The purpose of this study was to test whether increasing the relevancy of course assignments in a large multi-section introductory public speaking course would lead to improvements in student perceptions of course outcomes. Survey responses from 1,878 students were analyzed to test whether differences exist between students enrolled in classes held during the Spring 2015 semester and those enrolled in classes held in Fall 2015 during which the more relevant course assignments were incorporated. Results reveal that increasing the relevancy of assignments is associated with greater perceived course relevance, motivation for participating in the class, and perceptions of learning. This course redesign demonstrates that simply altering course assignments can positively impact student perceptions and motivation for participating in the class in multi-section introductory courses.
The status of syntactic resultative constructions has been disputed in the American Sign Language (ASL) literature. These are single sentences such as “Mary hammered the metal flat,” where two predicates share the same object and an event (hammered) causes the affected object (the metal) to change state (flat) as a result. While not all languages permit such constructions, this study shows that (several) alternate multi-sentential analyses can be ruled out. WH-clefts are used to provide a test for independent clausal boundaries, providing additional support that American Sign Language (ASL) permits resultative constructions. We also observe possible word order variations and note common features of the result predicates in these constructions.
Commonly adjusted characteristics include: Expanded vowel space Reduced articulation rate Changes in pitch METHODS Initial Stops second set ANALYSIS and RESULTS CONCLUSIONS ScreenHunter_20 Sep. 10 00.48 Patterns based on language attitudes English-oriented: More expanded vowel space when addressing native than nonnative English interlocutors. Trend towards speaking faster when addressing native English speakers than other groups.
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