Global ETD Search

11	Second language identity building through participation in internet-mediated environments: a critical perspective Klimanova, Liudmila 01 December 2013 (has links) Using a data-driven qualitative approach and drawing from language socialization and communities of practice theories, this dissertation study examines the second language (L2) identity-building strategies of 22 American learners of Russian who engaged in a six-week telecollaborative project with Russian native speakers in two genres of Internet-mediated communication: in one-on-one interactions with an assigned native Russian speaking keypal and in selected virtual communities populated predominantly by native Russian speakers. The investigation of L2 identity enactment in Internet-mediated environments was guided by three research questions pertaining to (1) the nature of the discourse Russian (L2) learners use in interactions with native speakers in two genres of online interactions, (2) the discursive manifestations of L2 learner and speaker identity performances in the learners' online discourse; and (3) the learners' perceptions of their online experiences in two genres of online interactions with native-speaking peers. The methods of critical discourse analysis and interpretative phenomenological analysis were employed to examine the Russian learners' online interactional discourse and offline metatalk regarding their online experiences in the two genres. The analysis of the Russian learners' discourse revealed the complex nature of discursive L2 identity enactment as they moved into and out of the frames of language learners to complete class assignments and negotiate their competent L2 speaker positions in conversations with Russian-speaking peers. The findings indicate that the two genres of online interaction evoked distinct participation patterns and interactional practices. In both genres, L2 identity enactment involved three dimensions: the macro-level of global identity categories, the locally assigned identity positionings (e.g., heritage speaker, multilingual speaker), and interactionally negotiated stances and temporary positions that evoked self- or other-initiated L2 learner/speaker identity performances. The author concludes that L2 identity, when enacted in Internet-mediated environments, represents a continuum of L2 learner-speaker performances that rely on the contextual factors of the online encounter, learners' global identity tokens, and the dynamics of power relations in native-nonnative speaker interaction. Performing an L2 identity online is construed as a critical experience of re-evaluating one's association with the target language and transformation into a new kind of socially oriented multilingual subject. Communities of Practice Critical Discourse Analysis L1/L2 Identity Second Language Acquisition Technology-Mediated Communication Virtual Communities First and Second Language Acquisition
12	The dynamics of social interaction in telecollaborative tandem exchanges Janssen Sanchez, Brianna 01 December 2015 (has links) Using both quantitative and qualitative methods of inquiry, this dissertation study undertakes an exploration of the dynamics of the social interaction in discourse co-constructed by pairs of college students in telecollaborative tandem exchanges. Two groups of participants, Mexican learners of English as a foreign language and American learners of Spanish as a foreign language, participated in video-based telecollaborative tandem exchanges where they worked in pairs to discuss topics assigned by their instructors, communicating half the time in Spanish and half in English. According to the principle of reciprocity in tandem learning, the participants switch between the roles of native speaker (NS) expert and non-native speaker (NNS) learner as they invest equal time, effort, and interest in each language part of the chats. Grounded in sociocultural theory (SCT) for second language acquisition (SLA), this study addresses research questions pertaining to (1) the distribution of talk between the members of each pair and between the language parts of the exchange, (2) the distribution of interactional resources deployed by the members of each pair to establish and maintain intersubjectivity and build a relationship, and (3) the individual experiences of participants regarding their positioning in and perspectives of the exchange. Addressing the three research questions allowed the researcher to look at the telecollaborative tandem exchanges from the perspectives of language production, social aspects of interaction, and individual experiences and perspectives to gather a deeper understanding of the tandem context. The analysis of three data sources—survey responses, chat transcripts from one chat of the semester-long telecollaborative tandem project, and post-project participant interviews—shows that the principle of reciprocity posited by tandem theorists as equal time, effort, and interest in each language part underestimates the complexity of the construct as it was created by the participants in the telecollaborative tandem interactions examined in this dissertation study. A mixed methods approach allowed the researcher to deconstruct and reconsider the construct of reciprocity in telecollaborative tandem learning. The telecollaborative tandem exchanges examined in this study were not reciprocal between language parts of the exchange in terms of language production, use of interactional resources, or tandem participant positioning. Instead, they presented complex pair relationships that used language differently in each language part to establish and maintain intersubjectivity, as well as the strong desire of the participants to position themselves and their partners as peers rather than take on the roles assumed to characterize the tandem context; that is, NS as expert and NNS as learner. In accordance with these findings, telecollaborative tandem learning should be approached with an open understanding of the concept of reciprocity in which the participants co-construct their relationship through meaningful social dialogue as peers, rather than through the roles of NS expert and NNS learner. Based on the findings of this study, the expert–learner model of reciprocity may be too rigid and too static for the dynamic context of telecollaborative tandem learning. publicabstract Computer-mediated communication L1/L2 positioning Reciprocity Second Language Acquisition Tandem Exchange Telecollaboration First and Second Language Acquisition
13	Řízení robotické sekačky trávy / Control of a robotic lawn mower Škapa, Antonín January 2020 (has links) This master‘s thesis deals with development and realisation of robotic lawn mower with satelite navigation. It begins with preparation of a platform for outdoor mobile robot navigation and it’s control HW and SW. There are discussed different options of navigation both commercial and experimental. Further on I have chosen the right GNSS receiver based on market research and user experience. The GNSS receiver’s parameters are measured with different antennas. Following with the choice of suitable open-source control unit and it’s software implementation. Furthermore control from a companion computer is described and physical realisation is done. In the end of the thesis activation of the whole mower is performed and described. Lastly there are discussed possible ways of future development.
14	Mental Representation of Word Family Structure: The Case of German Infinitives, Conversion Nouns and Other Morphologically Related Forms Opitz, Andreas, Bordag, Denisa, Furgoni, Alberto 09 November 2023 (has links) This study investigates how two non-finite forms, infinitives and conversion nouns, are represented in the mind of L1 and L2 speakers and what is their relationship to other members of the corresponding word family. German native speakers and proficient German learners with Czech as L1 participated in four overt priming experiments involving a grammatical judgement task. We investigated the relationship between infinitives (Experiment 1) and conversion nouns (Experiment 2) and formally identical verbal or noun forms. We further focussed on the relationship between conversion nouns and regular nominal derivation forms with two derivational suffixes: -er and -ung (Experiments 3 and 4). Our results show that the two non-finite forms differ in their relations to other members of a word family and do not constitute a special class of non-finites as suggested in previous literature. While German infinitives seem to be closer related to finite verbal forms, conversion nouns behave in the same way as other regular nominal derivatives within the same word family. As for the German L1 and L2 contrast, no significant difference in the mental representation of the examined forms was found. This finding suggests that with respect to the explored phenomena, proficient learners rely on the same linguistic organisation as L1 speakers. info:eu-repo/classification/ddc/150 ddc:150
15	How CEO Values and TMT Diversity Jointly Influence the Corporate Strategy Making Process Hoffmann, Werner H., Meusburger, Lukas January 2018 (has links) (PDF) Understanding managerial behavior and its underlying motivations is of key interest in times where the role of business in society is generally viewed critically. While CEO influence on strategy making processes is almost undisputed, little attention has explicitly been paid to how CEO values and the characteristics of the top management team (TMT) interact in shaping corporate strategy making. This is surprising if one follows the assumption that top managers who work closely together will by necessity influence each other's actions. Hence, we would expect the CEO-TMT interface to be vital in understanding how leadership influences strategy making. To address this, we propose a model in which the personal values of the CEO have a direct effect on the characteristics of corporate strategy making processes yet where this association is moderated by TMT diversity. We test the model with data from Austria and Germany obtained through a large-scale survey conducted in spring 2015 and a follow-up survey conducted in fall 2015 and find general support for our model. CEO values geared towards self-transcendence (as opposed to selfinterest) seem to be associated with more formal strategy making processes, while values geared towards openness to change (as opposed to conservation) are found to be associated with more flexible and less externally open ones. TMT diversity moderates all of these relationships. Our results add to upper echelon theory as well as to strategy process research and highlight promising avenues for future research. JEL M0, M1, L1, L2
16	Contribution à l'estimation robuste de modèles dynamiques : Application à la commande de systèmes dynamiques complexes. Corbier, Christophe 29 November 2012 (has links) (PDF) L'identification des systèmes dynamiques complexes reste une préoccupation lorsque les erreurs de prédictions contiennent des outliers d'innovation. Ils ont pour effet de détériorer le modèle estimé, si le critère d'estimation est mal choisi et mal adapté. Cela a pour conséquences de contaminer la distribution de ces erreurs, laquelle présente des queues épaisses et s'écarte de la distribution normale. Pour résoudre ce problème, il existe une classe d'estimateurs, dits robustes, moins sensibles aux outliers, qui traitent d'une manière plus " douce " la transition entre résidus de niveaux très différents. Les M-estimateurs de Huber font partie de cette classe. Ils sont associés à un mélange des normes L2 et L1, liés à un modèle de distribution gaussienne perturbée, dit gross error model. A partir de ce cadre formel, nous proposons dans cette thèse, un ensemble d'outils d'estimation et de validation de modèles paramétriques linéaires et pseudo-linéaires boîte-noires, avec extension de l'intervalle de bruit dans les petites valeurs de la constante d'accord de la norme de Huber. Nous présentons ainsi les propriétés de convergence du critère d'estimation et de l'estimateur robuste. Nous montrons que l'extension de l'intervalle de bruit réduit la sensibilité du biais de l'estimateur et améliore la robustesse aux points de levage. Pour un type de modèle pseudo-linéaire, il est présenté un nouveau contexte dit L-FTE, avec une nouvelle méthode de détermination de L, dans le but d'établir les linéarisations du gradient et du Hessien du critère d'estimation, ainsi que de la matrice de covariance asymptotique de l'estimateur. De ces relations, une version robuste du critère de validation FPE est établie et nous proposons un nouvel outil d'aide au choix de modèle estimé. Des expérimentations sur des processus simulés et réels sont présentées et analysées.L'identification des systèmes dynamiques complexes reste une préoccupation lorsque les erreurs de prédictions contiennent des outliers d'innovation. Ils ont pour effet de détériorer le modèle estimé, si le critère d'estimation est mal choisi et mal adapté. Cela a pour conséquences de contaminer la distribution de ces erreurs, laquelle présente des queues épaisses et s'écarte de la distribution normale. Pour résoudre ce problème, il existe une classe d'estimateurs, dits robustes, moins sensibles aux outliers, qui traitent d'une manière plus " douce " la transition entre résidus de niveaux très différents. Les M-estimateurs de Huber font partie de cette classe. Ils sont associés à un mélange des normes L2 et L1, liés à un modèle de distribution gaussienne perturbée, dit gross error model. A partir de ce cadre formel, nous proposons dans cette thèse, un ensemble d'outils d'estimation et de validation de modèles paramétriques linéaires et pseudo-linéaires boîte-noires, avec extension de l'intervalle de bruit dans les petites valeurs de la constante d'accord de la norme de Huber. Nous présentons ainsi les propriétés de convergence du critère d'estimation et de l'estimateur robuste. Nous montrons que l'extension de l'intervalle de bruit réduit la sensibilité du biais de l'estimateur et améliore la robustesse aux points de levage. Pour un type de modèle pseudo-linéaire, il est présenté un nouveau contexte dit L-FTE, avec une nouvelle méthode de détermination de L, dans le but d'établir les linéarisations du gradient et du Hessien du critère d'estimation, ainsi que de la matrice de covariance asymptotique de l'estimateur. De ces relations, une version robuste du critère de validation FPE est établie et nous proposons un nouvel outil d'aide au choix de modèle estimé. Des expérimentations sur des processus simulés et réels sont présentées et analysées. [SPI:OTHER] Engineering Sciences/Other Fonction de Huber Estimation mixte L1-L2 Données corrompues Estimation robuste Identification de systèmes Validation de modèles
17	The Effect of Age of Acquisition and Second-Language Experience on Segments and Prosody: A Cross-Sectional Study of Korean Bilinguals' English and Korean Production Oh, Grace Eunhae, 1980- 09 1900 (has links) xviii, 210 p. : ill. (some col.) / The current dissertation investigated segmental and prosodic aspects of first- (L1) and second-language (L2) speech production. Forty Korean-speaking adults and children varying in L2 experience (6 months-inexperienced vs. 6 years-experienced) as well as twenty age-matched native English speaking adults and children participated. Experienced children born in the U.S. were first exposed to English much earlier than inexperienced children. Group differences were investigated for insight into the effect of differing language experience on speech production. For segmental aspects, spectral quality and duration of English and Korean vowels (Chapter II), the effect of English coda consonant voicing on vowel and consonant closure duration (Chapter III), and language-specific voice onset time (VOT) in English and Korean stops (Chapter IV) were examined. All Korean groups except the experienced children differed from the native English speakers in vowel spectral quality and coda voicing production. The experienced children showed native-like production of both English and Korean vowels and also used VOT to distinguish Korean aspirated and English voiceless stops. These results suggest that the experienced children have separate phonological representations for their two languages. For prosodic aspects, stressed and unstressed vowels in English multisyllabic words (Chapter V) and Korean four-syllable phrases (Chapter VI) were elicited. The results of stressed and unstressed vowel production revealed that the Korean adults were able to acquire English prosody in a native-like manner, except for reduced vowel quality. Contrary to the little L1-L2 interaction in prosody for adults, Korean experienced children's production suggested a strong influence of English acquisition on the development of Korean prosody in terms of fundamental frequency, intensity, and duration patterns. Different degrees of L1-L2 interaction between Korean experienced children's production of segments and prosody are discussed from the developmental standpoint of simultaneous bilingual children's language shift from the mother tongue to English. In addition to children's greater plasticity of language acquisition, external (e.g., peer pressure, language input) and internal (e.g., ethnic self-identity) factors are likely to have created a language learning environment different from that of the Korean adults. As a result, the degree and direction of L1-L2 interaction varied by linguistic domains, depending on the age of the learner and the language experience. / Committee in charge: Susan Guion-Anderson, Chairperson; Melissa Redford, Member; Vsevolod Kapatsinski, Member; Kaori Idemaru, Outside Member Linguistics Developmental psychology Psychology Language, literature and linguistics Segments Prosody Age effect Korean-English bilinguals L1-L2 interaction Language experience Second language acquisition Segments and prosody
18	Usos de Lengua Materna (L1) y Lengua Meta (L2) en un Contexto de Inmersión Real Muñoz Hernández, Carlos A. 09 April 2007 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / The study of L1 and L2 uses by graduate students in a genuine immersion context or study abroad has not been widely explored. This study is an attempt to provide new insights from the perspective of the interactional and sociocultural sociolinguistics while maintaining constant links with studies in Second Language Acquisition and study abroad. The data collection stage of this study took place at the Universidad de Salamanca in Spain during the summer of 2005. For data collection, the researcher used participant observation. Students also completed a questionnaire about their uses of L1 and L2 while in their home country and during their stay in Spain, one at the beginning and another by the end of their studies in Salamanca. Results first concluded that the uses of L1 seem to be linked to the students’ own effort to carry out their class work or to learn more about the language or the topic they are working on in class, without being directly related with their instructor’s primary objective. Similar uses have been reported by Antón & DiCamilla (1999), Alley (2005), Brooks & Donato (1994), and Centeno-Cortés & Jiménez (2004). Secondly, perceived uses of L2 in the classroom were mostly related with those reported by Tarone & Swain (1995), that is, students used L2 for academic purposes. Thirdly, the L1-L2 switching supported by the findings of Liebscher y Dailey-O’Cain (2005) seems to indicate that students perceive themselves as a bilingual speech community and take it for granted that their interlocutor is proficient in both languages. Finally, the study suggests some pathway for future research including the reasons for the poor L2 use by students whose supposed proficiency level is advanced as reported in the study. Additionally, some pedagogical implications are provided. Usos de lengua materna y lengua meta Foreign study -- Research Second language acquisition
19	利用GPS觀測量構建台灣南部地區網格式電離層模型 / A Study on Grid-Based Ionosphere Modeling of Southern Taiwan Region Using GPS Measurements 吳相忠, Wu,Shiang Chung Unknown Date (has links) 電離層延遲為精密GPS定位及導航的主要誤差來源之一，為了減弱電離層延遲對GPS定位及導航的影響，可以利用雙頻GPS觀測量構建即時的區域電離層模型，以提供即時的電離層延遲誤差改正參數，修正因電離層延遲效應造成的定位及導航誤差。本研究以台灣地區雙頻GPS觀測量，採用相位水準技術估算全電子含量（TEC）、修正的單站演算法估計各GPS衛星及接收儀之L1/L2差分延遲及以UNSW網格式演算法構建區域的電離層模型。並進而求得適合台灣南部地區網格式電離層模型之較佳網格大小及探討使用那些內政部衛星追蹤站的觀測資料，便可有效建立台灣地區的電離層模型。 / The ionospheric delay is one of the main sources of error in precise GPS positioning and navigation. The magnitude of the ionospheric delay is related to the Total Electron Content (TEC) along the radio wave path from a GPS satellite to the ground receiver. The TEC is a function of many variables, including long and short term changes in solar ionising flux, magnetic activity, season of the year, time of day, user location and viewing direction. A dual-frequency GPS receiver can eliminate (to the first order) the ionospheric delay through a linear combination of L1 and L2 observables. However, the majority of civilians use low-cost single-frequency GPS receivers that cannot use this option. Consequently, it is beneficial to estimate ionospheric delays over the region of interest, in real-time, in support of single-frequency GPS positioning and navigation applications. In order to improve real-time regional ionosphere modelling performance, a grid-based algorithm is proposed. Data from the southern Taiwan region GPS network were used to test the ionosphere modelling algorithms. From the test results described here, it is shown that the performance of real-time regional ionosphere modelling is improved significantly when the proposed algorithm is used. 電離層延遲全電子含量 L1/L2差分延遲相位水準演算法薄殼模型電離層穿透點網格式演算法 Ionospheric Delay Total Electron Content L1/L2 differential delay Phase Leveling Algorithm Thin-Shell Model Ionospheric Pierce Point Grid-Based Algorithm
20	Die fehleranalytische Relevanz der prädominanten Spracherwerbshypothesen / Untersuchung des Fehlererklärungspotentials der Kontrastiv-, der Identitäts- und der Interlanguagehypothese auf Grundlage einer Analyse linguistischer Fehlleistungen deutscher Muttersprachler beim Erwerb des Englischen / The error analytical applicability of the predominant language acquisition hypotheses / Comparative examination of the error explanation potential of the contrastive, identity and interlanguage hypotheses based on the analysis of linguistic errors made by native speakers of German when acquiring the English language Achten, Michael 24 July 2006 (has links) No description available. 420 Englisch Philosophy Auslassungsfehler Deutsche Englischlernende Erstspracherwerb falsche Freunde Fehler Fehleranalyse Fehlerentstehungsfaktor Fremdsprachendidaktik Hinzufügungsfehler Identitäts-Hypothese Interlanguage-Hypothese Interlinguale Interferenz Intralinguale Interferenz Kommunikationsstrategien Kontrastivhypothese Kontrastmangel Lernstrategien Lexik Linguistik Morphologie Orthographie Spracherwerb Spracherwerbsforschung Spracherwerbshypothesen Substitution Syntax Zielsprache Zweitspracherwerb addition errors contrastive hypothesis didactics of foreign language learning error error analysis error sources false friends first language acquisition German learners of English interlanguage hypothesis interlingual interference intralingual interference L1=L2 hypothesis lack of contrast language acquisition language acquisition hypotheses language acquisition research lexis linguistics morphology omission errors orthography second language acquisition strategies of second language learning substitution syntax target language 17.31 Spracherwerb

Search results