Reproduction de : Thèse doctorat : Ecologie parasitaire : Reims : 2007. / Titre provenant de l'écran titre. Bibliogr. p. 245-272.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 64-66).

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 102-118).

A primary goal of foreign language instruction today is to increase opportunities for authentic communication among students. One way to accomplish this is through synchronous computer-mediated classroom discussion (CMCD). While this electronic medium is highly interactive and beneficial for second language acquisition (SLA) on many levels, studies have noted that learner output in CMCD is often inaccurate. In order to heighten students' attention to features of the target language (TL), SLA research suggests integrating a focus on form (FonF) within meaning-based activities. In the CMCD literature, however, FonF has not been widely treated. The current study addresses this gap by documenting the linguistic and interactional features present in intermediate, university-level French students' synchronous discussions. Furthermore, students' perceptions of their general experience with CMCD are qualitatively examined.In this study, students participated in CMCD once a week, for 16 weeks. Discussion prompts encouraged them to use their French meaningfully to communicate with each other while paying attention to accuracy. To make form salient, students set pre-chat language goals; their transcripts were graded on both content and accuracy; they received whole-class and personalized feedback on their transcripts; and they corrected a percentage of their errors. Results show that balancing the concurrent pressures of form and content was challenging for the students. Likely determined by their proficiency level as well as the medium of CMCD itself, students produced mainly short and simple messages in the present tense; used an average range of vocabulary; and wrote with variable grammatical accuracy. As for being accountable for their language usage, students responded very well. Most importantly, focusing on form was not found to be incompatible with students' ability to engage in rich, meaningful, and enjoyable communication. While focusing on accuracy, students shared their opinions and aspects of their personal lives while remaining in the TL. Moreover, they used French for a range of social, strategic and interactional functions. Students also reported the overall experience as highly motivating and rewarding. These findings point to CMCD as a valuable means of increasing authentic classroom communication and indicate that attention to form need not be sacrificed in the process.

The Positive Predictive Value (PPV) of the Modified Checklist for Autism in Toddlers (M-CHAT), a parent report autism screening tool, is higher for males than for females (Ludwig et al., IMFAR 2011). Given the long waitlists and high costs for ASD evaluations, there is a need to reduce the number of false positive females on the M-CHAT. The current study examined the sex specific clinical profiles of toddlers who received an ASD evaluation based on M-CHAT screen positive status in order to explore potential differences that may contribute to the differential PPV of the M-CHAT in boys and girls. The sample included 250 males and 106 females (mean age=25.3 months, SD=4.6) who were evaluated based on screen positive status on the M-CHAT. Although children with ASD demonstrated greater ASD symptoms, lower IQ and weaker language and motor skills, minimal sex differences were discovered.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 383-393). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)(Information Science)--University of Pretoria, 2005. / Includes summary. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on July 10, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 53-58)

Made available in DSpace on 2014-06-12T18:31:39Z (GMT). No. of bitstreams: 2 arquivo3886_1.pdf: 2402105 bytes, checksum: f89e3bf9f4c1ac950ac5495f1a9e79a4 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2009 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Os estudos sobre a polidez lingüística, apesar de amplos em diversas situações de interação verbal, parecem escassos quando na área da interação virtual. Este trabalho visa compreender como se dão as relações interacionais nesse meio, como as pessoas usam suas falas com a finalidade de evitar situações de ofensas e de buscar uma interação fluida e harmônica, já que as relações sociais estabelecidas em ambientes virtuais parecem tão confusas e propensas à má compreensão ou a desentendimentos. A pesquisa busca descrever como professores e alunos desenvolvem a conversação e focalizar as suas produções de estratégias de polidez e preservação da face como uma das formas de introduzir, manter e finalizar a interação. Para isso, foram selecionadas 15 aulas Chat, realizadas em 2001, 2003 e 2005. Embasaram a teoria e análises presentes, os modelos teóricos da polidez de Brown e Levinson (1987) e de Leech (1983, 2005), mas buscouse um viés sociointeracionista não contemplado nos referidos trabalhos. Os resultados apontaram para uma organização social desenvolvida, em parte, pela apropriação do gênero e, em parte, pelas relações de hierarquia e de afetividade, gerados pelo evento comunicativo e pelo meio virtual. Os resultados, expostos de forma cronológica (2001, 2003 e 2005), evidenciaram a emergência e consolidação do gênero comunicativo aula Chat, marcado, dentre outras coisas, por um comportamento polido, mais preventivo do que compensatório