Produkce diskurzu českých mluvčích s afázií: Explorace s využitím usage-based lingvistiky

The research in linguistic aphasiology has been dominated by structuralist, rule-based approaches to the study of langauge. However, recent work has shown that analyses based in constructivist, usage-based frameworks can provide explanations to patterns of language processing in aphasia that are difficult to accommodate in structuralist models. The present work follows up on these findings and aims to provide additional evidence for the benefits of the usage-based model by using data from Czech speakers with aphasia, an understudied language in this context. The aims of the study were threefold: to create a collection of samples of aphasic connected speech available to other researchers, to provide a description of the patterns of aphasic discourse production in Czech, and, most importantly, to show potential benefits of usage-based construction grammar for aphasia research. A corpus of the speech of eleven persons with fluent and non-fluent aphasia of varying degrees of severity was created. The corpus consist of more than 23000 word position produced by speakers with aphasia in tasks used to elicit conversational, narrative, descriptive, and procedural discourse. The corpus is lemmatized and morphologically tagged and the transcripts are aligned with audio recordings. A smaller sample of three,...Výzkum v lingvistické afaziologii využíval po dlouhou dobu především strukturalistické přístupy založené na pravidlech. Některé výsledky z poslední doby však ukazují, že konstruktivistické přístupy založené na užívání jazyka (usage-based přístup) dokážou vysvětlit některá specifika zpracování jazyka v afázii, která jsou ve strukturalistickém rámci obtížně vysvětlitelná. Předkládaná dizertační práce navazuje na tyto výzkumy a klade si za cíl předložit další důkazy pro výhodnost usage-přístupu. Využívá přitom data z češtiny, která je v afaziologickém výzkumu značně podreprezentovaná. Práce si stanovila tři cíle: jednak shromáždit projevy českých mluvčích s afázií, které by byly přístupné dalším výzkumníkům, dále podat detailní popis produkce diskurzu v afázii v češtině a konečně ukázat některé přednosti usage-based přístupu pro afaziologii. V rámci práce byl vytvořen korpus jedenácti mluvčích s fluentní a nefluentní afázií s různými stupni závažnosti poruchy. Korpus obsahuje přes 23000 slovních pozic vyprodukovaných mluvčími s afázií sebranými s využitím úkolů, jejichž cílem bylo elicitovat konverzační, narativní, deskriptivní a procedurální diskurz. Korpus je lematizován a morfologicky označkován. Dále je v něm zahrnut menší vzorek řečové produkce tří neurotypických mluvčích se srovnatelnými...Ústav českého jazyka a teorie komunikaceInstitute of Czech Language and Theory of CommunicationFaculty of ArtsFilozofická fakult

Scientific Representational Fluency:Defining, Diagnosing, and Developing

This thesis advocates the importance of representational fluency in physics education. Multiple representations in science (e.g. graphs, words, equations, and diagrams) has been an area of much interest in physics education research in recent years. Representational fluency, however, is a somewhat novel idea. The thesis argues that this little-used term, representational fluency, is a way to draw together various ideas on how and why the use of multiple representations is important for physics students, educators, and education researchers alike. Representational fluency is investigated by considering three questions: what is representational fluency; what role does representational fluency play in physics learning; and how can students’ development of representational fluency be facilitated? This thesis explores these questions through the format of an introduction, five journal articles, and a general discussion combining the conclusions of each paper. The first paper presents the development, use, and publication of a survey to measure representational fluency, the Representational Fluency Survey (RFS), which is the first of such surveys in the literature. The RFS is a seven item survey which involves the participant solving problems that are difficult due to the representations in the question, rather than the level of physics content knowledge. A second paper illustrates how the RFS is used to further develop our understanding of representational fluency. The RFS allowed diagnosis of significant differences in the levels of representational fluency of different cohorts of students at the University of Sydney and identification of various features of students with a high level of representational fluency. It was found that the representational fluency of students with a higher level of physics learning experience was significantly greater than that of students with a lower level of physics learning experience and the difference was evident even within the first year cohort. Due to the apparent disparity of levels of representational fluency amongst different cohorts of students at the university, the subsequent three papers relate to research into effective pedagogies that facilitate the development of representational fluency. A format of presenting direct instruction on a particular physics representation through worksheets and consolidating this knowledge with applied questions was trialled as a possible method of instruction. It was found to alter the way that students use representations in following questions. This was done in the context of students in their final year of high school. The format was adapted to suit a university physics course in the structure of a semester-long set of weekly online learning modules designed to introduce students to representations relevant to the upcoming week’s lectures. The uptake and effectiveness of online learning modules was investigated first: it was found that university students were willing to participate in the modules and that the modules were of benefit to student engagement as intended in their design. Therefore, an experiment was conducted with the first year physics students at the University of Sydney. The students were randomly separated into two streams. One stream participated in weekly online learning modules focussed on relevant physics representations, the other stream participated in similar modules which more conventionally focussed on relevant physics concepts. Using the RFS as a pre-post test, it was found that students participating in the modules on physics representations had the largest learning gains in representational fluency. This demonstrates an effective pedagogical tool to support students in developing their representational fluency. Using an established test of conceptual physics understanding, it was also found that the students from each stream of online learning modules developed conceptual physics knowledge by comparative amounts across the semester. In these ways, this thesis advocates the importance of representational fluency, through defining, diagnosing, and developing representational fluency of university students

영어 학습자 대화에 사용된 일반확장어 연구: 한국인과 중국인 화자 대화를 중심으로

학위논문(석사) -- 서울대학교대학원 : 인문대학 영어영문학과, 2023. 2. Park, Yong-Yae.본 연구는 한국인 영어 학습자와 중국인 영어 학습자 사이에서 행해진 5시간 가량의 대화자료를 바탕으로 영어의 일반확장어(general extenders: (and) stuff (like that), (or) something (like that), and and so on 등과 같은 표현) 사용을 분석한 것이다. 이를 위해 먼저 영어 수준이 상이한 각 집단 내 학습자들의 일반확장어 사용 빈도를 살펴보고 두 집단 간의 결과를 비교한 후 대화분석(conversation analysis)을 사용하여 두 집단이 사용하는 일반확장어의 기능을 분석하였다. 숙련도의 측면에서 살펴보면, 두 집단의 중하급(low-intermediate) 수준에 해당하는 학습자들이 일반확장어를 가장 적게 사용하는 것으로 나타났다. 한국인 학습자들은 영어 수준과 무관하게 순접(adjunctive) 일반확장어보다 역접(disjunctive) 일반확장어를 더욱 사용하는 경향이 있는 반면, 중국인 학습자들은 두 가지 형식을 비슷한 빈도로 사용했다. 대체로 학습자들은 일반확장어의 사용에서 원어민과 다른 방식을 보였는데, 일반확장어를 상당히 적게 사용하고 제한된 형식만을 사용했다. 또한 학습자가 사용하는 일반확장어에는 잘못 쓰인 것과 함께 학습자의 모국어 간섭을 받은 듯한 형식도 발견되었다. 뿐만 아니라 학습자들은 특정확장어(specific extenders)에 의지하는 경향을 보였는데 이는 영어의 일반확장어에 대한 학습자의 지식 부족을 드러낸다고 볼 수 있다. 반면, 학습자들이 사용하는 일반확장어의 기능은 제한적이지만 선행 연구에서 논의된 것과 상응하게 네 가지 대화적 기능을 가지는 것으로 나타났다. 지시적으로 (i) 카테고리를 시사하고 (ii) 리스트를 끝내는 기능이 있으며 대인적으로 (i) 불확실함과 (ii) 엔터테인먼트를 표시하는 기능이 있다. 개인적인 기능으로는 (i) 최소한의 기대나 상대의 예상과 반대되는 것을 표시하고 (ii) 부정적인 평가를 최대화하고 (iii) 무관심을 표시하는 기능을 사용했다. 텍스트적으로는 (i) 대화의 말차례를 넘겨주고 (ii) 새로운 주제를 제안하는 기능을 가진다. 잘못 쓰인 형식과 학습자들이 의존하는 형식들이 일반확장어가 전형적인 기능으로 수행하는 것을 방해하지 않는 듯하지만 영어 의사소통에는 큰 도움이 되지 않는 것으로 보인다. 일반확장어의 형식에는 다양한 것들이 존재하지만 특정한 형식은 언어 사용의 사회적 측면과 관련하여 특정 기능만을 수행하기 때문이다. 학습자들은 사회적 및 대인적 맥락에서 효율적인 의사소통을 위해 영어를 사용할 때에 이를 인식하고 활용할 수 있어야 한다. 그러므로 학습자들은 어떤 형식의 일반확장어가 존재하고 이들이 어떤 기능을 가지는지, 그리고 서로 다른 형식들이 원어민에게서 어떻게 사용되는지를 학습해야 한다. 더불어 일반확장어의 사용은 유창성과 연결되는데 학습자로 하여금 발화를 생산하는 동시에 다음 발화에 대한 계획을 가능하게 하여 학습자의 부담을 줄여준다. 이는 일반확장어라는 화용적 표현의 학습과 교수가 EFL 교육 및 교육과정을 계획하는 데 반영되어야 할 필요성을 나타낸다고 볼 수 있다.The present study, drawing on approximately 5-hour long conversation data, investigates how Korean and Chinese learners of English use general extenders, e.g., (and) stuff (like that), (or) something (like that), and and so on, during conversation. To achieve the above, the study first details the frequency distribution of the forms of general extenders by learners of different L1s at different English proficiency levels, and compares the attained distributional results between Korean and Chinese learners. Second, the study analyzes the functions of general extenders that are resorted to by these two groups of learners by employing conversation analysis as its analytical tool. In terms of the frequency across proficiency levels, low-intermediate learners from both groups use the least general extenders. As for preferred forms, Korean learners, regardless of proficiency levels, use more disjunctive general extenders than adjunctive ones. Chinese learners, on the other hand, use both types nearly equally. Learners, in general, do not use general extenders in the same way as native speakers do; they substantially underuse general extenders and use fewer variants. Among the used, there are forms that are misused, and forms that suggest L1 influence. Furthermore, they also call upon more specific extenders. All of these are indicative of their lack of knowledge regarding, if not complete unawareness of, general extenders in English. On the other hand, the functions by general extenders that learners use, though limited, mirror those affirmed in the literature, and substantiate that general extenders, indeed, have functions in four conversational domains. Referentially, they function to (i) implicate a category and (ii) complete a list. Interpersonally, they function to (i) mark uncertainty and (ii) mark entertainment. Personally, they function to (i) mark something as minimum expectation or contrary to ones expectation, (ii) maximize a negative extreme value, and (iii) mark indifference. Textually, they function to (i) yield a turn and (ii) proffer a new topic. The forms that are misused and those that are influenced by speakers L1 do not seem to be restricted from performing many typical functions of general extenders. Such forms, however, do not facilitate communication in English. This is because certain forms of general extenders in English may be used to carry out specific function(s) that is/are related to the social aspects of language use. Learners have to be able to recognize and exploit them when they speak English for efficient interactions within social and interpersonal contexts in order for the development and maintenance of personal and professional relationships. Learners, therefore, need to be made aware of what forms of general extenders exist, what functions these forms can have, and how different forms are used in a native-like manner. Additionally, general extenders are linked to aspects of fluency. They contribute to reducing learners pressure imposed by the need to plan ahead while simultaneously producing speech on-line. All these point towards the need for pedagogical intervention in EFL teaching and curriculum planning in terms of facilitating the learning and teaching of this set of pragmatic expressions.Chapter 1. Introduction 1 1.1. Background and Motivation 1 1.2. Organization of the Study 5 Chapter 2. Literature Review 6 2.1. General Extenders 6 2.1.1. Structures of GEs 7 2.1.2. Functions of GEs 11 2.1.2.1. Referential Function 12 2.1.2.2. Interpersonal Function 19 2.1.2.3. Personal Function 27 2.1.2.4. Textual Function 35 2.1.3. The Use of Adjunctive and Disjunctive GEs by NSs 38 2.2. The Use of GEs by Learners of English 43 2.3. Conversation Analysis 47 Chapter 3. Data and Methodology 51 3.1. Participants and Conversation Data 51 3.2. CA as Methodological Framework 54 3.3. Ethical Consideration 61 Chapter 4. Analysis 63 4.1. Distribution of GEs 63 4.2. Functions of GEs 70 4.2.1. Referential functions 71 4.2.1.1. Implicating a category 71 4.2.1.2. Completing a list 74 4.2.2. Interpersonal functions 78 4.2.2.1. Marking uncertainty 78 4.2.2.2. Marking entertainment 83 4.2.3. Personal functions 85 4.2.3.1. Marking expectations 85 4.2.3.2. Maximizing a negative extreme value 89 4.2.3.3. Marking indifference 91 4.2.4. Textual functions 92 4.2.4.1. Yielding a turn 92 4.2.4.2. Proffering a new topic 95 4.3. Multifunctionality of GEs 98 Chapter 5. Discussion and Conclusion 104 References 117 Appendices 128 국문초록 153석

Remembering with your tongue: articulatory embodiment in memory and speech

Articulatory factors are typically relegated to a peripheral role in theoretical accounts of cognitive function. For example, verbal short-term memory functions are thought to be serviced by dedicated mechanisms that operate on abstract phonological (i.e., non-articulatory) items. An alternative tested here is that memory functions are supported by motor control processes that embody articulatory detail. To provide evidence for this viewpoint, this thesis focuses on the influence of articulatory effort-minimisation processes on memory and speech