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Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish
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In: Schindewolf, Ariel. (2014). Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish. 0035: Spanish and Portuguese. Retrieved from: http://www.escholarship.org/uc/item/4rm3j3wf (2014)
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| 2 |
Authorship and context : writing and text production as situated activities ...
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| 3 |
Meeting Place of Cultures: Aboriginal Students and Standard Australian English Learning
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In: Research outputs 2014 to 2021 (2014)
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| 4 |
Norms and varieties of English and TESOL teacher agency
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In: Australian Journal of Teacher Education (2014)
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| 5 |
Self-Efficacy in Low-Level English Language Learners
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In: Dissertations and Theses (2014)
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| 6 |
Code Switching Between Tamazight and Arabic in the First Libyan Berber News Broadcast: An Application of Myers-Scotton's MLF and 4M Models
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In: Dissertations and Theses (2014)
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| 7 |
Conquering the Computer: Digital Literacy Acquisition among Vulnerable Adult Learners
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In: Presentations and Publications (2014)
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| 8 |
Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom
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In: Dissertations and Theses (2014)
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| 9 |
Social Media, Fandom and Language Learning: A Roundtable with Shannon Sauro and Steven L. Thorne
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In: World Languages and Literatures Faculty Publications and Presentations (2014)
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| 10 |
How Do Adults Acquire Digital Literacy Skills? Exploring Tutor-facilitated Learning and Teaching Within Community Based Organizations
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In: Presentations and Publications (2014)
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| 11 |
A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students
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In: Dissertations and Theses (2014)
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| 12 |
Production and Consumption: A Closer Look at Adult Digital Literacy Acquisition
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In: Presentations and Publications (2014)
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| 13 |
Teachers' attitudes towards and uses of translanguaging in English language classrooms in Iowa
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In: Graduate Theses and Dissertations (2014)
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| 14 |
Spanish/English bilinguals' strategies for finding bias in historical texts
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In: Graduate Theses and Dissertations (2014)
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| 15 |
CALL-infused project-based learning: a case study of adult ESL students learning prepositions
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In: Graduate Theses and Dissertations (2014)
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| 16 |
Book Review: Understanding the Misunderstandings in Pilot-Controller Dialogue
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In: Dr. Jason M. Newcomer (2014)
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| 17 |
Book Review: Understanding the Misunderstandings in Pilot-Controller Dialogue
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In: International Journal of Aviation, Aeronautics, and Aerospace (2014)
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| 18 |
The Role of Emotional and Facial Expression in Synthesised Sign Language Avatars
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In: Other Resources (2014)
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Abstract:
This thesis explores the role that underlying emotional facial expressions might have in regards to understandability in sign language avatars. Focusing specifically on Irish Sign Language (ISL), we examine the Deaf community’s requirement for a visual-gestural language as well as some linguistic attributes of ISL which we consider fundamental to this research. Unlike spoken language, visual-gestural languages such as ISL have no standard written representation. Given this, we compare current methods of written representation for signed languages as we consider: which, if any, is the most suitable transcription method for the medical receptionist dialogue corpus. A growing body of work is emerging from the field of sign language avatar synthesis. These works are now at a point where they can benefit greatly from introducing methods currently used in the field of humanoid animation and, more specifically, the application of morphs to represent facial expression. The hypothesis underpinning this research is: augmenting an existing avatar (eSIGN) with various combinations of the 7 widely accepted universal emotions identified by Ekman (1999) to deliver underlying facial expressions, will make that avatar more human-like. This research accepts as true that this is a factor in improving usability and understandability for ISL users. Using human evaluation methods (Huenerfauth, et al., 2008) the research compares an augmented set of avatar utterances against a baseline set with regards to 2 key areas: comprehension and naturalness of facial configuration. We outline our approach to the evaluation including our choice of ISL participants, interview environment, and evaluation methodology. Remarkably, the results of this manual evaluation show that there was very little difference between the comprehension scores of the baseline avatars and those augmented withEFEs. However, after comparing the comprehension results for the synthetic human avatar “Anna” against the caricature type avatar “Luna”, the synthetic human avatar Anna was the clear winner. The qualitative feedback allowed us an insight into why comprehension scores were not higher in each avatar and we feel that this feedback will be invaluable to the research community in the future development of sign language avatars. Other questions asked in the evaluation focused on sign language avatar technology in a more general manner. Significantly, participant feedback in regard to these questions indicates a rise in the level of literacy amongst Deaf adults as a result of mobile technology.
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Keyword:
Anthropological Linguistics and Sociolinguistics; Applied Linguistics; Avatar; Computational Linguistics; Computer Sciences; Emotion; Evaluation; Facial Expressions; HamNoSys; Irish Sign Language; ISL; JASigning; Language Description and Documentation; Sign Language Notation; Sign Language Synthesis; Signing Avatar
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URL: https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1001&context=itbinfooth
https://arrow.tudublin.ie/itbinfooth/4
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| 19 |
Attitudes to Storytelling among Adult ESL Learners
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In: ETSU Faculty Works (2014)
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| 20 |
English Translations of the Reading Passages in James W. Gair & W. S. Karunatilaka
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In: ETSU Faculty Works (2014)
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