Tesis sobre el tema "Topical talk"
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Freiberg, Jill Maree y n/a. "Topical Talk in General Practice Medical Consultations: The Operation of Service Topics in the Constitution of Orderly Tasks, Patients and Service Providers". Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041012.125934.
Texto completoFreiberg, Jill Maree. "Topical Talk in General Practice Medical Consultations: The Operation of Service Topics in the Constitution of Orderly Tasks, Patients and Service Providers". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366054.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Faculty of Education
Full Text
Arhammar, Andersson Molly. "What we talk about when we talk about winners : Using clustering of Twitter topics as a basis for election prediction". Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84789.
Texto completoPratley, Rachel. "Linguistic and non-linguistic aspects of topic in multi-party talk". Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425180.
Texto completoBayraktaroğlu, Arin. "Analysis of conversation : politeness, sequence, and topic with special reference to troubles-talk in Turkish". n.p, 1988. http://ethos.bl.uk/.
Texto completoBayraktaroglu, Arin. "Analysis of conversation : politeness, sequence and topic, with special reference to troubles-talk in Turkish". Thesis, Open University, 1988. http://oro.open.ac.uk/57037/.
Texto completoThurman, John P. "THE INTERACTION OF TOPIC CHOICE AND TASK-TYPE IN THE EFL CLASSROOM". Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/13300.
Texto completoPh.D.
This study was an examination of the effect that three levels of topic choice (no choice, limited choice, and complete choice) would have on students' Task Interest and Task Self-efficacy (Study 1, 78 participants), and on three aspects of students' oral output: Accuracy, Complexity, and Fluency (Study 2, 42 participants in 21 pairs). Also examined were the effects that three types of tasks (descriptive, narrative, and decision-making) exerted on these five variables. Data were collected using a questionnaire for Study 1 and recording the participants' conversations for Study 2. Data were collected in nine consecutive treatments to examine the main effects of choice and task, and the interaction effects of choice and task, using two-way repeated-measures ANOVAs. For Study 1, limited choice promoted Task Interest for the descriptive and narrative tasks, and Task Self-efficacy for the narrative and decision-making tasks to a statistically significant degree. In addition, the descriptive task had the highest Task Interest for the no choice and complete choice treatments and had the highest Task Self-efficacy for the no choice of topic treatment. The findings generally indicated that the participants were more interested in the task when there was choice, and that this led to higher levels of Task Interest and Task Self-efficacy. The Study 2 results indicated that Complexity was significantly higher when choice was introduced for the descriptive and narrative tasks. Accuracy and Fluency were not influenced to a statistically significant degree by choice, but they were positively influenced nonetheless. Attentional resources may have been freed up when choice was introduced and the participants may have been more willing to take risks, both possibly causing the significantly higher levels of complexity for choice. Suggestions for further research include a closer examination of the process students use when choosing a topic and examining ways for a more efficient method of introducing choice into the task-based language teaching syllabus.
Temple University--Theses
Metwali, Mahmoud. "Motor variability, task performance, and muscle fatigue during training of a repetitive lifting task: adapting motor learning topics to occupational ergonomics research". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6803.
Texto completoVandenboom, Deborah Ann. "Family mealtimes: Topics associated with the adolescent's academic standing and self-esteem". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2099.
Texto completoSundin, Åsa. "”Hörredu … vi börjar med att du förklarar på ett enkelt sätt för oss, för vi e vanliga simpla människor” : En samtalsanalytisk studie av en hybridiserad pratshowintervju". Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18768.
Texto completoJensen, Courtney LeAnn. "AGE, ATTENTION, AND OTS IN A CONSTRAINED VS UNCONSTRAINED TASK". UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/4.
Texto completoLoomis, Donovan P. "Teaching with imagination and learning by doing : the ideas, methods, and topics for TaLK after school English program in Korea from a native English teacher /". Click here to view, 2009. http://digitalcommons.calpoly.edu/laessp/1/.
Texto completoSandström, Viktor. "Statistiska siffror och retoriska tal : Hur statistikargument kan förstås utifrån den klassiska retoriken". Thesis, Uppsala universitet, Avdelningen för retorik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254876.
Texto completoBusch, Gillian Roslyn. "The social orders of family mealtime". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/48024/1/Gillian_Busch_Thesis.pdf.
Texto completoCarvalho, Vânia Lúcia Corradi. "Efeitos da dramatização sobre compreensão oral de histórias infantis por alunos com deficiência auditiva". Universidade Federal de São Carlos, 2004. https://repositorio.ufscar.br/handle/ufscar/3026.
Texto completoThe scholar integration proposal demands that the school organize itself to facilitate the access for students with hearing impairment to the curriculum, allowing them, under those circumstances, to have educational opportunities to reach enough knowledge to perform their citizenship. The educational needs of these students demand effort of educators providing them a flexibility of the instruction resources, making feasible the opportunities of learning that take into account their singularity, especially related to communication. This paper had as the main objective an assessment to evaluate the effectiveness of the use of fairy tale dramatization, as an educational strategy to provide an improvement of the oral comprehension of stories for five students with hearing impairment, aged between 7 and 13, enrolled on a public school. It was used an experimental multiple baseline design between individuals, which started with an assessment of previous knowledge that each participant had; hearing impairment, previous knowledge about the fairy tale, followed by the participation of each one in a training with a pedagogical activity and in the end a dramatization related to the fairy tale. These activities were performed by each student in different moments, in a same group composed of four no-hearing-impairment participants. The data were collected by video and/or tape recordings. One statistical descriptive analysis was applied, by comparing the previous knowledge that each student with hearing impairment had about the fairy tale, before and after the achievement of both pedagogical activities and dramatization. The results showed that the participants who had been exposed to the two posterior interventions showed more improvement in performing the assessment tests of the fairy tale oral comprehension, as much in the evaluations accomplished after the introduction of the pedagogical support activity as after the dramatization activity. Although the two interventions had promoted improvement in this performance, there were differences in the magnitude of the change when it was compared with each individual among themselves, or in the student himself, the effect of the two strategies (pedagogical support and dramatization). The inter and intra-individual rate differences suggest that individuals benefited themselves in different ways when the two teaching strategies were used, and it seems to point toward that there is no superiority of one strategy over another, what implies the importance in diversifying the teaching instruction to fulfill the individual particularities in learning condition of students with hearing impairment.
A proposta de integração escolar exige que a escola se organize para facilitar o acesso dos alunos com deficiência auditiva ao currículo, permitindo, assim, que eles tenham oportunidades educacionais na aquisição de conhecimentos necessários, para o exercício de sua cidadania. As necessidades educacionais desses alunos exigem que os educadores proporcionem a eles uma flexibilização dos recursos instrucionais, viabilizando oportunidades de aprendizagem que considerem a sua singularidade, especialmente em relação à comunicação. Este estudo teve por objetivo principal avaliar a efetividade da utilização da dramatização de uma história infantil, como uma estratégia educacional para promover a melhora da compreensão oral de histórias por cinco alunos com deficiência auditiva, com idade entre 7 e 13 anos, matriculados em uma escola pública. Foi utilizado um delineamento experimental de linha de base múltipla entre sujeitos, o qual iniciou-se com a avaliação do conhecimento prévio que cada participante portador de deficiência auditiva tinha da História, prosseguiu com a participação de cada um deles em treino via atividade pedagógica e, posteriormente, via dramatização referente à História, sendo que essas atividades foram realizadas com cada um deles em momentos diferentes, embora com um mesmo grupo composto por quatro participantes ouvintes. Os dados foram coletados através da gravação em vídeo e/ou áudio. Aos resultados aplicou-se uma análise estatística descritiva, comparando-se o conhecimento prévio que cada aluno com deficiência auditiva tinha da História, antes e após a realização das atividades pedagógicas e de dramatização. Os resultados demonstraram que os participantes que foram submetidos às duas intervenções subseqüentes apresentaram melhora no desempenho em testes de avaliação da compreensão oral da História, tanto nas avaliações realizadas após a introdução da atividade de apoio pedagógico, quanto após a atividade de dramatização. Embora as duas intervenções tenham promovido melhora no desempenho, houve diferenças na magnitude da mudança quando se comparam os diferentes sujeitos entre si, ou no mesmo sujeito. As diferenças inter e intra-sujeitos sugerem que os indivíduos se beneficiaram de forma diferente quando as duas estratégias de ensino foram utilizadas, e isso parece indicar que não há superioridade de uma estratégia sobre a outra, o que implica na importância de diversificar o ensino, a fim de atender às especificidades individuais no estilo de aprendizagem de alunos com deficiência auditiva.
Alexander, Ödlund Lindholm. "The Salience of Issues in Parliamentary Debates : Its Development and Relation to the Support of the Sweden Democrats". Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167610.
Texto completoNelson, Chris. "A conversation analytic study of the turn-taking structure of topical talk". 1988. http://catalog.hathitrust.org/api/volumes/oclc/19004961.html.
Texto completoTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 132-137).
Sroufe, Katie K. ""I don't wanna talk about it" : reintroducing taboo topics in romantic dating relationships". 2013. http://liblink.bsu.edu/uhtbin/catkey/1713801.
Texto completoDepartment of Communication Studies
"Exploring task-internal and task-external readiness: the effects of topic familiarity and strategic planning in topic-based task performance at different proficiency levels". Thesis, 2010. http://library.cuhk.edu.hk/record=b6074874.
Texto completoResearch into task-based language teaching (TBLT) has yielded fruitful results with regards to pre-task and during-task preparation activities, with some consensus being reached in a number of areas. Pre-task planning and task repetition usually give rise to fluency and complexity, whereas on-line planning is likely to help with complexity and accuracy. In general, pre-task planning, task repetition, and on-line planning are all task-external manipulations in which extra preparation time is provided so that learners can focus their attention on improving some performance areas. The present study is an attempt to extend the notion of planning from a task-external to a task-internal perspective.
Results showed that both topic familiarity and strategic planning help learners with more fluent language, but the effect sizes indicate that strategic planning was more powerful in this regard. Topic familiarity pushed learners for slightly more accurate performance with very significant gains in lexical diversity and lexical sophistication. In contrast, planning was associated with significantly higher complexity and lexical density. Proficiency seemed to be concerned with forms rather than meaning expression as higher proficiency participants always scored higher in accuracy and sometimes in complexity, but not so much in fluency or lexis.
The design of the study is empirical and quantitative in nature. The effects of strategic planning (task-external) and topic familiarity (task-internal) on participants with different proficiency levels are explored and compared. Eighty L2 English participants (forty medicine majors and forty computer majors from a major university in Hong Kong) performed different experimental tasks, in which topic familiarity types, planning conditions and proficiency levels constitute a 2 x 2 x 2 design. Topic familiarity was realized by giving each participant a natural virus topic and a computer virus topic. The topic that matched the participant's academic training was regarded as "familiar", and visa versa. There were two types of planning conditions, namely a non-planning (control) group and a ten-minute strategic planning group. Within each planning condition, the participants were further dichotomized into two different proficiency groups by a proficiency test that was administered prior to the tasks.
Bei, Xiaoyue = 探索任務內與任務外預備 : 主題熟悉程度和策略性構想對不同英語水準學習者話題性任務表現的效應研究 / 貝曉越.
Adviser: Peter Skehan.
Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (leaves 189-206).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese.
Bei, Xiaoyue = Tan suo ren wu nei yu ren wu wai yu bei : zhu ti shu xi cheng du he ce lüe xing gou xiang dui bu tong Ying yu shui zhun xue xi zhe hua ti xing ren wu biao xian de xiao ying yan jiu / Bei Xiaoyue.
Lin, Peihsuan y 林佩玄. "Taiwanese Senior High Students' Talk In English Literature Circles: Topics, Discussion Roles,And Interaction". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/u35pn4.
Texto completo國立屏東教育大學
英語學系碩士班
101
The aim of this study is to investigate students’ frequent topics, the influence of discussion roles and interactions in literature circles. The participants were 10 National Pingtung Senior High Girls’ School students. They went through 2 try-out sessions for practice and 6 students-led literature circles. In this study, video- recording, the survey, informal and semi-structure interviews were employed to collect data. Students’ talk in literature circles was video-recorded and the recorded data were analyzed qualitatively and quantitatively. The survey was used for understanding students’ personal information and reading experiences. Interviews were audio-recorded to supplement the researcher’s interpretation of recorded data. The researcher also had students check the transcriptions during the informal interviews. The finding shows that there were two types of topics in literature circles: topics as text understanding and topics as extension. The frequent topics centering on text understanding are talking about the protagonists, discussing the literal meaning and conversing on the plot. The frequent topics centering on extension are connecting personal life experiences, putting themselves into the protagonist’s shoes and expressing personal emotion towards the protagonists. By talking about the protagonists, students could understand the development of the story. Connecting their life experiences with the texts helped them initiate a topic easier and made reading and discussions more interesting and meaningful. In this study, the factors that influenced the amount of conversational topics included topic preference, text readability, familiarity with the theme and the author’s writing style. The finding also shows that discussion roles dominated students’ topics. Although students expressed positive attitudes towards discussion roles, some students lacked confidence in playing the roles of discussion director and illustrator. There were also two instances where students posed topics irrelevant to their discussion roles. First, some connectors found it hard to connect their life experiences with the texts. Second, some vocabulary enrichers placed less value on discussing unfamiliar words. In this study, students initiated topics with open questions most frequently. Moreover, students took more turns talking when the topics were initiated with open questions. There were three reasons for this finding. Firstly, open questions elicited open answers from peers. Secondly, students verbally and non-verbally invited their peers to participate in the conversations. Thirdly, open questions triggered students’ disagreement and provoked students’ interests in topics. Based on the findings, the researcher suggests that educators should help student practice raising topics by talking about the protagonists and their life experiences. To make sure students have equal opportunity, educators should take time management and the order of discussion roles into consideration. Moreover, students should not be limited in discussing certain topics. Finally, educators should teach students verbal and non-verbal discussion skills. Further study is suggested in talk involving all male and mixed-gender groups, the number of students who join a topic, and talk involving controversial issues in literature circles to see if there are differences in results.
KUO, CHU-YIN y 郭祝吟. "Corpus-based and Genre Analysis of TED Talks Related to 'Energy' Topic". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/69527268464400553745.
Texto completo銘傳大學
應用英語學系碩士在職專班
104
This research is a case study to explore one complied corpus of 36 transcripts of TED Talks related to the ‘energy’ topic in terms of corpus-based genre analysis. The results reported that nouns take up the highest portion of keywords and the analysis of word clusters revealed that most speakers invited people to take actions. In addition, the study showed that most speakers addressed their main theme in their opening section in order to catch attention of their audiences. This study provides some insights and implications that can help learners to study spoken English as well as one specific genre related to English for Specific Purposes (ESP).
Freeman, Jennifer Lynn. ""How do you know god didn't start the universe and blow it up?" : using classroom talk and controversy to support scientific literacy". Thesis, 2014. http://hdl.handle.net/2152/26514.
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Ying-Hsiao, Chen y 陳英曉. "Kim Jong-il and Six-Party Talks: Topic Selection and Policy Dilemma(1994-2011)". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/10718259957506899158.
Texto completo國立中正大學
戰略暨國際事務研究所
100
Kim Jong-il has been promoting “military-first politics” as the guidance for North Korea since he came to power in 1994. North Korea launched a satellite missile test in 2009 while withdrawing from the Six-Party Talks in the same year to carry out a nuclear test, resulting in United Nations Security Council sanctioning on North Korea with Resolution 1874. After the first nuclear crisis, North Korea signed a “Nuclear Agreed Framework ” with the United States in Geneva in 1994, followed by establishing the “Korea Peninsula Energy Development Organization (KEDO)” in 1995. After the second nuclear crisis, The United States, North Korea, and China held a tripartite talks in Beijing; however no concrete results have been reached under the lack of consensus from affiliated parties. In 2003, China launched a Six-Party Talks in attempt to complete denuclearization of the Korean Peninsula. The negotiation lasted up to 6 years before reaching joint statement and the implementation of actions. However this objective not only failed to accomplish concrete results but also seemed to deviate from the target even further after North Korea withdrew from the Six-Party Talks. The situation in the Korean Peninsula could not be analyzed simply using single international relations theory. Due to Kim Jong-il’s Juche Idea and the foreign policy of military-first politics that led Korea, Six-Party Talks ultimately failed to bring its function into full play while none of the States has benefited from the Six-Party Talks. North Korea in the contrary has become the biggest winner. After North Korea withdrew from the Six-Party Talks, the foreign policies adopted by all States have oppressed the economic development of North Korea, leading North Korea to take further transformation.
You, Bor-Song y 游伯松. "Spatial representation in drawing:the influence of topic,task on spatial representation strategies of occlusion in children''s drawings". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/93154141370323649413.
Texto completo國立臺灣師範大學
美術研究所
88
Spatial representation in drawing: the influence of topic, task on spatial representation strategies of occlusion in children’s drawings Bor - Song You Abstract The purpose of the study to investigate the strategies of spatial representation of occlusion in children’s drawings. The influence of topic, task on spatial representation of occlusion in children’s drawings were considered. One hundred and eighty subjects aged 5, 7, 9 years were selected from five primary schools and two kindergardens in Keelung, Taiwan. They were randomly assigned to two groups, one took Topic 1 test (one ball behind another ), another took Topic 2 test (a girl behind the wall ). All subjects participated in three tasks, including drawing from memory (Task 1), drawing from observation (Task 2), and graphic judgment (Task 3). A 3 × 2 × 3 (age × topic × task) mixed experimental design was used. All subjects’ spatial representation of occlusion on 2 topics, 3 tasks were treatmented. Age, topic, and task as independent variables. Subjects’ three scores on treatment classified by criteria of spatial representation of occlusion as dependent variables. After collecting datas, using three-way ANOVA to identify the influence of topic, task on spatial representation of occlusion in children’s drawings. As following shows the main discoveries in this study: 1. The strategies of spatial representation of occlusion in children’s drawings were classified as in essential “Segregation”, “Transparency”, and “Occlusion”. 2. The strategies of spatial representation of occlusion in children’s drawings were “Partial occlusion” and “Horizontal segregation” two kinds mainly. 3. There was no significant interaction between age, topic and task. 4. The influence of topic, task on spatial representation of occlusion in children’s drawings. (1) There was significant interaction between two topics and three tasks. The effect of topic on spatial representation of occlusion depended on task. The effect of task on spatial representation of occlusion depended on topic. (2) The children’s spatial representation of occlusion in graphic judgment task were better than they did in observation task. The children’s spatial representation of occlusion in observation task were better than they did in memory task. (3) Above 7 years, children’s spatial representation of occlusion in drawings would faced the challenge of skills of representation by visual stimuli. 5.The influence of age, task on spatial representation of occlusion in children’s drawings. (1) There was significant interaction between age and task. The effect of age on spatial representation of occlusion depended on task. The effect of task on spatial representation of occlusion depended on age. (2) The elder children’s spatial representation of occlusion were better than younger children in three tasks. (3) The children’s spatial representation of occlusion in graphic judgment task were better than they did in observation task. The children’s spatial representation of occlusion in observation task were better than they did in memory task. 6.The influence of age, topic on spatial representation of occlusion in children’s drawings. (1) Under 7 years, the effect of children’s spatial representation of drawings depended on “difference between shapes”of topic, not the visual stimuli. (2) Until 9 years, the children’s spatial representation of drawings on 2 topics could reversed by the visual stimuli. Finally, the suggestions for instructional method, evaluation, and advanced research in children’s drawings are discussed. Keywords: children’s drawings, spatial representation, strategies in drawings, occlusion
Myeza, Sipho Samuel. "Talk-exchange as determinant(s) of power in topic development : a critical discourse analytical interpretation with special reference to the use of dialogue in selected isiZulu drama books". Thesis, 2020. http://hdl.handle.net/10500/26748.
Texto completoAfrican Languages
D. Litt. et Phil. (Language, Linguistics and Literature)
Kalistová, Ivana. "Využití dětské literatury jako východiska pro dramaticko-výchovný proces v mateřské škole". Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-297090.
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