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1
Agiasophiti, Zoe. "An empirical psycholinguistic investigation of input processing and input enhancement in L1 English." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1454.
Full textAbstract:
Input Enhancement (IE) and Processing Instruction (PI) manipulate input in different ways in order to draw learners‟ attention to the target linguistic form. For IE the objective is to make input salient to make it more likely to become processed (Sharwood Smith, 1991; 1993). For PI the aim is to force learners to process the target form in order to decode the meaning of the sentence (VanPatten, 1996; 2004). Studies in PI and IE have shown positive effects for instruction, with explicit and more obtrusive types of PI and IE instruction being more effective than less explicit and less obtrusive (Norris and Ortega, 2000; Doughty, 2003; Lee and Huang, 2008). Despite promising results, the validity of PI and IE studies has been questioned because of small sample sizes and short time lapses before the administration of the delayed post-test (Norris and Ortega, 2000; Doughty, 2003; Lee and Huang, 2008). In addition, the theoretical underpinnings of PI (and to some extent IE studies [see Sharwood Smith and Trenkic, 2001] have been criticised for being vague and adopting outdated psycholinguistic theories (Carroll, 2004; DeKeyser et al. 2002; Collentine, 2004). The present study examines the L2 acquisition of German V2 and case marking and investigates if and to what extent PI, IE, the combination of the two compared to no targeted instruction are effective in the acquisition of the target form in the short and long term. A hundred and thirty one secondary school English learners of German were randomly assigned to four groups, namely: +IE –PI, -IE+PI, +IE +PI, -IE –PI and received a two day instruction. An online pre-test, immediate post-test and delayed post-test including error correction, comprehension, production and interpretation tasks were administered. The +IE+PI group performed significantly better than the other groups in both immediate and delayed post-tests, according to the following hierarchy: +IE+PI>PI>IE>C. The results are discussed in the light of the theories traditionally thought to underpin PI and IE, and Modular Online Growth and Use of Language (MOGUL) is used to provide a more sophisticated and coherent interpretation of the results obtained (Sharwood Smith and Truscott, 2004, 2005; Truscott and Sharwood Smith, 2004; Sharwood Smith and Truscott, in prep.). The present study‟s findings provide support that combining PI and IE is more effective as a teaching intervention than the sole application of the two and/or no instruction. PI can successfully alter learners‟ strategies when processing German OVS sentences by forcing them to pay attention to word order and case marking. IE is successful in drawing learners‟ attention to the target linguistic form, although gains are short lived. However, it remains to be seen whether the benefits of the combined method, which are maintained to some extent in the delayed post-test, are still present in the longer term.
2
Yoo, Heejong. "Low-Power Audio Input Enhancement for Portable Devices." Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/6821.
Full textAbstract:
With the development of VLSI and wireless communication
technology, portable devices such as personal digital assistants
(PDAs), pocket PCs, and mobile phones have gained a lot of
popularity. Many such devices incorporate a speech recognition
engine, enabling users to interact with the devices using
voice-driven commands and text-to-speech synthesis.
The power consumption of DSP microprocessors has been
consistently decreasing by half about every 18 months, following
Gene's law. The capacity of signal processing, however, is still
significantly constrained by the limited power budget of these
portable devices. In addition, analog-to-digital (A/D) converters
can also limit the signal processing of portable devices. Many
systems require very high-resolution and high-performance A/D
converters, which often consume a large fraction of the limited
power budget of portable devices.
The proposed research develops a low-power audio signal
enhancement system that combines programmable analog signal
processing and traditional digital signal processing. By
utilizing analog signal processing based on floating-gate
transistor technology, the power consumption of the overall
system as well as the complexity of the A/D converters can be
reduced significantly. The system can be used as a front end of
portable devices in which enhancement of audio signal quality
plays a critical role in automatic speech recognition systems on
portable devices. The proposed system performs background audio
noise suppression in a continuous-time domain using analog
computing elements and acoustic echo cancellation in a
discrete-time domain using an FPGA.
3
Larsen, Lars Jacob Ege. "The Acquisition of Inflectional Verb Morphology Through Input Enhancement." Ohio University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1040070794.
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Dufresne-Martini, Thérèse. "The viability of input enhancement in second language teaching, an exploratory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36687.pdf.
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White, Joanna. "An input enhancement study with ESL children, effects on the acquisition of possessive determiners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ44663.pdf.
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White, Joanna. "An input enhancement study with ESL children : effects of the acquisition of possessive determiners." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35428.
Full textAbstract:
In this classroom-based study, the effects of input enhancement on the acquisition of a linguistic feature known to be problematic to francophone children learning English. were investigated. The research questions were: (1) Can L2 learners benefit from typographically enhanced input in their acquisition of third person singular possessive determiners? (2) Is typographically enhanced input more effective than unenhanced input? (3) Is typographically enhanced input more effective when combined with a book flood?To investigate these questions, three treatment conditions were implemented with Grade 6 ESL learners. Groups E and E+ received a typographically enhanced input flood. This did not include explicit reference to the learners' L1 nor was a pedagogical rule presented at any time. In addition to the typographically enhanced input, Group E+ was exposed to extensive reading and listening activities. To ensure that all groups in the study were exposed to written input containing the target features, Group U read unenhanced versions of the texts read by the other two groups. A pretest, immediate and delayed posttest design was used in this quasi-experimental study.
Results indicated that all three instructional treatments improved the learners' acquisition of the target forms and that those in Group E+ received the greatest apparent benefits. At the immediate posttest, learners in Group E+ outperformed those in the other two groups on written tasks designed to measure their ability to recognize correct instances of the target forms. Learners in Group E+ also outperformed the others on an oral production task. On the delayed posttest five weeks later, however, Groups E and U had caught up with Group E+, and most of the between-group differences had disappeared.
The finding that all learners had significantly increased in their accuracy and development of possessive determiners immediately following instruction suggests that the target forms were equally salient to the learners in the three groups. That all learners continued to improve but did not reach advanced developmental stages, however, suggests that the salience of these features in the input may not have been sufficiently explicit. The results are discussed in terms of the potential need for more explicit instruction in the acquisition of third person singular possessive determiners. This may be particularly important because of substantial differences in the way in which gender is marked in English and French.
7
Russell, Victoria. "The effects of processing instruction, structured input, and visual input enhancement on the acquisition of the subjunctive in adjectival clauses by intermediate-level distance learners of Spanish." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003189.
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Sorensen, Khalid Lief. "Operational Performance Enhancement of Human Operated Flexible Systems." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24773.
Full textAbstract:
Recent decades have been witness to explosive leaps in manufacturing productivity. Advances in communication technology, computing speed, control theory, and sensing technology have been significant contributors toward the increased productivity and efficiency that industry has exhibited. The continued growth of technological equipment and engineering knowledge challenges engineers to fully utilize these advancements in more sophisticated and useful automation systems.
One such application involves enhancing bridge and gantry crane operation. These systems are used throughout the globe, and are critical aspects of industrial productivity. Consequently, improving the operational effectiveness of cranes can be extremely valuable.
Effective control of cranes can be largely attributed to two distinct, but related aspects crane manipulation: 1) the expertise of operators, which are responsible for issuing commands to the structures, and 2) the dynamic properties of cranes, which influence how the structures respond to issued commands. Accordingly, the operational efficiency of cranes can be influenced by changing both the way that operators issue commands to cranes, and also how the crane responds to issued commands.
This thesis is concerned with dynamic control theory of flexible machines, and human/machine interaction, especially as these areas relate to industrial crane control. In the area of dynamic control, this thesis investigates control strategies that are specifically suited for use on systems that possess common actuator nonlinearities, like saturation, rate limiting, dead-zone, backlash, and finite-state actuation. In the area of human/machine interaction, this thesis investigates the effects of different crane interface devices on the operational efficiency of cranes.
9
Kim, Youngkyu. "Effects of input elaboration and enhancement on second language vocabulary acquisition through reading by Korean learners of English." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=764745621&SrchMode=1&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233283020&clientId=23440.
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Kleinman, Eva. "The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79783.
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This study evaluated the effects of input enhancement techniques and metalinguistic/collaborative awareness on the acquisition of the plural -s morpheme. Additionally, the durability of these interventions on the target linguistic feature was examined. The two treatment groups and the comparison group consisted of 101 grade 5 students enrolled in a French-language school board in the Montreal area. A pretest-posttest design was used to assess participants before and after the treatments. A series of 8 oral and written treatment activities focusing on plural -s were specifically created for the study, which lasted 4 weeks. The findings demonstrate that both groups showed durable, definite intervention effects for written production. The metalinguistic/collaborative group significantly outperformed the input enhancement group in oral production, indicating that input enhancement in conjunction with metalinguistic awareness is effective. Nonetheless, the learning effect for oral production was found to be robust for both groups, 5 months after the end of the treatment period, as well as for a small subsample selected from each group 10 months later.
11
Lee, M. "Exploring the learning potential of multimodal input-based tasks : the effects of captioning, textual enhancement and working memory on grammatical development." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10049981/.
Full textAbstract:
In the field of second language acquisition (SLA), there is a general consensus that attention is necessary for second language (L2) development. Therefore, SLA researchers have shown considerable interest in exploring ways to draw learners' attention to L2 constructions. Of various attention-getting techniques, textual enhancement has attracted much interest from researchers, given its presumed capacity to direct attention to the target linguistic constructions implicitly during meaning-based written comprehension activities. So far, however, few studies have examined the pedagogical potential of textual enhancement when it is included in captions, that is, in the context of multimodal activities combining aural, textual and visual input. This study aims to fill this gap by assessing the potential of typographically enhanced captions to draw learners’ attention to L2 constructions and assist in L2 grammatical development. The study also explored whether these relationships were influenced by individual differences in the phonological short-term memory, visuospatial short-term memory and executive control functions of working memory. The present thesis reports on two empirical studies. Study 1 examined the extent to which increased salience of target linguistic constructions achieved through textual enhancement affected learners’ allocation of attention and development in the use of L2 grammatical knowledge. Study 2 additionally investigated whether individual differences in working memory had mediated the effects of textual enhancement in captions on the allocation of attentional resources and development in L2 grammatical knowledge. In both studies, the participants were Korean learners of English. Attention allocation was measured by eye-tracking methodology and multiple measures were employed to assess L2 development and the functions of working memory. Overall, the results indicated that textual enhancement succeeded in directing learners’ attention to target linguistic constructions and promoting learning gains. However, only marginal effects were observed for working memory in the allocation of attentional resources and developing L2 grammatical knowledge.
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PALEARI, VALENTINA. "LA INVESTIGACIÓN COMO ACTIVIDAD DIDÁCTICA EN LA CLASE DE ESPAÑOL COMO LENGUA EXTRANJERA: INSTRUMENTOS PARA EL DESARROLLO DE UNA COMPETENCIA PRAGMALINGÜÍSTICA CONTRASTIVA INTERCULTURAL EN ESTUDIANTES DE L2." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/675707.
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The present study aims, through an experimentation, to verify the effectiveness of didactic methods and approaches useful for students to initiate dynamics of development of a pragmatic competence in the field of the FL teaching-learning process.
For this purpose, we want to observe if a didactic reflection activity integrating both aspects belonging to the pragmalinguistic sphere and to the sociopragmatic sphere, can give rise to a potential awareness and consciousness about verbal behaviors as well as conversational norms and modes observed from the type of contact, that the activity offers students, with the target speech community. Dealing with the encounter of two sociocultural systems, which is what the learning of a foreign language in practical terms is, this type of didactic action becomes imperative, due to the fact that the interpretation of the experiences and situations everyone faces in the world, pass through a primary and automatic filter which determines a cultural-oriented conception of every linguistic and contextual aspect.
Regarding the present study, the interpretative differences between the Spanish and the Italian systems, in terms of perception of what is considered as polite/impolite, adequate/inadequate during communicative act, are the main research lines examined with a contrastive approach. The aim is to evaluate to what extent such cultural-oriented conceptions and perspectivizations, resulting from norms which are shared among the members of the same speech community, can affect, and at the same time explain, pragmatic phenomena and socially accepted verbal behavior which characterizes a certain speech act.
Testing this hypothesis, on the basis of the analysis of perceptive data related to politeness strategies and related to the concept of verbal behavior adequacy towards a specific situational context, is of particular interest between the Italian and Spanish systems, given a perceived affinity between them, which can lead to misunderstandings and pragmatic “incidents” (Calvi 2004; Guil Povedano 2007; Bailini 2016). This work aims to observe the affinity gradient between the Spanish and the Italian system taking as reference parameters provided by the model proposed by Haverkate (1996; 2003), which relativizes politeness strategies on the basis of two different cultural macro-areas of the world, and by the model proposed by Bravo (1999; 2005), which determines parameters for a reading of in-group interactional modes.
If pragmatic issues are a direct consequence of a sociopragmatic perspectivization, it becomes essential to find a didactic approach which can be effective in transmitting the “linguistic form/structure - functional pragmalinguistic value” relation. At the same time, the didactic approach should provide a first contact with the target speech community, which can offer a system of reference of those natural and inborn correspondences between pragmalinguistic resources and sociopragmatic values. Getting closer to the FL-Culture system requires the ability to read the norms of the target speech community and of the contextual situation from an emic perspective (Duranti 1997). The teaching action must set both the transmission of pramalinguistic and sociopragmatic information related to the FL sociocultural system as a goal, to make the student aware of the use of form and structures which result adequate according to the target speech community standards.
To reach this goal, the present study seeks to test an input processing mode base on an inductive implicit system, which employs input enhancement techniques as support and guideline for the input processing. As an additional goal, the method aims to reduce negative pragmatic interferences. The audiovisual material completes the prospect, being the source of the sociopragmatic information. We think that working with a sort of “hybrid” material, half-way between an FL linguistic activity and a survey about sociocultural issues, carried out autonomously by student-informers, can lead also to reflections about the potential connection between research and didactic application in the FL teaching-learning field.
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WORKIE, DAGNACHEW WALELIGN. "PHARMACOKINETIC MODELING OF DYNAMIC MR IMAGING IN THE KNEE OF CHILDREN WITH JUVENILE RHEUMATOID ARTHRITIS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115403758.
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Zamuner, Tania S. "Input-based phonological acquisition /." New York [u.a.] : Routledge, 2003. http://www.loc.gov/catdir/enhancements/fy0647/2003046798-d.html.
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Sauer, Bianca Maria. "The effects of different types of textual input enhancements on incidental and intentional vocabulary learning from reading." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/the-effects-of-different-types-of-textual-input-enhancements-on-incidental-and-intentional-vocabulary-learning-from-reading(b87876da-96e2-4bd1-a7dc-4ca4e74068f1).html.
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This study investigates the effects of three kinds of textual input enhancements (TIEs) - bold-printing, L2 glossing, and a combination of the two - on tasks aimed at facilitating incidental and intentional vocabulary learning from reading. It explores which other task-related and learner-internal factors influence vocabulary acquisition. Previous research on vocabulary learning from reading found positive effects for the provision of enhancements. However, findings are inconclusive regarding which types of enhancements are most effective for which type of vocabulary knowledge, and there has been little research investigating the effects of ‘obtrusiveness’, i.e. the interruption of the reading flow through consulting glosses. Likewise, few studies have considered how learners interact with TIEs. 269 Danish secondary school L2 learners of English participated in three reading/testing sessions. They read either unmodified texts (control group) or texts in which target words were highlighted in the three enhancement forms. Immediate active and passive recognition and passive recall of target word meaning were assessed in a vocabulary post-test. Volunteers participated in retrospective interviews. To compare the effects of incidental and intentional word learning, for the analysis the data were split into those collected after the first session, where no focus on vocabulary learning was assumed, and subsequent reading/testing sessions, where learners increasingly focussed on vocabulary learning. Correlation computations confirmed the assumed relationship between TIE-use and vocabulary acquisition. The results concerning the impact of the different TIE types varied from session to session, but showed that enhancement use of any type had the greatest impact on establishing a form-meaning link measured in a receptive meaning recall test. Regression calculations revealed that variables such as testing session or text type significantly predicted the outcomes of the vocabulary post-test. Even though many interviewees perceived ‘obtrusiveness’ as problematic, the enhancement types involving glosses led to significantly higher vocabulary post-test scores than bold-printing only. The interviews suggest that especially the enhancement type which combined bold-printing and glossing encouraged learners to focus on the target words in ways that initiate deep processing. Bold-printing of target words, however, often procured results that were similar to those from reading unenhanced texts. Several interviewees found working with such typographic enhancements ‘confusing’. The interviewees described behaviour specific to the different TIE types. Their general TIE approach seemed habit-driven, economical, and related to the cognitive involvement load factor ‘need’. The statistical analysis and the interviews showed that repeated testing had an effect on how learners approached the tasks. These findings shed light on the complexity of the relationship between incidental and intentional word learning and on how research procedures can influence outcomes. The outcomes confirm the usefulness of enhancements for vocabulary learning. However, they also show that great care has to be taken when providing TIEs for any language learning purpose, as learner behaviour related to their application is far more complex, and therefore deserves more consideration, than is currently given.
16
"Model-based speech separation and enhancement with single-microphone input." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074554.
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Experiments were carried out for continuous real speech mixed with either competitive speech source or broadband noise. Results show that separation outputs bear similar spectral trajectories as the ideal source signals. For speech mixtures, the proposed algorithm is evaluated in two ways: segmental signal-to-interference ratio (segSIR) and Itakura-Saito distortion ( dIS). It is found that (1) interference signal power is reduced in term of segSIR improvement, even under harsh condition of similar target speech and interference powers; and (2) dIS between the estimated source and the clean speech source is significantly smaller than before processing. These assert the capability of the proposed algorithm to extract individual sources from a mixture signal by reducing the interference signal and generating appropriate spectral trajectory for individual source estimates.Our approach is based on the findings of psychoacoustics. To separate individual sound sources in a mixture signal, human exploits perceptual cues like harmonicity, continuity, context information and prior knowledge of familiar auditory patterns. Furthermore, the application of prior knowledge of speech for top-down separation (called schema-based grouping) is found to be powerful, yet unexplored. In this thesis, a bi-directional, model-based speech separation and enhancement algorithm is proposed by utilizing speech schemas, in particular. As model patterns are employed to generate subsequent spectral envelopes in an utterance, output speech is expected to be natural and intelligible.
The proposed separation algorithm regenerates a target speech source by working out the corresponding spectral envelope and harmonic structure. In the first stage, an optimal sequence of Wiener filtering is determined for subsequent interference removal. Specifically, acoustic models of speech schemas represented by possible line spectrum pair (LSP) patterns, are manipulated to match the input mixture and the given transcription if available, in a top-down manner. Specific LSP patterns are retrieved to constitute a spectral evolution that synchronizes with the target speech source. With this evolution, the mixture spectrum is then filtered to approximate the target source in an appropriate signal level. In the second stage, irrelevant harmonic structure from interfering sources is eliminated by comb filtering. These filters are designed according to the results of pitch tracking.
This thesis focuses on speech source separation problem in a single-microphone scenario. Possible applications of speech separation include recognition, auditory prostheses and surveillance systems. Sound signals typically reach our ears as a mixture of desired signals, other competing sounds and background noise. Example scenarios are talking with someone in crowd with other people speaking or listening to an orchestra with a number of instruments playing concurrently. These sounds are often overlapped in time and frequency. While human attends to individual sources remarkably well under these adverse conditions even with a single ear, the performance of most speech processing system is easily degraded. Therefore, modeling how human auditory system performs is one viable way to extract target speech sources from the mixture before any vulnerable processes.
Lee, Siu Wa.
"April 2008."
Adviser: Chung Ching.
Source: Dissertation Abstracts International, Volume: 70-03, Section: B, page: 1846.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 233-252).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
School code: 1307.
17
Lin, Jian-Syu, and 林建旭. "An Integrated Wide-Band Bioimpedance Spectroscopy with Input Enhancement Technique." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3wvp9y.
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碩士國立交通大學
電機工程學系
107
The thesis proposes an integrated wide-band bioimpedance spectroscopy with input enhancement technique.It can be applied to analyze the spectroscopy, measure the magnitude and phase,It is applicable to a portable device with 1.5V battery power supply. With built in sinwave generator and reference voltage circuit.The operating frequency range is from 1kHz to 10MHz. Based on safty considerations,the injected current is limited to 50uA.The sinwave generator is a 32x oversampling signal. the SFDR is about 30dB. The method of RMS measurementis converting voltage to time, then time to digital. The phase measurement method is converting time to digital. The chip is composed of a source generator,a programmable gain amplifier,a RMS measurement circuit and a phase measurement circuit.This integrated circuit is realized by UMC CMOS 0.18um process with an area of 1.131x0.932 mm2. It achieves a magnitude error below 1% and phase error of 1.8o
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Lai, Yung-Cheng, and 賴勇成. "Speech Enhancement Using a Cumulant Based Inverse Filter and Input-Output Cross Moments." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/61728338112522898367.
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Lo, Miao, and 羅淼. "The Effect of Visual Input Enhancement on the Acquisition of Chinese Structural Particles." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65677048479752921973.
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碩士國立暨南國際大學
華語文教學碩士學位學程
103
The current study employed a pretest-posttest-delayed posttest design to investigate the effect of visual input enhancement on the learning of two Chinese homophonous structural particles 的 and 得. The study involved 59 participants (19 male, 40 female; aged between 17 and 47) who were learning Chinese as a second language. The students were divided into three groups—an enhanced input group (N= 21), an unenhanced input group (N = 21), and a comparison group (N = 17). Ten target-feature-embedded written texts were created and used for 10 treatment sessions spread through 10 days. The enhanced and unenhanced input groups received the same texts, with one exception. The target features of the texts given to the enhanced input group were supplemented via the combined use of enlarging, boldfacing, circling and underlining. The comparison group did not receive treatment. Two tests were used as the pretest, posttest, and delayed posttest to assess the learners’ knowledge of the target features. A mixed-design repeated-measure ANOVA was performed to explore the effects of the treatment. Results showed that both enhanced and unenhanced input facilitated learning of the target features. However, the enhanced group outperformed the unenhanced group. In terms of the effects of input treatment on the learning of the two homophonous Chinese structural particles, enhanced input facilitated learning of 得, but not 的. Unenhanced input did not have a differential impact on the learning of the two target features.
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Huang, Chientzu, and 黃千慈. "The Effects of Input Enhancement on Taiwanese EFL Students’ Learning of Past Progressive." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/29664419606716050217.
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碩士國立中正大學
英語教學研究所
101
The study investigated the effects of input enhancement in the focus-on-form instruction on Taiwanese EFL learners’ written and oral ability of using past progressive. The participants in the study were 64 eighth grade Taiwanese students in two classes randomly chosen as the non-enhanced group and the enhanced group. The non-enhanced group was taught with the focus-on-meaning instruction and the enhanced group received the focus-on-form instruction. Many activities such as information gap were held in three sessions (135 minutes) to create communicative context for all the participants, but only the enhanced group received the input enhancement. The data collection included a pretest and a posttest which were employed to compare the performances between the two groups before and after the instructional sessions. The results revealed that both the non-enhanced and enhanced groups had better performances on the use of past progressive in both written and oral productions in the posttest than they did in the pretest. As for answering the research questions, input enhancement was not proven to be more effective in enhancing grammar acquisition than the focus-on-meaning instruction. Nevertheless, the results of the study seemed to support that the focus-on-form instruction had a better impact on EFL learners’ written and oral ability than the focus-on-meaning instruction as shown especially in the improvements of the participants who received zero scores in the pretest and improved in the posttest. In conclusion, it is suggested that the focus-on-form instruction which slightly draws learners’ attention to form without sacrificing communicative opportunities can be a more effective teaching method for grammar acquisition in comparison with the focus-on-meaning instruction. Moreover, the study confirmed the effectiveness of the focus-on-form instruction and the focus-on-meaning instruction on grammar acquisition. Both teachers and students can benefit greatly as long as English teachers are willing to implement the two teaching methods. Key words: Input Enhancement; Focus on Form; EFL; Past Progressive Tense
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Yang, Hsiu-chun, and 楊琇淳. "Teaching English Object Pronouns: A Comparison of Input Flood, Textual Enhancement, and Rule Explanation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ccda75.
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碩士國立彰化師範大學
兒童英語研究所
102
Grammar instruction has played an important role in the field of second language acquisition. Studies exploring the effects of input enhancement techniques have been inconclusive. The present study investigated the effects of two types of input enhancement, that is, textual enhancement (TE), and input flood (IF), in comparison with that of rule explanation (RE) instruction on Taiwanese elementary school students’ learning of English object pronouns. The participants were 77 fifth graders from three classes in an elementary school in central Taiwan, randomly assigned to the TE, IF, and RE groups. Each group received its respective instruction for five 40-minute class periods. A test assessing students’ interpretative knowledge and productive abilities of the target structure was administered as the pretest and posttest. To analyze the learning effects, a paired-samples t-test was used to compare the differences between the pretest and posttest scores of each group. The results indicated that the TE and RE groups performed significantly better on the posttests than the pretests, but the IF group failed to progress. A one-way ANOVA test was used to investigate the relative effects of the three instructional interventions. The results revealed that both TE and RE instruction were better than IF instruction. The findings suggest that, like RE, TE benefit elementary school students learning this target structure, and can thus be used in Taiwan EFL classrooms as an alternative to teaching grammar.
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Wu, Wen-Shuenn, and 吳文舜. "The influence of web-based corrective feedback as grammatical input enhancement on EFL writing." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20546181949879706527.
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博士淡江大學
英文學系博士班
100
The main purpose of this 18-week study is to explore (1) whether web-based teacher corrective feedback (CF) has short-term effects on L2 writing (i.e., improved accuracy in their revisions of the same text); (2) whether web-based teacher CF has long-term effects on L2 writing (i.e., significant improvements in syntactical and lexical accuracy in 18 weeks when students write new pieces of writing); (3) whether web-based, focused, metalinguistic CF is more effective when targeting certain types of errors than others (i.e., are some errors more ''treatable'' than others); and (4) whether concordance feedback can be an effective self-editing tool to help low-intermediate EFL learners revise certain types of errors such as collocations and sentence patterns. Sixteen university sophomores of Chung Hua University, all of whom had low-intermediate English proficiency, submitted 4 take-home writing assignments in three-week cycles, with a first draft in week 1, teacher''s CF in week 2, and students'' revision in week 3. Five most frequent error types (i.e., the targeted errors) were identified based on a pilot study. Altogether 128 essays (i.e., four drafts and four revisions of these 16 students) and 540 targeted errors were included in statistical analysis. In addition, a pre-test-post-test design was adopted to investigate the effect of intervention (CF and student revision) on writing accuracy. This was done by comparing data from an in-class diagnostic essay (i.e., essay pretest) and error correction practice (i.e., grammar pretest) given in the beginning of the semester to that from the semester-end essay revision and grammar posttest to see whether students could correct more targeted errors after they had been exposed to web-based teacher CF for one semester. At the same time they are also requested to revise the original essay pretest with teacher''s written CF, which was then treated as an essay posttest, to investigate whether they could revise the targeted errors more effectively after they had focused on five major targeted errors for one semester. Teacher CF mainly included the following three sources: (1) grammar web pages designed by the researcher that offered grammatical explanation and sentence examples of the targeted errors; (2) online ESL learner''s dictionary entries; and (3) teacher-recommended corpus search. This empirical evidence showed that (1) teacher CF had beneficial short-term effects on the immediate revisions of participants'' writing drafts, especially when their prior grammar knowledge about these five error types was considered; (2) written CF had mixed impact on students'' new pieces of writing and the acquisition of certain grammar structures when four indicators (i.e., error rates; successfully corrected ratios; grammar pretest vs. grammar posttest; and essay pretest vs. essay posttest) were concerned; (3) out of the five targeted error types, DNA (i.e., determiners, nouns, and articles), pronoun, and verb errors were more ''treatable'' than other errors; and (4) concordance feedback was fairly effective in helping low-intermediate EFL learners revise collocations and sentence patterns, especially when they were given teacher pre-edited URL links displayed in a noticeable KWIC (key word in context) format.
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Ying-Yen, Lai, and 賴瀅灧. "The Effect of Input Enhancement on Learning Mandarin Chinese: Using “Cai” and “Jiu” as Examples." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/7wferk.
Full textAbstract:
碩士國立暨南國際大學
華語文教學研究所
102
Function words bother most of the Mandarin instructors and Mandarin learners. Although these two function words, “Cai” and “Jiu” , have high frequency of usage, they are not easily learned. One of the main reasons is that the syntax and semantic meanings of “Cai” and “Jiu” are complicated; moreover, the usages of “Cai” and “Jiu”, in some occasions, imply speakers’ personal subjective interpretations, more than the grammatical correctness or wrongness, which might usually confuse the learners. Through the questionnaire results and by interviewing the instructor explored that input enhancement would help the learner know better about the target feature of “Cai” and “Jiu”; the instructor consider input enhancement is also one practical way of grammar instructions. Based on study results, some suggestions are given to those who would like to practice input enhancement to Mandarin grammar instruction in the future.
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Chang, Chun-Han, and 張淳涵. "The Effects of Using Visual Input Enhancement to Learn English Grammar in the EFL Classroom." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/42123049492088854684.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
104
This study aimed to investigate the effects of the treatment with visual input enhancement (hereafter, VIE) and the treatment without VIE on English as a foreign language (hereafter, EFL) elementary students’ learning of the English regular simple past tense. It also explored the target students’ perceptions of using VIE on grammar learning. This study was guided by four research questions. First, did the treatment with VIE help the experimental group learn English regular simple past tense? Second, did the treatment without VIE help the control group learn English regular simple past tense? Third, which was better for the elementary students to learn English regular simple past tense, the treatment with VIE or the treatment without VIE? Fourth, how did students in the experimental group perceive the use of VIE on grammar learning? Ninety-five EFL 5th graders from four intact classes in an elementary school in Taipei City participated in this study. Four classes were divided into two homogeneous groups, 46 participants in the experimental group and 49 participants in the control group. In six 10-minute experimental sessions, the experimental group read three reading materials with VIE on the target form, while the control group read three reading materials without VIE on the target form. The multiple-choice recognition pretest was administered one day before the experimental instruction and the multiple-choice recognition posttest was administered one week after the experimental instruction. After the posttest, a questionnaire about using VIE on grammar learning was distributed to the experimental group. Paired-samples t-tests were used to see whether students in each of the two groups significantly improved their grammar learning. An independent-samples t-test was used to see whether the experimental group significantly outperformed the control group. Besides, the descriptive statistics was used to understand participants’ perceptions of using VIE on grammar learning. The paired-samples t-tests yielded no significant differences between the pretests and the posttests. Thus, neither of the two treatments significantly improved the students’ grammar learning. Moreover, the independent-samples t-test yielded no significant differences between the posttests of the two groups, so the two treatments had similar effects on grammar learning. However, participants in the experimental group showed very positive attitudes toward using VIE on grammar learning. Based on the results and findings from this study, suggestions were made for teaching and future research.
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Ho, Tsui-lun, and 何翠倫. "Effects of Input Enhancement on Taiwanese Junior High School Students Learning the English Relative Clause Construction." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/71915460974714005037.
Full textAbstract:
碩士國立彰化師範大學
英語學系
100
Research on the effects of input enhancement techniques has been inconclusive in second language grammar learning over the past two decades. This study investigated the relative effects of textual enhancement, input flood, and traditional instruction on Taiwanese junior high school students’ noticing and learning of English relative clause construction. The participants included 92 students from three intact second-year classes in a junior high school in central Taiwan. The three classes were randomly assigned to the textual enhancement (TE) group, the input flood (IF) group, and the traditional instruction (TI) group. Each group received their respective instruction for six 45-minute class periods in six days. At the beginning of the first class and the sixth class, the noticing data were collected via written recall by asking the students to rewrite the reading texts they just read. Moreover, before and after the treatment, a Grammar Test was administered to the students as a pretest and a posttest to measure their receptive and productive abilities of the relative clause construction. The noticing results show that TE drew more of the students’ attention to the relative clauses, compared with IF and TI. For the learning results, paired-samples t-tests show that both the TE and the TI groups made significant progress after the experiment, but the instruction failed to affect the IF group. In addition, the results of one-way ANOVA revealed significant differences between the TI and IF groups. Thus, these findings suggest that TE effectively helped the learners notice the target construction in meaning-based settings. In addition, both TE and TI facilitated the students’ learning of English relative clause construction, with TI better than TE in the short-term impact. This study could hopefully provide junior high school EFL teachers with an alternative to grammar teaching in meaning-focused contexts via textual enhancement.
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Hsu, Yen-ni Irene, and 許燕妮. "The Effects of Input Flood, Textual Enhancement, and Traditional Grammar Instruction on the Learning of English Conditionals." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/46198425669987753768.
Full textAbstract:
碩士國立彰化師範大學
兒童英語研究所
102
This quasi-experimental study probed into the effects on students’ noticing of the English conditionals and the effects of input flood (IF), textual enhancement (TE) on their learning of these target structures, compared to those of the traditional grammar instruction (TI). The participants were 86 eighth-graders from three classes in a junior high school in central Taiwan. They were randomly assigned to the IF, TE, and TI groups. All of them received respective instruction on English Type I and Type II conditional constructions for six 45-minute periods. To measure the participants' noticing on each target structure, both of the input-based groups, IF and TE, were asked to do story written recall. The results show that the TE group noticed more target structures than the IF group. Moreover, to measure the learning effects of the learning on the target structures, the participants took the paper-and-pencil tests as the pretest before and the posttest after the treatment. The results show that the TI group made significant improvement on the learning of the target structures in both comprehension and production sessions (except Type I in comprehension).However, both IF and TE groups did not make any significant differences. Hence, it is concluded that explicit grammar instruction better facilitates the learning of English Type I and Type II conditional constructions than IF and TE on the eighth graders in Taiwan.
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"An automated Chinese text processing system (ACCESS): user-friendly interface and feature enhancement." Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5888227.
Full textAbstract:
Suen Tow Sunny.Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 65-67).
Introduction --- p.1
Chapter 1. --- ACCESS with an Extendible User-friendly X/Chinese Interface --- p.4
Chapter 1.1. --- System requirement --- p.4
Chapter 1.1.1. --- User interface issue --- p.4
Chapter 1.1.2. --- Development issue --- p.5
Chapter 1.2. --- Development decision --- p.6
Chapter 1.2.1. --- X window system --- p.6
Chapter 1.2.2. --- X/Chinese toolkit --- p.7
Chapter 1.2.3. --- C language --- p.8
Chapter 1.2.4. --- Source code control system --- p.8
Chapter 1.3. --- System architecture --- p.9
Chapter 1.4. --- User interface --- p.10
Chapter 1.5. --- Sample screen --- p.13
Chapter 1.6. --- System extension --- p.14
Chapter 1.7. --- System portability --- p.18
Chapter 2. --- Study on Algorithms for Automatically Correcting Characters in Chinese Cangjie-typed Text --- p.19
Chapter 2.1. --- Chinese character input --- p.19
Chapter 2.1.1. --- Chinese keyboards --- p.20
Chapter 2.1.2. --- Keyboard redefinition scheme --- p.21
Chapter 2.2. --- Cangjie input method --- p.24
Chapter 2.3. --- Review on existing techniques for automatically correcting words in English text --- p.26
Chapter 2.3.1. --- Nonword error detection --- p.27
Chapter 2.3.2. --- Isolated-word error correction --- p.28
Chapter 2.3.2.1. --- Spelling error patterns --- p.29
Chapter 2.3.2.2. --- Correction techniques --- p.31
Chapter 2.3.3. --- Context-dependent word correction research --- p.32
Chapter 2.3.3.1. --- Natural language processing approach --- p.33
Chapter 2.3.3.2. --- Statistical language model --- p.35
Chapter 2.4. --- Research on error rates and patterns in Cangjie input method --- p.37
Chapter 2.5. --- Similarities and differences between Chinese and English typed text --- p.41
Chapter 2.5.1. --- Similarities --- p.41
Chapter 2.5.2. --- Differences --- p.42
Chapter 2.6. --- Proposed algorithm for automatic Chinese text correction --- p.44
Chapter 2.6.1. --- Sentence level --- p.44
Chapter 2.6.2. --- Part-of-speech level --- p.45
Chapter 2.6.3. --- Character level --- p.47
Conclusion --- p.50
Appendix A Cangjie Radix Table --- p.51
Appendix B Sample Text --- p.52
Article 1 --- p.52
Article 2 --- p.53
Article 3 --- p.56
Article 4 --- p.58
Appendix C Error Statistics --- p.61
References --- p.65
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Pacheco, Jennifer. "A comparison of textual input enhancement and explicit rule presentation in secondary one English as a second language classes." Thesis, 2004. http://spectrum.library.concordia.ca/7980/1/MQ91101.pdf.
Full textAbstract:
This quasi-experimental classroom-based study compared the effectiveness of explicit rule-based teaching and textual input enhancement on a linguistic feature known to be problematic for francophone learners of English as a second language (i.e. third person singular possessive determiners his / her ). Over a four-week period, 4 experimental classes of secondary one francophone learners of English were exposed to form-focused instruction in one of the following conditions. The enhancement group (E) students were exposed to texts in which the target features of the study were typographically enhanced. The participants in the rule (R) group were given an explicit explanation of the rule and exposed to the same materials without typographical enhancement. Students in the rule+enhancement (R+) condition were exposed to both of the above-mentioned conditions (i.e. explicit rule explanation and typographical enhancement of the target feature). Finally, the control (C) group was simply exposed to the materials without rule explanation or typographical enhancement. A pretest, immediate, delayed and a long-term delayed posttest design was used for the purpose of this study. Three tasks were employed: a cloze task, a grammaticality judgment task, and a picture elicitation task. The tendency on all tests and all testing occasions showed that R+ > R > E > C. Showing that the combination of rule presentation coupled with textual input enhancement was most beneficial.
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Tang, Tzu-chun, and 湯子君. "Design of Antennas in Glass Integrated Passive Device and Isolation Enhancement Technique for Multiple-Input Multiple-Output Antenna Systems." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/48560763768816277081.
Full textAbstract:
博士國立中山大學
電機工程學系研究所
102
An antenna miniaturization technique that can substantially miniaturize an antenna to allow its incorporation into a compact package for WLAN (2.4–2.484 GHz) applications is proposed. For this purpose, the semiconductor-based glass integrated passive device (GIPD) manufacturing technology is adopted. To facilitate the design, an equivalent circuit approach is applied to the loop-based antenna in which the structure is conveniently integrated with the ground trace in the semiconductor fabrication process to improve both miniaturization and radiation efficiency. Under these conditions, the resonant length of the loop antenna is not necessarily one-wavelength so the antenna can be made electrically small. This approach was extended to construct a multiple-input-multiple-output (MIMO) antenna in a small IPD. The gap between the driven strip and the loop structure functions as an internal tuning circuit, thus contributing to antenna miniaturization. Moreover, the multiple antenna elements are arranged to construct a MIMO system. Furthermore, a good isolation (S21 &;lt; −15 dB) is achieved using a space of only 0.3 mm (0.005 λ) spacing between two antennas. In addition, isolation enhancement between two closely spaced antennas was achieved based on the reaction theorem. A MIMO antenna consists of radiation elements and a ground plane that were located on the top and bottom side of the substrate, respectively. In order to generate an equivalent magnetic current source, a slot was set on the ground nearby the transmission line. Then, the electric fields cross the slot so that it generates an equivalent magnetic current source to diminish the effect caused by the coupling electric current source, resulting in a lower magnitude of the S21. Single, dual and wideband antenna applications were demonstrated.
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Chen, Shu-Chin, and 陳書勤. "Textual Enhancement, Input Flood, and Traditional Instruction on Students’ Learning and Noticing: A Study on the English Adverbial Participle Clause Construction." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/32481049029140682371.
Full textAbstract:
碩士國立彰化師範大學
英語學系
104
This quasi-experimental study aimed to investigate the effects of textual enhancement (TE), input flood (IF), and traditional instruction (TI) on Taiwanese vocational high school students’ learning and noticing of the English adverbial participle clause construction. One hundred and thirteen third-year national vocational high school students from three intact classes in central Taiwan were randomly assigned to the TE, IF, or TI group. Each group received their respective instruction for four 50-minute class periods in five days. At the beginning of the first and the last class period, a highlighting activity was conducted for the three groups to collect the noticing data. Before and after the treatment sessions, a grammar test used as the pretest and the posttest consisting of a production and a comprehension section was administered to all the participants. Three results were as follows. First, both TE and TI made significant improvement on the students’ overall learning, production, and comprehension of the target construction, while IF did not. Second, there were significant differences among the three groups in production, comprehension and overall performance with the TI group outperforming the TE and IF groups, but there was no difference between the TE and the IF group. Third, the TE group noticed significantly more target structures than the IF and TI groups. The findings suggest that though not superior to TI, TE facilitates the learning and noticing of the target construction and TE could therefore be used in Taiwan EFL classrooms as an alternative or a supplement to grammar instruction.
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Chen, Yi-Yu, and 陳羿妤. "Impact of Implementing Repeated Reading Embedded Input Enhancement Text or Not on Taiwanese EFL Second Graders’ English Word Recognition Ability and Reading Fluency." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/64033043016154412105.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
103
This study aimed to explore the impact of implementing repeated reading with embedded input enhancement text or not on Taiwanese EFL second graders’ English word recognition ability and reading fluency. The subjects of this study were 38 second graders from 2 classes at an elementary school in New Taipei City. The experimental group received the instruction of repeated reading with embedded input enhancement text while the control group received repeating reading text without input enhancement instruction. The instruction lasted for eight weeks, with twice a week, and 15 minutes for each time. Phonic ability and reading fluency test were conducted to measure the subjects’ English ability before and after the experiment. Data were collected and then analyzed with the paired sample t-test and independent Sample t-test. The major findings of the study are: 1. The analysis showed that both groups had statistically significant result between pre-test and post-test. The result indicated that reading the text with or without input enhancement repeatedly can both yielded significant effect on second graders’ English word recognition ability and reading fluency. 2. The analysis showed that there is no significant difference between the two groups on post-test. The result indicated that repeatedly reading the text with or without input enhancement showed no significant effect on second graders’ English word recognition ability and reading fluency. Finally, suggestions for the future research and related subject to the English teachers are offered.
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Witten, Caryn Marie. "The effects of input enhancement and interactive video viewing on the development of pragmatic awareness and use in the beginning Spanish L2 classroom." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3108535.
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Lower, Stephen L. "The development of visual interface enhancements for player input to the JTLS wargame." Thesis, 1987. http://hdl.handle.net/10945/22750.
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