This study investigated the effects of recasts, a frequently provided type of oral feedback in language teaching, on the production of English question forms in second language (L2) learning. Despite the large number of studies which have examined the effects of recasts, mixed views exist as to their usefulness as a corrective feedback technique. The present study has continued the investigation into whether their frequent use is justified and also if learners actually perceive recasts as being corrective in nature. The focus of this study is to explore developmental effects, both immediately following and delayed, of recasts while considering these two key aspects. The primary aim is to explore delayed benefits of recasts while the secondary aim is to investigate whether or not these learners perceived the feedback as a correct version of their incorrect question form. The study involved 34 English as a second language (ESL) learners from various first language (L1) backgrounds who were enrolled in a general English programme, at an Auckland language school. The participants completed demographic questionnaires and took part in task-based interaction sessions, with the members of the experimental group receiving input containing intensive recasts. The proportion and types of questions produced in the immediate and two delayed post-tests were compared and analysed to consider whether exposure to recasts was beneficial. The main findings suggest that for more advanced question types, interaction with intensive recasts may be more effective than interaction alone, for delayed L2 development, despite only weak support in the literature. On the other hand, similar positive effects on immediate question production are not strongly evident. Therefore, the results in this study add support to the claim that recasts may be beneficial for delayed second language acquisition (SLA), when the linguistic target is questions, even when these recasts do not seem effective immediately following exposure. Furthermore, awareness of negative evidence was indicated, which may have contributed, in part, to the positive delayed findings. Finally, these results suggest that recasts can be an effective pedagogical tool in the communicative L2 classroom when providing linguistic feedback in a way that does not unduly disrupt the flow of the interactive task. Practical suggestions for future research were also identified.

This study investigated the effects of recasts, a frequently provided type of oral feedback in language teaching, on the production of English question forms in second language (L2) learning. Despite the large number of studies which have examined the effects of recasts, mixed views exist as to their usefulness as a corrective feedback technique. The present study has continued the investigation into whether their frequent use is justified and also if learners actually perceive recasts as being corrective in nature. The focus of this study is to explore developmental effects, both immediately following and delayed, of recasts while considering these two key aspects. The primary aim is to explore delayed benefits of recasts while the secondary aim is to investigate whether or not these learners perceived the feedback as a correct version of their incorrect question form. The study involved 34 English as a second language (ESL) learners from various first language (L1) backgrounds who were enrolled in a general English programme, at an Auckland language school. The participants completed demographic questionnaires and took part in task-based interaction sessions, with the members of the experimental group receiving input containing intensive recasts. The proportion and types of questions produced in the immediate and two delayed post-tests were compared and analysed to consider whether exposure to recasts was beneficial. The main findings suggest that for more advanced question types, interaction with intensive recasts may be more effective than interaction alone, for delayed L2 development, despite only weak support in the literature. On the other hand, similar positive effects on immediate question production are not strongly evident. Therefore, the results in this study add support to the claim that recasts may be beneficial for delayed second language acquisition (SLA), when the linguistic target is questions, even when these recasts do not seem effective immediately following exposure. Furthermore, awareness of negative evidence was indicated, which may have contributed, in part, to the positive delayed findings. Finally, these results suggest that recasts can be an effective pedagogical tool in the communicative L2 classroom when providing linguistic feedback in a way that does not unduly disrupt the flow of the interactive task. Practical suggestions for future research were also identified.

Thesis (M.S.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on May 27, 2009) Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Zugl.: Potsdam, Univ., Diss., 2008

Thesis (Ph.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 297-314) and index.

Thesis (Ph. D.)--University of Missouri-Columbia, 2006. / Title from title screen of research.pdf file (viewed on December 22, 2006). The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. "May 2006" Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Service failure within the airline industry has been a prominent topic within the media. Each story of a failure features a disgruntled passenger. Emotions are already high during the consumption of any airline service, and a service failure will bring on а slew of unwanted emotions. The purpose of this paper is then to understand what type of relationship do these negative emotions and feelings of lack of control have after a service failure, and do any of those given emotions lead to negative word-of-mouth (NWOM). The method used to accomplish this is correlation hypothesis testing of survey results in relation to the specified negative emotions and the causal attribution theory of control, as well as analysis between the same emotions and NWOM, again using correlation tests. This aim will be achieved by breaking service failure down into five negative incidents that are referred to as service failure scenarios, namely: luggage handling, delayed/cancelled flight, missed flight due to factors beyond customers’ control, negative customer service at the airport, and negative service experience during the flight. The five scenarios are studied against six specified emotions which are anger, frustration, helplessness, nervousness, worry, and panic. The relationship between these emotions and lack of control is tested, then these same emotions are tested in regards to NWOM. The findings express a weak to moderate positive relationship between at least one of the emotions and lack of control in three of the scenarios, leading to the conclusion that customers’ lack of control over the situation increases the intensity of the emotions. In the findings for emotions and NWOM, four out of the six tested negative emotions lead to NWOM, which are anger, frustration, helplessness, and worry. This discovery proves that different emotions in different scenarios make people react in a different manner, and this leads to the conclusion that emotions should be tested separately and scenarios should be created to research the real intensity of the emotions in different situations, without grouping them into one.

La propagation des ondes ultrasonores à travers des cristaux phononiques CP à deux dimensions 2D constitués de diffuseurs solides dans des matrices solide et fluide est ici étudiée, ainsi que la caractérisation de ces milieux et leur application à l’imagerie acoustique. Les techniques expérimentales utilisées permettent une mesure complète des champs transmis à travers les cristaux. Les études sont menées dans des bandes fréquentielles autorisant les effets de réfraction négative indispensables à l’obtention d’une résolution inférieure à la limite de diffraction (super-résolution). De manière à compléter les analyses, différents outils théoriques sont exploités Décomposition en Ondes Planes et Eléments Finis, notamment.La première partie du document concerne la réalisation et la caractérisation de cristaux phononiques possédant des propriétés nécessaires à la réalisation de systèmes d’imagerie acoustique réfraction négative, contours équi-fréquences circulaires, accord d’indice, accord d’impédance. Cette première étude est menée sur un cristal à matrice solide, elle met en relief la possibilité de générer différents modes de Bloch au cours de la propagation. L’accord d’indice avec l’eau n’étant cependant pas obtenu, la seconde partie porte sur la réfraction négative et la focalisation des ondes à travers un CP à matrice fluide. Les propriétés du CP déterminées, le dernier chapitre s’attache à évaluer les performances des systèmes d’imagerie développés : dynamique et résolution. / This investigation deals with wave propagation in two dimensional phononic crystals (PC) made of solid scatterers embedded in solid or fluid matrices. After characterizing such composite materials, their application to acoustic imaging is brought to the forth. The ultrasonic techniques used in the experiments allow the complete measurement of the acoustic transmitted fields and the investigations concern frequency bandwidth able to exhibit negative refraction allowing Oie super-resolution effects. In order to complete the analysis, different theoretical tools are used: Plane Wave Expansion (PWE) and Finite Elements Method (FEM).The first part of this work deals with the realization and characterization of PC to be introduced into acoustic imaging devices (lenses) based on negative refraction. Special attention is given to characteristics such as circular equi-frequency contours, or index and impedance matching. However, during the acoustic wave propagation in a solid PC immersed in water, the presence of different Bloch modes contributing to the transmission of ultrasound is revealed and the index matching was not possible to obtain. Therefore the second part of the manuscript deals with negative refraction and waves focusing through a PC filled with a fluid. After determining the crystal properties, last chapter is devoted to the evaluation of the performances of acoustic imaging systems based on phononic lens.