This paper investigates learner-initiated responses to English language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. Classroom discourse research has largely neglected learner init...

Purpose – To provide an interesting approach for determining interval measures, through the analytic hierarchy process, for integration with social network analysis for knowledge mapping in organizations. Design/methodology/approach – In order to develop improved organizational and business processes through knowledge management, a knowledge audit should be conducted to better understand the kn...

L anguage impairment with associated comprehension deficits results in a more severely disabling condition with a poorer long-term prognosis than does expressive language impairment (Bishop & Edmundson, 1987a, 1987b; Silva, 1980; Silva, McGee, & Williams, 1983; Silva, Williams, & McGee, 1987). Children with both comprehension and expressive language impairment are at greatest risk for having co...

We present the first algorithm that computes optimal orderings of sentences into a locally coherent discourse. The algorithm runs very efficiently on a variety of coherence measures from the literature. We also show that the discourse ordering problem is NP-complete and cannot be approximated.

Using real-time eye-movement measures, we asked how a fantastical discourse context competes with stored representations of semantic and world knowledge to influence children's and adults' moment-by-moment interpretation of a story. Seven-yearolds were less effective at bypassing stored semantic and world knowledge during real-time interpretation than adults. Nevertheless, an effect of discours...

PURPOSE This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between young and older school-age children. METHOD Expos...