Dissertations / Theses on the topic 'Written language'
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Knodel, Monika Christel. "Dynamic assessment of written language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20833.pdf.
Full textBlaetz, Taylor S. "The Electrophysiology of Written Informal Language." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1513.
Full textAked, Joy Prentice. "Individual constancies in written language expression." Thesis, University of Glasgow, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387909.
Full textKreyer, Rolf. "Inversion in modern written English syntactic complexity, information status and the creative writer." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.
Full textLi, Mi-fong Miranda. "Attitudes towards written Cantonese and mixed codes in written language in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811127.
Full textLi, Mi-fong Miranda, and 李美芳. "Attitudes towards written Cantonese and mixed codes in written language in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959647.
Full textIttzes, Zsuzsanna 1968. "Written conversation: Investigating communicative foreign language use in written form in computer conference writing and group journals." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282366.
Full textRandolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.
Full textQwai, Nidhal. "Language Register in Written Feedback to Graduate Students." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35565.
Full textCoria, Juan Manuel. "Continual Representation Learning in Written and Spoken Language." Electronic Thesis or Diss., université Paris-Saclay, 2023. http://www.theses.fr/2023UPASG025.
Full textAlthough machine learning has recently witnessed major breakthroughs, today's models are mostly trained once on a target task and then deployed, rarely (if ever) revisiting their parameters.This problem affects performance after deployment, as task specifications and data may evolve with user needs and distribution shifts.To solve this, continual learning proposes to train models over time as new data becomes available.However, models trained in this way suffer from significant performance loss on previously seen examples, a phenomenon called catastrophic forgetting.Although many studies have proposed different strategies to prevent forgetting, they often rely on labeled data, which is rarely available in practice. In this thesis, we study continual learning for written and spoken language.Our main goal is to design autonomous and self-learning systems able to leverage scarce on-the-job data to adapt to the new environments they are deployed in.Contrary to recent work on learning general-purpose representations (or embeddings), we propose to leverage representations that are tailored to a downstream task.We believe the latter may be easier to interpret and exploit by unsupervised training algorithms like clustering, that are less prone to forgetting. Throughout our work, we improve our understanding of continual learning in a variety of settings, such as the adaptation of a language model to new languages for sequence labeling tasks, or even the adaptation to a live conversation in the context of speaker diarization.We show that task-specific representations allow for effective low-resource continual learning, and that a model's own predictions can be exploited for full self-learning
Kathekiso, J. M. "A genre-based analysis of the society issue magazine text in Sesotho." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53242.
Full textENGLISH ABSTRACT: This study explores the text-linguistic and genre-analytic properties of Sesotho magazine texts on society issues. In particular, the model of text construction postulated by Grabe and Kaplan (1996) is employed as general theoretical framework for the research on Sesotho magazine texts. The writing properties of effective texts dealing with the theme of society issues will be analysed, taking into account the ethnography of writing, i.e. the influence of socio-cultural beliefs and views on writing in Sesotho. The study will present an extensive invesitgation of the genre approach to writing in the context of language teaching. The rationale of the genre approach and its advantages for teaching writing are reviewed. The text-linguistic and genre-analytic properties of texts need to be incorporated in methodology for teaching writing at secondary school. The study presents an extensive analysis of the Sesotho magazine texts as regard properties such as information structuring (topic-comment, theme-theme), coherence relations, cohesion and lexical choices as a reflection of communicative purposes. The linguistic devices in Seotho that characterise these properties are examined extensively.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die tekslinguistiese en genre-analitiese kenmerke van Sesotho tydskrifartikel tekste oor sosiale vraagstukke. Die model van tekskonstruksie, soos gepostuleer deur Grabe en Kaplan (1996), word gebruik as algemene teoretiese raamwerk vir die ondersoek van Sesotho tydskrifartikels. Die skryf-kenmerke van effektiewe tekste wat verband hou met die tema van gemeenskapsvraagstukke, salontleed word met inagneming van die etnografie van skryf, d.i. die invloed van sosio-kulturele sieninge op geskrewe tekste in Sesotho. Die studie sal 'n uitgebreide ondersoek bied van die genre-benadering tot geskrewe tekste in die konteks van skryfonderrig. Die rasionaal van die genre-benadering en die voordele daarvan vir skryfonderrig word beskou. Die tekslinguistiese en genre-analitiese kenmerke van tekste moet ingesluit word in 'n metodologie vir skryfonderrig in sekondêre skool. Die studie bied 'n uitgebreide analise van die Sesotho tydskrifartikels t.o.v. eienskappe soos informasiestrukturering, koherensie, kohesie en leksikale keuses as 'n refleksie van kommunikatiewe doelstellings. Die linguistiese elemente in Sesotho wat hierdie kenmerke realiseer word ekstensief ondersoek.
Lau, Arthur Chunip. "Written representation of oral features in Cantonese Chinese /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791603.
Full textIncludes tables. Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 171-175).
Christensen, Matthew B. "Variation in spoken and written Mandarin narrative discourse /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859313344186.
Full textAl-Qahtani, Saad H. "Arabization in written discourse in Saudi Arabia." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177981.
Full textDepartment of English
Davis, Elizabeth Claire. "The role of conditional rules in written language acquisition." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413073.
Full textBARZA, Sérgio. "Model checking requirements written in a controlled natural language." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/19519.
Full textMade available in DSpace on 2017-07-12T13:26:23Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) SergioBarzaDissertation.pdf: 2147656 bytes, checksum: 5c75fe2262be1d224538c1ad6a575ebb (MD5) Previous issue date: 2016-02-25
Software Maintainability (SM) has been studied since it became one of the key componentes of the software quality model accepted around the world. Such models support researchers and practitioners to evaluate the quality level of his systems. Therefore, many researchers have proposed a lot of metrics to be used as SM indicators. On the other hand, there is a suspicious that using SM metrics on industry is different from the academic context. In this case, practitioners do not adopt the metrics proposed/used by academia. Consequently, the goal of this research is to investigate the SM metrics adoption and applicability scenario on the Brazilian industrial context. This study will allow confirming if the practitioners use the SM metrics proposed by academics around the globe or if they propose their own metrics for SM measurement. As empirical method for data assessment, we used survey, divided in two steps. The first one was focused in gathering information that allowed us to design a specific scenario about the use and applicability of SM metrics. To achieve this goal, it was chosen, as research instrument, semi-structured interviews. The next step focused in a more general scenario, compassing the Brazillian software production industrial context. An online questionnaire was used as research instrument. Practitioners with different positions in several companies participated of this work. Data from requirements engineers, quality analysts, testers, developers and project managers were collected. 7 software companies participated in the first part of the study and 68 valid answers were collected on the second moment, resulting in 31 SM metrics listed. The results showed us that about 90% of the companies perform maintenance on their software products. However, only 60% confirms using maintainability metrics, resulting in a discrepancy regarding software maintenance vs SM metrics. Nearly half of the companies researched have used well-defined processes to collect these metrics. Nevertheless, there are those that do not have any formal methodology. Instead of it, they have used SM metrics that best fit to the needs of a specific project. The conclusions of this study point to an issue that is nothing new in the academic researchers around the world. Many of the academics results conducting, mainly, in the universities, are not coming to the software industries and this fact is also a truth when the subject is software maintenance. The results of this research may lead to discussions on how SM metrics are being proposals nowadays.
Manutenibilidade de Software (MS) é estudada desde que se tornou um dos componente de modelos de qualidade aceitos globalmente. Tais modelos auxiliam pesquisadores e profissionais do mercado na avaliação do nível de qualidade dos seus sistemas. Como consequência, muitos pesquisadores vêm propondo métricas que podem ser utilizadas como indicadores de MS. Por outro lado, existe uma suspeita que o uso de métricas de MS ocorre de maneira diferente da academia. Neste caso, as empresas não estão adotando as métricas que estão sendo propostas no ambiente acadêmico. O objetivo desta pesquisa é investigar o cenário de adoção e aplicação de métricas de manutenibilidade de software sob o contexto industrial brasileiro. Este estudo permitirá afirmar se estas empresas utilizam atributos de MS propostos por acadêmicos ao redor do mundo ou se elas propõem suas próprias métricas para medição de MS. Para ter acesso aos dados desta pesquisa, foi utilizado o método empírico survey, dividido em duas etapas. A primeira etapa objetivou levantar informações que permitissem um panorama mais específico sobre a utilização e aplicação de tais métricas. Para isto, foi escolhido, como instrumento de pesquisa, entrevistas semi-estruturadas. A segunda etapa apresenta um enfoque mais amplo, englobando todo o cenário industrial de produção de software brasileira. Um questionário online foi utilizado como instrumento de pesquisa. Profissionais de diferentes posições em várias empresas participaram desta pesquisa. Foram coletados dados de engenheiros de requisitos, analista de qualidade, testadores, desenvolvedores, gerente de projetos, entre outros. Sete empresas participaram da primeira etapa da pesquisa e 68 respostas válidas foram levantadas no segundo momento. Com isto, 31 métricas de MS foram identificadas. Os resultados mostram que cerca de 90% das empresas realizam manutenção em seus produtos de software. Porém somente 60% (aproximadamente) afirmaram fazer uso de métricas de MS, resultando em uma discrepância com relação à manutenção de software vs. uso de métricas. Quase metade das empresas possuem processos bem definidos para coletar estas métricas. Entretanto, muitas delas ainda não apresentam tais processos formais de coleta. Neste último caso, elas utilizam aqueles atributos que melhor se adaptam às necessidades de um projeto específico. As conclusões deste estudo apontam para problemas que não é novidade nas pesquisas acadêmicas ao redor do mundo. Pela amostra investigada neste trabalho, reforça-se a suspeita de que muitos dos resultados das pesquisas científicas realizadas nas universidades não estão chegando na indústria e este fato se reflete quando o assunto é manutenção de software. Os resultados deste estudo apresentam dados que poderão ocasionar discussões sobre a forma como as métricas de manutenibilidade são propostas atualmente.
Laird, Julie Anne 1965. "Young children's explorations of written language during free choice." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282832.
Full textPenner, Kevin Jon. "Written narrative texts of language impaired and normal adolescents." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4190.
Full textSimpson, Bonnie J. "The written language development of students with special needs." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/623.
Full textYuen, Dick-yan Dennis. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036435.
Full textOnysko, Alexander. "Anglicisms in German : borrowing, lexical productivity, and written codeswitching /." Berlin [u.a.] : de Gruyter, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2891393&prov=M&dokv̲ar=1&doke̲xt=htm.
Full textAkhter, Adeel, and Hassan Azhar. "Statistical Debugging of Programs written in Dynamic Programming Language : RUBY." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1993.
Full textAddress: School of Computing Blekinge Institute of Technology SE-371 79 Karlskrona, Sweden Phone: +46-(0)455-385804 Fax: +46-(0)455-385057
Joseph, Holly. "Children's online processing of written language inferences from eye movements." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2054/.
Full textAnderson, Cheri Louise 1949. "Children's interpretations of illustrations and written language in picture books." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282764.
Full textBertoch, Kailie Ann. "Language Use in Mathematics Textbooks Written in English and Spanish." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4347.
Full textBeiner, Judith Sue. "From informal to formal : syntactic variation in written English /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10798079.
Full textYeung, Pui-wah, and 楊佩華. "The effects of written teacher commentary on student writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176760.
Full textNgai, Sze-yee. "Understanding written feedback practices as well as teachers' and students' perceptions and attitudes towards written feedback in an ESP context in Hong Kong." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241098.
Full textLouw, Henk. "Standardising written feedback on L2 student writing / H. Louw." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1718.
Full textAvazpour, Kimia Raha. "Error Analysis of Basque/Spanish Learners' Written Language: A Case Study." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17435.
Full textSardinha, Antonio Paulo Berber. "Automatic identification of segments in written texts." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364227.
Full textJuhlin, Sanna. "An Entropy Estimate of Written Language and Twitter Language : A Comparison between English and Swedish." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64952.
Full textFong, Wai-lin Yvonne. "Written English errors of eighth graders in an Anglo-Chinese school in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949022.
Full textHantrakul, Chanpen Steffensen Margaret S. "English tense and aspect usage in controlled written discourse by non-native speakers." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101113.
Full textTitle from title page screen, viewed November 4, 2005. Dissertation Committee: Margaret S. Steffensen (chair), Irene T. Brosnahan, Ronald J. Fortune, Ronald S. Halinski, Bruce W. Hawkins. Includes bibliographical references (leaves 144-150) and abstract. Also available in print.
Freudenberg, Kristy. "Investigating the impact of SMS speak on the written work of English first language and English second language high school learners." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/2052.
Full textThis study examined the impact of SMS speak on the written school work of English first language (L1) and English second language (L2) high school learners. The general aims of the study were to establish how widespread the use of SMS language is among high school learners, and to assess whether there is any evidence of the use of features of SMS speak in the English written work of these learners. Eighty-eight learners from an English-Afrikaans dual medium school in a middle class neighborhood in the Western Cape participated in this study. The participants included 43 grade 8s and 45 grade 11s, of which 51 were English L1 speakers and 37 English L2 speakers. The participants completed questionnaires from which the frequency and volume of their SMS use was determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of the learners’ English written work were examined for specific features of SMS speak. These features included (deliberate) spelling errors, lack of punctuation, over-punctuation, the omission of function words, the use of abbreviation or acronyms, and the use of emoticons and rebus writing. The results of this study indicate that high school learners are avid users of SMS and/or MXit. All participants reported using features of SMS speak in their SMSes, and many reported using SMS speak in their written school work. Despite this, the samples of written work did not contain a great number of incidences of SMS speak features. It seems that the general lack of SMS speak in the written work of these learners is a result of being able to assess when it is and is not appropriate to use a certain variety of language: These learners are proficient in SMS speak and use it when chatting to friends on MXit, but they can produce written work that adheres to the formally approved standards of written high school English. That said, a number of SMS speak features were indeed present in their formal written work, which indicates that SMS speak had some impact on the written work of these learners, which could in turn be attributed to the high frequency of their SMS usage. However, not all of the non-standard features of their written English could necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could be unrelated to SMS speak, as they have been noted in the written English of high school learners from before the advent of cellphones. The learners in this study were from a school that has a strict language policy, one which does not tolerate the use of SMS speak in written work. Seven of the teachers completed a questionnaire compiled for all teachers at the school in question. Responses to this questionnaire, especially those of the language teachers, indicated that teachers either deduct marks for features of SMS speak in written language or refuse to mark written work that does not conform to the formally approved standards that the school has set in place. It is possible that the actions of the teachers and the language policy of the school play a significant role in the lack of SMS speak features in the written language use of the learners.
Bosch, Antal P. J. van den. "Learning to pronounce written words a study in inductive language learning /." Cadier en Keer : Maastricht : Phidippides ; University Library, Maastricht University [Host], 1997. http://arno.unimaas.nl/show.cgi?fid=5918.
Full textGuthrie, Karren M. Fitzgerald Jill. "Cohesion in young Latino English-language learners' English narrative written text." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1582.
Full textTitle from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
Chen, Jiaoyue. "An exploration of formulaic language in Chinese university students' written texts." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/402359/.
Full textPerpignan, Hadara. "Teacher-written feedback to language learners : promoting a dialogue for understanding." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289038.
Full textBazán, Ramírez Aldo. "Analysis of teacher-students interactions in a written language learning setting." Pontificia Universidad Católica del Perú, 2002. http://repositorio.pucp.edu.pe/index/handle/123456789/101509.
Full textLas interacciones maestro-alumno en una situación de enseñanza de la lectura y escritura en el primer grado de primaria, fueron analizados tomando en cuenta el método de enseñanza. En los grupos de niños que fueron enseñados con estrategias derivadas de la psicología interconductual se observaron mayor número de interacciones en niveles cualitativamente mas complejos, es decir, en estos grupos se observan interacciones con las propiedades no aparentes de los objetos,y relaciones con referentes extra situacionales. Además, en estos grupos se observaronque las interacciones iniciadas por los maestros de grupo eran seguidas en una probabilidad muy alta por comportamientos de los alumnos, en los mismos niveles de complejidad en las que se daban los comportamientos de los maestros.
Howard, Philippa Lucy. "A systematic investigation of written language processing in autism spectrum disorder." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/417784/.
Full textFey, Marc E., Hugh W. Catts, Kerry Proctor-Williams, J. Bruce Tomblin, and Xuyang Zhang. "Oral and Written Story Composition Skills of Children With Language Impairment." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1776.
Full textBrown, Antigone Howick. "Written narratives of language disordered and normal adolescents on two tasks." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/3973.
Full textParisi, Serena. "“The written language of reality”: shakespearean adaptation and the cinematic sublime." Doctoral thesis, Universita degli studi di Salerno, 2018. http://elea.unisa.it:8080/xmlui/handle/10556/4384.
Full textThe main purpose of my thesis is to explore filmic adaptations and appropriations of Shakespeare’s plays in their interaction with contemporary cultural, social and political issues. The first chapter takes the hint from a theoretical background focused on the materialist implications of the philosophical realm of aesthetics, and the role the sublime plays in bringing them out. After retracing its origins as a rhetorical and philosophical notion intertwined with the history of aesthetics, I consider the sublime as an aesthetic category rooted in formal disorder and disproportion, which finds its concrete sources in the work’s overall disunity, incompleteness and fragmentation. As its etymological meaning of “height”, “peak”, “exaltation” suggests, the sublime in the aesthetic is still related to the ‘elevation’ of the mind, raising excitement and astonishment in the audience. Considering the “dismantling” function that the sublime has historically assumed in nature as in art, I analyse how such a notion is created within the artwork and operates in relation to material reality. In doing so, I consider how the sublime opens the work of art to an exchange with the actual context of both its production and reception, by which it ultimately elevates the mind of the receiver to the awareness of reality’s own conflicts and crises. … [edited by Author]
XVI n.s. (XXX ciclo)
DeBoer, Angela. "Oral vs. written peer feedback in ESL students's compositions /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
Full textGrant, Sofia. "An Analysis of English Essays Written by Swedish Students." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23572.
Full textChu, Karson. "Written English errors a case study of one secondary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31679808.
Full textHung, Jane. "A study of the written feedback given by English teachers to senior form compositions." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883912.
Full textWatts, John Graham. "Crow language teachers' views of the incorporation of the written form of Crow in language classes." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/watts/WattsJ0505.pdf.
Full textRoss, Danielle S. (Danielle Suzanne). "Learning to read with sign language : how beginning deaf readers relate sign language to written words." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22492.
Full textThese results indicate that deaf children organize their recognition of written words around their knowledge of sign language. Further, the children's responses to legal versus illegal pseudowords in the lexical decision task indicate that they can learn the orthographic rules of written English words.