Tesis: "Communicative task"

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Barange, Mukesh. "Task-oriented communicative capabilities of agents in collaborative virtual environments for training". Thesis, Brest, 2015. http://www.theses.fr/2015BRES0013/document.

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Les besoins croissants en formation et en entrainement au travail d’équipe ont motivé l’utilisationd’Environnements de réalité Virtuelle Collaboratifs de Formation (EVCF) qui permettent aux utilisateurs de travailler avec des agents autonomes pour réaliser une activité collective. L’idée directrice est que la coordination efficace entre les membres d’une équipe améliore la productivité et réduit les erreurs individuelles et collectives. Cette thèse traite de la mise en place et du maintien de la coordination au sein d’une équipe de travail composée d’agents et d’humains interagissant dans un EVCF.L’objectif de ces recherches est de doter les agents virtuels de comportements conversationnels permettant la coopération entre agents et avec l’utilisateur dans le but de réaliser un but commun.Nous proposons une architecture d’agents Collaboratifs et Conversationnels, dérivée de l’architecture Belief-Desire-Intention (C2-BDI), qui gère uniformément les comportements délibératifs et conversationnels comme deux comportements dirigés vers les buts de l’activité collective. Nous proposons un modèle intégré de la coordination fondé sur l’approche des modèles mentaux partagés, afin d’établir la coordination au sein de l’équipe de travail composée d’humains et d’agents. Nous soutenons que les interactions en langage naturel entre les membres d’une équipe modifient les modèles mentaux individuels et partagés des participants. Enfin, nous décrivons comment les agents mettent en place et maintiennent la coordination au sein de l’équipe par le biais de conversations en langage naturel. Afin d’établir un couplage fort entre la prise de décision et le comportement conversationnel collaboratif d’un agent, nous proposons tout d’abord une approche fondée sur la modélisation sémantique des activités humaines et de l’environnement virtuel via le modèle mascaret puis, dans un second temps, une modélisation du contexte basée sur l’approche Information State. Ces représentations permettent de traiter de manière unifiée les connaissances sémantiques des agents sur l’activité collective et sur l’environnement virtuel ainsi que des informations qu’ils échangent lors de dialogues.Ces informations sont utilisées par les agents pour la génération et la compréhension du langage naturel multipartite. L’approche Information State nous permet de doter les agents C2BDI de capacités communicatives leur permettant de s’engager pro-activement dans des interactions en langue naturelle en vue de coordonner efficacement leur activité avec les autres membres de l’équipe. De plus, nous définissons les protocoles conversationnels collaboratifs favorisant la coordination entre les membres de l’équipe. Enfin, nous proposons dans cette thèse un mécanisme de prise de décision s’inspirant de l’approche BDI qui lie les comportements de délibération et de conversation des agents. Nous avons mis en oeuvre notre architecture dans trois différents scénarios se déroulant dans des EVCF. Nous montrons que les comportements conversationnels collaboratifs multipartites des agents C2BDI facilitent la coordination effective de l’utilisateur avec les autres membres de l’équipe lors de la réalisation d’une tâche partagée
Growing needs of educational and training requirements motivate the use of collaborative virtual environments for training (CVET) that allows human users to work together with autonomous agents to perform a collective activity. The vision is inspired by the fact that the effective coordination improves productivity, and reduces the individual and team errors. This work addresses the issue of establishing and maintaining the coordination in a mixed human-agent teamwork in the context of CVET. The objective of this research is to provide human-like conversational behavior of the virtual agents in order to cooperate with a user and other agents to achieve shared goals.We propose a belief-desire-intention (BDI) like Collaborative Conversational agent architecture(C2BDI) that treats both deliberative and conversational behaviors uniformly as guided by the goal-directed shared activity. We put forward an integrated model of coordination which is founded on the shared mental model based approaches to establish coordination in a human-agent teamwork. We argue that natural language interaction between team members can affect and modify the individual and shared mental models of the participants. Finally, we describe the cultivation of coordination in a mixed human-agent teamwork through natural language conversation. In order to establish the strong coupling between decision making and the collaborative conversational behavior of the agent, we propose first, the Mascaret based semantic modeling of human activities and the VE, and second, the information state based context model. This representation allows the treatment of semantic knowledge of the collaborative activity and virtual environment, and information exchanged during the dialogue conversation in a unified manner. This knowledge can be used by the agent for multiparty natural language processing (understanding and generation) in the context of the CEVT. To endow the communicative capabilities to C2BDI agent, we put forward the information state based approach for the natural language processing of the utterances. We define collaborative conversation protocols that ensure the coordination between team members. Finally, in this thesis, we propose a decision making mechanism, which is inspired by the BDI based approach and provides the interleaving between deliberation and conversational behavior of the agent. We have applied the proposed architecture to three different scenarios in the CVET. We found that the multiparty collaborative conversational behavior of C2BDI agent is more constructive and facilitates the user to effectively coordinate with other team members to perform a shared task

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2

Gielniak, Michael Joseph. "Adaptation of task-aware, communicative variance for motion control in social humanoid robotic applications". Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43591.

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An algorithm for generating communicative, human-like motion for social humanoid robots was developed. Anticipation, exaggeration, and secondary motion were demonstrated as examples of communication. Spatiotemporal correspondence was presented as a metric for human-like motion, and the metric was used to both synthesize and evaluate motion. An algorithm for generating an infinite number of variants from a single exemplar was established to avoid repetitive motion. The algorithm was made task-aware by including the functionality of satisfying constraints. User studies were performed with the algorithm using human participants. Results showed that communicative, human-like motion can be harnessed to direct partner attention and communicate state information. Furthermore, communicative, human-like motion for social robots produced by the algorithm allows humans partners to feel more engaged in the interaction, recognize motion earlier, label intent sooner, and remember interaction details more accurately.

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3

Pettersson, Helene. "Understanding of human communicative motives in domestic dogs". Thesis, Linköping University, Department of Physics, Chemistry and Biology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19067.

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I investigated the understanding of human communicative motives in domestic dogs. Dogs use human communicative cues, like the pointing gesture when searching for hidden food, but it is uncertain how dogs interpret human communication. 32 dogs were presented with two communicative contexts in an object choice task experimental design. In a cooperative context the experimenter informed the subject where food was hidden by pointing and giving a verbal indication. In a competitive context the experimenter held out her arm towards the correct location in a stop gesture and firmly said no. To be successful in the competitive context the subject had to understand the experimenters communicative motive and make an inference from the prohibition (i.e. she would only prohibit it if there was something good there). The average correct choices were compared between the conditions. The dogs successfully followed the cooperative communication. They showed a trend towards choosing the baited cup in the competitive condition. A second study tested if the stop gesture affected the dogs’ choice, since it is not known how dogs interpret gestures. The pointing cue was now presented with the prohibiting command and the stop gesture was presented with the cooperative verbal cue. The dogs used the cooperative communication but did not understand the competitive context. A difference between the contexts was found. The dogs did not differentiate between the gestures. In conclusion dogs do not make inferences from competitive communication or prohibition but are specialized in utilizing cooperative communication

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4

Spaeder, Nancy Joan. "Adolescent communication strategies and patterns in a collaborative task : variations by gender /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p3025671.

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5

Lang, Christian [Verfasser]. "Facial Communicative Signals: valence recognition in task-oriented human-robot Interaction / Christian Lang. Technische Fakultät". Bielefeld : Universitätsbibliothek Bielefeld, Hochschulschriften, 2012. http://d-nb.info/1027478891/34.

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6

Xiang, Chun Ping. "A study on task-based language teaching and learning : tasks and language focus". Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180749.

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7

Ogawa, Yoshimasa. "Oral Repetition Tasks and the Acquisition of Lexical Phrases in Communicative EFL Instruction". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/136533.

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CITE/Language Arts
Ed.D.
This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities.
Temple University--Theses

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8

Veiga, Cristina Maria do Fundo. "Prática de ensino supervisionada de Inglês e de Espanhol no Ensino Básico". Master's thesis, Instituto Politécnico de Bragança, Escola Superior de Educação, 2011. http://hdl.handle.net/10198/6161.

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O presente relatório pretende reflectir sobre a prática lectiva realizada pela professora estagiária ao longo da Prática de Ensino Supervisionada de Inglês e de Espanhol no Ensino Básico. Com este trabalho pretende-se promover a aprendizagem a partir das necessidades comunicativas dos aprendentes tendo como base a abordagem de ensino baseado em tarefas. Numa primeira parte, faz-se um enquadramento teórico, no qual se aborda o ensino baseado em tarefas. Na segunda, faz-se a descrição e reflexão sobre a prática lectiva. Finalmente, conclui-se com uma apreciação global deste trabalho, onde se reitera a importância da utilização do ensino baseado em tarefas no Ensino Básico para desenvolvimento da competência comunicativa.he purpose of this report is to reflect upon the teaching implemented by the trainee intern teacher throughout the Supervised Teaching Practice of English and Spanish in Elementary School. The aim of this project was to implement a task-based approach in order to promote the learners’ communicative competence. In the first part, a theoretical framework is presented in order to discuss the task-based learning. The description and the reflection upon the teaching practice are presented in the second part. Finally, an overview of the report tries to emphasize the importance of using task-based learning in Elementary School for the development of the learners’ communicative competence.

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9

Lee, See Heung Nancy. "Error correction in communicative task-based activities of a select group of second-language learners in a tertiary education institution". Thesis, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261208.

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10

Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task". Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.

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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.

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11

Fung, Wai Yee Ruby. "A study of the effects of task-based learning on the development of communicative competence of Putonghua in a primary class". HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/321.

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12

Mason, Amanda. "Integrating a focus on form into task-based language teaching : an investigation of four communicative tasks conducted by advanced learners of English using synchronous text-based computer-mediated communications". Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/6010/.

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13

Shimizu, Sunao. "Japanese University Students' L2 Communication Frequency in Positive Classroom Climate". Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272334.

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The primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 LTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.

A hypothesized structural model was examined in two contexts, LTC inside the classroom and LTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 LTC. L2 LTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 LTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 LTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clément’s (2003) model and Peng and Woodrow’s (2010) study.

Second, Dönyei and Kormos’ (2000) study was replicated to investigate a significant difference for the four types of the students’ speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables.

Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables—teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence—supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables—security of speaking, interlocutors, small group, and topic familiarity—supported qualitative studies by Cao (2011) and Kang (2005). The other two variables—point system and tests—were new variables identified in this study.

Positive classroom climate and task motivation (Dönyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 LTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.’s (1998) L2 LTC model.

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14

Barbirato, Rita de Cassia. "Tarefas geradoras de insumo e qualidade interativa na construção do processo de aprender LE em contexto inicial adverso". [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269429.

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Orientador: Jose Carlos Paes de Almeida Filho
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-04T18:35:00Z (GMT). No. of bitstreams: 1 Barbirato_RitadeCassia_D.pdf: 1482450 bytes, checksum: eec0d6a19a0589f36420f5f340199ec6 (MD5) Previous issue date: 2005
Resumo: Esta pesquisa tem por objetivo investigar a construção do processo de aquisição de uma LE (inglês) por alunos de nível iniciante de um curso de Letras, dentro de um contexto bastante adverso, processo esse criado a partir de um planejamento temático com foco prioritário no sentido e baseado em tarefas comunicativas. Foi elaborado um material didático que teve como tema um pequeno recorte da história da Inglaterra. O material foi implementado na forma de um curso experimental com a carga horária de 40 horas/aulas e a duração de um semestre letivo (primeiro semestre de 2003) em uma Faculdade Particular do período noturno do interior do estado de São Paulo. Como suporte teórico nos apoiamos nos estudos interacionais de sala de aula (Cazden, 1992; Ellis, 1996), estudos sobre a aquisição de L2 (Ellis, 1992) e em investigações conduzidas sobre as características e potencial das tarefas realizadas por Prabhu, 1987 e Skehan, 1992, entre outros. Do ponto de vista metodológico, nossa pesquisa se pauta pelos parâmetros da pesquisa qualitativa, mais precisamente, da etnografia de sala de aula. Para a coleta de dados utilizamos a gravação em áudio e posterior transcrição de aulas, entrevistas e diários dialogados reflexivos. Os resultados demonstraram que o uso de um planejamento temático como o utilizado e que deu origem a um material e a aulas metodologicamente temáticas e amplamente interativas, produziu ambientes de estudo que favoreceram, no curto espaço de tempo que durou a experiência, um desenvolvimento promissor da competência lingüístico-comunicativa mesmo ocorrendo num ambiente bastante adverso, quando esperaríamos muito pouco, menos do que obtivemos ou demoraria muito para atingir tal competência. Além disso, observamos que maiores oportunidades de interações foram criadas, sendo essas interações mais significativas e relevantes para os alunos e tomando o sentido ao invés da forma como ponto de partida. Os dados mostraram ainda que, o uso de tal planejamento trouxe além dos ganhos de aprendizagem evidenciados, uma configuração positiva do filtro afetivo do alunado participante
Abstract: This research aims at investigating the process of acquiring a foreign language (English) by students from beginner levels from a course of Letters, in a rather difficult context. This process was created based in a thematic syllabus with a main focus on the meaning and based on communicative tasks. A teaching material was elaborated about a short sketch of the history of Britain. An experimental course was carried out during the first semester of 2003 with 40 hours/lessons in a private college in an evening course. The theoretical framework of this research is based on Cazden's (1992) and Ellis's (1996) studies about classroom interaction, Ellis's (1996) studies about second language acquisition and Prabhu's (1987) and Skehan's (1992) studies about the features and potential of tasks. The present research, characterized as qualitative research, was based on the principles of the classroom etnography. The interactions were tape recorded, transcribed and analysed. A questionnaire, tape recorded interviews and dialogued diaries were used as well. The results suggest that the use of a thematic syllabus as the one used in this research and which originated a coursebook and lessons metodologically more thematic and providing, in a short period of time, a development of the linguistic- communicative competence even in a such difficult context, when we could expect very little. In addition, we observed that more oportunities of interaction were created, being these interactions more meaningful and relevant for the students and having the meaning instead of the form as focus. Moreover, the data suggested that the use of such syllabus contributed for a positive configuration of the students's afective filter
Doutorado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Doutor em Linguística Aplicada

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15

Sarieva, Iona. "The communicative two-way pre-writing task performed via asynchronous and synchronous computer-mediated communication and its influence on the writing expertise development of adult English language learners : a mixed design study". [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002296.

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16

Skarp, Eddie. "Enseigner et évaluer la compétence communicative en classe : Activités, évaluation et plan directif". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62488.

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Lorsque nous enseignons une langue étrangère et dans le cas de ce travail, le français, dans une classe, il faut prendre en considération les différents aspects comme l’écriture, la lecture et la compétence communicative sur laquelle ce travail met l’accent. Cette compétence peut être plus abstraite que les autres car il s’agit des dialogues et des discours qui ne peuvent pas être écrits sur un document. Dans cette étude, nous cherchons à trouver de bonnes méthodes utilisées pour enseigner et promouvoir la compétence communicative des élèves par des professeurs dans un lycée en Suède. Le travail cherche également à trouver comment les professeurs évaluent cette compétence par rapport au plan directif et dans quelle mesure le plan directif est utilisé comme un outil dans l’enseignement. La méthode utilisée est une étude phénoménologique avec une enquête composée de questions qualitatives pour recevoir des réponses plus approfondies. Quatre professeurs d’un lycée ont été interviewés et les données ont été évaluées avec la théorie choisie. La théorie utilisée dans ce travail est un mélange de quelques approches pour enseigner une langue étrangère dans les écoles. Nous avons choisi les approches comme l’alternance codique, l’approche actionnelle, l’approche communicative et une méthodologie de base pour planifier et évaluer les activités et la compétence. Enfin, nous avons regardé les commentaires du plan directif pour les langues vivantes au niveau 3 par Skolverket (2011a) pour plus facilement interpréter les critères de notations du plan directif. Bref, les résultats ont montré que c’est mieux de créer des petits groupes en enseignant la compétence communicative et que les meilleures tâches à utiliser peuvent être des images à décrire et des questions ouvertes et adéquates qui touchent à la vie de l’apprenant. Cela peut inciter l’élève à parler et exprimer ses pensées plus facilement que des activités en grands groupes et avec des questions fermées.
When we teach a foreign language or in this case, French, in a class, we have to be aware of the different skills like communication, writing and reading whereas this study puts emphasis on the communicative skill. This skill can be more abstract than the rest of the skills since it consists of dialogues and discourses which don’t necessarily need to be written on a document. In this study we will try to reveal some applicable methods used by teachers to teach and improve students’ communicative skills at an upper secondary school in Sweden. The study also tries to find out how these teachers evaluate and grade this particular skill according to the syllabus and in what frequency the syllabus is used by the teachers as a tool in their teaching. The method used is a phenomenological study with a questionnaire consisting of qualitative questions in order to receive more accurate answers. Four teachers at an upper secondary school have been interviewed and the empirical data collected have been evaluated together with the theory chosen. The theory used in this study is a mixture of approaches for teaching a foreign language in schools. We have chosen approaches like code-switching, task-based learning, the communicative approach and a basic methodology of how to plan and evaluate the activities chosen. Lastly, we have been looking at the commentary section on the syllabus for foreign languages on stage 3 made by Skolverket (2011) in order to easier interpret the grading criteria in the syllabus. Briefly, the results showed that it is better to create smaller groups when teaching the communicative skill and that the advantageous tasks can consist of images to describe and genuine and adequate questions which concern the student’s personal life. This can generate that the students talk and express their thoughts more freely than with activities in larger groups and with display questions.

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Engman, Christiane Brito. "Meningsfull kommunikation eller formträning? : En studie av lärandeaktiviteter i svenskproducerade läromedel i spanska som främmande språk". Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182797.

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The present study examines and classifies learning activities found in teaching materials of Spanish as a foreign language produced for a Swedish context with the aim of determining to what extent they conform to the functional, action-oriented language view advocated by the Swedish curriculum. Both the distribution of learning activities within receptive, productive and interactive skills, the activity types within each skill, and the theoretical underpinnings of the activities have been studied in four popular coursebooks and two websites for teaching Spanish as a foreign language. The activities analyzed have shown a dominance of the written language even in oral activities. The results have also shown a bias towards more controlled, non-communicative activities with an explicit focus on forms at the expense of freer communicative activities with a primary focus on meaning, known to support language acquisition.

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Sanchez, Leon Nelly Beatriz. "Etude de l'apport d'une réflexion dans l'apprentissage des langues dans une université colombienne". Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030192.

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À la lumière des connaissances théoriques actuelles, cette recherche-action est centrée sur un projet dans lequel les apprenants à l'Université Nationale –Palmira ont la possibilité d'améliorer leur interlangue en anglais. Notre hypothèse principale est la suivante : en adoptant l'approche par tâches, les activités d‘enseignement / apprentissage seraient plus efficaces dans le programme de formation en L2. En fait, l‘acquisition des connaissances pour l‘interaction langagière orale et la compréhension des textes scientifiques dans les cours de la L2 aidera ces apprenants à développer des compétences pour interagir dans des situations de la vie réelle, mais aussi à acquérir les "savoirs" et les techniques pour extraire les informations contenues dans les textes écrits scientifiques. Cette hypothèse a été validée par la réalisation d'une expérience d‘enseignement / apprentissage. D‘autres hypothèses secondaires ont cherché à obtenir des informations sur les besoins, attentes et attitudes aussi bien des apprenants que des enseignants de la formation institutionnelle en anglais. Nous souhaitons que cet apport permette à notre université de s‘engager dans un processus d‘innovations pédagogiques où les apprenants adoptent une posture plus responsable concernant l‘apprentissage d‘une L2
In the light of current theoretical knowledge, this action-research focuses on a project in which learners at the National University –Palmira have the opportunity of improving their inter-language in English. Our main hypothesis is that by adopting the task-based approach, L2 learning would be more efficient. It is inferred based-learning activities will help them to develop ways of obtaining knowledge and strategies to interact in real-life situations, and techniques to extract information from scientific written texts. This hypothesis has been validated through the realization of teaching / learning practices. Some secondary hypotheses to establish learners‘ and teachers‘ needs, expectations, goals and attitudes of formal training in English were also verified in this action-research. We hope this contribution may lead our university to adopt pedagogical innovative practices in which learners feel more concerned and involved in acquiring a second language

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木下, 雅仁. "Long Term Projectsでつなぐ授業実践の理念と実際 : 中高一貫カリキュラムを意識した導入期のシラバス・デザイン(英語科)(教科研究)". 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 2002. http://hdl.handle.net/2237/5185.

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Murphy, Suzanne Marguerite. "Young children's behaviour and interactive tasks : the effects of popularity on communication and task performance". Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287005.

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Lindskog, Siri. "Reparationsstrategier i uppgiftsorienterad interaktion mellan personer med hörselnedsättning och deras anhöriga". Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52509.

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The present study deals with task-oriented conversations between a person with hearing loss and a relative or friend. The purpose was to investigate how the participants in the task-oriented context co-construct understanding, and to focus on different kind of repair strategies that the participants may use to make the hearing loss relevant in the conversation. The method used was Conversation Analysis (CA). The material consisted of eight videotaped task-oriented conversations between a person with hearing loss and their significant other. Altogether eight persons participated in the study – four of them had a hearing loss and the other four had normal hearing. The essay also presents a summary of previous research on communication involving persons with hearing loss. The occurrence and usage of repair strategies was brought to focus as this was of particular interest for this study. It was revealed that quantitative measures of these phenomena previously have been the most commonly used method. The analysis demonstrated that the participants used several different types of repair initiatives during the studied sequences. The categorization was based upon these repair initiatives. The different initiatives were primarily classified according to the manner in whish they specified the nature of the repairable. The study pointed out that the underlying phenomena that were addressed in these sequences were of a complex and various nature. It was proposed that this might demonstrate a need to complement the approaches made earlier in this area with a more qualitative one.

Föreliggande studie behandlar uppgiftsorienterad interaktion mellan en person med hörselnedsättning och dennes anhörig eller vän. Syftet var att undersöka hur deltagarna i den uppgiftsorienterade kontexten samkonstruerar förståelse, och att fokusera på olika reparationssekvenser som deltagarna eventuellt använder för att göra hörselnedsättningen relevant för samtalet. Arbetsmetoden omfattade samtalsanalys i bemärkelsen Conversation Analysis (CA). Materialet bestod av åtta videoinspelningar av uppgiftsorienterade samtal mellan person med hörselnedsättning och anhörig. I studien deltog sammanlagt åtta personer, varav fyra hade hörselnedsättning och fyra var normalhörande. I uppsatsen presenteras även en sammanfattning av tidigare forskning kring kommunikation hos personer med hörselnedsättning. Fokus lades på studier om förekomsten och användandet av reparationsstrategier eftersom dessa var av särskilt intresse för studien. Det visade sig att mer kvantitativa mätmetoder av dessa fenomen tidigare varit det vanligaste tillvägagångssättet. Genom analys av samtalen framkom att deltagarna under aktuella reparationssekvenser använde sig av flera olika typer av reparationsinitiativ. Kategoriseringen i analysen utgick från dessa reparationsinitiativ. Initiativen indelades främst utifrån vilket sätt de preciserade vad som behövde repareras. I studien framkom att de bakomliggande fenomenen som adresserades i dessa reparationer var av komplex och varierande natur. Det föreslogs att detta demonstrerar ett behov av att kunna komplettera de metoder som tidigare använts inom detta forskningsområde med en ett mer kvalitativt synsätt.

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22

Ervin, Jennifer y Jennifer Ervin. "Group Norm Development over a Series of Tasks: Supplementing Task Information with Personal Experience". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620866.

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This dissertation provides support for the expansion of traditional definitions of information, to include experiential forms of data (e.g., attitudes, opinions, and familiarity related to the task at hand) that have typically been treated as nonsubstantive and therefore were often been excluded from most of the previous research on group information sharing. This study also examines how to effectively intervene when groups develop norms that privilege or suppress then mentioning of certain types of information during decision-making discussions. In an experimental design, groups worked on a series of three fact similar not guilty by reason of insanity (NGRI) cases. Findings indicate that the timing of the introduction of an intervention influences its effect, and that patterns of normative information use over time are different for traditional versus more experiential types of data.

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23

Karlsson, Rebecka. ""Fler förstår mer tack vare TAKK" : Hur pedagoger använder och värderar TAKK i förskolan". Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66303.

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Syftet med min studie är att undersöka hur pedagoger värderar samt använder verktyget Tecken som alternativ och kompletterande kommunikation (TAKK) med särskilt avseende på flerspråkiga barns möjligheter att bli delaktiga i aktiviteter. Metoden jag har valt för denna studie är intervjuer med ett kvalitativt angreppssätt. Jag har intervjuat fyra stycken pedagoger varav en är barnskötare och de tre andra är förskollärare. Resultatet visade att informanterna hade en positiv inställning gällande TAKK och de ansåg att med hjälp av verktyget kan flerspråkiga barn få känna sig förstådda och också förstå pedagoger. De nämnde även att det är lätt att glömma bort verktyget om det inte används kontinuerligt i arbetslaget.
The purpose of my study is to investigate how educators value and use the signs as alternative and complementary communication tools (TAKK) with particular reference to the ability of multilingual children to participate in activities. The method I have chosen for this study is interviews with a qualitative approach. I have interviewed four educators, one of whom is a nanny and the other three are preschool teachers. The result showed that informants had a positive attitude about TAKK and they felt that using the tool, multilingual children could feel understood and understand educators. They also mentioned that it is easy to forget if it is not used continuously in the work team.

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24

Shirkhani, Iraj. "The Use of English in the Rap Program Language Learning, Motivation and Personal Interests". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29796.

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This study investigates the view of some students and a teacher’s attitudes towards the learning possibilities of the integration of personal interests to the teaching of English. The research carried out at one of the largest profile schools in Sweden, with an aesthetic subject-orientation. These subjects are referred to as “passion subjects”. Qualitative interviews and observation were the methods used for data collection. The research questions were about students’ and teachers attitudes towards the involvement of their passion subject in the formal education process, as well as their views on integrating English as a foreign language in the teaching/learning process of their passion subject. The results show that the teacher and the students view the involvement of students’ personal interests in the formal education as a key source for motivation. Regarding the involvement of English as a foreign language in the passion subject, the results are both positive and negative: positive in the sense that it is viewed as getting extra lessons in English and negative in the sense that information can be overlooked as the students not always understand the input.

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25

Raja, Sharan. "Learning communication policies for decentralized task allocation under communication constraints". Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/128998.

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Thesis: S.M., Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2020
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 57-60).
Multi-UAS teams often operate in ad-hoc communication networks where blind application of consensus algorithms perform poorly because of message intensive nature of such algorithms. Important messages can get lost due to interference or collisions with other messages, and the broadcasting of less important messages can limit the effective bandwidth available for the team. This thesis presents a novel algorithm - Communication-aware CBBA (CA-CBBA) that learns a cooperative communication policy for agents performing decentralized task allocation using consensus based bundle algorithm (CBBA) by accounting for these communication issues. In our approach, agents learn to use features, such as local communication graph density and value of their own messages, to both censor and schedule themselves amongst the other agents competing for shared communication medium. Experiments show that the learned communication policy enables more efficient utilization of the shared medium by prioritizing agents with important messages and more frequently censoring agents in denser parts of the network to alleviate the "hidden node problem." The approach is shown to lead to better task allocation outcomes with faster convergence time and conflict resolution rates compared to CBBA in communication-constrained environments. Policy learnt by agents trained on a specific team size and task number is shown to generalize to larger team sizes in task allocation problems with varying task numbers. To our knowledge, this is the first task allocation algorithm to co-design planning algorithm and communication protocol by incorporating communication constraints into the design process; resulting in better task allocation outcomes in communication-constrained environments.
by Sharan Raja.
S.M.
S.M. Massachusetts Institute of Technology, Computation for Design and Optimization Program

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26

ROSSETTO, SILVANA. "INTEGRATING ASYNCHRONOUS COMMUNICATION AND COOPERATIVE TASK MANAGEMENT". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9197@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Novos contextos da computação distribuída reforçam a necessidade de abstra ções de programação que favoreçam a comunicação assíncrona e o tratamento de tarefas concorrentes. Modelos de programação dirigido a eventos ou baseado em threads incorporam decisões sobre como tratar essas questões, em cada caso apresentando vantagens e desvantagens. Normalmente, a opção pelo modelo mais adequado para um determinado contexto ou problema exige que o programador lide diretamente com as desvantagens inerentes a esse modelo, tornando a tarefa de desenvolvimento de aplicações mais complexa. Nesse trabalho aprofundamos a discussão sobre como combinar as vantagens dos modelos tradicionais de programação para oferecer uma interface de programação mais simples para o programador. Exploramos o uso de operações de comunicação não- bloqueante e de um mecanismo básico de gerência cooperativa de tarefas baseado na construção de co-rotinas. Usando esses conceitos implementamos: (1) um conjunto de operações que facilitam o desenvolvimento de aplicações com a estrutura cliente/servidor sobre uma base de comunicação assíncrona; e (2) uma interface de programação mais apropriada para o TinyOS, o estado da arte em sistema operacional para redes de sensores.
New contexts of distributed computing emphasize the need of programming abstractions able to deal with asynchronous communication and concurrent tasks. Event-driven or threaded programming models are able to deal with these issues, but each model presents particular advantages and problems. Normally, when choosing the model more appropriate for a context or problem, the programmer must deal directly with the difficulties related to this model, making the development task more complex. In this work we discuss a way to combine the advantages of the traditional programming models in order to support a programming interface more suitable for the programmer.We explore asynchronous communication and cooperative task management based on the co-routine construction. By using these concepts, we implement: (1) a set of operations for building client/server applications upon an asynchronous communication basis; and (2) a more appropriate programming interface for TinyOS, the state of the art of operating system for sensor networks.

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27

Johnson, Luke B. "Decentralized task allocation in communication contested environments". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105606.

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Thesis: Sc. D., Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 157-162).
This thesis explores the topic of decentralized task allocation. Specific emphasis is placed on how and when decentralized task allocation should be applied as a decision making tool for autonomous multi-agent missions. Even though the focus is on the decentralized aspect of task allocation, care is taken to identify the environments that do not actually benefit from decentralization, and what task allocation solutions are more appropriate for these environments. Chapter 2 provides a brief overview of the precise problem formulation and surveys the large number of task allocation approaches available. The result of this is an understanding when different classes of decentralized task allocation algorithms should be used. Chapters 3 and 4 introduce new algorithms that address fundamental issues with the past approaches to decentralized task allocation, and provide analysis of why these new approaches work. Specifically, Chapter 3 identifies a class of algorithms that utilize local information consistency assumptions (LICA), and an algorithm called Bid Warped Consensus Based Bundle Building Algorithm (BW-CBBA) is introduced to improve the state of art performance for this class of algorithms. Chapter 4 introduces an algorithm called the Hybrid Information and Plan Consensus (HIPC) algorithm, which uses LICA and two domains of information consensus in order to improve algorithmic performance over algorithms that exclusively perform consensus in a single domain. Chapter 5 introduces hardware experiments that verify and demonstrate the challenges associated with decentralized planning that are described throughout the thesis. Among other things, these experiments involved running a large number of planning algorithms onboard remote agents, and analyzing their performance in different communication and mission environments. Chapter 6 concludes the thesis with a summary of the contributions which highlights promising directions for new research.
by Luke B. Johnson.
Sc. D.

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28

Rowland, Timothy. "Vagueness in mathematics talk". Thesis, n.p, 1995. http://ethos.bl.uk/.

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29

Shortreed, Ian McFarland. "The effects of task complexity & proficiency on foreigner talk discourse and communication strategies in the NS-NNS interaction". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26917.

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An experiment was conducted to examine the effects of task complexity and learner proficiency in native speaker (NS)/non-native speaker (NNS) interaction. A total of 24 Japanese NSs and 12 NNSs subjects representing three levels of proficiency, low (n=4), intermediate (n=4) and advanced (n=4), were randomly assigned to dyads to complete two communication tasks, each differing in relative complexity. Three composite variables made up of 32 dependent variables were used to measure the frequency of formal reduction, communication and repair strategies across both tasks. The hypothesis that NSs would simplify their speech and use a higher frequency of interactional modifications in accordance with the level of proficiency of the NNSs and the complexity of the tasks was tested. The results for the first independent variable of proficiency, indicated there was a trend showing that NSs simplified their speech when addressing NNSs in general and in particular, when addressing lower level learners of Japanese. The results for the second independent variable of task complexity revealed that there was a significant effect on the number of reduction, communication and repair strategies used on the more complex task for all groups. These findings are discussed in relation to previous research on NS-NNS interaction and implications for second language teaching are explored.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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30

Boeres, Cristina. "Versatile communication cost modelling for multicomputer task scheduling". Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/422.

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Programmers face daunting problems when attempting to design portable programs for multicomputers. This is mainly due to the huge variation in communication performance on the range of multicomputer platforms currently in use. These programmers require a computational model that is sufficiently abstract to allow them to ignore machine-specific performance features, and yet is sufficiently versatile to allow the computational structure to be mapped efficiently to a wide range of multicomputer platforms. This dissertation focusses on parallel computations that can be expressed as task graphs: tasks that must be scheduled on the multicomputer's processors. In the past, scheduling models have only considered the message delay as the predominant communication parameter. In the current generation of parallel machines, however, latency is negligible compared to the CPU penalty of communication-related activity associated with inter-processor communication. This CPU penalty cannot be modelled by a latency parameter because the CPU activity consumes time otherwise available for useful computation. In view of this, we consider a model in which the CPU penalty is significant and is associated with communication events that are incurred when applications execute in parallel. In this dissertation a new multi-stage scheduling approach that takes into account these communication parameters is proposed. Initially, in the first stage, the input task graph is transformed into a new structure that can be scheduled with a smaller number of communication events. Task replication is incorporated to produce clusters of tasks. However, a different view of clusters is adopted. Tasks are clustered so that messages are bundled and consequently, the number of communication events is decreased. The communication event tasks are associated with the relationship between the clusters. More specifically, this stage comprises a family of scheduling heuristics that can be customised to classes of parallel machines, according to their communication performance characteristics, through parameterisation and by varying the order in which the heuristics are applied. A second stage is necessary, where the actual schedule on the target machine is defined. The mechanisms implemented analyse carefully the clusters and their relationship so that communication costs are minimised and the degree of parallelism is exploited. Therefore, the aim of the proposed approach is to tackle the min-max problem, considering realistic architectural issues.

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31

Gibson, Adam J. "Copresence, Communication Medium, and Solidarity in Task Groups". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542310946564675.

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32

Abitbol, Alan. "Effects of Task Evaluation Knowledge and Leadership Style on Employee Attitude Toward a Task". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3940.

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Ideally, an employee will attempt to perform a task at his or her best ability in order to complete a work task appropriately. However, there are several factors that affect how an employee approaches a task. Two such factors are the understanding an employee has on how his or her supervisor may evaluate performance of the task and the supervisor's leadership style. This study focuses on the effect task evaluation knowledge (TEK) and different leadership styles have on an employee's attitude toward performing a task. By using a 2x2 (transformational/transactional leadership by limited/increased amount of information communicated) experiment, participants were tested on the degree to which their attitude changes based on TEK and leadership style. Results, based on ANOVA testing and regression analysis, indicated that leadership styles had the most direct effects on a participant's attitude toward a task. Specifically, transformational leadership styles had a positive effect on all attitude measures toward a task while transactional leadership styles had a negative effect on the attitude measures. Also, TEK did not show any significance toward attitudes. Implications of these results for future research on measuring attitudes toward a task in the workplace are provided.

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33

Arnsdorff, G. Blake. "The effect of part-task and whole-task training on air traffic controller communication complexity". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096076.

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Due to high implementation costs of the Next Generation Air Transportation System (NextGen) in the near-term, Air Traffic Controllers (ATCos) will have to manage mixed equipped airspace. Previous studies have evaluated different methods for training ATCos to use current-day tools and NextGen tools. More specifically, recent studies investigated how ATCo performance, workload, and situation awareness were affected by part-task and whole-task training. The current study builds on this research by examining ATCos' communication complexity as a function of these training types. Communication complexity is related to the number of commands ATCos incorporate in a single transmission, and it has been cited as a major contributor to incidents in aviation. The main finding of this investigation indicated that the largest differences in communication complexity between training groups occurred during the 100% NextGen equipped scenarios, with the whole-task group transmitting more complex communications than the part-task group.

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34

Geldenhuys, Catharina Maria. "Task-based course design for campus communication in isiXhosa". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6531.

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Thesis (MA (African languages))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic communication in isiXhosa on a university campus in South Africa within the framework of current second language theories of task-based language learning and teaching, and syllabus design for analysing those tasks, taking into account the needs of second language learners of isiXhosa in the context of campus communication. The study aims to explore questions relating to how meaning-based approaches to language teaching such as Task-based language learning and teaching have contributed to the teaching and learning of a second language in regard to the performance of the learner. One of the main aims of the task-based language learning and teaching (TBL and T) approach is to provide learners with input that are relevant to their everyday life in and outside of the language learning classroom. The aim is to further provide teachers with theorectical principles of teaching in order to influence the second language development and performance of the learner in an optimal manner. Thus the concern of TBL and T is to promote the motivation of the learner, negotiations of meanings among the learners and teacher in the classroom and optimal language development. The performance of the learners are thus positively influenced because they are now in more control of their own learning and the teacher no longer has to be the only provider of information and interaction to the language learning classroom. In order to explore the various possibilities that exist in the designing of tasks for the context of a university campus in regards to learning isiXhosa as a second language or additional language, this study investigates several components of tasks relating to cognitive and linguistic complexity, the effects the manipulation of these components might have on the language learning and elements and components of designing a syllabus, and how they influence the teaching and learning of the second language. Furthermore analyses regarding various complexity properties are conducted on the isiXhosa dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of isiXhosa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van hierdie studie behels die ondersoek in die natuur en eienskappe van kommunikasietake wat gevind word in generiese kommunikasietake in isiXhosa by ’n universiteit kampus in Suid-Afrika, binne die konteks van hedendaagse tweede taal teorieë van taakgebasseerde taalleer en onderrig sowel as syllabus ontwerp en die analisering van daardie take aan die hand van die behoeftes van tweede taal leerders van isiXhosa in die konteks van kampus kommunikasie. Die studie beoog om vas te stel hoe betekenis-gebaseerde benaderings tot taal onderrig soos byvoorbeeld taakgebaseerde taalleer en onderrig bydra tot die onderrig en leer van ’n tweede taal in verband met die werkverrigtinge en prestasies van die leerder. Die taakgebaseerde benadering tot die leer en onderrig van ’n tweede taal beoog om die leerders toe te rus met relevante en alledaagse temas wat leerders binne en buite die klaskamer ervaar. Verder beoog hierdie benadering om opvoeders toe te rus met die nodige teoretiese beginsels van onderrig sodat tweede taal ontwikkeling sowel as die prestasies en werkverrigtinge van die leerders in ’n optimale en positiewe wyse beinvloed word. Hierdie benadering tot die leer en onderrig van taal is veral gemoeid met die positiewe bevordering van die motivering van die leerder sowel as die interaksies en vrae van betekenis tussen die leerders en die opvoeders binne die omgewing van die klaskamer sodat optimale taal ontwikkeling plaasvind. Die werkverrigtinge en prestasies van die leerder word dus positief beinvloed omdat die leerder in beheer is van sy/haar eie leer en die opvoeder is nie meer die enigste bron van inligting en interaksie in die klakamer nie. Verder ondersoek hierdie studie verskeie komponente van take wat verband hou met kognitiewe en linguisities kompleksiteit, die effek van manipulasie op hierdie komponente met betrekking tot die taalleer en die elemente en komponente van sillabus ontwerp asook hoe hierdie komponente die leer en onderrig van ’n tweede taal beinvloed. Hierdie insigte op die komponente van take skep verskeie moontlikhede vir die ontwikkeling van take in die konteks van ’n universiteit kampus met betrekking tot die leer van isiXhosa as ’n tweede taal of additionele taal. Verder verskaf die studie ook ontledings met betrekking tot die kompleksiteitseienskappe van verskeie isiXhosa dialoeë sodat ’n kriteria vir sillabus ontwerpers geskep word waarvolgens hulle take kan gradueer en in volgorde plaas binne die taakgebaseerde leer en onderrig sillabus vir tweede taal leerders van isiXhosa.

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35

Cornez, Jason Steven. "A task communication language and compiler for the NuMesh". Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/32604.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1994.
Includes bibliographical references (leaves 71-72).
by Jason Steven Cornez.
M.Eng.

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36

Ziegler, Nathan E. "Task Based Assessment: Evaluating Communication in the Real World". University of Toledo / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1192757581.

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37

Smith, David Bryan. "Taking students to task: Task-based computer-mediated communication and negotiated interaction in the ESL classroom". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289747.

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This dissertation reports on an investigation of task-based, synchronous, computer-mediated communication (CMC) and its relationship to second language lexical acquisition among learners of English. Over the course of one university semester, twenty-four intermediate-low and intermediate level non-native speakers of English from the English Language Center at Michigan State University engaged in multiple communicative tasks in pairs using ChatNet, a browser-based chat program. One of the overarching objectives of this study was to evaluate the viability of implementing computer-mediated communicative language learning tasks as a tool for promoting language learning in the ESL classroom. This study also sought to explore how intermediate level international ESL students collaborate in reaching mutual understanding, and whether and how they negotiate meaning when communication problems arise while engaged in these CMC tasks. Another purpose of this study was to test existing frameworks used to describe student interaction and negotiation, as well as to explore the role of task type in learner-learner CMC. Finally, this study sought to determine whether task-based CMC could help us establish a more direct link between negotiated interaction and lexical acquisition. A detailed analysis of the chatscripts as well as the pre- and post-test measures provide strong evidence that learners use a wide variety of communication strategies in an effort to smoothly navigate computer-mediated conversations while engaged in language learning activities. Learners were also found to negotiate for meaning when problems in understanding arose in ways that are similar to those observed in the oral interaction literature. Task type was found to influence learner choices in dealing with unknown lexical items as well as the overall amount of negotiated interaction learners engaged in. Moreover, based on the pre- and post-tests, this study provides strong evidence for a more direct link between negotiated interaction and second language acquisition, specifically the acquisition of lexical items. Post-treatment questionnaire and interview data suggest that learners, while engaged in task-based CMC activities found the experience valid, useful, enjoyable, and virtually stress-free. Based on the findings above, this study concludes that task-based CMC is a viable and effective toot for promoting language development in the intermediate-level ESL classroom. This is especially true when learners are engaged in those tasks that have been shown to elicit high levels of negotiated interaction. Further, in view of the favorable ratings by students, task-based CMC seems to offer a positive affective environment, which compliments the communicative language learning experience.

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38

Gossieaux, Caroline. "Enseigner la culture littéraire en FLE : mieux comprendre et interpréter le monde vu par les natifs en décryptant les références littéraires dans la presse". Thesis, Université de Paris (2019-....), 2019. http://www.theses.fr/2019UNIP5125.

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Cette recherche se situe dans le domaine de la didactique des langues et a trait à l'exploitation pédagogique de la littérature en tant que composante de la culture cible. Elle s'appuie sur une expérience menée en classe de français langue étrangère auprès d'étudiants étrangers non spécialistes de littérature et évoluant en milieu universitaire français, qui consistait à mettre en place des activités et projets autour des références littéraires présentes dans les titres et textes journalistiques français. L'hypothèse est que ces activités de décryptage de références culturelles, qui correspondent à une valeur d'usage social de la littérature à la mesure de ces apprenants en FLE, favorisent leur apprentissage du français dans le développement de la composante interprétative de leurs compétences culturelles. Une première expérimentation portant sur l'acquisition de connaissances littéraires tient compte de l'orientation actuelle de la didactique des langues vers des mises en oeuvre de type actionnel ; le suivi des étapes principales de réalisation de ces projets culturels autour d'auteurs français (Proust, Molière) en fait apparaître les deux tâches les plus caractéristiques : recherche documentaire et observation/analyse de documents. Une deuxième expérimentation portant sur l'utilisation de connaissances littéraires acquises considère le lien chez les natifs entre références communes et argumentation contenues dans trois articles de presse ; les observations permettent de mesurer l'impact de la culture littéraire en constitution chez des apprenants en français langue étrangère sur leur capacité à exercer une compétence interprétative. L'analyse des productions orales et écrites de ces apprenants permet de mettre en évidence certains éléments du rapport références littéraires/interprétation/acquisition du FLE qui peuvent servir à l'élaboration de situations autres que celles de l'enseignement de ou avec la littérature. En effet, toute mesure gardée sur sa portée et ses limites, cette étude peut intéresser tout enseignant de FLE désireux de développer chez ses apprenants l'acquisition d'un pan de culture cultivée (histoire, arts,...) à travers les usages et représentations de celle-ci chez les natifs
The research presented in this doctoral thesis is situated in the field of language didactics and deals with the pedagogical exploitation of literature as a component of the target culture. The research presented is based on in-class experiments carried out with foreign students learning French as a foreign language during a stay in France. The students in question were not specialists in literature, and the experiment consisted in a series of activities and projects that focused on literary references that were present in French journalistic sources (both within titles and the texts themselves). The hypothesis that guided this research is that the deciphering of cultural references that contain a value of social usage of literature corresponding to an accessible level for the learners of French as a foreign language facilitates the development of the interpretative component of their cultural competences. The first experiment respected the current task-based orientation of language didactics. Through monitoring the principal stages involved in the completion of these cultural projects, which were focused on French authors (Proust, Molière), two tasks were revealed as particularly characteristic: literature search and observation/analysis of documents. The second experiment examined the use of acquired literary knowledge. More specifically, this part of the research project analyzed, for native speakers of French, the connection between shared references and argumentation patterns found in three articles taken from the French press. The observations that resulted from this part of the research project made it possible to measure the impact of the learners' developing literary culture in French as a foreign language on their ability to use an interpretative competence. The analysis of oral and written productions from the learners who participated in this project reveals certain traces of the relationship between literary references/interpretation/acquisition of French, which can be used to create situations in teaching above and beyond the teaching of or with literature. Indeed, without overstating the importance of the current research and recognizing its limitations, the results may interest teachers of French as a foreign language who wish to help their students to develop the acquisition of a portion of Culture (history, arts, ...) based on natives' own use and representation

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39

Khadrah, S. "NNS/NNS interaction during task-based synchronous computer-mediated communication". Thesis, University of Manchester, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508026.

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40

Sabo, Chelsea M. S. "Routing and Allocation of Unmanned Aerial Vehicles with Communication Considerations". University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352992466.

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41

Smith, Jill Yvonne. "Communication Quality in Information Systems Development: The Effect of Computer-Mediated Communication on Task-Oriented Problem Solving". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331600/.

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The problem motivating this research is that ineffective communication may hamper systems development efforts. Specifically germane to this study are development efforts characterized as task-oriented, and which require information-sharing and problem-solving activities. This research problem motivated an analysis of the communication process and lead to the development of a temporal framework that delineates variables associated with task-oriented, end user/systems analyst communication interactions. Several variables within this framework are depicted in two theoretical models. The first model shows the theoretical relationship between an independent variable, communication mode (represented by asynchronous computer conferencing and face-to-face conferencing), and five dependent variables: (1) the amount of information shared, (2) the significance of the information shared, (3) the comprehensiveness of the information shared, (4) the perception of progress toward the goal, and (5) the perception of freedom to participate. The second model depicts the assumed interaction between communication mode, the five variables cited above (now acting as independent variables), and a dependent variable, communication quality. There are two theoretical components of communication quality: (1) deviation from an optimal set of user requirements, and (2) the degree of convergence (unity based on mutual understanding and mutual agreement) emanating from a communication interaction. Using the theoretical models as a guide, an experiment was designed and performed to test the relationships among the variables. The experimental results led to the rejection of all null hypotheses; the results strongly favored face-to-face conferencing for solving task-oriented, information-sharing problems analagous to the case used in the present study. The findings indicate that asynchronous computer conferencing may have a detrimental effect on the thoroughness of information exchange, on the relevance of the information shared in terms of making the correct decision, and on the completeness of the consideration given to all problem dimensions.

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42

Al-Bulushi, Ali Hussein Ali. "Task-Based Computer-Mediated Communication and Negotiated Interaction in an EFL Context". Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504868.

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43

Woodward, Mark P. "Framing Human-Robot Task Communication as a Partially Observable Markov Decision Process". Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10188.

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As general purpose robots become more capable, pre-programming of all tasks at the factory will become less practical. We would like for non-technical human owners to be able to communicate, through interaction with their robot, the details of a new task; I call this interaction "task communication". During task communication the robot must infer the details of the task from unstructured human signals, and it must choose actions that facilitate this inference. In this dissertation I propose the use of a partially observable Markov decision process (POMDP) for representing the task communication problem; with the unobservable task details and unobservable intentions of the human teacher captured in the state, with all signals from the human represented as observations, and with the cost function chosen to penalize uncertainty. This dissertation presents the framework, works through an example of framing task communication as a POMDP, and presents results from a user experiment where subjects communicated a task to a POMDP-controlled virtual robot and to a human controlled virtual robot. The task communicated in the experiment consisted of a single object movement and the communication in the experiment was limited to binary approval signals from the teacher. This dissertation makes three contributions: 1) It frames human-robot task communication as a POMDP, a widely used framework. This enables the leveraging of techniques developed for other problems framed as a POMDP. 2) It provides an example of framing a task communication problem as a POMDP. 3) It validates the framework through results from a user experiment. The results suggest that the proposed POMDP framework produces robots that are robust to teacher error, that can accurately infer task details, and that are perceived to be intelligent.
Engineering and Applied Sciences

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44

Taylor, Howard. "The effects of interpersonal communication style on task performance and well being". Thesis, Bucks New University, 2007. http://bucks.collections.crest.ac.uk/10118/.

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This thesis is based around five studies examining the psychology of interpersonal communication applied to organizational settings. The studies are designed to examine the question of how the way that people in positions of power in organizations communicate with subordinates, affects various measures of health, well-being and productivity. It is impossible to study modern organisational communication without recognising the importance of electronic communication. The use of e-mail and other forms of text messaging is now ubiquitous in all areas of communication. The studies in this thesis include the use of e-mail as a medium of communication and examine some of the potential effects of electronic versus face-to-face and verbal communication. The findings of the studies support the basic hypothesis that: it is not what is said that matters but how it is said. The results showed that an unsupportive, formal, authoritarian style of verbal or written communication is likely to have a negative effect on health, well-being and productivity compared with a supportive, informal and egalitarian style. There are also indications that the effects of damaging communications may not be confined to the initial recipient of the message. Organizational communication does not take place in a vacuum. Any negative consequences are likely to be transmitted by the recipient, either back to the sender or on to other colleagues with implications for the wider organisational climate. These findings are based on communications that would not necessarily be immediately recognised as obviously offensive or bullying, or even uncivil. The effects of these relatively mild but unsupportive communications may have implications for the selection and training of managers. In the final section of the thesis there is a discussion of how examples of various electronically recorded messages might be used as training material.

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45

Chen, Wenxue. "Patterns of interaction in communicative tasks : effects on learner performance". Thesis, University of Nottingham, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.717021.

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This thesis investigates the social relationships learners establish during peer interaction and how these distinct relationships affect second language (L2) learners' task performance. The social relationships formed during peer interaction are referred to as patterns of interaction in second language acquisition (SLA) research. Drawing on cognitive and sociocultural approaches, the study looks at the performance of 12 Chinese university learners (i.e., six dyads) when completing two types of task: a writing dictogloss (paired text reconstruction) and an oral jigsaw task (paired storytelling). The tasks were designed to be communicative and to encourage learners' use of the simple past tense in English. The research participants were asked to complete three versions of their task on a bi-weekly basis. The qualitative analysis focused on the identification of the dyadic relationships, while the quantitative analyses included counting the salient features in each pattern and the learners' production and awareness of the past tense. The pair talk data was also triangulated with individual participants' interviews to support the research findings. In addition to the relationships identified by previous studies (e.g., dominant/passive, expert/novice), the jigsaw task in the present study elicited two emerging patterns of interaction: tutor/tutee and dominant/assistant. The findings also show that the participants explored and adjusted their relationships during their interactions, and four of the six dyads were able to achieve a collaborative pattern of interaction through task type repetition. Learners in the collaborative dyads encountered equal opportunities within their pairs to explore the simple past tense and scaffolded each other to raise their awareness of it and produce the form more accurately, whereas participants forming a non-collaborative relationship failed to engage with each other's production and may have missed opportunities to learn from each other.

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46

Kawamura, Kohei. "Cheap talk communication and information sharing in organizations". Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440696.

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47

Du, Plessis Madele. "Complexity in second language task-based syllabus design for police communication in isiXhosa". Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17824.

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Thesis (MA)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: The purpose of this thesis is to present an isiXhosa task-based syllabus design for police communication. The aim is to provide a theory-based rationale for syllabus design to teach English- and Afrikaans-speaking police officials isiXhosa as a second language in order to communicate with the isiXhosa mother tongue police officials inside the police station (internal), as well as with the isiXhosa speaking community (external). For this purpose, a needs analysis is conducted, i.e. the communication needs and objectives of the police officials are determined. Therefore, the aim is to determine the proficiency level of the police officials in terms of their knowledge about isiXhosa. The thesis undertakes this investigation in order to determine the type of communication used by the police officials. Communicative tasks, appropriate for police officials on an intermediate level, were constructed accordingly for the purpose of identifying central task types. An analysis of each dialogue is done in order to determine the level of cognitive, as well as syntactic complexity. Each of these dialogues can be scaled in terms of their complexity, i.e. the complexity can either be increased or decreased. The aim of the communicative tasks is to teach learners various ways in which different parts of texts relate to one another. Furthermore, the purpose of this thesis is to determine the way in which Task-based Language Teaching can be incorporated into a syllabus design in order to teach isiXhosa to police officials as a second language. The aim of Task-based Language Teaching is to create natural contexts in which communicative tasks can be performed. The communicative tasks should enable the police officials to use the language in order to communicate in the world outside the classroom. The study concludes that specific purpose syllabus design is a multi-faceted process, hence it requires a multi-perspective approach as demonstrated in this thesis.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om 'n Taakgebaseerde Sillabusontwerp vir polisiekommunikasie voor te stel. Die mikpunt is om 'n teoreties-gebaseerde rasionaal vir sillabusontwerp te verskaf om sodoende Engels- en Afrikaanssprekende polisielede isiXhosa as tweede taal te leer sodat hulle in staat is om met polisielede in die polisiestasie (intern), asook met die gemeenskap (ekstern) te kommunikeer. Vir hierdie doeleinde is dit nodig om 'n behoefte-analise saam te stel, met ander woorde die kommunikasiebehoeftes en -doelwitte van die polisielede. Die doel is dus om die bevoegdheidsvlak van die polisielede te bepaal in terme van hul kennis rakende isiXhosa. Dit sluit 'n ondersoek in om vas te stel watter tipe kommunikasie deur die polisielede gebruik word. Kommunikatiewe take, geskik vir polisielede op 'n intermediere vlak, is daarvolgens saamgestel om sodoende sentrale taaktipes te identifiseer. Elke dialoog is geanaliseer in terme van kognitiewe, asook sintaktiese kompleksiteit. Elkeen van hierdie dialoe kan georden word in terme van hul kompleksiteit, met ander woorde die kompleksiteit kan of verhoog of verlaag word. Die doel van die kommunikatiewe take is om leerders verskeie maniere te wys waarop verskillende dele van tekste verband hou met mekaar. Verder is die doel van hierdie tesis om te bepaal hoe Taakgebaseerde Taalonderrig in 'n sillabusontwerp inkorporeer kan word om sodoende isiXhosa as tweede taal aan polisielede te leer. Die mikpunt van Taakgebaseerde Taalonderrig is om natuurlike kontekste te skep waarin kommunikatiewe take uitgevoer kan word. Die kommunikatiewe take is veronderstel om polisielede in staat te stel om die taal te gebruik sodat hulle in die wereld buite die klaskamer kan kommunikeer. Die gevolgtrekking van die studie is dat 'n sillabusontwerp vir spesifieke doeleindes, 'n multi-kenmerkende proses is, en dus 'n multi-perspektiewe benadering vereis soos wat demonstreer is in hierdie tesis.

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48

Overy, Nicole. "Measuring Communication Effectiveness in Noise with Normal Hearing Dyads using the Diapix Task". Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613365.

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Studies of speech perception indicate that it is more difficult for people with and without hearing loss to detect speech in noise. Functional communication in noise, however, has been less often studied; there is currently no well-designed measure of communication effectiveness. The Diapix Task (Baker & Hazan, 2011) has potential; it elicits dialogue by having two people converse to find differences between two pictures. The purpose of the present study was to develop a reliable measure of communication effectiveness and use this measure to determine how noise influences communication. Experiment 1 investigated use of the Diapix Task as a measure of communication effectiveness in noise. Seven young adults with normal hearing, paired with an assistant, completed the Task with three different picture pairs in a sound field of cafeteria noise. Communication effectiveness was measured by counting communication breakdowns. Results indicated that the Task did elicit breakdowns and, out of nine picture pairs, one elicited a different amount of breakdowns than the others; this pair was excluded. Experiment 2 used the Diapix Task to measure communication effectiveness in quiet and different types of noise. Relation between self-reported use of communication strategies and communication effectiveness was also explored. Fourteen young adults with normal hearing completed the Diapix Task with an assistant in three conditions: quiet, cafeteria noise, and competing dialogue. Results indicated that significantly more breakdowns occurred in noise than quiet, but that there was no significant difference between types of noise. Additionally, self-reported use of communication strategies did not correlate with communication effectiveness. Results support use of the Diapix Task as a functional measure of communication effectiveness in young adults with normal hearing; future research should investigate use of the Diapix Task to measure communication effectiveness in clinical populations.

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49

Summary, Jennifer J. "TWIN TALK". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/506.

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The purpose of this study is to examine instances of naturally occurring conversations between twin siblings. This study uses both conversation analysis and semi-structured interviews to investigate communication patterns and practices in everyday twin-to-twin talk. The following research questions guided this study: (1) What pragmatic features of analytic interest are present in twin-to-twin talk? (2) What pragmatic features of analytic interest are present when twins interact with other members of the family system? There were a total of six sets of twin siblings between the ages of 10 and 15 who engaged in participant self-taping and semi-structured interviews. Although it did not have an observable effect on the findings, there were five sets of dizygotic (fraternal) twins and one set of monozygotic (identical) twins. Eight parents were interviewed and four parents participated in the conversations with the twin siblings. Findings suggest that certain communication practices and Phenomena are present in twin siblings' conversations, though not necessarily uniquely. Simultaneous speech is a conversational practice evident in every set of twin siblings' transcripts, serving as a completion to the other's utterance. In the presence of parents, it functions as a competitive move, other-initiated repair, and entertainment. As the twins conversed alone, extension/completion of the other twin's utterance served as a way to verify reported speech. It functions as support, verification, competition, and a way to gain attention when talking in front of a parent. The joint conversational performance act of code-switching was a practice used for entertainment by the twins when conversing alone. It served as a way to prove a point and to entertain as they interacted with a parent. Conversational phenomena included testing, and speaking for one's twin. Twins engaged in testing while conversing alone to show support for their twin. As they engaged in talk with a parent present, it served as competition/support, role confirmation/enactment, and identification/deidentification between the twin siblings. Speaking for one's twin could only occur while the twins were conversing in front of a parent. It functioned as a competitive move, as support, and as a way to gain attention.

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50

Jensen, Courtney LeAnn. "AGE, ATTENTION, AND OTS IN A CONSTRAINED VS UNCONSTRAINED TASK". UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/4.

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The discourse of older healthy adults is commonly described as lengthy and off-topic and thought to be associated with a general cognitive decline that occurs in healthy aging. This study investigated the overall decline in attention associated with healthy aging and its relationship to instances of off-topic speech (OTS) in a constrained and unconstrained language production task. Ninety cognitively healthy adults participated and comprised three age cohorts (40 – 75+). Participants completed cognitive measures of attention and two discourse tasks that included recounting personal events and describing a procedure. Older adults exhibited poorer scores on measures of selective and shifting attention, and elderly adults produced more OTS as compared to middle-aged (40s) and older (60s) adults in the unconstrained task only. Poorer scores of shifting attention were significantly correlated with more OTS in the older adults (60s) only. Overall, a marked increase in variability of language production was observed with advancing age. Results indicated the need for further research on the relationships between age, attention, OTS, and task type in healthy aging to determine an underlying cause for increasing variability of language production with age.

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