Dissertations / Theses on the topic 'Verbal communicative action'
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Гулієва, Діна Олександрівна. "Комунікативна стратегія критики (на матеріалі англомовного кінодискурсу)." Thesis, Родовід, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48033.
Full textThe article presents the results of the analysis of the communicative strategy of criticism realized in the English cinema discourse. The research is done within the methodological framework of the cognitive-discursive approach to language where the criticism communicative strategy is viewed as a verbal / co-verbal expression of a negative assessment of a certain object (usually, a person) as demonstrating behaviour that deviates from the ontological (utilitarian) norms. The communicative intention of the subject of criticism is realised through verbal and co-verbal actions which interact on the principles of coordination. The verbal expression of criticism can be explicit, employing, among other means, negatively coloured nouns and adjectives, or implicit, employing rhetoric questions or any other linguistic units that can be interpreted as criticism in the situation of communication. Verbal utterances of criticism can be self-addressed to express self-criticism. The theoretical value of the research is determined by the implementation of the cognitive-discursive approach which makes it possible to analyse a speech strategy as a cognitive phenomenon, and its practical value is determined by the possibility of using the methodical technique developed in the paper to analyse other communicative strategies.
Barraza, Bizama Jéssica. "Évaluation de la communication chez l'enfant en termes d'actes de langage : stratégies multimodales d'interaction utilisées par l'enfant face à l'adulte." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCB211.
Full textTo speak a language or communicate with gestures means adapting a behavior determined by complex rules in a given communication situation. This research focuses on the occurrence of three conventional gestures: pointing, gestures of affirmation and negation. Using the classification of Searle and Vanderveken (1985), it also takes into account combinations of those gestures and speech acts that help the speaker convey their intention, combinations which also enable us to distinguish the gestures' various functions. The shift from the pre-linguistic to the linguistic stage has been under scrutiny, and we'll study how children use all their communicative abilities to express their mental state and reach their objectives by using different strategies in their interactions with adults. The theoretical frame on which this study is based relies on the works of Searle and Vanderverken (1985), Bernicot (1992, 1998), Bruner (2002), Kerbat-Orecchioni (2001) and Guidetti (2003). For this work, the data has been analyzed both quantitatively and qualitatively. There have been two phases in this work: first, we make a transversal analysis to observe the production of these elements in the interactions of six children aged between 18 months and six years old. The corpus has been divided into two age groups. Second, we've analyzed a case study to account for the diachronic evolution of the studied elements
Hablar una lengua o comunicarse a través de gestos significa adaptar un comportamiento determinado por reglas complejas en una situación específica. Nuestra investigación se centra en la ocurrencia de tres gestos convencionales : la señalización (pointage), la afirmación y negación gestuales, y la posibilidad de distinguir diferentes funciones, tomando en cuenta la combinación de estos gestos y los Actos de Lenguaje como vectores de la dirección de la intención, a partir de la clasificación de Searle y Vanderveken (1985). Seremos espectadores de la transición de la etapa pre-lingüística a la etapa lingüística, y observaremos cómo el niño moviliza todas sus capacidades comunicativas para manifestar sus estados mentales y logra sus objetivos utilizando diferentes estrategias en las interacciones con los adultos. El marco teórico para el análisis de los aspectos estudiados se apoya en los trabajos de Searle y Vanderveken (1985), Bernicot (1992, 1998), Bruner (2002), Kerbrat-Orecchioni (2001) et Guidetti (2003). Este trabajo utiliza una metodología cualitativa y cuantitativa para el análisis de datos. Expondremos una análisis transversal, de esta manera observaremos la producción de estos elementos en las interacciones de 6 niños entre 18 meses y 6 años. El corpus esta compuesto por dos segmentos etarios. Luego se realiza el análisis de un estudio de caso para dar cuenta de la evolución diacrónica de los elementos estudiados
Humphries, Stacey Alexandra. "Gestural communication in Parkinson's disease : language, action and cognition." Thesis, University of Manchester, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.692611.
Full textDuvallet, Delphine. "Émotion, cognition, action : étude des manifestations émotionnelles dans le décours de la résolution d'un problème." Rouen, 2007. http://www.theses.fr/2007ROUEL587.
Full textThe spontaneous manifestations of emotion are studied during a problem solving. The relations between variations of skin conductance and facial expressions with the solving events of failure and success are studied. We examine the modulation of these manifestations according to the social dimension of the situation and the stressing nature of the task. Our results highlight specific physiological and expressive variations in impasse situations and sub-goals reaching. They underline the relationship between the difficulties encountered in the solving and the spontaneous manifestations of the emotion. The results relating to the modulating elements of the emotional manifestations show the effect of social dimension on the physiological components of the emotion and the effect of the stressing nature of the task on the expressive components. These spontaneous manifestations of the emotion during the problem solving are interpreted within the general framework of the appraisal theories, in the light of the data relating to works on the nonverbal communication and the relationship between emotion and problem solving
Faure, Patrick. "Etude exploratoire de l'origine des messages écrits en 'Communication Facilitée' auprès de personnes non verbales avec autisme." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3106.
Full textAn augmentative and alternative communication method, Facilitated Communication (FC), raises serious questions regarding origin and therefore credibility of the texts produced by persons having autism. This controversy is partly due to confusion between two methods of facilitation: Facilitated Communication and Psychophany (a method derived from FC and mostly used in France). The present exploratory study aims at identifying origin of the messages produced via FC and Psychophany, and at differentiating these two methods. We first analyze systematically clinical video observations of 6 young non-verbal adults with autism, while practicing FC during regular sessions with their facilitators, and while modulating the psychomotor support of the subjects. Fine video analyses from 2 subjects show 39 clear clinical correlations between behaviors and texts are extracted from 7 sessions in one adult (Brice) and 20 correlations from 4 sessions in another adult Amar. Besides, when comparing two subjects, Brice and Carine, who are facilitated by the same facilitator, we show that the number of sentences produced do not differ significantly, whereas the total time of writing differs significantly. In the second study, Brice and his facilitator are studied more deeply through various tests, reading tests, message passing procedure and psychophysical tests using an accelerometer. Results seem to confirm our first ones showing a contribution of the subject, Brice, to the writing process. Our study confirms necessity distinguishing FC, during which the subjects partly control the writing process at visuo-motor levels, from Psychophany where the subjects apparently do not control anything
Chen, Wei-Ching. "Les interactions verbales au cours du repas : analyse de la co-construction des activités de "manger et parler"." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20045.
Full textMy dissertation, which lies within the framework of international linguistics, is about the interaction during meals among friends in invitations in France. Based on audio and video data recorded in naturally-occurring situations, this empirical study aims to show the modalities by which the participants co-construct the two main activities observed at table: eating and talking. Concerning eating, the study describes in detail the interactions since the eaters sit down at the table until they finish the meal. On the basis of verbal and multimodal analysis, this study brings out the linguistic and multimodal resources used by the hosts and the guests in order to make sure of the course of the meal. As for talking, this dissertation focuses on the assessment on the dishes served. The analysis shows that through the assessment on the dishes served, the speakers express their personal observation about the food, as well, they realize various actions such as complimenting, criticizing, self-complimenting and self-depreciating. The key issue of this study is to shed light on the principles seen but unnoticed by which the French speakers construct interaction at table
Flores, García Lydia. "Kommunikation bortom orden : En etnografisk studie om hur lärares actio och ickeverbala kommunikation påverkar elevers motivation." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12013.
Full textThe purpose of this thesis is to examine the influence of a teacher's non-verbal communication and actio on students' motivation. Based on an ethnographic working method, a Swedish-language teacher at a high school was observed during four lessons in order to examine how the teacher communicated non-verbally with the students of the class. In parallel with the observations, interviews were conducted with the teacher and the students who participated in the survey. The survey showed that a teacher's non-verbal communication and actio has very high impact on the motivation of students, that this impact is immediate and that it can change during an on-going lesson. When a teacher becomes aware of how he or she communicates with students non-verbally, aspects such as non-intentional and intuitive communication have a lesser influence on the tuition. This, in turn, contributes to the development of the teacher's competence and capability to distribute his or her energy, thereby staying motivated and maintaining the ability to motivate students for the full duration of a lesson.
Logrell, Rebecca. "Digitala intervjuer: nya förutsättningar för ickeverbal övertygelse : En actioanalys ur ett mottagarperspektiv." Thesis, Södertörns högskola, Retorik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44526.
Full textAdolfsson, Evelina. "Framför ditt tal med energi! : En läromedelsgranskning av vad som anses känneteckna god icke-verbal kommunikation vid muntliga framföranden." Thesis, Jönköping University, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53671.
Full textKim, Soonhyang. "Active verbal participation in U.S. classrooms perceptions of East Asian international graduate students /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174408526.
Full textHolečková, Lenka. "Význam sociálně komunikačních dovedností pro výslednou kvalitu ekonomického vzdělání." Doctoral thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-201140.
Full textLybarger, Joseph E. "Do Actions Really Speak Louder Than Words?: Investigating the Effects of Nonverbal Immediacy and Verbally Aggressive Messages on Perceptions of a Managers Perceived Level of Credibility, Caring, and Communicator Style." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1415623972.
Full textZlakomanova, Ludmila. "Agir enseignant et « naturel » didactique en situation hétéroglotte : études d'interactions verbales en classe de FLE dans les universités russes : le cas des cours de deuxième et troisième années de l’université pédagogique de Vologda." Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20030/document.
Full textOur research project is concerned with the teaching/apprentiship of oral French in the « French as a Foreign Language » (FLE) program for Russian students in the second and, in part, third years in the Faculty of Languages of the teaching university of Vologda. We concentrated in particular on the action of the teacher, since the teacher is the key actor who ensures progress in the learning process in a situation using a non-native language in a foreign language context. The teacher assumes multiple functions with varying manifestations. Pedagogical polylogues are at the heart of our analyses. They aim to optimize the process of teaching/learning by modifying the action of the teacher via the application of our hypothesis of « natural didactics ». This method favors the creation of conditions allowing natural expression in a didactic situation by motivating the learners to speak on the one hand, and by reducing the asymmetry of the teacher-student relation on the other. Quantitative analyses allowed us to isolate particular aspects of verbal interaction in a FLE group within the Russian teaching university and in particular the specific action of the teacher. The results of these observations open up the possibility of a study of pedagogical methods appropriate for use in Russia
Heshema, Gladys. "Situation sociale de développement et interactions entre jeunes en difficulté et formateurs : vers une approche de didactique socio-professionnelle." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG043/document.
Full textWe conduct a longitudinal survey in a scheme for pre-training for trainers and youth with poor skills and thus in great difficulty of social and professional integration. We identify markers for young people’s learning and development of the verbal interactions and interviews. The results show the importance of socialization of young novice through his verbal interaction with the trainer who is expert with social situations. As discussed by Vygotsky, interaction is considered "Social Situation of Development" who aims to ensure that young people learn the situations through their reinterpretation by the trainer. This work leads to the transformation of young people’s cognitive and operational activities necessary for controlling situations and to the appropriate adoption of rules that govern the physical, social and cultural spaces, with people outside the usual social environment of young people
Grau, Torà Raül. "La comunicación de las emociones a través del movimiento gimnástico." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666654.
Full textThe human body constantly emits messages through the body and face. Doing so also expresses the emotions involved in communication. However, the natural or daily movement has a certain limit of mobility, consequently the emotions end up being reflected for the most part on the face, through facial expressions. The present study aims to investigate the expressive and communicative potential of the gymnastic movements, understanding that they carry the mobility of the body to the limit. We believe that deepening on non-verbal communication systems such as the kinetic, proxemic and chronemic in relation to universal emotions we can have the necessary knowledge to implant them in the gymnastic movement and therefore connote this type of movement with universal emotion. When executing a gymnastic movement within a fictional or artistic situation tends to separate the emotion from the movement, so it does not take advantage of the motor virtuosity to communicate, rather . the gymnastic movement runs as a beautyful thing of the situation. For this we have restructured the phases of the gymnastic movement, so that the communication of these movements can be expressed with greater clarity. These restructured movements have been included in the sample, which we analyze later through the systems of nonverbal communication (self-observation) and through observation of the universal emotions (external observation).
Lundmark, Victor. "Yeah Hillary, what happened? : En kommunikativ studie av den andra amerikanska presidentdebatten 2016." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144519.
Full textForest, Dominique. "Analyse proxémique d'interactions didactiques." Phd thesis, Université Rennes 2, 2006. http://tel.archives-ouvertes.fr/tel-00199298.
Full textFrenoy, Rémy. "Modélisation de l'activité gestuelle et sélection automatique de feedback pour des environnements interactifs d'apprentissage : application à la calligraphie." Thesis, Compiègne, 2016. http://www.theses.fr/2016COMP2297/document.
Full textGesture learning is a complex and multi-step process where trainees are supposed to improve several psychomotor and cognitive skills. This process can be divided into phases depending on trainees’ ability to perform and perceive their gestures. As human tutors adapt their behavior according to their perception and understanding of trainees learning situations' a learning environment should select an appropriate behavior from a representation of trainees’ learning states and a prediction of the potential influence of every possible behavior. The work presented in this document describes an approach modeling the interactions between a trainee and a learning environment: it represents trainees’ consecutive performances and the influence of the environment on these performances. This approach aims at permitting an adaptive selection of the pedagogical actions (i.e. behaviors) implemented in the environment. Relying on related works in the domains of gesture recognition and intelligent tutoring systems, we propose to represent the gestural activity in a metric space. This representation interprets results from a probabilistic mode as fuzzy variables highlighting trainees' level on every aspect of the gesture. We represent the environment as the set of actions it can select, every action being represented by a feature vector describing the learning situation maximizing the action's influence. As a first step, these features are given by a set of experts, and we consider the rules provided as perfect. As a second step, we study an ubiquitous issue in the field of learning environments, which is the difference between the rules provided by experts and the reality of trainees’ needs toward feedback. Ill-defined domains are indeed more and more common, as collecting expert knowledge is difficult and costly, and as studied learning domains are becoming more and more complex and difficult to define. In this second step, the selection process does not rely on expert knowledge, and this process can be seen as a sequence of decisions. At each iteration, the goal is thus to select the action which would maximize the reward in terms of benefits for trainees' learning. The action selection process is represented as a multi-armed bandit problem, where the goal is to compromise between exploration of unknown actions and exploitation of known actions. We present an extension of SoftMax methods which handles multi-dimensional contextual rewards. Taking advantage of the collaboration with calligraphy experts, a calligraphy training platform was implemented as part of this work. Two studies, where participants train on this platform, show the benefits of the proposed approach on calligraphy learning. In a first experiment, action selection is based on expert rules, and we show that providing a diversity of feedback improves skill acquisition. In a second experiment, we compare two configurations of the environment: a selection of actions based on expert rules, and a selection of actions based on the SoftMax method. We describe the difference between the influence of these two approaches on trainees' learning, and we point out the benefits of using dynamic rules
Wang, Chun-Kai, and 王俊凱. "Action Research of iPad AAC Program Intervention on A Low Verbal Student with ASD to Improve Communication Behavior." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/71766295900921617782.
Full text臺北市立大學
特殊教育學系
104
The purpose of this study was to explore the effectiveness of iPad AAC program intervention on a low verbal student with ASD to improve communication behavior. This was action research, which targeted participant was a low verbal student with ASD. Explore iPad AAC project intervention in the case of low verbal student with ASD through the implementation of action research and correction. Find out each stages of class behavior results on the project with (a) sensory experience, (b) concept formation, (c) symbolic understanding, (d) language comprehension and expression, and (e) generalization. After a year of action research, the results found that: 1.iPad AAC project intervention improve sensory experience stage of low verbal student with ASD. 2.iPad AAC project intervention improve concept formation stage of low verbal student with ASD. 3.iPad AAC project intervention improve symbolic understanding stage of low verbal student with ASD. 4.iPad AAC project intervention improve language comprehension and expression stage of low verbal student with ASD. 5.iPad AAC project intervention improve generalization stage of low verbal student with ASD. 6.iPad AAC project intervention improve good social validity of low verbal student with ASD. Implications for pedagogy and future research directions are provided.
Chang, Hsin-Ying, and 張欣穎. "An Action Research on Music Activities for Promoting Verbal Communication of Preschool Children with and without Special Needs." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/29285940953822691714.
Full text臺北市立大學
語言治療碩士學位學程
103
The study is to investigate the music activities for promoting verbal communication of preschool children with and without special needs. The aims of the study are: 1. through the course of action to understand how music activities promote verbal communication of preschoolers with and without special needs; 2. to investigate the verbal communication and interaction between preschool children with and without special needs in music activities. This study adopted action research approach. The researchers is a preschool special education teacher and the participants are the students in her class. The researcher led all the music activities with four different themes once a week for 12 weeks. The data includes video-recording of the music activities in class, teaching observation log and teacher journal. Through the discussions with other co-teaching partners, it suggests that the quality and the frequencies of the communication and interaction between the preschoolers and other regular preschoolers are promoted. Also, the extent of teacher's assistance is gradually decreased in the music activities. From the feedback and the performance of the preschool children, factors related to the effectiveness of music activities are emerged. The findings of the study will provide some implications for practitioners and future research directions for other researchers.
Mewburn, Inger Blackford. "Constructing bodies: gesture, speech and representation at work in architectural design studios." 2009. http://repository.unimelb.edu.au/10187/6731.
Full textThe approach taken in this thesis is to treat design activity in design studios in a ‘post-human’ way. An analytical eye is turned to how things and people perform together and are organised in various ways, using Actor network theory (ANT) as a way to orientate the investigation. The assumption drawn from ANT is that that architectural meaning, knowledge and identity can positioned as network effects, enacted into being as the design studio is ‘done’ by the various actors — including material things, such as architectural representations, and human behaviours, such as gesture.
Gesture has been largely ignored by design studio researchers, perhaps because it tends to operate below the threshold of conscious awareness. Gesture is difficult to study because the meanings of most gestures produced during conversations are spontaneous and provisional. Despite this humans seem to be good interpreters of gesture. When studied in detail, ongoing design studio activity is found to rely on the intelligibility of gesture done in ‘architectural ways’. The main site for the observation of gesture during this study was the ‘desk crit’ where teachers and students confer about work in progress. In the data gathered for this thesis gesture is found to operate with representations in three key ways: explaining and describing architectural composition, ‘sticking’ spoken meanings strategically to representations and conveying the phenomenological experience of occupying architectural space – the passing of time, quality of light, texture and movement.
Despite the fact that most of the work of the thesis centres on human behaviour, the findings about the role of gesture and representation trouble the idea of the human as being at the centre of the action, putting the bodies of teachers and students amongst a crowd of non human others who participate together in design knowledge making practices.
Jírová, Josefína. "Řeč těla, řeč díla." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349498.
Full textTomíčková, Marta. "Komunikace v organizacích." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-307068.
Full textHájková, Soňa. "Posílení efektivity komunikace ve třídě primární školy." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354564.
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