Der Beitrag beschreibt einen Ansatz systematischer, regelgeleiteter qualitativer Analyse von Text, der methodische Starken der quantitativen Inhaltsanalyse teilweise ubernimmt und zu einem qualitativ orientierten Instrumentarium ausweitet. Dazu werden historische Entwicklungslinien der Inhaltsanalyse aufgezeigt und die Grundlagen der Technik (Analyseeinheiten, Schrittmodelle, Arbeiten mit Kategoriensystemen, Gutekriterien) expliziert. Schlieslich werden an Techniken Qualitativer Inhaltsanalyse die induktive Kategorienentwicklung und die deduktive Kategorienanwendung naher dargestellt. Es wird gezeigt, wo Computerprogramme diese qualitativen Analyseschritte unterstutzen konnen, es werden Ansatzpunkte quantitativer Auswertungsschritte festgemacht und abschliesend die Moglichkeiten und Grenzen des Ansatzes diskutiert.
URN: urn:nbn:de:0114-fqs0002204

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Qualitative Content Analysis

GROUNDING It takes two people working together to play a duet, shake hands, play chess, waltz, teach, or make love. To succeed, the two of them have to coordinate both the content and process of what they are doing. Alan and Barbara, on the piano, must come to play the same Mozart duet. This is coordination of content. They must also synchronize their entrances and exits, coordinate how loudly to play forte and pianissimo, and otherwise adjust to each other's tempo and dynamics. This is coordination of process. They cannot even begin to coordinate on content without assuming a vast amount of shared information or common ground-that is, mutual knowledge, mutual beliefs, and mutual assumptions And to coordinate on process, they need to update their common ground moment by moment. All collective actions are built on common ground and its accumulation. We thank many colleagues for discussion of the issues we take up here.

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Grounding in communication

A set of hypotheses is formulated for a connectionist approach to cognitive modeling. These hypotheses are shown to be incompatible with the hypotheses underlying traditional cognitive models. The connectionist models considered are massively parallel numerical computational systems that are a kind of continuous dynamical system. The numerical variables in the system correspond semantically to fine-grained features below the level of the concepts consciously used to describe the task domain. The level of analysis is intermediate between those of symbolic cognitive models and neural models. The explanations of behavior provided are like those traditional in the physical sciences, unlike the explanations provided by symbolic models.

On the proper treatment of connectionism

Extant literature has increased our understanding of specific aspects of digital transformation, however we lack a comprehensive portrait of its nature and implications. Through a review of 282 works, we inductively build a framework of digital transformation articulated across eight building blocks. Our framework foregrounds digital transformation as a process where digital technologies create disruptions triggering strategic responses from organizations that seek to alter their value creation paths while managing the structural changes and organizational barriers that affect the positive and negative outcomes of this process. Building on this framework, we elaborate a research agenda that proposes [1] examining the role of dynamic capabilities, and [2] accounting for ethical issues as important avenues for future strategic IS research on digital transformation.

Understanding digital transformation: A review and a research agenda

/ have given the term pragmatic failure' to the inability to understand 'what is meant by what is said'. In this paper I argue that pragmatic failure is an area of cross-cultural communication breakdown which has received very little attention from language teachers. I suggest that there is one area of pragmatic failure ('pragmalinguistic failure') which is fairly easy to overcome. It is simply a question of highly conventionalized usage which can be taught quite straightforwardly as 'part of the grammar'. The second area ('sociopragmatic failure') is much more difficult to deal with, since it involves the student's system of beliefs as much as his/her knowledge of the language. I argue that it is essential to avoid prescriptivism in this very sensitive area of language in use. To do so we must draw on insights from theoretical pragmatics and develop ways of heightening and refining students' metapragmatic awareness, so that they are able to express themselves as they choose.

https://rodas5.us.es/file/a26cd06f-d80f-47b8-a5f0-fb23430aa5fc/1/thomas_failure_wimba_SCORM.zip/files/thomas_pragmatic_failure.pdf

Cross-Cultural Pragmatic Failure

"The work of Bach and Harnish represents an able attempt by a philosopher and a linguist respectively to restore some sorely needed naturalistic assumptions to the study of linguistic communication."

Linguistic Communication and Speech Acts

This popular introductory linguistics text is unique for its integration of themes Rather than treat morphology, phonetics, phonology, syntax, and semantics as completely separate fields, the book shows how they interact. It provides a sound introduction to linguistic methodology while encouraging students to consider why people are intrinsically interested in language-the ultimate puzzle of the human mind.

Linguistics: An Introduction to Language and Communication

The Representation of knowledge and belief

One way to do things with words is to do them explicitly. As J. L. Austin observed, one can do this by using "special explicit performative verbs like 'promise', 'pronounce', 'find', etc." in sentences beginning with "I" followed by a performative verb in the "first person singular present indicative active form" (1962, p. 61),1 such as "I promise you a rose garden" or "I pronounce you husband and wife". Austin contended that making explicit "is not the same as stating or describing". But we have long maintained that performative utterances are true or false, that perfor matives2 are statements too, and John Searle endorses this view in his recent 'How Performatives Work'.3 He endorses little else in our account.

Robert M. Harnish

Papers

Linguistic Communication and Speech Acts

Linguistics: An Introduction to Language and Communication

The Representation of knowledge and belief

Linguistic Communication and Speech Acts

How performatives really work: A reply to Searle