L’évaluation de la douleur chez le chat est souvent un défi en raison de leur nature discrète et les changements de comportement potentiels dans des situations inhabituelles et stressantes, telles que l'environnement vétérinaire. Différents outils d’évaluation de la douleur (c.-à.-d. des échelles de douleur) basés sur l'observation des comportements ont été proposés pour les chats; cependant, la majorité de ces outils manque de tests de validité, de fiabilité et/ou de généralisabilité. De plus, les échelles de douleur sont peu utilisées dans la pratique clinique. Des outils simples, pratiques et fiables tels que les échelles de grimace (instruments d'évaluation de la douleur basés sur l'expression faciale), ont le potentiel de changer ce scénario. Elles ont été développées pour plusieurs espèces, excluant le chat. L'objectif général de cette thèse était de développer un nouvel instrument basé sur l'expression faciale pour l'évaluation de la douleur aiguë chez les chats, la « Feline Grimace Scale » (FGS) et d'explorer ses applications et ses limitations. Nos hypothèses étaient que la FGS permettrait l’identification de la douleur chez les chats avec précision (dans différentes conditions telles que la douleur d’origine naturelle et postopératoire); elle serait valide et fiable (parmi différents évaluateurs); elle serait capable de détecter la réponse aux analgésiques; et finalement, elle pourrait être appliquée en temps réel dans le contexte clinique. La FGS a été développée et validée en utilisant une approche psychométrique pour détecter la douleur aiguë chez les chats. Cette échelle discriminait entre les chats en douleur de ceux qui ne le sont pas; détectait la réponse à différents analgésiques; et corrélait fortement avec un autre système de notation de la douleur. Une bonne fiabilité inter et intra-observateur a été démontrée, non seulement parmi les vétérinaires, mais aussi parmi les propriétaires de chats, les étudiants vétérinaires et les techniciens en santé animale. L’utilisation de la FGS en temps réel était aussi réalisable. D’autre part, nos résultats suggèrent que le genre de l'évaluateur influencerait l'évaluation de la douleur, car les évaluatrices attribuaient des scores plus élevés que les évaluateurs. La FGS est un outil valide, fiable et pratique pour l'utilisation potentielle en recherche ou en clinique; en temps réel ou par l’évaluation des images. Elle pourrait être aussi applicable dans une large gamme de conditions douloureuses et par des évaluateurs avec différents niveaux d'expertise, et potentiellement aussi à la maison (par les propriétaires de chats). Cela représente un progrès substantiel dans l’identification et la gestion de la douleur féline, vers les plus hautes exigences en matière de soins vétérinaires. / Pain assessment in cats is challenging due to a number of reasons, including their discrete nature and potential behavioral changes in unfamiliar and stressful situations, such as the veterinary environment. Different pain assessing instruments (i.e. pain scales) that rely on the observation of behaviors have been proposed for cats; however, the majority lack validity, reliability and/or generalizability testing. Additionally, the adherence to their use in clinical practice is low and warrants improvement. Simple, practical and reliable tools such as grimace scales (facial expression-based pain assessment instruments), have the potential of changing this scenario. They have been developed for several species, among which the cat was not included. The overall aim of this thesis was to develop a novel facial expression-based instrument for acute pain assessment in cats, the Feline Grimace Scale (FGS) and to explore its applications and limitations. Our hypotheses were that the FGS would be able to accurately identify pain in cats (in different conditions such as naturally-occurring or spontaneous and postoperative pain); it would be valid and reliable (among different raters); it would be able to detect the response to analgesics; and its application in real-time in the clinical context would be feasible. The FGS was developed and validated using a comprehensive psychometric approach to detect acute pain in cats. It has demonstrated a high discriminative ability between painful and non-painful cats; it is capable of detecting the response to different analgesic drugs and it is strongly correlated with another pain scoring system. Furthermore, it demonstrated good inter- and intra-rater reliability, not only among veterinarians, but also among cat owners, veterinary students and nurses (technicians). Real-time scoring using the FGS was proven feasible. On the other hand, our results suggested that the rater gender may influence pain assessment, as female raters assigned higher scores than males. The FGS is a valid, reliable and practical tool potentially for both research and clinical use in real-time or using image assessment; that may be applicable in a wide range of painful conditions, by raters with different degree of expertise, and potentially at home (by cat owners). This represents a substantial progress in feline pain management, towards the highest standards in veterinary care.

Cette thèse porte sur la génération d'états quantiques mésoscopiques arbitraires de la lumière par l'utilisation itérée d'un protocole élémentaire simple, basé sur un procédé d'adjonction cohérente de photons. Ce protocole tire parti des deux descriptions ondulatoires et corpusculaires complémentaires de la lumière, en impliquant des états davantage propices à une description discrète (les photons, corpuscules élémentaires de la lumière) avec des mesures continues sur le champ électromagnétique (les mesures de quadratures). Nous démontrons la validité du protocole expérimentalement en montrant que celui-ci permet la génération d'états chats de Schrödinger optiques (superposition cohérente d'états quasi-classiques) comprimés en quadrature. Ces états présentent un grand intérêt étant donné qu'ils peuvent constituer la brique élémentaire du calcul quantique à états cohérents, le "qubit" (ou bit quantique). Nous étudions également la mise en oeuvre théorique du protocole dans la production d'états plus complexes : les états "Peignes en quadrature" dont la fonction d'onde sur la quadrature x est constituée d'une succession de fins pics gaussiens modulés par une large enveloppe gaussienne. Outre l'intérêt que ceux-ci présentent dans la mise en oeuvre de codes correcteurs d'erreurs quantiques, nous montrons qu'ils permettent de réaliser des violations des inégalités de Bell par mesures homodynes seulement, ouvrant la voie à des tests sans échappatoires / In this thesis, we propose a new scheme for the generation of mesoscopic optical quantum states of light, by the iterated use of an elementary protocol, based on a coherent adjunction of photons. This protocol takes advantage of the two complementary wave and particle descriptions of light, by involving intrinsically discrete states (photons, elementary particles of light) and continuous measurements on the electromagnetic field (quadrature measurements). We experimentally prove the validity of the protocol by showing that it enables the generation of squeezed optical Schrödinger cat states (coherent superposition of quasi-classical states). These states are of great interest as they can be used as the elementary piece in the coherent state quantum calculation, the "qubit" (or quantum bit). We also study the theoretical implementation of the protocol for the production of more complex states : the "quadrature Comb states", whose wavefunction along the quadrature x consists in a succession of thin gaussian peaks modulated by a larger gaussian envelope. Amongst other applications like quantum error correcting codes, we show that they allow for a violation of Bell's inequalities with homodyne measurements only, opening the path towards loophole-free violations

Made available in DSpace on 2016-04-28T18:22:11Z (GMT). No. of bitstreams: 1 Erisana Celia Sanches Victoriano.pdf: 3011444 bytes, checksum: 0077e3316d46d2f7b287c64a52b1f91d (MD5) Previous issue date: 2010-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The new ICTs have been used in face-to-face and distance courses to support and enrich teaching-learning processes. However, their use demands planning and adequacy so that it corresponds to educational goals. For this reason, many studies have been developed. They usually focus on the use of the tools, or on the roles teachers and students play during the interactions (Gervai, 2007; Costa, 2005; Leal, 2005). However, these investigations do not seem to consider language as central in teaching-learning processes; they do not discuss the importance of pedagogic practice and the knowledge structure that are involved in the interactions. In order to contribute to the filling of these gaps, this research was suggested. Therefore, the general objective of this study is to contribute to the improvement on the use of ICTs, more specifically to the use of synchronous communication tools in educational contexts, by considering language as central in teaching-learning processes. In order to reach this goal, seven synchronous sessions (chats) were collected from a distance course that was offered for teachers of English. In addition, the data were analysed under two theoretical frameworks: the systemic-functional theory and the Bernstenian social theory. The analysis developed during this research favoured detailed comprehension about some kinds of interactions that can take place in online synchronous communication in educational contexts, as it highlighted differences in the pedagogic and discursive practices, and in the knowledge structure during the sessions. The analysis developed with the support of the systemic-functional approach for the description of conversations, exchange structure (Martin, 1992), allowed a detailed study of some discursive practices that can take place during this kind of communication. This analysis, combined with the concepts of regulative and instructional discourse suggested in the Bernsteinian theory (Bernstein, 1990), allowed reflections about pedagogic practices that had been involved in the online synchronous sessions. Finally, the concept of entity (Martin and Rose, 2003) and the concepts of horizontal and vertical discourse (Bernstein, 1990) contributed to the comprehension about the nature of knowledge which had been involved in the interactions. This research indicates that the combination of the systemic-functional theory and the Bernsteinian theory can be powerful for the comprehension of language, pedagogic practices and different nature of knowledge that were brought to the interactions; and, it presents results which can contribute to an adequate use of chats in educational contexts , and to the quality of distance education / As tecnologias de informação e comunicação (TICs) vêm sendo usadas em cursos presenciais e a distância com o objetivo apoiar e enriquecer o ensino-aprendizagem. Porém, seu uso exige planejamento e adequação para que corresponda aos objetivos educacionais. Por esse motivo, muitos estudos vêm sendo conduzidos. Esses estudos geralmente focam o uso das próprias ferramentas, ou o papel de professores e alunos durante as interações (Gervai, 2007; Costa, 2005; Leal, 2005). No entanto, essas investigações não consideram a centralidade da linguagem no ensino-aprendizagem, e não discutem a importância da prática pedagógica e das naturezas do conhecimento envolvidas nas interações. Para contribuir com o preenchimento dessas lacunas, esta pesquisa foi proposta. Dessa forma, o objetivo geral deste trabalho é contribuir para o aprimoramento do uso das TICs, mais especificamente com o uso de ferramentas de comunicação síncrona, em contexto educacional considerando a centralidade lingüística em contextos de ensino-aprendizagem. Para tal, sete sessões síncronas online (bate-papos) foram coletadas de um curso a distância, oferecido para professores de inglês. Além disso, os dados foram analisados sob duas perspectivas teóricas: a teoria sistêmico-funcional e a teoria social Bernsteiniana. Ao apontar diferenças nas práticas discursivas e pedagógicas, e na estrutura do conhecimento durante as sessões, a análise conduzida durante essa pesquisa ajudou a compreender mais detalhadamente o tipo de interação que pode acontecer em comunicações síncronas online em contexto educacional. A análise conduzida com ajuda do conceito sistêmico-funcional de estrutura da troca (Martin, 1992) possibilitou um estudo detalhado de algumas práticas discursivas que podem acontecer neste tipo de comunicação online. Essa análise, combinada com os conceitos de discurso regulador e instrucional propostos na teoria bernsteiniana (Bernstein, 1990) permitiu reflexões sobre as práticas pedagógicas que estiveram envolvidas nas sessões síncronas online. Por fim, o conceito de entidade (Martin e Rose, 2003) e os conceitos de discurso horizontal e discurso vertical (Bernstein, 1990), colaboraram para o entendimento sobre a natureza dos conhecimentos envolvidos nas interações. Esta pesquisa indica que a combinação da teoria sistêmico-funcional com a teoria Bernsteiniana mostra-se ferramenta poderosa para a compreensão da linguagem, da prática pedagógica e das diferentes naturezas de conhecimentos trazidos para contextos educacionais; e, apresenta resultados que podem contribuir com usos adequados de ferramentas síncronas digitais em contexto educacional e, assim, com a melhoria da qualidade da educação a distância.

Made available in DSpace on 2016-04-28T18:22:12Z (GMT). No. of bitstreams: 1 Erisana Celia Sanches Victoriano.pdf: 3011444 bytes, checksum: 0077e3316d46d2f7b287c64a52b1f91d (MD5) Previous issue date: 2010-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The new ICTs have been used in face-to-face and distance courses to support and enrich teaching-learning processes. However, their use demands planning and adequacy so that it corresponds to educational goals. For this reason, many studies have been developed. They usually focus on the use of the tools, or on the roles teachers and students play during the interactions (Gervai, 2007; Costa, 2005; Leal, 2005). However, these investigations do not seem to consider language as central in teaching-learning processes; they do not discuss the importance of pedagogic practice and the knowledge structure that are involved in the interactions. In order to contribute to the filling of these gaps, this research was suggested. Therefore, the general objective of this study is to contribute to the improvement on the use of ICTs, more specifically to the use of synchronous communication tools in educational contexts, by considering language as central in teaching-learning processes. In order to reach this goal, seven synchronous sessions (chats) were collected from a distance course that was offered for teachers of English. In addition, the data were analysed under two theoretical frameworks: the systemic-functional theory and the Bernstenian social theory. The analysis developed during this research favoured detailed comprehension about some kinds of interactions that can take place in online synchronous communication in educational contexts, as it highlighted differences in the pedagogic and discursive practices, and in the knowledge structure during the sessions. The analysis developed with the support of the systemic-functional approach for the description of conversations, exchange structure (Martin, 1992), allowed a detailed study of some discursive practices that can take place during this kind of communication. This analysis, combined with the concepts of regulative and instructional discourse suggested in the Bernsteinian theory (Bernstein, 1990), allowed reflections about pedagogic practices that had been involved in the online synchronous sessions. Finally, the concept of entity (Martin and Rose, 2003) and the concepts of horizontal and vertical discourse (Bernstein, 1990) contributed to the comprehension about the nature of knowledge which had been involved in the interactions. This research indicates that the combination of the systemic-functional theory and the Bernsteinian theory can be powerful for the comprehension of language, pedagogic practices and different nature of knowledge that were brought to the interactions; and, it presents results which can contribute to an adequate use of chats in educational contexts , and to the quality of distance education / As tecnologias de informação e comunicação (TICs) vêm sendo usadas em cursos presenciais e a distância com o objetivo apoiar e enriquecer o ensino-aprendizagem. Porém, seu uso exige planejamento e adequação para que corresponda aos objetivos educacionais. Por esse motivo, muitos estudos vêm sendo conduzidos. Esses estudos geralmente focam o uso das próprias ferramentas, ou o papel de professores e alunos durante as interações (Gervai, 2007; Costa, 2005; Leal, 2005). No entanto, essas investigações não consideram a centralidade da linguagem no ensino-aprendizagem, e não discutem a importância da prática pedagógica e das naturezas do conhecimento envolvidas nas interações. Para contribuir com o preenchimento dessas lacunas, esta pesquisa foi proposta. Dessa forma, o objetivo geral deste trabalho é contribuir para o aprimoramento do uso das TICs, mais especificamente com o uso de ferramentas de comunicação síncrona, em contexto educacional considerando a centralidade lingüística em contextos de ensino-aprendizagem. Para tal, sete sessões síncronas online (bate-papos) foram coletadas de um curso a distância, oferecido para professores de inglês. Além disso, os dados foram analisados sob duas perspectivas teóricas: a teoria sistêmico-funcional e a teoria social Bernsteiniana. Ao apontar diferenças nas práticas discursivas e pedagógicas, e na estrutura do conhecimento durante as sessões, a análise conduzida durante essa pesquisa ajudou a compreender mais detalhadamente o tipo de interação que pode acontecer em comunicações síncronas online em contexto educacional. A análise conduzida com ajuda do conceito sistêmico-funcional de estrutura da troca (Martin, 1992) possibilitou um estudo detalhado de algumas práticas discursivas que podem acontecer neste tipo de comunicação online. Essa análise, combinada com os conceitos de discurso regulador e instrucional propostos na teoria bernsteiniana (Bernstein, 1990) permitiu reflexões sobre as práticas pedagógicas que estiveram envolvidas nas sessões síncronas online. Por fim, o conceito de entidade (Martin e Rose, 2003) e os conceitos de discurso horizontal e discurso vertical (Bernstein, 1990), colaboraram para o entendimento sobre a natureza dos conhecimentos envolvidos nas interações. Esta pesquisa indica que a combinação da teoria sistêmico-funcional com a teoria Bernsteiniana mostra-se ferramenta poderosa para a compreensão da linguagem, da prática pedagógica e das diferentes naturezas de conhecimentos trazidos para contextos educacionais; e, apresenta resultados que podem contribuir com usos adequados de ferramentas síncronas digitais em contexto educacional e, assim, com a melhoria da qualidade da educação a distância

Dans cette thèse nous étudions théoriquement de systèmes dissipatifs pompés,décrits par une équation maîtresse de Lindblad. En particulier, nous adressons les problématiques liés à l’émergence de phénomènes critiques. Nous présentons une théorie générale reliant les transitions de phase du premier et deuxième ordres aux propriétés spectrales du superopérateur liouvillien. Dans la région critique, nous déterminons la forme générale de l’état stationnaire et de la matrice propre du liouvillien associée à son gap spectral. Nous discutons aussi l’utilisation de trajectoires quantiques individuelles afin de révéler l’apparition des transitions de phase. En ayant dérivé une théorie générale, nous étudions le modèle de Kerr en présence de pompage à un photon (cohérent) et à deux photons (paramétrique) ainsi que de dissipation. Nous explorons les propriétés dynamiques d’une transition de phase du premier ordre dans un modèle de Bose-Hubbard dissipatif et d’une de second ordre dans un modèle XYZ dissipatif d’Heisenberg. Enfin, nous avons considéré la physique des cavités soumises à de la dissipation à un et deux photons ainsi qu’un pompage à deux photons, obtenu par ingénierie de réservoirs. Nous avons démontré que l’état stationnaire unique est un mélange statistique de deux états chats de Schrödinger, malgré de fortes pertes à un photon.Nous proposons et étudions un protocole de rétroaction pour la génération d’états chat purs / In this thesis we theoretically study driven-dissipative nonlinear systems, whosedynamics is capture by a Lindblad master equation. In particular, we investigate theemergence of criticality in out-of-equilibrium dissipative systems. We present a generaland model-independent spectral theory relating first- and second-order dissipative phasetransitions to the spectral properties of the Liouvillian superoperator. In the critical region,we determine the general form of the steady-state density matrix and of the Liouvillianeigenmatrix whose eigenvalue defines the Liouvillian spectral gap. We discuss the relevanceof individual quantum trajectories to unveil phase transitions. After these general results,we analyse the inset of criticality in several models. First, a nonlinear Kerr resonator in thepresence of both coherent (one-photon) and parametric (two-photon) driving and dissipation.We then explore the dynamical properties of the coherently-driven Bose-Hubbard and of thedissipative XYZ Heisenberg model presenting a first-order and a second-order dissipativephase transition, respectively. Finally, we investigate the physics of photonic Schrödingercat states in driven-dissipative resonators subject to engineered two-photon processes andone-photon losses. We propose and study a feedback protocol to generate a pure cat-likesteady state

This thesis explores the pedagogical potential of images shared during intra-professional conversations held on the social media platform, Twitter. Twitter chats are loosely synchronous exchanges of tweets sharing a unique, identifying keyword or hashtag. They are increasingly being used among professionals to create professional networks in which practice-knowledge and opinion might be shared and where communal connections may be created. As such, they may serve as sites in which professional learning unfolds, both in relation to workplace practices and in relation to the development of new forms of professional practice around social media use. Because the exchanges and broadcasts on Twitter are, for the most part, public, and the conversations are ongoing, they also provide open, freely-accessible, and constantly renewing resources for use in pre-service learning contexts. The research focused on two example chats, one held among midwives and the other among teachers. Inspired by the increasing use of images in new forms of digital communication, the research used images tweeted during the chats as starting points from which to explore flows of knowledge and affect. Data were generated from observations of the two Twitter chats over extended periods, together with interviews with practising professionals, student professionals and their educators in which images were used as elicitation devices. The research combined an approach to reading and “being with” data inspired by ideas drawn from the work of Deleuze (1994; Williams 2013) and Deleuze and Guattari (1988; Massumi 1992), with approaches to reading images drawn from visual social semiotics (Kress and van Leeuwen 1996). The findings suggest that Twitter chats such as those studied here can provide rich opportunities for professional learning. Practice knowledge can flow from one participant to many others, and flows of affect can be used to remoralize individuals and communities. Both chats seemed to serve as sites in which professionals could experience a positivity and affirmation that was not always available in the workplace. However, the forces and intensities at play in these spaces influence both what is said and what is not said, creating new norms of online interaction that generally seemed to avoid negative comments or open disagreement. Educators saw potential to use images such as those shared in the chats in a variety of ways. For example, images could be used as prompts for examination and critique of practices. The educators I interviewed also suggested that the images could be used to help student professionals develop their sensitivity to the forces and intensities that produce particular practices. Group interviews with student professionals suggested that the former happened spontaneously when students encountered and discussed such images, but that the latter might need deliberate facilitation or prompting. The thesis concludes with some recommendations for: (i) educators considering using such images in pre-service professional learning; (ii) professional developers considering using Twitter chats; and (iii) policy-makers involved in drafting guidelines for professionals’ use of social media.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-10-04T13:20:49Z No. of bitstreams: 1 VERÔNICA ALMEIDA DE OLIVEIRA LIMA - DISSERTAÇÃO PPGCS 2007..pdf: 10230277 bytes, checksum: cae5f62a081c1483532645845c2e6ded (MD5) / Made available in DSpace on 2018-10-04T13:20:49Z (GMT). No. of bitstreams: 1 VERÔNICA ALMEIDA DE OLIVEIRA LIMA - DISSERTAÇÃO PPGCS 2007..pdf: 10230277 bytes, checksum: cae5f62a081c1483532645845c2e6ded (MD5) Previous issue date: 2007-04-26 / CNPq / Entendendo que as novas tecnologias da comunicação e informação vêm ganhando cada vez mais espaços em várias esferas da sociedade, tornado-se cada vez mais comum o estabelecimento da comunicação pessoal via internet, esta dissertação apresenta uma discussão acerca de suas implicações no campo das relações sociais, mais especificamente na esfera da socialidade e da interação social. O objetivo principal é analisar as novas formas de socialidade que emergem desse novo dispositivo de comunicação, tomando como locus para investigação, as salas de bate-papo na internet, especialmente o canal de IRC ifCampina_Grande. A pesquisa e análise dos dados empíricos objetivaram dar conta não só da identificação das novas práticas de socialidades emergentes nas salas de bate-papo, mas, também, expõe brevemente alguns fatores responsáveis pelos resultados auferidos, assim como indica a emergência das ferramentas de comunicação virtual via internet. / Understanding that the new technologies of communication and information have been gaining more and more spaces in several spheres of the society, making the establishment of interpersonal communication via internet become more and more common, this dissertation presents a discussion concerning the implications of this phenomenon in the field of the social relations, specifically focusing in the sphere of the sociality and of the social interaction. The main objective is to analyze the new sociality forms which emerge from that new communication device, taking as locus for investigation the internet chat rooms, especially the IRC #CampinaGrande channel. The research and analysis of the empiric data were aimed at giving an account not only of the identification of the new emergent practices of socialities in the chat rooms but, likewise, they briefly expose some factors responsible for the gained results, as well as they indicate the emergence of the tools of virtual communication via internet.

La tesi si colloca nell'ambito di studi sulla fraseologia nell'inglese prodotto da apprendenti. Presenta uno studio empirico delle sequenze di parole più ricorrenti in un corpus di inglese prodotto da apprendenti di livello avanzato durante chat asincrone in contesto universitario italiano. Secondo la letteratura d'area, sia nella lingua scritta che in quella parlata, le sequenze di parole degli apprendenti rivelano una scarsa attenzione alla variazione del registro a seconda del mezzo di comunicazione usato. Al fine di verificare la presenza di questa caratteristica in un tipo di comunicazione che si trova in posizione intermedia tra i due poli del continuum esistente tra parlato e scritto, la presente ricerca ha analizzato quantitativamente e qualitativamente le sequenze di parole più frequenti nel corpus di comunicazioni mediate dal computer (CMC) raccolto nell'ambito della presente ricerca. Successivamente, le sequenze più frequenti sono state confrontate con quelle estratte da due corpora di interlingua inglese prodotta da apprendenti italofoni, uno di testi scritti (ICLE, Granger et al. 2002) e uno interviste orali (LINDSEI, Gilquin et al. 2010 ). Il confronto ha rivelato che le sequenze più ripetute dagli apprendenti hanno caratteristiche distintive nei vari media e supporta solo in parte i precedenti studi in materia. Ciò è probabilmente dovuto sia alle caratteristiche di informalità e immediatezza della comunicazione mediata dal computer, che ai vantaggi motivazionali e al diverso tipo di elaborazione linguistica connaturato alla CMC. Per l'apprendente la CMC non presenta la stessa pressione comunicativa del parlato e, allo stesso tempo, egli ha la possibilità di monitorare la propria produzione in quanto distanziata da sé dal mezzo elettronico. / The present dissertation contributes to studies of phraseology in learner English. It is an analysis of recurrent sequences of words in a corpus of learner Computer-mediated Communication. English, collected by means of asynchronous chats in an Italian university context. Previous research has argued that the use of recurrent word sequences plays a major role in learner English fluency both in writing and in speech, and is one of the factors behind learner English register failures. Using a corpus-driven approach, the study analyses the most frequent word sequences extracted from the specially compiled Learner Chat Corpus (LCC). To determine the level of adaptation of learner English to different registers, data regarding 3-word sequences from LCC is compared with the Italian subcomponents of a well-known corpus of learner writing (ICLE, Granger et al. 2002) and a corpus of learner speech (LINDSEI, Gilquin et al. 2010 ). The cross-corpus comparisons provide evidence that learners employ combinations which make their English suitable to the mode they are using for communication. Quantitative and qualitative findings from the present research support only in part previous studies of learner English in terms of recurrent sequences. This is probably due both to the informality and spoken-like quality of CMC, and to its motivational advantages and processing differences connected to the fact that learners can monitor their output while communicating because learner language production is distanced by the electronic means.