subject:(Spoken communication)

Univerzitet u Beogradu

1. Tomić, Božana, 1978-, 33444455. Glagoli komunikacije u engleskom i srpskom: forma i funkcija u diskursu.

Degree: Filološki fakultet, 2020, Univerzitet u Beogradu

URL: https://fedorabg.bg.ac.rs/fedora/get/o:22929/bdef:Content/get

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Lingvistika - Analiza diskursa, morfosintaksa, leksička semantika / Linguistics - Discouse analysis, morphosyntax and lexical semantics

Doktorska disertacija pod nazivom Glagoli komunikacije u engleskom i… (more)

Subjects/Keywords: communication verbs; form; unction; written discourse; spoken discourse; English; Serbian

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tomić, Božana, 1978-, 3. (2020). Glagoli komunikacije u engleskom i srpskom: forma i funkcija u diskursu. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:22929/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tomić, Božana, 1978-, 33444455. “Glagoli komunikacije u engleskom i srpskom: forma i funkcija u diskursu.” 2020. Thesis, Univerzitet u Beogradu. Accessed February 27, 2021. https://fedorabg.bg.ac.rs/fedora/get/o:22929/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tomić, Božana, 1978-, 33444455. “Glagoli komunikacije u engleskom i srpskom: forma i funkcija u diskursu.” 2020. Web. 27 Feb 2021.

Vancouver:

Tomić, Božana, 1978- 3. Glagoli komunikacije u engleskom i srpskom: forma i funkcija u diskursu. [Internet] [Thesis]. Univerzitet u Beogradu; 2020. [cited 2021 Feb 27]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:22929/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tomić, Božana, 1978- 3. Glagoli komunikacije u engleskom i srpskom: forma i funkcija u diskursu. [Thesis]. Univerzitet u Beogradu; 2020. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:22929/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Iowa State University

2. Gokturk Tuney, Nazlinur. Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English.

Degree: 2020, Iowa State University

URL: https://lib.dr.iastate.edu/etd/18318

► Paired/group oral tasks have been shown to be effective in assessing aspects of second language (L2) oral communication ability (OCA) (e.g., Bonk & Ockey, 2003;… (more)

▼ Paired/group oral tasks have been shown to be effective in assessing aspects of second language (L2) oral communication ability (OCA) (e.g., Bonk & Ockey, 2003; Taylor, 2011), especially interactional competence (IC) (e.g., Galaczi, 2014; May, Nakatsuhara, Lam, & Galaczi, 2020). However, the use of these tasks in large-scale assessments is limited because of the impracticality of task administration and the potential impact of interlocutor characteristics on oral performance (e.g., Ockey, 2009; O’Sullivan, 2002). Thus, there is a need for a practical and standard way to administer such tasks. One possible way to address this need is by designing Spoken Dialog Systems (SDSs) to deliver versions of paired/group oral tasks in which computers act as conversation partners and engage in discussions with test takers. Given the lack of research on this potential solution, the current dissertation study aimed to (1) develop a prototype SDS-mediated paired oral task (SDS-POT) and (2) evaluate the appropriateness of the task for assessing L2 oral communication. The study was guided by two methodological frameworks: design-based research (McKenney & Reeves, 2012; Wang & Hanafin, 2005) and argument-based validity (Chapelle, 2021; Kane, 2006, 2013). Based on research on SDS design and L2 oral assessment task design, the prototype SDS-POT was developed in five steps: (1) designing a paired oral task, (2) building an SDS architecture, (3) creating and analyzing a seed corpus for algorithm development, (4) developing task-specific algorithms, and (5) testing and refining the algorithms. A 4-point holistic rating scale was also devised using information obtained from two sources: a literature review on the construct of L2 OCA and a preliminary test taker discourse analysis. Following the principles of design-based research (McKenney & Reeves, 2012; Wang & Hanafin, 2005), the entire task and rating scale development process were documented to provide guidance for other test developers and researchers on building SDSs for paired oral tasks. Utilizing the conceptual tools provided by the argument-based validity framework (Chapelle, 2021; Kane, 2006, 2013), an interpretation use argument for the SDS-POT was constructed to specify the evidence needed to support the interpretations and uses of the task scores. Through the development and evaluation of the task, various types of validity evidence were sought to justify four inferences: construct/domain definition, evaluation, generalization, and explanation. Backing for the construct/domain definition and generalization inferences came mainly from the task and rating scale development documentation. Backing for the evaluation and explanation inferences was obtained through an empirical evaluation study. Using a mixed methods convergent design, qualitative and quantitative data were collected from 30 test takers (English as a Second Language students at a Midwestern university in the U.S.) and three experienced raters. The qualitative data consisted of test taker oral task responses,…

Subjects/Keywords: language assessment; oral communication; paired oral tasks; spoken dialog systems

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APA (6^th Edition):

Gokturk Tuney, N. (2020). Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/18318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gokturk Tuney, Nazlinur. “Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English.” 2020. Thesis, Iowa State University. Accessed February 27, 2021. https://lib.dr.iastate.edu/etd/18318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gokturk Tuney, Nazlinur. “Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English.” 2020. Web. 27 Feb 2021.

Vancouver:

Gokturk Tuney N. Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Feb 27]. Available from: https://lib.dr.iastate.edu/etd/18318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gokturk Tuney N. Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/18318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

3. Zwart, K.E. van der. Communication performance of children with Cerebral Palsy: relation with spoken language comprehension and contextual factors.

Degree: 2012, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/254968

► Aim: The aim of the present study was to investigate the relationship between everyday communication performance and the level of spoken language comprehension in children… (more)

▼ Aim: The aim of the present study was to investigate the relationship between everyday communication performance and the level of spoken language comprehension in children with cerebral palsy (CP). Beside spoken language comprehension, the role of contextual factors is also examined. Participants: 59 children with CP (35 males, 24 females; mean age 6y 10m; SD 2y 4m; range 2y 9m-11y 10m) participated in the present study. Distribution of type of CP was 49.2% with bilateral spastic CP, 13.6% with unilateral spastic CP, 18.6% with dyskinetic CP, 1.7% with ataxic CP and 13.6% with mixed CP. The percentage of children classified as GMFCS levels I to V was 15.3%, 13.6%, 8.5%, 22.0% and 39.0% respectively (1.7% unknown). Method: Parents, teachers and speech and language therapists (SLT) of the child with CP were sent a survey to classify the communication performance of the child with the Communication Function Classification System (CFCS). In addition, information was collected about contextual factors such as type of CP, level of Gross Motor Function Classification System (GMFCS), the method of communication (verbal, non verbal and/or using augmentative and alternative communication) and associated impairments. SLT reported the level of spoken language comprehension. Depending on age and motor abilities of the child, different language tests were used to the measure level of spoken language comprehension. Results: The communication performance of children with CP classified by SLT was strongly correlated with the level of spoken language comprehension (r=.62, p ≤ .01) and the methods of communication (r=.69, p ≤ .01). A moderate correlation was demonstrated in the classification of parents (level of spoken language comprehension: r=.49, p ≤ .01 and methods of communication: r=.43, p ≤ .01). Communication performance (classified by SLT) and GMFCS level was moderately correlated (r=.58, p ≤ .01), just as the sum of associated impairments (r= .48, p ≤ .01). Interpretation: The method of communication and the level of spoken language of a child with CP seem most strongly related to their everyday communication performance. Advisors/Committee Members: Geytenbeek, J.J.M., Dejonckere, Ph..

Subjects/Keywords: cerebral palsy; communication performance; Communication Function Classification System; spoken language comprehension; contextual factors

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APA (6^th Edition):

Zwart, K. E. v. d. (2012). Communication performance of children with Cerebral Palsy: relation with spoken language comprehension and contextual factors. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/254968

Chicago Manual of Style (16^th Edition):

Zwart, K E van der. “Communication performance of children with Cerebral Palsy: relation with spoken language comprehension and contextual factors.” 2012. Masters Thesis, Universiteit Utrecht. Accessed February 27, 2021. http://dspace.library.uu.nl:8080/handle/1874/254968.

MLA Handbook (7^th Edition):

Zwart, K E van der. “Communication performance of children with Cerebral Palsy: relation with spoken language comprehension and contextual factors.” 2012. Web. 27 Feb 2021.

Vancouver:

Zwart KEvd. Communication performance of children with Cerebral Palsy: relation with spoken language comprehension and contextual factors. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2021 Feb 27]. Available from: http://dspace.library.uu.nl:8080/handle/1874/254968.

Council of Science Editors:

Zwart KEvd. Communication performance of children with Cerebral Palsy: relation with spoken language comprehension and contextual factors. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/254968

Universidade do Rio Grande do Sul

4. Rossato, Jean Felipe. Comunicação organizacional : a dimensão da “organização falada” e as implicações na gestão hoteleira.

Degree: 2015, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/115199

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Com o uso das tecnologias digitais da comunicação e da informação (TDCIs), os sujeitos, em perspectiva comunicacional, além de terem acesso a diversas informações, também… (more)

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Com o uso das tecnologias digitais da comunicação e da informação (TDCIs), os sujeitos, em perspectiva comunicacional, além de terem acesso a diversas informações, também podem ser produtores de conteúdos sobre o mundo. Assim, nesses ambientes digitais, os públicos tendem, cada vez mais, a ofertar e transacionar sentidos sobre as organizações (seus processos, produtos e serviços), podendo interferir, inclusive, nos seus relacionamentos e processos gerenciais. Nessa direção, este estudo tem como objetivo compreender como os sentidos ofertados na dimensão da “organização falada” (BALDISSERA, 2009b), particularmente na internet, interferem nos processos de gestão hoteleira. Para isso, além de estar epistemicamente fundamentado no interacionismo simbólico (MEAD, 1972), este estudo também aciona aportes teóricos sobre características do contexto contemporâneo – a partir de autores como Maffesoli (2012) e Castells (2009a) – que interferem na relação organização-públicos. Na mesma perspectiva, disserta-se sobre comunicação organizacional (BALDISSERA, 2009a), gestão organizacional (GAULEJAC, 2006) e gestão hoteleira (ABREU, 2003), noções basilares para esta investigação. A pesquisa empírica, por sua vez, compreendeu a realização de quinze entrevistas em profundidade com gestores hoteleiros de três munícipios da Microrregião das Hortênsias (Gramado, Canela e Nova Petrópolis), na Serra Gaúcha/RS. A análise dos relatos, pelo procedimento da Análise de Conteúdo (BARDIN, 2009) e à luz dos fundamentos epistêmico-teóricos, evidenciou que as avaliações e opiniões dos hóspedes sobre hotéis, publicadas na internet - âmbito da “organização falada” -, exigem monitoramento e demandam investimentos em comunicação e gestão, tais como: redimensionamento dos processos de comunicação e alterações nas práticas de gestão, com mudanças nos processos decisórios, nas políticas de atendimento e nos planos de investimento.

With the use of information and communication digital technologies (ICDT), the subjects in communication perspective have access not only to a variety of information, but also they can be content producers about the world. Thus, in these digital environments, the public tends more and more to offer and transact senses regarding organizations (their processes, products and services), which may interfere even in their relationships and management processes. In this sense, this study aims to understand how the senses offered in the dimension of "spoken organization" (BALDISSERA, 2009b), particularly on the internet, interfere in hotel management processes. Therefore, besides being epistemically grounded in symbolic interactionism (MEAD, 1972), this study also discusses theoretical studies on characteristics of the contemporary context - from authors like Maffesoli (2012) and Castells (2009a) - that interfere with the organization-public relationship. Within this perspective, organizational communication (BALDISSERA, 2009a), organizational management (GAULEJAC, 2006), and hotel management (ABREU, 2003) are discussed, considered…

Advisors/Committee Members: Baldissera, Rudimar.

Subjects/Keywords: Comunicação organizacional; Organizational communication; Gestão hoteleira; Spoken organization; Internet; Hotel management; Organizations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rossato, J. F. (2015). Comunicação organizacional : a dimensão da “organização falada” e as implicações na gestão hoteleira. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/115199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rossato, Jean Felipe. “Comunicação organizacional : a dimensão da “organização falada” e as implicações na gestão hoteleira.” 2015. Thesis, Universidade do Rio Grande do Sul. Accessed February 27, 2021. http://hdl.handle.net/10183/115199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rossato, Jean Felipe. “Comunicação organizacional : a dimensão da “organização falada” e as implicações na gestão hoteleira.” 2015. Web. 27 Feb 2021.

Vancouver:

Rossato JF. Comunicação organizacional : a dimensão da “organização falada” e as implicações na gestão hoteleira. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10183/115199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rossato JF. Comunicação organizacional : a dimensão da “organização falada” e as implicações na gestão hoteleira. [Thesis]. Universidade do Rio Grande do Sul; 2015. Available from: http://hdl.handle.net/10183/115199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Nádia Fátima de Oliveira. Inserção de estrangeirismos procedentes da tecnologia da informação na língua materna: significados que fluem uma abordagem fenomenológica.

Degree: 2005, Universidade do Estado de Santa Catarina

URL: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=294

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O tema/problema desta investigação - Inserção de Estrangeirismos Procedentes da Tecnologia da Informação na Língua Materna - fluiu a partir do trabalho que desenvolvo com… (more)

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O tema/problema desta investigação - Inserção de Estrangeirismos Procedentes da Tecnologia da Informação na Língua Materna - fluiu a partir do trabalho que desenvolvo com alunos dos cursos de tecnologia e do bacharelado em Engenharia, na SOCIEDADE EDUCACIONAL DE SANTA CATARINA - SOCIESC - em Joinville. A maioria das pessoas que optam por fazer o terceiro grau nessa instituição, provém de indústrias mecânicas ou metalúrgicas e apresentam duas características: a) estão há algum tempo no mercado de trabalho e buscam atualização ou ascensão profissional; b) trabalham há pouco tempo ou estão entrando no mercado de trabalho, mas buscam especialização em alguma área. O primeiro grupo adentra o recinto universitário trazendo uma bagagem lingüística eivada de palavras e expressões técnicas; o segundo grupo se depara no recinto universitário com essas palavras ou expressões. Ocorre que, nas últimas três décadas, o desenvolvimento tecnológico avançou vertiginosamente, popularizando a informática e mudando os costumes lingüísticos de quem trabalha em indústrias praticamente automatizadas e em instituições que preparam pessoas para o mercado de trabalho. Por extensão, no ambiente familiar, onde a informática e a rede informacional se fazem presentes, a linguagem computacional está provocando mudanças culturais e, ao que tudo indica, respingam na língua materna. Tratase de uma abordagem fenomenológica, objetivando compreender e interpretar o uso que os falantes do português do Brasil fazem desses estrangeirismos, produzidos pelo avanço tecnológico, e inseridos na língua materna. Os participantes da pesquisa foram selecionados intencionalmente - seis professores e três alunos universitários - e compuseram um rol de nove entrevistados que contribuíram, de forma espontânea, para o desvelar das duas essências: Como expressão "natural", estrangeirismos fluem e influenciam a língua materna; e Estrangeirismos se des-velam na relação homem/mundo. Essas essências se correlacionam entre si e fluíram das seguintes dimensões: a informática como promissor campo de trabalho; O simples e o natural na linguagem da informática; A globalização provoca o uso de estrangeirismos; Estrangeirismos inserem-se na língua escrita; e O exercício da docência, no ensino técnico, sem habilitação docente. Refletindo sobre as falas dos sujeitos entrevistados, prossigo, comprometida com um trabalho visando à educação lingüística.

The theme of this investigation The Insertion of Foreign Words from the Information Technology in the Mother Tongue originated from the work developed with the students of the Technology and Engineering Bachelor courses at Sociedade Educacional de Santa Catarina SOCIESC in Joinville, Santa Catarina. Most of the students who opt to take a college course at this institution come from mechanical or metallurgical industries and present two main characteristics: a) they have been for some time working in their area of study and are searching for updating or upgrading in their profession, and; b) they have been working for a short time or…

Advisors/Committee Members: Maria Aparecida Lemos Silva.

Subjects/Keywords: Fala; Liguagem; Communication; Tecnologia da informação; Language; EDUCACAO; Spoken language; Information Technolog; Comunicação

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Oliveira, N. F. d. (2005). Inserção de estrangeirismos procedentes da tecnologia da informação na língua materna: significados que fluem uma abordagem fenomenológica. (Thesis). Universidade do Estado de Santa Catarina. Retrieved from http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Oliveira, Nádia Fátima de. “Inserção de estrangeirismos procedentes da tecnologia da informação na língua materna: significados que fluem uma abordagem fenomenológica.” 2005. Thesis, Universidade do Estado de Santa Catarina. Accessed February 27, 2021. http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Oliveira, Nádia Fátima de. “Inserção de estrangeirismos procedentes da tecnologia da informação na língua materna: significados que fluem uma abordagem fenomenológica.” 2005. Web. 27 Feb 2021.

Vancouver:

Oliveira NFd. Inserção de estrangeirismos procedentes da tecnologia da informação na língua materna: significados que fluem uma abordagem fenomenológica. [Internet] [Thesis]. Universidade do Estado de Santa Catarina; 2005. [cited 2021 Feb 27]. Available from: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oliveira NFd. Inserção de estrangeirismos procedentes da tecnologia da informação na língua materna: significados que fluem uma abordagem fenomenológica. [Thesis]. Universidade do Estado de Santa Catarina; 2005. Available from: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

6. Ikeda, Tomoko, 1979-. Facilitating participation : communicative practices in interaction between native and nonnative speakers of Japanese.

Degree: PhD, Communication Studies, 2007, University of Texas – Austin

URL: http://hdl.handle.net/2152/13265

► This dissertation presents microanalyses of interactional practices employed by native (NS) and nonnative speakers (NNS) of Japanese. Drawing on videotaped interaction among Japanese and international… (more)

▼ This dissertation presents microanalyses of interactional practices employed by native (NS) and nonnative speakers (NNS) of Japanese. Drawing on videotaped interaction among Japanese and international students enrolled in an intercultural communication class at a university in Japan, I investigate ways in which NSs facilitate NNSs' participation in interaction during various group activities. I focus on three communicative practices employed by NSs: (1) co-participant completion, a phenomenon in which a participant continues or completes a turn at talk initiated by another participant, (2) translation of another participant's utterance into talk or gesture for the third party, and (3) impromptu vocabulary lessons in which NSs utilize talk and gestures to display understanding of their NNS co-participants' troubled production efforts and supply appropriate words or expressions while at the same time demonstrating their meanings gesturally. Using the methodological frameworks of microethnography and conversation analysis (CA), I examine the moment-by-moment unfolding of interaction, focusing on how participants with differential language expertise organize participation through talk and embodied action. I provide a detailed description of ways in which interactional resources such as syntactic structure, vocal features (i.e., perturbation), and certain features of embodied components (e.g., gaze shift and gesture) of the current speaker's turn afford the recognition of opportunities for co-participant completion. I also discuss how these resources provide opportunities for the projection of the next item in the turn in progress. In addition, I identify three specific actions accomplished by employing this practice: (1) providing lexical assistance, (2) joining another NS (i.e., a current speaker) in offering explanations to a NNS, and (3) proffering anticipatory agreement and displaying affinity. Examination of the phenomena of translating and providing vocabulary assistance reveals the crucial role that embodied action plays in such vernacular teaching. Multifunctional sequences that constitute impromptu vocabulary lessons in particular point to the significance of gesture as a resource for speakers and listeners. These multimodal practices resemble communicative practices of language teachers. This suggests the ubiquity of opportunities for language teaching and learning in everyday situations. This dissertation presents being able to facilitate NNSs' participation in interaction as part of NSs' interactional competence. Advisors/Committee Members: Streeck, Jürgen (advisor).

Subjects/Keywords: Intercultural communication; Japanese language – Spoken Japanese

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APA (6^th Edition):

Ikeda, Tomoko, 1. (2007). Facilitating participation : communicative practices in interaction between native and nonnative speakers of Japanese. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/13265

Chicago Manual of Style (16^th Edition):

Ikeda, Tomoko, 1979-. “Facilitating participation : communicative practices in interaction between native and nonnative speakers of Japanese.” 2007. Doctoral Dissertation, University of Texas – Austin. Accessed February 27, 2021. http://hdl.handle.net/2152/13265.

MLA Handbook (7^th Edition):

Ikeda, Tomoko, 1979-. “Facilitating participation : communicative practices in interaction between native and nonnative speakers of Japanese.” 2007. Web. 27 Feb 2021.

Vancouver:

Ikeda, Tomoko 1. Facilitating participation : communicative practices in interaction between native and nonnative speakers of Japanese. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2007. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2152/13265.

Council of Science Editors:

Ikeda, Tomoko 1. Facilitating participation : communicative practices in interaction between native and nonnative speakers of Japanese. [Doctoral Dissertation]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/13265

Eastern Michigan University

7. VanHook, Angela. Uncovering identities through performance poetry.

Degree: MA, Communication, Media and Theatre Arts, 2014, Eastern Michigan University

URL: https://commons.emich.edu/theses/883

► Research in the area of performance poetry is still relatively new to the field of communication. Using Hecht’s Communication Theory of Identity, this study… (more)

Subjects/Keywords: Communication; Communication Theory of Identity; CTI; Identity; Performance Poetry; Spoken Word; Arts and Humanities; Theatre and Performance Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

VanHook, A. (2014). Uncovering identities through performance poetry. (Masters Thesis). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/883

Chicago Manual of Style (16^th Edition):

VanHook, Angela. “Uncovering identities through performance poetry.” 2014. Masters Thesis, Eastern Michigan University. Accessed February 27, 2021. https://commons.emich.edu/theses/883.

MLA Handbook (7^th Edition):

VanHook, Angela. “Uncovering identities through performance poetry.” 2014. Web. 27 Feb 2021.

Vancouver:

VanHook A. Uncovering identities through performance poetry. [Internet] [Masters thesis]. Eastern Michigan University; 2014. [cited 2021 Feb 27]. Available from: https://commons.emich.edu/theses/883.

Council of Science Editors:

VanHook A. Uncovering identities through performance poetry. [Masters Thesis]. Eastern Michigan University; 2014. Available from: https://commons.emich.edu/theses/883

University of Florida

8. Simms, Catherine Baker. An Evaluation of Mand Modalities for Individuals with Limited Verbal Repertoires.

Degree: PhD, Psychology, 2015, University of Florida

URL: https://ufdc.ufl.edu/UFE0047770

► Individuals diagnosed with Autism Spectrum Disorder (ASD) and other Intellectual and Developmental Disabilities (IDD) often display limited communication. Many studies have examined assessments and various… (more)

Subjects/Keywords: Autistic disorder; Disabilities; Educational evaluation; Experimentation; Learning; Recordings; Recreation; Spoken communication; Topography; Toys; communication – disabilities – mand – modalities – technology

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APA (6^th Edition):

Simms, C. B. (2015). An Evaluation of Mand Modalities for Individuals with Limited Verbal Repertoires. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047770

Chicago Manual of Style (16^th Edition):

Simms, Catherine Baker. “An Evaluation of Mand Modalities for Individuals with Limited Verbal Repertoires.” 2015. Doctoral Dissertation, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0047770.

MLA Handbook (7^th Edition):

Simms, Catherine Baker. “An Evaluation of Mand Modalities for Individuals with Limited Verbal Repertoires.” 2015. Web. 27 Feb 2021.

Vancouver:

Simms CB. An Evaluation of Mand Modalities for Individuals with Limited Verbal Repertoires. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0047770.

Council of Science Editors:

Simms CB. An Evaluation of Mand Modalities for Individuals with Limited Verbal Repertoires. [Doctoral Dissertation]. University of Florida; 2015. Available from: https://ufdc.ufl.edu/UFE0047770

University of Florida

9. Marino, Maria I. Exploring How Cultural Differences Impact Participation in Online Discussions.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

URL: https://ufdc.ufl.edu/UFE0049463

► In today's society, globalization is a reality, and cultural differences are crucial, especially in rapidly expanding online learning environments. Discussion activities are a staple of… (more)

Subjects/Keywords: Contextualism; Cultural groups; Cultural studies; High culture; Intercultural communication; Japanese culture; Learning; Online learning; Spoken communication; Teachers; cultural – globalization

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APA (6^th Edition):

Marino, M. I. (2015). Exploring How Cultural Differences Impact Participation in Online Discussions. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0049463

Chicago Manual of Style (16^th Edition):

Marino, Maria I. “Exploring How Cultural Differences Impact Participation in Online Discussions.” 2015. Doctoral Dissertation, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0049463.

MLA Handbook (7^th Edition):

Marino, Maria I. “Exploring How Cultural Differences Impact Participation in Online Discussions.” 2015. Web. 27 Feb 2021.

Vancouver:

Marino MI. Exploring How Cultural Differences Impact Participation in Online Discussions. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0049463.

Council of Science Editors:

Marino MI. Exploring How Cultural Differences Impact Participation in Online Discussions. [Doctoral Dissertation]. University of Florida; 2015. Available from: https://ufdc.ufl.edu/UFE0049463

Macquarie University

10. Götz, Sandra. Fluency in native and nonnative English speech: theory, description, implications.

Degree: PhD, 2011, Macquarie University

URL: http://hdl.handle.net/1959.14/1278179

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Bibliography: p. [193]-213.

Introduction and preview – Fluency in native English speech – Fluency in non-native English speech – Database and methodology – Data analysis… (more)

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Bibliography: p. [193]-213.

Introduction and preview – Fluency in native English speech – Fluency in non-native English speech – Database and methodology – Data analysis of productive fluency in Lindsei-ge vs Locnec – Perceptive fluency of prototypical learner types in Lindsei-ge – Summary and prospects for future research.

Most of the fluency-related research so far has focused on one of the following aspects: (1) temporal variables in speech production, (2) the use of formulaic language or (3) certain performance phenomena which contribute to a perception of naturalness in speech, such as discourse markers. The mainstream linguistic approach to fluency focuses on temporal variables of speech production and is generally accepted as being the best indicator of a learner's fluency. Recent studies have shown that temporal variables as well as the number of errors correlate highly with native speaker assessments of the learners' overall oral proficiency. However, they have focussed on a small amount of raters and neglected other variables that are equally responsible for a perception of oral proficiency on the sides of the listeners, such as accent, idiomaticity, lexical diversity, register, sentence structure, intonation, or pragmatic features. – Thus, the present study will take into consideration a combination of these approaches: Firstly, a quantitative analysis of the error-tagged version of the 90,000-word German component of the Louvain International Database of Spoken English Interlanguage (LINDSEI-Ger) as compared to the Louvain Corpus of Native English Conversation (LOCNEC) will be presented. Thus, areas will be revealed, in which, on the one hand, advanced German learners of English still deviate strongly from the native target norm and in which they have already approximated to the target norm on the other. Secondly, based on the quantitative findings of the corpus analysis, five learners, that represent certain prototypical accuracy and fluency learner types, are subject to 50 native speakers' ratings of (1) their overall oral proficiency, and (2) seven other perceptive fluency variables. The overall ratings will be correlated with the ratings for the individual variables in order to reveal which of the variables has the strongest impact on an overall perception of fluency. – Finally, some language-pedagogical implications for the improvement of the oral proficiency in learner language derived from these findings will be presented.

1 online resource (xv, 271 p.)

Advisors/Committee Members: Macquarie University. Department of International Studies.

Subjects/Keywords: Corpora (Linguistics); English language Spoken English Case studies; English language Spoken English Ability testing Case studies; Oral communication Case studies; Language and languages Case studies; Communicative competence; Linguistics Research Methodology; Linguistic analysis (Linguistics); Computational linguistics; fluency; learner corpus analysis; spoken language; educational linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Götz, S. (2011). Fluency in native and nonnative English speech: theory, description, implications. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1278179

Chicago Manual of Style (16^th Edition):

Götz, Sandra. “Fluency in native and nonnative English speech: theory, description, implications.” 2011. Doctoral Dissertation, Macquarie University. Accessed February 27, 2021. http://hdl.handle.net/1959.14/1278179.

MLA Handbook (7^th Edition):

Götz, Sandra. “Fluency in native and nonnative English speech: theory, description, implications.” 2011. Web. 27 Feb 2021.

Vancouver:

Götz S. Fluency in native and nonnative English speech: theory, description, implications. [Internet] [Doctoral dissertation]. Macquarie University; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1959.14/1278179.

Council of Science Editors:

Götz S. Fluency in native and nonnative English speech: theory, description, implications. [Doctoral Dissertation]. Macquarie University; 2011. Available from: http://hdl.handle.net/1959.14/1278179

Université de Lorraine

11. Koske, Lily Chemutai. La pragmatique de l'écrit en français de spécialité : cas du français pour le tourisme, hôtellerie et restauration dans les universités kenyanes : The pragmatics of writing in French for special purposes : the case of French for tourism, hotels and hospitality in Kenyan universities.

Degree: Docteur es, Sciences du langage, 2019, Université de Lorraine

URL: http://www.theses.fr/2019LORR0216

►

En raison de sa focalisation sur l’enseignement du français du tourisme, de l’hôtellerie et de la restauration (FTHR), cette étude se situe dans le champ… (more)

▼

En raison de sa focalisation sur l’enseignement du français du tourisme, de l’hôtellerie et de la restauration (FTHR), cette étude se situe dans le champ de l’enseignement des langues de spécialité. Dans ce domaine, l’enseignement se veut fondé sur les besoins de l’apprenant et c’est en partant de cette prémisse que nous avons cherché à déterminer si le français écrit faisait partie des besoins de l’apprenant en FTHR dans le contexte kenyan. Pour ce faire, nous avons voulu déterminer les besoins immédiats et à venir des apprenants du FTHR. L’établissement des besoins immédiats était basé sur le discernement des attentes et des motivations des apprenants en ce qui concerne leur apprentissage du FTHR. Par ailleurs, l’établissement des besoins ultérieurs reposait sur la détermination de leurs aspirations professionnelles ainsi que sur les compétences effectivement requises sur les marchés du travail ciblés. Pour établir ces besoins, nous avons recueilli des données auprès de quatre catégories de personnes : les étudiants inscrits aux programmes de formation de tourisme, hôtellerie et restauration (THR) dans les universités kenyanes, les enseignants impliqués dans ces programmes, les anciens étudiants qui ont suivi le FTHR dans les universités kenyanes et, enfin, les professionnels travaillant déjà dans les secteurs du THR. Pour cela nous avons utilisé des questionnaires et mené des entretiens individuels et collectifs. Nous avons ensuite analysé les données de manières quantitative et qualitative. Les données recueillies ont révélé que les facteurs qui motivent les étudiants à apprendre le français étaient principalement de nature pragmatique. Elles ont également mis en évidence que l’expression orale était la compétence la plus souhaitée par les apprenants. De plus, l’analyse des métiers exercés par les professionnels dans les secteurs du THR et celle des compétences requises révèlent que le français écrit est peu nécessaire sur le marché du travail, voire inutile.

Because of its focus on the teaching of French for tourism, hospitality and catering (FTHR), this study is situated in the teaching of language for special purposes. In this field, the teaching is designed to be based on the needs of the learner and it is on the basis of this premise that this we sought to find out whether writing is part of the learner’s needs in FTHR in Kenya. To do this, we endeavoured to determine the needs to find out the immediate and future needs of the FTHR students. The establishing of immediate needs was based on discerning the expectations and the motivation of the students concerning the learning of FTHR. On the other hand, establishing the future needs relied on finding out their professional aspirations as well as the actual competences required in the targeted job markets.To establish these needs, we collected data from four categories of people: students enrolled in the bachelor of tourism and hospitality programs in the Kenyan universities, teachers in charge of these programs, old students who did FTHR in the Kenyan…

Advisors/Committee Members: Fracchiolla, Béatrice (thesis director).

Subjects/Keywords: Français de spécialité; Français parlé; Français écrit; Compétence communicative; French for special purposes; Spoken French; Written French; Communication skills; 440.710 676

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APA (6^th Edition):

Koske, L. C. (2019). La pragmatique de l'écrit en français de spécialité : cas du français pour le tourisme, hôtellerie et restauration dans les universités kenyanes : The pragmatics of writing in French for special purposes : the case of French for tourism, hotels and hospitality in Kenyan universities. (Doctoral Dissertation). Université de Lorraine. Retrieved from http://www.theses.fr/2019LORR0216

Chicago Manual of Style (16^th Edition):

Koske, Lily Chemutai. “La pragmatique de l'écrit en français de spécialité : cas du français pour le tourisme, hôtellerie et restauration dans les universités kenyanes : The pragmatics of writing in French for special purposes : the case of French for tourism, hotels and hospitality in Kenyan universities.” 2019. Doctoral Dissertation, Université de Lorraine. Accessed February 27, 2021. http://www.theses.fr/2019LORR0216.

MLA Handbook (7^th Edition):

Koske, Lily Chemutai. “La pragmatique de l'écrit en français de spécialité : cas du français pour le tourisme, hôtellerie et restauration dans les universités kenyanes : The pragmatics of writing in French for special purposes : the case of French for tourism, hotels and hospitality in Kenyan universities.” 2019. Web. 27 Feb 2021.

Vancouver:

Koske LC. La pragmatique de l'écrit en français de spécialité : cas du français pour le tourisme, hôtellerie et restauration dans les universités kenyanes : The pragmatics of writing in French for special purposes : the case of French for tourism, hotels and hospitality in Kenyan universities. [Internet] [Doctoral dissertation]. Université de Lorraine; 2019. [cited 2021 Feb 27]. Available from: http://www.theses.fr/2019LORR0216.

Council of Science Editors:

Koske LC. La pragmatique de l'écrit en français de spécialité : cas du français pour le tourisme, hôtellerie et restauration dans les universités kenyanes : The pragmatics of writing in French for special purposes : the case of French for tourism, hotels and hospitality in Kenyan universities. [Doctoral Dissertation]. Université de Lorraine; 2019. Available from: http://www.theses.fr/2019LORR0216

University of Florida

12. Cao, Rui. Perception of Mandarin Chinese Tone 2 / Tone 3 and the Role of Creaky Voice.

Degree: PhD, Linguistics, 2012, University of Florida

URL: https://ufdc.ufl.edu/UFE0044096

► Research has shown that lexical tones, a suprasegmentalfeature, are processed by native speakers as linguistic elements just likeother segmental information. Among the four tones of… (more)

Subjects/Keywords: Auditory perception; Mandarins; Native languages; Perceptual learning; Phonetics; Solmization; Sound pitch; Spoken communication; Tone of voice; Vowels; chinese – creaky – tones

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APA (6^th Edition):

Cao, R. (2012). Perception of Mandarin Chinese Tone 2 / Tone 3 and the Role of Creaky Voice. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0044096

Chicago Manual of Style (16^th Edition):

Cao, Rui. “Perception of Mandarin Chinese Tone 2 / Tone 3 and the Role of Creaky Voice.” 2012. Doctoral Dissertation, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0044096.

MLA Handbook (7^th Edition):

Cao, Rui. “Perception of Mandarin Chinese Tone 2 / Tone 3 and the Role of Creaky Voice.” 2012. Web. 27 Feb 2021.

Vancouver:

Cao R. Perception of Mandarin Chinese Tone 2 / Tone 3 and the Role of Creaky Voice. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0044096.

Council of Science Editors:

Cao R. Perception of Mandarin Chinese Tone 2 / Tone 3 and the Role of Creaky Voice. [Doctoral Dissertation]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0044096

University of Florida

13. McPeek, Tyler F. American Voice Types Towards a Vocal Typology for American English.

Degree: PhD, Linguistics, 2013, University of Florida

URL: https://ufdc.ufl.edu/UFE0045383

► Individual voices are not uniformly similar to others, even when factoring out speakercharacteristics such as sex, age, dialect, and so on. Some speakers sharecommon features… (more)

Subjects/Keywords: Databases; Experimentation; Linguistics; Listening; Phonetics; Signals; Singing; Spoken communication; Voice data; Voice quality; identification – speaker – types – typology – vocal – voice

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APA (6^th Edition):

McPeek, T. F. (2013). American Voice Types Towards a Vocal Typology for American English. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0045383

Chicago Manual of Style (16^th Edition):

McPeek, Tyler F. “American Voice Types Towards a Vocal Typology for American English.” 2013. Doctoral Dissertation, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0045383.

MLA Handbook (7^th Edition):

McPeek, Tyler F. “American Voice Types Towards a Vocal Typology for American English.” 2013. Web. 27 Feb 2021.

Vancouver:

McPeek TF. American Voice Types Towards a Vocal Typology for American English. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0045383.

Council of Science Editors:

McPeek TF. American Voice Types Towards a Vocal Typology for American English. [Doctoral Dissertation]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0045383

University of Florida

14. Reynolds, Traci L. A Comparison of Techniques for the Measurement of Intelligibility in Hypokinetic Dysarthria.

Degree: MA, Communication Sciences and Disorders - Speech, Language and Hearing Sciences, 2012, University of Florida

URL: https://ufdc.ufl.edu/UFE0044792

► The development of an automated measurement tool which could predict the average judgments of naïve listeners would be optimal for patient diagnostics and treatment in… (more)

Subjects/Keywords: Boxes; Correlations; Databases; Dysarthria; Listening; Loudness; Mutual intelligibility; Spoken communication; Trials; Voice disorders; disease – intelligibility – parkinson's – speech

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APA (6^th Edition):

Reynolds, T. L. (2012). A Comparison of Techniques for the Measurement of Intelligibility in Hypokinetic Dysarthria. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0044792

Chicago Manual of Style (16^th Edition):

Reynolds, Traci L. “A Comparison of Techniques for the Measurement of Intelligibility in Hypokinetic Dysarthria.” 2012. Masters Thesis, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0044792.

MLA Handbook (7^th Edition):

Reynolds, Traci L. “A Comparison of Techniques for the Measurement of Intelligibility in Hypokinetic Dysarthria.” 2012. Web. 27 Feb 2021.

Vancouver:

Reynolds TL. A Comparison of Techniques for the Measurement of Intelligibility in Hypokinetic Dysarthria. [Internet] [Masters thesis]. University of Florida; 2012. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0044792.

Council of Science Editors:

Reynolds TL. A Comparison of Techniques for the Measurement of Intelligibility in Hypokinetic Dysarthria. [Masters Thesis]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0044792

University of Florida

15. Funderburke, Sarah K. Effects of Interdisciplinary Choral Singing Therapy on the Voice and Swallowing Function of Individuals with Parkinson’S Disease.

Degree: MA, Communication Sciences and Disorders - Speech, Language and Hearing Sciences, 2012, University of Florida

URL: https://ufdc.ufl.edu/UFE0044239

► Degenerative changes frequently occur to voice and swallowing function for many individuals with Parkinson’s disease (PD) (Hoehn & Yahr, 1967; Sapienza & Hoffman Ruddy, 2009).… (more)

Subjects/Keywords: Barium; Bones; Choral singing; Deglutition disorders; Liquids; Phonation; Puddings; Singing; Spoken communication; Swallowing; parkinson – singing – swallowing – therapy – voice

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Funderburke, S. K. (2012). Effects of Interdisciplinary Choral Singing Therapy on the Voice and Swallowing Function of Individuals with Parkinson’S Disease. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0044239

Chicago Manual of Style (16^th Edition):

Funderburke, Sarah K. “Effects of Interdisciplinary Choral Singing Therapy on the Voice and Swallowing Function of Individuals with Parkinson’S Disease.” 2012. Masters Thesis, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0044239.

MLA Handbook (7^th Edition):

Funderburke, Sarah K. “Effects of Interdisciplinary Choral Singing Therapy on the Voice and Swallowing Function of Individuals with Parkinson’S Disease.” 2012. Web. 27 Feb 2021.

Vancouver:

Funderburke SK. Effects of Interdisciplinary Choral Singing Therapy on the Voice and Swallowing Function of Individuals with Parkinson’S Disease. [Internet] [Masters thesis]. University of Florida; 2012. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0044239.

Council of Science Editors:

Funderburke SK. Effects of Interdisciplinary Choral Singing Therapy on the Voice and Swallowing Function of Individuals with Parkinson’S Disease. [Masters Thesis]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/UFE0044239

University of Florida

16. Anand, Supraja. Effect of Task Complexity on Acoustic Characteristics of Parkinsonian Speech.

Degree: PhD, Communication Sciences and Disorders - Speech, Language and Hearing Sciences, 2013, University of Florida

URL: https://ufdc.ufl.edu/UFE0046285

► Given the high prevalence of speech impairments in individuals with Parkinson disease (PD), acoustic analysis of speech patterns could help understand and identify PD. Early… (more)

▼ Given the high prevalence of speech impairments in individuals with Parkinson disease (PD), acoustic analysis of speech patterns could help understand and identify PD. Early identification through speech analysis is especially favorable because it is non-invasive, can be done remotely (telemonitoring) and is cost and time efficient for the patient. Only very few recent experiments have shown the feasibility of using acoustic measures to identify PD related speech deficits primarily due to the lack of sensitivity of acoustic measures for early stage speech deficits and/or due to the nature of elicitation tasks (i.e. simple tasks such as phonations, reading and conversation). In contrast, because complex vocal tasks such as maximum performance tasks overcome compensatory mechanisms, they can reveal important information about the integrity of the speech system and provide greater accuracy for early detection purposes. The most common maximum performance task to assess speech motor performance in individuals with PD has been the measurement of articulatory coordination through diadochokinetic (DDK) tasks. However, conventional DDK testing involves measurement of only rate and regularity characteristics. In this dissertation, a new articulatory measure, human factor cepstral coefficient (HFCC), has been compared to conventional DDK rate and regularity. The relationship between DDK rate and other variables are also investigated to examine the trade-off between speed and accuracy. In individuals with PD, pitch variability has typically been investigated through sustained vowel phonation or singing tasks using fundamental frequency (f0) measures (e.g. standard deviation, range). In these cases, a complex vocal pitch control task could help in evaluating their ability to make laryngeal adjustments as quickly and as accurately as possible. Additionally, this task is based on the assumption that laryngeal control will be affected in early stages of the disease process. Therefore a pitch DDK task, where patients were asked to glide between low and high pitch as fast as possible was explored in a second experiment. Findings from this study show promising trends. Evidence for reduction in articulation range was demonstrated through a new DDK task /papupi/. Cepstral measures of articulation were found to be significantly reduced in PD. Further, delta measures averaged across the different DDK tasks classified control and PD subjects with high accuracy (73%). Rise range and slope of the pitch contour during the pitch glide task significantly differentiated individuals with PD from controls with an overall accuracy of 70%. Thus, the novel measures and tasks examined in this study provide support for acoustic measures as a tool towards identification of PD. A combination of measures evaluating different speech dimensions or systems (e.g. voicing, articulation, prosody) will provide greater specificity. ( en ) Advisors/Committee Members: ROSENBEK,JOHN CLYDE (committee chair), WINGATE,JUDITH MAIGE (committee member), SAPIENZA,CHRISTINE M (committee member), SMITH,BRENDA JO (committee member).

Subjects/Keywords: Consonants; Diseases; Dysarthria; Parkinson disease; Sound pitch; Spoken communication; Syllables; Symptomatology; Trajectory control; Vowels; acoustics – diadachokinesis – parkinson – speech

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Anand, S. (2013). Effect of Task Complexity on Acoustic Characteristics of Parkinsonian Speech. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0046285

Chicago Manual of Style (16^th Edition):

Anand, Supraja. “Effect of Task Complexity on Acoustic Characteristics of Parkinsonian Speech.” 2013. Doctoral Dissertation, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0046285.

MLA Handbook (7^th Edition):

Anand, Supraja. “Effect of Task Complexity on Acoustic Characteristics of Parkinsonian Speech.” 2013. Web. 27 Feb 2021.

Vancouver:

Anand S. Effect of Task Complexity on Acoustic Characteristics of Parkinsonian Speech. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0046285.

Council of Science Editors:

Anand S. Effect of Task Complexity on Acoustic Characteristics of Parkinsonian Speech. [Doctoral Dissertation]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0046285

University of Florida

17. Perdomo, Michelle. Effects of Two Training Paradigms on the Perception and Production of Mandarin Speech.

Degree: MA, Linguistics, 2014, University of Florida

URL: https://ufdc.ufl.edu/UFE0047225

► For learners of a foreign language, comprehending nonnative speech sounds is often the most difficult hurdle to overcome to effectively acquire the second language. Models… (more)

Subjects/Keywords: Affricate consonants; Alveolar consonants; Auditory discrimination; Auditory perception; Language comprehension; Learning; Mandarins; Perceptual learning; Phonemes; Spoken communication; mandarin – phonology – sla

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APA (6^th Edition):

Perdomo, M. (2014). Effects of Two Training Paradigms on the Perception and Production of Mandarin Speech. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047225

Chicago Manual of Style (16^th Edition):

Perdomo, Michelle. “Effects of Two Training Paradigms on the Perception and Production of Mandarin Speech.” 2014. Masters Thesis, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0047225.

MLA Handbook (7^th Edition):

Perdomo, Michelle. “Effects of Two Training Paradigms on the Perception and Production of Mandarin Speech.” 2014. Web. 27 Feb 2021.

Vancouver:

Perdomo M. Effects of Two Training Paradigms on the Perception and Production of Mandarin Speech. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0047225.

Council of Science Editors:

Perdomo M. Effects of Two Training Paradigms on the Perception and Production of Mandarin Speech. [Masters Thesis]. University of Florida; 2014. Available from: https://ufdc.ufl.edu/UFE0047225

University of Florida

18. Novak, Robyn A. Youth Language Meets Political Discourse Usage of French Discourse Markers in Quebec's Printemps Erable.

Degree: MA, French and Francophone Studies - Language, Literature and Culture, 2013, University of Florida

URL: https://ufdc.ufl.edu/UFE0046046

► This study analyzes discourse marker usage by three young student group spokespeople during Quebec’s Printemps érable of 2012, a social movement that was initiated by… (more)

Subjects/Keywords: Discourse; Discourse markers; Language; Linguistics; Political discourse; Political speeches; Sociolinguistics; Spoken communication; Video clips; Video sharing; discourse – french – quebec

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Novak, R. A. (2013). Youth Language Meets Political Discourse Usage of French Discourse Markers in Quebec's Printemps Erable. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0046046

Chicago Manual of Style (16^th Edition):

Novak, Robyn A. “Youth Language Meets Political Discourse Usage of French Discourse Markers in Quebec's Printemps Erable.” 2013. Masters Thesis, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0046046.

MLA Handbook (7^th Edition):

Novak, Robyn A. “Youth Language Meets Political Discourse Usage of French Discourse Markers in Quebec's Printemps Erable.” 2013. Web. 27 Feb 2021.

Vancouver:

Novak RA. Youth Language Meets Political Discourse Usage of French Discourse Markers in Quebec's Printemps Erable. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0046046.

Council of Science Editors:

Novak RA. Youth Language Meets Political Discourse Usage of French Discourse Markers in Quebec's Printemps Erable. [Masters Thesis]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0046046

Tartu University

19. Hennoste, Tiit. Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses .

Degree: 2013, Tartu University

URL: http://hdl.handle.net/10062/28923

► Väitekirja „Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses“ moodustavad seitse varem avaldatud artiklit ja sissejuhatav peatükk. Viimane annab ülevaaate uurimisülesandest, meetodist ja materjalist, esitab artiklites… (more)

▼ Väitekirja „Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses“ moodustavad seitse varem avaldatud artiklit ja sissejuhatav peatükk. Viimane annab ülevaaate uurimisülesandest, meetodist ja materjalist, esitab artiklites saadud tulemused ja järeldused. Artikleid ühendavaks teemaks on keele abil tehtavate sotsiaalsete tegevuste (nt küsimine, käskimine) keeleline vormistamine erinevates suhtlusjärjendites suulises spontaanses eestikeelses suhtluses. Artiklid uurisid erinevatel keeletasanditel olevad vorme: (a) erinevad lausungitüübid (küsilausung ja väitlausung); (b) küsimuste moodustamise erinevad vahendid (nt kas, vä, jah); (c) sama verbivormi erinevad variandid (ei ole − pole) ja (d) sama sõna erinevad grammatilised vormid et-komplementalause saatelauses (ütlesin – ütlen jm). Küsimuste puhul lisandub analüüs küsimuste vormi ja suhtlejate episteemilise staatuse ja episteemilise hoiaku seoste kohta. Väitekirja keskne probleem lähtub asjaolust, et keelekasutus varieerub. Inimene kasutab mõnes lauses verbivormi ei ole ja mõnes pole, vormistab kord üldküsimuse kas, kord vä abil jne. Väitekiri otsib varieerumisele seletust, kasutades meetodina kvalitatiivset suhtluslingvistikat ja deskriptiivset statistikat. Artiklite uurimismaterjal pärineb Tartu ülikooli suulise eesti keele korpusest. Väitekiri näitab, kuidas eri tasandite keelendivariantide valik on süstemaatiliselt seotud vastava lausungi poolt tehtud sotsiaalsete tegevustega ning neid kasutatakse süstemaatiliselt kindlates suhtlusjärjendites. Analüüs näitas, et seosed tulevad välja kõigil uuritud grammatilistel tasanditel paiknevate nähtuste puhul.; The doctoral thesis “Some relationships between grammatical forms and social actions in spoken Estonian interaction” consists of seven articles, which are preceded by an introductory chapter. The introduction gives an overview of the research task of the thesis, of the research methods and the material used, sets out the results of separate articles and conclusions and findings. The topic of the articles is to analyze certain grammatical constructions and their relations with social actions (e.g. questions, directives) that they perform and the sequences where they are used in spontaneous Estonian interaction. The articles focus on the grammatical forms in different linguistic levels (a) question and statement (declarative); (b) different form variants of questions (e.g. kas, vä, jah); (c) different variants of the same verb forms (ei ole − pole), and (d) different grammatical forms of the same word in the main clauses of the et-complement clause (ütlesin – ütlen etc). The analysis of questions is complemented by an analysis of the relationships between the form of questions and the epistemic status and stance of the interactants. The use of the language varies, which calls for explanation. The articles of the present thesis seek a solution to this problem combining two methods of analysis: qualitative interactional linguistics and descriptive statistics. The data come from the Corpus…

Subjects/Keywords: vestlusanalüüs; eesti keel; suuline keel; keelekasutus; keele variatiivsus; suhtlemine; conversation analysis; Estonian language; spoken language; language usage; language variation; communication

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APA (6^th Edition):

Hennoste, T. (2013). Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses . (Thesis). Tartu University. Retrieved from http://hdl.handle.net/10062/28923

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hennoste, Tiit. “Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses .” 2013. Thesis, Tartu University. Accessed February 27, 2021. http://hdl.handle.net/10062/28923.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hennoste, Tiit. “Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses .” 2013. Web. 27 Feb 2021.

Vancouver:

Hennoste T. Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses . [Internet] [Thesis]. Tartu University; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10062/28923.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hennoste T. Grammatiliste vormide seoseid suhtlustegevustega eestikeelses suulises vestluses . [Thesis]. Tartu University; 2013. Available from: http://hdl.handle.net/10062/28923

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hawaii – Manoa

20. Hagiwara, Akiko. Comprehending utterances in Japanese as a first and a second language: literality and conventionality.

Degree: PhD, 2009, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/11529

Electronic reproduction.

Also available by subscription via World Wide Web

xiv, 177 leaves, bound 29 cm

Subjects/Keywords: Japanese language – Spoken Japanese; Japanese language – Semantics; Interpersonal communication

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APA (6^th Edition):

Hagiwara, A. (2009). Comprehending utterances in Japanese as a first and a second language: literality and conventionality. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/11529

Chicago Manual of Style (16^th Edition):

Hagiwara, Akiko. “Comprehending utterances in Japanese as a first and a second language: literality and conventionality.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed February 27, 2021. http://hdl.handle.net/10125/11529.

MLA Handbook (7^th Edition):

Hagiwara, Akiko. “Comprehending utterances in Japanese as a first and a second language: literality and conventionality.” 2009. Web. 27 Feb 2021.

Vancouver:

Hagiwara A. Comprehending utterances in Japanese as a first and a second language: literality and conventionality. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10125/11529.

Council of Science Editors:

Hagiwara A. Comprehending utterances in Japanese as a first and a second language: literality and conventionality. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/11529

21. Ikeda, Tomoko. Facilitating participation: communicative practices in interaction between native and nonnative speakers of Japanese.

Degree: PhD, Communication Studies, 2007, University of Texas – Austin

URL: http://hdl.handle.net/2152/3078

► This dissertation presents microanalyses of interactional practices employed by native (NS) and nonnative speakers (NNS) of Japanese. Drawing on videotaped interaction among Japanese and international… (more)

▼ This dissertation presents microanalyses of interactional practices employed by native (NS) and nonnative speakers (NNS) of Japanese. Drawing on videotaped interaction among Japanese and international students enrolled in an intercultural communication class at a university in Japan, I investigate ways in which NSs facilitate NNSs' participation in interaction during various group activities. I focus on three communicative practices employed by NSs: (1) co-participant completion, a phenomenon in which a participant continues or completes a turn at talk initiated by another participant, (2) translation of another participant's utterance into talk or gesture for the third party, and (3) impromptu vocabulary lessons in which NSs utilize talk and gestures to display understanding of their NNS co-participants' troubled production efforts and supply appropriate words or expressions while at the same time demonstrating their meanings gesturally. Using the methodological frameworks of microethnography and conversation analysis (CA), I examine the moment-by-moment unfolding of interaction, focusing on how participants with differential language expertise organize participation through talk and embodied action. I provide a detailed description of ways in which interactional resources such as syntactic structure, vocal features (i.e., perturbation), and certain features of embodied components (e.g., gaze shift and gesture) of the current speaker's turn afford the recognition of opportunities for co-participant completion. I also discuss how these resources provide opportunities for the projection of the next item in the turn in progress. In addition, I identify three specific actions accomplished by employing this practice: (1) providing lexical assistance, (2) joining another NS (i.e., a current speaker) in offering explanations to a NNS, and (3) proffering anticipatory agreement and displaying affinity. Examination of the phenomena of translating and providing vocabulary assistance reveals the crucial role that embodied action plays in such vernacular teaching. Multifunctional sequences that constitute impromptu vocabulary lessons in particular point to the significance of gesture as a resource for speakers and listeners. These multimodal practices resemble communicative practices of language teachers. This suggests the ubiquity of opportunities for language teaching and learning in everyday situations. This dissertation presents being able to facilitate NNSs' participation in interaction as part of NSs' interactional competence. Advisors/Committee Members: Streeck, Jürgen (advisor).

Subjects/Keywords: Intercultural communication; Japanese language – Spoken Japanese

…85 4.4.2. Resources for the Projection of the Next Item: Grammatical Features of Spoken… …and international students enrolled in an intercultural communication class at a Japanese… …JSL) in particular, intercultural communication research, and add to the growing body… …NNSs have been the focus of the studies of such encounters as in the case of communication… …4 communication (cf. Jacoby & Ochs, 1995). By bringing NS behavior to the…

10 more images…

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APA (6^th Edition):

Ikeda, T. (2007). Facilitating participation: communicative practices in interaction between native and nonnative speakers of Japanese. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3078

Chicago Manual of Style (16^th Edition):

Ikeda, Tomoko. “Facilitating participation: communicative practices in interaction between native and nonnative speakers of Japanese.” 2007. Doctoral Dissertation, University of Texas – Austin. Accessed February 27, 2021. http://hdl.handle.net/2152/3078.

MLA Handbook (7^th Edition):

Ikeda, Tomoko. “Facilitating participation: communicative practices in interaction between native and nonnative speakers of Japanese.” 2007. Web. 27 Feb 2021.

Vancouver:

Ikeda T. Facilitating participation: communicative practices in interaction between native and nonnative speakers of Japanese. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2007. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2152/3078.

Council of Science Editors:

Ikeda T. Facilitating participation: communicative practices in interaction between native and nonnative speakers of Japanese. [Doctoral Dissertation]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/3078

University of Kentucky

22. Harris, Lori Gayle. Social-Emotional Development in Children with Hearing Loss.

Degree: 2014, University of Kentucky

URL: https://uknowledge.uky.edu/commdisorders_etds/4

► Many positive outcomes have been documented for children with hearing loss utilizing current treatment approaches such as early identification and intervention, including appropriately fit sensory… (more)

Subjects/Keywords: social-emotional development; psychosocial development; children with hearing loss; listening and spoken language; communication disorders; Communication Sciences and Disorders; Speech Pathology and Audiology

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APA (6^th Edition):

Harris, L. G. (2014). Social-Emotional Development in Children with Hearing Loss. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/commdisorders_etds/4

Chicago Manual of Style (16^th Edition):

Harris, Lori Gayle. “Social-Emotional Development in Children with Hearing Loss.” 2014. Masters Thesis, University of Kentucky. Accessed February 27, 2021. https://uknowledge.uky.edu/commdisorders_etds/4.

MLA Handbook (7^th Edition):

Harris, Lori Gayle. “Social-Emotional Development in Children with Hearing Loss.” 2014. Web. 27 Feb 2021.

Vancouver:

Harris LG. Social-Emotional Development in Children with Hearing Loss. [Internet] [Masters thesis]. University of Kentucky; 2014. [cited 2021 Feb 27]. Available from: https://uknowledge.uky.edu/commdisorders_etds/4.

Council of Science Editors:

Harris LG. Social-Emotional Development in Children with Hearing Loss. [Masters Thesis]. University of Kentucky; 2014. Available from: https://uknowledge.uky.edu/commdisorders_etds/4

University of Canberra

23. Ando, Kimihito. Spoken communication and its assessment in large classes n upper secondary schools in Japan.

Degree: 1987, University of Canberra

URL: http://erl.canberra.edu.au./public/adt-AUC20060601.151239

► There is awareness and concern in Japan that the process of teaching and learning English as a foreign language in the school system does not produce students who… (more)

Subjects/Keywords: Japan; teaching English as a second language; communicative approach; spoken communication

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APA (6^th Edition):

Ando, K. (1987). Spoken communication and its assessment in large classes n upper secondary schools in Japan. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20060601.151239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ando, Kimihito. “Spoken communication and its assessment in large classes n upper secondary schools in Japan.” 1987. Thesis, University of Canberra. Accessed February 27, 2021. http://erl.canberra.edu.au./public/adt-AUC20060601.151239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ando, Kimihito. “Spoken communication and its assessment in large classes n upper secondary schools in Japan.” 1987. Web. 27 Feb 2021.

Vancouver:

Ando K. Spoken communication and its assessment in large classes n upper secondary schools in Japan. [Internet] [Thesis]. University of Canberra; 1987. [cited 2021 Feb 27]. Available from: http://erl.canberra.edu.au./public/adt-AUC20060601.151239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ando K. Spoken communication and its assessment in large classes n upper secondary schools in Japan. [Thesis]. University of Canberra; 1987. Available from: http://erl.canberra.edu.au./public/adt-AUC20060601.151239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Emrani, Dárius Leva. Falas guiadas em projetos audiovisuais em italiano LE: um estudo sobre as estratégias de comunicação no curta-metragem \"Le avventure di Marco Polo\".

Degree: Mestrado, Língua e Literatura Italiana, 2013, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06062013-114315/ ;

►

A presente dissertação tem como objetivo categorizar as estratégias de comunicação (EC) encontradas no curta-metragem em língua italiana Le Avventure di Marco Polo, realizado em… (more)

▼

A presente dissertação tem como objetivo categorizar as estratégias de comunicação (EC) encontradas no curta-metragem em língua italiana Le Avventure di Marco Polo, realizado em 2011 por alunos do 6º ano do ensino fundamental de um colégio particular na cidade de Atibaia, participantes do Projeto Filmes em Italiano (PFI). Apresentaremos o modelo de operação global para o ensino de línguas (MOGEL), proposto por Almeida Filho, buscando demonstrar como a interação de seus níveis principais ocorre no âmbito do PFI. Procuraremos justificar o PFI como projeto comunicativo, através do postulado de que a autonomia do aprendiz, como preconizado pelo ensino comunicativo de línguas, é potencializada por meio do engajamento em projetos (project work) e em tarefas (tasks). O trabalho por projetos e as tarefas colocam o aluno como centro das atividades didáticas e estão relacionados aos novos cenários comunicativos audiovisuais-multimídia, acessíveis através de ferramentas tecnológicas que já fazem parte do dia a dia das novas gerações. Durante a apresentação do PFI 2011, introduziremos o conceito de falas guiadas, termo que cunhamos para definir as produções orais resultantes dos diversos tipos de apoio que fornecemos aos alunos durante as filmagens, buscando auxiliá-los na produção em língua italiana diante de problemas comunicativos de diversas ordens, favorecendo, assim, o uso de EC. O corpus da análise é constituído pelas produções orais coletadas no curta-metragem e é dividido em duas partes, sendo que a primeira contempla as produções surgidas na filmagem das lacunas inseridas no script, idealizadas para propiciar momentos de interação espontânea entre os alunos, e a segunda contempla as produções orais relativas às falas do script, baseadas no texto escrito previamente ensaiado pelos estudantes. No tocante à literaturasobre EC, apresentamos as teorias de três teóricos: Tarone (1977), Faerch & Kasper (1983), e Poulisse (1993), discutindo suas contribuições e justificando nossa escolha pela taxonomia lexical de Poulisse para a categorização das duas partes do corpus. Nossos resultados parecem demonstrarque os discentesutilizam-se, igualmente, de EC nas falas do script e nos momentos de interação espontânea,o que ressalta a validade da problematização como um dos critérios principais para que haja uso de EC,e não a interação nos moldes tradicionais.Além disso, o corpus coletado parece-nos apontar a importância, muitas vezes desconsiderada, da transferência linguística na constituição da interlíngua (IL) do aprendizeno uso de EC. Também nos parece que o contato com mais de uma LE, como ocorre com os alunos do PFI, pode propiciar o desenvolvimento da competência estratégica deles, aumentando as possibilidades de transferência linguística e de fontes para a criação de itens lexicais, bem como seus recursos para sanar problemas comunicativos.

This dissertation aims to categorize the communication strategies (CS) found in the short film in Italian Le Avventure di Marco Polo, conducted in 2011 by students of the 6th grade of…

Advisors/Committee Members: Maggio, Giliola.

Subjects/Keywords: Communication strategies; Ensino; Estratégias de comunicação; Falas guiadas; Guided speech; Italian as foreign language; Italiano língua estrangeira; Língua falada; Spoken language; Teaching

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APA (6^th Edition):

Emrani, D. L. (2013). Falas guiadas em projetos audiovisuais em italiano LE: um estudo sobre as estratégias de comunicação no curta-metragem \"Le avventure di Marco Polo\". (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06062013-114315/ ;

Chicago Manual of Style (16^th Edition):

Emrani, Dárius Leva. “Falas guiadas em projetos audiovisuais em italiano LE: um estudo sobre as estratégias de comunicação no curta-metragem \"Le avventure di Marco Polo\".” 2013. Masters Thesis, University of São Paulo. Accessed February 27, 2021. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06062013-114315/ ;.

MLA Handbook (7^th Edition):

Emrani, Dárius Leva. “Falas guiadas em projetos audiovisuais em italiano LE: um estudo sobre as estratégias de comunicação no curta-metragem \"Le avventure di Marco Polo\".” 2013. Web. 27 Feb 2021.

Vancouver:

Emrani DL. Falas guiadas em projetos audiovisuais em italiano LE: um estudo sobre as estratégias de comunicação no curta-metragem \"Le avventure di Marco Polo\". [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2021 Feb 27]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06062013-114315/ ;.

Council of Science Editors:

Emrani DL. Falas guiadas em projetos audiovisuais em italiano LE: um estudo sobre as estratégias de comunicação no curta-metragem \"Le avventure di Marco Polo\". [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06062013-114315/ ;

25. Hjelte, Maria. Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School.

Degree: Faculty of Education and Business Studies, 2011, University of Gävle

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717

► The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how… (more)

Subjects/Keywords: communicative competence; oral language; pre-knowledge; EFL; ESL; classroom; talk; form; function; communication; spoken; secondary school; multicultural; Specific Languages; Studier av enskilda språk

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APA (6^th Edition):

Hjelte, M. (2011). Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hjelte, Maria. “Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School.” 2011. Thesis, University of Gävle. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hjelte, Maria. “Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School.” 2011. Web. 27 Feb 2021.

Vancouver:

Hjelte M. Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School. [Internet] [Thesis]. University of Gävle; 2011. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hjelte M. Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School. [Thesis]. University of Gävle; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Gothenburg / Göteborgs Universitet

26. Terlevic Johansson, Karmen. Erfolgreiches Deutschlernen durch CLIL? Zu Lexikon und Kommunikationsstrategien in mündlicher L3 schwedischer Schüler mit bilingualem Profil.

Degree: 2011, University of Gothenburg / Göteborgs Universitet

URL: http://hdl.handle.net/2077/26560

► This thesis investigates the spoken L3 German of Swedish CLIL learners in lower secondary school (grades 8-9) in comparison to Swedish non-CLIL controls and German… (more)

▼ This thesis investigates the spoken L3 German of Swedish CLIL learners in lower secondary school (grades 8-9) in comparison to Swedish non-CLIL controls and German native speakers; its main objective is to investigate whether the CLIL approach has a positive impact on L3 production. The study deals with vocabulary size and frequency in the spoken lexicon as well as communicative strategies and is based on data consisting of narratives elicited through the retelling of Mayer’s well-known picture story Frog, where are you? Material was also elicited in the learners’ L1 Swedish and in their L2 English. In addition to being contrastive, the study is also longitudinal, in the sense that recordings of the learners’ foreign language spoken productions were made twice, as opposed to those of their L1 Swedish or the L1 German of the native speaker control group. Albeit both learner groups dispose of a rather limited lexical production compared with the German native speakers, the analysis of vocabulary size shows that the L3 narratives of the CLIL learners are not only longer, but also more varied and thus have a greater lexical richness than those of the non-CLIL controls. There seems to be no clear correlation between the L1 and the L3 productions, neither for the CLIL group nor for the non-CLIL group, which is to say that the progress in the L3 cannot be directly linked to L1 proficiency. Similar positive results for the CLIL group were observed in the L2 English narratives, which may indicate an impact of CLIL on enhanced skills in other foreign languages. In the investigation vocabulary frequency, the analysis points to a higher level of L3 German proficiency for the CLIL group, in that they show a higher number of synsemantic words (such as e.g. pronouns and cohesive ties) and a lower number of basic, so-called nuclear verbs and adjectives. Again, the same positive tendencies could be seen in their L2 English. The analysis of the employment of communication strategies (CS) among the Swedish learners indicates that both learner groups experience communication problems in their L3 German and thus resort to CS. However, the use of L3-based, so-called positive CS is much more frequent among the CLIL learners, whereas their non-CLIL peers display a clearly predominant use of L1-based, so-called negative CS. In contrast to earlier Swedish CLIL evaluations of L2 English, this study points to a positive influence of CLIL on spoken L3 German. Even though no statistically significant results could be obtained due to the fairly small size of the test groups, clear gains are visible in all aspects examined, i.e. vocabulary size, vocabulary frequency and communication strategies. There are several pedagogical implications of this study concerning successful classroom L3 learning. Most importantly, the number of L3 CLIL projects should be enhanced in order to boost progress in L3 skills. Thus, a CLIL module (encompassing e.g. connection between input/output, lexical acquisition and communication strategy use) should be introduced in…

Subjects/Keywords: foreign language learning; CLIL; L1; L2; L3; spoken L3 German; productive vocabulary; tokens/lexical size; types/lexical variation; Guiraud Index/lexical richness; communication strategies

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APA (6^th Edition):

Terlevic Johansson, K. (2011). Erfolgreiches Deutschlernen durch CLIL? Zu Lexikon und Kommunikationsstrategien in mündlicher L3 schwedischer Schüler mit bilingualem Profil. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/26560

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Terlevic Johansson, Karmen. “Erfolgreiches Deutschlernen durch CLIL? Zu Lexikon und Kommunikationsstrategien in mündlicher L3 schwedischer Schüler mit bilingualem Profil.” 2011. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed February 27, 2021. http://hdl.handle.net/2077/26560.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Terlevic Johansson, Karmen. “Erfolgreiches Deutschlernen durch CLIL? Zu Lexikon und Kommunikationsstrategien in mündlicher L3 schwedischer Schüler mit bilingualem Profil.” 2011. Web. 27 Feb 2021.

Vancouver:

Terlevic Johansson K. Erfolgreiches Deutschlernen durch CLIL? Zu Lexikon und Kommunikationsstrategien in mündlicher L3 schwedischer Schüler mit bilingualem Profil. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2077/26560.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Terlevic Johansson K. Erfolgreiches Deutschlernen durch CLIL? Zu Lexikon und Kommunikationsstrategien in mündlicher L3 schwedischer Schüler mit bilingualem Profil. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2011. Available from: http://hdl.handle.net/2077/26560

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Lin, Kuo-Chun. Supporting International Business Students In Learning Spoken English: A Case Study Of A University Of Technology In Southern China.

Degree: EdD, School of Education, 2019, Northeastern University

URL: http://hdl.handle.net/2047/D20319859

► ABSTRACT Business leaders need to be proficient in spoken English to be competitive in an increasingly global market place. English is widely accepted as the… (more)

Subjects/Keywords: Communication; Instrumental Motivation; Integrative Motivation; Spoken English; Educational leadership

…48 With Learning Spoken English… …52 How International Business Students Make Sense of Their Experiences With Learning Spoken… …59 Experiences Learning Spoken English… …62 Experiences Learning Spoken English… …62 Value Seen for Learning Spoken English…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lin, K. (2019). Supporting International Business Students In Learning Spoken English: A Case Study Of A University Of Technology In Southern China. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20319859

Chicago Manual of Style (16^th Edition):

Lin, Kuo-Chun. “Supporting International Business Students In Learning Spoken English: A Case Study Of A University Of Technology In Southern China.” 2019. Doctoral Dissertation, Northeastern University. Accessed February 27, 2021. http://hdl.handle.net/2047/D20319859.

MLA Handbook (7^th Edition):

Lin, Kuo-Chun. “Supporting International Business Students In Learning Spoken English: A Case Study Of A University Of Technology In Southern China.” 2019. Web. 27 Feb 2021.

Vancouver:

Lin K. Supporting International Business Students In Learning Spoken English: A Case Study Of A University Of Technology In Southern China. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2047/D20319859.

Council of Science Editors:

Lin K. Supporting International Business Students In Learning Spoken English: A Case Study Of A University Of Technology In Southern China. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20319859

28. Kim, Kwangok. The role of oral language interactions in English literacy learning : a case study of a first grade Korean child.

Degree: PhD, 2011, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/194709

► This paper is a qualitative case study of a Korean first grade child. The primary purpose of this study was to investigate the nature of… (more)

Subjects/Keywords: Oral communication – Case studies.; English language – Spoken English – Korea (South) – Case studies.; English language – Study and teaching (Primary) – Korean speakers – Case studies.; Second language acquisition – Case studies.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kim, K. (2011). The role of oral language interactions in English literacy learning : a case study of a first grade Korean child. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194709

Chicago Manual of Style (16^th Edition):

Kim, Kwangok. “The role of oral language interactions in English literacy learning : a case study of a first grade Korean child.” 2011. Doctoral Dissertation, Ball State University. Accessed February 27, 2021. http://cardinalscholar.bsu.edu/handle/123456789/194709.

MLA Handbook (7^th Edition):

Kim, Kwangok. “The role of oral language interactions in English literacy learning : a case study of a first grade Korean child.” 2011. Web. 27 Feb 2021.

Vancouver:

Kim K. The role of oral language interactions in English literacy learning : a case study of a first grade Korean child. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2021 Feb 27]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194709.

Council of Science Editors:

Kim K. The role of oral language interactions in English literacy learning : a case study of a first grade Korean child. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194709

University of Florida

29. Alghamedei, Adele Awdh. Stuttering-Related Knowledge, Feelings, and Practices among Elementary School Teachers and School Counselors in Saudi Arabia.

Degree: PhD, Communication Sciences and Disorders - Speech, Language and Hearing Sciences, 2014, University of Florida

URL: https://ufdc.ufl.edu/UFE0047053

► This study was designed to explore the knowledge, feelings and practices among elementary school teachers and counselors toward students who stutter in Saudi Arabia. Specifically,… (more)

Subjects/Keywords: Counselor training; Disabilities; Elementary school students; Language fluency; Psychological attitudes; Spoken communication; Students; Stuttering; Teacher surveys; Teachers; feelings – knowledge – practices – pwdns – pws – stuttering – swdns – sws

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Alghamedei, A. A. (2014). Stuttering-Related Knowledge, Feelings, and Practices among Elementary School Teachers and School Counselors in Saudi Arabia. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0047053

Chicago Manual of Style (16^th Edition):

Alghamedei, Adele Awdh. “Stuttering-Related Knowledge, Feelings, and Practices among Elementary School Teachers and School Counselors in Saudi Arabia.” 2014. Doctoral Dissertation, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0047053.

MLA Handbook (7^th Edition):

Alghamedei, Adele Awdh. “Stuttering-Related Knowledge, Feelings, and Practices among Elementary School Teachers and School Counselors in Saudi Arabia.” 2014. Web. 27 Feb 2021.

Vancouver:

Alghamedei AA. Stuttering-Related Knowledge, Feelings, and Practices among Elementary School Teachers and School Counselors in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0047053.

Council of Science Editors:

Alghamedei AA. Stuttering-Related Knowledge, Feelings, and Practices among Elementary School Teachers and School Counselors in Saudi Arabia. [Doctoral Dissertation]. University of Florida; 2014. Available from: https://ufdc.ufl.edu/UFE0047053

University of Florida

30. LI, BIN ( Author, Primary ). Perception and Production of English [n] and [l] by Chinese Dialect Speakers.

Degree: University of Florida

URL: https://ufdc.ufl.edu/UFE0015626

Subjects/Keywords: Auditory perception; Consonants; Dialects; Learning; Perceptual learning; Phonetics; Solmization; Spoken communication; Syllables; Vowels

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

LI, BIN ( Author, P. ). (n.d.). Perception and Production of English [n] and [l] by Chinese Dialect Speakers. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0015626

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

LI, BIN ( Author, Primary ). “Perception and Production of English [n] and [l] by Chinese Dialect Speakers.” Thesis, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0015626.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

LI, BIN ( Author, Primary ). “Perception and Production of English [n] and [l] by Chinese Dialect Speakers.” Web. 27 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

LI, BIN ( Author P). Perception and Production of English [n] and [l] by Chinese Dialect Speakers. [Internet] [Thesis]. University of Florida; [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0015626.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

LI, BIN ( Author P). Perception and Production of English [n] and [l] by Chinese Dialect Speakers. [Thesis]. University of Florida; Available from: https://ufdc.ufl.edu/UFE0015626

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

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Open Access Theses and Dissertations