Internet linguistics: a conversational analysis of online synchronous chat and face-to-face conversations of EFL undergraduate students in Jordan

This study aimed to shed light on Online Synchronous chat (OSC) on Facebook chatroom compared with Face-To-Face (FTF) conversations. The corpus was cumulated from the interaction of four groups consisted of (68) third-year English language and literature major students at Ajloun University College (AUC). The participants were selected purposively and distributed randomly into two OSCGs and two FTF groups. The interactions for FTF groups were video-recorded and the transcriptions were embedded line by line in each conversation. While the interaction on the two Facebook chatrooms were downloaded through a Facebook option called "download your information". Two instruments were used: a Speech Act Rubric Scale based on Grice's maxims, linguistics performance rubric checklist, and an open-end question had been just presented to the chatters. This study investigated whether interlocutors apply the four Gricean CPs and three linguistic aspects over seventeen turn-taking and repair acts. Thus, the comparison was a try to investigate the social and linguistic performance of OSC interlocutors. Results revealed the importance to improve chatrooms features regarding to speech acts theory and Grice's maxim. The analysis concluded that interaction on OSC still needs more investigation. More precisely, Facebook chatrooms neglects to some extent the two theories.Este estudio tuvo como objetivo arrojar luz sobre el Chatear Sincrónico en Línea (CSL) en el chat de Facebook en comparación con las conversaciones cara a cara (CAC). El corpus se recopiló a partir de la interacción de cuatro grupos, de 68 estudiantes de tercer curso del Grado de Lengua y Literatura inglesa en el Colegio Universitario de Ajloun (CUA). Los participantes fueron seleccionados deliberadamente y distribuidos aleatoriamente en dos grupos de chat sincrónico en línea y dos grupos cara a cara. Las interacciones de los grupos CAC se grabaron un video y sus transcripciones se incrustaron línea por línea en cada conversación. Mientras que la interacción en los dos chats de Facebook se descargó a través de una opción de Facebook llamada "descargar su información". Se utilizaron dos instrumentos: una lista de verificación de la rúbrica del acto de habla basada en las máximas de Grice, la lista de verificación de la rúbrica del rendimiento lingüístico y una pregunta abierta presentada a los interlocutores. Este estudio investigó si los interlocutores aplican los cuatro principios cooperativos de Grice y tres aspectos lingüísticos en diecisiete actos de reparación y toma de turnos. Por lo tanto, la comparación fue un intento de investigar el desempeño social y lingüístico de los interlocutores de CSL. Los resultados revelaron la importancia de mejorar las características de los chats según a la teoría de los actos de habla y la máxima de Grice. El análisis concluyó que la interacción en CSL aún necesita más investigación. Más precisamente, los chats de Facebook descuidan en cierta medida las dos teorías.Programa de Doctorado en Humanidades por la Universidad Carlos III de MadridPresidente: María Paloma Díaz Pérez.- Secretario: Linda Johanna Castañeda Quintero.- Vocal: Fernando Trujillo Sáe

A text-linguistic approach to translation and interpreting : a Malaysian training perspective

Abstract unavailable please refer to PD

Speech Recognition

Chapters in the first part of the book cover all the essential speech processing techniques for building robust, automatic speech recognition systems: the representation for speech signals and the methods for speech-features extraction, acoustic and language modeling, efficient algorithms for searching the hypothesis space, and multimodal approaches to speech recognition. The last part of the book is devoted to other speech processing applications that can use the information from automatic speech recognition for speaker identification and tracking, for prosody modeling in emotion-detection systems and in other speech processing applications that are able to operate in real-world environments, like mobile communication services and smart homes

Identifying Stylometric Correlates of Social Power

This thesis takes a stylometric approach to the measurement of social power, particularly hierarchical power in an organisational setting. Following the social constructionist view of identity, we infer that construction of identity is an ongoing process incorporating the full scope of human behaviour, including linguistic behaviour. We test the primary hypothesis that stylistic choice in language is indicative of power relations, and that a stylometric signal can be extracted from natural language to enable prediction of relationship status. Additionally, we consider the effect of individual variation versus interpersonal variation, and the effects of aggregating predictions to boost the predictive strength of the model. Three different datasets are used to validate the proposed approach across three different genres: email, spoken conversation, and online chat. We also present a vector space approach to modelling linguistic style accommodation, and undertake a preliminary examination of the correlation between linguistic accommodation and social power

한국인 고등학생의 영어 형용사 타동결과구문 학습에서의 인공지능 챗봇 기반 교수의 효과

학위논문(박사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2022.2. 김기택.English adjectival transitive resultative constructions (VtR) are notoriously challenging for Korean L2 English learners due to their syntactic and semantic differences from their L1 counterparts. To deal with such a complex structure, like English adjectival VtR, Korean L2 English learners need instructional interventions, including explicit instructions and corrective feedback on the target structure. Human instructors are virtually incapable of offering adequate corrective feedback, as providing corrective feedback from a human teacher to hundreds of students requires excessive time and effort. To deal with the practicality problems faced by human instructors in providing corrective feedback, numerous artificial intelligence (AI) chatbots have been developed to provide foreign language learners with corrective feedback on par with human teachers. Regrettably, many currently available AI chatbots remain underdeveloped. In addition, no prior research has been conducted to assess the effectiveness of corrective feedback offered by an AI chatbot, a human instructor, or additional explicit instruction via video material. The current study examined the instructional effects of corrective feedback from an AI chatbot on Korean high school students’ comprehension and production of adjectival VtR. Also, the current study investigated whether the corrective feedback generated by the AI chatbot enables Korean L2 English learners to expand their constructional repertoire beyond instructed adjectival VtR to uninstructed prepositional VtR. To investigate these issues, text-based Facebook Messenger AI chatbots were developed by the researcher. The effectiveness of the AI chatbots’ corrective feedback was compared with that of a human instructor and with additional video material. Students were divided into four groups: three instructional groups and one control group. The instructional groups included a chatbot group, a human group, and a video group. All learners in the three instructional groups watched a 5-minute explicit instruction video on the form and meaning pairings of the adjectival VtR in English. After that, learners were divided into three groups based on their preferences for instructional types. The learners volunteered to participate in the instructional procedures with corrective feedback from a text-based AI chatbot, a human instructor, or additional explicit instruction using a 15-minute video. Moreover, they took part in three testing sessions, which included a pretest, an immediate posttest, and a delayed posttest. The control group students were not instructed, and only participated in the three testing sessions. Two tasks were used for each test session: an acceptability judgment task (AJT) and an elicited writing task (EWT). The AJT tested participants’ comprehension of instructed adjectival VtR and uninstructed prepositional VtR. The EWT examined the correct production of instructed adjectival VtR and uninstructed prepositional VtR. The results of the AJT revealed that the instructional treatment (e.g., corrective feedback from the AI chatbot or a human instructor, or additional explicit instruction from the video material) was marginally more effective at improving the comprehension of adjectival VtR than was the case with the control group. On the other hand, the instructional treatment on the adjectival VtR failed in the generalization to prepositional VtR which was not overtly instructed. In the EWT, the participants in the corrective feedback groups (e.g., the chatbot and human groups) showed a more significant increase in the correct production of the instructed adjectival VtR more so than those in the video and control groups. Furthermore, the chatbot group learners showed significantly higher production of uninstructed prepositional VtR compared to any other group participants. These findings suggest that chatbot-based instruction can help Korean high school L2 English learners comprehend and produce complex linguistic structures—namely, adjectival and prepositional VtR. Moreover, the current study has major pedagogical implications for principled frameworks for implementing AI chatbot-based instruction in the context of foreign language learning.영어 형용사 타동결과구문(English Adjectival Transitive Resultative Construction)은 한국인 영어 학습자들에게 모국어의 대응 구문이 갖는 의미 통사론적 차이로 인해 학습하기 매우 어려운 것으로 알려져 있다. 따라서 영어 형용사 타동결과구문과 같은 복잡한 구문을 학습하기 위해서, 한국인 영어 학습자들에게는 목표 구조에 대한 명시적 교수와 교정적 피드백을 포함한 교수 처치가 요구된다. 수백 명의 학습자들에게 교정적 피드백을 제공하기 위해서는 과도한 시간과 노력이 요구되기 때문에, 인간 교사가 적절한 양의 교정적 피드백을 제공한다는 것은 사실상 불가능하다. 교정적 피드백을 제공할 때 직면하는 이러한 실용성 문제를 해결하기 위하여, 외국어 학습자들에게 인간 교사와 유사한 교정 피드백을 제공할 수 있는 수많은 인공 지능(AI) 챗봇이 개발되었다. 유감스럽게도, 현재 사용 가능한 많은 외국어 학습용 인공지능 챗봇은 아직 충분히 개발되지 않은 상태에 남아있으며, 인공지능 챗봇의 교정적 피드백이 갖는 교수효과를 비교 분석한 연구는 현재 이루어지지 않은 상태다. 이러한 선행연구의 한계에 초점을 두어, 본 연구에서는 인공지능 챗봇의 교정적 피드백이 한국 고등학생의 영어 형용사 타동결과구문의 이해와 생성에 미치는 교수 효과를 살펴보았다. 또한 본 연구에서는 이러한 교수 효과가 언어적으로 관련된 다른 영어 구문의 학습에도 영향을 끼치는지를 알아보기 위해 교실에서 직접 가르치지 않았던 구문인 영어 전치사 타동결과구문(English Prepositional Transitive Resultative Construction)의 학습 양상을 알아보았다. 이를 위해, 본 연구에서는 텍스트 메시지 기반의 페이스북 메신저에서 구동되는 인공지능 챗봇을 개발하였다. 인공지능 챗봇의 교수효과 검증을 위해 본 연구에 참여한 학생들은 네 개의 집단으로 구분되었다: 세 개의 교수 집단에는 교수처치가 적용되었고, 한 개의 통제 집단에서는 교수처치가 적용되지 않았다. 교수처치가 적용된 세 개의 집단은 챗봇그룹, 인간그룹, 영상그룹으로 분류되었으며, 이들은 모두 영어로 된 형용사 타동결과구문의 형태와 의미 쌍에 대한 5분 길이의 학습 비디오를 시청함으로써 명시적 교수 처치를 받았다. 또한 비디오를 시청한 후 세 그룹의 학습자들은 교재를 통해 제공되는 언어연습자료를 해결하는 과업에 참여하였다. 다음으로 세 집단(챗봇그룹, 인간그룹, 영상그룹)은 다음과 같은 추가적 교수처치를 받았다: 챗봇그룹 학습자들은 교재 활동과 관련된 텍스트 기반 인공지능 챗봇과의 대화에 참여함으로써 오류에 대한 교정적 피드백을 받았다. 인간그룹 학습자들은 교재활동을 완수한 내용을 인간 교사에게 전송하고, 이에 대한 교정적 피드백을 받았다. 영상그룹 학습자들은 교재활동을 완수한 후 이에 대한 15분의 추가적인 명시적 교수자료를 영상으로 시청하였다. 학습자의 교수효과는 사전시험, 사후시험 및 지연 사후시험으로 검증되었다. 한편 통제 집단 학생들은 교수처치 없이 세 번의 시험에만 참여하였다. 세 차례의 시험에서는 수용성판단과제(AJT)와 유도작문과제(EWT)의 두 가지 과제가 사용되었다. 수용성판단과제를 통하여, 교수된 영어 형용사 타동결과구문과 지시되지 않은 영어 전치사 타동결과구문 대한 참가자의 이해도를 측정하였다. 유도작문과제를 통하여 교수된 영어 형용사 타동결과구문과 지시되지 않은 영어 전치사 타동결과구문을 참여자가 정확하게 산출할 수 있는지를 측정하였다. 시험의 결과는 다음과 같았다. 수용성판단과제의 경우, 교수처치가 적용된 세 집단이 통제 집단보다 형용사 타동결과구문의 이해도 향상에 약간 더 효과적인 것으로 나타났다. 하지만 형용사 타동결과구문에 대한 교수적처치는 교수되지 않은 전치사 타동결과구문으로의 학습에 영향을 주지 못하였다. 유도작문과제의 경우, 인공지능 챗봇이나 인간 교사에 의해 제공되는 교정 피드백 그룹의 참가자가 영상그룹 및 통제집단의 참가자보다 형용사 타동결과구문의 올바른 생성에 더 유의미한 영향을 미치는 것으로 드러났다. 동일한 교수 효과가 전치사 타동결과구문의 학습에서도 관측되어, 형용사 타동결과구문의 학습이 전치사 타동결과구문의 학습에 일반화가 일어났다. 본 연구는 인간 교사가 직면해야 하는 실용성 문제를 극복하고, 인공지능 챗봇이 한국인 고등학교 L2 영어 학습자가 형용사 및 전치사 타동결과구문과 같은 복잡한 언어 구조를 이해하고 생성하는 데에 인간 교사와 비견될 정도로 교정적 피드백을 제공할 수 있을 것임을 시사한다. 또한, 본 연구는 인공지능 챗봇 기반 외국어 교육의 실제적 사례 및 효과를 선도적으로 보여주었다는 점에서 의미가 있다.ABSTRACT i TABLE OF CONTENTS iii LIST OF TABLES v LIST OF FIGURES vii CHAPTER 1. INTRODUCTION 1 1.1. Statement of Problems and Objectives 1 1.2. Scope of the Research 6 1.3. Research Questions 9 1.4. Organization of the Dissertation 10 CHAPTER 2. LITERATURE REVIEW 12 2.1. Syntactic and Semantic Analysis of Korean and English Transitive Resultative Constructions 13 2.1.1. Syntactic Analysis of English Transitive Resultative Construction 13 2.1.2. Syntactic Analysis of Korean Transitive Resultative Constructions 25 2.1.3. Semantic Differences in VtR between Korean and English 46 2.1.4. Previous acquisition study on English adjectival and prepositional VtR 54 2.2. Corrective Feedback 59 2.2.1. Definition of Corrective Feedback 59 2.2.2. Types of Corrective Feedback 61 2.2.3. Noticeability in Corrective Feedback 67 2.2.4. Corrective Recast as a Stepwise Corrective Feedback 69 2.3. The AI Chatbot in Foreign Language Learning 72 2.3.1. Non-communicative Intelligent Computer Assisted Language Learning (ICALL) 73 2.3.2. AI Chatbot without Corrective Feedback 79 2.3.3. AI Chatbot with Corrective Feedback 86 2.4. Summary of the Literature Review 92 CHAPTER 3. METHODOLOGY 98 3.1. Participants 98 3.2. Target Structure 102 3.3. Procedure of the Study 106 3.4. Instructional Material Shared by the Experimental Group 107 3.4.1. General Framework of the Instructional Session 108 3.4.2. Instructional Material Shared by Experimental Groups 111 3.5. Group-specific Instructional Treatments: Post-Written Instructional Material Activities on Corrective Feedback from Chatbot, Human, and Additional Explicit Instruction via Video 121 3.5.1. Corrective Feedback from the AI Chatbot 122 3.5.2. Corrective Feedback from a Human Instructor 136 3.5.3. Additional Instruction via Video Material 139 3.6. Test 142 3.6.1. Acceptability Judgment Task (AJT) 144 3.6.2. Elicited Writing Task (EWT) 150 3.7. Statistical Analysis 152 CHAPTER 4. RESULTS AND DISCUSSIONS 154 4.1. Results of Acceptability Judgment Task (AJT) 154 4.1.1. AJT Results of Instructed Adjectival VtR 155 4.1.2. AJT Results of Uninstructed Prepositional VtR 160 4.1.3. Discussion 164 4.2. Results of Elicited Writing Task (EWT) 175 4.2.1. EWT Results for Instructed Adjectival VtR 176 4.2.2. EWT Results of Uninstructed Prepositional VtR 181 4.2.3. Further Analysis 187 4.2.4. Discussion 199 CHAPTER 5. CONCLUSION 205 5.1. Summary of the Findings and Implications 205 5.2. Limitations and Suggestions for Future Research 213 REFERENCES 217 APPENDICES 246 ABSTRACT IN KOREAN 297박

THE EFFECTIVENESS OF FISHBOWL TECHNIQUE TOWARD STUDENTS'S SPEAKING ABILITY AT THE SECOND GRADE STUDENTS OF ISLAMIC SENIOR HIGH SCHOOL RIYADHUL JANNAH KECAMATAN BRAM ITAM KABUPATEN TANJUNG JABUNG BARAT

The objective of this study was to find out whether the students who are taught by using fishbowl technique achieve better than those who are by using teachers‟ technique at The Second Grade Students Islamic Senior High School Riyadhul Jannah Kecamatan Bram Itam Kabupaten Tanjung Jabung Barat. In this research, the researcher took only two classes as the sample. The total number of the sample, were 58 students that were taken from the second grade students of social department at Islamic senior high school riyadhul jannah kecamatan bram itam. The samples were XI 1 social department class as the experimental group and XI 2 social department as the control group. Techniques of collecting the data were speaking test. The material was about analytical exposition text. The researcher analyzed the data by using T-test. Then, the result of the research showed that t value was 7.155 and t table was 1.673. It was shown that the t value higher that t table, researcher found that significance value is 0.000. It is lower than 0.05, it means that the result is significance. Thus, the hypothesis was accepted. It means that teaching speaking by using Fishbowl technique was effective and more active to student in speaking English

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)