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The present study develops a conceptual model that shows how the manipulation attributes of word choice, sentence fluency, convention of meaning, and organization of sentence structure in online hotel reviews are connected to linguistic errors, such as spelling and grammar and argument errors, how such errors intensify the likelihood that messages will be misunderstood, and how these misunderstandings affect customers' responses.

A structured questionnaire was employed to collect data from 591 inbound tourists in Beijing, China. Data analysis was conducted using SPSS 25.0 and Amos Graphics 23.0. Descriptive analysis was performed to explain the sociodemographic characteristic of respondents. Structural equation modeling was performed to examine hypothesized relationships.

Results demonstrate that manipulation attributes increase linguistic errors, and two linguistic errors have profound positive effects on customers' understanding of meaning, which influence their responses in the form of negative online ratings and low purchase intentions.

The study's findings contribute to the literature on hospitality, linguistics, and consumer behavior, and have managerial implications for online review websites, online travel agents, and hotel management. Research limitations lead to suggestions for future research for hospitality scholars.

The purpose of this paper is to focus on the adjustment of the GM(1, 2) errors for financial data series that measures changes in the public sector financial indicators, taking into account that the errors in grey models remain a key problem in reconstructing the original data series.

Adjusting the errors in grey models must follow some rules that most often cannot be determined based on the chaotic trends they register in reconstructing data series. In order to ensure the adjustment of these errors, for improving the robustness of GM(1, 2), was constructed an adaptive fuzzy controller which is based on two input variables and one output variable. The input variables in the adaptive fuzzy controller are: the absolute error ε i 0 ( k ) [ % ] of GM(1, 2), and the distance between two values x i 0 ( k ) [ % ] , while the output variable is the error adjustment A ε i 0 ( k ) [ % ] determined with the help of the above-mentioned input variables.

The adaptive fuzzy controller has the advantage that sets the values for error adjustments by the intensity (size) of the errors, in this way being possible to determine the value adjustments for each element of the reconstructed financial data series.

To ensure a robust process of planning the financial resources, the available financial data are used for long periods of time, in order to notice the trend of the financial indicators that need to be planned. In this context, the financial data series could be reconstituted using grey models that are based on sequences of financial data that best describe the status of the analyzed indicators and the status of the relevant factors of influence. In this context, the present study proposes the construction of a fuzzy adaptive controller that with the help of the output variable will ensure the error’s adjustment in the reconstituted data series with GM(1, 2).

As services are inherently inseparable from service providers, linguistic effects are likely to occur during service encounters between service marketers and consumers. However, this study’s current understanding is still limited regarding how or why a language shapes consumers’ perceptions of service quality. To fill this gap, this paper aims to provide foundational evidence by examining how linguistic fluency affects consumers’ perceptions of service quality.

This paper presents two multimethod studies. Study 1 compared online review ratings from 61,194 consumers living in native and nonnative English-speaking countries. Study 2 further clarified the mediating role of negative emotions between linguistic disfluency and perceptions of service quality by analyzing questionnaires from 399 nonnative English speakers.

The results of the two multimethod studies show that linguistic processing can misrepresent the true quality of services due to linguistic disfluency by nonnative English speakers. This paper’s findings integrate the literature on linguistic fluency, emotional psychology and service marketing to yield insights that might be challenging to gain by relying on only one of those disciplines independently.

To the best of the authors’ knowledge, this paper provides the first empirical evidence on systematic differences between native and nonnative English speakers’ decision-making styles related to their perceptions of quality. Also, methodologically, this study provides corroborating empirical evidence from two multimethod studies. Moreover, this paper expands our current knowledge through an integrated examination of relevant literature in the fields of linguistic fluency, emotional psychology and service marketing to provide more comprehensive insights.

This chapter introduces linguistic delivery style to auditing research, demonstrates how linguistic delivery style relates to client credibility, and shows how linguistic delivery style and client credibility influences auditors’ judgment. Two hundred auditors participated in an analytical procedures task. The results indicate that high client credibility and powerful linguistic delivery style increase the auditor's assessed likelihood that the explanation accounts for the fluctuation and decrease their intent to perform additional testing. Moreover, powerless linguistic delivery style from an otherwise high credibility client leads to auditor judgments and intentions that are indistinguishable from those that arise from a low credibility client. Finally, evidence indicates that linguistic delivery style is a fourth component of credibility.

To evaluate the accuracy of conflation methods based on finite‐state transducers (FSTs).

Incorrectly lemmatized and stemmed forms may lead to the retrieval of inappropriate documents. Experimental studies to date have focused on retrieval performance, but very few on conflation performance. The process of normalization we used involved a linguistic toolbox that allowed us to construct, through graphic interfaces, electronic dictionaries represented internally by FSTs. The lexical resources developed were applied to a Spanish test corpus for merging term variants in canonical lemmatized forms. Conflation performance was evaluated in terms of an adaptation of recall and precision measures, based on accuracy and coverage, not actual retrieval. The results were compared with those obtained using a Spanish version of the Porter algorithm.

The conclusion is that the main strength of lemmatization is its accuracy, whereas its main limitation is the underanalysis of variant forms.

The report outlines the potential of transducers in their application to normalization processes.

This brief paper considers the various possible mathematical operations on fuzzy sets that are required to implement a set of control rules as a fuzzy logic control element. The influence that these operations have on the characteristics of the final control element is a factor that is used to select those operations most suitable in the control context.

The purpose of this paper is to describe how dominant social practices embedded in situated report‐writing activities in an automotive discourse community in South Africa causally shape component engineers' perceptions of literacy. The study explores how the dominant practices of supervisor feedback and report acceptance causally impact on effective report‐writing perceptions during report text production.

Critical ethnography is the preferred methodology as it explores cultural orientations of local practice contexts and incorporates multiple understandings to provide a holistic understanding of the complexity of writing practices. This study focuses on data collected during two interviews and a focus group discussion with four L2 component engineers as well as the questionnaires their two L1 supervisors completed.

The engineers tended to measure or associate literacy and effective writing standards with supervisor feedback practices. These feedback practices interacted causally with the meanings or associations, the participants gave to or associated with literacy and their report‐writing competency. As a consequence, literacy was often described in terms of correct wording or terminology, grammatical correctness, spelling, sentence structures or styles in reports as determined by their supervisors during feedback practices, rather than report content, structure or technical details.

The participants constructed literacy in terms of correct language, word and spelling use and focused on linguistic errors in their report writing. They tended to perceive rhetoric and engineering discourse as separate entities rather than rhetorically constructed contextual knowledge. Language problems were usually attributed to human being inefficiencies and L1 standards rather than the individual creation of knowledge.

This paper not only impacts causally on engineering workplace writing practices but on higher education and future report‐writing practices. Digital technologies and systems will increasingly impact on report‐writing practices, what constitutes contextual knowledge and acceptable literacies as varied and different audiences define acceptable writing practices.

The paper shows that on‐the‐job writing research is limited and research that has been done often focuses on criteria for good writing as defined by experts in the field. If all workplace writing‐practice research adopts this expert view, it offers no insight and understanding into what implicitly and explicitly guides writers. Writing‐practice research also needs to focus on the voices of writers so that the influence of human social behaviour on these practices can be understood.

Surveys in multinational, multiregional and multicultural contexts (or “3MC” surveys) are becoming increasingly important to global and regional decision-making and theory building. To serve this purpose, the surveys need to be well managed, with an awareness of key sources of survey error and how to minimize them, mechanisms in place to control the implementation process and an ability to intervene in that process when necessary in a spirit of continuous improvement (Pennell et al., 2017). One key approach for managing and assessing the quality of 3MC surveys is the total survey error (TSE) framework and associated survey process quality. This paper aims to examine the application of the TSE framework and survey process quality to the Programme for the International Assessment of Adult Competencies (PIAAC).

The authors begin with a background on TSE and discuss recent adaptations of TSE and survey process quality for 3MC surveys. They then presents a TSE framework tailored with examples of potential contributions to error for PIAAC and ways to address those through effective quality assurance (QA) and quality control (QC) approaches.

Overall, the authors find that the design and implementation of the first cycle of PIAAC largely reflect the current best practice for 3MC surveys. However, the authors identify several potential contributions to error that may threaten comparability in PIAAC and ways these could be addressed in the upcoming cycle.

With a view toward continuous improvement, the final section draws on the survey process quality approach adapted from Hansen et al.’s study (2016) to summarize the recommendations in terms of additional QA elements (inputs and activities) and associated QC elements (measures and reports) for PIAAC’s consideration in the next cycle.

The aim is to expose shoddy and unprofessional thinking and activity amongst some trainers.

The paper uses dictionary definitions and experience to expose linguistic errors by trainers who label their courses as workshops – when they are not.

The analysis shows that trainers mis‐use the English language in order to promote their courses.

The practical implications for the buyers of learning and development activity is to beware of trainers disguising their courses as workshops.

One implication is the waste by organizations on courses that masquerade as workshops – hence reducing practical application and transfer of learning.

No‐one has written on this subject before.