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The purposes of this study were to examine the oral communication skills considered important to specific companies, identify the objectives emphasized in the business and professional communication courses in Texas colleges and universities, ascertain how much course time is spent in various areas, and determine the communication needs of business and industry and the degree to which the communication departments of Texas colleges and universities are meeting those needs.

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Die Dissertation zeigt, dass die Prinzipien kohärenter Kommunikation auf psycholinguistisch begründete Prinzipien der Textproduktion zurückzuführen sind. Die gemeinsame Basis von Text- und Dialogproduktion ist die Quaestio, die als leitende Frage Vorgaben für den Aufbau eines Textes, aber auch einer einzelnen Äußerung macht. Im Text sichert die Quaestio Kohärenz, indem die Textbausteine auf der konzeptuellen Ebene – und nicht allein durch lexikalische oder grammatische Mittel – verknüpft werden. Das bedeutet, dass Kohärenzherstellung eine kognitive Leistung ist, die nicht allein rezeptiv zu erbringen ist, sondern auch bei der Sprachproduktion die Beachtung von Planungsvorgaben verlangt. Zunächst werden die Begriffe Kohärenz und Kohäsion und verschiedene Ansätze zu ihrer Beschreibung diskutiert. Außerdem werden Methoden der Dialoganalyse einander gegenüber gestellt. In dieser Diskussion werden unter anderem Rhetorical Structure Theory und Centering-Theorie behandelt. Da die Arbeit eher strukturelle mit qualitativen Analysen verbindet, werden methodische Zugänge zur Dialoganalyse wie die Konversationsanalyse, aber auch Clark’s sozialpsychologischer Ansatz der joint actions und joint activities sowie Pickering’s und Garrod’s alignment-Theorie aufgegriffen. Letztlich wird auf das Quaestio-Modell von Stutterheim zurückgegriffen, da es aus psycholinguistischer Perspektive den weitesten Erklärungsrahmen bietet. Der Hauptteil der Dissertation ist der Modell-Entwicklung anhand authentischer Gesprächsdaten gewidmet. Schließlich werden Prinzipien der Quaestio-Bearbeitung im Dialog entwickelt. Da unterschiedliche Gesprächssituationen untersucht werden, liefert diese Arbeit ein Inventar an Kohärenzprinzipien samt ihrer charakteristischen Merkmale, das nicht nur die Analyse beliebiger weiterer Gespräche erlaubt, sondern beispielsweise auch zur Entwicklung von Kommunikationsroutinen eingesetzt werden kann. So werden Anwendungsperspektiven psycholinguistischer Forschung erkennbar. / This doctoral thesis shows in how far principles of coherent communication can be traced back to psycholinguistically founded principles of text production. The so-called quaestio forms the common basis of text and dialogue production. As an implicit underlying question it sets preferences for the structure of a whole text as well as a single utterance. The quaestio ensures coherence of texts on a conceptual basis rather than merely through the use of lexical or grammatical means. Thus, the production of coherence can be seen as cognitive achievement not only by listeners, but also by speakers who have to follow planning constraints. The thesis discusses the terms coherence and cohesion as well as descriptive approaches dealing with these terms. Additionally, methods of dialogue analysis are confronted with each other. This discussion treats for example Rhetorical Structure Theory and Centering-Theory. The thesis discusses diverse methodological approaches, because it combines structural with qualitative analyses. Thus approaches such as Conversation Analysis, Clark’s concept of joint actions and joint activities, but also Pickering’s and Garrod’s alignment-theory are being treated. In the end the quaestio approach by Stutterheim is chosen, because it offers the widest explanatory framework from a psycholinguistic point of view. The main part of the thesis is dedicated to detailed analyses of real-life dialogue. In conclusion, principles of quaestio management in dialogues are proposed. Because the study treats a wide variety of interaction settings, it delivers a set of principles of coherence and their typical features that allows not only for analyses of any other set of dialogues, but may also support the development of communication routines. Therefore, this thesis hints on application scenarios of psycholinguistic research.

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No description available.

В магистерской диссертации реализуется комплексный подход к анализу деловой корреспонденции восточной (китайской) и славянской (русской) лингвокультур с выделением наиболее значимых компонентов и типологических особенностей. Актуальность темы определяется необходимостью учета культурологических факторов при осуществлении профессиональной коммуникации представителями разных лингвокультурных сообществ, в частности, России и Китая, с целью повышения продуктивности деловых отношений. Объектом исследования является деловая корреспонденция русской и китайской лингвокультур. В ходе работы над исследованием применяется описательный метод, включающий обобщение и систематизацию полученной информации; сопоставительный метод, метод контекстуального анализа. Теоретическая значимость работы состоит в анализе китайских и русских деловых писем, определении их особенностей и связи с культурой. Практическая ценность исследования определяется возможностью использования его результатов в разработке курсов «Деловой русский и китайский», в курсах по сравнительной типологии русского и китайского языков, в специальных курсах по «Социолингвистике». В теоретической главе магистерской диссертации рассматриваются понятия деловой коммуникации и деловой корреспонденции, выявляются основные черты и особенности стиля делового общения (в том числе ведения корреспонденции) в русской и китайской культурах, приводится классификация деловой корреспонденции, задается алгоритм собственного исследования. В практической главе производится сопоставительный анализ деловых писем на русском и китайском языках, направленный на выявление и описание концептуально схожих черт, а также особенностей делового письма России и Китая на структурно-стилистическом и лингвистическом уровнях. Каждому письму на русском языке соответствует аналогичное по жанру письмо на китайском языке. Общее количество писем – 40. / The master's thesis implements an integrated approach to the analysis of business correspondence of Eastern (Chinese) and Slavic (Russian) linguistic cultures with the allocation of the most important components and typological features. The relevance of the topic is determined by the need to take into account cultural factors in the implementation of professional communication by representatives of different linguocultural communities, in particular, Russia and China, in order to increase the productivity of business relations. The object of the study is the business correspondence of Russian and Chinese linguocultures. In the course of work on the study, a descriptive method is used, including the generalization and systematization of the received information; a comparative method, a method of contextual analysis. The theoretical significance of the work consists in the analysis of Chinese and Russian business letters, determination of their features and connection with culture. The practical value of the study is determined by the possibility of using its results in the development of courses "Business Russian and Chinese", in courses on comparative typology of Russian and Chinese languages, in special courses on "Sociolinguistics". The theoretical Chapter of the master's thesis deals with the concepts of business communication and business correspondence, identifies the main features and features of the style of business communication (including correspondence) in Russian and Chinese cultures, provides a classification of business correspondence, sets the algorithm of their own research. The practical Chapter provides a comparative analysis of business letters in Russian and Chinese, aimed at identifying and describing conceptually similar features, as well as features of business writing in Russia and China at the structural, stylistic and linguistic levels. Each letter in the Russian language corresponds to a similar genre of the letter in the Chinese language. Thetotalnumberofletters – 40.

In the midst of a period of economic transition, community organizers across Appalachia are working towards a just future that privileges community growth over corporate gain. A recent turn towards social justice concerns in Professional and Technical Communication suggests that efforts of community organizers might be of interest to scholars focused on addressing wicked problems in disenfranchised communities. This dissertation draws from results of a participatory photovoice study in which 11 community organizers took photos, wrote narratives, and responded in focus groups, and site visits to several communities. These methods call for deep engagement with community knowledges, producing rich visual and textual portraits of life in Appalachia that challenge stereotypical renderings of the region and its residents. After providing a heuristic for uncovering and re-valuing community knowledges, this dissertation looks at how place, technology, and community factor into the experiences of community organizers. Results from gathered qualitative data suggest that community members are experts on their own experiences, as participants revealed understandings of complex problems that call into question standard development practices lauded by technical experts. Second, participants demonstrated a capacity for embracing the very elements of their communities that had been used to marginalize them, pointing to the power of unexpected and creative tactics. Lastly, their reflections revealed the need for more attention to be placed upon community organizing in rural contexts and what kinds of community knowledges exist beyond expected parameters. By documenting their experiences organizing around public problems, participants confronted monolithic representations of their region, articulated their own nuanced accounts of life in rural areas, and crafted strategies for community-focused development that privileges people. Ultimately this project argues that by inviting community knowledges into the academic sphere, we might craft more effective coalitions to tackle complex public problems.

Traditionally, K-5 students' writing has had a primarily academic aim-to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice-over the long period of time mastery requires-the non-academic writing skills they will be required to use as part of their jobs and in their civic life. Based on a limited K-5 study, Texas' McKinney Independent School District is doing a good job of preparing students at the elementary-school level in the areas of collaboration and presentation. A fair job of helping elementary-school students understand the communication situation, define audience, clarify purpose, gather and evaluate resources, and test usability. [And] a poor job of helping elementary-school students with analysis and organization. With their teachers' help, K-5 students eventually grasp the communication situation and can broadly identify their audience and purpose, but they do not appear to select words, format, communication style, or design based on that audience and purpose. Their writer-based focus affects their presentations as well, although they do present frequently. If teachers routinely incorporated audience and purpose considerations into every aspect of communication assignments (format, communication style, design), students would be better prepared for non-academic communication. Texas pre-service teachers practice the types of documents they will write on the job but do not receive training in design or style. Likewise, they practice researching, collaborating, and presenting but receive little training in those skills. If Texas K-5 teachers are to supplement the curriculum with professional writing principles, as trends suggest they should, education programs need to focus on these principles in their pre-service teacher curriculum. Professional writing principles need to become part of ingrained writing patterns because these are the skills that will best serve students after they graduate, both in their careers and civic lives. Understanding how to tailor communication for audience and purpose; how to effectively collaborate; how to select, evaluate, analyze, and organize information efficiently and productively; and how to format presentations effectively requires practice over a long period of time.