Previous research has established that punctuation can be used to communicate nuances of meaning in online writing (McAndrew & De Jonge, 2011). Punctuation, considered a computer mediated communication (CMC) cue, expresses tone and emotion and disambiguates an author's intention (Vandergriff, 2013). Quotation marks as CMC cues can serve pragmatic functions and have been understudied. Some of these functions have been generally described (Predelli, 2003). However, no corpus study has specifically focused on the pragmatic uses of quotations in online text. Consumer reviews, a genre of online text, can directly impact business profits and influence customers' purchasing decisions (Floyd, Freling, Alhoqail, Cho & Freling, 2014). Businesses are investing in sentiment analysis to gauge their target market's opinions (Salehan & Kim, 2016). Sentiment analysis is the computerized appraisal of a text to determine whether its author is expressing a positive or negative opinion (Novak, Smailovic, Sluban & Mozetic, 2015). Sentiment analysis programs are still limited and could be improved in accuracy. Most programs rely on lexicons of words given a pre-determined polarity value (positive or negative) out of context (Novak et al., 2015). However, context is crucial to communication, and sentiment analysis programs could incorporate a better variety of contextual linguistic features to improve their accuracy. Quotations used for pragmatic communication is such a feature. This study discovered seven pragmatic quotation uses in a 2014 Yelp review corpus: Collective Knowledge, Non-standard, Grammatical, Non-literal, Narrative, Idiolect, and Emphasis. An ANOVA and Tukey HSD test were performed, and the results were significant. Pragmatic category accounted for 15% of the variance in review star rating. The Collective Knowledge category and the Narrative and Non-literal categories were significantly different from each other. The Collective Knowledge category showed a correlation with positive sentiment, while the Narrative and Non-literal categories displayed a correlation with negative sentiment. These three categories are likely present in several types of online text, making them valuable for further sentiment analysis research. If these pragmatic patterns could be detected automatically, they could be used in sentiment algorithms to give a more accurate picture of author opinion.

This work presents an analysis of punctuation use in computer-mediated communication (CMC); in particular, the present study aims to describe the pragmatic functions of nonstandard punctuation on Twitter, providing a corpus-driven overview of the distribution and frequency of nonstandard punctuation use, and an analysis of sampled tweets at the individual tweet level to estimate noise levels in the overall corpus. A survey was also conducted which aimed to identify user understanding of the affective content of nonstandard punctuation strings and to identify any possible effects of character repetition. Survey results indicate that linguistic content was the strongest indicator of affective understanding, type of punctuation (i.e., ?, !, and combinations thereof) was a weaker indicator of some affective content, and repetition was not found to be significant. The study argues that certain string types, possibly defined by punctuation type and not count, have large indexical fields of pragmatic meaning available to them, which are bounded by context. In light of these observations, the study also proposes distinctions/categories of punctuation strings and their associated pragmatic meanings.

This dissertation examines the discourse produced by beginning learners of Spanish using social media. Specifically, it looks at the use and development of interactional resources during two video-mediated conversations. Through a combination of Conversation Analysis tools and quantitative data analysis, the use of turn-taking strategies, repair trajectories, and alignment moves was examined to discover how beginning language learners manage videoconferencing exchanges and develop their interactional capabilities in this new interactional setting. The goal of this investigation was twofold: 1) to describe and explain how students construct, manage and maintain conversations via videoconferencing, and 2) to gain a better understanding of the links between technology-based social media and language learning. The results of this study indicate that instructional videoconferencing conversations display their own clearly delimited and idiosyncratic organization of interactional features. In terms of turn-taking, the results of the analyses demonstrate that beginning learners are fully capable of participating competently in speaker selection to manage a conversation with a peer of similar proficiency level. In the area of repair, the analyses show that, during instructional videoconferencing exchanges, beginning learners orient to both the communication of personal meaning and the accuracy of their discourse. They enact this orientation through the use of self-initiated self-repair. Finally, with regard to the use of alignment moves, the analyses reveal that, in tune with their nascent linguistic and interactional abilities, beginning learners use primarily acknowledgement moves.

Compared with first language (L1) writing, writing in a second or foreign language (L2) is considered to be more challenging and difficult. The challenges and difficulties may result from both the cognitive and the affective aspects of writing. To mitigate the difficulties of L2 writing and help students master L2 writing, teachers could consider using the pedagogical strategies which can help enhance students' cognition in writing or students' writing performance, and also can help reduce students' fear of L2 writing. One of the pedagogical strategies is online collaborative writing supported by CMC. Collaborative learning helps enhance students' cognitive outcomes, such as academic achievement and cognitive development, as well as produce less anxiety in learning. CMC facilitates collaboration, and also provides more chances for interaction which could result in more thoughts. The more thoughts would facilitate to compose. Therefore, it is assumed that online collaborative writing is more effective than traditional collaborative writing in terms of writing performance and writing anxiety. The present study is a quasi-experimental study. Participants were 101 first-year college students from two intact classes of a private university in Taiwan. One class was randomly assigned as the control class. Participants were engaged in traditional collaborative writing. The other was the experimental class. Students wrote collaboratively via blogs. Before the treatment, both classes were asked to completed a background survey, a pre-test L2 writing anxiety questionnaire, and a pre-test individual writing task. The treatment lasted for ten weeks during which each collaborative group in both classes completed five collaborative writing tasks. After the treatment, a collaborative writing questionnaire, a post-test L2 writing anxiety questionnaire, and a post-test individual writing task were administered to all participants. Semi-structured individual interviews were conducted to the students who made the largest, medium, and lowest gains in both classes. Quantitative and qualitative analyses were conducted to analyze the data. In terms of the quantitative results, there were no significant difference in collaborative writing performance and the quantity of individual writing between classes. The experimental class only significantly performed better than the control class in the quality of individual writing. Concerning the writing anxiety measured, the control class was significantly lower than the experimental class. Regarding students' perceptions, the results of the questionnaire showed that the control class made much more positive responses than the experimental class. As for the qualitative results, students' interviews revealed (1) the function of collaborative writing, (2) the features of the media, (3) the difficulty they encounter during collaborative writing, (4) the positive and negative factors influencing their motivation to write, and (5) their suggestions for teachers. The qualitative results support the quantitative results. Overall, this dissertation study found that, based on statistic results, traditional collaborative writing seems to be more effective than blog-supported collaborative writing in decreasing the writing anxiety of the EFL college students with weaker English ability and little writing experience. In addition, according to students' perceptions and interview results, traditional collaborative writing also appears to be more acceptable in this context. Although the statistic results suggest that the effect of blog-supported collaborative writing on writing performance and writing anxiety seems to be limited and little probably due to the use of blogs as individual and synchronous tools, its effectiveness can not be completely denied because students' perceptions and interviews suggest its positive influence and outcome. L2 teachers are suggested to provide more training sessions, employ the collaborative writing activity as an out-of-class assignment, and carefully monitor the process of collaborative writing if they do use blogs in L2 writing instruction.

Abstract This project is concerned with visual representation of human gross anatomy*. The subject is complex because it derives from an intersection of artistic and scientific disciplines and is an active field of research. The overall aim of the project is to open up new ways of interpretation when engaging with complex visual representations of anatomy. The project involves a consideration of the methods and models in which the communication of visually complex information is achieved by using a combination of artistic and scientific representation. It explores methods and techniques used in the creation of visualisations that are intended to convey scientific knowledge. Literature and visual reviews were undertaken and these examined research material which informed the project's exploration. These reviews included texts that studied the historical development of anatomic representation and also contemporary visual material. Elements of cognition and perception and their relationship to visual communication were reviewed and considered in relation to the project's practical work. Wider socio-cultural contexts that affect pictorial style in anatomic representation were also reviewed and some relevant contexts are discussed within the exegesis. Practical exploration included developing models of anatomy that combined elements from artistic and scientific approaches. For example, in some explorative work, the fine detail of traditional anatomic representation formed one section of a model and this was allied with another section that used a more scientific approach to isolate key structures by illumination. The exegesis concludes with a summary of the project, conclusions arising from the research and an indication of potential areas for further study. * For conciseness, all further references within the exegesis to anatomy and anatomic representation refer to human gross anatomy unless otherwise stated.

The research contained in this thesis involves three interdisciplinary dimensions: Distance Language Education (DLE) as the context of the research, videoconferencing as the technology, and the provision of oral and visual interaction in DLE as the core research problem. Though DLE is increasingly gaining importance at the start of 21st century, the inadequate provision of real-time oral-visual interaction still remains a major deficiency. To be more precise, DLE is still producing language learners who cannot speak the target language. I have outlined the urgency in solving this problem (Wang, 2004a), and it is precisely this urgency that grounds this research. This thesis therefore aims to answer the following central research question: in what ways is oral-visual interaction via videoconferencing able to facilitate L2 acquisition at a distance? In the course of answering the central research question, the following subsidiary questions are closely investigated: 1. What are the needs of distance learners in terms of L2 acquisition? 2. What are the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition? 3. What are the implications and potential of such interaction for L2 acquisition in distance mode? This thesis is set against a background of research on the importance of interaction in second language (L2) acquisition and the capabilities of Computer Mediated Communication (CMC). Interaction has been regarded as an integral part of communicative language learning, which promotes L2 acquisition (see Gass, 2003; Hall, 1995; Kitade, 2000; Lantolf, 1994; Mitchell & Myles, 1998; Ohta, 1995; Swain & Lapkin,1995). However, the preliminary study in this research established that, in the context of DLE, this interactive dimension has been inadequately provided, and that distance language learners do need an improved platform for L2 acquisition, especially in terms of acquiring speaking skills. The distance factor in distance language education calls for the employment of technology as a medium to provide an interactive platform for oral and visual interaction. Thus, the empirical dimension of this research, involving the participation of both on-campus and distance language learners, witnesses a two-stage evaluation of a particular Internet-based desktop videoconferencing tool, NetMeeting. In this evaluation, NetMeeting was used to conduct videoconferencing sessions, in which the teacher and participants could see and hear each other during the completion of meaning-based tasks. A great deal of original data was collected from the qualitative evaluation in regard to the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition in distance mode. This evaluation is approached from two aspects: the technological capabilities and pedagogical values of videoconferencing. Recommendations on the use of videoconferencing and videoconferencing task designs are proposed on the basis of the research findings. These recommendations are highly significant for practitioners in this field. Following Murray (1999), a combination of data collection methods was employed in an attempt to effectively explore the scope and depth of the participants' learning experience through videoconferencing. These methods include pre- and post-trial written surveys, in-depth post-session and post-trial interviews, videotaped videoconferencing sessions and the researcher's personal observation. Qualitative data analysis methods were adopted. Particularly important is the use of Varonis and Gass's (1985) model for analysing the negotiation routines during meaning-based task completion. The contributions of this research are manifold. Theoretically, the research updates key definitions in DLE and CMC in keeping with recent developments in each respective field. In so doing, this thesis puts forward a theory of an emerging fourth generation DLE with synchronous oral-visual interaction as its defining feature (Wang & Sun, 2001), and also proposes a new taxonomy in CMC (Wang, 2004). Both theories categorize more precisely the different roles played by different technologies and their implications for different learner goals. Empirically, this research first develops criteria for selecting appropriate videoconferencing tools (Wang & Sun, 2001) and criteria for evaluating the appropriateness of videoconferencing tasks. These two sets of criteria were then applied in the two-stage evaluation of NetMeeting, yielding useful data (Wang, 2004a; Wang, 2004b). This research also contributes to our understanding of videoconferencing task design and performance principles. The significant findings from this research confirm that Internet-based desktop videoconferencing is capable of supporting oral-visual interaction in DLE and leads to significant improvements in L2 acquisition. Most importantly, this study informs future research into the nature of oral-visual interaction enabled by videoconferencing by demonstrating how and in what ways such interaction facilitates L2 acquisition. The rapid development of computer technology makes publishing the contributions of this study an ongoing part of this research, in order to maintain the originality of this study. Some of the findings have been published in top-ranking international journals (see Wang and Sun, 2001; Wang, 2004a; Wang, 2004b). This study addresses a real and urgent need in distance language learning - the provision of oral-visual interaction. Findings from this research shed light on many issues untreated in the literature and in the practices of DLE. They also point to possible future trends in the globalisation of education because the effects of the pedagogical distance between the learner and education provider may be neutralized, or at least, minimized, through the use of CMC.

<p><p>The Internet is in many cases our primary source for communication. As more communicative options online are introduced and become a part of our life, the language of the Internet, so called Netspeak, becomes a part of our language. The aim of this paper was to find out whether there is a difference in the use of Netspeak between teenagers and adults. The investigation was based on two message boards, one where the majority is teenagers and one where the majority is adults. Four different features of Netspeak were studied: exaggerated use of punctuation; exaggerated use of capital letters; abbreviations; and emoticons. All features are substitutes for paralanguage.</p><p>The results show that teenagers are more likely to use features such as exaggerated use of punctuation and capitals, and abbreviations. Adults are, however, more likely to use emoticons than teenagers.</p></p>

Cell phones and the Internet have become cornerstones in the daily lives of most Americans. Researchers have rigorously studied numerous dimensions of electronically mediated communication (EMC). Yet, very little research has explored the context and consequences of negotiating multiple forms of EMC within everyday life. The purpose of this study was to explore the impact of everyday forms of electronically mediated communication (EvEMC) – cell phone talk, text messages, instant messages, and email – on self-work, particularly within personal relationships. Results of OLS regression analyses of survey data collected from 617 college students and qualitative data analysis of three subsequent focus groups suggested that negotiating personal relationships with and within EvEMC produces a sense of interstitial copresence, which is an awareness of the convergence of perpetual copresence within a digital environment and presence or copresence within a physical environment. The findings suggested that interstitial copresence is inherently Janus-faced. EvEMC provided people with a strong sense of freedom and control. However, negotiating personal relationships within interstitial copresence resulted in dissolution of relational boundaries. Consequently, deceptive tactics were commonly used to negotiate self-presentation within interstitial copresence, which had consequences for people’s self-appraisals as well. Since important others were expected to be accessible virtually anytime and anywhere, people with a strong sense of interstitial copresence often had an adverse emotional reaction when important others did not answer their calls or quickly reply to their messages or call or send messages regularly. As personal relationships negotiated within interstitial copresence move toward totality, the consequences for both the self and the relationships become more pronounced. Ultimately, the study concludes that self-work with and within interstitial copresence produces an interstitial self – a relational self that is, at all times, situated within a physical environment and a digital environment, yet never completely in either environment.

Research studies demonstrate that L2 learners participate more equally when using synchronous computer mediated communication (CMC). However, most of these studies have involved adult students only, in college or university settings. Few have explored the use of synchronous CMC with elementary school learners. Thus, this case study explored the participation of Grade 8 native speakers and English language learners as they interacted in the online environment. It examined the number of turns taken by each participant, the discourse functions used, as well as participants’ perceptions of communicating online. This was accomplished through collection of chat transcripts, questionnaires and semi-structured interviews. It was found that native speakers tended to take more turns in online discussions. Also, responses and questions were the discourse functions that were used most by participants in this research. Finally, the students viewed this mode of communication favourably, and believed that it aided their communication with one another.

This study explored why individuals write personal blogs and the influences of blogging on their lives. Four structural equation models that specified the social and psychological process of blogging were tested in this study. The models included four major components: personal characteristics, blogging motives, blogging behaviors and blogging social outcomes. A total of 412 bloggers recruited online completed the survey questionnaire. A factor analysis revealed nine salient motives for writing personal blogs: self-documentation, information sharing, entertainment, emotion regulation, communication with existing friends, formation of new friendships, identity exploration, pass time and self-presentation. Significant associations between these motives and demographics, including gender, age and education, were also identified. The results of the structural equation modeling suggested that public self-consciousness was positively related to the self-presentation motive, which was in turn positively related to self-presentation in blogs. In the same vein, social anxiety was positively related to the motive to form new friendships, which in turn was positively related to the number of new friends made via blogs and the quality of new friendships. Social anxiety was found to be negatively associated with the number of new friends made, the number of existing friends communicated with, and the quality of existing friendships maintained through blogs, but positively related to the quality of new friendships established via blogs. Self-disclosure was positively related to the number of new friends made, the quality of new friendships and the quality of existing friendships. The mediation effects of blogging motivations and self-disclosure on the relationships between social anxiety and blogging social interaction outcomes were also tested. The content analysis of the responses to an open-ended question indicated that the majority of the respondents believed that blogging had positively influenced their lives. The major benefits of blogging reported by the respondents included keeping in touch with family and friends, making new friends, improved social interaction, writing and thinking ability, expanded vision, emotional relief and social support, identity exploration, and documentation of daily life. Interpretations of the findings, and implications for understanding the social use of the Internet, were discussed.