Whereas some researchers claim that the holistic processing of the right hemisphere is essential for contextual integration in language pragmatics (Myers, 2001, Myers, 2005), results of other studies point to involvement of executive processes of the frontal lobes (McDonald & Pearce, 1998; Bernicot & Dardier, 2001). This study examined the role of frontal lobes in language pragmatics by testing performance of young adults and older adults on selected standardized pragmatic inferences called 'implicitures'. Implicitures were first presented free-standing and then embedded in contexts that either supported (enabling contexts) or cancelled (cancelling contexts) their preferred meaning. First, implicitures were examined using behavioral reaction time measures in young adults. The second part of the project addressed the question about involvement of frontal lobes in language pragmatics by testing older adults with varying degrees of frontal function on processing of implicitures. Finally, event-related potential responses to implicitures with and without context in young adults were explored. Results revealed a strong relationship between frontal lobes and performance on implicitures in canceling contexts in older adults. There was no significant effect for free-standing implicitures and implicitures presented in enabling contexts. In addition, an N400 was observed to free-standing implicitures, but implicitures in context elicited a negative component in the later 400 ms window at the anterior sites. These results indicate that frontal lobes are important for pragmatic processing requiring integration of linguistic context with an utterance for the correct interpretation. Consequences of our findings for models of impliciture processing and accounts of neural architecture underlying language pragmatics are considered.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 116-121).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 116-121). Also available in print.

The self, the self-concept and identity are contested areas in various domains of enquiry. In cognitive psychology, the self is seen as a powerful explanatory construct. Indeed, in the education context, self-concept has been associated with achievement and motivation, though sociocultural approaches have highlighted the failure of certain schools of thought to take account of contextual and relational self processes. Nonetheless, despite the importance of the concept of self for learning, it has only fairly recently become of significant interest in the field of second or foreign language learning (L2). This longitudinal study focuses on the nature of, and changes in, students’ L2 reading self-concepts. In order to navigate the complexity of the theoretical issues surrounding the self construct, the approach of Rom Harré (1998) was adopted in which the self is seen as a frame for the discourse of personal attributes, reflexive self-beliefs and action. This perspective underpinned a mixed methods approach to enquiry with a group of international students taking a nine-month business pre-masters pathway programme. Based on the work of Pollard and Filer (1996), a framework for the narrative description of L2 reading self-concept was devised which provided a broad account of self-views of L2 reading, showing how these are linked in important ways to personal histories and the situational context. It was found that perception of competence was the main area of L2 reading self-concept change. Findings also included the importance of competence perceptions and the role of language knowledge in distinguishing L2 reading self-views. It is hoped that the model of L2 reading self-concept developed will enhance understanding of students’ experience of reading and learning through a second or foreign language. This should enable educators to support students more effectively, especially in international education contexts in which students study through another language. Areas for further research into L2 reading self-views in this type of context are suggested.

Context-aware computing envisions a new generation of smart applications that have the ability to perpetually sense the user’s context and use these data to make adaptation decision in response to changes in the user’s context so as to provide timely and personalized services anytime and anywhere. Unlike the traditional distribution systems where the network topology is fixed and wired, context-aware computing systems are mostly based on wireless communication due to the mobility of the network nodes; hence the network topology is not fixed but changes dynamically in an unpredictable manner as nodes join and the leave network, in addition to the fact that wireless communication is unstable. These factors make the design and development of context-aware computing systems much more challenging, as the system requirements change depending on the context of use. The Unified Modelling Language (UML) is a graphical language commonly used to specify, visualize, construct, and document the artefacts of software-intensive systems. However, UML is an all-purpose modelling language and does not have notations to distinguish context-awareness requirements from other system requirements. This is critical for the specification, visualization, construction and documentation of context-aware computing systems because context-awareness requirements are highly important in these systems. This thesis proposes an extension of UML diagrams to cater for the specification, visualization, construction and documentation of context-aware computing systems where new notations are introduced to model context-awareness requirements distinctively from other system requirements. The contributions of this work can be summarized as follows: (i) A context-aware use case diagram is a new notion which merges into a single diagram the traditional use case diagram (that describes the functions of an application) and the use context diagram, which specifies the context information upon which the behaviours of these functions depend. (ii) A Novel notion known as a context-aware activity diagram is presented, which extends the traditional UML activity diagrams to enable the representation of context objects, context constraints and adaptation activities. Context constraints express conditions upon context object attributes that trigger adaptation activities; adaptation activities are activities that must be performed in response to specific changes in the system’s context. (iii) A novel notion known as the context-aware class diagram is presented, which extends the traditional UML class diagrams to enable the representation of context information that affect the behaviours of a class. A new relationship, called utilisation, between a UML class and a context class is used to model context objects; meaning that the behaviours of the UML class depend upon the context information represented by the context class. Hence a context-aware class diagram is a rich and expressive language that distinctively depicts both the structure of classes and that of the contexts upon which they depend. The pragmatics of the proposed approach are demonstrated using two real-world case studies.

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This diploma thesis deals with grammatical structures expressing future, which are presented in series of English language textbooks. This thesis is divided into two parts a theoretical and an empirical one. Emphasis is given on the empirical part. There is defined grammar and particular types of grammar are also described in theoretical part. There is focus especially on the linguistic and pedagogical grammar. Particular attention is paid to the conception of grammatical structures expressing future which is presented in the linguistic and pedagogical grammars. This part functions as theoretical basis for empirical part. The objective of the empirical part is to present research of chosen series of English language textbooks. The heart of the empirical part comprises an in-depth analysis and comparative study of grammatical structures expressing future which are presented in chosen series of English language textbooks. The aim of the analysis and comparison is to find out, which grammatical structures expressing future are presented in the series, what order they are presented in, what thematic context they are presented in, if there is paid attention to typical mistakes in these structures in the series, if the conception of grammatical structures expressing future which is presented in the linguistic grammars matches the presentation of these structures in the series. The aim is also to find out whether there are presented the same grammatical structures expressing future in similar orders and analogous thematic contexts in the chosen series of textbooks.

"Endymion" è il traît d'union tra i juvenilia di Keats ("Poems", 1817) e i suoi lavori più conosciuti ("Lamia, Isabella ... and other Poems"). Per sua natura, è un'opera di transizione e quindi concede allo studioso un punto di vista privilegiato sullo sviluppo della poetica e della lingua di Keats. Inoltre, l'"Endymion" è l'opera keatsiana più aspramente contestata dalla critica romantica. Gli studiosi moderni hanno analizzato il problema alla luce di considerazioni socio-politiche, il mio lavoro mira invece ad un'analisi più strettamente linguistica. Ricostruisco il contesto linguistico del diciottesimo e diciannovesimo secolo al fine di spiegare il disagio dei recensori nei confronti di "Endymion". Sostengo che il prescrittivismo del Settecento nasce da una profonda ansia relativa alla lingua, causata dalle teorie di Locke. L'atteggiamento prescrittivista influenza la critica romantica e i critici di Keats in particolare, più di quanto potessero fare considerazioni di natura politica. Analizzo le peculiarità linguistiche e strutturali di "Endymion" al fine di provare che Keats elabora una 'poetica dell'incontrollabilità', una serie di strategie stilistiche e testuali, che violano le convenzioni linguistiche e narrative e che vengono quindi percepite come destabilizzanti e stranianti. / "Endymion" is the traît d’union between Keats’s juvenilia ("Poems", 1817)and his better known, and, conventionally, ’mature’ works ("Lamia, Is- abella ... and other Poems", 1820). By its nature, it is a transitional work, and thus gives the scholar special insight into the development of Keats’s poetics and idiom. Moreover, "Endymion" is the Keatsian work which most irritated and provoked contemporary critics; the two pieces of venomous invective it received in the periodical press of the time have become the stuff of scholarly legend. Recent scholarly work has analysed the language of "Endymion" in socio-political terms; my work focuses on more strictly linguistic concerns. I reconstruct the linguistic context of the eighteenth and early nineteenth centuries in order to explain the reviewers’ unease with regard to "Endymion". I maintain that eighteenth-century prescriptivism arose from a deep-seated anxiety regarding language, Lockian in origin, and that the ensuing desire to stabilize and therefore control language informed Romantic criticism in general, and the criticism of Keats’s work in particular, more fundamentally than politics could or did. I analyse the imaginative and linguistic markers of "Endymion" in order to prove that Keats had elaborated a “poetics of uncontrollability”, a series of textual and stylistic strategies, which violated linguistic and narrative standards and were therefore perceived as unsettling.