Using web-based knowledge management systems has become the mainstream when enterprises adopt the strategy of knowledge management. With the accumulated amount of materials, the issue of information reuse is emphasized, and how to properly design a knowledge management system to improve the efficiency of information reuse is becoming extremely important. In the past there were two approaches for improving the efficiency of information reuse. One is knowledge map that focuses on information retrieval to promote the efficiency, and the other is usability of Human-Computer Interaction that focuses on the effect of different information representation styles and the user's liking. According to Task-Technology Fit, the greater the degree of adherence to an ideal fit profile, the better the performance. In this study we discussed the impact of information presentation styles on information reuse with different reuse tasks on knowledge management systems. The study is intended as an experimental design to investigate the impact of information presentation styles on information reuse within a knowledge management system. We use an experiment involving 83 subjects. The results of this study indicate that information presentation styles have a significant impact on information reuse. We found that for retrieval tasks, the impact on information reuse would be enhanced with the hierarchical presentation style. Additionally, the result also shows that when increasing the complexity of the task, information presentation styles have no differences to the impact on information reuse. And according to the results of two kinds of questionnaires, the users all had higher liking and partialities for the hierarchical presentation style. Finally, suggestions for the vision information design based on the results of this study are provided.

Abstract Enterprises thought about how to conform employee¡¦s power then they make a team to enhance communication and cooperation. The input-process- output model of Mcgrath point out that team processes is inter-medium. It is mean that we want good team effectiveness needs to promote team processes first. Communication and cooperation are very important. What kinds of leadership have effective influence in team processes? Different task type has different conceptual task could moderate the relation of team leadership and team processes. So that we like to study about the influence in Transactional leadership, Transformational leadership, Paternalistic leadership and team processes. The study is according to 274 effective cases from 71 teams belong to companies in electronic, communicational, mental, mechanical, food, sales, medical and government. The results are present in below. 1. Transactional leadership has significantly effective prediction to team processes. Contingent reward leadership has significant effective prediction to cooperation and communication. Desertless leadership has no significantly effective prediction to cooperation, but has significantly negative effective prediction to communication. 2. Transformational leadership has significantly effective prediction to team processes. Relationship oriented leadership has significantly effective prediction to both team processes. Task oriented leadership has no significantly effective prediction to both team processes. 3. Paternalistic leadership has significantly effective prediction to team processes. Authoritarianism leadership has significantly negative effective prediction to both team processes. Benevolence leadership has significantly negative effective prediction to both team processes. 4. Three leaderships has significantly effective prediction to team processes. Relationship oriented leadership has the best significantly effective prediction to both team processes. Authoritarianism leadership has significantly negative effective prediction to communication. 5. Task type has significantly moderating influence to benevolence leadership and communication. In the lowest conceptual task ¡]promotion team¡^situation benevolence leadership has negative relation to communication. In the others task types benevolence leadership has positive relation to communication.

Electropalatography (EPG) is a computer-based system that tracks and measures contact patterns between the tongue and palate during speech production. The present study is focused on how the lingua-palatal contact patterns of native English speakers learning German as a second language (L2) differ as a function of task type. The fricatives ich-Laut [ç] and ach-Laut [x] were used as the target sounds, placed in nonsense words, short sentences, and spontaneous speech. The productions of the fricatives in the varying speech tasks were gathered from 12 university students enrolled in their second semester of a university level course of German. Comparisons were made using electrode mappings, percentages of regional contact, duration, and center of gravity measures. Duration measures showed that nonsense words were found to have the greatest duration for both fricatives when compared to the other task types. Percentage of activation measures showed that [ç] presented with similar activation in the medial and posterior regions of the palate across task type, whereas the activation in medial and posterior regions for [x] were found to differ more significantly across task type. Specifically, short sentences and spontaneous speech had similar posterior activation, but differed in medial activation, while nonsense words were different in both regions. Center of gravity measures were also greater in short sentences and spontaneous speech compared to nonsense words for [x]. It is anticipated that the data and information in this thesis will provide insights into the role of linguistic task type and EPG technology as instructional tools for L2 learners.

The importance of accent reduction to those who are learning English as a second language cannot be understated as it has direct and indirect impacts on credibility and income. This study is an evaluation of an instructional technique involving visual feedback through an electropalatography device to assist speakers in acquiring the /r/ and /l/ sound contrast in American English and whether or not that progress varied across speech task type or word position. This study involved four native Japanese participants in their first semester at the English Language Center located at Brigham Young University. Each subject participated in 7 45-minute sessions over the course of 4 weeks. The sessions used a hybrid instructional approach which included traditional auditory feedback combined with intermittent, real-time visual feedback provided by the EPG sensor. Measurements of the third formant of each target sound was extracted from baseline, posttreatment, and follow-up recordings using Praat acoustic analysis software. Overall, all subjects showed a greater contrast in F3 from the baseline assessment to the posttreatment assessment. The subjects demonstrated a greater contrast in F3 during the word task type and also when the phonemes were in the final position of words.

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Second language (L2) learners of English must learn to produce English phonemes, words, and sentences. These L2 learners make many errors when learning English; they may change the place or manner of articulation, insert vowels, or delete consonants. Obstruent sounds, such as fricatives, affricates, and stops, can be especially difficult for L2 learners. This study analyzed native English speakers<'> perception of the quality of obstruents produced by native Mandarin Chinese and Korean speakers. Target words containing obstruents had been produced in three different tasks: in a carrier phrase, in a paragraph, and in a spontaneous speech sample. Obstruents were produced in word-initial position and word-final position. Raters with differing levels of expertise listened to these words and rated the perceptual quality of the obstruents within the words. This study found that overall, English obstruent productions by native Mandarin and Korean L2 speakers learning English were rated most clear when produced in word-initial position in a carrier phrase or a paragraph. The lowest ratings given were of obstruents in word-final position in spontaneous speech. No significant differences were found for listener expertise level. Combined with future research, results from this study will help educate the field of second language instruction as to how the speech of Korean and Mandarin learners of English is perceived. It also provides additional information on the effect that listener expertise has on the judgment of L2 speech production.

Adult Japanese learners of English (JLEs) are often stereotyped as being unable to produce or perceive the English phonemes /l/ and /r/. This study analyzed acoustic samples of /l/ and /r/ obtained from intermediate-level Japanese speakers in two variable contexts: word positions (initial/final) and task type (controlled/free). These tokens were subjected to acoustic analysis which is one way of comparing oral productions of native and non-native English speakers. Previous research has identified a lowered third formant (F3) as the hallmark of an American English /r/ as produced by a native speaker, independent of word position or task type. The results indicate that participants can produce appropriate and statistically significant differences (p<.001) between these two phonemes across word position and task type. Other findings indicate that neither task type nor word position had a significant effect on F3 values. These results indicate that Japanese speakers of English may have the ability to distinguish /l/ from /r/ without specialized pronunciation training, but these differences are less dramatic as identified by F3 frequency values that those produced by native English speakers when producing these contrasting phonemes. In most tokens, however, large effect sizes remained between JLE productions and NES standards.

This dissertation investigated the effects of multimedia annotation on L2 vocabulary learning and reading comprehension. The overarching objective of this study was to compare the effects of text-picture annotation and audio-picture annotation on L2 vocabulary immediate recall and reading comprehension. This study also sought to examine the different effects under incidental and intentional learning conditions. The participants were 78 intermediate adult ESL learners from three universities in northwest U.S. The participants read an Internet-based English text. Twenty target words, annotated in either text-picture or audio-picture, were embedded in the reading text. The participants accessed the annotations by clicking on the highlighted target words. Two instruments were used for measuring vocabulary immediate recall: Vocabulary Knowledge Scale and Word Recognition Test. Two measurements were used to assess reading comprehension: Multiple-choice Reading Comprehension Questions and L1 Written Recall. In term of annotation types, the results indicated that the audio-picture annotation group did significantly better than the text-picture group in L2 vocabulary immediate recall. However, there was no significantly different effect between the two annotations on L2 reading comprehension. In terms of learning conditions, the intentional learning condition resulted in significantly better performance in L2 vocabulary immediate recall than the incidental learning condition. However, the incidental learning condition resulted in significantly better L2 reading comprehension than the intentional learning condition only in the Written Recall measure, but not in the multiple-choice Reading Comprehension Test. In terms of interaction between annotation type and learning condition, there was not interaction between annotation type and learning condition on L2 vocabulary immediate recall. The interaction between annotation type and learning condition on L2 reading comprehension was not significant in multiple-choice Reading Comprehension Text. However, the interaction was found to be significant in Written Recall: in the incidental learning condition, the difference between text-picture annotation and audio-picture annotation was not significant; in the intentional learning condition, participants in text-picture did significantly better than those in audio-picture on Written Recall.

Second language (L2) learners of English must learn to produce English phonemes, words, and sentences. These L2 learners make many errors when learning English; they may change the place or manner of articulation, insert vowels, or delete consonants. Obstruent sounds, such as fricatives, affricates, and stops, can be especially difficult for L2 learners. This study analyzed native English speakers’ perception of the quality of obstruents produced by native Mandarin Chinese and Korean speakers. Target words containing obstruents had been produced in three different tasks: in a carrier phrase, in a paragraph, and in a spontaneous speech sample. Obstruents were produced in word-initial position and word-final position. Raters with differing levels of expertise listened to these words and rated the perceptual quality of the obstruents within the words. This study found that overall, English obstruent productions by native Mandarin and Korean L2 speakers learning English were rated most clear when produced in word-initial position in a carrier phrase or a paragraph. The lowest ratings given were of obstruents in word-final position in spontaneous speech. No significant differences were found for listener expertise level. Combined with future research, results from this study will help educate the field of second language instruction as to how the speech of Korean and Mandarin learners of English is perceived. It also provides additional information on the effect that listener expertise has on the judgment of L2 speech production.

The purpose of this study was to analyze the phonetic production of fricatives across differing word positions and task types. Further knowledge about the fricative production of second language learners of English would potentially improve the ability to teach correct pronunciation and improve the productivity of second language programs. All participants in this study were native speakers of Mandarin Chinese with English as their second language. A total of 12 subjects participated, all of whom had English proficiency ratings ranging from novice to advanced. The speakers were between 21-51 years of age, with each speaker having between 2 to 6 years of experience learning English in their country of origin. Using acoustic and spectral moment analyses, the acoustic nature of four types of fricative productions (/f/, /θ/, /s/, and /ʃ/) were analyzed as a function of linguistic task type and word position. Although a number of measures were found to differ significantly as a function of word position and task type, the majority of statistical analyses were not found to be significant. This lack of significance may be due to the specific methodology used, the speakers’ atypical voicing patterns, and/or decreased length of sound productions. Findings of this study may indicate that second language learners’ production of fricatives vary minimally across differing word positions and task types.