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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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Wuttipornpong, Tikamporn, and n/a. "Thai students' opinions on adding communicative tasks to grammar- based English classes." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.172231.
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This study explores opinions of university Thai EFL students, who have been subject to a
conventional teaching approach for years, on adding communicative tasks in grammarbased
classes drawing from relevant literature and previous studies. The results of the
study suggest that Thai students want to have communicative tasks in grammar learning,
but only with formal instruction prior to the tasks. The study also shows how
communicative tasks may be integrated into conventional language pedagogy from Thai
students in the study's perspectives and relevant literature.
As expected, the results indicated that Thai students were reluctant to complete tasks in
English because of shyness, particularly when conversing with peers, a lack of
competence in language skills, and fear over losing face. The interviews conducted with
students revealed instructional techniques that they themselves believed would be
beneficial in encouraging greater participation in tasks without inhibitions.
Finally, the study concludes that Thai EFL students are ready to be trained in
communicative tasks and that instruction in Thai EFL classes should shift from
substantially form-based to more communication-based instruction.
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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<br>Ed.D.<br>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.<br>Temple University--Theses
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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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Guo, Yi. "Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8746.
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Currently, Communicative Language Teaching has been popular around the world andhas a profound effect on second language acquisition since the 1970s. ForCommunicative Language Teaching to be successful, there is a need for appropriateteaching materials.This paper analyzes speaking tasks in Chinese and Swedish textbooks for grade 8，Gofor it and Magic. The analysis presents content analysis, providing a general overviewof speaking tasks found in both textbooks. First, task description is analyzed, whichprovides the pupils with the topics of tasks in both textbooks. It will be seen if thetopics are real-life. Second, types of speaking, text type, cognitive processes, focus,classroom organization are quantitively analyzed to see if there are differentapproaches to Communicative Language Teaching between Chinese and Swedishtextbooks.Through comparison of these six aspects in different textbooks, there are three similarapproaches to Communicative Language Teaching: First, they both have real-worldtopics under which there are many real-world speaking tasks. Second, the dialoguesplay a main role in both textbooks. Third, pair and group work have dominantposition in these two books.Also there are three different approaches to Communicative Language Teaching: First,the Chinese textbook is directed towards accuracy while the Swedish textbook isdirected towards fluency. Second, the Chinese textbook focuses on form whereas theSwedish textbook focuses on meaning. Third, there is an information-gap approach inthe Chinese textbook where tasks based on information gap are obviously labeled.However, it cannot be found in the Swedish textbook.
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Rajy, Frishta, and Jumana Najah. "Teaching Strategies That help EFL Learners to Develop Their Vocabulary and Speaking Skills Through Communicative Tasks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31607.
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AbstractThis paper investigates the benefits of using different teaching strategies to develop EFL learners’ vocabulary and speaking skills. Undeniably, there are some learners in grades 4-6 who have difficulties to speak and to learn new vocabulary in English classroom, due to many reasons. To examine the impact of different teaching strategies, an electronic research in educational databases ERIC via EBSCO was conducted. The materials used were peer-reviewed journal articles and literature. By examining and analyzing the different articles found, its evident that English teachers often focus on writing and reading activities instead of communicative activities. Some teachers often use the first language in the classroom and learners will do as their teachers. Factors such as large classroom sizes and limitation of communication tasks can motivated learners and make them less confident in speaking and practicing English. These can be the reasons why some EFL learners do not speak and use vocabulary during the communicative activities in the classroom. Thus, this paper clarifies teaching methods and strategies that teachers can use to increase vocabulary learning and speaking in the EFL classroom. Results have shown that the theory of Vygotsky’s sociocultural learning was beneficial to include all learner in authentic communicative activities, which also created an environment that was both communicative and supportive. The communication-based learning activities, such as songs, games, stories, pair work and project work, are useful for learners, since it establishes a communicative environment. Moreover, these activities increase the EFL learners’ motivation towards speaking.
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Timler, Geralyn Rose. "Investigation of social communication skills during peer conflict tasks in school-age children with alcohol-related disabilities /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8258.
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Chien, Tzu-Hsiang. "Mental Contrasting as a Technique to Lower Learners' Levels of Anxiety when Completing Communicative Tasks in a Chinese Beginning Classroom." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8454.
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Learning a foreign language is stressful. If learners are anxious, they might be less confident and less willing to communicate (MacIntyre, Dörnyei, Clément, & Noels, 1998). Mental Contrasting with Implementation Intentions (MCII) are widely used in the field of personal health, career pursuit among others. I introduce mental contrasting techniques to Chinese teaching and learning to see if MCII help learners lower their anxiety level. Foreign Language Classroom Anxiety Scale is implemented to test participants’ self-perceived anxiety. Participants’ cortisol in saliva serve as a manifestation of participants’ anxiety (i.e., stress) levels and as a measure of the changes of their anxiety levels. The results show that MCII can effectively lower participants’ speaking anxiety. Qualitative data also show that participants consider MCII helpful with Chinese learning and lowering anxiety levels.
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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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Lee, Cynthia Fong King. "Communicative tasks, strategy use and planning time : factors facilitating L2 acquisition in learner-learner interaction in an English-medium university in Hong Kong." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10006598/.
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Capobianco, Eduardo Augusto Lazaro. "O uso de tarefas comunicativas e pré-comunicativas no ensino de língua inglesa em uma faculdade particular /." São José do Rio Preto : [s.n.], 2009. http://hdl.handle.net/11449/93896.
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Orientador: Solange Aranha<br>Banca: Ana Mariza Benedetti<br>Banca: Rita de Cássia Barbirato<br>Resumo: A presente pesquisa, qualitativa e de base etnográfica, tem como objetivo geral analisar como se dá a interação dos aprendizes em pares ou grupos maiores em um processo de ensino/aprendizagem de língua inglesa por meio de aulas que se pautam pelo uso de tarefas comunicativas e pré-comunicativas em uma faculdade particular do noroeste paulista. Também será investigada, neste trabalho, a melhora da proficiência na língua-alvo dos aprendizes após o processo. Para a coleta de dados foram utilizados diários de pesquisa do professor pesquisador, gravações em áudio e vídeo da sala de aula, gravações apenas em áudio das interações dos alunos trabalhando em pares ou grupos maiores, questionários aplicados aos discentes e um teste de proficiência que foi aplicado no início e final do ano letivo de 2007, ano em que se deu a coleta de dados para esta pesquisa. O arcabouço teórico se fundamenta em estudos sobre tarefas de autores como Prabhu (1987), Nunan (1992) Candlin (1987), Barbirato (1999, 2005) entre outros. A análise panorâmica dos resultados demonstrou que o trabalho em que coexistiram tarefas comunicativas e pré-comunicativas pôde ser alternativa para o ensino/aprendizagem de língua inglesa no contexto investigado, onde havia limitação linguístico-comunicativa prévia na língua-alvo detectada na maioria dos participantes. Também foi possível averiguar que o trabalho com tarefas possibilitou esforço colaborativo entre os aprendizes, momentos de explicitação da forma, léxico ou pronúncia da língua-alvo, geradas a partir da própria interação proposta pela tarefa e imediatamente inseridos na negociação da mesma. Também foi percebido, a partir dos dados, que houve considerável melhora da proficiência auditiva, lexical e gramatical dos alunos na língua-alvo após o trabalho do ano letivo de 2007, ano em que foram inseridas as tarefas investigadas... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This qualitative and ethnographic research aims at analyzing how is the interaction of the learners working in pairs or bigger groups happens in a process of English teaching/learning process through classes based on the use of communicative and pré-communicative tasks in a private college situated in the northeast of the state of São Paulo. We also investigate, in this research, the improvement of the learners' proficiency in the target language after the process. In order to collect the data we used audio-visual records of the classroom, audio records of learners working in pairs or bigger groups, questionnaires applied to the learners and a proficiency test applied to the students in the beginning and in the end of the year of 2007, period when the data were collected. The theoretical framework is based on the studies about tasks of Prabhu (1987), Nunan (1992), Candlin (1987), Barbirato (1999, 2005) among others. The panoramic analysis of the results demonstrated that the co-existence of communicative and pre-communicative tasks could be an alternative to the English language teaching/learning in the studied context, where there was prior linguisticcommunicative limitation of the research participants. It was also possible to check that the task work promoted collaborative effort among the learners, form, lexical and pronunciation explanation moments, created by the task interaction and immediately included in the negotiation of the task. We could also realize, by the data, that there was a considerable improvement of the listening, lexical and grammatical proficiency in the learners after the work in the year of 2007, when the tasks and other activities that were analyzed in this research were included.<br>Mestre
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Choi, Siu-ping Almas, and 蔡少萍. "Negotiation of meaning in oral discussion tasks among L2 learners in aHong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2705150X.
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Capobianco, Eduardo Augusto Lazaro [UNESP]. "O uso de tarefas comunicativas e pré-comunicativas no ensino de língua inglesa em uma faculdade particular." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/93896.
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capobianco_eal_me_sjrp.pdf: 431444 bytes, checksum: 2a9181506180fd2b433fd5095bc5037d (MD5)<br>A presente pesquisa, qualitativa e de base etnográfica, tem como objetivo geral analisar como se dá a interação dos aprendizes em pares ou grupos maiores em um processo de ensino/aprendizagem de língua inglesa por meio de aulas que se pautam pelo uso de tarefas comunicativas e pré-comunicativas em uma faculdade particular do noroeste paulista. Também será investigada, neste trabalho, a melhora da proficiência na língua-alvo dos aprendizes após o processo. Para a coleta de dados foram utilizados diários de pesquisa do professor pesquisador, gravações em áudio e vídeo da sala de aula, gravações apenas em áudio das interações dos alunos trabalhando em pares ou grupos maiores, questionários aplicados aos discentes e um teste de proficiência que foi aplicado no início e final do ano letivo de 2007, ano em que se deu a coleta de dados para esta pesquisa. O arcabouço teórico se fundamenta em estudos sobre tarefas de autores como Prabhu (1987), Nunan (1992) Candlin (1987), Barbirato (1999, 2005) entre outros. A análise panorâmica dos resultados demonstrou que o trabalho em que coexistiram tarefas comunicativas e pré-comunicativas pôde ser alternativa para o ensino/aprendizagem de língua inglesa no contexto investigado, onde havia limitação linguístico-comunicativa prévia na língua-alvo detectada na maioria dos participantes. Também foi possível averiguar que o trabalho com tarefas possibilitou esforço colaborativo entre os aprendizes, momentos de explicitação da forma, léxico ou pronúncia da língua-alvo, geradas a partir da própria interação proposta pela tarefa e imediatamente inseridos na negociação da mesma. Também foi percebido, a partir dos dados, que houve considerável melhora da proficiência auditiva, lexical e gramatical dos alunos na língua-alvo após o trabalho do ano letivo de 2007, ano em que foram inseridas as tarefas investigadas...<br>This qualitative and ethnographic research aims at analyzing how is the interaction of the learners working in pairs or bigger groups happens in a process of English teaching/learning process through classes based on the use of communicative and pré-communicative tasks in a private college situated in the northeast of the state of São Paulo. We also investigate, in this research, the improvement of the learners’ proficiency in the target language after the process. In order to collect the data we used audio-visual records of the classroom, audio records of learners working in pairs or bigger groups, questionnaires applied to the learners and a proficiency test applied to the students in the beginning and in the end of the year of 2007, period when the data were collected. The theoretical framework is based on the studies about tasks of Prabhu (1987), Nunan (1992), Candlin (1987), Barbirato (1999, 2005) among others. The panoramic analysis of the results demonstrated that the co-existence of communicative and pre-communicative tasks could be an alternative to the English language teaching/learning in the studied context, where there was prior linguisticcommunicative limitation of the research participants. It was also possible to check that the task work promoted collaborative effort among the learners, form, lexical and pronunciation explanation moments, created by the task interaction and immediately included in the negotiation of the task. We could also realize, by the data, that there was a considerable improvement of the listening, lexical and grammatical proficiency in the learners after the work in the year of 2007, when the tasks and other activities that were analyzed in this research were included.
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Lucero, David Milford. "Impact of Intercultural Competence on Communicative Success in L2 Environments(With Reference to Missionaries of The Church ofJesus Christ of Latter-day Saints)." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7775.
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This study explores the impact of cultural competence on success in completing key missionary tasks. Qualitative survey results are supported by data from an intercultural effectiveness assessment and a Mandarin Chinese listening proficiency test to describe themes related to missionary communicative success and to explore correlations between intercultural effectiveness and listening proficiency. Missionary communicative tasks are clarified into themes:"obtaining referrals,"obtaining teaching opportunities," and"helping people make and keep commitments." Factors perceived as associating with communicative success include"feeling and communicating love" and receiving"spiritual guidance." The effect of training on intercultural competence is also described. The intercultural effectiveness subcategory of positive regard is shown to have significant correlation with listening proficiency and with missionaries' perceptions of their own awareness of Chinese culture. Suggestions are made for further research and program development.
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Vicente, Ataurima Paola Elena. "Aplicación de la técnica communicative tasks para mejorar el speaking en el área de inglés de los estudiantes del VII ciclo de la Institución Educativa Pública Simón Bolívar, Ayacucho, 2016." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2019. https://hdl.handle.net/20.500.12672/11655.
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Aborda la problemática sobre las dificultades que presentan los
estudiantes sobre el desarrollo de las capacidades del speaking, en la medida que,
en la mayoría de los casos, la metodología utilizada por los profesores del área de
inglés se centra en el empleo frecuente de la metodología expositiva, relegando el
uso de nuevas estrategias y materiales educativos que en alguna medida permitirían
un proceso de enseñanza y aprendizaje adecuado y conveniente. El enfoque utilizado
en el desarrollo de la investigación ha sido el cuantitativo, empleando para ello el
diseño pre experimental con pre y pos prueba, por lo que ha sido necesario elaborar
una prueba de desempeño que ha permitido medir la habilidad del speaking antes y
después de la intervención. La muestra lo conformaron 28 estudiantes del 5to año de
educación secundaria. Para organizar todo el proceso investigativo se utilizó el
método hipotético deductivo. La sistematización de los resultados registra que, el
67,9% de estudiantes se ubican en la valoración inicio, en la pre prueba, mientras que
en la pos prueba el 67,9% de estudiantes se ubican en la valoración logro previsto,
demostrándose la efectividad de la aplicación de la técnica communicative tasks en
el desarrollo del speaking. Las conclusiones afirman que la aplicación de la técnica
communicave tasks resulta ser efectiva en el desarrollo de la habilidad del speaking,
en la medida que el valor de W+=-5,684; el p_valor=0,000 es menor al α(0.05).<br>Trabajo de suficiencia profesional
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Dia, Abdérahim. "Enseignement / évaluation en FLE : exploration des liens pour faire évoluer les pratiques : une expérience de recherche - action en classe de collège au Cap Vert." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC003.
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En milieu scolaire capverdien, nous avons constaté que le format des tests d'évaluation reflète ceux des plans de cours et par ricochet les démarches pédagogiques. Ces dernières sont essentiellement axées sur la maîtrise des structures de la langue, c'est-à-dire sur la restitution de connaissances censées être acquises. Les spécialistes des sciences de l’éducation Hadji (1997), Scallon (2007) et les didacticiens de langues comme Tagliante (2005), Veltcheff (2009) prônent le renouvellement de la manière d'évaluer pour construire des compétences communicatives en s'appuyant sur le caractère formatif de l'évaluation. Pour l'enseignement du français en milieu scolaire capverdien, revoir le format actuel avec l'introduction des quatre activités langagières pour construire des compétences communicatives pourrait nous obliger à opter pour une démarche particulière. Celle-ci voudrait que les modules soit bâtis sur la base des objectifs d'évaluation préalablement définis à partir des descripteurs de niveau du Cadre européen commun de référence pour les langues (CECRL, 2001). Étant inscrits en milieu scolaire, comment pourrions-nous mettre en place cette démarche particulière ? Pour cette étude, réalisée selon une démarche de recherche-action solitaire, nous avons opté pour l'affectation de chaque activité langagière à un trimestre sur une période de deux ans constituant le premier cycle de l'enseignement secondaire. Ces nouvelles approches de l’enseignement/apprentissage/évaluation basées sur une évaluation formative ont permis à un groupe d’élèves de construire des compétences communicatives langagières du niveau A1<br>In Cape Verdean schools, we found that the format of the evaluation tests reflects those lesson plans and in turn the teaching approaches. These are mainly focused on mastering the language structures, which is to say on the restitution of knowledge supposed to be acquired. Specialists of Sciences Hadji Education (1997), Scallon (2007) and the didactics of languages as Tagliante(2005), Veltcheff (2009) advocate the renewal of how to assess to build communication skills based the formative evaluation. For the teaching of French in Cape Verdean schools, review thecurrent format with the introduction of the four language activities to build communication skills may require us to adopt a particular approach. This would be built as modules based on the evaluation objectives previously defined from the level of the Common European Framework of Reference descriptors for Languages (CEFR 2001). Being enrolled in school, how can we implement this particular approach? For this study, conducted by a solitary action research approach, we opted for the allocation of each language activity to a quarter over two years constituting the first cycle of secondary education. These new approaches to teaching / learning / assessment based on formative assessment enabled a group of students to build communicative language skills from A1
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Cassoli, Elaine Regina. "Aprender LE com planejamento e material comunicativos temáticos para desenvolver competência comunicativa." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/5726.
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Previous issue date: 2011-07-27<br>This qualitative, ethnographic-interpretative research aimed at analyzing the development of communicative competence of English Language undergraduate students of a private college in the center-western region of the state of São Paulo during their participation in a Thematic Task-Based Planning for English teaching and learning through classes guided by the use of a theme, the history of Great Britain, and communicative tasks with focus on meaning. The students' perceptions, feelings and how they behave throughout the process have also been investigated in this study. In order to collect the data, the following instruments have been used: initial and final cloze tests, three written evaluations throughout the process, audio recordings of tasks and written production of the tasks which have been previously performed orally and transcribed for analysis, plus questionnaires administered to students in different moments of the course. The framework is based on theoretical studies of theme and taskbased teaching of authors such as: Almeida Filho (1993, 1997, 1999, 2000, 2003, 2005, 2009); Barbirato (1999, 2005); Bygate, Skehan, Swain (2001); Candlin (1987, 2001); Crandall (1994, 2000, 2002, 2003, 2006); Ellis (2000, 2003); Nunan (1989, 2004); Prabhu (1987, 1990); Skehan (1998, 2001); Skehan, Foster (1997, 1999, 2001); Van den Braden (2006,2008); Willis (1996); Willis, Willis (2007), among others. The analysis has shown that the work combining theme-based teaching and communicative tasks could be an alternative for the teaching and learning of English in the context investigated, where it was previously found that most participants had limited linguistic and communicative competence in the target language. It was also possible to verify that the work with communicative tasks with focus on meaning and based on the theme of the history of Great Britain provided collaborative efforts among the students and opportunities for noticing the form, vocabulary or pronunciation of the target language. The data analysis also showed considerable improvement in the oral proficiency of the students in the target language.<br>A presente pesquisa, qualitativa e de base etnográfica interpretativista, teve como objetivo analisar como se dá o desenvolvimento da competência comunicativa (CC) em aprendizes de curso de Letras de contexto adverso de uma faculdade particular do centro-oeste paulista durante a sua participação em um Planejamento Temático Baseado em Tarefas para o ensinoaprendizagem de língua inglesa por meio de aulas pautadas pelo uso de um tema, a história da Grã-Bretanha, e tarefas comunicativas com foco no sentido. Também foram investigados a percepção dos alunos, os seus sentimentos e comportamentos ao longo do processo. Para a coleta de dados foram utilizados testes cloze inicial e final, avaliações escritas ao longo do processo, gravações em áudio das tarefas, posteriormente transcritas para análise, e questionários aplicados aos discentes em momentos diferentes do curso. O arcabouço teórico se fundamenta em estudos sobre tarefas e ensino temático de autores como: Almeida Filho (1993, 1997, 1999, 2000, 2003, 2005, 2009); Barbirato (1999, 2005); Bygate, Skehan, Swain (2001); Candlin (1987, 2001); Crandall (1994, 2000, 2002, 2003, 2006); Ellis (2000, 2003); Nunan (1989, 2004); Prabhu (1987, 1990); Skehan (1998, 2001); Skehan, Foster (1997, 1999, 2001); Van den Braden (2006,2008); Willis (1996); Willis, Willis (2007), entre outros. A análise dos resultados demonstrou que o trabalho em que coexistiram ensino temático e tarefas comunicativas pode ser uma alternativa para o ensino-aprendizagem de língua inglesa no contexto investigado, em que havia limitação linguístico-comunicativa prévia na línguaalvo na maioria dos participantes.Também foi possível averiguar que o trabalho com tarefas comunicativas com foco no sentido e baseadas no tema da história da Grã-Bretanha motivou os participantes e possibilitou esforço colaborativo entre eles e momentos de explicitação da forma, léxico ou pronúncia da língua-alvo. Houve indícios de que o ensino com base em conteúdo temático e tarefas problematizadoras é ponto importante para colaborar para a aquisição de LE no contexto estudado. A análise dos dados revelou ainda que o trabalho desenvolvido resultou em considerável melhora da proficiência oral dos alunos na línguaalvo.
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Pakdel, Ali. "De l'activité communicative à l'activité sociale d'apprentissage des langues en ligne : analyse de la dynamique sociale en contexte institutionnel." Phd thesis, Université de Provence - Aix-Marseille I, 2011. http://tel.archives-ouvertes.fr/tel-00637137.
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Ce travail a pour principal objet d'étude la dynamique sociale développée dans le cadre des activités d'apprentissage des langues en ligne en contexte institutionnel. En s'appuyant sur les propositions faites par la théorie de l'activité, cette thèse présente une analyse de la finalité, du cadre instrumental et du cadre social de l'activité d'apprentissage des langues en ligne en contexte institutionnel et de leur évolution dans le système de l'activité. Cette recherche fournit également une méthode d'analyse permettant d'évaluer l'impact de différents types de tâches et d'environnements virtuels d'apprentissage sur l'intensité de la dynamique sociale développée au sein des groupes d'apprenants d'une langue en ligne en contexte institutionnel. La méthode d'analyse utilisée s'appuie aussi bien sur l'analyse quantitative des traces écrites des communications/productions des apprenants que sur l'analyse du contenu de ces traces. Nous montrons qu'il est possible de développer une dynamique sociale de communauté virtuelle au sein de groupes d'apprenants d'une langue en ligne en contexte institutionnel. Le développement d'une telle dynamique est favorisé par la mise en œuvre de tâches d'apprentissage des langues et d'environnements virtuels d'apprentissage permettant l'action sociale authentique dans des cadres sociaux qui dépassent le cadre formel de l'institution éducative.
19
Moore, Eric. "The weak link in the language teaching system and what to do about it." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1135.
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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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Ervin, Jennifer, and 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.
22
Salvaris, M. S. "Visual protocols and mental tasks for communication brain computer interfaces." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511019.
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Lam, Wendy Yuen-Kwan. "Teaching strategy use for oral communication tasks to ESL learners." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/829/.
Full textAbstract:
This thesis investigates the effects of strategy training on ESL learners' strategy use and performance on oral communication tasks. Research into the teaching and learning of speaking in the ESL context is relatively neglected and strategy training is unheard of in very many L2 oral classrooms. A review of strategy research pertaining to the speaking skill has identified unresolved issues, leaving many unanswered questions. To address these issues, this study has adopted a quasi-experimental design and an interventionist study has been implemented in the junior ESL classroom in Hong Kong. The study has identified two major categories of strategies (i. e. direct and indirect) for learners' use in group discussion tasks. Three intact groups were involved in the intervention: one received training in the use of direct strategies, one in indirect strategies, and one had no strategy instruction. A multi-method approach (i. e. task ratings, questionnaires, observations and stimulated recall interviews) has been used to assess the impact of the intervention on students' strategy use and task performance. The findings show that that it may be useful to teach ESL students in the use of direct and indirect strategies for oral communications tasks. Direct strategy use may be related to language improvement whereas indirect strategy use may be related to task effectiveness and language improvement. It may be desirable to help low-proficiency students to develop strategic competence to compensate for their lack of linguistic competence. Last but not least, it may be desirable to adopt a systematic, eclectic approach to assessing the impact of strategy training and to incorporate the stimulated recall methodology to the teaching and research of the speaking skill as a unique avenue to students' thoughts and learning processes.
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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.
Full textAbstract:
Thesis: S.M., Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2020<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 57-60).<br>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.<br>by Sharan Raja.<br>S.M.<br>S.M. Massachusetts Institute of Technology, Computation for Design and Optimization Program
25
Huang, Jun. "Heterogeneity-aware approaches to optimizing performance of computing and communication tasks." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/HUANG_JUN_28.pdf.
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Shi, Hehuan. "Scheduling Batching Computing and Communication Tasks : Theoretical Foundation and Algorithm Design." Electronic Thesis or Diss., université Paris-Saclay, 2021. http://www.theses.fr/2021UPASG025.
Full textAbstract:
Dans cette thèse, nous formulons et analysons une classe de problèmes fondamentaux d'ordonnancement de tâches découlant d'une variété de systèmes informatiques et de communication émergents: les tâches sont divisées en groupes; ceux d'un groupe peuvent être regroupés et exécutés simultanément; le but de l'ordonnanceur est de concevoir des algorithmes d'ordonnancement maximisant l'utilité globale du système. Sous le parapluie générique ci-dessus, nous étudions différentes classes de problèmes de planification de tâches de traitement par lots, établissant le cadre théorique correspondant, concevant des algorithmes de planification à la fois hors ligne et en ligne et illustrant leur application dans la planification des tâches de communication et de calcul. Nous commençons par le scénario de base de la planification des tâches de traitement par lots. Il existe un ensemble de tâches à exécuter sur un certain nombre de machines. Certaines tâches peuvent être exécutées simultanément sur une seule machine, tandis que d'autres nécessitent l'utilisation exclusive d'une machine entière. Nous recherchons une politique de planification optimale pour maximiser l'utilité globale du système. Nous développons un cadre algorithmique pour le problème d'ordonnancement ci-dessus sous la forme générique qui peut atteindre 1/2-optimalité, surpassant le meilleur résultat connu. Le cœur technique de notre conception est un mécanisme de relaxation LP adapté et une approche d'arrondi et de coloration qui transforme la solution de la relaxation LP en une politique d'ordonnancement réalisable 1/2-optimale. Nous démontrons ensuite l'application de notre cadre algorithmique pour résoudre le problème généralisé de diffusion proportionnelle en développant un algorithme d'approximation déterministe produisant une politique d'ordonnancement optimale l_min / (2 (l_min + 1)), alors qu'il n'existe que des algorithmes aléatoires dans la littérature. Nous formulons et analysons ensuite un problème fondamental d'ordonnancement de transmission en liaison descendante dans les systèmes de communication sans fil, composés d'une station de base et d'un ensemble d'utilisateurs, chacun demandant qu'un paquet soit servi dans une fenêtre temporelle. Certains paquets sont demandés par plusieurs utilisateurs et peuvent être servis simultanément en raison de la nature de diffusion du support sans fil. Par rapport au modèle de base, il existe deux particularités. Premièrement, chaque demande peut être servie par un sous-ensemble de stratégies de transmission. Deuxièmement, les demandes doivent être servies selon la méthode FIFO. Nous recherchons un algorithme de planification de transmission de liaison descendante maximisant l'utilité globale du système. Nous développons un cadre algorithmique du problème de planification de transmission de données de liaison descendante formulé dans les paramètres hors ligne et en ligne. Nous établissons d'abord sa dureté, puis développons des algorithmes d'approximation avec une garantie de performance mathématiquement prouvée en termes d'approximation et de ratios compétitifs pour les paramètres hors ligne et en ligne, respectivement. La troisième contribution de cette thèse concerne l'ordonnancement des tâches de batching de ressources contiguës. Un ensemble de tâches doit être exécuté sur un pool de ressources continues, chacune nécessitant un certain temps et une ressource contiguë; certaines tâches peuvent être exécutées simultanément par lots en partageant la ressource, tandis que d'autres nécessitent une utilisation exclusive de la ressource; les tâches sont servies à la manière FIFO. Nous recherchons une allocation optimale des ressources et la politique de planification associée maximisant l'utilité globale du système. Nous fournissons une analyse algorithmique complète du problème en établissant sa dureté et en développant des algorithmes de planification d'approximation pour les paramètres hors ligne et en ligne<br>In this thesis we formulate and analyze a class of fundamental task scheduling problems arising from a variety of emerging computing and communication systems: tasks are partitioned into groups; those in a group can be batched and executed simultaneously; the goal faced by the scheduler is to design scheduling algorithms maximizing the overall system utility. Under the above generic umbrella, we investigate different classes of batching task scheduling problems, establishing the corresponding theoretical framework, designing both offline and online scheduling algorithms, and illustrating their application in scheduling communication and computing tasks. We start by the baseline scenario of batching task scheduling. There is a set of tasks to be executed on a number of machines. Some tasks can be executed simultaneously on a single machine, while others require exclusive use of an entire machine. We seek an optimal scheduling policy to maximize the overall system utility. We develop an algorithmic framework for the above scheduling problem in the generic form that can achieve 1/2-optimality, outperforming the best known result. The core technicality in our design is an adapted LP relaxation mechanism and a rounding and coloring approach that turns the solution of the LP relaxation to a 1/2-optimal feasible scheduling policy. We then demonstrate the application of our algorithmic framework to solve the generalized proportional broadcast problem by developing a deterministic approximation algorithm outputting an l_min/(2(l_min+1))-optimal scheduling policy, while there exist only randomized algorithms in the literature. We then formulate and analyze a fundamental downlink transmission scheduling problem in wireless communication systems, composed of a base station and a set of users, each requesting a packet to be served within a time window. Some packets are requested by several users and can be served simultaneously due to the broadcast nature of the wireless medium. Compared to the baseline model, there are two particularities. First, each request can be served by a subset of transmission strategies. Second, requests need to be served in the FIFO manner. We seek a downlink transmission scheduling algorithm maximizing the overall system utility. We develop an algorithmic framework of the formulated downlink data transmission scheduling problem in both offline and online settings. We first establish its hardness, and then develop approximation algorithms with mathematically proven performance guarantee in terms of approximation and competitive ratios for the offline and online settings, respectively. The third contribution of this thesis concerns the contiguous-resource batching task scheduling. A set of tasks need to be executed on a pool of continuous resource, each requiring a certain amount of time and contiguous resource; some tasks can be executed simultaneously in batch by sharing the resource, while others requiring exclusive use of the resource; tasks are served in the FIFO manner. We seek an optimal resource allocation and the related scheduling policy maximizing the overall system utility. We deliver a comprehensive algorithmic analysis on the problem by establishing its hardness and developing approximation scheduling algorithms for both offline and online settings
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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<br>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.<br>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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Johnson, Luke B. "Decentralized task allocation in communication contested environments." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105606.
Full textAbstract:
Thesis: Sc. D., Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 157-162).<br>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.<br>by Luke B. Johnson.<br>Sc. D.
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Williams, Amanda L. "Physician adherence to communication tasks with adult vs. older adult female patients." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560844.
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The study investigated whether physician communication adherence was similar between
adult and older adult female patients in a family medicine setting. Additionally, the study
investigated whether or not the level of communication adherence was related to patient
perceptions of working alliance. Previous research has failed to adequately examine age
as a variable in physician-patient communication and has neglected to examine the
working alliance within the physician-patient relationship. The sample included 41 adult
female, family medicine patients, who agreed to have their appointment with their
physician videotaped. The videotaped encounters were coded by trained observers using
the Behavioral Science Tape Review Checklist (BSTRC). Participants also completed the
Working Alliance Inventory-Short Form (WAI-SF). Results from the study suggested
that physician adherence to communication tasks did not vary significantly between adult
patients and older adult patients. Further, results demonstrated that the combination of
responses to the bond and tasks subscales of the WAI-SF significantly accounted for 16%
of the variance in communication adherence.<br>Department of Counseling Psychology and Guidance Services
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Stader, Sally. "Impacts of Complexity and Timing of Communication Interruptions on Visual Detection Tasks." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6361.
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Auditory preemption theory suggests two competing assumptions for the attention-capturing and performance-altering properties of auditory tasks. In onset preemption, attention is immediately diverted to the auditory channel. Strategic preemption involves a decision process in which the operator maintains focus on more complex auditory messages. The limitation in this process is that the human auditory, or echoic, memory store has a limit of 2 to 5 seconds, after which the message must be processed or it decays. In contrast, multiple resource theory suggests that visual and auditory tasks may be efficiently time-shared because two different pools of cognitive resources are used. Previous research regarding these competing assumptions has been limited and equivocal. Thus, the current research focused on systematically examining the effects of complexity and timing of communication interruptions on visual detection tasks. It was hypothesized that both timing and complexity levels would impact detection performance in a multi-task environment.
Study 1 evaluated the impact of complexity and timing of communications occurring before malfunctions in an ongoing visual detection task. Twenty-four participants were required to complete each of the eight timing blocks that included simple or complex communications occurring simultaneously, and at 2, 5, or 8 seconds before detection events. For simple communications, participants repeated three pre-recorded words. However, for complex communications, they generated three words beginning with the same last letter of a word prompt. Results indicated that complex communications at two seconds or less occurring before a visual detection event significantly impacted response time with a 1.3 to 1.6 second delay compared to all the other timings. Detection accuracy for complex communication tasks under the simultaneous condition was significantly degraded compared to simple communications at five seconds or more prior to the task. This resulted in a 20% decline in detection accuracy. Additionally, participants' workload ratings for complex communications were significantly higher than simple communications.
Study 2 examined the timing of communications occurring at the corresponding seconds after the visual detection event. Twenty-four participants were randomly assigned to the communication complexity and timing blocks as in study 1. The results did not find significant performance effects of timing or complexity of communications on detection performance. However the workload ratings for the 2 and 5 second complex communication presentations were higher compared to the same simple communication conditions.
Overall, these findings support the strategic preemption assumption for well-defined, complex communications. The onset preemption assumption for simple communications was not supported. These results also suggest that the boundaries of the multiple resource theory assumption may exist up to the limits of the echoic memory store. Figures of merit for task performance under the varying levels of timing and complexity are presented. Several theoretical and practical implications are discussed.<br>Ph.D.<br>Doctorate<br>Psychology<br>Sciences<br>Psychology; Human Factors Psychology
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Boeres, Cristina. "Versatile communication cost modelling for multicomputer task scheduling." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/422.
Full textAbstract:
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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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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Gale, Caroline. "The effects of gaze awareness on communication in video-mediated spatial instruction tasks." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298590.
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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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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.<br>Includes bibliographical references (leaves 71-72).<br>by Jason Steven Cornez.<br>M.Eng.
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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.<br>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.<br>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.
37
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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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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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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<p> 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.</p>
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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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<p> 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.</p><p> 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.</p><p> 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.</p><p> 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.</p><p> 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.</p>
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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<br>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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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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Chen, Mo. "Data compression for inference tasks in wireless sensor networks." Diss., Online access via UMI:, 2006.
Find full textAbstract:
Thesis (Ph. D.)--State University of New York at Binghamton, Department of Electrical Engineering, Thomas J. Watson School of Engineering and Applied Science, 2006.<br>Includes bibliographical references.
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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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Marquardt, Betty Ann. "Effects of Two Gait Tasks on Language Complexity in Parkinson's Disease." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5809.
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The effects of dual tasking in Parkinson's disease (PD) have been studied for a number of years. Previous research has generally focused on changes in gait patterns while another task has been performed concurrently. Very few studies have focused on the impact of a concurrent task on speech or language. Language is key for communication: to express wants and needs, to maintain familial relationships, and for social interaction. Thirty-seven individuals participated in the study: 10 with PD, 14 neurologically healthy older (HO) adults, and 13 healthy younger (HY) adults. The participants were given a list of topics to consider and were invited to select several to talk about during the experiment. Their monologues were recorded as they spoke under three conditions: standing still, walking on a treadmill, and walking over randomly presented obstacles on a treadmill. The monologue recordings were transcribed, marked for processing by Systematic Analysis of Language Transcripts (SALT), and analyzed for subordinate clauses by a language expert. The language variables measured were the mean length of utterance in morphemes (MLUm), relative clauses per utterance, adverbial clauses per utterance, noun clauses per utterance, total clauses per utterance, words per minute, different words per minute, relative clauses per minute, adverbial clauses per minute, noun clauses per minute, total clauses per minutes, and utterances per minute. There were significant changes across the conditions of standing, walking, and obstacle in the language variables of words per minute, different words per minute, noun clauses per minute, total clauses per minute, and utterances per minute. A downward trend was noted for adverbial clauses per minute as the gait task became more demanding. The PD and HO groups had less complex language than the HY group, as reflected by the following language variables: adverbial clauses per minute, noun clauses per minute, and total clauses per minute. These findings suggest that as attentional resources used for the production of language are directed to increasing levels of motoric activity, language complexity will significantly decrease across conditions.
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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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<p>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</p>
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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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Lincoln, Mary Elizabeth. "Academic rigour in science assessment tasks." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/33209/2/Mary_Lincoln_Citation.pdf.
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The critical problem of student disengagement and underachievement in the middle years of schooling (Years 4 . 9) has focussed attention on the quality of educational programs in schools, in Australia and elsewhere. The loss of enthusiasm for science in the middle years is particularly problematic given the growing demand for science professionals. Reshaping middle years programs has included an emphasis on integrating Information and Communication Technologies (ICTs) and improving assessment practices to engage students in higher cognitive processes and enhance academic rigour. Understanding the nature of academic rigour and how to embed it in students. science assessment tasks that incorporate the use of ICTs could enable teachers to optimise the quality of the learning environment. However, academic rigour is not clearly described or defined in the literature and there is little empirical evidence upon which researchers and teachers could draw to enhance understandings. This study used a collective case study design to explore teachers' understandings of academic rigour within science assessment tasks. The research design is based on a conceptual framework that is underpinned by socio-cultural theory. Three methods were used to collect data from six middle years teachers and their students. These methods were a survey, focus group discussion with teachers and a group of students and individual semi-structured interviews with teachers. Findings of the case study revealed six criteria of academic rigour, namely, higher order thinking, alignment, building on prior knowledge, scaffolding, knowledge construction and creativity. Results showed that the middle years teachers held rich understandings of academic rigour that led to effective utilisation of ICTs in science assessment tasks. Findings also indicated that teachers could further enhance their understandings of academic rigour in some aspects of each of the criteria. In particular, this study found that academic rigour could have been further optimised by: promoting more thoughtful discourse and interaction to foster higher order thinking; increasing alignment between curriculum, pedagogy, and assessment, and students. prior knowledge; placing greater emphasis on identifying, activating and building on prior knowledge; better differentiating the level of scaffolding provided and applying it more judiciously; fostering creativity throughout tasks; enhancing teachers‟ content knowledge and pedagogical content knowledge, and providing more in-depth coverage of fewer topics to support knowledge construction. Key contributions of this study are a definition and a model which clarify the nature of academic rigour.
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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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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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