Rozprawy doktorskie: „Communicative”

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He, Peng. "Chinese lawmaking : from non-communicative to communicative". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6421.

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In this thesis I will discuss and criticize different legitimation for lawmaking, including ancient and contemporary Chinese theories, and Western representative perspectives on lawmaking. I will disclose disadvantages of Chinese lawmaking system. As a new research project of Chinese law, I argue that both the traditional and contemporary Chinese lawmaking lacked elements of communication. The top-down lawmaking mode was the reality as well as the dominant theoretical justifications of legislation in China. I believe that the top-down lawmaking mode in China was insufficient in its justifications for legitimacy; neither was it beneficial for increasing the degree of individual freedom and rights. Therefore it is better to absorb positive Western lawmaking elements, especial taking a shift from a non-communicative mode to a more interactive and cooperative mode. Western theories of lawmaking could contribute to Chinese future legal reform. Theories of disagreement and individual freedom have positive contributions to this proposed change. After my introduction and analysis of Western theories, I attempted to escape from pure theoretic discussion about law and legality, and try to provide a practical application of communicative lawmaking in China. Relying on the contributions of Western lawmaking theories, but at the same time realizing their difficulties in their application in Chinese contexts, I believe that Confucianism, a Chinese philosophy of love and law could contribute to a discourse theory of lawmaking. The core of Confucianism, Ren (‘仁’ , loving the people, humanism) provided a possible theoretical background for a discourse theory. Professor Bankowski’s argument for the interplay of law and love, the inside and the outside systems, also initiated a debate for the communicative decision-making, and is thus employed to solve the difficulty of applying Western theories into Chinese contexts. The ‘appropriate’ lawmaking in this thesis refers to a communicative lawmaking mode, in contrast to the non-communicative mode that defended by Chinese legalism and contemporary justifications of lawmaking. I attempt to introduce this interactive and cooperative lawmaking structure to balance individual rights and state interests. This structure would go against the grain of the traditional top-down legislation. In this new structure individuals’ voice could be heard and paid attention to, which is a system of achieving Ren ( humanism).

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Beeby, Laura. "Communicative injustice". Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.575138.

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In this thesis I explore the idea of communicative injustice. That is, I consider the thought that some of our communicative practices are so vital to our flourishing existence as human persons that we suffer an injustice in certain circumstances when these practices fail. For instance, sometimes the ability to successfully communicate consent or refusal means the difference between maintaining authority over our bodies and becoming victims of rape and assault. Sometimes the ability to communicate successfully about an experience like sexual harassment means the difference between vulnerability to confusion, self-doubt, and further injustice and the ability to understand and combat that injustice from a situation of relative epistemic security. I argue that there are conditions under which we should be able to communicate certain things, and that sometimes an inability to communicate constitutes an injustice. That is, under my account, a person may become a victim of injustice when certain kinds of communication become impossible for her.

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Hagemeier, Nicholas E. "Communicative Behavior". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1488.

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Book Summary: This outstanding resource guide for students and young adults provides an introduction to the history of prescription drug abuse that explains how this problem has arisen and examines the social, political, economic, and health issues associated with prescription drug abuse in modern society. • Explains the dangers associated with the use of prescription drugs for nonmedical purposes • Provides a detailed introduction for readers seeking to learn about the topic of prescription drug abuse and serves as an research tool for school projects • Includes thought-provoking perspective essays from individuals involved in the discussion of how to address prescription drug abuse • Supplies primary source documents in the form of excerpts from laws, administrative rulings, and court cases regarding prescription drug abuse as well as a glossary of key terms used in discussing the topic of prescription drug abuse

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Rodwell, James. "'Kierkegaard's Communicative Practice'". Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485492.

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This thesis aims to read Kierkegaard's work, and iIi 'particular the Postscript, under his own assessment of his writing as communication.This way of reading Kierkegaard has, I argue, been neglected in the predominant strands of secondary commentary, namely, blunt readings and deconstructive readings that typically take Kierkegaard's communicative work as subsidiary to his theoretical contributions. By building upon the recent works of Conant atf

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Wikman, Jonas. "Simulation of communicative behavior /". Luleå, 2004. http://epubl.luth.se/1402-1544/2004/30.
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Borges-Méndez, Ramón. "Dudley : a communicative project". Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/71406.
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Morozova, Iryna Anatoliivna, Ирина Анатольевна Морозова i Ірина Анатоліївна Морозова. "Procedures of communicative teaching". Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/4279.
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The guiding principle of communicative methodology is that learners need a purpose for listening, speaking, reading, and writing. Presenting an activity as “something we are going to do today” is not purposeful enough. The students must have a reason for participating, and all activities must be relevant to the students’ lives. Communicative activities give the students a higher level of motivation to learn the language. The ultimate goal in this method is to communicate with others. The principal reason one learns a language is to be able to communicate with others. Communicative activities provide the students with a great number of opportunities to develop positive relationships with other students and with the teacher. The following are three communicative teaching procedures, which can be organized into various activities and to which a variety of relevant materials and subjects can be applied. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/4279

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Huang, Yuan. "Family Communication Patterns, Communication Apprehension and Soci-Communicative Orientative Orientation: A Study of Chinese Students". University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1279326521.
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Fullwood, Christopher. "Video-mediated communication : psychological and communicative implications for advice on good practice". Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/932.
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This thesis investigates whether certain practices improve the use of video-mediated communication; specifically video-mediated gazing (the act of looking directly into the camera) and face-to-face familiarisation prior to video-mediated meetings. This is done through comparisons of conditions where such practices are employed and control conditions. The successful adoption of these practices is assessed using a multi-level approach: investigating the communicative process, participant perceptions and task outcome. Participant perceptions are directed towards assessing the media, assessing other participants using the media, perceptions of task performance and communicative success, and perceptions of social co-presence. In cases where task outcome is assessed, an objective measurement of performance is taken. Communicative process is assessed through investigating participants use of gazing behaviour and verbal aspects of process: for example turn length, dialogue length and the numper of interruptions. Verbal aspects of process are also measured using Conversational Games analysis, where the functions of participants' utterances are assessed. The results show that participants who gaze at the camera are perceived more favourably. Accompanying speech with video-mediated gazing also results in improved recall of information. Face-to-face familiarisation alters participant perceptions of others using the media and feelings of social co-presence. It is concluded that for certain applications (specifically social tasks) and with an appropriate level of training (specifically with the use of video-mediated gazing) the use of such strategies benefits video-mediated communication.

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Zahav, Aviva Even. "Nutritional needs of communicative patients and patients with impaired communication in Israel". Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443485.
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Lehrman, Rachel. "Communicative dynamics of artistic collaboration". Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/communicative-dynamics-of-artistic-collaboration(d3ffcdc7-0e3c-416d-9cb4-4ced63b3bbd4).html.
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In his 2001 writings on artistic collaboration, art theorist Charles Green describes how some artistic duos and teams developed a ‘phantom’ element— a ‘third hand’ or collaborative identity independent from and yet related to the individual identities and voices of the artistic collaborators involved. This thesis examines communicative interaction characteristic of these types of collaborations in order to explore this phantom element: what it means, what it is, how it develops and its relationship to the artistic collaborators. Ultimately, it investigates how artists can develop a collaborative author through persistent dialogue and communicative interaction. Focusing on the communicative dynamics of collaborative art practices, the first part of this study illustrates how collaboration reworks conventional notions of authorship. Integrating communication theory and group studies, it then analyses different applications of the term collaboration in contemporary art theory, challenging writings that indiscriminately categorise a variety of participatory activities and roles as collaborative. In doing so, this research examines different types of collaborative relationships; it investigates the conditions necessary for collaborative communication to produce collaborative authorship, outlining various defining characteristics of collaboration. The final portion of this study focuses on collaborative situations in which all of these defining characteristics are met. Using semiotic and hermeneutic phenomenological frameworks, it traces the development of a collective consciousness, collective identity and collective voice. Incorporating research obtained through naturalistic enquiry and questionnaires, it examines how prolonged communication, shared ownership and shared decision-making contribute to the development of these collective entities, leading up to the establishment of a collaborative author. An accompanying DVD and booklet documents the practice-based portion of this investigation— Nomadics, a nine-month multi-media artistic collaboration. The DVD not only evidences the physical art installation that resulted from the collaboration, but also the collaborative practice, providing specific examples to help support claims made within the body of the thesis.

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Wagner, Mark, i wagsmark@yahoo com. "Sources of the Communicative Body". RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080604.102741.
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This study provides evidence for the warranted assertion that classroom practices will be enhanced by awareness of how non-linguistic modalities of the face, hands and vocal intonation contribute to cohesive and cooperative strategies within social groups. Both the history and observations of non-linguistic communication presented by this study suggest that visual, kinesic, and spatial comprehension create and influence social fields and common spaces, yet our language for these fields and spaces is impoverished. This knowledge has been submerged and marginalized through history. At the same time, through time, despite this submersion and marginalization, interrelational and intrarelational synchrony and dis-synchrony, centered on and by the communicative body, occur in social settings in ways that can be considered from both historical and observational perspectives. Building on recent theory by Damasio, Donald, Noddings, Grumet, Terdiman, and Nussbaum, the historical concepts and classroom observations presented here evidence that social values such as caring, loyalty, and generosity are sometimes understood, implicitly and explicitly, through the exchange, perception, and interpretation of non-linguistic signs. By understanding how the face and hands and rhythm and pitch of the voice create cohesive and cooperative social values in learning spaces - separate from racial, ethnic, and intellectual differences - this investigation recovers a submerged knowledge in order to offer a new logic for understanding social process. In turn, this new logic hopes to further transformational practice in the learning and teaching arts and sciences.

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Vilhjálmsson, Hannes Högni. "Autonomous communicative behaviors in avatars". Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/29126.
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Graff, Peter Nepomuk Herwig Maria. "Communicative efficiency in the lexicon". Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77799.
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Thesis (Ph. D. in Linguistics)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 150-160).
In this dissertation, I argue that a variety of probabilistic patterns in natural language phonology derive from communicative efficiency. I present evidence from phonetically transcribed dictionaries of 60 languages from 25 major language families showing that both probability distributions over phonological structures licensed by the categorical grammar, and the global organization of the phonological lexicon as a whole facilitate the efficient communication of intended messages from speaker to listener. Specifically, I show that the occurrence probabilities of different grammatical structures render natural language phonology an efficient code for communication given the effort involved in producing different categories and the specific kinds of noise introduced by the human language channel. I also present evidence that co-occurrence restrictions on consonants sharing place features serve a communicative purpose in that they facilitate the identification of words with respect to each other. Furthermore, I show that the organization of the phonological lexicon as a whole is subject to communicative efficiency. Concretely, I show that words in human language preferentially rely on highly perceptible contrasts for distinctness, beyond what is expected from the probabilistic patterning of the individual sounds that distinguish them. This shows that redundancy in the phonological code is not randomly distributed, but exists to supplement imperceptibile distinctions between larger units as needed. I argue that cross-linguistic biases in the distributions of individual sounds arise from humans using their language in ways that accommodate anticipated mistransmission (Jurafsky et al. 2001, van Son and Pols 2003, Aylett and Turk 2004) thus presenting a serious challenge to theories relegating the emergence of communicative efficiency in phonology to properties of the human language channel only (Ohala 1981, Blevins 2004, 2006). Furthermore, I present preliminary computational and experimental evidence that the optimization of the lexicon as a whole could have arisen from the aggregate effects of speakers' biases to use globally distinct word forms over the course of a language's history (cf Martin, 2007).
by Peter Nepomuk Herwig Maria Graff.
Ph.D.in Linguistics

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Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова i Iryna Anatoliivna Morozova. "Role of good communicative teachers". Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34680.
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The role of the teacher in the communicative method is different from the traditional role of the teacher in some ways. The teacher provides stimulus and opportunities for the student to experience the language but the learning occurs inside of the student and the teacher doesn't have direct control over this. The more the student feels that the material presented is of relevance to him, the more he will internalize and the faster he will do so. Teachers now have to assume the role of facilitator and monitor. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34680

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Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова i Iryna Anatoliivna Morozova. "The purpose of communicative activities". Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/13303.
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Fagerlund, Lina, i Helena Persson. "Communicative Language Learning in English". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28454.
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I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning.
This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.

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Spee, A. Paul. "Strategic planning as communicative process". Thesis, Aston University, 2009. http://publications.aston.ac.uk/15389/.
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This thesis looks at the construction of a strategic plan within a British university (Unico). After a change in leadership, the well-known strategic planning sequence was adopted to set directions according to Unico’s three Missions, followed by the development of respective goals and measures. The evolving strategic content coincided with the development of Unico’s strategic plan. I was able to follow Unico’s planning efforts over 10 months, from first planning meeting to completion of its strategic plan. The main data source provided non-participant observation (n = 25) and ten versions of Unico’s strategic plan. Additionally, seventy-six interviews were held with participants at various points. In order to examine the strategic plan’s construction, I reconceptualised strategic planning as a communicative process consisting of oral talk and written text. Through this interplay strategic planning activities come in to being. Such reconceptualisation provided a conceptual framework to study the in situ interactions without neglecting contextual characteristics embedding the communicative process. Strategic plans are currently seen as promoting inflexibility and reinforcing the institutional nature of formal strategic planning. Adopting dialogism, as advocated by Bakhtin and Ricoeur, this research provides novel insights into the dialogic of strategy talk and strategy text, such as a strategic plan. Findings illustrated that a strategic plan production cycle provided a meaning making platform for its participants. Through recurrently amending the plan, its content became increasingly specific while at the same time reflecting agreed terminology. This thesis offers an alternative view on strategic planning, elaborates on the strategy-as-practice perspective, focusing on the under-explored area of individuals’ interactions at the micro level, and elaborates on the dialogic of text and agency/conversation, distinguishing between talk and text.

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Gunn, Cindy L. "Exploring second language communicative competence". Thesis, University of Bath, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392066.
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Gilman, Todd Nathaniel. "Communicative Action as Feminist Epistemology". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4906.
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This thesis proposes that feminist social and political theory adopt the epistemology inherent in Jurgen Habermas's communicative ethics in order to more coherently work toward the goal of freeing individuals from social oppression. This thesis first examines the fundamental differences that exist between the particular claims for knowledge made by the three major schools of feminist theory; the empirical feminists, the standpoint feminists, and those allied with postmodernism. After illuminating the specifics of these feminist claims, the conception of knowledge central to Habermas's thought is explored and shown to be split into three distinct realms; the objective, the social, and the subjective. It is shown that the three realms of Habermas's knowledge account for the underlying claims of the differing groups of feminist theory, and provide a basis for reconciling the differences between them. Habermas's objective realm of knowledge corresponds to the concerns of empirically oriented feminists. A need for an accurate description of the events and conditions of the actual world is shared by both, as is a trust in the human potential for grasping these objects and events accurately. Standpoint feminism's concern for interpersonal relations, accounting for the context of an individual's or group's existence, is reflected in the type of knowledge that Habermas considers social in nature. Habermas's conception of our capacity for social knowledge, which guides our actions with other human beings, is shown to be dependent upon both social existence and communication. Finally, Habermas acknowledges the human potential for critical knowledge to explain the individual's ability to differentiate herself from the group, a task which a postmodern feminism demands to avoid essentializing any aspect of women. If feminist theory is able to move beyond the entrenched differences that it now finds itself locked within, perhaps then it will be able to continue with the project shared with Habermas, that of providing a meaningful emancipation for human beings.

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Enblom, Kristian. "Duff's Communicative Theory of Punishment". Thesis, Uppsala universitet, Juridiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-395987.
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Harju, Linda. "Communicating Culture : Can cultural studies, from a social constructivist perspective, enhance students' communicative competence?" Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77721.
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Denna uppsats har som syfte att undersöka om kulturstudier kan öka den kommunikativa förmågan, sett ur ett social konstruktivistiskt perspektiv. Frågeställningarna är som följer: Är kulturstudier integrerat i engelska 5 kursen? Finns det en relation mellan kunskap om kultur i engelsktalande områden och länder och kommunikativ kompetens? Anser eleverna själva att kunskap om kultur ökar deras kommunikativa kompetens? Vald metod är kvalitativ intervju samt innehållsanalys av ämnesplanen för engelska 5. Resultatet visar att kulturstudier inte är integrerat i engelska 5 kursen, samtidigt som elever ända har erfarenheter i form av kunskap om kultur i engelsktalande områden och länder. Dock kan endast i två av fallen en tydlig relation mellan kunskap om kultur och elevernas kommunikativa kunskap härledas. Fyra av fem elever anser att deras kommunikativa förmåga ökar tack vare kunskap om kultur.

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Binns, Michelle. "Factors associated with critical care nurses' communication with non-communicative patients in the ICU". FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1680.
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Hospitalized individuals are isolated from their familiar environment at the onset of illness. Those individuals who are non-communicative are detached from the world and from life, as they previously knew it. Although nurses have long since recognized the importance of communication, patients still report the lack of iy. This study was done to identify factors influencing critical care nurses to communicate with their noncommunicative patients. The overall results of the study indicate that nurses are aware of the importance of verbal communication with patients who may be intubated, paralyzed, unconscious, comatose or neurologically impaired and are not deterred by them. Despite these results, some significant observations emerged identified. CCRN certified nurses and nurses with more years of experience were less likely to have verbal communication with noncommunicative patients. Nurses with children, spouses and those working full-time were more likely to communicate with non-communicative patients.

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Freeman, Nancy L. "Behaviour is communication, an empirical exploration of communicative behaviours in autism and adult responsivity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22889.pdf.
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Trottier, Nadine. "Promoting socio-communicative development in students with autism who use augmentative and alternative communication". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23245.
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Supporting social interactions between children with autism spectrum disorders (ASD) who use augmentative and alternative communication (AAC) and their typically developing peers presents many challenges. The purpose of the study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six typically developing peers (three from each participant’s inclusive classroom) were taught to support SGD use by their classmates with ASD during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts by the two participants. Although a functional relationship was not established unequivocally, the results suggest that the intervention was effective at increasing total CAs. These results failed to generalize to non-experimental social settings, but social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.

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Axelsson, Karin, i Stefan Ventura. "Reaching Communication Quality in Public E-Forms : A Communicative Perspective on E-Form Design". Linköpings universitet, VITS - Laboratoriet för verksamhetsinriktad systemutveckling, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-40628.
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This paper adopts a communication perspective on public electronic forms (e-forms). By doing so we define forms as instruments for communication and, thus, also instruments through which citizens perform different communicative actions towards government agencies. As such instruments, the forms might be more or less useful. The purpose of this paper is to explore what features of an e-form that increase the communication quality. We conduct a theoretical synthesis of three existing approaches for designing information systems. The result is a combined theory on key features of an e-form that make the establishment of communication quality more likely. The result consists of four key concepts, each of which give rise to one set of design principles for communication from the issuer of the e-form to the user (citizen), and one set of design principles for communication from the user (citizen) to the recipient of the e-form.

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Mannberg, Mariann. "Communicative planning : (How) does it work?" Licentiate thesis, Luleå tekniska universitet, Arkitektur och vatten, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-17786.
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The global and everlasting quest for the limited resources of the earth has developed into a need to chisel out how each spatial area will be able to sustain its inhabitants. The connection between global and local sustainability is direct and undisputed. However, the global vision of sustainability and its concrete meaning in local terms are vastly separate. In order to be able to bridge this gap, there is a need to anchor the vision and make it more tangible locally. Physical planning at a local level has in many ways been pin-pointed as the tool to achieve this, since local planning results in a merging of the economic, ecological and social aspects of sustainable development. Alongside this broadened view, the governmental vision of democracy is turning towards increased decentralization. Citizen participation is therefore becoming a part of, and even a uniting link, in the realization of sustainable development. This has created entirely new demands for the individual municipal planner. His/her new task is mainly to merge local stakeholders into functioning planning processes. As a response to this new network-based view of society, collaborative-or communicative-planning is being tested both theoretically and practically as a tool for realizing it. There are, however, major reservations as to how well it serves this purpose. The main objective of this thesis is to contribute to this discourse on these reservations, perhaps offering some useful input for further research and/or future development of guidelines for the practising planner. It is based on two case studies of communicative planning processes carried out in a Swedish context. The main conclusions are that communicative planning, both theoretical and practical, should be developed in a more post-modern and pragmatic sense, anchoring it firmly in its local, spatial setting and releasing it from preset assumptions of the formal and informal rules and boundaries of government and/or governance
Godkänd; 2006; 20070109 (haneit)

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Meadows, Denis William, i D. Meadows@mailbox gu edu au. "Mothers' Sensitivity to Infants' Communicative Acts". Griffith University. School of Cognition, Language and Special Education, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.164131.
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This series of studies investigated the sensitivity of mothers towards the behaviour of their preverbal infants. More specifically, the investigation examined the consistency with which mothers identified what they considered to be communicative acts by their infants aged 6, 9, and 12 months, and the contingency and appropriateness of their maternal responses. The ability of other female adults to identify the same infant acts as communicative as the mothers was also investigated. In Studies one and two, 35 infants and their mothers were videotaped in a laboratory setting. Three weeks after the videotaping session, the mothers were asked to view a five-minute section and code the stream of infant behaviour into periods when they believed that their infant was engaging in communicative behaviours ('on' events) and periods when they considered that the infants were not ('off' events). This process was repeated three months after the first coding. At each coding session the mothers coded the videotape twice. Each mother's coded records were compared, in pairs, within and across coding sessions and the observed levels of agreement were calculated. A randomization procedure using 1000 iterations of the whole 'on' and 'off' events was used to determine the meaningfulness of the observed level of agreement between pairs of codings by providing distributions of chance levels of agreement with which the observed levels could be compared. Levels of agreement that exceeded chance values (p equals or is less than .05) were taken as evidence of consistency of maternal response. Consistency in the identification of communicative acts by other female adults (OAs) was investigated using a sample of 12 of the videotapes. Each videotape was coded by three separate OAs. The significance of the observed levels of agreement between the mother's coding and those of the OAs was determined using the randomization procedure. The results indicated that at each infant age, mothers were able to identify consistently their infant's communicatively salient behaviours, even over inter-coding intervals of three months. Further, both OAs and mothers identified the same infant behaviours as communicative. The third study investigated the abilities of a different sample of mothers and infants to describe the topography and meaning of their infants' behaviours during the 'on' events. Mothers' descriptions of their infants' behaviour during the 'on' events were also used to describe changes in the criteria that they used to identify infant behaviours as communicatively salient. Results indicated that the complexity of the criteria that the mothers used changed across infant age. First, mothers of younger infants were more likely, than mothers of older infants, to describe a single infant behaviour as being communicatively salient. The latter were more likely to identify two or three co-occurring infant behaviours as salient. Second, when more than one infant behaviour was identified in an 'on' event, the mothers of the older infants were more likely than the mothers of younger infants to state that all of the behaviours that they identified were communicatively important. These findings were interpreted to mean that mothers of older infants required more complex constellations of behaviour during the 'on' events in order to identify those behaviours as communicative. Study 4 investigated the contingency and appropriateness of the mothers' responses to the segments of their infants' behaviour that they identified as being communicative. Across infant age, findings indicated that the mothers' verbal responses to their infants were contingent upon whether they considered that their infants were engaged in communicatively salient behaviours. During periods of infant behaviour that the mothers identified as being communicative, mothers talked significantly more to their infants than they did when their infant's behaviour was considered to be non-communicative. Further, mothers' verbal responses were interpreted as being appropriate in two ways. First, during the 'on' events, changes occurred over infant age in the balance between the use of utterances designed to attract and maintain the attention of the infant (Attentional Directives) and those designed to provide comment on infant behaviour (Feedback). This shift is in keeping with widely reported changes in infant behaviour as children grow older (i.e., older infants' play a greater role in initiating and maintaining episodes of interaction). Second, during periods when the mothers considered that their infants were not communicating ('off' events) they rarely used 'Feedback' verbal responses. During 'off' events, mothers maintained high levels of 'Attentional Directive' talk, irrespective of infant age. Taken collectively, these studies provide evidence that supports the view that mothers are sensitive to what they consider to be communicative behaviours by their infants in terms of the consistency, contingency and appropriateness of their behaviour. The unique features of this investigation, the generality of the findings and the implications for future research are discussed in the final chapter.

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Oliver, Cree 1972. "Lehrwerk facilitation of intercultural communicative competence". Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.
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Chan, Man-kuen Sonia. "Communicative intent in children with autism". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090288.
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Shariff, Azim Fayaz. "The irrepressible communicative power of pride". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28479.
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How do we decide who merits social status? According to evolutionary theories of emotion, the nonverbal expressions of pride and shame play a key role in this process, functioning as automatically perceived status signals. In this view, observers cannot avoid making status inferences on the basis of these expressions, even when contradictory contextual information about the expresser’s status is available. In twelve studies, my colleagues and I tested whether the nonverbal expression of pride sends a functional, automatically perceived signal about a social group member’s increased social status and whether implicit and explicit status judgments and corresponding decisions are influenced by this signal even contradicted by the context or situation. Results indicate that emotion expressions powerfully influence both implicit and explicit status judgments, at times neutralizing or even overriding situational knowledge, and this holds for implicit and explicit judgments of a target’s status, as well as more behavioural status-based decisions (i.e., whether to hire a target). These findings demonstrate the irrepressible communicative power of emotion displays, and the specifically, the pride expression’s function to uniquely communicate the high status of those who show it. Moreover, they indicate that status judgments can be informed as much(and often more) by automatic responses to nonverbal expressions of emotion as by rational, contextually bound knowledge. Discussion focuses on the implications of these findings for functional theories of emotion expressions.

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32

陳文娟 i Man-kuen Sonia Chan. "Communicative intent in children with autism". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090288.
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33

Birkinshaw, Carl Ian. "Engineering communicative distributed safety-critical systems". Thesis, University of Sheffield, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263801.
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Frank, Michael C. Ph D. Massachusetts Institute of Technology. "Early word learning through communicative inference". Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62045.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 109-122).
How do children learn their first words? Do they do it by gradually accumulating information about the co-occurrence of words and their referents over time, or are words learned via quick social inferences linking what speakers are looking at, pointing to, and talking about? Both of these conceptions of early word learning are supported by empirical data. This thesis presents a computational and theoretical framework for unifying these two different ideas by suggesting that early word learning can best be described as a process of joint inferences about speakers' referential intentions and the meanings of words. Chapter 1 describes previous empirical and computational research on "statistical learning"--the ability of learners to use distributional patterns in their language input to learn about the elements and structure of language-and argues that capturing this abifity requires models of learning that describe inferences over structured representations, not just simple statistics. Chapter 2 argues that social signals of speakers' intentions, even eye-gaze and pointing, are at best noisy markers of reference and that in order to take advantage of these signals fully, learners must integrate information across time. Chapter 3 describes the kinds of inferences that learners can make by assuming that speakers are informative with respect to their intended meaning, introducing and testing a formalization of how Grice's pragmatic maxims can be used for word learning. Chapter 4 presents a model of cross-situational intentional word learning that both learns words and infers speakers' referential intentions from labeled corpus data.
by Michael C. Frank.
Ph.D.

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35

Lutchmaya, Svetlana Natasha Susheila. "Foetal testosterone and social-communicative development". Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621048.
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Belsey, Nicola. "Communicative Activity in the English Classroom". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33002.
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The purpose of this essay is to investigate Year 5 pupils’ evaluation of their own abilities regarding spoken English and to see if this is reflected in an individual’s communicative activity and participation in the lesson. This essay also poses the question if it is possible to increase spoken communicative activity in the lesson through a three-week programme of interactive exercises designed to emulate the criteria of the syllabus and the National Test. A class of 24 pupils participated in the study. The material was collected through a pre-study questionnaire and a post-study evaluation, class logbook writing after each activity and my own active observations as teacher. Results show that although the majority of pupils at this age believe they can cope in a communicative situation in English, this is no guarantee of their active participation in classroom speaking activities. However, communicative activity can be increased with the establishment of the dialogical classroom characterised by genuine discourse, authentic questions and subjects relevant to the age group. At this stage, differences can be witnessed in pupils’ language skills with some able to use language strategies to achieve understanding whilst others rely on translation into their mother tongue. The study concludes that controlled practice helps those pupils with lower self confidence in the subject and pair- or group work maximises participation from all parties. It is essential that the teacher draws on the pupils’ enthusiasm for the subject in order to create a successful forum for language acquisition.

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37

Gaines, Kathryn Ann. "A Communicative Theory of Leadership Practice". Antioch University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1193149740.
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Alarauhio, J. P. (Juha-Pekka). "Matthew Arnold’s epics:towards a communicative approach". Doctoral thesis, University of Oulu, 2019. http://urn.fi/urn:isbn:9789529414253.
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Abstract This thesis is, on the one hand, an investigation into Matthew Arnold’s (1822–1888) literary communications and, on the other hand, an attempt to mediate between his writings and a twenty-first century readership. Arnold’s oeuvre is substantial and varied, but this study focuses on his epic poetry, which has remained a neglected part of his body of work despite its significance both to the author himself and to developing an understanding of Arnold’s development as a poet, cultural critic, and iconic ‘Victorian sage’. Furthermore, it is his epic poetry that seems to most fully address the theme of communication, and thus these longer poems function as points of orientation for a broader inquiry into Arnold’s communications. Arnold himself was keenly aware of the complicated status of communicative acts, but these complications have not always been acknowledged by the generations of criticism that have emerged since his death. Critics have thus produced images of Arnold which have not always done justice to the complexity of his communications. Based on an understanding of ‘communicative’ as a position of mediation between writers and readers, this thesis addresses the need for a more balanced communicative framework for mediating between Arnold’s writings in general — and his epic poetry in particular — his critics, and present audiences
Tiivistelmä Tässä väitöskirjassa tarkastellaan Matthew Arnoldin (1822–1888) kirjallista kommunikaatiota, pyrkien välittämään hänen kirjoitustensa merkityksiä 2000-luvun yleisölle. Arnoldin kirjallinen tuotanto on runsas ja monipuolinen, mutta tässä tutkimuksessa keskitytään erityisesti hänen runoepiikkansa tulkintaan. Tämä osa hänen työstään on jäänyt tutkimuksessa verrattain vähäiseen asemaan huolimatta siitä, että Arnoldin kaksi lyhyttä runoeeposta olivat tärkeitä paitsi hänelle itselleen, mutta erityisesti osana hänen kehitystään runoilijana, kulttuurikriitikkona ja ikonisena viktoriaanisen ajan julkisena intellektuellina. Arnoldin runoepiikka vaikuttaa myös tutkivan kommunikaation teemaa laajemmin kuin hänen muut runonsa, ja toimii myös tällä tavoin keskiönä hänen oman kommunikaationsa laajemmalle tarkastelulle. Arnold oli varsin tietoinen kommunikaatiopyrkimystensä haasteista, mutta näitä ongelmia ei ole hänen kuolemansa jälkeen ilmestyneessä kritiikissä aina otettu huomioon. Näin on syntynyt monia Arnold-käsityksiä, jotka eivät välttämättä tee oikeutta hänen kommunikaationsa monivivahteisuudelle. Tämä väitöskirja pyrkii tuottamaan tasapainoisemman kommunikatiivisen lähestymistavan toimiakseen välittäjänä Arnoldin kirjoitusten, eritoten hänen eepostensa, ja nykylukijan välillä
Original papers The original publications are not included in the electronic version of the dissertation. Alarauhio, J.-P. (2012). Towards a Dialogical Approach to Matthew Arnold. In Sell, Roger D. (Ed.) Literary Community-Making: The dialogicality of English Texts from the Seventeenth Century to the Present. (131 - 142) Amsterdam: John Benjamins. Alarauhio, J.-P (2007). Sohrab and Rustum and Balder Dead – Communicating about Communication. In Nordic Journal of English Studies Volume 6, No. 2 (2007), 47 - 64. Alarauhio, J.-P (Forthcoming). Sohrab and Rustum – Matthew Arnold’s Spectacle

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39

Meadows, Denis. "Mothers' Sensitivity to Infants' Communicative Acts". Thesis, Griffith University, 2001. http://hdl.handle.net/10072/367953.
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This series of studies investigated the sensitivity of mothers towards the behaviour of their preverbal infants. More specifically, the investigation examined the consistency with which mothers identified what they considered to be communicative acts by their infants aged 6, 9, and 12 months, and the contingency and appropriateness of their maternal responses. The ability of other female adults to identify the same infant acts as communicative as the mothers was also investigated. In Studies one and two, 35 infants and their mothers were videotaped in a laboratory setting. Three weeks after the videotaping session, the mothers were asked to view a five-minute section and code the stream of infant behaviour into periods when they believed that their infant was engaging in communicative behaviours ('on' events) and periods when they considered that the infants were not ('off' events). This process was repeated three months after the first coding. At each coding session the mothers coded the videotape twice. Each mother's coded records were compared, in pairs, within and across coding sessions and the observed levels of agreement were calculated. A randomization procedure using 1000 iterations of the whole 'on' and 'off' events was used to determine the meaningfulness of the observed level of agreement between pairs of codings by providing distributions of chance levels of agreement with which the observed levels could be compared. Levels of agreement that exceeded chance values (p equals or is less than .05) were taken as evidence of consistency of maternal response. Consistency in the identification of communicative acts by other female adults (OAs) was investigated using a sample of 12 of the videotapes. Each videotape was coded by three separate OAs. The significance of the observed levels of agreement between the mother's coding and those of the OAs was determined using the randomization procedure. The results indicated that at each infant age, mothers were able to identify consistently their infant's communicatively salient behaviours, even over inter-coding intervals of three months. Further, both OAs and mothers identified the same infant behaviours as communicative. The third study investigated the abilities of a different sample of mothers and infants to describe the topography and meaning of their infants' behaviours during the 'on' events. Mothers' descriptions of their infants' behaviour during the 'on' events were also used to describe changes in the criteria that they used to identify infant behaviours as communicatively salient. Results indicated that the complexity of the criteria that the mothers used changed across infant age. First, mothers of younger infants were more likely, than mothers of older infants, to describe a single infant behaviour as being communicatively salient. The latter were more likely to identify two or three co-occurring infant behaviours as salient. Second, when more than one infant behaviour was identified in an 'on' event, the mothers of the older infants were more likely than the mothers of younger infants to state that all of the behaviours that they identified were communicatively important. These findings were interpreted to mean that mothers of older infants required more complex constellations of behaviour during the 'on' events in order to identify those behaviours as communicative. Study 4 investigated the contingency and appropriateness of the mothers' responses to the segments of their infants' behaviour that they identified as being communicative. Across infant age, findings indicated that the mothers' verbal responses to their infants were contingent upon whether they considered that their infants were engaged in communicatively salient behaviours. During periods of infant behaviour that the mothers identified as being communicative, mothers talked significantly more to their infants than they did when their infant's behaviour was considered to be non-communicative. Further, mothers' verbal responses were interpreted as being appropriate in two ways. First, during the 'on' events, changes occurred over infant age in the balance between the use of utterances designed to attract and maintain the attention of the infant (Attentional Directives) and those designed to provide comment on infant behaviour (Feedback). This shift is in keeping with widely reported changes in infant behaviour as children grow older (i.e., older infants' play a greater role in initiating and maintaining episodes of interaction). Second, during periods when the mothers considered that their infants were not communicating ('off' events) they rarely used 'Feedback' verbal responses. During 'off' events, mothers maintained high levels of 'Attentional Directive' talk, irrespective of infant age. Taken collectively, these studies provide evidence that supports the view that mothers are sensitive to what they consider to be communicative behaviours by their infants in terms of the consistency, contingency and appropriateness of their behaviour. The unique features of this investigation, the generality of the findings and the implications for future research are discussed in the final chapter.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Arts, Education and Law
Full Text

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Kestic, Dino, i Jehona Behramaj. "Kvinnliga ledare kommunicerar : Motiv och former inom den svenska mediebranschen". Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-23035.
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From an early age kids learn that their good performance and efforts will be rewarded. Unfortunately, not all leaders in the media industry are rewarded or given the same opportunities to exercise their communicative leadership, according to studies in media research. The aim of our study is to highlight female managers' experiences of their communicative leadership in the Swe-dish media industry. This study was based on qualitative interviews with four female respondents in management positions. The core of the study concerns female communicative leadership and interpersonal communication. We can draw the conclusion that female leaders perceive that their communicative role tends to be collaborative and that effective leadership is first and fore-most a matter of communication skills.

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41

Marra, Anton. "Communicative strategies in BELF negotiations : A qualitative study on misunderstandings and communicative strategies in BELF telephone negotiations". Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106640.
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The present paper focuses on exploring the usage of communicative strategies (CSs) by business professionals who use business English as a lingua franca (BELF) in telephone negotiations. The purpose of the study is also to analyze the occurrence of misunderstanding and non-understandings. The data consists of nine naturally-occurring spoken ‘buy-sell’ negotiations between business professionals from seven different countries around Europe and Asia. The negotiations summed up to 1 hour and 30 minutes of recorded material. The transcripts of these negotiations were analyzed in detail by using the qualitative method ‘conversation analysis’ (CA). The results show that business professionals use CSs as pre-empting measures to prevent misunderstanding. In addition, CSs in the present data appear to be used to create cooperativeness and subsequently reach successful communication. The present study also found two scenarios where communicative breakdown occurred but were subsequently repaired through ‘clarity requests’, ‘confirmation checks’ and repetition. Lastly, the present paper recognizes that previous knowledge of the other party is an effective aspect in keeping upbeat negotiations and reaching mutual understanding.

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42

Tollstoy, Johanna, i Zara Thornsäter. "A Communicative Identity : A qualitative study of an organisation's creation and communication of their identity". Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19092.
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Both as leader and employee you need a perception of the organisational identity. The purpose of this thesis is to identify leaders’ perception of using communication to develop and implement the organisational identity with the employees and also to identify how the internal work with the organisational identity can contribute in making the employees good ambassadors for the organisation. Data has been gathered through qualitative interviews with four leaders at a future large organisation. By connecting and analysing the empirical findings with relevant theories we came to the conclusion that the leaders’ percept the communication as vital and that they consider creating the foundation of the organisational identity as their responsibility. They value co-creation and an open communication with the employees. We make the conclusion that ongoing communication is essential for including employees in the development of the organisational identity and in making these good ambassadors.

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Walser, Johanna. "Crisis communication applied to mega-events and festivals : A multi-method analysis of communicative preparedness". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Medie- och kommunikationsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40778.
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Crisis communication has been widely researched for an economic purpose, with the focus on preventing damage to a corporation’s reputation or the restoration of a politician’s image. Additionally, crisis communication also found its utility for natural hazards as well as for terrorist attacks. However, identified as being a research gap, this thesis focuses on studying the prepared crisis communication of mega-event and festival organizations in case of a serious incident. The purpose of this thesis is to contribute to the area of crisis communication in the way that it focuses on the process of preparing for a possible crisis with the creation of effective communication manuals, action plans, etc. rather than investigating the post-crisis communication. Through using the uncertainty reduction theory and the chaos theory, it is possible to investigate the internal crisis management processes of organizers that go beyond protecting its reputation, but focus more on saving human lives as uncertainty and chaos get reduced. A deductive approach was taken through conducting interviews and carrying out a thematic analysis of written documentary sources, such as manuals and action plans, as well as the transcripts. In general, one can say that the awareness about the importance of a crisis management and communication plan rises. Regular trainings and a constant collaboration with external partners, such as the blue light organizations, are seen as central to the emergency planning process. Moreover, to guarantee an effective crisis communication, often smaller task groups within the crisis management team are in charge of instructional crisis communication. Knowledge about different threat-scenarios and functions of external specialists reduces uncertainty and supports actions to reduce chaos. This thesis and its findings have a societal relevance, in the sense that it allows a wider and deeper understanding of crisis communication in an area of application that does not seem to be very common. Through insights into the crisis management process of the different event- and festival organizations, one can become active today and threats to human lives can be minimized or even avoided in the future.

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Axäll, Jenny. "KOMMUNIKATIVT LEDARSKAP ett ledarskap för moderna organisationer : Kvalitativ studie med ansats att definiera begreppet". Thesis, Uppsala University, Media and Communication, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-130894.
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AbstractTitle: Communicative leadership – a leadership for modern organizationsQualitative research attempting to define the concept.(Kommunikativt ledarskap – ett ledarskap för moderna organisationerKvalitativ studie med ansats att definiera begreppet.)Author: Jenny AxällAim: The aim of this essay is to try to find the essence of and a definition of the communicative leadership. Questions asked are: How can communicative leadership be described? How can it be practiced? What does it demand of those who practice it? What organizational conditions are required? And what results and performances can this leadership lead to?Method: Qualitative explorative research method. The study contains an academic lit-erature review of the science of leadership and communication in general and the more specific communicative leadership. It also includes two personal in-terviews. After analysing the interviews, the result is compared with the litera-ture and discussed in the last chapter. The essay concludes with a definition of communicative leadership.Main results: The following definition of communicative leadership was formulated after concluding the study: In communicative leadership communication is used as the main means of control in order to create joint action and thereby excellent company results. The leadership is based on a conscious and open communication that leads to understanding and participation among employees, as well as to sound and thoroughly founded decisions and well-informed business development. The leadership is constantly practised in formal and informal conversation and dialogue situations where true exchange of opinions and sense making is de-sired. For the communicative leader the employees are the most valuable re-sources in the organization. He or she assumes that employees want to suc-ceed, and will do so, if the right conditions are in place. The communicative leader wants to lead and inspire, emanates joy and comfort, and receives as manager the trust of being a leader.Number of pages: 63Course: Media and Communications Studies DUniversity: Division of Media and Communication, Department of Information Science, Uppsala UniversityDate of submission: 2005-01-17, autumn term of 2004Tutor: Professor Lowe HedmanKeywords: Communicative leadership, communicative competence, communicative fol-lowership, communicative processes, decentralized organizations, leadership, organizational culture, internal communication, definition of leadership.

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Gill, Jennifer N. Fitch-Hauser Margaret E. "The strength of attractiveness and the power of visual nonverbal communication when rating one's communicative competence". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/GILL_JENNIFER_52.pdf.
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46

Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out". Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.
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This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number of aspects. The use of the mother tongue in EFL classes has proved to generate more harm than good. In the very framework, it has also been revealed that Communicative Language Teaching (CLT) has not been at the level of the expected outcome. Two CLT principal principles, focus on meaning to the detriment of form, and prioritizing oral fluency over written proficiency, as well as certain constraints, mainly the severe lack of instructional materials and large classes have intervened with its successful implementation in EFL classes. An added factor related to teaching methodology is the quasi‐absence of theoretical teaching as a prerequisite for the success of specific learning activities.Accordingly, exposing learners profusely to English in various ways inside and outside the classroom, adopting an only‐English eclectic approach to teaching the language, and combining theoretical instruction with practical teaching can considerably contribute to surmounting the students' learning difficulties, and hence to the achievement of their communicative competence.

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47

Haughney, Kathryn Leigh. "Supporting Communicative Autonomy Through Academics| The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking". Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790451.
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The present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and commThe present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and communication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student’s view of the intervention, and the classroom staff’s view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.unication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student’s view of the intervention, and the classroom staff’s view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.

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48

Maybury, Mark Thomas. "Planning multisentential English text using communicative acts". Thesis, University of Cambridge, 1991. https://www.repository.cam.ac.uk/handle/1810/237035.
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The goal of this research is to develop explanation presentation mechanisms for knowledge based systems which enable them to define domain terminology and concepts, narrate events, elucidate plans, processes, or propositions and argue to support a claim or advocate action. This requires the development of devices which select, structure, order and then linguistically realize explanation content as coherent and cohesive English text. With the goal of identifying generic explanation presentation strategies, a wide range of naturally occurring texts were analyzed with respect to their communicative sttucture, function, content and intended effects on the reader. This motivated an integrated theory of communicative acts which characterizes text at the level of rhetorical acts (e.g., describe, define, narrate), illocutionary acts (e.g., inform, request), and locutionary acts (e.g., ask, command). Taken as a whole, the identified communicative acts characterize the structure, content and intended effects of four types of text: description, narration, exposition, argument. These text types have distinct effects such as getting the reader to know about entities, to know about events, to understand plans, processes, or propositions, or to believe propositions or want to perform actions. In addition to identifying the communicative function and effect of text at multiple levels of abstraction, this dissertation details a tripartite theory of focus of attention (discourse focus, temporal focus, and spatial focus) which constrains the planning and linguistic realization of text. To test the integrated theory of communicative acts and tripartite theory of focus of attention, a text generation system TEXPLAN (Textual EXplanation PLANner) was implemented that plans and linguistically realizes multisentential and multiparagraph explanations from knowledge based systems. The communicative acts identified during text analysis were formalized as over sixty compositional and (in some cases) recursive plan operators in the library of a hierarchical planner. Discourse, temporal, and spatial focus models were implemented to track and use attentional information to guide the organization and realization of text. Because the plan operators distinguish between the communicative function (e.g., argue for a proposition) and the expected effect (e.g., the reader believes the proposition) of communicative acts, the system is able to construct a discourse model of the structure and function of its textual responses as well as a user model of the expected effects of its responses on the reader's knowledge, beliefs, and desires. The system uses both the discourse model and user model to guide subsequent utterances. To test its generality, the system was interfaced to a variety of domain applications including a neuropsychological diagnosis system, a mission planning system, and a knowledge based mission simulator. The system produces descriptions, narrations, expositions, and arguments from these applications, thus exhibiting a broader range of rhetorical coverage than previous text generation systems.

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Baranovskaja, Ana. "L'approche communicative dans enseignement / apprentissage du français". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_174104-29514.
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Le but de mon mémoire consiste à présenter l’approche communicative et son rôle dans l’apprentissage du français.
Mano darbo tikslas išnagrinėti komunikacinį užsienio kalbų mokymo/si metodą.
Objective of my master work is to represent an approach methode of foreign languages study.

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Hall, Emese. "The communicative potential of young children's drawings". Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/105041.
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This study builds on the work of researchers such as Anning and Ring (2004) and Brooks (2002, 2004, 2005a, 2005b), who have used socio-cultural theory to investigate the influence of context on young children’s drawing, meaning making, and representation at home and in school. My thesis explores the communicative potential of young children’s drawings through case studies of 14 reception and year one children at a rural school in South West England. The three main research questions concerned what and how the children communicated through drawing, as well as drawing influences. Data were collected over one school year, in three seven-week research phases. Spontaneous drawings from home and school were collected in scrapbooks and discussed with the children. The class teacher and the children’s parents were interviewed and observations of the children drawing in class were also conducted. These methods were repeated for each phase. Nearly 800 drawings were analysed through a data-driven, iterative process where intersubjective understandings were emphasised. The communicative potential of the children’s drawings was considerably broad, but one main theme (Identity) and two sub-themes (Power and Purpose) were visible in relation to the data. Importantly, the drawings offered spaces for intellectual play and identity construction, where the children positioned themselves as competent and creative individuals. The drawings were also shaped by a variety of shifting socio-cultural factors stemming from home, school, and elsewhere. The implications of the study highlight the value of recognising drawing as a complex visual language that should be shared through verbal discussion. Additionally, a large-scale survey was conducted in order to gain a broad base of understanding about early years teachers’ beliefs, practices, and knowledge in relation to drawing. The findings appeared to reflect the impact of the ‘‘mixed messages’’ in current educational policy, particularly in regard to the year group that teachers were teaching.

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