Dissertations / Theses on the topic 'Input enhancement'
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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 textYoo, Heejong. "Low-Power Audio Input Enhancement for Portable Devices." Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/6821.
Full textLarsen, 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.
Full textDufresne-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.
Full textWhite, 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.
Full textWhite, 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 textTo 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.
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.
Full textSorensen, Khalid Lief. "Operational Performance Enhancement of Human Operated Flexible Systems." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24773.
Full textKim, 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.
Full textKleinman, 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.
Full textLee, 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 textPALEARI, 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.
Full textWORKIE, 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.
Full textZamuner, Tania S. "Input-based phonological acquisition /." New York [u.a.] : Routledge, 2003. http://www.loc.gov/catdir/enhancements/fy0647/2003046798-d.html.
Full textSauer, 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.
Full text"Model-based speech separation and enhancement with single-microphone input." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074554.
Full textOur 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.
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.
Full text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
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.
Full textLo, 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.
Full text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.
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.
Full text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
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.
Full text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.
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.
Full text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.
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 text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.
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 text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.
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 text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.
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 text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.
"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 textThesis (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
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 textTang, 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 text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.
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 text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.
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 text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.
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.
Full textLower, 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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