This study was an investigation of students' Readiness for L2 Group Work and its relationship to Willingness to Communicate in L2 Group Work in a Japanese university. Readiness for L2 Group Work is defined as learners' self-perception of the degree to which they are prepared cognitively and affectively for L2 group work. It consists of Communication Confidence in L2 Group Work and Beliefs about L2 Group Work. Two versions of the same questionnaire were administered to approximately 750 students with two English proficiency levels in the Communication and the Language and Culture courses at the beginning and end of the 2005 spring semester. A factor analysis identified six factors: Communication Apprehension in L2 Group Work, Self-perceived Communicative Confidence in L2 Group Work, Positive Beliefs about the Value of Group Work, Negative Traditional Instruction Orientation, Beliefs of Group Work Usefulness, and Willingness to Communicate in L2 Group Work. First, the descriptive statistics and the 2 × 2 ANOVA results for both questionnaires showed that the Communication course students had significantly higher Readiness for L2 Group Work than the Language and Culture students. However, there was also a statistically significant Level and Course interaction, which was caused by the lower proficiency Communication course students who displayed higher Radiness for L2 Group Work than their higher proficiency counterparts, and the higher proficiency Language and Culture students who showed higher Readiness for L2 Group Work than their lower proficiency counterparts. Second, the mixed between-within-subjects ANOVA results showed that the participants had significantly higher Readiness for L2 Group Work at the end than at the beginning of the course. The Level and Course interaction was statistically significant for the same reason as mentioned above. Finally, structural equation modeling showed that Willingness to Communicate in L2 Group Work was influenced by Beliefs about L2 Group Work via Communication Confidence in L2 Group Work. This study contributes a new concept, Readiness for L2 Group Work, to the group work literature. Further, the structural model specifies the relationship between Readiness for L2 Group Work and Willingness to Communicate in L2 Group Work. / CITE/Language Arts

In this longitudinal study, I investigate changes in Japanese high school English learners' motivation over time, and whether the initial individual differences and the changes in those differences over time predict their final English achievement and overall academic achievement in high school. A questionnaire, which was developed by drawing on the Attitude/Motivation Test Battery (Gardner, 1985b), the self-determination-theory scale (e.g., Noels, Pelletier, Clément, & Vallerand, 2000), and the willingness-to-communicate scale (e.g., McCroskey, 1992), was administered to 190 students three times at the beginning of each academic year of high school; follow-up interviews were conducted with 13 selected students. The questionnaire data were analyzed using the Rasch rating scale model, ANOVAs, and the latent growth curve modeling. The major findings include the following. First, twelve motivational constructs were identified. Second, significant differences were found over time for Attitudes Toward Learning English, Desire to Learn English, and Motivational Intensity; the other constructs were stable across time. Third, the students' average motivational profile was characterized by high External Regulation and Instrumental Orientation, and low Willingness to Communicate with Strangers across time. Fourth, Motivational Intensity, Attitudes Toward Learning English, and Intrinsic Motivation appear to directly affect both English achievement and overall academic achievement. The interview data were transcribed and analyzed qualitatively. The major findings include the following. First, the students' motivation seemed to be temporarily raised or lowered by `motivation-fluctuating factors' (e.g., test results), but it was stabilized by motivation-stabilizing factors (e.g., past travel and learning experiences). Second, in the face of university entrance examinations, the students' negative feelings toward examination English seemed to decrease their motivation, whereas positive attitudes toward examination English later in high school seemed to enhance motivation. Third, the students had a growing awareness of the need for practical and communicative English skills in the future. However, this awareness did not lead to greater willingness to communicate probably because of various interfering factors. Other interview results provided an in-depth understanding of and supporting evidence for some of the questionnaire results. Implications for researchers, school administrators, and teachers are provided. / CITE/Language Arts

This work addresses applications of search theory where a mobile search agent seeks to find an unknown number of stationary targets randomly distributed in a bounded search domain. We assume that the search mission is subject to a time or distance constraint, and that the local environmental conditions affect sensor performance. Because the environment varies by location, the effectiveness of the search sensor also varies by location. Our contribution to search theory includes new decision-theoretic approaches for generating optimal search plans in the presence of false alarms and uncertain environmental variability. We also formally define the value of environmental information for improving the effectiveness of a search mission, and we develop methods for optimal deployment of assets that can acquire environmental information in order to improve search effectiveness. Finally, we extend our research to the case of multiple cooperating search agents. For the case that inter-agent communication is severely bandwidth-limited, such as in subsea applications, we propose a method for assessing the expected value of inter-agent communication relative to joint search effectiveness. Our results lead to a method for determining when search agents should communicate. Our contributions to search theory address important applications that range from subsea mine-hunting to post-disaster search and rescue applications. / PHD / We address search applications where a mobile search agent seeks to find an unknown number of stationary targets randomly distributed in a bounded search domain. The search agent is equipped with a search sensor that detects the targets at a location. Sensor measurements are often imperfect due to possible missed detections and false alarms. We also consider that the local environmental conditions affect the quality of the data acquired from the search sensor. For instance, if we are searching for a target that has a rocky shape, we expect that it will be harder to find that target in a rocky environment. We consider that the search mission is subject to a time or distance constraint, and thus, search can be performed on only a subset of locations. Our goal in this study is to formally determine where to acquire the search measurements so that the search effectiveness can be maximized. We also formally define the value of acquiring environmental information for improving the effectiveness of a search mission, and we develop methods for optimal deployment of assets that can acquire environmental information in order to improve search effectiveness. Finally, we address the cases where multiple search assets collaboratively search the environment and they can communicate their local information with each other. We are particularly interested in determining when a vehicle should communicate with another vehicle so that the joint search effectiveness can be improved. Our contributions to search theory address important applications that range from subsea mine-hunting to post-disaster search and rescue applications.

Språkinlärning är inte alltid problemfri för elever. Ett problem som kan uppstå är språklig ängslan som gör att språkinlärning förknippas med negativa känslor. Språklig ängslan kan påverka elever långt fram i livet och även påverka andra områden om de inte uppmärksammas i tid. Examensarbetet Tysta elever inom engelskundervisning syftar till att undersöka hur lärarna i studien resonerar kring begreppet språklig ängslan, elevers motivation till att prata engelska och hur lärarna tror att elever påverkas av lärarens inställning till ämnet. Undersökningen genomfördes med enkäter som publicerades på internet. Svaren på enkäterna kategoriserades och tolkades för att sedan kopplas till MacIntyres teori -willingness to communicate (WTC). Resultatet av undersökningen visade att även om inte alla lärare kände till begreppet språklig ängslan så hade nästan samtliga upplevt konsekvenserna av denna ängslan. Enligt lärarna är motivation och glädje viktiga komponenter i engelskundervisning och kan locka ängsliga elever till att prata engelska. Att elever påverkas av lärarens inställning till ämnet är något lärarna i studien är överens om. I de fall läraren har dåliga erfarenheter som påverkar inställningen negativt kan denna erfarenhet vändas till något positivt om läraren är medveten om sin inställning och använder den på ett genomtänkt sätt. Fortsatt forskning inom området kan vara att mer utförligt undersöka lärarens roll som motivationshöjare för språkligt ängsliga elever. / <p>Engelska</p>

The potentially beneficial role of classroom codeswitching, or the use of the first language (L1) in foreign language (FL) classroom settings, is gradually becoming acknowledged in the field of second language acquisition (SLA) research. However, researchers call for the construction of a framework, which indicates when this use is beneficial for language learning and when it is not. In an attempt to contribute to the construction of this framework, the present study investigates whether codeswitching can be used as a tool within task-based learning settings for the development of second language (L2) oral fluency. It is hypothesised that by allowing learners to codeswitch during task completion, their willingness to communicate (WTC) is enhanced because the function of that switching is likely to be mainly the metalanguage needed to complete the task. Previous research has also suggested that task repetition might lead to greater fluency. However, both teachers and learners may be sceptical of the value of repetition without some form of feedback on the first task attempt. This study sought to explore therefore the value of task repetition with feedback (TR+). By repeating the task with feedback that recycles metalanguage into the L2, it is hypothesised that learners will learn to move to a state of less reliance on their L1, while simultaneously achieving the overall aim of tasks, which is effective L2 communication. With increased WTC and L2 metalanguage, extensive L2 oral practice will facilitate the proceduralisation processes needed for fluency development. In short, the pedagogical package of TR+ on recycled language is tested in the present study as a potential contributor to oral fluency. The thesis begins by relating these themes with the context of Cyprus through teacher interviews. It becomes evident through these interviews that the activities taking place in this context are not tasks in the sense researchers intended. Following the setting of the context, the interactions of 75 primary school learners of English (11-12-year-olds) practising TR+ are analysed qualitatively. This analysis determines whether the package can lead to enriched output on the second attempt. In addition, there is a quasi-experimental aspect to the study. The students were allocated in three groups, each testing a different package. The codeswitching group was allowed to switch to Greek while completing the tasks and had their L1 metalanguage recycled into the L2 when they repeated the tasks. The English-only group completed the tasks strictly under L2 conditions and repeated them with feedback on accuracy. The comparison group completed the tasks once with no language instructions. Oral production tests, used as pre- and post-tests, partly support the hypothesis by suggesting that WTC is enhanced with the incorporation of codeswitching, but no evidence supports fluency development. Nevertheless, when comparing TR+ with no task repetition, the data indicate that TR+ leads to greater fluency. It is suggested that a larger and longer intervention would have allowed more time for fluency to be developed when codeswitching was incorporated. As for task-based learning, it is suggested that TR+ is a more viable way to move forward in real classroom contexts, particularly those with young learners. Furthermore, the results of the present study indicate that this package works better with learners of a certain proficiency level.

<p>The purpose with this examination essay was to find out if participation of children in social welfare investigations had increased since the social services had started to work with BBIC. I compared the participation of the child before BBIC, then when social service had started to work with BBIC and I tried to see if there were increased participation in the investigations. My theoretic starting-point was the symbolic interactionism and I used the qualitative method of investigation. In my investigation I found that there is not yet any increase in participation of the child in the investigations when social service work with BBIC. What I found was that the reason to start an investigation often was that the parents made the problem for the child and that conditions at home for the child influenced the possibility of the child to communi- cate with an adult that the child did not know. It is important for the social welfare secretary to create social interaction/communication with the child to get the ability to listen to the child and its story. If the child just interact with it itself we adult will never know the story.</p>

The purpose with this examination essay was to find out if participation of children in social welfare investigations had increased since the social services had started to work with BBIC. I compared the participation of the child before BBIC, then when social service had started to work with BBIC and I tried to see if there were increased participation in the investigations. My theoretic starting-point was the symbolic interactionism and I used the qualitative method of investigation. In my investigation I found that there is not yet any increase in participation of the child in the investigations when social service work with BBIC. What I found was that the reason to start an investigation often was that the parents made the problem for the child and that conditions at home for the child influenced the possibility of the child to communi- cate with an adult that the child did not know. It is important for the social welfare secretary to create social interaction/communication with the child to get the ability to listen to the child and its story. If the child just interact with it itself we adult will never know the story.

The object of the thesis – the communicates of TV commercials. The objective of the research – based on the speech act theory, to analyze micro acts (linguistic act sub-units of smaller scale) involved in TV commercials broadcast in Lithuania, their intentions (functions), and to reveal specifics of linguistic structure expression, and its interaction with image and sound. TV commercials have never been analyzed based on the speech act theory before. Moreover, linguistic act classification has been applied to TV commercials for the first time ever. There is examined the structure of advertising macro act, developed typology of micro acts. Detailed classification of micro acts highlights intentions of sayings of broadcast television commercials. The intentions convey the intents of message sender (addresser). It’s noticed that image and / or sound can convey particular intentions, which consist with intentions of linguistic acts or complement them. Expression of the linguistic relation between addresser and addressee is actual for analysis of linguistic acts of broadcast TV commercials. It depends on the objective group of the consumers. The research of micro acts of broadcast TV commercials realizing that speech act theory encompassed by pragmatic linguistics can be purposefully used for analysis of TV commercials. / Disertacijos tiriamasis objektas – transliuojamųjų televizijos reklamų komunikatai. Tyrimo tikslas – remiantis kalbinių aktų teorija, išanalizuoti Lietuvoje transliuotų televizijos reklamų komunikatų mikroaktus (smulkesnes kalbinių aktų atmainas), jų intencijas (funkcijas), atskleisti kalbinės struktūros raiškos specifiką bei sąveiką su vaizdu ir garsu. Iki šiol transliuojamosios televizijos reklamos nebuvo analizuotos remiantis kalbinių aktų teorija, be to, pirmą kartą joms tirti pritaikyta kalbinių aktų klasifikacija. Disertacijoje nagrinėjama transliuojamųjų televizijos reklamos makroakto struktūra, sukuriama atitinkama mikroaktų tipologija. Smulkus mikroaktų skirstymas išryškina transliuojamųjų televizijos reklamų pasakymų intencijas, kuriomis perteikiami reklaminio pranešimo siuntėjo (adresanto) ketinimai. Atkreipiamas dėmesys į tai, kad reklamos vaizdu ir / ar garsu taip pat galima perteikti tam tikras intencijas, kurios sutampa su kalbinių aktų intencijomis ar jas papildo. Transliuojamųjų televizijos reklamų kalbinių aktų analizei aktuali adresanto ir adresato kalbinė raiška, kuri priklauso nuo to, į kurią tikslinę vartotojų grupę kreipiamasi. Atliktas transliuojamųjų televizijos reklamų mikroaktų tyrimas atskleidžia, kad pragmatinės lingvistikos kalbinių aktų teorija gali būti tikslingai taikoma analizuojant televizijos reklamas.

The purpose of this essay is to investigate pupils’ attitudes towards spoken English and towards speaking in front of their friends, and how these attitudes appear to be related to their oral communication and communicative behaviour in the classroom. The material was collected by video taping two classes, a questionnaire in these two classes and by interviewing their teacher. The results show that motivation and anxiety are psychological factors that play a significant role in the learning process. Attitudes, both towards the target language and towards their own production affect pupils’ willingness to communicate, and consequently their oral production in different tasks. The larger the group is, the more anxious they become. In order to motivate pupils, a variety of exercises is needed, where the topic is of great importance to awaken their interest for communication. The teacher also needs to circulate in the classroom to avoid a situation where pupils switch to their first language. Otherwise, pupils appear to code-switch as soon as an opportunity presents itself, which was observed in the analyses of recorded lessons.

The purpose of this study was to deepen the knowledge about factors that influence students’ willingness and ability to oral interaction in a target language, in this case French. It also aimed to achieve a clearer picture of the tasks the students work with and would like to work with in classroom situations. The study was based on two theoretical frameworks, Willingness to Communicate, which looks into the social and affective factors enhancing the will to communicate, and Task Based Language Teaching investigating how tasks can be designed to promote oral interaction between students in a classroom or in a digital environment. Based on the purpose of the study three research questions were formulated. The first question was about the importance of cognitive factors to promote oral interaction. The second focused on the role Willingness to Communicate and other affective factors play to make students willing to communicate in the target language. The third question aimed at investigating to what extent task-based language teaching occurs in teaching to create opportunities for students to interact in the target language. The design of the study was made up of qualitative personal interviews with students from upper secondary schools in the Stockholm area. In total seven students were interviewed, six of them studying French 4, one of them French 3.  All students highlighted cognitive and linguistic factors as being the most important to interact orally, foremost vocabulary and pronunciation and also the ability to express themselves orally. The students did not consider grammar as an important factor to their willingness and ability to communicate in French. Self-confidence, self-efficacy and the teacher’s attitude are the most important social and affective factors influencing the willingness to communicate. The ones that were considered the least important were anxiety, knowing your speaking partner and the topic of the conversation. The students’ opinion of the least important factors differed from research and empirical studies, which rate these factors higher. The students reported that the teaching did not include Task Based Language Teaching as defined in the theory and that limited use of computer mediated communication was used in the classroom. All students express a desire to communicate and interact with each other more than they do at present as well as to work with tasks and tools both face-to-face and digital enabling this to happen.