To see the other types of publications on this topic, follow the link: Written language.
Dissertations / Theses on the topic 'Written language'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Written language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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 text
2
Blaetz, Taylor S. "The Electrophysiology of Written Informal Language." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1513.
Full textAbstract:
Language is an essential component of human behavior. It is ubiquitous, but more importantly, it is malleable and it is constantly changing. Part of the dynamic nature of informal communication is the introduction and adoption of new linguistic elements. Online communication provides a window into this informal public discourse; therefore, it may be useful for testing hypotheses about the processes underlying the acquisition and use of new words. The comprehension of informal language may lead to an understanding of how these new informal words are integrated into our mental lexicon. The current study was an electroencephalographic (EEG) investigation of the brain processes that underlie informal language. We recorded event-related potentials while participants engaged in a lexical decision task. For this experiment, participants made judgments about Twitter targets primed with semantically related or unrelated words. Classic psycholinguistic studies have shown very specific event-related potentials (ERPs) for semantic processing. Most notably, the N400 event-related potential component is an index of lexical expectancy and semantic relatedness. In contrast to the literature, we did not find classic N400 priming effects. However, our results revealed marked differences between informal and traditional targets. Our results suggest that informal language is more difficult to process than traditional language.
3
Aked, 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 text
4
Kreyer, 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 text
5
Li, 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 text
6
Li, 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 text
7
Ittzes, 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 textAbstract:
The purpose of this dissertation was to investigate the use of German as a foreign language during written conversation in an intermediate German course. Specifically, the study compared the language output of intermediate students of German in the context of the innovative computer conferencing and the more traditional group journals. The dissertation aimed to serve two purposes: (1) to provide further insights into the role of computer-mediated interaction for promoting the successful development of communicative competence in foreign language pedagogy (both in theory and practice); (2) to shed light on the quality of language that learners produce in the two writing contexts, in terms of grammatical and lexical accuracy, sociolinguistic appropriateness and communicative success. For these purposes, the researcher analyzed the language output of 46 subjects at the University of Arizona during the Fall semester of 1996. Learners' language output was examined using statistical analyses (matched t-tests and multiple regression analyses), discourse analysis and the ethnography of writing. The results indicated many differences of the language produced in the two writing contexts. Although there was no difference between them in terms of lexical diversity, learners' language in computer conferencing reflects a higher level of grammatical accuracy, richer lexicon and improved comprehensibility (as rated by native speaker judges). Furthermore, learners had a more positive attitude towards the computer conferencing than towards the group journals. Learners were also found to use the two writing contexts for different communicative purposes (computer conferencing reflected interaction among participants, while group journals were monologues). Finally, learners managed conversations, and prevented or resolved instances of miscommunication, differently in the two conversational contexts. In conclusion, it can be said that the results of this study concur with previous research that supports the beneficial implementation of computer-mediated interaction in foreign language pedagogical contexts (Healy Beauvois, 1995; Kern, 1995; Leppainen and Kalaja, 1995). This dissertation was also able to contribute to our understanding of the level and quality of interlanguage of intermediate German learners, to our knowledge of how writing context and purpose interact, and to our understanding of the process of pidginization in foreign language learning contexts.
8
Randolph, 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 text
9
Qwai, Nidhal. "Language Register in Written Feedback to Graduate Students." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35565.
Full textAbstract:
Abstract
Effective feedback, as an integral part of formative assessment, has been identified as a powerful tool that enhances learning. However, “Effectiveness” has been perceived differently by students due to at least four factors: 1. Quantity, 2. Quality, 3. Timing, and 4. Language used in feedback provided. Much research has been conducted on the first three factors, but language needs to be thoroughly investigated. This research in the sector of Education attempts to rectify certain important omissions in the literature of formative assessment in the area of language by using “register theory” in Systemic Functional Linguistics. With ‘register’ simply defined as field, tenor, and mode of discourse (e.g. Halliday, McIntosh, & Strevens, 1964), the not adequately captured relationship between language structure and language function, is to be re-visited (Halliday, 1985) in connection with educative feedback. In this study, field expressed through ideational meanings, tenor expressed through interpersonal meanings, and mode expressed through textual meanings are investigated in connection to how linguistic style affects the perceived effectiveness of written feedback provided to students. A small sample of graduate students from a Faculty of Education is examined. The systemic coder (O’Donnell, 2002) is employed on collected assignments from participants. Results show that the linguistic style of a professor is found to affect the perceived effectiveness of written feedback provided to students on their assignments. The use of the ideational meanings of material process, non-human participants, passive voice, and nominalization; the interpersonal meanings of declarative statements, interrogative statements, and modality; in addition to the textual meanings of lexical density, cohesion, textual adjuncts, and emphasis are all found to help students perceive feedback as effective. Therefore; professors are requested to increase the use of these language aspects when providing feedback because of the hidden positive meanings these aspects can add to the feedback provided. However, the use of the ideational meanings of behavioral process, relational process, and active voice; the interpersonal meanings of imperative statements, personal pronouns, and evaluative words; and the textual meanings of grammatical intricacy are found to result in students perceiving feedback as ineffective. As a result, professors are requested to decrease the use of these language aspects when providing feedback because of the hidden negative and unwanted meanings these aspects can add to the feedback provided. Results also illustrate that students perceive feedback as effective when this feedback leads to at least one of the following scenarios: improving student grades, protecting student self-esteem, having a good relation with feedback provider, and/or enhancing student learning. Ineffective feedback is found to have negative consequences on students. Decision-makers are requested to reduce the number of students as well as the tasks required in each class. They are also advised to professionally develop professors with training workshops on how to provide feedback.
10
Coria, Juan Manuel. "Continual Representation Learning in Written and Spoken Language." Electronic Thesis or Diss., université Paris-Saclay, 2023. http://www.theses.fr/2023UPASG025.
Full textAbstract:
L'apprentissage automatique a récemment connu des avancées majeures, mais les modèles actuels sont généralement entraînés une fois sur une tâche cible et leurs paramètres sont rarement révisés.Ce problème affecte les performances après la mise en production car les spécifications des tâches et les données peuvent évoluer avec le temps.Pour résoudre ce problème, l'apprentissage continu propose un entraînement au fil du temps, à mesure que de nouvelles données sont disponibles.Cependant, les modèles entraînés de cette manière souffrent d'une perte de performance sur les exemples déjà vus, un phénomène appelé oubli catastrophique.De nombreuses études ont proposé différentes stratégies pour prévenir l'oubli, mais elles s'appuient souvent sur des données étiquetées rarement disponibles en pratique. Dans cette thèse, nous étudions l'apprentissage continu pour la langue écrite et parlée.Notre objectif est de concevoir des systèmes autonomes et auto-apprenants capables d'exploiter les données disponibles sur le terrain pour s'adapter aux nouveaux environnements.Contrairement aux travaux récents sur l'apprentissage de représentations à usage général, nous proposons d'exploiter des représentations adaptées à une tâche cible.En effet, ces dernières pourraient être plus faciles à interpréter et à exploiter par des méthodes non supervisés et plus robustes à l'oubli, comme le clustering. Dans ce travail, nous améliorons notre compréhension de l'apprentissage continu dans plusieurs contextes.Nous montrons que les représentations spécifiques à une tâche permettent un apprentissage continu efficace à faibles ressources, et que les prédictions d'un modèle peuvent être exploitées pour l'auto-apprentissageAlthough 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
11
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 textAbstract:
Thesis (MA)--University of Stellenbosch, 2003.ENGLISH 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.
12
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 textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 171-175).
13
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 text
14
Al-Qahtani, Saad H. "Arabization in written discourse in Saudi Arabia." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177981.
Full textAbstract:
In this study I investigate Arabization as a quasi ideological-linguistic phenomenon in Saudi Arabia. First, the study examines decisions and policies employed in Arabization on the planning level. Second, it evaluates empirically the extent to which a set of Arabized words (288 words) is implemented in written discourse. The study addresses also the linguistic processes of coining Arabic derived words for the replacement of foreign terms.Employing a corpus-linguistic framework, a written corpus of 1,068,263 words was compiled from three Saudi newspapers-Al-Jazirah, Ar-Riyadh, and A1-Massaiah. Using a Microsoft-Access database developed for the purpose of the study, the corpus was searched for instances of 288 Arabized words. The results show that Arabized words occur with reasonable frequency in written discourse in Saudi Arabia.Two main variables were found to be significant in the frequency of Arabized words: context (i.e. topic), and method of coinage (the method by which a word was coined into Arabic). For example, Arabized words are more frequent in scientific discourse than in religious discourse, and words that are coined by morphological derivation are more frequent than those made by compounding. Original (English) forms of some Arabized words do occur (14.23%). On the planning level, the study provides a critical evaluation of Arabization in Saudi Arabia, and on the technical level, it provides statistically-supported indications of how such variables i.e. method of coinage and context affect the frequency of Arabized words in the actual language use.Department of English
15
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 text
16
BARZA, Sérgio. "Model checking requirements written in a controlled natural language." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/19519.
Full textAbstract:
Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-12T13:26:23Z
No. of bitstreams: 2
license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5)
SergioBarzaDissertation.pdf: 2147656 bytes, checksum: 5c75fe2262be1d224538c1ad6a575ebb (MD5)Made 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.
17
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 textAbstract:
The purpose of this study was to examine my belief that allowing young children time for free choice engagements and play is not only appropriate but necessary for their development of written literacy. This teacher research study took place in my kindergarten classroom. Data was collected during a daily free choice time when students had access to virtually all materials in the classroom and were responsible for their own engagement decisions. The primary data consists of field notes of my observations while students were involved in free choice engagements, a checklist of their engagements, and artifacts of the written literacy that students engaged in. The data analysis led to the development of a description of the types, functions, and contexts for how written language is integrated into the free choice engagements of the kindergarten students in my class. This analysis is from data on all the children in my classroom. Case studies offered a portrayal of three individual students' explorations of written language during free choice. The case studies give background information about each child, then describe the child as a player, and finally the child's literacy knowledge is described. This study has allowed me to become more acutely aware of what was happening during free choice time in my classroom. Throughout this dissertation I have contended that children come to school with a great deal of knowledge about literacy, and teachers need to value the literacy knowledge that children already have. The same must hold true for play. No doubt children have learned to play long before they come to school. It is the teacher's responsibility to close the gap between the two environments. Teachers need to respect each child's literacy strengths and motivations, and continue to offer invitations for engagements in many functional literacy engagements. I am confident that students will engage in written literacy when they are ready and see the engagements as meaningful and functional in their own lives.
18
Penner, Kevin Jon. "Written narrative texts of language impaired and normal adolescents." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4190.
Full textAbstract:
Classroom teachers frequently refer adolescents to speech language pathologists for language skills evaluations. Many of the traditional evaluation tools of the speech-language pathologist focus on the student's oral language skills. The first indication to the classroom teacher that there may be a language problem, however, is usually from the student's written classwork. Very few written language assessment tools are available which give speech language pathologists information regarding linguistic units which can be viewed as communication acts. This paper focuses on one particular discourse unit - the written narrative. Narratives are a natural form of thought and demonstrate how a person organizes and views the world around them. Narratives can be analyzed from the perspective of their "texts," how the writer links individual sentences together to create a cohesive discourse.
The purpose of this study was to compare the written narratives of language impaired and normal adolescents. Two questions were addressed in this study. First, are there differences in texts between language impaired and normal adolescents? And second, do the written narratives of a personal experience and imaginary event produce different texts in language impaired and normal adolescents?
19
Simpson, Bonnie J. "The written language development of students with special needs." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/623.
Full text
20
Yuen, 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 text
21
Onysko, 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 text
22
Akhter, 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 textAbstract:
Debugging is an important and critical phase during the software development process. Software debugging is serious and tough practice involved in functional base test driven development. Software vendors encourages their programmers to practice test driven development during the initial development phases to capture the bug traces and the associated code coverage infected from diagnosed bugs. Application’s source code with fewer threats of bug existence or faulty executions is assumed as highly efficient and stable especially when real time software products are in consideration. Due to the fact that process of development of software projects relies on great number of users and testers which required having an effective fault localization technique. This specific fault localization technique can highlight the most critical areas of software system at code as well as modular level so that debugging algorithm can be used to debug the application source code. Nowadays many complex or simple software systems are in corporation with open bug repositories to localize the bugs. Any inconsistency or imperfection in early development phase of software product results in low efficient system and less reliability. Statistical debugging of program source code for visualization of fault is an important and efficient way to select and rank the suspicious lines of code. This research provides guidelines for practicing statistical debugging technique for programs coded in Ruby programming language. This thesis presents statistical debugging techniques available for dynamic programming languages. Firstly, the statistical debugging techniques were thoroughly observed with different predicate base approaches followed in previous work done in the subject area. Secondly, the new process of statistical debugging for programs coded in Ruby programming language is introduced by generating dynamic predicates. Results were analyzed by implementing multiple programs written in Ruby programming language with different complexity level. The analysis of experimentation performed on candidate programs depict that SOBER is more efficient and accurate in bug identification than Cause Isolation Scheme. It is concluded that despite of extensive research in the field of statistical debugging and fault localization it is not possible to identify majority of the bugs. Moreover SOBER and Cause Isolation Scheme algorithms are found to be two most mature and effective statistical debugging algorithms for bug identification with in software source code.Address: School of Computing Blekinge Institute of Technology SE-371 79 Karlskrona, Sweden Phone: +46-(0)455-385804 Fax: +46-(0)455-385057
23
Joseph, Holly. "Children's online processing of written language inferences from eye movements." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2054/.
Full textAbstract:
This thesis reports seven experiments that investigated children's online processing of written language. A variety of visual and linguistic factors, for which there are well-documented effects in adults, were manipulated in order to examine children's and adults' eye movements as they read sentences containing these manipulations. Experiment 1 investigated saccadic targeting of long and short words and showed that adults and children are generally alike in where they target their initial saccade to a word, and how they use parafoveal word length information to skip words. It also showed that while the length of a word directly influences the eye movement behaviour of both adults and children during text reading, the magnitude of these effects is greater in children. Experiments 2 and 3 showed that reliable word frequency effects are observed in adults and children when age-appropriate texts are used to index frequency counts. Experiment 3 also showed that word frequency effects occur in children, even when the age at which words were acquired is held constant. In Experiment 4 lexical processing of semantically ambiguous words was examined and the data were suggestive of there being a cost associated with processing words with more than one meaning for older children. However, the effects were not robust in adults or younger children. Experiments 5 and 6 investigated syntactic parsing and showed that children are slightly delayed relative to adults in their detection of initial syntactic misanalysis, but that they appear to have a similar sentence-parsing mechanism in place as adults. Finally, Experiment 7 investigated thematic processing of anomalous and implausible sentences, and showed that while there is no difference in the time course of thematic anomaly detection in adults and children; children are delayed in their detection of thematic implausibility as compared to adults. Overall, the data show that adults and children appear to have similar rnechanisms in place for processing written language visually, lexically, syntactically and thematically. They also show that the magnitude of disruption associated with these effects is greater in children than in adults, that the time course of children's syntactic processing is slightly delayed relative to that of adults, and further, that children are delayed in the efficiency with which they are able to integrate pragmatic and real world knowledge into the discourse representation. The thesis also makes a number of methodological points that have implications for conducting future research with developmental populations.
24
Anderson, 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 textAbstract:
Children's responses to picture books are documented through this qualitative research involving a case study of three students in an intermediate elementary classroom. The study focuses on multiple ways of knowing through examining students' responses to these books through language and art. Specific research questions within this context are: How is the learning environment constructed to support children's responses to picture books? How do children respond to picture books?, What are the children's responses to the illustrations in picture books? and How do children create their own interpretations of the illustrations and written language in picture books? The theoretical frame for this study is based in semiotic theory and transactional theory as well as reader response research, picture books and response, visual literacy, children's responses to art, literary content analysis of picture books, reviews of picture book illustrations, interviews with illustrators, and illustrators reflecting on their artistic processes. The curriculum design developed of this study integrates children's literature and art. The curriculum cycle was an introduction of a picture book or textset, followed by a literature discussion, studio art experiences, and a reflective interview. The infusion of fine arts into the classroom curriculum more closely resembles the multiple ways children approach learning in the world outside school. The combination of written language and illustration in picture books can provide children with an introduction to literature and literacy. In the study, students were encouraged to read a variety of picture books and respond through literature discussion and art experiences. The findings related to the case study of three students were organized within two main areas: meaning making within a picture book and meaning making within the artwork. The picture book was defined as a unique art form that was central to the lives of students as they developed visual literacy. The students' responses were extremely sophisticated and showed that they were capable of complex understandings of art and literature.
25
Bertoch, Kailie Ann. "Language Use in Mathematics Textbooks Written in English and Spanish." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4347.
Full textAbstract:
Research has suggested that although mathematics is a universal language, the notation, algorithms, and language in which it is taught varies from country to country. The literature has addressed the challenges associated with understanding the language of mathematics in English. Variable is a topic of mathematics where the literature has documented students' difficulty understanding the language of mathematics. Part of that difficulty is attributed to the fact that mathematics and English each have their own register and at times the differences in these registers conflict. This study examined the introduction and use of variable in the middle school textbooks of three English speaking countries and three Spanish speaking countries. The results of this study are that textbooks rarely make any attempt to use bridging language, and do not explain to students how they are using variable when they use it. The results of this study also show that the language used to talk about variable is similar English (Spanish) speaking countries.
26
Beiner, 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 text
27
Yeung, 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 text
28
Ngai, 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 text
29
Louw, Henk. "Standardising written feedback on L2 student writing / H. Louw." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1718.
Full text
30
Avazpour, 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 textAbstract:
It is generally believed that when learning another language, students most commonly use their first language as the source of language influence. In the Basque region of Spain people are either Spanish monolinguals or Basque bilinguals and in this case study I set out to see whether students use Spanish or Basque as a reference when learning English. The three most common written errors of Spanish monolinguals and Basque bilinguals were analyzed by using Error Analysis as an analytical tool. The errors were not only described but also reasons were put forward as to why these errors were made. Even though Basque was the first language of half of the students, the results show that Spanish was the main source of influence when writing in English.
31
Sardinha, 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 text
32
Juhlin, 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 textAbstract:
The purpose of this study is to estimate and compare the entropy and redundancy of written English and Swedish. We also investigate and compare the entropy and redundancy of Twitter language. This is done by extracting n consecutive characters called n-grams and calculating their frequencies. No precise values are obtained, due to the amount of text being finite, while the entropy is estimated for text length tending towards infinity. However we do obtain results for n = 1,...,6 and the results show that written Swedish has higher entropy than written English and that the redundancy is lower for Swedish language. When comparing Twitter with the standard languages we find that for Twitter, the entropy is higher and the redundancy is lower.
33
Fong, 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 text
34
Hantrakul, 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 textAbstract:
Thesis (D.A.)--Illinois State University, 1990.Title 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.
35
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 textAbstract:
Thesis (MPhil (General Linguistics))--Stellenbosch University, 2009.This 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.
36
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 text
37
Guthrie, 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 textAbstract:
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title 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.
38
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 textAbstract:
Over the past few decades, there has been an increased interest in the formulaic aspects of languages, including English. There has also been work conducted into the learning and teaching of formulaic language and its use by non-native speakers. Despite the increase in English language teaching in China, there has, however, so far not been any combined research into the learning, use and teaching of formulaic language in the Chinese EFL context. This study addresses this gap by investigating the written texts of Chinese university students and the learning, use and teaching of formulaic language in this research context. As background to this study, an overview of existing research on formulaic language is firstly introduced, and then the rationale for this study, investigating formulaic language through student written texts, is established by positioning the role of written language in second language research and the relation between formulaic language and genre analysis studies. After these, specific background information on the EFL context in China is presented by supporting the claim that the EFL students in the study are seen as language learners as well as writers and users of English. The research questions that this study sets out to answer are the following: (1) To what extent do Chinese university students use formulaic language in their written English? a) What are the main structures of formulaic language used by these learners? b) What are the main discourse functions of formulaic language used by these learners? c) What is the relationship between the distribution of structural and functional categories of formulaic language in the learners’ written texts? d) How is the formulaic language used differently in the written texts of Year1 and Year 3 university students? (2) What do Chinese university students perceive formulaic language to be? a) To what extent is this perception different in Year 1 and Year 3 students? (3) How do Chinese university students perceive the learning, use and teaching of formulaic language? The results of this research will present formulaic language use in student written texts, and link this use to students’ self-reported processes, strategies and sources of formulaic language learning and use. Nevertheless, student reflections on the teaching of formulaic language in the research context will be introduced in order to address the research questions thoroughly. A mixed methods research design is employed in this study. The fieldwork took place during one semester (16 weeks) at a Chinese university. The participants were 83 students from the Year 1 and 73 students from Year 3 groups in the foreign language department. The main sources of data were firstly, students’ written texts and secondly, in-depth interviews with 12 informant writers. The findings of the research present a well-rounded description of formulaic language use in Chinese university students’ English written texts, by analysing and comparing the distribution of structural and discourse functional categories in the formulaic strings identified by the student perceptions and through corpus linguistic methods. Also, triangulation of the textual data collected from the written texts and perceptual data gathered from interviews shows some discrepancies regarding the perception of formulaic language in English among students and in researchers in the field. This thesis ends with a discussion of the implications and limitation of the present study, and directions for future research on formulaic language in the EFL context.
39
Perpignan, 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 text
40
Bazán, 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 textAbstract:
Teacher-student interactions in a reading and writing learning setting in first grade of elementary school, were analyzed taking the teaching method into consideration. Among the groups of children whom were taught with strategies derived from interbehavioral psychology, a larger number of interactions in qualitatively more complex levels are observed, this means that in these groups we observe interactions with non-apparent properties of the objects, and relations with extra-situational referents.$esides, in the mentioned groups we observed that interactions initiated by group teachers were followed with a very high probability by students' behaviors,in the same complexity le veis where the teachers' behaviors appeared.Las 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.
41
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 textAbstract:
Autism spectrum disorder (ASD) is a neurodevelopmental condition characterised by language processing differences. These differences are thought to impact upon reading skill and individuals with ASD are often reported to have reduced reading comprehension and inferencing accuracy, in comparison to typically developing (TD) controls. This thesis examined on-line linguistic processing differences that might underpin atypical reading performance in ASD by monitoring the eye movements of TD and ASD adults as they read text that included lexical, syntactic, semantic, and discourse manipulations. Experiment 1 and Experiment 2 demonstrated that the efficiency of lexical and syntactic processing is similar between TD and ASD readers, as evidenced by comparable word frequency and garden path effects. In contrast, Experiment 3 demonstrated that there is a differential time-course in the processing of situational world knowledge during reading between TD and ASD readers. However, no difference in the efficiency with which TD and ASD readers form co-referential links was found in Experiment 4. In addition, for each experiment, readers with ASD were found to engage in increased rereading, in comparison to TD readers, which is speculated to reflect a ‘cautious’ reading strategy. Collectively, the findings from these experiments demonstrate that in general, the language processing system is very similar between TD and ASD readers. However, individuals with ASD have a specific processing atypicality that is associated with the processing of situational world knowledge. Given that processing of such information is often essential for inferences to be formed and for readers to achieve global text coherence, it is likely that this processing difference contributes to previous reports of comprehension and inferential atypicalities in ASD. Collectively, these findings provide a novel contribution to our understanding of how linguistic processing during reading occurs onlinein individuals with ASD.
42
Fey, 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 textAbstract:
In this study 538 children composed 1 oral and 1 written fictional story in both 2nd and 4th grades. Each child represented 1 of 4 diagnostic groups: typical language (TL), specific language impairment (SLI), nonspecific language impairment (NLI), or low nonverbal IQ (LNIQ). The stories of the TL group had more different words, more grammatical complexity, fewer errors, and more overall quality than either language-impaired group at either grade. Stories of the SLI and LNIQ groups were consistently stronger than were those of the NLI group. Kindergarten children with language impairment (LI) whose standardized test performance suggested normalization by 2nd grade also appeared to have recovered in storytelling abilities at that point. By 4th grade, however, these children's stories were less like the children with TL and more like those of children with persistent LI than they had been in 2nd grade. Oral stories were better than written stories in both grades, although the greatest gains from 2nd to 4th grade were generally made on written stories. Girls told stronger stories than did boys at both grades, regardless of group placement. It is concluded that story composition tasks are educationally relevant and should play a significant role in the evaluation of children with developmental LI.
43
Brown, 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 textAbstract:
The purpose of this study was to describe written narratives of language disordered adolescents by comparing their written narratives via story grammar analysis with those of normal adolescents. The written narratives were obtained by administering two tasks as required assignments within the English or communications classes of the two groups. Task A was to write about a personal experience and Task B was about an imaginary experience. This study used Merritt and Liles' adaptations (1987) of Stein and Glenn's procedures (1979) for story grammar analysis to describe the content of the narratives.
44
Parisi, 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 textAbstract:
2016 - 2017The 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)
45
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 text
46
Grant, 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 textAbstract:
The aim of this study is to analyse essays written in English by Swedish pupils and to map the most common errors made in written communication. The grammatical features selected for the analysis are prepositions, articles, verb forms, subject-verb agreement and word order. Furthermore, the errors will be grouped and ranked according to the Obligatory Occasion Analysis not only to assess the pupils’ development but also to help the teachers to prepare for their lesson planning.
47
Chu, 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 text
48
Hung, 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 text
49
Watts, 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 text
50
Ross, 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 textAbstract:
How deaf children relate signs to written words was investigated. Thirty deaf children participated in a lexical decision task and a production task. On both tasks, the children recognized written words that form part of their sign lexicon more accurately and more quickly than words that do not. In the production task, the younger children made fewer errors on written words that share formational correspondences with their signed equivalents, whereas the older children did not. In the lexical decision task, the children recognized words that they signed correctly in the production task more accurately and more quickly than those words they fingerspelled correctly.These 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.