<p>Keystroke logging records keyboard activity during writing. Time and position of all keystrokes are stored in a log file, which facilitates detailed analysis of all pauses, revisions and movements undertaken during writing. Keystroke logging further includes a replay function, which can be used as a tool for reflection and analysis of the writing process. During writing, writers continuously plan, transcribe, read, and revise in order to create a text that meets with their goals and intentions for the text. These activities both interact and trigger one another.</p><p>This thesis includes studies in which keystroke recordings are used as bases for visualisation of and reflection on the cognitive processes that underlie writing. The keystroke logging methodology is coupled with Geographical information systems (GIS) and stimulated recall in order to enhance the understanding of keystroke logged data as representations of interacting cognitive activities during writing. Particular attention is paid to writing revision and a taxonomy for analysis of on-line revision is proposed. In the taxonomy, revisions made at the point of inscription are introduced as ‘pre-contextual’ revisions, and highlighted as potential windows on cognitive processing during transcription. The function of pre-contextual revisions as revisions of form and concepts was ascertained in an empirical study, which also showed that 13-year-old writers revised more form and concepts at the point of inscription when they wrote in English as a foreign language (EFL) than in Swedish as a first language (L1).</p><p>In this thesis, a learning method, Peer-based intervention (PBI), is introduced and examined through case studies and statistical analysis. PBI is based on theories about cognitive capacity, noticing, individual-based learning and social interaction. In PBI, the keystroke-logging replay facility is used as a tool for reflection on and discussion of keystroke logged data, i.e. representations of cognitive processes active during writing. In the studies presented in this thesis, teen-aged and adult writers’ texts, written before and after PBI, were analysed according to text quality and revision. Descriptive and argumentative texts in both L1 and EFL were included in the studies. The results showed that PBI raised adult and teen-aged writers’ awareness of linguistic and extra-linguistic features, and that the effect varied across levels of learner ability, text type and language.</p>

Keystroke logging records keyboard activity during writing. Time and position of all keystrokes are stored in a log file, which facilitates detailed analysis of all pauses, revisions and movements undertaken during writing. Keystroke logging further includes a replay function, which can be used as a tool for reflection and analysis of the writing process. During writing, writers continuously plan, transcribe, read, and revise in order to create a text that meets with their goals and intentions for the text. These activities both interact and trigger one another. This thesis includes studies in which keystroke recordings are used as bases for visualisation of and reflection on the cognitive processes that underlie writing. The keystroke logging methodology is coupled with Geographical information systems (GIS) and stimulated recall in order to enhance the understanding of keystroke logged data as representations of interacting cognitive activities during writing. Particular attention is paid to writing revision and a taxonomy for analysis of on-line revision is proposed. In the taxonomy, revisions made at the point of inscription are introduced as ‘pre-contextual’ revisions, and highlighted as potential windows on cognitive processing during transcription. The function of pre-contextual revisions as revisions of form and concepts was ascertained in an empirical study, which also showed that 13-year-old writers revised more form and concepts at the point of inscription when they wrote in English as a foreign language (EFL) than in Swedish as a first language (L1). In this thesis, a learning method, Peer-based intervention (PBI), is introduced and examined through case studies and statistical analysis. PBI is based on theories about cognitive capacity, noticing, individual-based learning and social interaction. In PBI, the keystroke-logging replay facility is used as a tool for reflection on and discussion of keystroke logged data, i.e. representations of cognitive processes active during writing. In the studies presented in this thesis, teen-aged and adult writers’ texts, written before and after PBI, were analysed according to text quality and revision. Descriptive and argumentative texts in both L1 and EFL were included in the studies. The results showed that PBI raised adult and teen-aged writers’ awareness of linguistic and extra-linguistic features, and that the effect varied across levels of learner ability, text type and language.

Made available in DSpace on 2016-06-02T20:25:10Z (GMT). No. of bitstreams: 1 3774.pdf: 1321832 bytes, checksum: 7cbad14b14b7352278fae80c393b52ba (MD5) Previous issue date: 2010-11-29 / Research on grammar involving teaching-learning English as a foreign language has shown the necessity to change the focus on the way grammar has been taught in communicative classrooms. Much inquiring has been elicited concerning the best way to teach grammar so that it can contribute to the learners accuracy. The aim of this investigation is to analyze the process and the results, as studying a group of university students at a public university in Sao Paulo State, related to oral and written accuracy. We based our discussions and pedagogical activities design mainly on Batstone (1994) and Larsen-Freeman proposals (2003), called, respectively, Grammar as Skill and Grammaring. Besides being based on themes, the course design has followed two elements of the grammar as skill: noticing and reflection, which have guided the activities and the development of the classes as well as their perception to this grammar approach. Students proved to be receptive to this type of teaching grammar inductively, being able to use it in their oral and written linguistics production. / Pesquisas em gramática no âmbito de ensino/aprendizagem de língua estrangeira têm mostrado que há necessidade premente de mudança de foco na maneira como ela tem sido tratada/abordada/ensinada em sala de aula comunicativa. Muitos questionamentos têm sido levantados quanto à maneira mais eficaz de se ensinar gramática, de modo a interferir na acuidade da produção oral dos aprendizes. O objetivo desta pesquisa foi analisar os resultados de um estudo feito com um grupo de alunos de uma universidade pública quanto à acuidade oral desses aprendizes, tendo como teorias norteadoras a gramática como habilidade, de Rob Batstone (1994) e Larsen-Freeman (2003), assim como a atitude dos mesmos a essas teorias. Os dados revelaram que houve engajamento dos alunos nas aulas e interesse nas atividades propostas, evidenciado por participação ativa, revelando uma melhora na fluência, entendimento e acuidade oral. O curso foi desenhado a partir de temas, da escolha dos alunos, com atividades formuladas tendo como embasamento aspectos gramaticais das teorias de Batstone e Larsen-Freeman. Observou-se que os participantes se mostraram bastante receptivos a esse ensino indutivo de gramática, revelando uma compreensão significativa dos aspectos gramaticais levantados durante o curso, sendo capazes de utilizá-los em algumas produções escritas e orais, melhorando assim sua proficiência lingüística. Os resultados desta pesquisa mostram que a utilização dessa proposta e ensino de gramática pode contribuir para a eficácia de ensino de língua estrangeira em um contexto comunicativo, onde o sentido e a comunicação verossímil são privilegiados, tornando os aprendizes mais precisos em suas produções orais e escritas.

The theoretical part of the thesis scrutinizes the principles of awareness raising and noticing in language teaching. Furthermore, it focuses on their implementation in pronunciation teaching and examines the possible limitations to these approaches imposed by learners' age and level of cognitive development. The practical part presents a research which consists of designing a battery of pronunciation activities promoting noticing and awareness raising, followed by their pilotage in five different groups of elementary school pupils. The aim of the research is to determine whether the piloted activities result in young learners noticing the target pronunciation features. The results of the research suggest positive impact of the noticing and awareness raising activities even among the pupils at lower stage of cognitive development. Key words: young learners, teaching pronunciation, consciousness raising, noticing, cognitive development, learners' involvement

More-than-human design represents a paradigm shift that decentralises the human in relation to the rest of the living world. As part of this movement, scholars call for a new worldview that recognizes the interconnectedness between human and non-human beings. Prior studies have focused on the experience of human-human connections, leaving the more- than-human largely unexplored. Addressing this gap, this study explores design strategies for fostering feelings and reflections of interconnectedness towards the more-than-human world and associated emotions. With a research-through-design methodology, two workshops were conducted, resulting in six key design strategies and an "interconnectedness experience framework". The strategies were evaluated through a prototype in partnership with AquaPrint, a Swedish company that up-cycles fishing nets into designer furniture. Future research should evaluate the strategies individually and in combinations as well as in a field setting. The presented framework and strategies are intended for practitioners as inspiration in design projects to promote noticing the more-than-human world, and encouraging a posthuman perspective.

Cette étude quasi-expérimentale a pour but de 1) comparer la prise en compte et les effets de trois conditions rétroactives, à savoir la reformulation, l’incitation et un mélange des deux techniques, 2) déterminer le lien entre la prise en compte et l’apprentissage, et 3) identifier l’effet des perceptions des apprenants quant à la rétroaction corrective sur la prise en compte et l’apprentissage. Quatre groupes d’apprenants d’anglais langue seconde ainsi que leurs enseignants provenant d’un CEGEP francophone de l’île de Montréal ont participé à cette étude. Chaque enseignant a été assigné à une condition rétroactive expérimentale qui correspondait le plus à ses pratiques rétroactives habituelles. La chercheure a assuré l’intervention auprès du groupe contrôle. L’utilisation du passé et de la phrase interrogative était ciblée durant l’intervention expérimentale. Des protocoles de pensée à haute voie ainsi qu’un questionnaire ont été utilisés pour mesurer la prise en compte de la rétroaction corrective. Des tâches de description d’images et d’identification des différences entre les images ont été administrées avant l’intervention (pré-test), immédiatement après l’intervention (post-test immédiat) et 8 semaines plus tard (post-test différé) afin d’évaluer les effets des différentes conditions rétroactives sur l’apprentissage des formes cibles. Un questionnaire a été administré pour identifier les perceptions des apprenants quant à la rétroaction corrective. En termes de prise en compte, les résultats indiquent que les participants sont en mesure de remarquer la rétroaction dépendamment de la forme cible (les erreurs dans l’utilisation du passé sont détectées plus que les erreurs d’utilisation de la phrase interrogative) et de la technique rétroactive utilisée (l’incitation et le mélange d’incitation et de reformulations sont plus détectés plus que la reformulation). En ce qui a trait à l’apprentissage, l’utilisation du passé en général est marquée par plus de développement que celle de la phrase interrogative, mais il n'y avait aucune différence entre les groupes. Le lien direct entre la prise en compte et l’apprentissage ne pouvait pas être explicitement établi. Pendant que la statistique inférentielle a suggéré une relation minimale entre la prise en compte du passé et son apprentissage, mais aucune relation entre la prise en compte de la phrase interrogative et son apprentissage, les analyses qualitatives ont montrés à une association entre la prise en compte et l’apprentissage (sur les deux cibles) pour certains étudiants et augmentations sans prise en compte pour d'autres. Finalement, l’analyse factorielle du questionnaire indique la présence de quatre facteurs principaux, à savoir l’importance de la rétroaction corrective, la reformulation, l’incitation et les effets affectifs de la rétroaction. Deux de ces facteurs ont un effet modérateur sur la prise en compte de la rétroaction sans, toutefois, avoir d’impact sur l’apprentissage. / This quasi-experimental study sought to investigate the often assumed yet little investigated relationship between noticing of corrective feedback (CF) and L2 development in relation to learner beliefs about error correction. Specifically, it aimed to (1) uncover the noticeability and effectiveness of three CF techniques (namely, recasts, prompts, a combination of the two) (2) to determine a relationship between noticing of CF and learning of the past tense and questions in the past, and (3) to determine whether learner beliefs about CF mediate what is noticed and learned in the language classroom. The participants were four groups of high-beginner college level francophone ESL learners (n = 99) and their teachers. Each teacher was assigned to a treatment condition that fit his CF style, but the researcher taught the controls. CF was provided to learners in response to their production problems with the simple past and questions in the past. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured by way of picture description and spot the differences tasks administered through a pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. To elicit the learner and teacher perspectives on the study, semi-structured interviews were held with the three teachers and 20 learners, drawn randomly from the participating classes. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses (i.e., feedback on past tense errors was noticed more) and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in bringing out the corrective intent of a feedback move. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no differences between the groups. The direct link between noticing and learning could not be unequivocally established. While the inferential statistics suggested a minimal relationship between noticing and past tense scores, especially if the CF was provided with recasts, but no relationship between noticing and questions scores, the qualitative analyses pointed to an association between noticing and test scores (on both targets) for some learners and gains without noticing for others. Finally, in relation to the beliefs about CF, the participants’ responses centered on four common themes (the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF), two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.

Cette étude quasi-expérimentale a pour but de 1) comparer la prise en compte et les effets de trois conditions rétroactives, à savoir la reformulation, l’incitation et un mélange des deux techniques, 2) déterminer le lien entre la prise en compte et l’apprentissage, et 3) identifier l’effet des perceptions des apprenants quant à la rétroaction corrective sur la prise en compte et l’apprentissage. Quatre groupes d’apprenants d’anglais langue seconde ainsi que leurs enseignants provenant d’un CEGEP francophone de l’île de Montréal ont participé à cette étude. Chaque enseignant a été assigné à une condition rétroactive expérimentale qui correspondait le plus à ses pratiques rétroactives habituelles. La chercheure a assuré l’intervention auprès du groupe contrôle. L’utilisation du passé et de la phrase interrogative était ciblée durant l’intervention expérimentale. Des protocoles de pensée à haute voie ainsi qu’un questionnaire ont été utilisés pour mesurer la prise en compte de la rétroaction corrective. Des tâches de description d’images et d’identification des différences entre les images ont été administrées avant l’intervention (pré-test), immédiatement après l’intervention (post-test immédiat) et 8 semaines plus tard (post-test différé) afin d’évaluer les effets des différentes conditions rétroactives sur l’apprentissage des formes cibles. Un questionnaire a été administré pour identifier les perceptions des apprenants quant à la rétroaction corrective. En termes de prise en compte, les résultats indiquent que les participants sont en mesure de remarquer la rétroaction dépendamment de la forme cible (les erreurs dans l’utilisation du passé sont détectées plus que les erreurs d’utilisation de la phrase interrogative) et de la technique rétroactive utilisée (l’incitation et le mélange d’incitation et de reformulations sont plus détectés plus que la reformulation). En ce qui a trait à l’apprentissage, l’utilisation du passé en général est marquée par plus de développement que celle de la phrase interrogative, mais il n'y avait aucune différence entre les groupes. Le lien direct entre la prise en compte et l’apprentissage ne pouvait pas être explicitement établi. Pendant que la statistique inférentielle a suggéré une relation minimale entre la prise en compte du passé et son apprentissage, mais aucune relation entre la prise en compte de la phrase interrogative et son apprentissage, les analyses qualitatives ont montrés à une association entre la prise en compte et l’apprentissage (sur les deux cibles) pour certains étudiants et augmentations sans prise en compte pour d'autres. Finalement, l’analyse factorielle du questionnaire indique la présence de quatre facteurs principaux, à savoir l’importance de la rétroaction corrective, la reformulation, l’incitation et les effets affectifs de la rétroaction. Deux de ces facteurs ont un effet modérateur sur la prise en compte de la rétroaction sans, toutefois, avoir d’impact sur l’apprentissage. / This quasi-experimental study sought to investigate the often assumed yet little investigated relationship between noticing of corrective feedback (CF) and L2 development in relation to learner beliefs about error correction. Specifically, it aimed to (1) uncover the noticeability and effectiveness of three CF techniques (namely, recasts, prompts, a combination of the two) (2) to determine a relationship between noticing of CF and learning of the past tense and questions in the past, and (3) to determine whether learner beliefs about CF mediate what is noticed and learned in the language classroom. The participants were four groups of high-beginner college level francophone ESL learners (n = 99) and their teachers. Each teacher was assigned to a treatment condition that fit his CF style, but the researcher taught the controls. CF was provided to learners in response to their production problems with the simple past and questions in the past. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured by way of picture description and spot the differences tasks administered through a pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. To elicit the learner and teacher perspectives on the study, semi-structured interviews were held with the three teachers and 20 learners, drawn randomly from the participating classes. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses (i.e., feedback on past tense errors was noticed more) and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in bringing out the corrective intent of a feedback move. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no differences between the groups. The direct link between noticing and learning could not be unequivocally established. While the inferential statistics suggested a minimal relationship between noticing and past tense scores, especially if the CF was provided with recasts, but no relationship between noticing and questions scores, the qualitative analyses pointed to an association between noticing and test scores (on both targets) for some learners and gains without noticing for others. Finally, in relation to the beliefs about CF, the participants’ responses centered on four common themes (the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF), two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.

Abstract This thesis examines how co-present participants manage intervening courses of action in social interaction. It is comprised of a summary and three original papers, which focus on 1) activity suspensions, in which participants temporarily suspend an ongoing activity in favour of an emergent, intervening course of action, and 2) activity resumptions, in which participants resume the suspended activity once the intervention has been dealt with. Using video-recorded, everyday interactions in English and Finnish as data and conversation analysis as the method, this study explores the complex relations between linguistic form, sequence organisation and body behaviour, and how these may work together to constitute activity suspensions and resumptions in interaction. The thesis identifies recurrent multimodal practices that participants use and orient to when they negotiate transitions into, and out of, intervening courses of action in two different environments, namely in conversational (story)tellings and in ‘multiactivity’ situations (in which participants become involved in more than one activity at the same time). Importantly, the study shows how the body provides a powerful resource for projecting and negotiating these transitions subtly and flexibly, thus enabling participants to maintain a smooth flow of interaction and activities and to avoid overt interactional conflicts in the face of discontinuities and abrupt changes in unfolding interaction. The study provides new information on the construction of activity suspensions and resumptions in interaction by describing them holistically, as linguistic, prosodic and embodied accomplishments. It also sheds new light on some of the practices involved in how participants coordinate their activities and involvements in situations in which multiple relevancies may be at stake. / Tiivistelmä Tutkimuksessani tarkastelen vuorovaikutuksen keinoja, joiden avulla osallistujat käsittelevät keskeytyksiä sosiaalisessa vuorovaikutuksessa. Tutkimus koostuu yhteenveto-osuudesta ja kolmesta artikkelista, jotka tarkastelevat kahta siirtymäkohtaa: 1) keskeyttävien toimintajaksojen aloitusta, eli meneillään olevan toimintalinjan keskeytymistä toisen vuoksi, ja 2) keskeytyneeseen toimintaan paluuta sen jälkeen kun kilpaileva toimintalinja on saatettu päätökseen. Aineisto koostuu videoiduista englannin- ja suomenkielisistä arkikeskusteluista, joita tutkin keskustelunanalyyttista menetelmää käyttäen. Kuvaan työssäni kielellisen muodon, toimintajaksojen ja kehonkäytänteiden välisiä kompleksisia suhteita ja yhteispeliä keskeytymisen ja paluun rakentumisessa. Aineistossa esiintyy systemaattisia, multimodaalisia käytänteitä, joiden avulla osallistujat neuvottelevat ja merkitsevät meneillään olevan ja keskeyttävän toimintalinjan välisiä siirtymiä kahdessa eri kontekstissa: kerrontavuoroissa ja monitoimintatilanteissa, eli tilanteissa, joissa on meneillään useampi yhtäaikainen toimintajakso. Yksi keskeisimmistä havainnoistani on, että kehon resurssit ovat tärkeässä roolissa näissä siirtymissä, sillä ne mahdollistavat osallistujien välisen neuvottelun hienovaraisin keinoin ja tulevaa siirtymää ennakoiden ja pitävät näin yllä sujuvaa vuorovaikutuksen kulkua myös disjunktiivisten ja ennakoimattomien toimintalinjojen lomassa. Tutkimukseni tuottaa uutta tietoa keskeyttävistä toimintajaksoista ja paluukäytänteistä holistisella lähestymistavallaan eli tarkastelemalla niitä kielellisesti, prosodisesti ja kehollisesti rakentuvina kokonaisuuksina. Lisäksi se tarjoaa uuden näkökulman osallistujien neuvottelukäytänteisiin tilanteissa, joissa nämä koordinoivat toimintaansa ja osallistujuuttaan useamman meneillään olevan toimintalinjan kesken.

This thesis project explores combining interactive technology and the natural world, through a more-than-human design approach. This project aims to step away from an industry-driven design by valuing plants as equal in the design process. Throughout this report, an overview of the relevant theory and examples are elaborated on. This overview has informed the project in two ways. It formed the foundation of a concept aiming to improve the user’s interconnectedness with nature and it formed the foundation of an evaluation tool developed for aiding designers in design for plants by addressing three design fields: Design for Care, Design for Cohabitation, and Design for Noticing. The concept and the evaluation tool have been developed in parallel and informed each other throughout the project. The final concept contributes to the discussion about addressing more-than-human actors in design. In this case by addressing plant blindness. The evaluation tool contributes to more-than-human design as a tool to evaluate ideas and projects. This project included an extensive analysis of a design collection, workshops regarding the materiality of living plants and assessment of the evaluation tool, an interdisciplinary design approach, and a prototyping phase during which assumptions regarding the concept were tested.