Opening Moves Involved in Text-based Computer-Mediated-Communication (CMC) by Chinese Adults

The development of science and technology has made it not only possible but very convenient for people living in different parts of the world to communicate with each other, thus bringing forth a new form of communication: computer-mediated communication (CMC). Text-based CMC is one of the most popular forms of CMC in which people send instant messages to others in different settings. Since this mode of interaction combines features of both the written and spoken language (Greenfield & Subrahmanyam, 2003), it's of great interest whether it follows the same sequential rule as the telephone conversation. However, compared to telephone conversations, computer-mediated communication has received much less attention, let alone text-based CMC. The existing body of literature mostly focuses on content analysis and linguistic features but neglects the sequential organization of such interaction (Paolillo, 1999; Greenfield and Subrahmanyam, 2003; Herring, 1999). In light of this, this paper examines the opening moves of instant message exchanges among Chinese adults in an attempt to find out the unique features characterizing the way they open an online chat. The framework that was chosen for data analysis was the sequential model proposed by Schegloff for American telephone openings.

An Empirical Analysis of the Effect of Text-Based Computer-Mediated Communication on Communicative Competence

It has been suggested that text-based computer-mediated communication can help learners to use target language both in classrooms and in social contexts.It’s necessary to investigate the effect of text-based CMC on learners’communicative competence by conducting the method of systematic review.The findings implied that text-based CMC settings allowed learners to interact.The interaction provided learners with more opportunities to develop their communicative competence of target language.

Design of Text-based Questions from the Study of Typology of Questions

Questions can be classified from different perspectives： grammatical form, communicative value, content orientation and cognitive level. In language pedagogy, text-based questioning as both an attention drawing device and a form of learning tasks serves text instruction. Therefore, language teachers preparing text-based questioning should take into consideration all dimensions of questions, especially cognitive requirement and communicative character. In addition, interaction between learner, text and the world can be achieved by the adoption of both about-the-text and beyond-the-text questions in teachers＇ text-based question construction.

Usability and Security of Arabic Text-based CAPTCHA Using Visual Cryptography

Recently,with the spread of online services involving websites,attack-ers have the opportunity to expose these services to malicious actions.To protect these services,A Completely Automated Public Turing Test to Tell Computers and Humans Apart(CAPTCHA)is a proposed technique.Since many Arabic countries have developed their online services in Arabic,Arabic text-based CAPTCHA has been introduced to improve the usability for their users.More-over,there exist a visual cryptography(VC)technique which can be exploited in order to enhance the security of text-based CAPTCHA by encrypting a CAPTCHA image into two shares and decrypting it by asking the user to stack them on each other.However,as yet,the implementation of this technique with regard to Arabic text-based CAPTCHA has not been carried out.Therefore,this paper aims to implement an Arabic printed and handwritten text-based CAPTCHA scheme based on the VC technique.To evaluate this scheme,experi-mental studies are conducted,and the results show that the implemented scheme offers a reasonable security and usability levels with text-based CAPTCHA itself.

Investigating Social Presence in Audio and Text Online Interaction for Language Learning

This study aimed at comparing the level of social presence generated in a voice-based chat room and a text-based forum when learners tried to build personal relationships and form an online community for learning on an online language course in China. A mixed-method approach was taken for the study, drawing on data from questionnaires to find out about student perception of social presence, and postings of text messages and audio messages in the communication of the student learning process to search for students’ projected social presence in terms of affective, interactive and cohesive features. Interviews were also conducted to supplement additional information with the hope of forming a complete picture of social presence in the reality of an online learning environment. The text-based forum and the voice-based chat room were found to have a different impact on student social presence. In terms of student perception, most of them were more likely to get to know peers in the text-based forum and thus developed a sense of community in their learning process of the online course. Yet they believed that the voice-based chat room had the advantage of helping them with course learning. In the actual interaction, the voice-based chat room was more interactive although the text-based forum was more affective and cohesive. But in terms of the affective category, the problem with the existing framework in literature was that there were no prosodic features included. Therefore, in future more research is needed to probe for the relationship between prosodic sound features and social presence, and the present theoretic framework must be extended. In interviews, students explained that in the voice-based chat room prosodic features led to higher peer awareness, which further reinforced this need.

A Reading Response to Siegel(2013)

This paper records the author's comments and reflection on reading Siegel's(2013) article on L2 listening instruction.It first summarizes major arguments put forward in Siegel's(2013) article, and then proceeds to review commonly used approaches to L2 listening instruction, after which it examines the discrepancy between research and practice. In the end, the author gives some suggestions for further research.

How Do Patients Prefer to Receive Patient Education Material about Treatment, Diagnosis and Procedures? <br/>—A Survey Study of Patients Preferences Regarding Forms of Patient Education Materials;Leaflets, Podcasts, and Video

Aim: The aim of this study was to explore patients’ preferences for forms of patient education material, including leaflets, podcasts, and videos;that is, to determine what forms of information, besides that provided verbally by healthcare personnel, do patients prefer following visits to hospital? Methods: The study was a mixed-methods study, using a survey design with primarily quantitative items but with a qualitative component. A survey was distributed to patients over 18 years between May and July 2020 and 480 patients chose to respond. Results: Text-based patient education materials (leaflets), is the form that patients have the most experience with and was preferred by 86.46% of respondents;however, 50.21% and 31.67% of respondents would also like to receive patient education material in video and podcast formats, respectively. Furthermore, several respondents wrote about the need for different forms of patient education material, depending on the subject of the supplementary information. Conclusion: This study provides an overview of patient preferences regarding forms of patient education material. The results show that the majority of respondents prefer to use combinations of written, audio, and video material, thus applying and co-constructing a multimodal communication system, from which they select and apply different modes of communication from different sources simultaneously.

系统功能类型学视阈下的语法描写范式——以语气系统为例

随着系统功能类型学理论体系的初步建立,系统功能语法描写逐渐形成了一定的范式。系统功能类型学视阈下的语法描写范式主要体现在五个方面:语法描写基于语篇;采用三维视角;突出自上而下的视角;运用轴线论证的描写模式;探究语言的隐性语法。本文以人际语法中的语气系统为主要例证,对这些描写范式进行逐一说明。