Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning. / This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.

Natural Language Processing systems crucially depend on the availability of lexical and conceptual knowledge representations. They need to be able to disambiguate word senses and detect synonyms. In order to draw inferences, they require access to hierarchical relations between concepts (dog isAn animal) as well as non-hierarchical ones (gasoline fuels car). Knowledge resources such as lexical databases, semantic networks and ontologies explicitly encode such conceptual knowledge. However, traditionally, these have been manually created, which is expensive and time consuming for large re- sources, and cannot provide adequate coverage in specialised domains. In order to alleviate this acquisition bottleneck, statistical methods have been created to acquire lexical and conceptual knowledge automatically from text. In particular, unsupervised techniques have the advantage that they can be easily adapted to any domain, given some corpus on the topic. However, due to sparseness issues, they often require very large corpora to achieve high quality results. The spectrum of resources and statistical methods has a crucial gap in situations when manually cre- ated resources do not provide the necessary coverage and only limited corpora are available. This is the case for real-world domain applications such as an NLP system for processing technical information based on a limited amount of company documentation. We provide a large-scale demonstration that this gap can be filled through the use of automatically generated networks. The corpus is automatically transformed into a network representing the terms or concepts which occur in the text and their relations, based entirely on linguistic tools. The net- works structurally lie in between the unstructured corpus and the highly structured manually created resources. We show that they can be useful in situations for which neither existing approach is ap- plicable. In contrast to manually created resources, our networks can be generated quickly and on demand. Conversely, they make it possible to achieve higher quality representations from less text than corpus-based methods, relieving the requirement of very large scale corpora. We devise scaleable frameworks for building networks from plain text and Wikipedia with varying levels of expressiveness. This work creates concrete networks from the entire British National Corpus covering 1.2m terms and 21m relations and a Wikipedia network covering 2.7m concepts. We develop a network-based semantic space model and evaluate it on the task of measuring semantic relatedness. In addition, noun compound paraphrasing is tackled to demonstrate the quality of the indirect paths in the network for concept relation description. On both evaluations we achieve results competitive to the state of the art. In particular, our network-based methods outperform corpus-based methods, demonstrating the gain created by leveraging the network structure.

Thesis (M.A.)--California State University Channel Islands, 2006. / Chairperson of the Supervisory Committee: Professor Lillian Castaneda. Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Principal Leadership Specialization. Title from PDF t.p. (viewed August 26, 2008).

Thesis (M.A.)--California State University Channel Islands, 2006. / Chairperson of the Supervisory Committee: Professor Lillian Castaneda. Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed August 26, 2008).

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'biliterate' (Chinese and English) society laborious. The perception that Chinese proficiency is waning has led to criticisms of the quality of language teachers and language teacher education in the community. Hence, a study of the problems in Chinese language teacher education in Hong Kong is an indispensable step in improving the quality of Chinese language education in Hong Kong. This study takes pre-service teachers' (PST) perceptions as the predomhant factor in understanding how they learn to become a teacher of Chinese. As both students and teachers, the PSTs in this study provide insights into learning, teaching, and learning to teach, the Chinese language. Famous for its cultural tradition, Chinese teaching is typically transmissive. In particular, teachers of Chinese are expected to teach with a missionary zeal for 'educating' students by acting as exemplars. As a result, how a teacher teaches is often determined by how he or she was taught to interpret the nature of Chinese Language. The use of texts written by distinguished authors as teaching materials further encourages language teachers to give higher priority to literature, culture and moral education than language use. Inheriting such a tradition, modem Chinese language teacher education is faced with multiple challenges: to promote cognitive developments in teachers and cognitive teaching approaches to meet the needs of rapidly developing society, and to prepare teachers to maintain a proper balance between moral education and appreciation of culture and literature on the one hand, and teaching language use on the other. This study draws on the literature on Chinese language education, TESOL (teaching English to speakers of other languages), learning to teach, teacher knowledge, beliefs and perceptions, and develops a conceptual framework to interpret the relationships between perceptions and practices as a reciprocal cycle. Perceptions of self as a teacher, the subject matter, and teaching and learning of the subject matter are inseparable from the beliefs and knowledge of the PSTs, which affect how they prepare lesson plans to teach and actually teach in the classrooms. Planning and classroom practices are realised in teaching objectives, instructional strategies and evaluation of teaching effectiveness, which then reinforce knowledge, beliefs and perceptions. The cycle goes on as the PSTs learn more about teaching and accumulate teaching experiences. From this recurring cycle, the PSTs generate personal theories of teaching a specific subject. This study is longitudinal in design, which follows a logical procedure of inquiry. It first examines the PSTs' perceptions of teaching and learning Chinese on entry to, during and on exit from a.two-year teacher education program. Then it turns to the perceptual development and the sources of perceptions and perceptual changes, and how they impact on the PSTs. Finally, the complex relationship between perceptions, lesson planning and classroom practices are elaborated. In particular, data collected in some stages were dependent on the findings of the preceding stage. This adds complexity to the overall research desip of the study. This study uses a multimethod approach with two research populations -the questionnaire surveys of the entire cohort and qualitative data collection from twelve sub-sample participants. Because of the lack of well-established research instruments in the Chinese research context, all methods of inquiry have been revised according to the results of pilot studies. The multimethod approach in this study demonstrates how questionnaire surveys, repertory grids, individual interviews, focus groups, classroom observations and the analyses of lesson plans and reflective journals can be used in a complementary manner to assure the validity of the research. Questionnaire surveys yield the overall perceptions of the cohort on entry to and exit from the teacher education program. The perceptual development of the entire cohort is understood by the findings of the two surveys. Against the backdrop of the overall perceptions of the cohort, the qualitative methods are used to study the sub-sample. Repertory grids reveal the participants' views of teachers of Chinese from different perspectives, whereas individual interviews and focus group discussions tap more deeply into the participants' thinking about how they have learned to teach Chinese. Other qualitative methods such as classroom observation and the analyses of lesson plans and reflective journals provide compelling evidence for indicating the extent that the participants have grasped the craft of teaching. This study suggests from the persistent perceptions and perceptual development of the PSTs that Chinese language education in Hong Kong has been ineffective. Ineffective Chinese language education has a long-lasting negative impact on students including the PSTs. The strong emphasis on literature, culture and moral education, and the knowledge telling and teacher-led traditions have led to a low level of cognitive demand in Chinese teaching. The procedures recommended for teaching a text in Chinese and the assessment criteria of the teacher education program have encouraged the,PSTs to become more didactic in teaching, although they themselves are aware that they should pay more attention to the needs of students. This study argues that student teachers' perspectives form a critical element in reforming Chinese language teacher education in Hong Kong, and that language teacher education should first be ameliorated before language education can be effectively improved. Not only should PSTs of Chinese Language be equipped with better subject matter knowledge, general pedagogical knowledge and pedagogical content knowledge, but Chinese language teacher educators should also be cognisant of the necessity for change. Because learning to teach is often discipline-based, it is more cost-effective and consistent if the teacher educators' Chinese language classes also emphasise cognitive development in the PSTs. To be real exemplars for the PSTs, the Chinese language teacher educators should be involved in continuing critical evaluation of their own practices.

This diploma thesis is dedicated to the overall view of the deaf people, starting from the issue of an ear and ending by the culture of this community. The main objective of this thesis is to describe the integration of the hearing individual into the deaf community and to explore attitudes and reactions of this community to the hearing and vice versa. The work also contains interviews with both integrated person as well as with deaf people who were involved within the integration. The thesis is divided into theoretical and practical part. The introduction of the theoretical part is engaged in the hearing itself, the construction of the ear, neurotransmission and hearing disorders. Following section is devoted to institutions and organizations that are focused on the issue of deaf people. Conclusion of the theoretical part is dedicated to the culture of deaf people and their communication. In the research section are described difficulties, feelings, attitudes and opinions of a hearing individual, who has entered into the deaf community. After a lapse of time, that the individual spent among deaf people, is apparent a shift and development in his opinion, growing interest and gradual transformation of reasons why he is trying to integrate into the community of deaf people. In the thesis is also described the attitude and approach of deaf people to the hearing individual, who penetrated to this community and had no knowledge how to communicate with deaf people and what are their characteristics and differences.

Please read the abstract in the section, 07resume of this document / Thesis (PhD)--University of Pretoria, 2008. / Orthopaedic Surgery / unrestricted