Style Shifts among Japanese Learners before and after Study Abroad in Japan: Becoming Active Social Agents in Japanese

2008 ◽  
Vol 31 (1) ◽  
pp. 45-71 ◽  
Author(s):  
N. Iwasaki
Keyword(s):  
Study Abroad ◽  
Social Agents ◽  
Before And After ◽  
Japanese Learners ◽  
Before And After Study

scholarly journals Changes in Speech Acts During Study Abroad Programs: Japanese Students Studying in the United States and Australia

2019 ◽  
Vol 41 (2) ◽  
pp. 105
Author(s):  
Emi Fukasawa
Keyword(s):  
United States ◽  
Study Abroad ◽  
Speech Acts ◽  
The United States ◽  
Study Abroad Programs ◽  
Japanese Students ◽  
Before And After ◽  
Before And After Study ◽  
Explicit Feedback

This paper details an exploration into changes in speech acts and interactions in English (i.e., requests and refusals) in nonclassroom interactions before and after study abroad programs. I transcribed role-plays of two Japanese students before and after they completed study abroad programs in the United States and Australia, carried out periodic online interviews during their stays overseas, and conducted follow-up interviews once they returned to Japan. The results show that changes in the use of expressions occurred for three reasons: 1) input-initiated changes from noticing form–meaning–function relationships, 2) instruction-initiated changes, and 3) output-initiated changes. Because some of the changes were problematic and led to misunderstandings or impoliteness, I conclude that learning from natural input alone is not sufficient to learn how to navigate between function and situation. Therefore, the results suggest that explicit feedback and instructions in classrooms are important before and during study abroad programs. 本論文は留学前後の教室外のインタラクションにおける、英語での発話行為（依頼と断り）とインタラクションの変化を探る。アメリカとオーストラリアへ留学前後の2名の日本人学生のロールプレイを書き起こし、留学中に定期的なオンラインインタビューを実施し、帰国後にフォローアップインタビューを行った。その結果、言語使用の変化には3つの理由があることが示された：1）表現形式・意味・機能の気づきから起こるインプットによる変化、2）指導による変化、3）アウトプットによる変化である。これらの変化の中には誤解や失礼さを招くという問題も見られることから、機能と状況のバランスの取り方を学ぶためには自然なインプットだけでは不十分であると言える。したがって、本研究の結果は留学前と留学中に教室での明示的なフィードバックと指導が重要であることを示唆し

The Effect of Study-Abroad on Pragmatic Transfer

2021 ◽  
Vol 44 (1) ◽  
pp. 3-20
Author(s):  
Naoko Osuka
Keyword(s):  
Study Abroad ◽  
Limited Range ◽  
English Speakers ◽  
Pragmatic Transfer ◽  
Japanese Learners Of English ◽  
Studying Abroad ◽  
The Us ◽  
Before And After ◽  
Computer Based ◽  
Japanese Learners

AbstractThis study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twenty-two Japanese college students completed a multimedia elicitation task (MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers as baseline data. The MET is a computer-based instrument for eliciting oral data. Unlike previous studies on pragmatic transfer, which often lack statistical evidence, this study includes statistical analysis. The analysis revealed that negative pragmatic transfer occurs within a limited range. The identified transfer includes pragmalinguistic transfer, whereby, assuming that their politeness levels are equal, learners directly translate L1 expressions into L2; and sociopragmatic transfer, whereby learners transfer L1 discourse patterns and functions. Resistance to L2 norms and increased fluency can be influencing factors. The results indicated that the effect of study-abroad is limited because most of the negative transfer which was identified before studying abroad remained after studying abroad. Thus, the necessity of explicit pragmatic instruction was proposed.

Only problem gamblers spend less money when loot boxes are removed from a game: A before and after study of Heroes of the Storm

2019 ◽  
Author(s):  
David Zendle
Keyword(s):  
Video Games ◽  
Problem Gambling ◽  
Video Game ◽  
Real World ◽  
Complex Pattern ◽  
Problem Gamblers ◽  
Before And After ◽  
Gambling Severity ◽  
Reliable Correlation ◽  
Before And After Study

Loot boxes are items in video games that may be paid for with real-world money, but which contain randomised contents. There is a reliable correlation between loot box spending and problem gambling severity: The more money gamers spend on loot boxes, the more severe their problem gambling tends to be. However, it is unclear whether this link represents a case in which loot box spending causes problem gambling; a case in which the gambling-like nature of loot boxes cause problem gamblers to spend more money; or whether it simply represents a case in which there is a general dysregulation in in-game spending amongst problem gamblers, nonspecific to loot boxes.The multiplayer video game Heroes of the Storm recently removed loot boxes. In order to better understand links between loot boxes and problem gambling, we conducted an analysis of players of Heroes of the Storm (n=112) both before and after the removal of loot boxes.There were a complex pattern of results. In general, when loot boxes were removed from Heroes of the Storm, problem gamblers appeared to spend significantly less money in-game in contrast to other groups. These results suggest that the presence of loot boxes in a game may lead to problem gamblers spending more money in-game. It therefore seems possible that links between loot box spending and problem gambling are not due to a general dysregulation in in-game spending amongst problem gamblers, but rather are to do with specific features of loot boxes themselves.

INTERVENSI PELATIHAN PENILAIAN KINERJA PADA ATASAN UNTUK MENINGKATKAN PERCEIVED ORGANIZATIONAL SUPPORT & EMPLOYEE ENGAGEMENT

2017 ◽  
Vol 2 (2) ◽  
pp. 1-8
Author(s):  
Holy Greata
Keyword(s):  
Performance Appraisal ◽  
Employee Engagement ◽  
Study Design ◽  
Work Engagement ◽  
Organizational Support ◽  
Perceived Organizational Support ◽  
Paired Sample ◽  
Utrecht Work Engagement Scale ◽  
Before And After ◽  
Before And After Study

This study aims to look at the effectiveness of performance appraisal training programs to improve perceived organizational support and employee engagement among employees at YPTK educational institutions. This research uses a quantitative approach, with the before-and-after study design research design. The strength of this program is the ability to measure the impact of an intervention. Measuring devices perceived organizational support is an adaptation of the survey of perceived organizational support, while measuring instruments employee engagement is an adaptation of the Utrecht work engagement scale. The results of this study indicate the influence of perceived organizational support on employee engagement of 0.168 (p = 0.016 significant at l.o.s 0.05). Paired sample t-test results showed significant differences in perceived organizational support and employee engagement scores before and after the training and outreach of performance appraisal. Keywords: Perceived Organizational Suppor; Employee Engagement, Performance assessment   Penelitian ini bertujuan melihat efektifitas program pelatihan penilaian kinerja untuk meningkatkan perceived organizational support dan employee engagement pada karyawan di lembaga pendidikan YPTK. Penelitian ini menggunakan pendekatan kuantitatif, dengan design penelitian the before-and-after study design. Kelebihan dari program ini adalah kemampuan untuk mengukur dampak dari sebuah intervensi. Alat ukur perceived organizational support merupakan adaptasi dari survey of perceived organizational support, sedangkan alat ukur employee engagement merupakan adaptasi dari Utrecht work engagement scale. Hasil penelitian ini menunjukkan adanya pengaruh perceived organizational support terhadap employee engagement sebesar 0.168 (p=0.016 signifikan pada l.o.s 0.05). Hasil uji paired sample t-test menunjukkan adanya perbedaan skor perceived organizational support dan employee engagement yang signifikan sebelum dan sesudah dilakukan pelatihan dan sosialisasi penilaian kinerja.   Kata Kunci: Perceived Organizational Suppor; Employee Engagement, Penilaian Kinerja.

scholarly journals Robust Inferences from a Before-and-After Study with Multiple Unaffected Control Groups

2013 ◽  
Vol 1 (2) ◽  
pp. 209-234 ◽  
Author(s):  
Pengyuan Wang ◽  
Mikhail Traskin ◽  
Dylan S. Small
Keyword(s):  
Sensitivity Analysis ◽  
Control Groups ◽  
Two Stage ◽  
Time Effects ◽  
Unaffected Control ◽  
Group Time ◽  
Before And After ◽  
Group Variation ◽  
The Impact ◽  
Before And After Study

AbstractThe before-and-after study with multiple unaffected control groups is widely applied to study treatment effects. The current methods usually assume that the control groups’ differences between the before and after periods, i.e. the group time effects, follow a normal distribution. However, there is usually no strong a priori evidence for the normality assumption, and there are not enough control groups to check the assumption. We propose to use a flexible skew-t distribution family to model group time effects, and consider a range of plausible skew-t distributions. Based on the skew-t distribution assumption, we propose a robust-t method to guarantee nominal significance level under a wide range of skew-t distributions, and hence make the inference robust to misspecification of the distribution of group time effects. We also propose a two-stage approach, which has lower power compared to the robust-t method, but provides an opportunity to conduct sensitivity analysis. Hence, the overall method of analysis is to use the robust-t method to test for the overall hypothesized range of shapes of group variation; if the test fails to reject, use the two-stage method to conduct a sensitivity analysis to see if there is a subset of group variation parameters for which we can be confident that there is a treatment effect. We apply the proposed methods to two datasets. One dataset is from the Current Population Survey (CPS) to study the impact of the Mariel Boatlift on Miami unemployment rates between 1979 and 1982.The other dataset contains the student enrollment and grade repeating data in West Germany in the 1960s with which we study the impact of the short school year in 1966–1967 on grade repeating rates.

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