title: “Who do you mean?” Investigating miscommunication in paired interactions

authors: Ryan, Jonathon

subjects: English

abstract: Professional experience, as well as a great deal of published research (e.g. Gass & Varonis, 1991; Varonis & Gass, 1985a), suggests that even successful users of English as a second language unwittingly give rise to communication problems when encoding and decoding certain features of language, both linguistic and pragmatic. Among the latter is the issue of referring (for example, by pronouns or lexical substitution) to people, places and objects not in the immediate context. This paper, based on a wider study, outlines a procedure in which teachers were asked, via stimulated recall sessions, to reflect on previously-recorded pair work interactions and to discuss occasions where problematic communication occurred, or did not occur. Close analysis of transcript data reveals that potentially significant misleading stimuli may not eventuate in any failure of communication, while apparently trivial slips could cause considerable misunderstanding. It is suggested that teacher-researchers might usefully adapt a procedure such as that used in the study jar their own professional development, for use in class, and as the basis jar action research projects.

text: “Who do you mean?” Investigating miscommunication in paired interactions Professional experience, as well as a great deal of published research (e.g. Gass & Varonis, 1991; Varonis & Gass, 1985a), suggests that even successful users of English as a second language unwittingly give rise to communication problems when encoding and decoding certain features of language, both linguistic and pragmatic. Among the latter is the issue of referring (for example, by pronouns or lexical substitution) to people, places and objects not in the immediate context. This paper, based on a wider study, outlines a procedure in which teachers were asked, via stimulated recall sessions, to reflect on previously-recorded pair work interactions and to discuss occasions where problematic communication occurred, or did not occur. Close analysis of transcript data reveals that potentially significant misleading stimuli may not eventuate in any failure of communication, while apparently trivial slips could cause considerable misunderstanding. It is suggested that teacher-researchers might usefully adapt a procedure such as that used in the study jar their own professional development, for use in class, and as the basis jar action research projects.

year: 2009

title: Using model trees for classification

authors: Frank, Eibe

subjects: model trees

abstract: Model trees, which are a type of decision tree with linear regression functions at the leaves, form the basis of a recent successful technique for predicting continuous numeric values. They can be applied to classification problems by employing a standard method of transforming a classification problem into a problem of function approximation. Surprisingly, using this simple transformation the model tree inducer M5’, based on Quinlan’s M5, generates more accurate classifiers than the state-of-the-art decision tree learner C5.0, particularly when most of the attributes are numeric.

text: Using model trees for classification Model trees, which are a type of decision tree with linear regression functions at the leaves, form the basis of a recent successful technique for predicting continuous numeric values. They can be applied to classification problems by employing a standard method of transforming a classification problem into a problem of function approximation. Surprisingly, using this simple transformation the model tree inducer M5’, based on Quinlan’s M5, generates more accurate classifiers than the state-of-the-art decision tree learner C5.0, particularly when most of the attributes are numeric.

year: 1997-04

title: Survivance as narrative identity: Voices from a Ngāti Tiipa oral history project

authors: Kukutai, Tahu

subjects: oral history

abstract: For Indigenous peoples, and Mäori specifically, storytelling and oral history are crucial to the survival of our collective identities, culture and language. Retold across generations, our stories are often explicit and interwoven narratives of personal and collective memories. Drawing on Native American scholar Gerald Vizenor’s (2009) concept of “survivance stories”, this article explores a set of three oral history narratives of kaumätua from Ngäti Tiipa, one of the 33 iwi and hapü of the Waikato-Tainui confederation. Our analysis reveals how enduring connections to the river and land, the retention of whänau practices and the intergenerational transmission of tüpuna names have shaped contemporary expressions of Ngäti Tiipa identity and belonging. We explore how these testimonies reveal survivance as a repeated theme that has its own nuanced interpretation in individual and collective tribal oral stories.

text: Survivance as narrative identity: Voices from a Ngāti Tiipa oral history project For Indigenous peoples, and Mäori specifically, storytelling and oral history are crucial to the survival of our collective identities, culture and language. Retold across generations, our stories are often explicit and interwoven narratives of personal and collective memories. Drawing on Native American scholar Gerald Vizenor’s (2009) concept of “survivance stories”, this article explores a set of three oral history narratives of kaumätua from Ngäti Tiipa, one of the 33 iwi and hapü of the Waikato-Tainui confederation. Our analysis reveals how enduring connections to the river and land, the retention of whänau practices and the intergenerational transmission of tüpuna names have shaped contemporary expressions of Ngäti Tiipa identity and belonging. We explore how these testimonies reveal survivance as a repeated theme that has its own nuanced interpretation in individual and collective tribal oral stories.

year: 2020