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Kozlova, Iryna. "Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/alesl_diss/2.
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Research on international teaching assistants (ITAs) often highlights that ITAs have at least two identities, an identity of a teacher and a student (e.g., Jenkins, 2000). Since American classrooms foster a variety of behaviors that are negotiated by instructors and students, ITAs may identify themselves with students during behavior negotiation when building rapport, especially by exchanging jokes (Unger-Gallagher, 1991). Making their student identity relevant may distort the teacher-student relationship, which ITAs might need to renegotiate. Little research has been done to show whether ITA student identity actually emerges and if does, then how. This study addresses the questions of what attributes of ITA's identities emerge during humorous exchanges with their students, how these attributes shape the teacher-student relationship, and what role humor plays in the identity negotiation process between the ITAs and their students in the university classroom. Four ITAs, all non-native English speakers, participated in this microethnographic study. This study informs research on social identity in that, most of the time, participants made the attributes of their teacher identity relevant, with teacher authority emerging as the most important attribute. While enacting their teacher identity through humorous exchanges, ITAs built rapport and created affiliation with their students. Although humor led to establishing good relationships, it did not lead to the emergence of ITA student identity. This study also contributes to research on humor in that it makes a distinction between the concepts of the target and the butt which allows for deeper understanding of how humor is used to negotiate identity. It also introduces the target switch, or a particular type of counter teasing, in which the initial target redirects humorous aggression to the teaser, thus making her/him the target and a potential butt of the tease. An optimistic finding for ITA research and research on the use of humor by non-native speakers is that even without extensive experience with American culture in general, ITAs can use humor rooted in the local context to negotiate different classroom behaviors and their identities with their students.
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Overbey, David W. "Verifying web-based information detailed accounts of web use in real time /." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1196445421.
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Thesis (Ph. D.)--Kent State University, 2007.Title from PDF t.p. (viewed July 15, 2008). Advisor: Christina Haas. Keywords: Web use; Writing studies; Credibility studies; Media studies; Rhetoric. Includes survey instrument. Includes bibliographical references (p. 144-148).
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Samuel, Mekus. "Strategies Retailers Use to Build Brand Loyalty and Improve Customer Experience." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4887.
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The use of strategy to build brand loyalty and improve customer experience by retail managers is essential in driving sales revenue and increasing profitability. Retail managers should perceive customer experience strategy as a tool for product differentiation, which could be leveraged to attain benefits, such as, repeat business, positive word of mouth, increased sales, and the competitive advantage. Some retail managers may not fully comprehend customer experience strategy, and may solely focus on individual facets such as, customer service and employee training. This qualitative multiple case study explored the strategies retail managers used to build brand loyalty and improve customer experience. Olivier's confirmation- expectation theory was the conceptual framework for this study. Ten retail managers from Castries, St. Lucia, who performed their roles for a minimum of 4 years, were selected to participate in semistructured interviews using purposive sampling. Data was also collected from company documents, such as, merchandising policy, the company's website, and past campaign fliers. Three of the themes that arose from the thematic analysis of interview data and company documents were, building and sustaining brand loyalty, store image, and competitive advantage. Findings from this research may contribute to positive social change by providing retail managers a better understanding of customer experience and brand loyalty strategies as additional avenues to achieving operational results such as increased sales revenue, improved sales margins, and increased profitability. Local communities may experience increased employment opportunities, enhanced business activity, and increased tax receipts.
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Anderson, Melissa S. "Use of empirically-based reading interventions to address the academic skills deficits and escape-maintained target behaviors exhibited by elementary school students." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-08092008-205730.
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Schlyter, Olivia. "Gendered verbal behaviour in gatekeeping encounters : A comparative corpus study on men's and women's use of five linguistic features during job interviews." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117979.
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The job interview is a gatekeeping encounter and it is crucial that the recruitment process is conducted in a fair and just way. Potential gendered verbal behaviour might affect an interviewer's impression and judgement of the interviewee. Previous research has shown that men and women differ in several ways in verbal communication, both as regards formal and informal encounters. In the present paper, a corpus study on forty job interviews is conducted with the aim to find out whether there are any differences between men and women when it comes to turn-length and the use of boosters, hedges, fillers and pauses. The results show that in the majority of the features under scrutiny, there is no statistically significant difference. These results do not go in line with earlier research on gendered verbal behaviour. Proposed explanations for these results are that the female interviewer might have encouraged a less typically gendered verbal behaviour and that younger generations have developed a less gendered conversational style compared to older generations. However, due to the limitations of the present study, no empirical conclusion can be drawn regarding this and further research needs to be conducted in order to fully explain these research findings.
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Svensson, Rasmus. "Biopolis : Ett Spelprojekt om Klimat- och Beteendeförändring." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-86537.
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Klimatförändring är något som sker naturligt på vår planet. Vad man dock har upptäckt under de senaste 100 åren, är att vi människor har påskyndat denna process och därmed satt planetens naturliga cykel ur balans. Forskare förutspår drastiska förändringar i framtiden. Torka och begränsad åtkomst till dricksvatten. Höjning av havsnivån. Extremaväder. M.m. Ändå händer det inte så mycket som man tycker att det borde göra. En förändring måste ske. Så vad kan jag, som grafisk designer, göra för världen? Ett av de stora problemen inom detta ämne är attdetta är något man inte vill tala om i samhället. Det är ett tungt ämne och det är förståeligt att mangärna vänder ryggen till. Därför har jag anpassatmitt projekt till att tackla detta dilemma genom attutnyttja ett medium som har möjlighet att fångauppnärksamhet på ett öppensinnat sätt. Genom rolig aktivitet och lättsam stämning hoppas jag att fler ska vara öppna till förändring. För att uppnå detta har grafisk formgivning använts för att gestala projektets identitet med stöd från färgteori och beteendevetenskap. Även teorierna om nudging och learning by doing har spelat en rolli arbetet som mynnat ut i ett brädspel med fokus på användarupplevelsen.Climate change is something that happens naturally on our planet. What has been discovered over the last 100 years, however, is that us humans have accelerated this process and put the planet’s natural cycle out of balance. Researchers predict drastic changes in the future. Drought and limited access to drinking water. Increasing sea level. Extreme weather. Etc. Despite this not as much happens as you think it should. A change must happen. So what can I, as a graphic designer, do for the world? One of the big problems about this topic, is that this is something people avoid talking about in society. It’s a heavy subject and it’s understandable that people would rather turn their back on it. Therefore, I have adapted my project to tackle this dilemma by using a medium that has the opportunity to capture attention in an open minded way. Through fun activity and light-hearted atmosphere, I hope that more people will be open to change. To achieve this, graphic design has been used to shape the project’s identity with the support of color theory and behavioral science. The theories of nudging and learning by doing have also played a role in the work, which resulted in a board game with a focus on user experience.
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"Understanding, Analyzing and Predicting Online User Behavior." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53601.
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abstract: Due to the growing popularity of the Internet and smart mobile devices, massive data has been produced every day, particularly, more and more users’ online behavior and activities have been digitalized. Making a better usage of the massive data and a better understanding of the user behavior become at the very heart of industrial firms as well as the academia. However, due to the large size and unstructured format of user behavioral data, as well as the heterogeneous nature of individuals, it leveled up the difficulty to identify the SPECIFIC behavior that researchers are looking at, HOW to distinguish, and WHAT is resulting from the behavior. The difference in user behavior comes from different causes; in my dissertation, I am studying three circumstances of behavior that potentially bring in turbulent or detrimental effects, from precursory culture to preparatory strategy and delusory fraudulence. Meanwhile, I have access to the versatile toolkit of analysis: econometrics, quasi-experiment, together with machine learning techniques such as text mining, sentiment analysis, and predictive analytics etc. This study creatively leverages the power of the combined methodologies, and apply it beyond individual level data and network data. This dissertation makes a first step to discover user behavior in the newly boosting contexts. My study conceptualize theoretically and test empirically the effect of cultural values on rating and I find that an individualist cultural background are more likely to lead to deviation and more expression in review behaviors. I also find evidence of strategic behavior that users tend to leverage the reporting to increase the likelihood to maximize the benefits. Moreover, it proposes the features that moderate the preparation behavior. Finally, it introduces a unified and scalable framework for delusory behavior detection that meets the current needs to fully utilize multiple data sources.Dissertation/Thesis
Doctoral Dissertation Business Administration 2019
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Naidoo, Shantell. "The use of body language (behaviour pattern recognition) in forensic interviewing." Diss., 2015. http://hdl.handle.net/10500/19102.
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With this study, the researcher wants to establish whether investigators are able to effectively interpret, report on, or pay cognisance to body language during interviews, and whether they are sufficiently trained therein. Knowledge of body language can provide the interviewer with vital clues during the interview process. Regardless of the availability of numerous literatures on nonverbal behaviour in interviewing, the application of this knowledge is lacking among investigators.
An empirical research design and a qualitative research approach were used for this research. National and international literature sources were consulted, and the researcher conducted interviews with two experts, knowledgeable investigators and semi-structured interviews with detectives from the East London South African Police Service (SAPS) and forensic investigators from the Special Investigating Unit (SIU) in East London.
The importance of the skill of interpreting body language during forensic interviewing was established. Evidently, many investigators do not apply their knowledge and skill to enhance the outcomes of a forensic interview.Criminology and Security Science
M. Tech. (Forensic Investigation)
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Ribbens, Irene Rita. "Language use in industry." Thesis, 1994. http://hdl.handle.net/10500/17616.
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An immense degree of linguistic diversity exists in the work force where it is possible
for speakers of twenty-three home languages to come into contact on the work floor.
The language of management in industry is predominantly English; while supervisors
are primarily English- or Afrikaans-speaking. Misinterpretation of speaker intent plays
a significant role in communication breakdown that occurs when management or
foremen/supervisors communicate directly with workers who do not understand the
two erstwhile official languages sufficiently or not at all.
Reagan ( 1 986) hypothesized that the greatest number of problems are caused by what
might be termed mutual ignorance, rather than by language difficulties. The aim of the
thesis was therefore to establish what constitutes the mutual ignorance that leads to
misinterpretation of speaker intent.
The Hymesian model, the ethnography of speaking, was used as a model for an
analysis of sociolinguistic features in factories in the Pretoria-WitwatersrandVereeniging
area.
For data collection a process of triangulation was used and qualitative and quantitative
methods used. The Free Attitude Interview technique was used for unstructured
interviews. Other methods include observation, and elicitation procedures such as the
Discourse Completion Test, which were used in structured interviews. Language
preference, forms of address and politeness markers were examined.
Findings revealed that the major differences were found to be in the area of non-verbal
behaviour. Speakers of Afrikaans and English are, on the whole, unaware of politeness
markers used by speakers of African languages. Afrikaans and English speakers are
unaware of offensive non-verbal behaviour used by them. It is revealing that speakers
of the official languages believe this to be the very area that makes communication
possible, but it is the area in which they may cause offence. It was also found that
speakers of African languages have adopted many of the features of the power
dominant group at work.
The findings of the research are important for the development of strategies for
overcoming misinterpretation of speaker intent and negative stereotyping.
This research was undertaken as part of the Human Sciences Research Council's
programme entitled Language in the labour situation.Linguistics and Modern Languages
D.Litt. et Phil. (Linguistics)
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LIN, SHU-JEN, and 林淑珍. "Attitudes and Behaviors on Language Use of Hakka in Shanlin District,Kaohsiung City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/45275091815230323525.
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碩士國立高雄師範大學
客家文化研究所
102
Language is a major tool for communication, sharing ideas in human being. Various interactions among different languages may bring some problems. People’s perspectives in language use always reflect their attitudes in language and, would be expressed via how they use language. There were Hakka, South Fujian, aboriginal origins migrated to the Sanlin District, which caused language contacts and interactions and, influenced how the language was used. However, the preservation of local Hakka language is uncertain. This thesis conducts a questionnaire survey” Attitudes and Behaviors on Language Use of Hakka” in 2013, of which subjects are local residences. This thesis investigates the attitudes and behaviors on language use of those residences, using questionnaire survey strategy and, analyzes the data with the survey results. Some conclusions are obtained from this research : 1. Language Use: the residences’ speaking and listening abilities are better than reading and writing ones in Hakka language. Now, their main language is Chinese. When they discuss official events, Chinese is the first choice. This infers that Chinese possesses great effects in daily life. 2. Situations of Language Use: about 40% of the residences use Hakka to communicate with their grandparents, while they communicate with others with Chinese. This infers that Hakka is seldom used in daily life. 3. Attitudes on Language Use: the residences have positive attitudes about using mother tongue of their children. However, they use Chinese as their main language in daily life. This infers that their attitudes in language use and actual operation situations are just opposite. 4. The attitudes of language use was remarkable correlated with status of language use among the Sanlin District respondents.
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Erturk, Gamze. "The influence of interpersonal behaviors and social categories on language use in virtual teams." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5627.
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As increasing number of organizations are using virtual teams, communication scholars have started to pay more attention to these relatively new forms of work. Past studies explored interpersonal (i.e., trust, attraction) and group dynamics (i.e., conformity, subgrouping) in virtual teams. Despite the documented effects of interpersonal behaviors and social categories on virtual group dynamics, there is a substantial gap in how these two factors influence language use in virtual teams. To shed light on this neglected area of research, this dissertation examined how teammates’ interpersonal behaviors and social categories affected language use in virtual team collaborations. 164 participants interacted in four-person teams using a synchronous chat program. The age of participants ranged from 18 to 24. 58% of participants were female and 42% were male. Participants used Windows Live Messenger to complete Straus & McGrath’s (1994) decision making task. Upon completing the task, participants filled out social attraction and social identification scales to be used for manipulation checks. Decision making sessions for each group were saved and Linguistic Inquiry and Word Count Program (LIWC) was used to examine language use. Linguistic style accommodation was measured using language style matching (LSM) metric. LSM measured the degree to which group members used similar language patterns. It was calculated by averaging the absolute difference scores for nine function word categories generated by LIWC. Similarly, linguistic markers such as word counts, negations, assents, and pronouns were acquired through LIWC output. The results suggested that having a dissenting member in the group was associated with higher linguistic style accommodation compared to having an assenting member. This result contradicted with the assumptions of communication accommodation theory (Giles, Mulac, Bradac, & Johnson, 1987), yet provided evidence for the validity of minority influence theory (Moscovici, Lage, & Naffrechoux, 1969) in virtual teams. Unexpectedly, there was no significant effect of social categories on linguistic style accommodation. The results also showed that negative behaviors were strongly associated with increased word counts, negations and the second person singular pronouns, whereas positive behaviors were associated with increased use of assents, tentative language, first person plural and singular pronouns.text
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"The Design and Use of a Smartphone Data Collection Tool and Accompanying Configuration Language." Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-12-1851.
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Understanding human behaviour is key to understanding the spread of epidemics, habit dispersion, and the efficacy of health interventions. Investigation into the patterns of and drivers for human behaviour has often been facilitated by paper tools such as surveys, journals, and diaries. These tools have drawbacks in that they can be forgotten, go unfilled, and depend on often unreliable human memories. Researcher-driven data collection mechanisms, such as interviews and direct observation, alleviate some of these problems while introducing others, such as bias and observer effects. In response to this, technological means such as special-purpose data collection hardware, wireless sensor networks, and apps for smart devices have been built to collect behavioural data. These technologies further reduce the problems experienced by more traditional behavioural research tools, but often experience problems of reliability, generality, extensibility, and ease of configuration.
This document details the construction of a smartphone-based app designed to collect data on human behaviour such that the difficulties of traditional tools are alleviated while still addressing the problems faced by modern supplemental technology. I describe the app's main data collection engine and its construction, architecture, reliability, generality, and extensibility, as well as the programming language developed to configure it and its feature set. To demonstrate the utility of the tool and its configuration language, I describe how they have been used to collect data in the field. Specifically, eleven case studies are presented in which the tool's architecture, flexibility, generality, extensibility, modularity, and ease of configuration have been exploited to facilitate a variety of behavioural monitoring endeavours. I further explain how the engine performs data collection, the major abstractions it employs, how its design and the development techniques used ensure ongoing reliability, and how the engine and its configuration language could be extended in the future to facilitate a greater range of experiments that require behavioural data to be collected. Finally, features and modules of the engine's encompassing system, iEpi, are presented that have not otherwise been documented to give the reader an understanding of where the work fits into the larger data collection and processing endeavour that spawned it.
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Jan, Ming-chu, and 冉明珠. "An Exploration reseach of Hakka’s Invisible Behavior in Language Use –A Case Study of Tongsiao, Miaoli, Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/18449489049936740965.
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碩士國立聯合大學
客家語言與傳播研究所
97
The study focused on exploring the invisible behavior and the psychological aspects behind it. With two qualitative methds－“participant observation” and “in-depth interview”. The informants consisted of Hakka in Tongsiao area, of which are able to speak more than two languages－Hakka included. The results showed that, of the invisible behavior in language use for the informants, there are normally two features included such as “I don’t speak Hakka unless someone else speaks first” and “I rather not speak Hakka if there are other ethnic groups preset at scene”. The psychological aspects are comprised of imagining that there exists of inferior interactive spheres among Hakka. For continuing development of enthnolinguistic vitality, we should take this situation more seriously and come out with some workable resolutions.
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Liu, Tsai Min, and 劉采旻. "A Study of App Users' Behavioral Intentions of Learning Languages through Mobile Devices." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/vwsq9a.
Full textAbstract:
碩士國立高雄應用科技大學
文化創意產業系
103
As the mobile devices and the Internet service prevail around the world in recent years, people’s life has changed accordingly. Among a variety of new technologies, smartphones make a tremendous impact on daily communication behavior. With increasing functions in smartphones, we are able to manage our life efficiently, such as doing business, making friends, sharing news with others and learning new skills. Speaking of convenience of mobile devices, doubtlessly APPs (Applications) help win users’ favor with smartphones since Apple Inc. has established the APP Store in 2008. Given all kinds of APPs available to mobile devices users, this study puts emphasis on “E-learning APPs” And its users’ attitude and behavioral intention. Technology Acceptance Model (TAM) is the theoretical framework on which this research is based. An online survey was conducted to understand users’ attitude toward e-learning APPs. The purposive sampling method in view of anonymous characteristic of the Internet was adopted. All respondents were required to fill in the electronic questionnaire posted on an APPs fans page on Facebook. Variables in the questionnaire were operationally defined and measured based on Davis (1989) and other scholars’ works. Findings showed that users’ intention of using APPs to learn foreign languages is strongly affected by information quality, satisfaction, and self-efficacy with APPs. In addition, as an antecedent variable of use intention, satisfaction, perceived usefulness, cognitive absorption, and perceived ease of use were influenced by information qualities. Information qualities include not only the usage speed and stability of the APPs, but also the contents of the APPs. Subjective norm is the only factor in the TAM model that did not play a vital role in affecting users’ satisfaction.
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Swanepoel, Brandon. "An investigation of two different modalities of language used in an educational setting and the behaviour of deaf learners." Thesis, 2012. http://hdl.handle.net/10539/11898.
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Research conducted on the prevalence of behavioural adjustment in Deaf children and
adolescents, in erstwhile countries, points towards an appreciably elevated percentage of
emotional and behavioural problems amongst this population group when compared to
hearing normative groups. Studies specify that the prevalence of behaviour and emotional
problems in Deaf children and adolescents varies from 4.8% to 50.3%. From existing
research conducted, it is ambiguous as to why the reported prevalence rates of
maladjustment are higher amongst Deaf children and adolescents.
This pioneering study is the first of its kind to research dissimilar modalities of language
used as the language of learning and teaching (LoLT) in schools for Deaf learners and
how this could possibly correlate to learner behaviour in the classroom. Taking into
consideration the reported pervasiveness of maladjustment in Deaf children and
adolescents; this study uses the Teacher Report Form (TRF) to investigate the types of
behaviour problems displayed by Deaf learners in the classroom. It further investigates
whether Deaf learners display certain types of behaviour problems when dissimilar
modalities of language are used as the language of learning and teaching.
The overall findings of this study suggest that teachers who use manually coded spoken
language report an elevated prevalence of behaviour problems on the TRF compared to
teachers who use South African Sign Language (SASL). Results further suggest that the
group of teachers who use SASL report somatic complaints and attention problems as the
most frequently encountered behaviour problems in their classrooms. In comparison the
group of teachers who use manually coded spoken English (MCE) report social problems
and attention problems as the most frequently encountered behaviour problems in their
classrooms. Limitations of this study and suggestions for future research are discussed.
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許正輝. "A Research on Language Use Behavior and Attitude in Taoyuan County, 2010 Example of Parents of Junior High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/32132910050753894381.
Full textAbstract:
碩士國立臺灣師範大學
台灣文化及語言文學研究所在職進修碩士班
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This research was carried out in Taoyuan County with parents of junior high school students. The research on sociolinguistics, including quantitative analysis and qualitative research, was conducted by means of questionnaires. The purpose of this research is to understand the public’s language use behavior, key factors of language use and language attitude in Taoyuan County. The findings and recommendations of this research can be references to future studies on Taiwanese native languages. Furthermore, the crisis of native languages extinction reminds the education policy makers to adjust native language education policies. The key findings of this research are listed below. All native languages in Taiwan are “home language”. A total 68.3% of the respondents’ mother tongue identity is Mandarin, which is higher than the combination of Taiwanese (46.9%) and Hakka (18.9%). The most popular language is Mandarin, accounted for 71.7%, which is far exceed Taiwanese and Hakka. The most spoken languages between parents and children at home are Mandarin. The use rate reaches 90.4%, unexpectedly. The average percentage of the most spoken language, Mandarin, is 72.0%, which is three times more than Taiwanese, the second one. Mandarin is treated as the most beautiful language, the most widely spoken language, the best language to express emotion and the better impression would be given to whom spoken standard Mandarin. Nearly 60% of the respondents support the current native language education policy, while 6.6% only against with it.
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Kralisch, Anett [Verfasser]. "The impact of culture and language on the use of the internet : empirical analyses of behaviour and attitudes / von Anett Kralisch." 2005. http://d-nb.info/980739888/34.
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Fu, Qing-Ke, and 付慶科. "Impacts of a mind mapping-based contextual gaming approach on university students’ writing performance, learning perceptions and language uses behaviors in an English tourism course." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/q2emcn.
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Evans, M. Max. "Knowledge Sharing: An Empirical Study of the Role of Trust and Other Social-cognitive Factors in an Organizational Setting." Thesis, 2012. http://hdl.handle.net/1807/35086.
Full textAbstract:
Effective knowledge sharing within project teams is critical to knowledge-intensive professional service firms. Prior research studies indicate a positive association between trust, social-cognitive factors, and effective knowledge sharing among co-workers. The conceptual framework proposed here builds on these studies, and draws from theoretical foundations from the organizational behavior, psychology, information studies, sociology, and management literature on organizational trust and knowledge sharing, and identifies the most significant factors found to influence organizational knowledge sharing directly and indirectly through trust. The study makes methodological contributions in the form of conceptualizations for knowledge sharing behavior, trust, and tie strength. Also, it provides a more nuanced and focused analysis, by factoring for knowledge type and co-worker working relationship.
Data were collected from 275 knowledge workers (‘legal professionals’ and paralegals) engaged in shared legal project work, at one of Canada’s largest multijurisdictional law firms. The nature of their work required a significant reliance on co-workers, for both explicit and tacit knowledge. Multiple regression analysis, among other statistical techniques, was used to test the hypotheses and determine significant relationships.
Of the factors examined in the study, the three found to have the strongest effect on respondents’ trust in their co-workers were shared vision, shared language, and tie strength. Furthermore, the two factors found to have the strongest effect on organizational knowledge sharing behavior were trust and shared vision. Overall trust was also found to have a mediating effect between shared vision and knowledge sharing behavior, and between shared language and knowledge sharing behavior.
A significant implication for practitioners is that effective knowledge sharing among co-workers requires a nurturing manager to work on developing co-worker trust and shared vision. Furthermore, a manager wanting to promote trust between co-workers must nurture shared language and shared vision.