The Effects of Planned Instruction on Iranian L2 Learners' Interlanguage Pragmatic Development

Directory of Open Access Journals (Sweden)

Maryam Esmaeili

2013-05-01

Full Text Available The most compelling evidence that instruction in L2pragmatics is necessary comes from learners whoselanguage proficiency is advanced but their communicative actsfrequently contain pragmatic errors. The current studyevaluated the impact of explicit instruction on EFL learner'sawareness and production of three speech acts of request,apology, and complaint. It also probed whether learners’language proficiency plays any role in incorporatingpragmatic instruction into the L2 classroom. The instructionlasted for about 12 weeks. Achievement in L2 pragmaticswas assessed based on a pretest-posttest plan usingMultiple-Choice Discourse Comprehension Test (MDCTand Written Discourse Completion Test (WDCT. Thesignificant gains made by the experimental groups receivinginstruction support the claim recently made by instructionalpragmatics that explicit instruction does facilitate thedevelopment of pragmatically appropriate use of language.Yet, learners’ level of language proficiency had no significantrole in the incorporation of the instruction. Furthertheoretical issues are also discussed.

The expression of Path in L2 Danish by German and Turkish learners

DEFF Research Database (Denmark)

Jessen, Moiken

2014-01-01

Do language learners think in their first language (L1) when using their second language (L2)? This study explores the nature of crosslinguistic influence by investigating how German and Turkish learners of Danish express motion, paying special attention to the semantics of Path. We examined three...... aspects: overall Path frequency, Path complexity, and the subcomponents of Path. The presence of L1 influence in each aspect reflects how the interplay between form and meaning is carried over as a whole to the L2. In particular, we show how the selection of a specific Path meaning for expression in the L......2 has its root in the structural and semantic properties of the L1. This raises important questions regarding how form and meaning are organized in the learner's mind....

The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Amir Mohammadian

2018-04-01

Full Text Available With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar.  The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group. Then, a pre-test of reading comprehension was administered to assess the participants’ reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials had a significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p = .000, <.05.

Exploring Learner Factors in Second Language (L2) Incidental Vocabulary Acquisition through Reading

Science.gov (United States)

Zhao, Aiping; Guo, Ying; Biales, Carrie; Olszewski, Arnold

2016-01-01

This study examined the predictive role of several learner factors in second language (L2) incidental vocabulary acquisition through reading: L2 proficiency, motivation, anxiety, and mastery of strategies. Participants were 129 English learners in a comprehensive university in China. Participants read two English texts and were given an…

The Development of Individual Learners in an L2 Listening Strategies Course

Science.gov (United States)

Yeldham, Michael; Gruba, Paul

2016-01-01

This study examined the idiosyncratic development of second language (L2) learners in a listening strategies course. The progress of four Taiwanese EFL learners was examined longitudinally through a variety of quantitative and qualitative techniques as the learners participated in a course combining direct instruction of strategies with their…

The Effect of Video-Based Tasks in Listening Comprehension of Iranian Pre-Intermediate EFL Learners

Science.gov (United States)

Sarani, Abdullah; Behtash, Esmail Zare; Nezhad Arani, Saieed Moslemi

2014-01-01

This study aims at finding the effect of video-based tasks in improving the listening comprehension ability of Iranian pre-intermediate EFL (English Foreign Language) learners. After determining the level of learners, an experimental and control group, each of 20 participants, were nominated to contribute to the study. From the time the pre-test…

L2 Learners' Recognition of Unfamiliar Idioms Composed of Familiar Words

Science.gov (United States)

Kim, Choonkyong

2016-01-01

Most second language (L2) learners are aware of the importance of vocabulary, and this awareness usually directs their attention to learning new words. By contrast, learners do not often recognise unfamiliar idioms if all the compositional parts look familiar to them such as "turn the corner" or "carry the day." College-level…

L1 Transfer in Post-Verbal Preposition: An Inter-level Comparison

Directory of Open Access Journals (Sweden)

Samira Mollaei

2013-10-01

Full Text Available The study intended to investigate the well-known issue of L1 transfer in L2acquisition. The primary aim of this research was to compare the extent to which L1 transfer may take place in different developmental stages in L2 learning procedure. Persian learners of English have been observed to misuse a number of the prepositions with some of the verbs. Having scrutinized more than a hundred pieces of students’ writing assignments, the authors came up with a pattern of errors in this area. It was observed that the majority of these errors could be attributed to Persian: the learners’ choice of preposition mirror the corresponding case in their L1, Persian. Moreover, the pattern of mistakes was put to test to check whether these mistakes increase or decrease according to the level of proficiency of the learners. To this end, two groups of students, one in elementary and the other in intermediate level, were tested on their use of proper prepositions with different verbs and the results of these tests were compared to see whether any significant difference exists between the two groups of students. The results showed no significant difference between the students of the two proficiency levels.

Selective Listening in L2 Learners of French

Science.gov (United States)

Graham, Suzanne; Santos, Denise

2013-01-01

This paper considers the issue raised in 2008 by Gillian Brown in her article "Selective listening" regarding whether nouns are "privileged" in memory over verbs during listening tasks, and whether attention to nouns, at least in the early stages of L2 learning, is a desirable strategy to be taught to learners, as Brown…

L2 learner age from a contextualised perspective

Directory of Open Access Journals (Sweden)

Jelena Mihaljeviđ Djigunoviđ

2014-01-01

Full Text Available In this qualitative study the author focuses on age effects on young learners’ L2 development by comparing the L2 learning processes of six young learners in an instructed setting: three who had started learning English as L2 at age 6/7 and three who had started at age 9/10. Both earlier and later young beginners were followed for three years (during their second, third and fourth year of learning English. The participants’ L2 development was measured through their oral output elicited by a two-part speaking task administered each year. Results of the analyses are interpreted taking into account each learners’ individual characteristics (learning ability, attitudes and motivation, self-concept and the characteristics of the context in which they were learning their L2 (attitudes of school staff and parents to early L2 learning, home support, in-class and out-of-class exposure to L2, socio-economic status. The findings show that earlier and later young beginners follow different trajectories in their L2 learning, which reflects different interactions which age enters into with the other variables.

Grapho-Morphological Awareness in Spanish L2 Reading: How Do Learners Use This Metalinguistic Skill?

Science.gov (United States)

Miguel, Nausica Marcos

2012-01-01

This paper contributes to the literature on the transferability of grapho-morphological awareness (GMA) for second language (L2) learners by analysing L2 learners' knowledge of morphology in reading. GMA helps readers to identify grammatical categories, infer meanings of unfamiliar words, and access stored lexical information. Previous research…

Learner Characteristics, Learner Achievement and Time Investment in Online Courses for Dutch L2 in Adult Education

Science.gov (United States)

De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

2018-01-01

For the growing group of adult migrants, flexible solutions for second language (L2) acquisition are increasingly important, while concerns about the efficacy of online language learning abound. This study on the L2 situation in Flanders has 4 key aims: analyzing adult learner profiles in fully online Dutch beginners' courses; comparing learner…

MANIPULATING L2 LEARNERS' ONLINE DICTIONARY USE AND ITS EFFECT ON L2 WORD RETENTION

Directory of Open Access Journals (Sweden)

Elke Peters

2007-02-01

Full Text Available This study explored the effect of two enhancement techniques on L2 learners' look-up behaviour during a reading task and word retention afterwards amongst Flemish learners of German: a Vocabulary Test Announcement and Task-induced Word Relevance. Eighty-four participants were recruited for this study. They were randomly assigned to one of two groups: 1 not forewarned of an upcoming vocabulary test (incidental condition or 2 forewarned of a vocabulary test (intentional condition. Task-induced Word Relevance was operationalized by a reading comprehension task. The relevance factor comprised two levels: plus-relevant and minus-relevant target words. Plus-relevant words needed to be looked up and used receptively in order to answer the comprehension questions. In other words, the reading comprehension task could not be accomplished without knowing the meaning of the plus-relevant words. The minus-relevant target words, on the other hand, were not linked to the reading comprehension questions. Our findings show a significant effect of Test Announcement and Word Relevance on whether a target word is looked up. In addition, Word Relevance also affects the frequency of clicks on target words. Word retention is only influenced by Task-induced Word Relevance. The effect of Word Relevance is durable.

Reading in L2 (English) and L1 (Persian): An Investigation into Reverse Transfer of Reading Strategies

Science.gov (United States)

Talebi, Seyed Hassan

2012-01-01

This study investigates the effect of reading strategies instruction in L2 (English) on raising reading strategies awareness and use and reading ability of Iranian EFL learners in L2 (English) and L1 (Persian) as a result of transfer of reading strategies from L2 to L1. To this purpose, 120 students of intermediate and advanced English proficiency…

Facebook Activities and the Investment of L2 Learners

Science.gov (United States)

Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur Karpal

2016-01-01

The article discusses the investment of L2 learners in the English language on Facebook that they portrayed through their Facebook activities. It studied four informants consisted of diploma students in a Malaysian university. The study consisted of 14 weeks of online observation and semi-structured interviews. Data were collected from online…

Comparative Effect of Memory and Cognitive Strategies Training on EFL Intermediate Learners' Vocabulary Learning

Science.gov (United States)

Banisaeid, Maryam

2013-01-01

The present study was conducted to compare the effect of memory and cognitive strategies training on vocabulary learning of intermediate proficiency group of Iranian learners of English as a foreign language. It is to check how memory and cognitive strategies training affect word learning of EFL intermediate learners (N = 60) who were homogenized…

Video Chat vs. Face-to-Face Recasts, Learners' Interpretations and L2 Development: A Case of Persian EFL Learners

Science.gov (United States)

Rassaei, Ehsan

2017-01-01

This study investigated the effects of two modes of corrective feedback, namely, face-to-face recasts and computer-mediated recasts during video-conferencing on Iranian English as a foreign language (EFL) learners' second language (L2) development. Moreover, the accuracy of the learners' interpretations of recasts in the two modalities was…

The effects of captioning texts and caption ordering on L2 listening comprehension and vocabulary learning

Directory of Open Access Journals (Sweden)

Fatemeh Alikhani

2013-07-01

Full Text Available This study investigated the effects of captioned texts on second/foreign (L2 listening comprehension and vocabulary gains using a computer multimedia program. Additionally, it explored the caption ordering effect (i.e. captions displayed during the first or second listening, and the interaction of captioning order with the L2 proficiency level of language learners in listening comprehension and vocabulary performance. To these ends, a computer software program was designed and 200 EFL learners (100 high-intermediate and 100 low-intermediate level students were asked to participate in the experiment. They were randomly assigned into four groups: captioned (listening to texts twice with captions, noncaptioned (listening to texts twice without captions, first captioned (listening to texts first with captions and then without captions, and second captioned (listening to texts first without captions and then with captions groups. They listened to four audio texts (i.e. short stories twice and took the listening and vocabulary tests, administered through the software. Results from t-tests and two-way ANOVAs showed that the captioned stories were more effective than the non-captioned ones. Moreover, the caption ordering had no significant effect on the participants' L2 listening comprehension and vocabulary performance. Finally, L2 proficiency level differences did not affect performance derived from caption ordering.

The Relationship between Learner Autonomy and Vocabulary Learning Strategies in Iranian EFL Learners with Different Language Proficiency Level

Directory of Open Access Journals (Sweden)

Ebrahim Azimi Mohammad Abadi

2013-05-01

Full Text Available Vocabulary learning is incredibly noteworthy to English language acquisition. It is unfeasible for a learner to communicate without the required vocabulary. In high education levels, learners are habitually forced to become autonomous and make conscious effort to learn vocabulary outside of the classroom. Consequently, the autonomy of the learners plays an important role in developing and enhancing their vocabulary. Learner autonomy is a huge assistance for learners in vocabulary learning since it provides the learners with numerous diverse privileges such as independency from teacher. The researcher investigated whether there is any statistically significant relationship between learner autonomy and vocabulary learning strategies use in Iranian EFL learners with different language proficiency levels. To meet the above purpose, a total number of 190 male and female EFL learners participated in this study. The methodology underlying this study was quantitative (thorough the administration of two questionnaires and two language proficiency test – TOEFL for advanced group, and Nelson for intermediate level. The quantitative data was analyzed using a set of correlational analysis revealing a significant positive correlation between learner autonomy and vocabulary learning strategies use in high proficient group, and a significant positive relationship between these two constructs in low proficient group, however not as strong as in the advanced group.

Oral Computer-Mediated Interaction Between L2 Learners: It’s About Time!

Directory of Open Access Journals (Sweden)

Yanguas, Íñigo

2010-10-01

Full Text Available This study explores task-based, synchronous oral computer-mediated communication (CMC among intermediate-level learners of Spanish. In particular, this paper examines (a how learners in video and audio CMC groups negotiate for meaning during task-based interaction, (b possible differences between both oral CMC modes and traditional face-to-face (FTF communication, and (c how this oral computer mediated negotiation compares to that found in the text-based CMC literature. Fifteen learner-to-learner dyads were randomly assigned to an audio group, a video group, and a FTF control group to complete a jigsaw task that was seeded with 16 unknown lexical items. Experimental groups used Skype, free online communication software, to carry out the task. The transcripts of the conversations reveal that oral CMC groups do indeed negotiate for meaning in this multimedia context when non-understanding occurs between speakers. In addition, results showed differences in the way audio and video groups carry out these negotiations, which were mainly due to the lack of visual contact in the audio group. No differences were found between video and FTF groups. Furthermore, oral CMC turn-taking patterns were shown to be very similar to FTF patterns but opposite to those found in written synchronous CMC. Oral CMC interaction patterns are shown to be more versatile.

The Impacts of Emotional Intelligence Enhancement on Iranian Intermediate EFL Learners' Writing Skill

Science.gov (United States)

Ebrahimi, Mohammad Reza; Khoshsima, Hooshang; Zare-Behtash, Esmail

2018-01-01

The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an "Interchange Placement Test" to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study,…

Phonological and Executive Working Memory in L2 Task-Based Speech Planning and Performance

Science.gov (United States)

Wen, Zhisheng

2016-01-01

The present study sets out to explore the distinctive roles played by two working memory (WM) components in various aspects of L2 task-based speech planning and performance. A group of 40 post-intermediate proficiency level Chinese EFL learners took part in the empirical study. Following the tenets and basic principles of the…

L1 Korean and L1 Mandarin L2 English Learners' Acquisition of the Count/Mass Distinction in English

Science.gov (United States)

Choi, Sea Hee; Ionin, Tania; Zhu, Yeqiu

2018-01-01

This study investigates the second language (L2) acquisition of the English count/mass distinction by speakers of Korean and Mandarin Chinese, with a focus on the semantics of atomicity. It is hypothesized that L1-Korean and L1-Mandarin L2-English learners are influenced by atomicity in the use of the count/mass morphosyntax in English. This…

Literary Language in Development of L2 Competence

Directory of Open Access Journals (Sweden)

Dan Lu

2012-11-01

Full Text Available Nowadays it is believed that language in daily communication rather than literary language should be the target of learning in L2 education. This is mainly because literary language is said to be uncommon in life. This paper reports on a study in which some Hong Kong ESL learners’ English proficiency was re-examined through literary texts. These learners had reached intermediate or advanced levels of English prior to the study and were generally competent in daily English. However, many of them encountered difficulty in understanding literary language. Their proficiency in general English test could not match their performances in understanding literary works. The findings reveal that learners who are strong in general proficiency may not be good in understanding literary language. Lack of literary language in the curriculum results in a false and distorted picture about the learners’ proficiency. Literary language helps upgrade L2 learners’ real proficiency in the target language.

Learner Variables Important for Success in L2 Listening Comprehension in French Immersion Classrooms

Science.gov (United States)

Vandergrift, Larry; Baker, Susan C.

2018-01-01

Listening comprehension, which is relatively straightforward for native language (L1) speakers, is often frustrating for second language (L2) learners. Listening comprehension is important to L2 acquisition, but little is known about the variables that influence the development of L2 listening skills. The goal of this study was to determine which…

Automatic detection of frequent pronunciation errors made by L2-learners

NARCIS (Netherlands)

Truong, K.P.; Neri, A.; Wet, F. de; Cucchiarini, C.; Strik, H.

2005-01-01

In this paper, we present an acoustic-phonetic approach to automatic pronunciation error detection. Classifiers using techniques such as Linear Discriminant Analysis and Decision Trees were developed for three sounds that are frequently pronounced incorrectly by L2-learners of Dutch: /a/, /y/ and

The Role of Cognitive and Affective Factors in Measures of L2 Writing

Science.gov (United States)

Zabihi, Reza

2018-01-01

This study investigates the direct and/or indirect effects of some cognitive (working memory capacity) and affective (writing anxiety and writing self-efficacy) variables on the complexity, accuracy, and fluency (CAF) of second language (L2) learners' writings. To achieve this goal, 232 upper-intermediate English learners performed an automated…

Working Memory Effects on L1 and L2 Processing of Ambiguous Relative Clauses by Korean L2 Learners of English

Science.gov (United States)

Kim, Ji Hyon; Christianson, Kiel

2017-01-01

In this study, we report the results of two self-paced reading experiments that investigated working memory capacity effects on the processing of globally ambiguous relative clauses by advanced Korean second language (L2) learners of English. Consistent with previous monolingual literature on the processing of temporary ambiguity, we found that…

Questioning English Standards: Learner Attitudes and L2 Choices in Norway

Science.gov (United States)

Rindal, Ulrikke

2014-01-01

This study investigates attitudes towards varieties of English among Norwegian adolescent learners and assesses the role of social evaluation for second language (L2) pronunciation choices by combining a verbal guise test with speaker commentary and reports of language choices. The results suggest that while American English is the most accessible…

Classification of Swedish Learner Essays by CEFR Levels

Science.gov (United States)

Volodina, Elena; Pilán, Ildikó; Alfter, David

2016-01-01

The paper describes initial efforts on creating a system for the automatic assessment of Swedish second language (L2) learner essays from two points of view: holistic evaluation of the reached level according to the Common European Framework of Reference (CEFR), and the lexical analysis of texts for receptive and productive vocabulary per CEFR…

Effect of Power Point Enhanced Teaching (Visual Input) on Iranian Intermediate EFL Learners' Listening Comprehension Ability

Science.gov (United States)

Sehati, Samira; Khodabandehlou, Morteza

2017-01-01

The present investigation was an attempt to study on the effect of power point enhanced teaching (visual input) on Iranian Intermediate EFL learners' listening comprehension ability. To that end, a null hypothesis was formulated as power point enhanced teaching (visual input) has no effect on Iranian Intermediate EFL learners' listening…

Hi-LAB: A New Measure of Aptitude for High-Level Language Proficiency

Science.gov (United States)

Linck, Jared A.; Hughes, Meredith M.; Campbell, Susan G.; Silbert, Noah H.; Tare, Medha; Jackson, Scott R.; Smith, Benjamin K.; Bunting, Michael F.; Doughty, Catherine J.

2013-01-01

Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study,…

Cognitive Factors Contributing to Chinese EFL Learners' L2 Writing Performance in Timed Essay Writing

Science.gov (United States)

Lu, Yanbin

2010-01-01

This study investigated cognitive factors that might influence Chinese EFL learners' argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136…

Seeking out Challenges to Develop L2 Self-Confidence: A Language Learner's Journey to Proficiency

Science.gov (United States)

Edwads, Emily; Roger, Peter Stewart

2015-01-01

As one constituent of second language (L2) motivation, L2 "self-­confidence" has been shown to be a significant predictor of language proficiency. More recently, L2 self-­confidence has been studied as part of the "willingness to communicate" (WTC) construct. Less is known, however, about the processes by which learners develop…

The Effects of Cultural Familiarity and Question Preview Type on the Listening Comprehension of L2 Learners at the Secondary Level

Science.gov (United States)

Li, Chen-Hong; Chen, Cai-Jun; Wu, Meng-Jie; Kuo, Ya-Chu; Tseng, Yun-Ting; Tsai, Shi-Yi; Shih, Hung-Chun

2017-01-01

We examined the effect of cultural familiarity and question-preview types on the listening comprehension of L2 learners. The results showed that the participants who received the full question-preview format scored higher than those receiving either the answer-option preview or question-stem preview, despite a statistically nonsignificant…

Toward a Tripartite Model of L2 Reading Strategy Use, Motivations, and Learner Beliefs

Science.gov (United States)

Matsumoto, Hiroyuki; Hiromori, Tomohito; Nakayama, Akira

2013-01-01

The present study proposes a tripartite model of L2 reading strategy use, reading motivations, and general learner beliefs by examining the relationships among them in an L2 context. Reading strategy instruction was performed for 360 first-year university students enrolled in a reading-based course, in expectation of affecting their motivations…

The Effects of Giving and Receiving Marginal L1 Glosses on L2 Vocabulary Learning by Upper Secondary Learners

Science.gov (United States)

Samian, Hosein Vafadar; Foo, Thomas Chow Voon; Mohebbi, Hassan

2016-01-01

This paper reports the findings of a study that investigated the effect of giving and receiving marginal L1 glosses on L2 vocabulary learning. To that end, forty nine Iranian learners of English were assigned to three different experimental conditions including marginal L1 glosses Giver (n = 17), marginal L1 glosses Receiver (n = 17), and no…

RELATIONSHIP AMONG BRAIN HEMISPHERIC DOMINANCE, ATTITUDE TOWARDS L1 AND L2, GENDER, AND LEARNING SUPRASEGMENTAL FEATURES

Directory of Open Access Journals (Sweden)

Mohammad Hadi Mahmoodi

2016-07-01

Full Text Available Oral skills are important components of language competence. To have good and acceptable listening and speaking, one must have good pronunciation, which encompasses segmental and suprasegmental features. Despite extensive studies on the role of segmental features and related issues in listening and speaking, there is paucity of research on the role of suprasegmental features in the same domain. Conducting studies which aim at shedding light on the issues related to learning suprasegmental features can help language teachers and learners in the process of teaching/learning English as a foreign language. To this end, this study was designed to investigate the relationship among brain hemispheric dominance, gender, attitudes towards L1 and L2, and learning suprasegmental features in Iranian EFL learners. First, 200 Intermediate EFL learners were selected from different English language teaching institutes in Hamedan and Isfahan, two provinces in Iran, as the sample. Prior to the main stage of the study, Oxford Placement Test (OPT was used to homogenize the proficiency level of all the participants. Then, the participants were asked to complete the Edinburgh Handedness Questionnaire to determine their dominant hemisphere. They were also required to answer two questionnaires regarding their attitudes towards L1 and L2. Finally, the participants took suprasegmental features test. The results of the independent samples t-tests indicated left-brained language learners’ superiority in observing and learning suprasegmental features. It was also found that females are better than males in producing suprasegmental features. Furthermore, the results of Pearson Product Moment Correlations indicated that there is significant relationship between attitude towards L2 and learning suprasegmental features. However, no significant relationship was found between attitude towards L1 and learning English suprasegmental features. The findings of this study can

Memorization versus Semantic Mapping in L2 Vocabulary Acquisition

Science.gov (United States)

Khoii, Roya; Sharififar, Samira

2013-01-01

This study investigated the effects of two cognitive strategies, rote memorization and semantic mapping, on L2 vocabulary acquisition. Thirty-eight intermediate female EFL learners divided into two experimental groups participated in this study. Each experimental group used one of the strategies for vocabulary acquisition. After the four-month…

Reading Processing Skills among EFL Learners in Different Proficiency Levels

Science.gov (United States)

Dhanapala, Kusumi Vasantha; Yamada, Jun

2015-01-01

This study aims to understand how EFL learners in different reading proficiency levels comprehend L2 texts, using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5)…

Exploring Collaboratively Written L2 Texts among First-Year Learners of German in Google Docs

Science.gov (United States)

Abrams, Zsuzsanna

2016-01-01

Grounded in research on collaborative writing and computer-mediated writing the present study examines the computer-mediated collaborative writing process among first-year learners of German as a second language (L2) at a US university. The data come from 28 first-year learners of German at a US university, who wrote hypothesized endings to a…

Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

Science.gov (United States)

Yang, Jinsuk; Rehner, Katherine

2015-01-01

This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

L1/L2 Differences in the Acquisition of Form-Meaning Pairings in a Second Language

Science.gov (United States)

McManus, Kevin

2015-01-01

This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results…

Effects of Multimedia Instruction on L2 Acquisition of High-Level, Low-Frequency English Vocabulary Words

Science.gov (United States)

Cho, Euna

2017-01-01

The present study examined the effects of multimedia enhancement in video form in addition to textual information on L2 vocabulary instruction for high-level, low-frequency English words among Korean learners of English. Although input-based incidental learning of L2 vocabulary through extensive reading has been conventionally believed to be…

A Survey of Iranian EFL Teachers' and Learners' Perceptions toward Authentic Listening Materials at University Level

Science.gov (United States)

Zhafarghandi, Amir Mahdavi; Barekat, Behzad; Homaei, Sepideh

2014-01-01

This study intends to deal with attitudes of teachers and learners toward authentic listening materials at pre-intermediate level. Studies have indicated the positive effect of authentic listening materials on motivation and listening comprehension ability in learners of English as a foreign language (Nuttall, 1996; Peacock, 1997; Miller, 2005;…

Acquiring native-like intonation in Dutch and Spanish : Comparing the L1 and L2 of native speakers and second language learners

NARCIS (Netherlands)

van Maastricht, L.J.; Swerts, M.G.J.; Krahmer, E.J.

2013-01-01

ACQUIRING NATIVE-LIKE INTONATION IN DUTCH AND SPANISH Comparing the L1 and L2 of native speakers and second language learners Introduction Learning more about the interaction between the native language (L1) and the target language (L2) has been the aim of many studies on second language acquisition

The Secret Is in the Processing: A Study of Levels of Explicit Computerized Feedback in Heritage and L2 Learners of Spanish

Science.gov (United States)

Zamora, Celia Chomon

2017-01-01

The field of Instructed Second Language Acquisition (ISLA) has expressed interest in pursuing a research agenda that expands the current heritage language (HL) strand of research to investigate how this heterogeneous population re-learns their family language, and how this experience differs from that of second language (L2) learners. This…

L2 Learners' Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech

Science.gov (United States)

O'Brien, Mary Grantham

2014-01-01

In early stages of classroom language learning, many adult second language (L2) learners communicate primarily with one another, yet we know little about which speech stream characteristics learners tune into or the extent to which they understand this lingua franca communication. In the current study, 25 native English speakers learning German as…

Negotiating Multiple Audiences of L2 Learners on Facebook: Navigating Parallel Realities

Science.gov (United States)

Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur A/P Karpal

2016-01-01

As social network sites have become popular with university students, it is easier to understand how students employ social network sites seamlessly in their academic and personal lives. L2 learners often employ Facebook to improve their English language proficiency by communicating with their native and non-native English speakers. Facebook is…

The Effect of Focus on Form and Task Complexity on L2 Learners' Oral Task Performance

Science.gov (United States)

Salimi, Asghar

2015-01-01

Second Language learners' oral task performance has been one of interesting and research generating areas of investigations in the field of second language acquisition specially, task-based language teaching and learning. The main purpose of the present study is to investigate the effect of focus on form and task complexity on L2 learners' oral…

SNS for Learners at Beginner Level: An Alternative Use of FB

Science.gov (United States)

Carpi, Tiziana

2014-01-01

Despite that previous studies have shown that the implementation of Social Network Sites (SNSs) into the classroom may bring several learning benefits, the focus has been mainly restricted to learners at intermediate language level with a focus on use of SNSs for fostering communicative competence or as class management. This project, implemented…

The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Hooshang Khoshsima

2014-06-01

Full Text Available The present experimental study primarily aimed at examining the effect of presentation strategy on reading comprehension of Iranian intermediate EFL learners. To determine the effect of this strategy, 61 students who enrolled in English Language Center of Chabahar Maritime University were initially selected and then divided randomly into two classes one as an experimental group and the other one as the control group. The homogeneity of their proficiency level was established via the administration of a TOEFL (the PBT proficiency test. A reading comprehension test as pre-test administered to the subjects of both groups one week before the initiation of the study. The experimental group used the strategy three sessions each week for ten weeks, while the control group was trained based on the ordinary approaches of teaching reading comprehension. Presentation strategy was worked for every two weeks during the experiment and then at the end of each two-week instruction, an immediate posttest was administered according to the strategy worked. At the end of the study, a post-test was administered to both groups. The statistical techniques being applied were Paired Sample t-test and Independent Sample t-test. The results of the study revealed that presentation strategy had significant effect on promoting reading comprehension of intermediate EFL learners.

Second foreign language learning strategies and their variations across language proficiency levels among Iranian EFL learners

Directory of Open Access Journals (Sweden)

Pazhakh, A

2006-07-01

Full Text Available The present study has attempted to determine weather there is any relationship between language learning strategies employed by language learners, and if so what relationship exists between them. Furthermore, it has tried to investigate what effective and useful strategies the learners employ while learning English as a foreign language correspondent with their proficiency levels. A simulated TOEFL (REA, 1993 test was initially administered to classify the learners into three classes of proficiency levels. Oxford‟s Strategy Inventory, SILL, (Oxford, 1990 was used to determine the frequency of the language learning strategies applied by learners. The results of this study provide confirmation of previous research findings concerning the direct relationship between language learning strategies and language proficiency level, and represent the types of the strategies adopted by advanced, intermediate and elementary language learners. The implications of this study are to suggest both the metacognitive compensatory strategies, the most frequent strategies employed by advanced learners be instructed to the language learners in order to upgrade their proficiency level.

The Effect of Problem Solving Task on Critical Reading of Intermediate EFL Learners in Iranian Context

Directory of Open Access Journals (Sweden)

Masoud Khalili Sabet

2017-12-01

Full Text Available The attempt in this study is to investigate the effect of teaching critical thinking through problem solving on  reading comprehension performance of EFL intermediate learners. In so doing, forty including twenty male and twenty female intermediate students studying English in an institute in Ardabil, Iran, were selected based on their scores on Preliminary English Test and assigned into control and experimental groups. Afterwards, the sample TOEFL reading comprehension pre-test was administered to both of these groups to ensure homogeneity. The learners in experimental group were taught through problem solving instruction and the learners in control group were taught through traditional method of instructing reading comprehension. After ten sessions of instruction, the same sample TOEFL reading comprehension as post-test was given to the learners to measure the possible differences between pre-test and post-test. The finding revealed teaching problem solving had statistically significant effect on EFL learners reading comprehension performance. Conclusion can be drawn to confirm that teaching critical thinking through problem solving bring better understanding of the text.

An investigation into the effectiveness of different dictionary types for intermediate learners of german

OpenAIRE

Wingate, Ursula

2017-01-01

The research reported in this thesis examines two main questions: firstly, which dictionary type, bilingual or monolingual, is most effective for intermediate learners of German for reading comprehension, and secondly, which features make monolingual dictionary definitions effective for these learners. These questions divide the thesis into two parts. The first part compares the effectiveness of the bilingual versus the monolingual dictionary, and the second part compares two different monoli...

The Effects of Using Podcast on Listening Comprehension among Iranian Pre-intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Islam NamazianDost

2017-09-01

Full Text Available The purpose of the present study was to explore the effects of using podcast on listening comprehension among Iranian pre-intermediate EFL learners. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test was administered among 90 students at the pre-intermediate level of Poyesh language Institute and finally 60 participants were selected. Then, they were non-randomly divided into two sub­groups, namely control and experimental groups.  Before starting the treatment, a validated teacher-made listening comprehension test was administered to students as pre-test to assess the participants' listening comprehension at the beginning of the course. Then, the experimental group received the treatment, which was teaching listening comprehension through using podcasts while the control group was taught using traditional methods of teaching listening with no multimedia source. After 20 sessions of treatment, the two groups were administered the same teacher-made listening test as post-test. Data were analyzed by Paired and Independent Samples t-­test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. The results suggest that podcasts can be used in English classes to develop listening ability among Iranian EFL learners.

How new words (don't) become memories : Lexicalization in advanced L1 Dutch learners of L2 English

NARCIS (Netherlands)

Keijzer, Merel

It is an undisputed fact that learning – and remembering – new words is key in successful second language acquisition. And yet researching how vocabulary acquisition takes place is one of the most difficult endeavors in second language acquisition. We can test how many L2 words a learner knows, but

A Comparative Study of the Effectiveness of Two Strategies of Etymological Elaboration and Pictorial Elucidation on Idiom Learning: A Case of Young EFL Iranian Learners

Science.gov (United States)

Haghshenas, Mahsa Sadat Mousavi; Hashemian, Mahmood

2016-01-01

This study examined the effect of etymological elaboration, pictorial elucidation, and integration of these 2 strategies on idiom learning by L2 learners. A total number of 80 homogeneous intermediate learners studying English at 3 language institutes in Isfahan, Iran, were selected. The intermediate participants were selected as the result of…

How new L2 words (don't) become memories : Lexicalization in advanced L1 Dutch learners of L2 English as part of a longitudinal study

NARCIS (Netherlands)

Keijzer, Merel

It is an undisputed fact that learning – and remembering – new words is key in successful second language acquisition. And yet researching how vocabulary acquisition takes place is one of the most difficult endeavors in second language acquisition. We can test how many L2 words a learner knows, but

A Psychometric Study of Reading Processes in L2 Acquisition: Deploying Deep Processing to Push Learners' Discourse Towards Syntactic Processing-Based Constructions

Science.gov (United States)

Manuel, Carlos J.

2009-01-01

This study assesses reading processes and/or strategies needed to deploy deep processing that could push learners towards syntactic-based constructions in L2 classrooms. Research has found L2 acquisition to present varying degrees of success and/or fossilization (Bley-Vroman 1989, Birdsong 1992 and Sharwood Smith 1994). For example, learners have…

On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing

Science.gov (United States)

Nushi, Musa

2016-01-01

Han's (2009, 2013) selective fossilization hypothesis (SFH) claims that L1 markedness and L2 input robustness determine the fossilizability (and learnability) of an L2 feature. To test the validity of the model, a pseudo-longitudinal study was designed in which the errors in the argumentative essays of 52 Iranian EFL learners were identified and…

Partial Word Knowledge: Frontier Words in the L2 Mental Lexicon

Science.gov (United States)

Zareva, Alla

2012-01-01

The study set out to examine the partial word knowledge of native speakers, L2 advanced, and intermediate learners of English with regard to four word features from Richards' (1976) taxonomy of aspects describing what knowing a word entails. To capture partial familiarity, the participants completed in writing a test containing low and mid…

Effects of Using Instructional Video Games on Teaching English Vocabulary to Iranian Pre-Intermediate EFL Learners

Science.gov (United States)

Salehi, Hadi

2017-01-01

This study aims to investigate whether there is any benefit in using IVGs among the Iranian pre-intermediate EFL learners or not. Therefore, 60 EFL learners from Padideh Derakhshan Institute in Sahinshahr, Isfahan, Iran were chosen as the sample. First, a test of novelty was administered at the early stage to ensure the novelty of to-be-instructed…

"One Task Fits All"? The Roles of Task Complexity, Modality, and Working Memory Capacity in L2 Performance

Science.gov (United States)

Zalbidea, Janire

2017-01-01

The present study explores the independent and interactive effects of task complexity and task modality on linguistic dimensions of second language (L2) performance and investigates how these effects are modulated by individual differences in working memory capacity. Thirty-two intermediate learners of L2 Spanish completed less and more complex…

The Effects and Perceptions of Trained Peer Feedback in L2 Speaking: Impact on Revision and Speaking Quality

Science.gov (United States)

Rodríguez-González, Eva; Castañeda, Martha E.

2018-01-01

The present study examined the impact of trained peer feedback on Spanish as a second language (L2) in terms of language performance, nature of feedback, and perceptions of peer feedback in speaking tasks. Participants in the study included 17 intermediate L2 Spanish learners enrolled in a conversation course that incorporated peer feedback…

The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

OpenAIRE

Özkan KIRMIZI

2015-01-01

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept wa...

The role of oral corrective feedback in L2 Portuguese classrooms

Directory of Open Access Journals (Sweden)

Bárbara Battistelli Rauber

2017-11-01

Full Text Available Languages are generally acquired along with and for others, in varied environments which influence second language (L2 learning. One of the most important influences of the linguistic environment is that it provides learners with information about the incorrectness of their utterances (ORTEGA, 2009. This process is referred as Corrective Feedback (LYSTER; RANTA, 1997, RUSSEL; SPADA, 2006, which is a complex phenomenon that has different functions in formal L2 instruction. The purpose of the current study was to investigate the types of oral CF in L2 Portuguese classrooms and to analyze how learners responded to CF provided by their teachers. The data presented were obtained from the observation of lessons in an elementary and an intermediate group of a Portuguese course offered at a private American university. The results of this observational study show that elicitation, explicit correction and metalinguistic feedback are the main CF methods employed by the teachers.

The Use of E-Dictionary to Read E-Text by Intermediate and Advanced Learners of Chinese

Science.gov (United States)

Wang, Jing

2012-01-01

This study focuses on the pedagogical outcomes connected with the use of an e-dictionary by intermediate and advanced learners of Chinese to aid in reading an expository Chinese e-text. Twenty intermediate and advanced participants read an e-text twice aided by an e-dictionary and wrote recalls of the text in English. In addition to low frequency…

Limitations of the influence of English phonetics and phonology on L2 Spanish rhotics

Directory of Open Access Journals (Sweden)

Michael Kevin Olsen

2016-12-01

Full Text Available This study investigates L2 Spanish rhotic production in intermediate learners of Spanish, specifically addressing the duration of the influence of L1 English rhotic articulations and a phonetic environment involving English taps on the acquisition of Spanish taps and trills that Olsen (2012 found. Results from multiple linear regressions involving thirty-five students in Spanish foreign language classes show that the effect of English rhotic articulations evident in beginners has disappeared after four semesters of Spanish study. However, results from paired samples t-tests show that these more advanced learners produced accurate taps significantly more in words containing phonetic environments that produce taps in English. This effect is taken as evidence that L1 phonetic influences have a shorter duration on L2 production than do L1 phonological influences. These results provide insights into L2 rhotic acquisition which Spanish educators and students can use to formulate reasonable pronunciation expectations.

Do Korean L2 learners have a "foreign accent" when they speak French? Production and perception experiments on rhythm and intonation

OpenAIRE

Grandon , Bénédicte; Yoo , Hiyon

2014-01-01

International audience; French and Korean are two languages with similar prosodic characteristics as far as rhythm and intonation are concerned. In this paper, we present the results of production and perception tests where we describe the prosodic characteristics of Korean L2 learners of French. Our aim is to analyze the impression of "foreign accent" for two prosodic components (intonation and rhythm) of speech produced by Korean L2 learners of French and the perception of this "accent" by ...

The Effect of Cultural Integration on the Development of Listening Comprehension among Iranian Upper-Intermediate EFL Learners

Science.gov (United States)

Fatemi, Mohammad Ali; Montazerinia, Fatemeh; Shirazian, Sharifeh; Atarodi, Maliheh

2014-01-01

Cultural integration can be used as an effective learning practice in contexts of English as Foreign Language (EFL) classrooms. The present study aimed at investigating the effect of cultural integration on the development of Iranian EFL upper-intermediate learners' listening comprehension. To this end, fifty-two upper-intermediate EFL learners…

The Mother Tongue in the Foreign Language: An Account of Russian L2 Learners' Error Incidence on Output

Science.gov (United States)

Forteza Fernandez, Rafael Filiberto; Korneeva, Larisa I.

2017-01-01

Based on Selinker's hypothesis of five psycholinguistic processes shaping interlanguage (1972), the paper focuses attention on the Russian L2-learners' overreliance on the L1 as the main factor hindering their development. The research problem is, therefore, the high incidence of L1 transfer in the spoken and written English language output of…

Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language

Science.gov (United States)

Williams, Joshua T.; Newman, Sharlene D.

2017-01-01

A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel…

Effects of Task Complexity, Task Conditions, and Task Difficulty on the Grammatical Accuracy of EFL Learners in Written Discourse

Directory of Open Access Journals (Sweden)

Saeideh Ahangari

2012-11-01

Full Text Available Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy based on Task Complexity (Task type :Here-and now & There-and-then,Task Conditions (Gender: Male & Female, and Task Difficulty (Proficiency: Lower-intermediate & Intermediate. Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity,Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.

Engagement Portraits and (Socio)linguistic Performance: A Transversal and Longitudinal Study of Advanced L2 Learners

Science.gov (United States)

Mougeon, Françoise; Rehner, Katherine

2015-01-01

This study considers, both transversally and longitudinally, advanced second language (L2) learners' profile portraits, how these correlate with their sociolinguistic and linguistic performance, and how changes in these portraits over time connect to changes in sociolinguistic performance. The results show a strong correlation between high degrees…

Effects of Semantic Context and Fundamental Frequency Contours on Mandarin Speech Recognition by Second Language Learners.

Science.gov (United States)

Zhang, Linjun; Li, Yu; Wu, Han; Li, Xin; Shu, Hua; Zhang, Yang; Li, Ping

2016-01-01

Speech recognition by second language (L2) learners in optimal and suboptimal conditions has been examined extensively with English as the target language in most previous studies. This study extended existing experimental protocols (Wang et al., 2013) to investigate Mandarin speech recognition by Japanese learners of Mandarin at two different levels (elementary vs. intermediate) of proficiency. The overall results showed that in addition to L2 proficiency, semantic context, F0 contours, and listening condition all affected the recognition performance on the Mandarin sentences. However, the effects of semantic context and F0 contours on L2 speech recognition diverged to some extent. Specifically, there was significant modulation effect of listening condition on semantic context, indicating that L2 learners made use of semantic context less efficiently in the interfering background than in quiet. In contrast, no significant modulation effect of listening condition on F0 contours was found. Furthermore, there was significant interaction between semantic context and F0 contours, indicating that semantic context becomes more important for L2 speech recognition when F0 information is degraded. None of these effects were found to be modulated by L2 proficiency. The discrepancy in the effects of semantic context and F0 contours on L2 speech recognition in the interfering background might be related to differences in processing capacities required by the two types of information in adverse listening conditions.

L2 Working Memory Capacity and L2 Reading Skill.

Science.gov (United States)

Harrington, Mike; Sawyer, Mark

1992-01-01

Examines the sensitivity of second-language (L2) working memory (ability to store and process information simultaneously) to differences in reading skills among advanced L2 learners. Subjects with larger L2 working memory capacities scored higher on measures of L2 reading skills, but no correlation was found between reading and passive short-term…

Personalized versus Normal Practice of L2 Speaking on Iranian EFL Learners’ Oral Proficiency

Directory of Open Access Journals (Sweden)

Ayda Rahmani

2015-03-01

Full Text Available Personalized learning is a self-initiated, self-directed or self-prioritized pursuit which gives the learner a degree of choice about the process of learning i.e. what to learn, how to learn and when to learn. Of course personalized learning does not indicate unlimited choice; because, L2 learners will still have targets to be met. However, it provides learners with the opportunity to learn in ways that suit their individual learning styles. The L2 learner should have the opportunity to freely choose a series of activities, already predisposed by the teacher, to improve and develop L2 proficiency. This is because human beings have different ways to learn and process information; and, these different ways of learning are independent of each other. In other words, learning styles and techniques differ across individuals; thus, personalized learning provides L2 learners to freely choose the activities they enjoy the most. So it is a student-centered learning method in which the interests and the preferences of the learner is taken into account.The present study is an investigation of a personalized versus normal practice of L2 proficiency. For this purpose an OPT (Oxford Placement Test was given to a total of 80 Iranian EFL learners. Then, 40 of them who were considered as intermediate learners were selected for the purpose of the study. The participants were randomly divided into two groups i.e. an experimental group and a control group. Both groups were pretested prior to the study. Then, the experimental group received the treatment in the form of personalized learning (games-based learning, songs, music, stories, English tongue twisters and the materials that the subjects were most interested in for ten sessions while the control group received a normal practice of speaking proficiency (based on New Interchange course books. After ten sessions, both groups were post tested. Then the results of the posttests were subjects of statistical analysis

Using Learner Corpora for L2 Lexicography: Information on ...

African Journals Online (AJOL)

In this paper, we describe an on-going project of the corpus of EFL (English as a Foreign Language) learners in Japan and its application for pedagogical dictionary compilation. We especially focus on the learners' errors in verb collocation patterns and describe how the leamer's dictionary can benefit from the learners' ...

L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues

Directory of Open Access Journals (Sweden)

José Amenós Pons

2017-09-01

Full Text Available This paper examines the process of acquiring L2s that are closely related to the L1 through data on how adult French speakers learning L2 Spanish in a formal setting develop knowledge and use of past tenses in this L2. We consider the role of transfer and simplification in acquiring mental representations of the L2 grammar, specifically in the area of tense and aspect, and how learners deal with integrating grammatically encoded, lexical and discursive information, including mismatching feature combinations leading to particular inferential effects on interpretation. Data is presented on the Spanish past tenses (simple and compound past, pluperfect, imperfect and progressive forms from two tasks, an oral production filmretell and a multiple-choice interpretation task, completed by learners at A2, B1, B2 and C1 CEFR levels (N = 20-24 per level. L1 influence is progressively attenuated as proficiency increases. Difficulties were not always due to negative L1 transfer, but related also to grammar-discourse interface issues when integrating linguistic and pragmatic information in the interpretation process. This has clear implications for the teaching of closely related languages: instruction should not only focus on crosslinguistic contrasts, but also prioritize uses requiring complex interface integration, which are harder to process.

Measuring Group Work Dynamics and Its Relation with L2 Learners' Task Motivation and Language Production

Science.gov (United States)

Poupore, Glen

2016-01-01

While learners of a second language (L2) are increasingly interacting in small groups as part of a communicative methodological paradigm, very few studies have investigated the social dynamics that occur in such groups. The aim of this study is to introduce a group work dynamic measuring instrument and to investigate the relationship between group…

Exploring the Effect of Teaching Test-Taking Strategies on Intermediate Level Learners on Reading Section of Ielts; Learners’ Attitude in Focus

Directory of Open Access Journals (Sweden)

Hooshang Khoshsima

2018-04-01

Full Text Available Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS or Teaching English as a Foreign Language (TOEFL, play a crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than .05 (p < .001.  Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than .05.

The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners

Science.gov (United States)

Khoshsima, Hooshang; Sayadi, Fatemeh

2016-01-01

This study aimed at investigating the effect of virtual language learning method on Iranian intermediate EFL learners writing ability. The study was conducted with 20 English Translation students at Chabahar Maritime University who were assigned into two groups, control and experimental, after ensuring of their homogeneity by administering a TOEFL…

On the effect of self-motivation instruction on the language learners belief on autonomy

Directory of Open Access Journals (Sweden)

Seyyed Taher Alavi

2016-06-01

Full Text Available Zoltán Dörnyei (2005 proposed a new form of motivation which is aiming at equipping the learners with a lifelong approach to motivation which is self-induced by the learner and it is not needed for any extrinsic mediation, having understood how to keep yourself motivated. This study was an attempt to find out the effect of self-motivation strategies instruction on the learners belief on learner autonomy in L2 learning. To find out the possible effect of our independent variable we selected one intermediate level class in grade 2 (25 male in high school out of the whole population of high school students in west Azerbaijan, Iran via availability sampling. Having ensured for the homogeneity of the class members’ English proficiency through Nelson test, we gave them a questionnaire on the learner’s belief on autonomy in learning L2 to answer. Then within two months, in a separate class the students were given instructions on how to employ self-motivation strategies while learning English. After two months of instruction, they were given the same questionnaire again to get to know the possible effect of our independent variable. Having analyzed the obtained data in SPSS software, the results showed that our hypothesis was rejected and our null hypothesis was verified.

The Impact of Word-Recognition Practice on the Development of the Listening Comprehension of Intermediate-Level EFL Learners

Directory of Open Access Journals (Sweden)

Hossein Navidinia

2016-05-01

Full Text Available The present study aims at examining the effect of word-recognition practice on EFL students’ listening comprehension. The participants consisted of 30 intermediate EFL learners studying in a language institute in Birjand City, Iran. They were assigned randomly to two equal groups, control and experimental. Before starting the experiment, the listening section of IELTS was given to all of the students as the pretest. Then, during the experiment, the experimental group was asked to transcribe the listening sections of their course book while in the control group, the students did not transcribe. After 25 sessions (2 hours each of instruction, another test of listening (IELTS proficiency test was given to both groups as the post-test. The results of the two tests were then analyzed and compared using one way ANCOVA test. The results indicated that the experimental group outperformed the control group (p<0.05. Therefore, it was concluded that word-recognition practice is an effective way for the improvement of EFL learners’ listening comprehension. The overall results of the study are discussed and the implications for further research and practitioners are made.

The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language

Science.gov (United States)

Babayigit, Selma

2014-01-01

The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted in English. The L1 learners outperformed their L2 peers on the measures of oral language and text…

Natural analogue study for low-and-intermediate level radioactive waste shallow burial disposal

International Nuclear Information System (INIS)

Gu Cunli; Fan Zhiwen; Huang Yawen; Cui Anxi; Liu Xiuzheng; Zhang Jinshen

1995-01-01

The paper makes a comparison of low-and-intermediate level radioactive waste shallow burial disposal with Chinese ancient tombs in respects of siting, engineering structures, design principle and construction procedures. Results showed that Chinese ancient tombs are very good analogue for low-and-intermediate level radioactive waste shallow burial disposal. Long-term preservation of ancient tombs and buried objects demonstrated that low-and-intermediate level radioactive waste shallow burial disposal would be safe if suitable sites were selected, reasonable engineering structures and good backfill materials were adopted, and scientific construction procedures were followed. The paper reports for the first time the testing results of certain ancient tomb backfill materials. The results indicated that the materials have so low a permeability as 1.5 x 10 -8 cm/s , and strong adsorption to radionuclides Co and Cs with the distribution coefficients of 1.4 x 10 4 mL/g and 2.1 x 10 4 mL/g, and the retardation factors of 4.4 x 10 4 and 7.7 x 10 4 respectively. Good performance of these materials is important assurance of long-term preservation of the ancient tombs. These materials may be considered to be used as backfill materials in low-and-intermediate level radioactive shallow burial disposal. (4 figs., 10 tabs.)

An Alternative to Language Learner Dependence on L2 Caption-Reading Input for Comprehension of Sitcoms in a Multimedia Learning Environment

Science.gov (United States)

Li, C.-H.

2014-01-01

Most second/foreign language (L2) learners have difficulty understanding listening input because of its implicit and ephemeral nature, and they typically have better reading comprehension than listening comprehension skills. This study examines the effects of using an interactive advance-organizer activity on the DVD video comprehension of L2…

The Effect of Task Type and Pre-task Planning Condition on the Accuracy of Intermediate EFL Learners' Writing Performance

Directory of Open Access Journals (Sweden)

Seyeed Mohammad Alavi

2012-05-01

Full Text Available Task-based language teaching, which requires learners to transact tasks resembling their real life language needs, demands language learners to perform planning at different stages of their learning. Since various types of tasks can be used in task-based instruction, the present study examined the effect of task types and various participatory structures during pre-task planning on the quality of learners' writing performance, (i.e., accuracy. Towards this end, 120 intermediate EFL students were randomly assigned to 3 experimental groups and one control group. While the experimental groups were subjected to different pre-task planning conditions, (i.e., individual, pair, and group, the control group performed tasks without any planning. During the treatment, they experienced task modeling, presentation and completion. A factorial design was followed in the present study, and the collected data were analyzed through ANOVAs that revealed task type and pre-task planning condition influenced the writing accuracy of the participants in a way that resulted in greater accuracy in the decision-making task in the experimental groups, thereby ensuring the effectiveness of the treatment in mitigating the long-standing problem of EFL learners in achieving higher levels of accuracy when a specific task type is concerned.

An Investigation into the Modality Specificity of L2 Learners' STM Abilities in Learning Vocabulary via PDAs

Directory of Open Access Journals (Sweden)

Saeed Khazaie

2012-09-01

Full Text Available Parallel with the rapid growth of wireless technology and potentials of mobile learning for language teaching/learning, employing mobile devices in language learning seems indispensable. To this end, designing learning materials suitable for different types of mobile devices regarding dual coding (DCT and cognitive load (CLT theories seems inevitable. In this study, multimedia were employed for designing two types of learning materials. Since short-term memory plays an important role in language learning, learners’ visual and verbal short-term memories were taken into consideration, too. 161 L2 Learners aged 19 and 23 years old participated in the major phases of an experiment via personal digital assistant (PDA. Based on their scores on the English vocabulary recognition and recall (EVRR tests and the statistical analysis of the results, it was revealed that delivery of learning materials with pictorial and written annotations combined rather than delivery of learning materials without such annotations to learners with high-visual and high-verbal abilities, learners with high-visual but low-verbal ability, and learners with low-visual but high-verbal ability results in better vocabulary learning outcomes. However, this was not the case for learners with low-visual and low-verbal abilities. This study acknowledges the relation between STM and the relevant modalities of materials presentation.

The Effects of Multimedia Task-Based Language Teaching on EFL Learners' Oral L2 Production

Science.gov (United States)

BavaHarji, Madhubala; Gheitanchian, Mehrnaz; Letchumanan, Krishnaveni

2014-01-01

This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners' oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of…

L2 Selves, Emotions, and Motivated Behaviors

Science.gov (United States)

Teimouri, Yasser

2017-01-01

This study has aimed to investigate language learners' emotional experiences through the lens of L2 future self-guides. To that end, the L2 motivational self system was chosen as the theoretical framework to relate learners' emotions to their L2 selves. However, due to inconsistent results of past research concerning the motivational role of the…

A Process Model of L2 Learners' Motivation: From the Perspectives of General Tendency and Individual Differences

Science.gov (United States)

Hiromori, Tomohito

2009-01-01

The purpose of this study is to examine a process model of L2 learners' motivation. To investigate the overall process of motivation, the motivation of 148 university students was analyzed. Data were collected on three variables from the pre-decisional phase of motivation (i.e., value, expectancy, and intention) and four variables from the…

Rapid L2 Word Learning through High Constraint Sentence Context: An Event-Related Potential Study

Directory of Open Access Journals (Sweden)

Baoguo Chen

2017-12-01

Full Text Available Previous studies have found quantity of exposure, i.e., frequency of exposure (Horst et al., 1998; Webb, 2008; Pellicer-Sánchez and Schmitt, 2010, is important for second language (L2 contextual word learning. Besides this factor, context constraint and L2 proficiency level have also been found to affect contextual word learning (Pulido, 2003; Tekmen and Daloglu, 2006; Elgort et al., 2015; Ma et al., 2015. In the present study, we adopted the event-related potential (ERP technique and chose high constraint sentences as reading materials to further explore the effects of quantity of exposure and proficiency on L2 contextual word learning. Participants were Chinese learners of English with different English proficiency levels. For each novel word, there were four high constraint sentences with the critical word at the end of the sentence. Learners read sentences and made semantic relatedness judgment afterwards, with ERPs recorded. Results showed that in the high constraint condition where each pseudoword was embedded in four sentences with consistent meaning, N400 amplitude upon this pseudoword decreased significantly as learners read the first two sentences. High proficiency learners responded faster in the semantic relatedness judgment task. These results suggest that in high quality sentence contexts, L2 learners could rapidly acquire word meaning without multiple exposures, and L2 proficiency facilitated this learning process.

Comparing the Effect of Using Monolingual versus Bilingual Dictionary on Iranian Intermediate EFL Learners' Vocabulary Learning

Science.gov (United States)

Ahangari, Saeideh; Dogolsara, Shokoufeh Abbasi

2015-01-01

This study aimed to investigate the effect of using two types of dictionaries (monolingual and bilingual) on Iranian intermediate EFL learners' vocabulary learning. An OPT (Oxford placement test, 2001) was administered among 90 students 60 of whom were selected as the participants of this study. They were sophomore students studying English as a…

Acquisition of speech rhythm in a second language by learners with rhythmically different native languages.

Science.gov (United States)

Ordin, Mikhail; Polyanskaya, Leona

2015-08-01

The development of speech rhythm in second language (L2) acquisition was investigated. Speech rhythm was defined as durational variability that can be captured by the interval-based rhythm metrics. These metrics were used to examine the differences in durational variability between proficiency levels in L2 English spoken by French and German learners. The results reveal that durational variability increased as L2 acquisition progressed in both groups of learners. This indicates that speech rhythm in L2 English develops from more syllable-timed toward more stress-timed patterns irrespective of whether the native language of the learner is rhythmically similar to or different from the target language. Although both groups showed similar development of speech rhythm in L2 acquisition, there were also differences: German learners achieved a degree of durational variability typical of the target language, while French learners exhibited lower variability than native British speakers, even at an advanced proficiency level.

Intermediate Levels of Visual Processing

National Research Council Canada - National Science Library

Nakayama, Ken

1998-01-01

...) surface representation, here we have shown that there is an intermediate level of visual processing, between the analysis of the image and higher order representations related to specific objects; (2...

PIC-container for containment and disposal of low and intermediate level radioactive wastes

International Nuclear Information System (INIS)

Araki, Kunio; Shinji, Yoshimasa; Maki, Yasuro; Ishizaki, Kanjiro; Minegishi, Keiichi; Sudoh, Giichi.

1981-03-01

Steel fiber reinforced polymer-impregnated concrete (SFPIC) has been investigated for low and intermediate level radioactive waste containers. The present study has been carried out by the following stages. A) Preliminary evaluation: 60 L size container for cold and hot tests. B) Evaluation of size effect: 200 L size container for cold tests. The 60 L and 200 L containers were designed as pressure-container (without equalizer) for 500 kg/cm 2 and 700 kg/cm 2 . Polymerization of impregnated methylmethacrylate monomer for stage-A and B were performed by 60 Co-γ ray radiation and thermal catalytic polymerization, respectively. Under the loading of 500 kg/cm 2 and 700 kg/cm 2 -outside hydraulic pressure, these containers were kept in their good condition. The observed maximum strains were about 1380 x 10 -6 and 3950 x 10 -6 at the outside central position of container body for circumferential direction of the 60 L and 200 L container, respectively. An accelerated leaching test was performed by charging the concentrate of the liquid radioactive waste from JMTR in JAERI into the container. Although they were immersed in deionized water for 400 days, nuclides were not leached from the container. From results of various tests, it was evaluated that the SFPIC-container was suitable for containment and disposal of low and intermediate level radioactive wastes. There was not any great difference between the two size containers for the physical and chemical properties except in their preparation process. (author)

"Real Language": Combining Intermediate Spanish Language Learners and ESOL/Native Speakers for Vernacular Language Acquisition

Directory of Open Access Journals (Sweden)

Joe LaValle

2017-06-01

Full Text Available This paper addresses the possibilities of combining Spanish language learners and English language learners in high school and post-secondary institutions for mutual benefit to learn authentic language. Academic or "classroom" Spanish is insufficient to empower students for today's workplace. The concept behind "Real Language" is illustrated by an example of an interdisciplinary activity to facilitate communicative interaction in genuine language and promote cultural understanding between intermediate Spanish students and ESOL/native speakers at the high school and post-secondary level. Students are asked to utilize their life skills in interactive, freestyle conversation without the intervention of an instructor. The learning space for language exchange is an out-of-class venue for a non-intimidating, more authentic setting. This simple qualitative study investigates the potential value of this sort of interdisciplinary activity. The intent is to evaluate attitudes of the participants in relation to confidence in their ability to use the target language, and their willingness to use it in social and professional environments and, in addition, to facilitate cultural understanding. The positive result of the project is validated by the voice of the student participants as they reflect on their experience in "Real Language". Could this concept facilitate evolving strategies for interdisciplinary contemporary foreign language learning?

Intermediate L-K molecular orbital radiation from heavy ion collisions

International Nuclear Information System (INIS)

Heinig, K.H.; Jaeger, H.U.; Richter, H.; Woittennek, H.

1975-09-01

The structure of x-ray continua observed recently in violent collisions between intermediate mass atoms can be explained by a superposition of K molecular orbital (KMO) radiation and of an intermediate L-K molecular orbital (ILKMO) radiation of high intensity which is due to 2psigma vacancies. (author)

Leveling L2 Texts through Readability: Combining Multilevel Linguistic Features with the CEFR

Science.gov (United States)

Sung, Yao-Ting; Lin, Wei-Chun; Dyson, Scott Benjamin; Chang, Kuo-En; Chen, Yu-Chia

2015-01-01

Selecting appropriate texts for L2 (second/foreign language) learners is an important approach to enhancing motivation and, by extension, learning. There is currently no tool for classifying foreign language texts according to a language proficiency framework, which makes it difficult for students and educators to determine the precise…

Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

Science.gov (United States)

Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

2017-01-01

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

Measurements of Development in L2 Written Production: The Case of L2 Chinese

Science.gov (United States)

Jiang, Wenying

2013-01-01

This study investigates measures for second language (L2) writing development. A T-unit, which has been found the most satisfactory unit of analysis for measuring L2 development in English, is extended to measure L2 Chinese writing development through a cross-sectional design in this study. Data were collected from three L2 Chinese learner groups…

Transfer of L1 Visual Word Recognition Strategies during Early Stages of L2 Learning: Evidence from Hebrew Learners Whose First Language Is Either Semitic or Indo-European

Science.gov (United States)

Norman, Tal; Degani, Tamar; Peleg, Orna

2016-01-01

The present study examined visual word recognition processes in Hebrew (a Semitic language) among beginning learners whose first language (L1) was either Semitic (Arabic) or Indo-European (e.g. English). To examine if learners, like native Hebrew speakers, exhibit morphological sensitivity to root and word-pattern morphemes, learners made an…

Selective transfer in the acquisition of English double object constructions by Brazilian learners

Directory of Open Access Journals (Sweden)

Júlia Vidigal Zara

2013-01-01

Full Text Available The present study investigates the acquisition of the English double object constructions (GOLDBERG, 1995 by Brazilian learners. We hypothesize that, due to first language (L1 influences, the prepositional ditransitive construction (John gave a book to Mary will be acquired earlier, while the ditransitive construction (John gave Mary a book will be part of the learner's interlanguages (SELINKER, 1972 only at the advanced level of proficiency. We also hypothesize that learners may transfer (ODLIN, 1989 the placement of the object pronoun in pre-verbal position from their L1 to their interlanguage in early stages of acquisition (João me deu um livro / *John me gave a book. We test our hypotheses by comparing the performance of three groups of learners (beginning, intermediate, and advanced and native speakers of English on an acceptability judgment task used as a measure of learnability and generalization. Results confirm the order of acquisition of the English double object constructions predicted for native speakers of Brazilian Portuguese. Moreover, results suggest that, although mother tongue influences may have taken place, they do not do so pervasively, but rather selectively, corroborating the proposal by Kellerman (1983.

Working with language learner histories from three perspectives: Teachers, learners and researchers

Directory of Open Access Journals (Sweden)

Sarah Mercer

2013-10-01

Full Text Available Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.

Is a Picture Worth a Thousand Words? Using Images to Create a Concreteness Effect for Abstract Words: Evidence from Beginning L2 Learners of Spanish

Science.gov (United States)

Farley, Andrew; Pahom, Olga; Ramonda, Kris

2014-01-01

This study examines the lexical representation and recall of abstract words by beginning L2 learners of Spanish in the light of the predictions of the dual coding theory (Paivio 1971; Paivio and Desrochers 1980). Ninety-seven learners (forty-four males and fifty-three females) were randomly placed in the picture or non-picture group and taught…

Studies of Danish L2 learners’ vocabulary knowledge and the lexical richness of their written production in English

DEFF Research Database (Denmark)

Henriksen, Birgit; Danelund, Lise

2015-01-01

A number of lexical studies report a strong correlation between L2 learners’ vocabulary size and depth and their writing skills. Three Danish empirical studies explore this relationship further by looking at the vocabulary knowledge of young upper-secondary school learners of English...... analysis of written essays from learners across two educational levels. All studies show a surprisingly low level of receptive and productive vocabulary knowledge for the pupils tested. Moreover, the lexical analyses of the texts reveal that the learners do not exploit the vocabulary resources they have...... in their written production. Even the high-level learners, who have more L2 vocabulary, are using a “playing-it-safe strategy”, relying on familiar high-frequent lexical items in their writing. The results are discussed in light of the meaning-based teaching approaches used in Danish EFL classrooms and the lack...

Input frequencies in processing of verbal morphology in L1 and L2: Evidence from Russian

Directory of Open Access Journals (Sweden)

Tatiana Chernigovskaya

2011-02-01

Full Text Available In this study we take a usage-based perspective on the analysis of data from the acquisition of verbal morphology by Norwegian adult learners of L2 Russian, as compared to children acquiring Russian as an L1. According to the usage-based theories, language learning is input-driven and frequency of occurrence of grammatical structures and lexical items in the input plays a key role in this process. We have analysed to what extent the acquisition and processing of Russian verbal morphology by children and adult L2 learners is dependent on the input factors, in particular on type and token frequencies. Our analysis of the L2 input based on the written material used in the instruction shows a different distribution of frequencies as compared to the target language at large. The results of the tests that elicited present tense forms of verbs belonging to four different inflectional classes (-AJ-, -A-, -I-, and -OVA- have demonstrated that for both Russian children and L2 learners type frequency appears to be an important factor, influencing both correct stem recognition and generalisations. The results have also demonstrated token frequency effects. For L2 learners we observed also effects of formal instruction and greater reliance on morphological cues. In spite of the fact that L2 learners did not match completely any of the child groups, there are many similarities between L1 and L2 morphological processing, the main one being the role of frequency.

Chinese L1 children's English L2 verb morphology over time: individual variation in long-term outcomes.

Science.gov (United States)

Paradis, Johanne; Tulpar, Yasemin; Arppe, Antti

2016-05-01

This study examined accuracy in production and grammaticality judgements of verb morphology by eighteen Chinese-speaking children learning English as a second language (L2) followed longitudinally from four to six years of exposure to English, and who began to learn English at age 4;2. Children's growth in accuracy with verb morphology reached a plateau by six years, where 11/18 children did not display native-speaker levels of accuracy for one or more morphemes. Variation in children's accuracy with verb morphology was predicted by their English vocabulary size and verbal short-term memories primarily, and quality and quantity of English input at home secondarily. This study shows that even very young L2 learners might not all catch up to native speakers in this time frame and that non-age factors play a role in determining individual variation in child L2 learners' long-term outcomes with English morphology.

English Language Learners' Nonword Repetition Performance: The Influence of Age, L2 Vocabulary Size, Length of L2 Exposure, and L1 Phonology.

Science.gov (United States)

Duncan, Tamara Sorenson; Paradis, Johanne

2016-02-01

This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to English began on average at age 4;4. Children spoke either a Chinese language or South Asian language as an L1 and were given English standardized tests for NWR and receptive vocabulary. Although the majority of ELLs scored within or above the monolingual normal range (71%), 29% scored below. Mixed logistic regression modeling revealed that a larger English vocabulary, longer English exposure, South Asian L1, and older age all had significant and positive effects on ELLs' NWR accuracy. Error analyses revealed the following L1 effect: onset consonants were produced more accurately than codas overall, but this effect was stronger for the Chinese group whose L1s have a more limited coda inventory compared with English. ELLs' NWR performance is influenced by a number of factors. Consideration of these factors is important in deciding whether monolingual norm referencing is appropriate for ELL children.

Concrete conditioners for low-intermediate level nuclear wastes

International Nuclear Information System (INIS)

Roehl, J.L.; Lorentz, R.G.; Franzen, H.R.

1986-01-01

The conditioning of low-intermediate level radioactive waste disposal, in Brazil, with concrete packages designed in such way that, in spite of being destined to receive compacted materials in long term sub-surface disposal, they may also be able to attend other storage or disposal necessities, is analysed. A design of a reinforced concrete package with a net volume of 360 l and, with compatible diameter to contain compacted 200 l drums, was developed. A study on compactation of 200 l steel packages is done. A pressure of 30.000 KN for compacting these 200 l drums was adapted, and two series of tests to verify the pressure volume reduction ratio and, the final dimensions and density of the compacted elements, was executed. (Author) [pt

Acquisition of L2 Japanese Geminates: Training with Waveform Displays

Science.gov (United States)

Motohashi-Saigo, Miki; Hardison, Debra M.

2009-01-01

The value of waveform displays as visual feedback was explored in a training study involving perception and production of L2 Japanese by beginning-level L1 English learners. A pretest-posttest design compared auditory-visual (AV) and auditory-only (A-only) Web-based training. Stimuli were singleton and geminate /t,k,s/ followed by /a,u/ in two…

49 CFR Figure 2b to Subpart B of... - Example of an Intermediate Level Seating Area of a Multi-Level Car Complying With Window Location...

Science.gov (United States)

2010-10-01

... 49 Transportation 4 2010-10-01 2010-10-01 false Example of an Intermediate Level Seating Area of a Multi-Level Car Complying With Window Location Requirements-§§ 238.113 and 238.114 2B Figure 2B to... Intermediate Level Seating Area of a Multi-Level Car Complying With Window Location Requirements—§§ 238.113 and...

49 CFR Figure 2a to Subpart B of... - Example of an Intermediate Level Seating Area of a Multi-Level Car Complying With Window Location...

Science.gov (United States)

2010-10-01

... 49 Transportation 4 2010-10-01 2010-10-01 false Example of an Intermediate Level Seating Area of a Multi-Level Car Complying With Window Location Requirements-§§ 238.113 and 238.114 2A Figure 2A to... Intermediate Level Seating Area of a Multi-Level Car Complying With Window Location Requirements—§§ 238.113 and...

A New Approach of an Intelligent E-Learning System Based on Learners' Skill Level and Learners' Success Rate

Science.gov (United States)

Mohamed, Hafidi; Lamia, Mahnane

2015-01-01

Learners usually meet cognitive overload and disorientation problems when using e-learning system. At present, most of the studies in e-learning either concentrate on the technological aspect or focus on adapting learner's interests or browsing behaviors, while, learner's skill level and learners' success rate is usually neglected. In this paper,…

The Impact of Presenting Semantically Related Clusters of New Words on Iranian Intermediate EFL learners' Vocabulary Acquisition

Directory of Open Access Journals (Sweden)

Saiede Shiri

2017-09-01

Full Text Available Teaching vocabulary in semantically related sets use as a common practice by EFL teachers. The present study tests the effectiveness of this techniques by comparing it with semantically unrelated clusters as the other technique on Iranian intermediate EFL learners. In the study three intact classes of participants studying at Isfahan were presented with a set of unrelated words through “ 504 Absolutely Essential words”, a set of related words through “The Oxford Picture Dictionary “, and the control group were presented some new words through six texts from “Reading Through Interaction”. Comparing of the results indicated that, while both techniques help the learners to acquire new sets of the words, presenting words in semantically unrelated sets seems to be more effective.

Metaphorical Awareness: A New Horizon in Vocabulary Retention by Asian EFL Learners

Directory of Open Access Journals (Sweden)

Natasha Pourdana

2014-07-01

Full Text Available The present study investigates the impact of English metaphorical awareness on the vocabulary retention by 60 intermediate EFL learners in Iran. Participants in this study were all English as a Foreign language (EFL learners placed in the intermediate level of both genders ranging from 16 to 20 years of age at Qeshm language institute, Kerman, Iran. An Oxford Placement Test (OPT was administered to homogenize the participants and divided them into two intact experimental and control groups. The experimental group was exposed to and performed on 20 minutes English metaphorical awareness tasks of Pictorial Idioms, Poems, and Matching in sixteen 90-minute sessions. The controllgroup received the vocabulary exercises in New Cutting Edge (3rd Edition (Cunningham, Moor & Eales 2007 in turn The experimental group outperformed the controlgroup in this study.  In an independent sample t-Test, and a high effect size (Cohn’s d=2.84 supported the positive impact of metaphorical awareness on EFL learners' vocabulary retention.

Evidence for cross-script abstract identities in learners of Japanese kana.

Science.gov (United States)

Schubert, Teresa; Gawthrop, Roderick; Kinoshita, Sachiko

2018-05-07

The presence of abstract letter identity representations in the Roman alphabet has been well documented. These representations are invariant to letter case (upper vs. lower) and visual appearance. For example, "a" and "A" are represented by the same abstract identity. Recent research has begun to consider whether the processing of non-Roman orthographies also involves abstract orthographic representations. In the present study, we sought evidence for abstract identities in Japanese kana, which consist of two scripts, hiragana and katakana. Abstract identities would be invariant to the script used as well as to the degree of visual similarity. We adapted the cross-case masked-priming letter match task used in previous research on Roman letters, by presenting cross-script kana pairs and testing adult beginning -to- intermediate Japanese second-language (L2) learners (first-language English readers). We found robust cross-script priming effects, which were equal in magnitude for visually similar (e.g., り/リ) and dissimilar (e.g., あ/ア) kana pairs. This pattern was found despite participants' imperfect explicit knowledge of the kana names, particularly for katakana. We also replicated prior findings from Roman abstract letter identities in the same participants. Ours is the first study reporting abstract kana identity priming (in adult L2 learners). Furthermore, these representations were acquired relatively early in our adult L2 learners.

The Effect of Digital Stories on Enhancing Iranian Pre-intermediate EFL Learners' Listening Comprehension

Directory of Open Access Journals (Sweden)

Nasrin Hadidi Tamjid

2012-11-01

Full Text Available Learning a foreign language is a challenging process in which learners need motivation and encouragement through the use of modern techniques. The present paper investigates the effects digital stories may have on Iranian pre-intermediate EFL learners’ listening comprehension. To this end, the researchers carried out a quasi-experimental research in a language institution in Tabriz (Iran. In total, forty, 11-14-year-old female students participated in this research. Twenty students were in the experimental group and twenty in the control group. The Preliminary English Test (PET was administered at the beginning of the study to check whether all participants were homogeneous in terms of English language proficiency. A pre-test of listening comprehension was designed to gather initial data on the learners' listening skill prior to the treatment. The experimental group was presented with digital stories in a technology-equipped classroom. After the treatment, a post-test was administered to both groups to test the learners' progression in listening comprehension. Then, using an ANCOVA test, the performance of two groups was compared.The findings indicated that the experimental group outperformed the control group in the final test. The results raise interesting issues related to the use of technology in the context of foreign language learning, substantiating the link between technology rich environment and improved language learning.

Vocabulary Acquisition in L2: Does CALL Really Help?

Science.gov (United States)

Averianova, Irina

2015-01-01

Language competence in various communicative activities in L2 largely depends on the learners' size of vocabulary. The target vocabulary of adult L2 learners should be between 2,000 high frequency words (a critical threshold) and 10,000 word families (for comprehension of university texts). For a TOEIC test, the threshold is estimated to be…

Spanish Imperfect Revisited: Exploring L1 Influence in the Reassembly of Imperfective Features onto New L2 Forms

Science.gov (United States)

Domínguez, Laura; Arche, María J.; Myles, Florence

2017-01-01

This study investigates the acquisition of the Spanish Imperfect by 60 English learners of Spanish at three different proficiency levels (beginner, intermediate and advanced). Two oral production tasks and one interpretation task show that although the Imperfect is used from early on, the full array of interpretations associated with this form…

Geological evaluation of spent fuel storage and low-intermediate level radwaste disposal in the site of NPP candidate

International Nuclear Information System (INIS)

Sucipta; Yatim, S.; Martono, H.; Pudyo, A.

1997-01-01

Based on the consideration of techno-economy and environmental safety, the radioactive waste treatment installation (RWI), interim storage of spen fuel (ISSF) and low-intermediate level disposal shall be sited in the surrounding of NPP area. The land suitability of NPP's site candidate at Muria Peninsula as spent fuel storage and low-intermediate level radwaste disposal need to be studied. Site selection was conducted by overlay method and scoring method, and based on safety criteria which include geological and environmental aspects. Land evaluation by overlay method has given result a potential site which have highest suitable land at surrounding of borehole L-15 about 17.5 hectares. Land evaluation by scoring method has given result two land suitability classes, i.e. moderate suitability class (includes 14 borehole) and high suitability class, include borehole L-2, L-14 and L-15 (author)

An Empirical Study of the Effectiveness of Negotiation of Meaning in L2 Vocabulary Acquisition of Chinese Learners of English

Science.gov (United States)

Yi, Baoshu; Sun, Zhinong

2013-01-01

The study aimed to investigate whether or not negotiation of meaning is effective in L2 vocabulary acquisition of Chinese learners of English in the classroom setting. In the study there were two experimental groups (pre-modified input and negotiation of meaning) and two control groups (pre-modified input). The four groups were required to do a…

Evidence from adult L1 Afrikaans L2 French

African Journals Online (AJOL)

results of this study show that a large number of the L2 learners had indeed acquired ... position in V2-languages (such as German) and in third position in non-V2 ... L1, allows construction types x and y but he will have no problem acquiring .... Modern Foreign Languages at Stellenbosch University at the time of testing.

Impact of low-level BK polyomavirus viremia on intermediate-term renal allograft function.

Science.gov (United States)

Korth, Johannes; Widera, Marek; Dolff, Sebastian; Guberina, Hana; Bienholz, Anja; Brinkhoff, Alexandra; Anastasiou, Olympia Evdoxia; Kribben, Andreas; Dittmer, Ulf; Verheyen, Jens; Wilde, Benjamin; Witzke, Oliver

2018-02-01

BK polyomavirus (BKPyV)-associated nephropathy (PyVAN) is a significant cause of premature renal transplant failure. High-level BKPyV viremia is predictive for PyVAN; however, low-level BKPyV viremia does not necessarily exclude the presence of PyVAN. As data are limited regarding whether or not low-level BKPyV viremia has an effect on intermediate-term graft outcome, this study analyzes the impact of low-level BKPyV viremia on intermediate-term graft function and outcome compared with high-level viremia and non-viremic patients. All renal transplant patients received follow-up examinations at the Department of Nephrology, University Hospital Essen. Patients were screened for BKPyV viremia and stratified into three groups according to their maximum BKPyV load in serum (low-level viremia, high-level viremia, and no viremia). In 142 of 213 (67%) patients, BKPyV was never detected in serum; 42 of 213 (20%) patients were found positive for low-level viremia (≤10 4 copies/mL); and 29 of 213 (13%) patients showed high-level viremia (>10 4 copies/mL). No significant differences regarding transplant function and graft failure were observed between patients without BKPyV viremia (delta estimated glomerular filtration rate [eGFR] +0.1 mL/min [month 1 vs last visit at month 44]) and patients with low-level BKPyV viremia (delta eGFR -1.7 mL/min). In patients with high-level viremia, transplant function was significantly restricted (delta eGFR -6.5 mL/min) compared with low-level viremia until the last visit at 44 ± 9.7 months after transplantation. Although the graft function and graft loss were worse in the high-level viremia group compared with no viremia (eGFR 37 vs 45 mL/min), the difference was not significant. High-level viremia was associated with impaired graft function. In contrast, low-level BKPyV viremia had no significant impact on intermediate-term graft function. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

COMPUTING THE VOCABULARY DEMANDS OF L2 READING

Directory of Open Access Journals (Sweden)

Tom Cobb

2007-02-01

Full Text Available Linguistic computing can make two important contributions to second language (L2 reading instruction. One is to resolve longstanding research issues that are based on an insufficiency of data for the researcher, and the other is to resolve related pedagogical problems based on insufficiency of input for the learner. The research section of the paper addresses the question of whether reading alone can give learners enough vocabulary to read. When the computer’s ability to process large amounts of both learner and linguistic data is applied to this question, it becomes clear that, for the vast majority of L2 learners, free or wide reading alone is not a sufficient source of vocabulary knowledge for reading. But computer processing also points to solutions to this problem. Through its ability to reorganize and link documents, the networked computer can increase the supply of vocabulary input that is available to the learner. The development section of the paper elaborates a principled role for computing in L2 reading pedagogy, with examples, in two broad areas, computer-based text design and computational enrichment of undesigned texts.

An Investigation of the Differential Effects of Visual Input Enhancement on the Vocabulary Learning of Iranian EFL Learners

Directory of Open Access Journals (Sweden)

Zhila Mohammadnia

2014-07-01

Full Text Available This study investigated the effect of visual input enhancement on the vocabulary learning of Iranian EFL learners. One hundred and thirty-two EFL learners from elementary, intermediate and advanced proficiency levels were assigned to six groups, two groups at each proficiency level with one being an experimental and the other a control group. The study employed pretests, treatment reading texts, and posttests. T-test was used for the analysis of the data. The results revealed positive effects for visual input enhancement in the advanced level based on within group and between groups’ comparisons. However this positive effect was not found for the elementary and intermediate levels based on between groups’ comparisons. It was concluded that although visual input enhancement may have beneficial effects for elementary and intermediate levels, it is much more effective for the advanced EFL learners. This study may provide useful guiding principles for EFL teachers and syllabus designers.

CONDITIONING OF INTERMEDIATE-LEVEL WASTE AT FORSCHUNGSZENTRUM JUELICH GMBH

International Nuclear Information System (INIS)

Krumbach, H.

2003-01-01

This contribution to the group of low-level, intermediate, mixed and hazardous waste describes the conditioning of intermediate-level mixed waste (dose rate above 10 mSv/h at the surface) from Research Centre Juelich (FZJ). Conditioning of the waste by supercompaction is performed at Research Centre Karlsruhe (FZK). The waste described is radioactive waste arising from research at Juelich. This waste includes specimens and objects from irradiation experiments in the research reactors Merlin (FRJ-1) and Dido (FRJ-2) at FZJ. In principle, radioactive waste at Forschungszentrum Juelich GmbH is differentiated by the surface dose rate at the waste package. Up to a surface dose rate of 10 mSv/h, the waste is regarded as low-level. The radioactive waste described here has a surface dose rate above 10 mSv/h. Waste up to 10 mSv/h is conditioned at the Juelich site according to different conditioning methods. The intermediate-level waste can only be conditioned by supercompaction in the processing facility for intermediate-level waste from plant operation at Research Centre Karlsruhe. Research Centre Juelich also uses this waste cell to condition its intermediate-level waste from plant operation

Intermediates and the folding of proteins L and G

Energy Technology Data Exchange (ETDEWEB)

Brown, Scott; Head-Gordon, Teresa

2003-07-01

We use a minimalist protein model, in combination with a sequence design strategy, to determine differences in primary structure for proteins L and G that are responsible for the two proteins folding through distinctly different folding mechanisms. We find that the folding of proteins L and G are consistent with a nucleation-condensation mechanism, each of which is described as helix-assisted {beta}-1 and {beta}-2 hairpin formation, respectively. We determine that the model for protein G exhibits an early intermediate that precedes the rate-limiting barrier of folding and which draws together misaligned secondary structure elements that are stabilized by hydrophobic core contacts involving the third {beta}-strand, and presages the later transition state in which the correct strand alignment of these same secondary structure elements is restored. Finally the validity of the targeted intermediate ensemble for protein G was analyzed by fitting the kinetic data to a two-step first order reversible reaction, proving that protein G folding involves an on-pathway early intermediate, and should be populated and therefore observable by experiment.

Multimedia Instruction & Language Learning Attitudes: A Study with University Students

Directory of Open Access Journals (Sweden)

Jesús Izquierdo

2015-04-01

Full Text Available This study examined the effects of two types of Multimedia Instruction (MI and learners’ second language (L2 proficiency on language learning attitudes. During four weeks, university learners of French received MI on the distinctive use of the perfective and the imperfective past in one of the four following conditions: learners with low L2 proficiency level exposed to MI with (n=17 or without language awareness tasks (n=17, and learners with intermediate L2 proficiency level exposed to MI with (n=14 or without language awareness tasks (n=28. Before and after the experiment, participants completed the Attitude/Motivation Test Battery (AMTB. Non-parametric analyses revealed a positive enhancement of classroom-related attitudes only among intermediate learners exposed to MI without Language Awareness Tasks. Nevertheless, the results showed similar as well as stable attitudes towards language learning in all the experimental conditions.

The Impact of Embedded Story Structures versus Sequential Story Structures on Critical Thinking of Iranian Intermediate EFL Learners

Directory of Open Access Journals (Sweden)

Sara Samadi

2016-09-01

Full Text Available Confirming the constructive effects of reading comprehension on critical thinking, this paper attempted to investigate the impact of story structures on critical thinking of Iranian EFL learners. In doing so, the researcher utilized a quasi–experimental design with 60 intermediate students who were divided into two embedded story structures and sequential story structures groups (experimental groups. After taking PET, a critical thinking questionnaire was employed as a pre-test. The two groups received 16 sessions of treatment. All participants received similar amount of instruction but one group was given embedded short stories and the other group sequential short stories. To compare the two groups, they were received the parallel critical thinking questionnaire as a post-test. The two null hypotheses in this study were rejected due to different performance of the two groups. Statistical results did not support the superiority of neither structures. Therefore, the researcher was not able to suggest which structure caused a better or higher impact on critical thinking. However, the findings reveal that teaching story structures in EFL context can develop critical thinking of intermediate EFL learners. The study have some implications for test-designers, teachers, and students.

Lexical and Grammatical Collocations in Writing Production of EFL Learners

Directory of Open Access Journals (Sweden)

Maryam Bahardoust

2012-05-01

Full Text Available Lewis (1993 recognized significance of word combinations including collocations by presenting lexical approach. Because of the crucial role of collocation in vocabulary acquisition, this research set out to evaluate the rate of collocations in Iranian EFL learners' writing production across L1 and L2. In addition, L1 interference with L2 collocational use in the learner' writing samples was studied. To achieve this goal, 200 Persian EFL learners at BA level were selected. These participants were taking paragraph writing and essay writing courses in two successive semesters. As for the data analysis, mid-term, final exam, and also the assignments of L2 learners were evaluated. Because of the nominal nature of the data, chi-square test was utilized for data analysis. Then, the rate of lexical and grammatical collocations was calculated. Results showed that the lexical collocations outnumbered the grammatical collocations. Different categories of lexical collocations were also compared with regard to their frequencies in EFL writing production. The rate of the verb-noun and adjective-noun collocations appeared to be the highest and noun-verb collocations the lowest. The results also showed that L1 had both positive and negative effect on the occurrence of both grammatical and lexical collocations.

The impact of language co-activation on L1 and L2 speech fluency.

Science.gov (United States)

Bergmann, Christopher; Sprenger, Simone A; Schmid, Monika S

2015-10-01

Fluent speech depends on the availability of well-established linguistic knowledge and routines for speech planning and articulation. A lack of speech fluency in late second-language (L2) learners may point to a deficiency of these representations, due to incomplete acquisition. Experiments on bilingual language processing have shown, however, that there are strong reasons to believe that multilingual speakers experience co-activation of the languages they speak. We have studied to what degree language co-activation affects fluency in the speech of bilinguals, comparing a monolingual German control group with two bilingual groups: 1) first-language (L1) attriters, who have fully acquired German before emigrating to an L2 English environment, and 2) immersed L2 learners of German (L1: English). We have analysed the temporal fluency and the incidence of disfluency markers (pauses, repetitions and self-corrections) in spontaneous film retellings. Our findings show that learners to speak more slowly than controls and attriters. Also, on each count, the speech of at least one of the bilingual groups contains more disfluency markers than the retellings of the control group. Generally speaking, both bilingual groups-learners and attriters-are equally (dis)fluent and significantly more disfluent than the monolingual speakers. Given that the L1 attriters are unaffected by incomplete acquisition, we interpret these findings as evidence for language competition during speech production. Copyright © 2015. Published by Elsevier B.V.

Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module

Directory of Open Access Journals (Sweden)

Novid Armiun

2017-10-01

Full Text Available This paper shares the results of a study into the way Iranian TEF or TEFAQ candidates treat the listening comprehension as a skill as well as their awareness and exploitation of metacognitive strategies while listening to an audio document. A Persian translation of the Metacognitive Awareness Listening Questionnaire (MALQ was used in addition to another questionnaire specifically developed for this research in order to gage how important candidates think listening in L2 is compared to the other skills, how much time they spent on practicing listening, and how often they take advantage of authentic documents to improve their listening. Not only did the results show an underestimation of the listening comprehension skill by the majority of Iranian L2 learners, but they also pointed to significant differences in the way men and women exercised their ears and treated the incoming audio stream. The paper concludes that learners’ awareness of listening strategies needs to be raised through classroom instruction and frequent exploitation of authentic documents outside the classroom setting should be encouraged.

Some Intermediate-Level Violin Concertos.

Science.gov (United States)

Abramson, Michael

1997-01-01

Contends that many violin students attempt difficult concertos before they are technically or musically prepared. Identifies a variety of concertos at the intermediate and advanced intermediate-level for students to study and master before attempting the advanced works by Bach and Mozart. Includes concertos by Vivaldi, Leclair, Viotti, Haydn,…

Fostering EFL Learners' Reading Comprehension: Animation Film Technique

Science.gov (United States)

Torabian, Asefeh; Tajadini, Massoud

2017-01-01

The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group). After three months of instruction, twice a week, 2story books named the…

Lexical representation of novel L2 contrasts

Science.gov (United States)

Hayes-Harb, Rachel; Masuda, Kyoko

2005-04-01

There is much interest among psychologists and linguists in the influence of the native language sound system on the acquisition of second languages (Best, 1995; Flege, 1995). Most studies of second language (L2) speech focus on how learners perceive and produce L2 sounds, but we know of only two that have considered how novel sound contrasts are encoded in learners' lexical representations of L2 words (Pallier et al., 2001; Ota et al., 2002). In this study we investigated how native speakers of English encode Japanese consonant quantity contrasts in their developing Japanese lexicons at different stages of acquisition (Japanese contrasts singleton versus geminate consonants but English does not). Monolingual English speakers, native English speakers learning Japanese for one year, and native speakers of Japanese were taught a set of Japanese nonwords containing singleton and geminate consonants. Subjects then performed memory tasks eliciting perception and production data to determine whether they encoded the Japanese consonant quantity contrast lexically. Overall accuracy in these tasks was a function of Japanese language experience, and acoustic analysis of the production data revealed non-native-like patterns of differentiation of singleton and geminate consonants among the L2 learners of Japanese. Implications for theories of L2 speech are discussed.

Accounting for L2 learners’ errors in word stress placement

Directory of Open Access Journals (Sweden)

Clara Herlina Karjo

2016-01-01

Full Text Available Stress placement in English words is governed by highly complicated rules. Thus, assigning stress correctly in English words has been a challenging task for L2 learners, especially Indonesian learners since their L1 does not recognize such stress system. This study explores the production of English word stress by 30 university students. The method used for this study is immediate repetition task. Participants are instructed to identify the stress placement of 80 English words which are auditorily presented as stimuli and immediately repeat the words with correct stress placement. The objectives of this study are to find out whether English word stress placement is problematic for L2 learners and to investigate the phonological factors which account for these problems. Research reveals that L2 learners have different ability in producing the stress, but three-syllable words are more problematic than two-syllable words. Moreover, misplacement of stress is caused by, among others, the influence of vowel lenght and vowel height.

The Relationship among Iranian EFL Learners' Self-Efficacy, Autonomy and Listening Comprehension Ability

Science.gov (United States)

Tabrizi, Haleh Mojarrabi; Saeidi, Mahnaz

2015-01-01

This study investigated the interrelationships among EFL learners' self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening…

Fluency-dependent cortical activation associated with speech production and comprehension in second language learners.

Science.gov (United States)

Shimada, K; Hirotani, M; Yokokawa, H; Yoshida, H; Makita, K; Yamazaki-Murase, M; Tanabe, H C; Sadato, N

2015-08-06

This functional magnetic resonance imaging (fMRI) study investigated the brain regions underlying language task performance in adult second language (L2) learners. Specifically, we identified brain regions where the level of activation was associated with L2 fluency levels. Thirty Japanese-speaking adults participated in the study. All participants were L2 learners of English and had achieved varying levels of fluency, as determined by a standardized L2 English proficiency test, the Versant English Test (Pearson Education Inc., 2011). When participants performed the oral sentence building task from the production tasks administered, the dorsal part of the left inferior frontal gyrus (dIFG) showed activation patterns that differed depending on the L2 fluency levels: The more fluent the participants were, the more dIFG activation decreased. This decreased activation of the dIFG might reflect the increased automaticity of a syntactic building process. In contrast, when participants performed an oral story comprehension task, the left posterior superior temporal gyrus (pSTG) showed increased activation with higher fluency levels. This suggests that the learners with higher L2 fluency were actively engaged in post-syntactic integration processing supported by the left pSTG. These data imply that L2 fluency predicts neural resource allocation during language comprehension tasks as well as in production tasks. This study sheds light on the neural underpinnings of L2 learning by identifying the brain regions recruited during different language tasks across different modalities (production vs. comprehension). Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Second Language Acquisition of Syntactic Movement in English by Turkish Adult Learners

Directory of Open Access Journals (Sweden)

Reyhan Agcam

2015-12-01

Full Text Available There has been much discussion on the involvement of Universal Grammar (UG in Second Language Acquisition (SLA process. Despite growing research in the field, few precise answers to the problem have been suggested so far. Hence, recent L2 studies within the generative framework have shifted from investigating this issue to determining whether or not interlanguage grammars exhibit natural language characteristics (Can, Kilimci & Altunkol, 2007. The present study aimed to investigate L2 acquisition of syntactic movement in English noun clauses by Turkish adult learners. Accordingly, L1 involvement in SLA was sought through examining the upper intermediate Turkish learners’ knowledge about the movement in question. The study addressed the questions of whether or not Turkish adult ESL learners have problems, stemming from L1 interference, with the construction of the syntactic movement in English noun clauses, and whether or not there is any order of acquisition between the noun clauses in subject position and object position along with various wh-words. The study reported related findings, and concluded with a few pedagogical implications for practice, and a couple of suggestions for further directions.

Improving L2 Reading Comprehension through Emotionalized Dynamic Assessment Procedures.

Science.gov (United States)

Abdolrezapour, Parisa

2017-06-01

The paper reports a study on an emotionally-loaded dynamic assessment procedure used with Iranian EFL learners. It focuses on the effect of using emotional intelligence characteristics (based on Goleman's framework) as a tool for motivating learners while performing reading tasks. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute's normal procedures; a comparison group, which received dynamic assessment (DA); and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. Results showed that applying EDA procedures to reading assessment tasks made a difference in learners' level of performance in comparison to those who went through pure DA procedures who in turn performed significantly better than those who did not received DA in any form.

Russian Speakers' L2 Chinese Acquisition of "Wh"-Topicalization at the Syntax-Discourse Interface

Science.gov (United States)

Dugarova, Esuna

2014-01-01

In recent second language (L2) research it has been proposed that unlike linguistic phenomena pertaining to internal interfaces, those at external interfaces pose greater difficulty to adult L2 learners and may not be fully acquired. It has further been pointed out that such problematic acquisition at the interface level should not be attributed…

Politeness strategies in written communications: the issue of Iranian EFL learners

Directory of Open Access Journals (Sweden)

Karimkhanlooei Giti

2017-09-01

Full Text Available The approximation of the pragmatic knowledge of English language learners to native speakers has been a realm of concern for the scholars and researchers in applied linguistics. Thus, this research was an endeavor to figure out the association between the proficiency level and politeness strategies and external/internal modifications in written communication skills in the speech act of requests in Iranian English language learners. To this end, a written Discourse Completion Test (DCT, adapted from Rose (1994, including 8 situations was administered to elicit data from Iran Language Institute120 female and male EFL learners, 60 upper-intermediate and 60 intermediate. The data were sorted out using Brown and Levinson’s politeness strategies taxonomy (Brown and Levinson 1987 and external/internal modifications developed by Faerch and Kasper (1989. The written request utterances provided by each participant were analyzed in terms of frequency and types of politeness strategies, namely, positive, negative, bald on record, and off-record as well as external/internal modifications utilized in requests. The Pearson Chi-Square test results revealed that there was a statistically significant difference between upper-intermediate and intermediate learners’ type of politeness strategies and external/internal modifications.

The Relationship between Multiple Intelligences and Iranian EFL Learners’ Level of L2 Lexical Knowledge: The Case of Gender

Directory of Open Access Journals (Sweden)

Reza Biria

2014-06-01

Full Text Available Human cognitive competence represents individuals’ subconscious knowledge of abilities, talents, and mental skills collectively called “multiple intelligences (MIs”, which play a pivotal role in facilitating human learning. Thus, the main objective of the present study was to determine the magnitude of the relationship existing between multiple intelligences and Iranian EFL learners’ level of second language (L2 lexical knowledge on one hand and the partializing impact of gender on the other. For this purpose, from the population of the senior undergraduate students majoring in translation at Islamic Azad University, Khorasgan (Isfahan Branch, Isfahan, Iran, a sample of 88 students, 24 males and 64 females, were randomly selected. First, Mckenzie’s (1999 MIs Inventory was administered to specify the size of individual types of intelligences in each learner’s MIs composite. Then, the learners were provided with Nation’s (2001 receptive level test a week later to gauge their level of L2 lexical knowledge. The findings revealed that the scores on MIs inventory correlated positively with those of L2 lexical knowledge. Alternatively, different types of intelligences served as useful predictors for estimating the quality of learners’ vocabulary knowledge. Finally, it was found out that gender did indeed have a different effect regarding the learners’ vocabulary knowledge.

Conditioning of intermediate-level waste at Forschungszentrum Juelich GmbH

International Nuclear Information System (INIS)

Krumbach, H.

2003-01-01

This contribution to the group of low-level, intermediate, mixed and hazardous waste describes the conditioning of intermediate-level mixed waste (dose rate above 10 mSv/h at the surface) from Research Centre Juelich (FZJ). Conditioning of the waste by supercompaction is performed at Research Centre Karlsruhe (FZK). The waste described is radioactive waste arising from research at Juelich. This waste includes specimens and objects from irradiation experiments in the research reactors Merlin (FRJ-1) and Dido (FRJ-2) at FZJ. In principle, radioactive waste at Forschungszentrum Juelich GmbH is differentiated by the surface dose rate at the waste package. Up to a surface dose rate of 10 mSv/h, the waste is regarded as low-level. The radioactive waste described here has a surface dose rate above 10 mSv/h. Waste up to 10 mSv/h is conditioned at the Juelich site according to different conditioning methods. The intermediate-level waste can only be conditioned by supercompaction in the processing facility for intermediate-level waste from plant operation at Research Centre Karlsruhe. Research Centre Juelich also uses this waste cell to condition its intermediate-level waste from plant operation. (orig.)

Exploring the Mental Lexicon of the Multilingual: Vocabulary Size, Cognate Recognition and Lexical Access in the L1, L2 and L3

OpenAIRE

Szabo, Cz.

2016-01-01

Recent empirical findings in the field of Multilingualism have shown that the mental lexicon of a language learner does not consist of separate entities, but rather of an intertwined system where languages can interact with each other (e.g. Cenoz, 2013; Szubko-Sitarek, 2015). Accordingly, multilingual language learners have been considered differently to second language learners in a growing number of studies, however studies on the variation in learners’ vocabulary size both in the L2 and L3...

Communicative competence and personality dimensions in L1 and L2 learners

NARCIS (Netherlands)

Verhoeven, L.T.W.; Vermeer, A.R.

2002-01-01

The purpose of the present study was to examine the relations between communicative competence and five dimensions of personality in 241 first and second language–learning children in The Netherlands. To determine the underlying communicative competence of the first and second language learners of

Discourse Cohesion and Accessibility of Referents in Oral Narratives: A Comparison of L1 and L2 Acquisition of French and English

Directory of Open Access Journals (Sweden)

Pascale Leclercq

2013-07-01

Full Text Available Thiss study aims at comparing L1 and L2 acquisition processes through an analysis of the linguistic means used to ensure discourse cohesion in the oral narratives of French and English four-, seven- and ten-year-old children and of adult learners of these two languages. We focused on the use of high accessibility markers (HAM (zero anaphora, subject and object pronouns and low accessibility markers (LAM (definite noun phrases by the different groups of learners to analyze the way they maintained and switched reference to the protagonists of the story. Our results highlight a tendency to underspecification among children, who use HAM in a higher proportion than native adults and produce ambiguous forms in context; and a tendency to overspecification among adult advanced and intermediate L2 learners, who favour LAM even where pronouns could be envisaged. This might be explained by the impact of cognitive factors as well as crosslinguistic influences on the productions of L1 and L2 learners.Cette étude vise à comparer les processus d’acquisition de la L1 et de la L2, à travers l’analyse des moyens linguistiques mis en œuvre pour établir la cohésion discursive dans les récits oraux d’enfants anglophones et francophones de 4, 7 et 10 ans, ainsi que dans ceux d’adultes apprenants de l’anglais et du français. Nous analysons l’emploi par les différents groupes d’apprenants des marqueurs de haute accessibilité (HAM (anaphore zéro, pronoms sujet et objet, et de basse accessibilité (LAM (syntagmes nominaux définis afin de déterminer la manière dont la référence aux deux principaux protagonistes du récit est maintenue ou modifiée. Nos résultats mettent en évidence la tendance des enfants à la sous-spécification: en effet, ils utilisent les formes HAM dans une plus grande proportion que les adultes et produisent de nombreuses formes ambiguës en contexte; quant aux apprenants adultes, ils ont tendance à la sur

Language in use a pre-intermediate course : classroom book

CERN Document Server

Doff, Adrian

1991-01-01

This is part of a course specifically designed for pre-intermediate learners, allowing those who come from a broad range of previous learning situations to enter at this level and make progress, without presupposing knowledge from another coursebook. The entry level assumes that learners have completed about 100 hours of study, or may have studied English in the past, but with weak results. The course includes a dual syllabus, in which units containing topic, fluency and vocabulary work alternate with units focusing on grammar and accuracy, and course material comprises a self-study workbook with optional cassettes, and a teacher's text.

Inter- and Intralingual Lexical Influences in Advanced Learners' French L3 Oral Production

Science.gov (United States)

Lindqvist, Christina

2010-01-01

The present study investigates lexical inter- and intralingual influences in the oral production of 14 very advanced learners of French L3. Lexical deviances are divided into two main categories: formal influence and meaning-based influence. The results show that, as predicted with respect to advanced learners, meaning-based influence is the most…

Attitudes, Motivations and Beliefs about L2 Reading in the Filipino Secondary School Classroom: A Mixed-methods Study

Directory of Open Access Journals (Sweden)

Andrzej Cirocki

2016-11-01

Full Text Available This study is a two-part investigation. The first part focuses on ESL learners' attitudes and motivations for reading in the target language. The second part deals with ESL teachers' beliefs about motivating L2 learners to read. The study involved 100 ESL learners (N=100 and 30 teachers (N=30 from rural schools in Mindanao, the Philippines. All the participants were recruited through convenience sampling. In other words, participants were selected based on their convenient accessibility and proximity. The current study is a mixed-methods project. Both quantitative and qualitative methods were employed to collect different types of data. The instruments used were: a L2 reading attitude survey, a questionnaire dealing with motivations for L2 reading, a survey on beliefs about motivating L2 learners to read in English, a semi-structured interview and a L2-reading-lesson observation. The quantitative data were statistically analysed. Whenever appropriate, the data were presented in tables and on graphs. The qualitative data were analysed through thematic coding and used to support the quantitative data. The findings show that students have both positive and negative attitudes towards various aspects of L2 reading. They also have different levels of motivation for reading in English, with female participants having higher scores than male participants. The teachers, on the other hand, hold diverse beliefs about motivating learners to read in English. No significant correlation was found between teacher beliefs and students' motivations for reading in English. After the findings have been described, implications for teacher education and instructional practice are offered.

Reverse Transfer: Exploring the Effects of Foreign Language Rhetorical Patterns on L1 Writing Performance of Iranian EFL Learners

Science.gov (United States)

Babaii, Esmat; Ramazani, Kambiz

2017-01-01

The relationship between language learners' L1 and L2 writing productions has attracted the attention of researchers since Kaplan (1966). Along this research line, the present study aimed to explore the reverse transfer of rhetorical patterns from English (L2) to Persian (L1) in the argumentative essays of EFL students in Iran. Sixty MA university…

Intermediate L-K molecular-orbital radiation from heavy ion collisions

International Nuclear Information System (INIS)

Heinig, K.H.; Jaeger, H.U.; Richter, H.; Woittennek, H.

1976-01-01

The structure of X-ray continua observed recently in violent collisions between mean-mass atoms can be explained by a superposition of K molecular orbital (KMO) radiation and an intermediate L-K molecular orbital (ILKMO) radiation of high intensity which is due to 2psigma vacancies. (Auth.)

Apoptosis Triggers Specific, Rapid, and Global mRNA Decay with 3′ Uridylated Intermediates Degraded by DIS3L2

Directory of Open Access Journals (Sweden)

Marshall P. Thomas

2015-05-01

Full Text Available Apoptosis is a tightly coordinated cell death program that damages mitochondria, DNA, proteins, and membrane lipids. Little is known about the fate of RNA as cells die. Here, we show that mRNAs, but not noncoding RNAs, are rapidly and globally degraded during apoptosis. mRNA decay is triggered early in apoptosis, preceding membrane lipid scrambling, genomic DNA fragmentation, and apoptotic changes to translation initiation factors. mRNA decay depends on mitochondrial outer membrane permeabilization and is amplified by caspase activation. 3′ truncated mRNA decay intermediates with nontemplated uridylate-rich tails are generated during apoptosis. These tails are added by the terminal uridylyl transferases (TUTases ZCCHC6 and ZCCHC11, and the uridylated transcript intermediates are degraded by the 3′ to 5′ exonuclease DIS3L2. Knockdown of DIS3L2 or the TUTases inhibits apoptotic mRNA decay, translation arrest, and cell death, whereas DIS3L2 overexpression enhances cell death. Our results suggest that global mRNA decay is an overlooked hallmark of apoptosis.

International express student's book : pre-intermediate

CERN Document Server

Taylor, Liz

1996-01-01

The New Edition of International Express Pre-Intermediate retains all the keys features of this popular and successel four-level course. It combines engaging, up-to-date topics with a time-efficient and student-centred approach to language work, and clearly focused activities that reflect learner's real communicative needs - the ideal course for professional adults who use English for work, travel, and socializing.

Investigating the of Explicit Instruction of Apology Speech Act on Pragmatic Development of Iranian EFL Learners

Directory of Open Access Journals (Sweden)

Shima Rajabi

2015-08-01

Full Text Available Learning a foreign language requires students to acquire both grammatical knowledge and socio-pragmatic rules of a language. Pragmatic competence as one of the most difficult aspects of language provides several challenges to L2 learners in the process of learning a foreign language. To overcome this problem, EFL teachers should find the most effective way of teaching pragmatic knowledge to their students. Accordingly, the present study investigated the effect of explicit teaching of apology speech act, as an aspect of pragmatic competence, on the Iranian EFL learners’ appropriate use of the mentioned speech act. In so doing, a total of 73 EFL students at intermediate and advanced levels participated in a pre-posttest design research with experimental and control group. Data were collected using a Discourse Completion Test (DCT. The selection of apologetic situations in DCT was based on two variables of social status and social distance. The results revealed that explicit instruction was a facilitative tool that helped students use the proper apology strategies in different situations. Moreover, it was found that L2 proficiency had a significant influence on overall appropriateness of speech act production. Keywords: Explicit instruction; Apology speech act;   Pragmatic competence; Iranian EFL learners

Automated Scoring of L2 Spoken English with Random Forests

Science.gov (United States)

Kobayashi, Yuichiro; Abe, Mariko

2016-01-01

The purpose of the present study is to assess second language (L2) spoken English using automated scoring techniques. Automated scoring aims to classify a large set of learners' oral performance data into a small number of discrete oral proficiency levels. In automated scoring, objectively measurable features such as the frequencies of lexical and…

UNO STUDIO DI CASO SULL’ELABORAZIONE E L’UTILIZZO DEL FEEDBACK SCRITTO IN APPRENDENTI DI ITALIANO L2

Directory of Open Access Journals (Sweden)

Livia Alberti

2015-02-01

Full Text Available Attraverso uno studio di caso che coinvolge due studentesse di italiano L2 di livello elementare/intermedio, si prendono in esame alcuni dei fattori che possono influire sull’utilizzo del feedback scritto da parte degli apprendenti. La raccolta dei dati si è svolta in tre giornate: nella prima le partecipanti hanno scritto un testo collaborativo a partire da una storia per immagini; nella seconda i testi, corretti con un intervento di feedback implicito, sono stati riconsegnati e la coppia ha prima analizzato le segnalazioni ricevute e poi riscritto il testo; nella terza le apprendenti hanno prodotto testi individuali a partire dallo stesso stimolo visivo. Oltre a confrontare le diverse stesure del testo, si analizzano le interazioni avvenute tra le apprendenti durante il lavoro di coppia finalizzato a utilizzare il feedback per produrre il secondo testo collaborativo. I risultati mostrano da un lato che un elevato livello di coinvolgimento nell’elaborazione del feedback non ne garantisce un utilizzo efficace, dall’altro che hanno un peso non trascurabile anche fattori più “personali” come le convinzioni sulla lingua bersaglio e l’atteggiamento nei confronti del lavoro di coppia.  A case study on the development and use of written feedback in Italian L2 learners  Through a case study involving two female elementary/intermediate Italian L2 students, we examine some of the factors that may affect the use of written feedback by the learners. Data collection took place over three days: on the first day, the participants wrote a collaborative text from a picture story; on the second the texts, corrected using implicit feedback, were returned, and the students first analyzed the reports received and then rewrote the text; on the third day the learners produced individual texts from the same visual stimulus. In addition to comparing the various drafts of the text, we analyzed the interactions between the learners during pair work aimed

The early phase of /see symbol/ production development in adult Japanese learners of English.

Science.gov (United States)

Saito, Kazuya; Munro, Murray J

2014-12-01

Although previous research indicates that Japanese speakers' second language (L2) perception and production of English /see symbol/ may improve with increased L2 experience, relatively little is known about the fine phonetic details of their /see symbol/ productions, especially during the early phase of L2 speech learning. This cross-sectional study examined acoustic properties of word-initial /see symbol/ from 60 Japanese learners with a length of residence of between one month and one year in Canada. Their performance was compared to that of 15 native speakers of English and 15 low-proficiency Japanese learners of English. Formant frequencies (F2 and F3) and F1 transition durations were evaluated under three task conditions--word reading, sentence reading, and timed picture description. Learners with as little as two to three months of residence demonstrated target-like F2 frequencies. In addition, increased LOR was predictive of more target-like transition durations. Although the learners showed some improvement in F3 as a function of LOR, they did so mainly at a controlled level of speech production. The findings suggest that during the early phase of L2 segmental development, production accuracy is task-dependent and is influenced by the availability of L1 phonetic cues for redeployment in L2.

Further ahead a communication skills course for business English : learner's book

CERN Document Server

Jones-Macziola, Sarah

1998-01-01

Further Ahead is a Business English course at lower-intermediate level. To meet the demand for BEC Preliminary Exam we have added a CD-ROM to the Learner's Book that provides a walk and talk through the exam and practice material. Further Ahead Learner's Book is at the right language level for students who are preparing for BEC Preliminary. The Practice Test with answer key and audio has been specially written for this book by Tricia Aspinall and Jake Allsop, two very experienced test writers.

A NEED FOR CONCEPTUALLY FLUENT LANGUAGE LEARNERS: RETHINKING THE USE OF TRANSLATION METHOD IN THE TEACHING OF IDIOMS

Directory of Open Access Journals (Sweden)

Fatma YUVAYAPAN

2016-12-01

Full Text Available Recently the notion of conceptual fluency has attracted much attention owing to its potential to native-like use of foreign language. It has conclusively been shown that comprehending the concepts of the target language, L2 learners may acquire the ability to speak as native speakers. Situated within the framework of developing conceptual fluency of L2 learners, this study examined whether the type of instruction has an effect on the conceptual fluency development of beginner level adult EFL learners. The participants consisting of 38 beginner level preparatory students of School of Foreign Languages of Kahramanmaraş Sütçü İmam University were divided into two groups. The experimental group was exposed to a translation method rested on the comparison of L1 and L2 concepts to learn idioms taken from the songs while the control group learned these idioms through traditional translation method. The data included students’ one minute response paper gathered after each treatment which lasted 3 weeks and a 20 item-multiple-choice post-test. An ANCOVA analysis of the post-test scores showed that the experimental group accomplished better than the control group. The content analysis of the students’ one minute response paper also highlighted that translation method rested on the comparison of L1 and L2 concepts increased the awareness of the participants towards the non-literal meaning of English idioms. It appears that translation method comparing L1 and L2 concepts might contribute to the conceptual fluency development of beginner level adult L2 learners.

The Design of Morphological/Linguistic Data in L1 and L2 ...

African Journals Online (AJOL)

user

learners' MA of an L1 or L2 can be measured (and, as an extension to this, that users' and .... and they could activate these strategies and skills when confronted with new .... cussion of a wide range of morphological phenomena in English.

True to life English for adult learners : pre-intermediate : teacher's book

CERN Document Server

Gairns, Ruth

1995-01-01

True to Life is a five-level course for adults. To ensure a high level of motivation, the course focuses on contemporary themes, language and learning styles that are relevant to adult learners. The Starter level provides between 40 and 60 hours of class work. The other levels provide between 72 and 96 hours of class work, depending on the various options used. The range of extra materials (photocopiable worksheets, tests and videos) create a comprehensive and flexible teaching package. The ready-made lessons can be used as they stand, saving teacher time, or adapted using the optional activities suggested in the Teacher's Book.

Neural changes underlying early stages of L2 vocabulary acquisition.

Science.gov (United States)

Pu, He; Holcomb, Phillip J; Midgley, Katherine J

2016-11-01

Research has shown neural changes following second language (L2) acquisition after weeks or months of instruction. But are such changes detectable even earlier than previously shown? The present study examines the electrophysiological changes underlying the earliest stages of second language vocabulary acquisition by recording event-related potentials (ERPs) within the first week of learning. Adult native English speakers with no previous Spanish experience completed less than four hours of Spanish vocabulary training, with pre- and post-training ERPs recorded to a backward translation task. Results indicate that beginning L2 learners show rapid neural changes following learning, manifested in changes to the N400 - an ERP component sensitive to lexicosemantic processing and degree of L2 proficiency. Specifically, learners in early stages of L2 acquisition show growth in N400 amplitude to L2 words following learning as well as a backward translation N400 priming effect that was absent pre-training. These results were shown within days of minimal L2 training, suggesting that the neural changes captured during adult second language acquisition are more rapid than previously shown. Such findings are consistent with models of early stages of bilingualism in adult learners of L2 ( e.g. Kroll and Stewart's RHM) and reinforce the use of ERP measures to assess L2 learning.

Modular pathway rewiring of Saccharomyces cerevisiae enables high-level production of L-ornithine

DEFF Research Database (Denmark)

Qin, Jiufu; Zhou, Yongjin J.; Krivoruchko, Anastasia

2015-01-01

intermediates can serve as platform cell factories for production of such products. Here we implement a modular pathway rewiring (MPR) strategy and demonstrate its use for pathway optimization resulting in high-level production of L-ornithine, an intermediate of L-arginine biosynthesis and a precursor...

English and Socio-Economic Disadvantage: Learner Voices from Rural Bangladesh

Science.gov (United States)

Hamid, M. Obaidul; Baldauf, Richard B., Jr.

2011-01-01

L2 education research has shown immense interest in learners and their views of L2 learning. Nevertheless, the different directions of learner-focused research have been inadequate in highlighting learners' learning experiences in relation to their social backgrounds, particularly in the developing world. Drawing on the first author's PhD…

Listeria monocytogenes serovar 4a is a possible evolutionary intermediate between L. monocytogenes serovars 1/2a and 4b and L. innocua.

Science.gov (United States)

Chen, Jianshun; Jiang, Lingli; Chen, Xueyan; Luo, Xiaokai; Chen, Yang; Yu, Ying; Tian, Guoming; Liu, Dongyou; Fang, Weihuan

2009-03-01

The genus Listeria consists of six closely related species and forms three phylogenetic groups: L. monocytogenes- L. innocua, L. ivanovii-L. seeligeri-L. welshimeri, and L. grayi. In this report, we attempted to examine the evolutionary relationship in the L. monocytogenes-L. innocua group by probing the nucleotide sequences of 23S rRNA and 16S rRNA, and the gene clusters lmo0029-lmo0042, ascBdapE, rplS-infC, and prs-ldh in L. monocytogenes serovars 1/2a, 4a, and 4b, and L. innocua. Additionally, we assessed the status of L. monocytogenes-specific inlA and inlB genes and 10 L. innocua-specific genes in these species/serovars, together with phenotypic characterization by using in vivo and in vitro procedures. The results indicate that L. monocytogenes serovar 4a strains are genetically similar to L. innocua in the lmo0035-lmo0042, ascB-dapE, and rplS-infC regions and also possess L. innocua-specific genes lin0372 and lin1073. Furthermore, both L. monocytogenes serovar 4a and L. innocua exhibit impaired intercellular spread ability and negligible pathogenicity in mouse model. On the other hand, despite resembling L. monocytogenes serovars 1/2a and 4b in having a nearly identical virulence gene cluster, and inlA and inlB genes, these serovar 4a strains differ from serovars 1/2a and 4b by harboring notably altered actA and plcB genes, displaying strong phospholipase activity and subdued in vivo and in vitro virulence. Thus, by possessing many genes common to L. monocytogenes serovars 1/2a and 4b, and sharing many similar gene deletions with L. innocua, L. monocytogenes serovar 4a represents a possible evolutionary intermediate between L. monocytogenes serovars 1/2a and 4b and L. innocua.

The effect of learner's control of self-observation strategies on learning of front crawl.

Science.gov (United States)

Marques, Priscila Garcia; Corrêa, Umberto Cesar

2016-02-01

This study investigated the effect of learner's control of self-observation strategies on motor skill learning. For this purpose, beginner and intermediate learner swimmers practised the front crawl. Seventy college students took part in this experiment. They comprised 40 novice learners, both male (n=19) and female (n=21), with an average age of 20.7 years (±0.44), and 30 intermediate learners, both male (n=17) and female (n=13), with an average age of 21.1 years (±0.86). The design involved a pretest (one day), four acquisition sessions (four days), and a retention test (one day). They were divided into three groups: (1) choice, which could choose to watch a video with their best or overall performance during practise; (2) yoked, which were paired to those of the choice group; and (3) control (did not watch any video). The measures included the performance of front crawl and self-efficacy. The results showed that: (1) beginners who chose a type of observation strategy had superior motor skill learning; (2) for intermediate learners, self-observation promoted better motor learning, regardless of the control of choices; (3) self-observation improved self-efficacy beliefs. Copyright © 2016 Elsevier B.V. All rights reserved.

Acceptance criteria for deposition of low-level and intermediate-level radiation levels radioactive wastes

International Nuclear Information System (INIS)

2002-09-01

This norm establishes the criteria for acceptance low and intermediate radiation level for safe deposition in repositories, for assuring the protection of workers, population and environment against the hazardous effects of the ionizing radiations. The criteria of this norm applies to the low and intermediate radiation levels

L2 Word Recognition: Influence of L1 Orthography on Multi-syllabic Word Recognition.

Science.gov (United States)

Hamada, Megumi

2017-10-01

L2 reading research suggests that L1 orthographic experience influences L2 word recognition. Nevertheless, the findings on multi-syllabic words in English are still limited despite the fact that a vast majority of words are multi-syllabic. The study investigated whether L1 orthography influences the recognition of multi-syllabic words, focusing on the position of an embedded word. The participants were Arabic ESL learners, Chinese ESL learners, and native speakers of English. The task was a word search task, in which the participants identified a target word embedded in a pseudoword at the initial, middle, or final position. The search accuracy and speed indicated that all groups showed a strong preference for the initial position. The accuracy data further indicated group differences. The Arabic group showed higher accuracy in the final than middle, while the Chinese group showed the opposite and the native speakers showed no difference between the two positions. The findings suggest that L2 multi-syllabic word recognition involves unique processes.

The Status of the Auxiliary "Do" in L1 and L2 English Negative Clauses

Science.gov (United States)

Perales, Susana

2010-01-01

This paper addresses the issue of whether negative sentences containing auxiliary "do" in L1 and L2 English share the same underlying syntactic representation. To this end, I compare the negative sentences produced by 77 bilingual (Spanish/Basque) L2 learners of English with the corresponding data available for L1 acquirers reported on in Schutze…

The Effects of Guided Careful Online Planning on Complexity, Accuracy and Fluency in Intermediate EFL Learners' Oral Production: The Case of English Articles

Science.gov (United States)

Ahmadian, Mohammad Javad

2012-01-01

The purpose of the study reported in this article was twofold: First, to see whether guided careful online planning assists intermediate learners of English as a foreign language (EFL) in accurate oral production of English articles ("an/a" and "the"); and, second, to see whether guided careful online planning has any effects…

Teaching, Learning, and Developing L2 French Sociolinguistic Competence: A Sociocultural Perspective

Science.gov (United States)

van Compernolle, Remi A.; Williams, Lawrence

2012-01-01

The study reported in this article investigates the development of sociolinguistic competence among second-year (US university-level) L2 learners of French who were given systematic instruction on sociolinguistic variation as part of their normal coursework. We focus on the variable use of the negative morpheme "ne" in verbal negation. Drawing…

College-Level Arabic Heritage Learners: Do they belong in Separate Classrooms?

Directory of Open Access Journals (Sweden)

Hana Zabarah

2016-03-01

Full Text Available Arabic heritage language learners have different skills, needs, and reasons to study the language than true beginners. This study highlights these elements, justifying heritage language learners’ placement into classes specifically addressing these issues. While both types of Arabic learners strive to learn the same language, heritage learners almost certainly bring some cultural background and linguistic skills to the classroom, often giving them an advantage over second language learners. In order to appreciate and understand the unique qualities these students have, a 16-item survey was administered to incoming college-level heritage students for three consecutive academic years. It was designed to capture language background, exposure, skills and needs, and students’ reasons for studying Arabic. Addressing the needs of heritage speakers of Arabic in the classroom will allow them to reach higher proficiency levels at an accelerated rate. Ignoring these qualities will ultimately lead to high attrition rates.

An investigation into the impact of reflective teaching on EFL learners autonomy and intrinsic motivation

Directory of Open Access Journals (Sweden)

Elahe Fallah

2015-12-01

Full Text Available This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a the experimental group - taught by a reflective teacher - and b the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that the two groups were not significantly different in terms of the level of motivation and autonomy. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners’ autonomy and the intrinsic motivation level.

Effects of Task Repetition on Learners' Attention Orientation in L2 Oral Production

Science.gov (United States)

Fukuta, Junya

2016-01-01

Task repetition facilitates learners' performance, at least temporarily: Since learners are already familiar with the content of the task at the initial enactment, they are capable of focusing their attention on linguistic form during the following enactment. However, the analysis in previous studies treated various aspects of "form" as…

L1 Use and Morphosyntactic Development in the Oral Production of EFL Learners in a CLIL Context

Science.gov (United States)

Lazaro, Amparo; Garcia Mayo, Maria del Pilar

2012-01-01

This paper explores the effects of Content and Language Integrated Learning (CLIL) instruction on the oral production of 15 high-school learners of English. The learners' use of the L1s (Basque and Spanish) in discourse markers and repair sequences as well as the learners' overall morphosyntactic development were analysed at two testing times (age…

L1 influence in the L2 acquisition of isiXhosa verb placement by ...

African Journals Online (AJOL)

1. Introduction. In second language (L2) acquisition research conducted within ..... versus Afrikaans-speaking beginner learners of isiXhosa, with regard to verb ..... Language contact within one home is also illustrated by the case of the four L1 ...

English Vocabulary Acquisition of Bilingual Learners at the Primary and Secondary Levels

Science.gov (United States)

Pholsward, Ruja; Boonprasitt, Donrutai

2015-01-01

This paper reports research findings of English vocabulary acquisition of bilingual learners at the levels of Primary 6 and Secondary 3 at Satit Bilingual School of Rangsit University. The purpose was to find out the extent to which learners at these levels have acquired English vocabulary to communicate their ideas about themselves and their…

International express student's book : intermediate : with pocket book

CERN Document Server

Harding, Keith

2005-01-01

The New Edition of International Express Intermediate retains all the key features of this popular and successful four-level course. It combines engaging, up-to-date topics with a time-efficient and student-centred approach to language work, and clearly focused activities that reflect learners' real communicative needs - the ideal course for professional adults who use English for work, travel, and socializing.

Chinese Learners of English See Chinese Words When Reading English Words.

Science.gov (United States)

Ma, Fengyang; Ai, Haiyang

2018-06-01

The present study examines when second language (L2) learners read words in the L2, whether the orthography and/or phonology of the translation words in the first language (L1) is activated and whether the patterns would be modulated by the proficiency in the L2. In two experiments, two groups of Chinese learners of English immersed in the L1 environment, one less proficient and the other more proficient in English, performed a translation recognition task. In this task, participants judged whether pairs of words, with an L2 word preceding an L1 word, were translation words or not. The critical conditions compared the performance of learners to reject distractors that were related to the translation word (e.g., , pronounced as /bei 1/) of an L2 word (e.g., cup) in orthography (e.g., , bad in Chinese, pronounced as /huai 4/) or phonology (e.g., , sad in Chinese, pronounced as /bei 1/). Results of Experiment 1 showed less proficient learners were slower and less accurate to reject translation orthography distractors, as compared to unrelated controls, demonstrating a robust translation orthography interference effect. In contrast, their performance was not significantly different when rejecting translation phonology distractors, relative to unrelated controls, showing no translation phonology interference. The same patterns were observed in more proficient learners in Experiment 2. Together, these results suggest that when Chinese learners of English read English words, the orthographic information, but not the phonological information of the Chinese translation words is activated. In addition, this activation is not modulated by L2 proficiency.

The Effect of Modified Collaborative Strategic Reading on EFL Learners' Reading Anxiety

Directory of Open Access Journals (Sweden)

Shabnam Abbasnezhad

2016-12-01

Full Text Available The present study was an attempt to investigate the effectiveness of reading instructional approach called MCSR- Modified Collaborative Strategic Reading on reducing intermediate EFL learner's reading anxiety. Based on a pretest-posttest design, MCSR was implemented with 64 EFL learners at intermediate level. They received EFL reading instruction according to MCSR over two and a half months. A questionnaire called English as a Foreign Language Reading Anxiety Inventory EFLRAI was group-administered atthepretest and the posttest. Quantitative results indicated that participating students demonstrated significant gains in reducing reading anxiety. This study highlighted our understanding by considering the effectiveness of MCSR program and also it elaborated the effects of using strategies like MCSR in overcoming the big problem of reading anxiety among EFL learners as non-native students. And teachers changed the focus of attention from using traditional methods for teaching the essential skill of reading to modern programs like MCSR in order to remove their students' anxiety and stress in reading.

IMPARARE L’ITALIANO L2 CON LE CANZONI. UN CONTRIBUTO DIDATTICO

Directory of Open Access Journals (Sweden)

Elisabetta Mauroni

2011-07-01

Full Text Available Il presente contributo si inserisce nel filone degli studi che hanno messo in evidenza la potenziale ricchezza della canzone come strumento di facilitazione dell’apprendimento della L2, e come mezzo per l’approccio al testo letterario per studenti di italiano L1, additandone il carattere di attività particolarmente efficace e ‘consonante’ con una prospettiva umanistico-affettiva, comunicativa, nonché socio-costruttivista. In queste pagine sono presentate alcune attività didattiche (pensate ora per gli apprendenti di italiano L2, ora per gli studenti di italiano L1 formulate a partire da alcuni testi del cantautore Claudio Baglioni (Io sono qui, Le vie dei Colori, Bolero, Fammi andar via tratti dall’album Io sono qui, 1995, edizioni CBS. I testi qui didattizzati sono utilizzabili in diverse prospettive: grammaticale, lessicale, retorica, socio-culturale, ecc.; e per diversi livelli di competenza linguistica (L2: A1-C1; L1.     Learning italian l2 through song.  A didactic contribution   This article is part of a series of studies which focus on the potential richness of songs as tools for facilitating L2 learning, as well as being a way to approach literary texts for L1 Italian students, being a particularly effective activity from a humanistic-affective, communicative and socio-constructivist point of view.  A few didactic activities are presented (designed for L2 Italian learners, or for L1 Italian learners based on songs by Claudio Baglioni (Io sono qui, Le vie dei Colori, Bolero, Fammi andar via from the album Io sono qui, 1995, edizioni CBS.  The texts were adapted for diverse didactic uses: grammatical, lexical, rhetorical, socio-cultural, etc and for different levels of linguistic competence (L2: A1-C1, L1

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

Directory of Open Access Journals (Sweden)

Ali H. Al-Hoorie

2016-12-01

Full Text Available This paper investigates the attitudinal/motivational predictors of second language (L2 academic achievement. Young adult learners of English as a foreign language (N = 311 completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.

Is Less More? Effectiveness and Perceived Usefulness of Keyword and Full Captioned Video for L2 Listening Comprehension

Science.gov (United States)

Montero Perez, Maribel; Peters, Elke; Desmet, Piet

2014-01-01

The aim of this study was twofold: we investigated (a) the effect of two types of captioned video (i.e., on-screen text in the same language as the video) on listening comprehension; (b) L2 learners' perception of the usefulness of captions while watching L2 video. The participants, 226 university-level students from a Flemish university, watched…

The Effect of Different Modes of English Captioning on EFL Learners' General Listening Comprehension: Full Text vs. Keyword Captions

Science.gov (United States)

Behroozizad, Sorayya; Majidi, Sudabeh

2015-01-01

This study investigated the effect of different modes of English captioning on EFL learners' general listening comprehension. To this end, forty-five intermediate-level learners were selected based on their scores on a standardized English proficiency test (PET) to carry out the study. Then, the selected participants were randomly assigned into…

The management of intermediate level wastes in Sweden

International Nuclear Information System (INIS)

Hultgren, Aa.; Thegerstroem, C.

1980-01-01

A brief overview of current practices and research in Sweden on the management of intermediate level wastes is given. Intermediate level wastes include spent resins, filters and core components from the six power reactors in operation; radioactive wastes from nuclear fuel development at Studsvik and from non-nuclear applications are a minor contribution. (Auth.)

A Corpus-Based Approach to the Register Awareness of Asian Learners of English

Science.gov (United States)

Kobayashi, Yuichiro; Abe, Mariko

2016-01-01

The purpose of the present study is to investigate the impact of learners' L1s and proficiency levels on their written production. This study also examined the influence of speech upon their writing. The following research questions were explored: (a) How do L1 and proficiency levels of learners affect their degrees of register awareness? (b)…

An interview study of how clinical teachers develop skills to attend to different level learners.

Science.gov (United States)

Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

2016-06-01

One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

The Effect of Dynamic Assessment in Synchronous Computer-Mediated Communication on Iranian EFL Learners' Listening Comprehension Ability at Upper-Intermediate Level

Science.gov (United States)

Heidar, Davood Mashhadi; Afghari, Akbar

2015-01-01

The present paper concentrates on a web-based inquiry in the synchronous computer-mediated communication (SCMC) via Web 2.0 technologies of Talk and Write and Skype. It investigates EFL learners' socio-cognitive progress through dynamic assessment (DA), which follows Vygotsky's inclination for supportive interchange in the zone of proximal…

Assessing Input Enhancement as Positive Factor and Its Impact on L2 Vocabulary Learning

Science.gov (United States)

Motlagh, Seyyed Fariborz Pishdadi; Nasab, Mahdiyeh Seyed Beheshti

2015-01-01

Input enhancement's role to promote learners' awareness in L2 contexts has caused a tremendous amount of research. Conspicuously, by regarding all aspects of input enhancement, the study aimed to find out how differently many kinds of input enhancement factors such as bolding, underlining, and capitalizing impact on L2 learners' vocabulary…

L2 Processing of Plural Inflection in English

Science.gov (United States)

Song, Yoonsang

2015-01-01

This study investigates (1) whether late second language (L2) learners can attain native-like knowledge of English plural inflection even when their first language (L1) lacks an equivalent and (2) whether they construct hierarchically structured representations during online sentence processing like native speakers. In a self-paced reading task,…

National- and State-Level High School Graduation Rates for English Learners. Fast Facts

Science.gov (United States)

Office of English Language Acquisition, US Department of Education, 2016

2016-01-01

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topic for this report on English Learners (ELs) are national- and state-level high school graduation rates for English Learners. The following data are presented: (1)…

Learner Inclinations to Study Computer Science or Information Systems at Tertiary Level

Directory of Open Access Journals (Sweden)

C Jacobs

2010-07-01

Full Text Available After the so‐called “dot‐com crash” of the Internet in the early 2000s, tertiary level student enrolments in IT‐related subjects began to experience a significant decline both in international countries and South Africa. The paper replicates research done in the Western Cape, South Africa, by Seymour et al. (2005 [20], in which grade 12 learner inclinations to study Computer Science (CS and Information Systems (IS at tertiary level were analysed and underlying factors affecting their interest in the subjects were determined. The study analyses the “misguided” perceptions that learners and students have of these subjects; the implications of the decline in enrolments on students, educational sectors and industry; and determines a set of underlying factors that influence learners in their attitudes toward further degrees in IT, starting from the secondary level of education. The research compares South African Eastern Cape learner perceptions with those from the Western Cape study and establishes three to four years later, that the reasons behind the decline in IT enrolments are still influenced by an underlying demographic and digital divide.

Learner Inclinations to Study Computer Science or Information Systems at Tertiary Level

Directory of Open Access Journals (Sweden)

C Jacobs

2010-08-01

Full Text Available After the so-called “dot-com crash” of the Internet in the early 2000s, tertiary level student enrolments in IT-related subjects began to experience a significant decline both in international countries and South Africa. The paper replicates research done in the Western Cape, South Africa, by Seymour et al. (2005 [20], in which grade 12 learner inclinations to study Computer Science (CS and Information Systems (IS at tertiary level were analysed and underlying factors affecting their interest in the subjects were determined. The study analyses the “misguided” perceptions that learners and students have of these subjects; the implications of the decline in enrolments on students, educational sectors and industry; and determines a set of underlying factors that influence learners in their attitudes toward further degrees in IT, starting from the secondary level of education. The research compares South African Eastern Cape learner perceptions with those from the Western Cape study and establishes three to four years later, that the reasons behind the decline in IT enrolments are still influenced by an underlying demographic and digital divide.

Derivational morphology and Serbian EFL learners: Three perspectives on the acquisition process

Directory of Open Access Journals (Sweden)

Dimitrijević-Savić Jovana V.

2011-01-01

Full Text Available Although it has long been an under-researched topic in the field of applied linguistics, morphological knowledge is nowadays regarded as a key component of vocabulary acquisition. The past two decades have witnessed a proliferation of studies of both L1 and L2 learning contexts which shed light on various issues, ranging from morphological processing to receptive/productive knowledge of derivational and inflectional morphology. However, investigations into the acquisition of English morphology by Serbian EFL learners have, to our knowledge, been scarce. The purpose of this paper is, therefore, to explore the productive derivational knowledge of upper-intermediate Serbian EFL learners by means of three different instruments: a test focusing on the knowledge of the four main word family members (nouns, verbs, adjectives, adverbs, a test of cognate and non-cognate derivatives employing six cognate English-Serbian suffixes (-ous/-oz(an, -ize/-izovati, -ation/-acija -ism/-iz(am, -ist/-ist(a, -ity/-itet and a contextualized word-formation skill test. A combination of a qualitative and quantitative approach to data analysis has revealed the difficulties Serbian EFL learners have been experiencing in their morphology/vocabulary classes and it has enabled us to identify common mistakes and weak spots. Our results have pedagogical implications and could be put to use in curriculum design and methodology.

The Role of L1 Conceptual and Linguistic Knowledge and Frequency in the Acquisition of L2 Metaphorical Expressions

Science.gov (United States)

Türker, Ebru

2016-01-01

This study investigates how figurative language is processed by learners of a second language (L2). With an experiment testing L2 comprehension of figurative expressions in three categories, each combining shared and unshared first language (L1) and L2 lexical representations and conceptual representations in a different way, the study…

Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers.

Science.gov (United States)

Chen, H Carrie; O'Sullivan, Patricia; Teherani, Arianne; Fogh, Shannon; Kobashi, Brent; ten Cate, Olle

2015-01-01

Learning in the clinical workplace can appear to rely on opportunistic teaching. The cognitive apprenticeship model describes assigning tasks based on learner rather than just workplace needs. This study aimed to determine how excellent clinical teachers select clinical learning experiences to support the workplace participation and development of different level learners. Using a constructivist grounded theory approach, we conducted semi-structured interviews with medical school faculty identified as excellent clinical teachers teaching multiple levels of learners. We explored their approach to teach different level learners and their perceived role in promoting learner development. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 clinical teachers and identified three themes related to their teaching approach: sequencing of learning experiences, selection of learning activities and teacher responsibilities. All teachers used sequencing as a teaching strategy by varying content, complexity and expectations by learner level. The teachers initially selected learning activities based on learner level and adjusted for individual competencies over time. They identified teacher responsibilities for learner education and patient safety, and used sequencing to promote both. Excellent clinical teachers described strategies for matching available learning opportunities to learners' developmental levels to safely engage learners and improve learning in the clinical workplace.

The Effect of Lexical Coverage and Dictionary Use on L2 Reading Comprehension

Science.gov (United States)

Prichard, Caleb; Matsumoto, Yuko

2011-01-01

This study aims to further understand the role of lexical coverage on L2 reading comprehension. It examines test scores of learners at or near the 90-95% coverage level to determine if this coverage range allows for comprehension of authentic texts. The findings suggest that 92-93% may be a threshold mark at which understanding of a text…

Éléments conversationnels du clavardage : un entraînement à l´expression orale pour les apprenants de langues à distance ? Conversational elements of online chatting: speaking practice for distance language learners?

Directory of Open Access Journals (Sweden)

Vincenza Tudini

2003-12-01

their interlanguage. As well as being one of the main reasons students enroll in language courses, oral interaction is considered beneficial to interlanguage development since it provides opportunities for negotiation of meaning. In the case of campus-based students, learners' progress in speaking the target language is supported and monitored mainly in the classroom. If non campus-based or online students do not attend face-to-face classes, how do they find opportunities for oral interaction? Using a Conversational Analysis and Second Language Acquisition perspective, the author considers elements which are common to both face-to-face oral interactions and chatting via a computer, with a view to assessing the potential of synchronous text-based communication tools to support the development of the speaking skills and interlanguage of distance language learners. This is done by reviewing findings of previous studies on synchronous text-based communication tools and identifying selected characteristics of oral interaction which are present in the chat sessions of two groups of campus-based intermediate level learners of Italian. In particular, the study focuses on repairs and incorporation of target forms, variety of speech acts, particularly questions and clarification requests, and the presence of discourse markers.

An Event-related Brain Potential Study of English Morphosyntactic Processing in Japanese Learners of English

OpenAIRE

Tatsuta, Natsuko

2014-01-01

This dissertation investigated the neural mechanisms underlying English morphosyntactic processing in Case, subject-verb agreement, and past tense inflection in Japanese learners of English (JLEs) using event-related brain potentials (ERPs) in terms of the effects of the age of second language (L2) acquisition (the age of learning English), L2 proficiency level (the English proficiency level), and native/first language (L1) transfer. Researchers have debated for a number of years the question...

Humanizing Teaching English to Young Learners with Children’s Literature

Directory of Open Access Journals (Sweden)

Irma Ghosn

2013-05-01

Full Text Available High quality children’s fiction can be used in the young learner classroom to advance the broader social intent of language education and humanize it, while enriching language learning. Children are naturally drawn to picturebooks, which can provide a highly motivating and engaging instructional medium in pre-primary and lower primary classes. Short, illustrated chapter books can be used with intermediate level learners. Children’s literature not only enhances language learning, as proven by extensive research, but it can also nurture moral reasoning skills, emotional intelligence and empathy, as well as help children work through difficult issues. Language teaching tasks around literature can further these goals. This paper argues that quality children’s literature, therefore, has a rightful place in teaching English to young learners, and no less so in the very young learner classes that are becoming increasingly common in many parts of the world.

Cross-Linguistic Influence in Third Language Perception: L2 and L3 Perception of Japanese Contrasts

Science.gov (United States)

Onishi, Hiromi

2013-01-01

This dissertation examines the possible influence of language learners' second language (L2) on their perception of phonological contrasts in their third language (L3). Previous studies on Third Language Acquisition (TLA) suggest various factors as possible sources of cross-linguistic influence in the acquisition of an L3. This dissertation…

The Effects of Conceptual Metaphors on the Acquisition of Phrasal Verbs by Turkish EFL Learners

Science.gov (United States)

Kartal, Galip; Uner, Seda

2017-01-01

This study investigates the effects of conceptual metaphors on Turkish EFL learners' acquisition of phrasal verbs. The participants were 120 beginner, elementary, and pre-intermediate level students. The research follows a pre and post-test quasi-experimental research design. The students were assigned to proficiency levels according to their…

MNE Entrepreneurial Capabilities at Intermediate Levels

DEFF Research Database (Denmark)

Hoenen, Anne K.; Nell, Phillip Christopher; Ambos, Björn

2014-01-01

at intermediate geographical levels differ from local subsidiaries and global corporate headquarters, and why those differences are important. We illustrate our arguments using data on European regional headquarters (RHQs). We find that RHQs' entrepreneurial capabilities depend on their external embeddedness...... and on the heterogeneous information that is generated through dissimilar markets within the region. Our study opens up for an interesting discussion of the independence of these mechanisms. In sum, we contribute to the understanding of the entrepreneurial role of intermediate units in general and RHQs in particular....

Hacia un modelo de diccionario en línea para aprendices de español como LE/L2

DEFF Research Database (Denmark)

Tarp, Sven; Nomdedeu Rull, Antoni

2018-01-01

The existing learners’ dictionaries for L2 learners of Spanish suffer from various shortcomings. They do not take full advantage of the new technologies, lack lexicographical data adapted specifically to the target users’ mother tongue and native culture, provide only partial assistance to text...... reception and offer unsatisfactory solutions to text production. Based on the lexicographical function theory, this paper will outline a model of an online dictionary for adult L2 learners of Spanish. To that end, we will present a concept that includes the most important functions and the main content...

The Relationship between Multiple Intelligences and Listening Self-Efficacy among Iranian EFL Learners

Science.gov (United States)

Davoudi, Mohammad; Chavosh, Milad

2016-01-01

The present paper aimed at investigating the relationship between listening self-efficacy and multiple intelligences of Iranian EFL learners. Initially, ninety intermediate male learners were selected randomly from among 20 intermediate classes in a Language Academy in Yazd. In order to assure the homogeneity of the participants in terms of…

MEASURING ACCURACY AND COMPLEXITY OF AN L2 LEARNER’S ORAL PRODUCTION

Directory of Open Access Journals (Sweden)

Teguh Khaerudin

2015-03-01

Full Text Available This paper aims at examining the influence of different tasks on the degree of task performance in a second language learner’s oral production. The underlying assumption is that among the three aspects of language performance in L2, i.e. fluency, accuracy, and complexity, learners may prioritize only one of them (Ellis & Barkhuizen, 2005, p. 150 and that their decision to prioritize one particular area of language performance may be determined by the characteristics of the task given to the learners (Skehan & Foster, 1997. Having a written record of an oral production, the writer focuses this study on determining the degree of complexity and accuracy, and analyzing whether the different tasks change the level of learner’s oral performance. The results show that learner’s accuracy from both tasks remains in the same level. However, both task conditions, which do not allow speech plan, result in no improvement in accuracy level and a minor improvement in the complexity level.

The ARES High-level Intermediate Representation

Energy Technology Data Exchange (ETDEWEB)

Moss, Nicholas David [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-03-03

The LLVM intermediate representation (IR) lacks semantic constructs for depicting common high-performance operations such as parallel and concurrent execution, communication and synchronization. Currently, representing such semantics in LLVM requires either extending the intermediate form (a signi cant undertaking) or the use of ad hoc indirect means such as encoding them as intrinsics and/or the use of metadata constructs. In this paper we discuss a work in progress to explore the design and implementation of a new compilation stage and associated high-level intermediate form that is placed between the abstract syntax tree and when it is lowered to LLVM's IR. This highlevel representation is a superset of LLVM IR and supports the direct representation of these common parallel computing constructs along with the infrastructure for supporting analysis and transformation passes on this representation.

Becoming a Japanese Language Learner, User, and Teacher: Revelations From Life History Research

Science.gov (United States)

Armour, William S.

2004-01-01

This article discusses how Sarah Lamond, a Japanese language teacher in Sydney, Australia has juggled three of her identities: second language (L2) learner, L2 user, and L2 teacher. Data come from four interviews used to create an edited life history. These data are used to draw attention to the relationship between L2 learner and language user.…

Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

Directory of Open Access Journals (Sweden)

Erin Jacquelyn White

Full Text Available This longitudinal study tracked the neuro-cognitive changes associated with second language (L2 grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1 background and L2 proficiency. Previous studies using event-related potentials (ERPs have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese. Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1 higher levels of behavioural performance on an online grammaticality judgment task; and 2 with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization" are modulated by individual levels of L2 behavioural performance and learning.

Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

Science.gov (United States)

White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

2012-01-01

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization") are modulated by individual levels of L2 behavioural performance and learning.

Pre-writing Techniques In The Writing Process For The L2 Classroom

OpenAIRE

Gülşah Geyimci

2014-01-01

This study investigated pre-writing techniques in the learning process to improve written communication skills of learners using qualitative research methods. This study was performed in a public school, Suphi Öner Primary School in Turkey, in Mersin. Students were seventh grade class that their level was pre-intermediate. This class was made up of twenty students. It took three weeks, the students' samples, drawings and blogs were documented by the students. In order to examine the results, ...

L1 Frequency in Foreign Language Acquisition: Recurrent Word Combinations in French and Spanish EFL Learner Writing

Science.gov (United States)

Paquot, Magali

2017-01-01

This study investigated French and Spanish EFL (English as a foreign language) learners' preferred use of three-word lexical bundles with discourse or stance-oriented function with a view to exploring the role of first language (L1) frequency effects in foreign language acquisition. Word combinations were extracted from learner performance data…

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

Science.gov (United States)

2014-01-01

Background Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. Methods A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. Results 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used. A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners’ perspective. Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed “GP consultant teacher”). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Conclusions Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the

Experimental study on intermediate level radioactive waste processing

International Nuclear Information System (INIS)

Nagakura, Tadashi; Abe, Hirotoshi; Okazawa, Takao; Hattori, Seiichi; Maki, Yasuro

1977-01-01

In the disposal of intermediate level radioactive wastes, multilayer package will be adopted. The multilayer package consists of cement-solidified waste and a container such as a drum - can with concrete liner or a concrete container. So, on the waste to be cement-solidified in such container, experimental study was carried out as follows. (1) Cement-solidification method. (2) Mechanical behaviour of cement-solidified waste. The mechanical behaviour of the containers was studied by the finite element method and experiment, and the function of pressure-balancing valves was also studied. The following data on processing intermediate level radioactive wastes were obtained. (1) In the case of cement-solidified waste, the data to select the suitable solidifying material and the standard mixing proportion were determined. (2) The basic data concerning the uniaxial compressive strength of cement-solidified waste, the mechanical behaviour of cement-solidified waste packed in a drum under high hydrostatic pressure, the shock response of cement-solidified waste at the time of falling and so on were obtained. (3) The pressure-balancing valves worked at about 0.5 Kg/cm 2 pressure difference inside and outside a container, and the deformation of a drum cover was 10 to 13 mm. In case of the pressure difference less than 0,5 Kg/cm 2 , the valves shut, and water flow did occur. (auth.)

The spectral distribution of intermediate L-K molecular-orbital radiation in symmetric heavy-ion collisions

International Nuclear Information System (INIS)

Heinig, K.-H.; Jager, H.-U.; Richter, H.; Woittennek, H.; Frank, W.; Gippener, P.; Kaun, K.-H.; Manfrass, P.

1977-01-01

Two distinct x-ray continua C1 and C2 above the characteristic lines are observed in high-energy collisions between atoms with atomic numbers of 28 to 57. This structure is explained by a superposition of K molecular-orbital (KMO) radiation and of an intermediate L-K molecular-orbital (ILKMO) radiation of high intensity which is due to 2psigma vacancies. In the framework of the dynamical theory of intermediate molecular phenomena and using a scaling of the H 2 + correlation diagram with screened state-dependent charges good agreement between the shapes of the measured and calculated spectra is obtained. (author)

Naming Abilities in Low-Proficiency Second Language Learners

Science.gov (United States)

Borodkin, Katy; Faust, Miriam

2014-01-01

Difficulties in second language (L2) learning are often associated with recognizable learning difficulties in native language (L1), such as in dyslexia. However, some individuals have low L2 proficiency but intact L1 reading skills. These L2 learners experience frequent tip-of-the-tongue states while naming in L1, which indicates that they have a…

Predictors of reading literacy for first and second language learners

NARCIS (Netherlands)

Netten, A.R.; Droop, W.; Verhoeven, L.T.W.

2011-01-01

In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was

Learning to perceive and recognize a second language: the L2LP model revised.

Science.gov (United States)

van Leussen, Jan-Willem; Escudero, Paola

2015-01-01

We present a test of a revised version of the Second Language Linguistic Perception (L2LP) model, a computational model of the acquisition of second language (L2) speech perception and recognition. The model draws on phonetic, phonological, and psycholinguistic constructs to explain a number of L2 learning scenarios. However, a recent computational implementation failed to validate a theoretical proposal for a learning scenario where the L2 has less phonemic categories than the native language (L1) along a given acoustic continuum. According to the L2LP, learners faced with this learning scenario must not only shift their old L1 phoneme boundaries but also reduce the number of categories employed in perception. Our proposed revision to L2LP successfully accounts for this updating in the number of perceptual categories as a process driven by the meaning of lexical items, rather than by the learners' awareness of the number and type of phonemes that are relevant in their new language, as the previous version of L2LP assumed. Results of our simulations show that meaning-driven learning correctly predicts the developmental path of L2 phoneme perception seen in empirical studies. Additionally, and to contribute to a long-standing debate in psycholinguistics, we test two versions of the model, with the stages of phonemic perception and lexical recognition being either sequential or interactive. Both versions succeed in learning to recognize minimal pairs in the new L2, but make diverging predictions on learners' resulting phonological representations. In sum, the proposed revision to the L2LP model contributes to our understanding of L2 acquisition, with implications for speech processing in general.

Selection and ranking of patient video cases in paediatric neurology in relation to learner levels.

Science.gov (United States)

Balslev, Thomas; Muijtjens, Arno M M; Maarbjerg, Sabine Frølich; de Grave, Willem

2018-05-01

Teaching and learning with patient video cases may add authenticity, enhance diagnostic accuracy and improve chances of early diagnosis. The aim of this study is firstly to identify selection criteria for key Patient video cases (PVCs), secondly to identify trends in relevance of PVCs for learner levels and thirdly, to rank PVCs for learner levels. Based on a literature review, we identified criteria for key PVCs for use in paediatric neurology. We then performed a multi-round Delphi analysis to obtain agreement between 28 expert clinician teachers concerning key PVCs for four learner levels. We identified two major criteria: key PVCs should demonstrate key movements, and these movements should be subtle and/or difficult to note. The expert clinician teachers subsequently assessed a list of 14 topics for key PVCs. We found a clear, increasing trend in relevance scores, from medical students to young residents to experienced residents and specialists. For medical students and residents, epileptic spasms, Down syndrome, developmental delay, cerebral palsy and absence epilepsy were highly ranked. For specialists, conditions like chorea, focal seizures or eye movement disorders topped the ranking list, although ranking was less clear for this group of advanced learners. Key PVCs should demonstrate movements that are difficult to note for learners. Ranked lists of key PVCs for teaching and learning at different learner levels are now available and may help institutions build validated local libraries of PVCs. Copyright © 2017 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Error Made in Conversation by Indonesian Learners Learning English Based on Syntax and Exchanging Information

Directory of Open Access Journals (Sweden)

Melania Wiannastiti

2014-10-01

Full Text Available In learning a second language or foreign language (L2, learners should master the competences. Normally, L2 learners first should master the linguistic competence which includes the mastery of vocabularies, pronunciation, and grammar. The study is to find out the syntax error made by L2 learners in conversation as well as to find out the exchanging information. The data were the recording conversation of Visual Communication Design students first semester of Binus University joining English Entrant. Error analysis was used to analyze the data. There are two points of view to analyze the data: syntax from taxonomy and exchanging information. Taxonomy employs the error in omission, addition, misinformation, and mis-ordering. Exchanging information point of view employs the error in finite element and mood. The result shows that L2 learners made some errors in grammar and exchanging information because they are influenced by the L1. They tend to transfer from L1 to L2 rather than thinking to create the utterances in L2. 

Morphological Family Size Effects in Young First and Second Language Learners: Evidence of Cross-Language Semantic Activation in Visual Word Recognition

Science.gov (United States)

de Zeeuw, Marlies; Verhoeven, Ludo; Schreuder, Robert

2012-01-01

This study examined to what extent young second language (L2) learners showed morphological family size effects in L2 word recognition and whether the effects were grade-level related. Turkish-Dutch bilingual children (L2) and Dutch (first language, L1) children from second, fourth, and sixth grade performed a Dutch lexical decision task on words…

Low and intermediate level radioactive waste in Mexico

International Nuclear Information System (INIS)

Paredes, L.C.; Ortiz, J.R.; Sanchez, S.

2002-01-01

Currently, it is necessary to establish, in a few years, a definitive repository for low and intermediate level radioactive waste in order to satisfy the necessities of Mexico for the next 50 years. Consequently, it is required to estimate the volumes of the radioactive waste generated annually, the stored volumes to-date and their projection to medium-term. On this subject, the annual average production of low and intermediate level radioactive waste from the electricity production by means of nuclear power reactors is 250 m 3 /y which consist of humid and dry solid waste from the 2 units of the Laguna Verde Nuclear Power plant having a re-use efficiency of effluents of 95%. On the other hand, the applications in medicine, industry and research generate 20 m 3 /y of solid waste, 280 m 3 /y of liquid waste and approximately 10 m 3 /y from 300 spent sealed radioactive sources. The estimation of the total volume of these waste to the year 2035 is 17500 m 3 corresponding to the 46% of the volume generated by the operation and maintenance of the 2 units of the Laguna Verde Nuclear Power plant, 34% to the decommissioning of these 2 units at the end of their useful life and 20% to the waste generated by applications in medicine, industry and research. (author)

Factors Affecting the Level of Test Anxiety among EFL Learners at Elementary Schools

Science.gov (United States)

Aydin, Selami

2013-01-01

Many studies on test anxiety among adult language learners have been performed, while only a few studies have dealt with overall test anxiety. In addition, these studies do not specifically address test anxiety in foreign language learning among elementary school language learners. Thus, this study aims to investigate the level of test anxiety…

How L2-Learners' Brains React to Code-Switches: An ERP Study with Russian Learners of German

Science.gov (United States)

Ruigendijk, Esther; Hentschel, Gerd; Zeller, Jan Patrick

2016-01-01

This Event Related Potentials (ERP) study investigates auditory processing of sentences with so-called code-switches in Russian learners of German. It has often been argued that switching between two languages results in extra processing cost, although it is not completely clear yet what exactly causes these costs. ERP presents a good method to…

The acquisition of grammatical gender in L2 German by learners ...

African Journals Online (AJOL)

grammatical gender in German by first language (L1) speakers of Afrikaans, English ... feminine – and the target L2 has three genders – masculine, feminine and neuter ..... L1 transfer revisited: the L2 acquisition of telicity marking in English by.

Language, Learners and Levels. Progression and Variation

NARCIS (Netherlands)

Haan, P.J.M. de; Vries, C.M. de; Vuuren, S. van

2017-01-01

Learner Corpus Research (LCR) is a vibrant discipline, which combines methodological rigour in the analysis of authentic learner data with a focus on practical pedagogical application. Following earlier successful conferences in Louvain and Bergen, the third LCR conference, hosted by Radboud

Storage for low-level and intermediate-level radioactive wastes

International Nuclear Information System (INIS)

1992-11-01

The objective of this report was to assess whether three nominated sites in Norway for underground storage of low-level and intermediate-level radioactive wastes would comply with safety standards and applicable laws and regulations. The site selection criteria are described and the report evaluates the technical, environmental and socio-economic suitability of the different sites. The site selection process eliminated two of the nominated sites, whereas one site was singled out. 28 refs., 14 figs., 10 tabs

An investigation into the mathematics performance of Grade 6 learners in South Africa

Directory of Open Access Journals (Sweden)

Gary S. Kotzé

2007-10-01

Full Text Available The aim of this article is to investigate mathematics performance of intermediate phase learners. The quality of learners’ scholastic achievement in mathematics are analysed based on the empirical evidence obtained from an international survey. The method of inquiry is based on an analysis of existing statistic-al data concerning present-oriented problems. The effects of particular variables on mathematics learn-ing are explored, such as male and female learners and those from less advantaged social backgrounds. Overall performance and competence levels are analysed. Although there are no outstanding contributing factors that influence mathematics achievement of  grade 6 learners in South Africa conclusions are drawn that may influence school system organisation and also the quality of mathematics teaching.

Da necessidade do letramento literário em línguas estrangeiras

Directory of Open Access Journals (Sweden)

Rosiani Xypas

2014-06-01

Full Text Available The action-oriented approach advocated by the Common European Framework of Reference for Languages (2001 stresses the importance of literary literacy in shaping language learners. In this paper, we aim at understanding comprehension difficulties in reading a literary text. We have found that our intermediate-level learners and even advanced-level learners do not understand a literary text when they read it on their own, except when the teacher reads it for them. However, the same learners do not have comprehension difficulties when it comes to informative, journalistic or instructional texts. Why is there a comprehension difficulty in reading literary texts if they are chosen considering the level to which they belong? To answer this question, we elaborated the didactic process advocated by Cyr (1998; Fayol and Gaonac’h (2005, that consists in silent reading and reading aloud, from the following corpus: a passage from the romance La Place, de Annie Ernaux, to intermediate learners, aiming at broadening house vocabulary, and a passage from the romance Une fille Zhuang, de Wei-Wei, to advanced learners, aiming at written production. Due to the lack of comprehension, we practiced an explicitation interview according to Pierre Vermersch (2010, in which the totality of the learners became aware of the source of the problem, according to which they do not know how to manage prosodic elements from the given text impairing sense building. Aware of this difficulty, the present paper ends with didactic reflections about the theme.

Multilingual students' acquisition of English as their L3

DEFF Research Database (Denmark)

Samal Jalal, Rawand

with regard to English proficiency. The current study conducted in Denmark investigated multilingual students’ English proficiency compared to their monolingual peers’, and examined which learning strategies proficient L3 learners utilize. The sample was comprised of 9-graders who are monolinguals (N = 82......) and multilinguals with Turkish L1 (N = 134). The participants provided basic demographic information, and were tested in their general English proficiency. Out of the 70 multilinguals with Turkish L1, 12 participants were selected for further testing; i.e., the four participants who scored the lowest, four...... participants with intermediate scores, and the four who scored the highest, on a test of English proficiency. These participants were tested in their L1 (Turkish) and their L2 (Danish) in order to examine whether their proficiency in their L1 and L2 was associated with English proficiency. Furthermore, the 12...

Structures of aspartic acid-96 in the L and N intermediates of bacteriorhodopsin: analysis by Fourier transform infrared spectroscopy

Science.gov (United States)

Maeda, A.; Sasaki, J.; Shichida, Y.; Yoshizawa, T.; Chang, M.; Ni, B.; Needleman, R.; Lanyi, J. K.

1992-01-01

The light-induced difference Fourier transform infrared spectrum between the L or N intermediate minus light-adapted bacteriorhodopsin (BR) was measured in order to examine the protonated states and the changes in the interactions of carboxylic acids of Asp-96 and Asp-115 in these intermediates. Vibrational bands due to the protonated and unprotonated carboxylic acid were identified by isotope shift and band depletion upon substitution of Asp-96 or -115 by asparagine. While the signal due to the deprotonation of Asp-96 was clearly observed in the N intermediate, this residue remained protonated in L. Asp-115 was partially deprotonated in L. The C = O stretching vibration of protonated Asp-96 of L showed almost no shift upon 2H2O substitution, in contrast to the corresponding band of Asp-96 or Asp-115 of BR, which shifted by 9-12 cm-1 under the same conditions. In the model system of acetic acid in organic solvents, such an absence of the shift of the C = O stretching vibration of the protonated carboxylic acid upon 2H2O substitution was seen only when the O-H of acetic acid is hydrogen-bonded. The non-hydrogen-bonded monomer showed the 2H2O-dependent shift. Thus, the O-H bond of Asp-96 enters into hydrogen bonding upon conversion of BR to L. Its increased hydrogen bonding in L is consistent with the observed downshift of the O-H stretching vibration of the carboxylic acid of Asp-96.

A Study of the Relationship between Persian and English Writing Skills among Adult EFL Learners in Iran

Directory of Open Access Journals (Sweden)

Azim Javadi-Safa

2013-03-01

Full Text Available This research aims at investigating the relationship between writing skill and sub-skills of first language (Persian and foreign language (English. Therefore, 50 upper-intermediate EFL learners in Iran who were majoring in the English language were asked to write on two different topics in Persian and English. Then, the compositions were evaluated based on ESL Composition Profile. Subsequently, using Pearson product-moment correlation, the correlation between the compositions overall scores in L1 and L2, as well as the correlations between each of five major components of writing, including content, organization, vocabulary, language use, and mechanics in the two languages were examined. The results displayed large correlations between the compositions overall scores as well as between the four writing sub-skills in L1 and L2. The highest correlations were observed between writing sub-skills of vocabulary, mechanics, language use, and content respectively. These findings entail some pedagogical implications for effective language learning in both L1 and L2, utilizing the enhancing effect of cross-linguistic transfer of writing.

The acquisition of grammatical gender in L2 German by learners ...

African Journals Online (AJOL)

The study reported in this paper investigated the adult L2 acquisition of grammatical gender in German by first language (L1) speakers of Afrikaans, English and Italian, respectively. The aim of the study was to determine how similarities and differences between the L1 and L2 in terms of grammatical gender affect the ...

Investigating L2 Performance in Text Chat

Science.gov (United States)

Sauro, Shannon; Smith, Bryan

2010-01-01

This study examines the linguistic complexity and lexical diversity of both overt and covert L2 output produced during synchronous written computer-mediated communication, also referred to as chat. Video enhanced chatscripts produced by university learners of German (N = 23) engaged in dyadic task-based chat interaction were coded and analyzed for…

PNGMDR - Characterisation of intermediate-level long-lived wastes

International Nuclear Information System (INIS)

2014-12-01

This document presents the status of the characterization of intermediate-level long-lived wastes which are warehoused on exploited EDF sites or which will be produced during the deconstruction of first-generation reactors. It addresses aspects related to characterisation and packaging of wastes produced before 2015. More specifically, it addresses aspects related to contamination and to activation. Contamination is assessed by measurements whereas activation assessment is based on numerical simulations associated with measurements performed during parcel production. After having mentioned the concerned reactors, the document presents the methodology adopted for these assessments, and reports the progress status of the characterization process for these intermediate-level long-lived wastes

Strategic review on management and disposal of low- and intermediate-level solid radwastes

International Nuclear Information System (INIS)

Li Xuequn

1993-01-01

An overview on the actual status of solid low- and intermediate-level wastes (L/ILW) management in China is described. Some of the main problems at present are analysed. The strategies on management and disposal of the wastes are discussed in light of systematology. A large amount of solid L/ILW and distilled residual solution to be solidified have been accumulated during the past 30 years development of nuclear industry in China. These wastes, containing fission products, activated products, and uranium and transuranium elements respectively, mainly come from nuclear reactors, spent fuel reprocessing plants, and nuclear fuel fabrication plants. In the century, solid L/ILW and solidified wastes are produced mainly by nuclear industry; but in the next century, solid wastes will be steadily produced mainly from nuclear power plants

Refusal Strategies in L1 and L2: A Study of Persian-Speaking Learners of English

Science.gov (United States)

Babai Shishavan, Homa; Sharifian, Farzad

2013-01-01

The aim of this study was to explore pragmalinguistic strategies employed by a group of Iranian English language learners when making refusals to invitations, requests, offers and suggestions in their first (Persian) and second (English) languages. Data were collected from 86 participants through a Discourse Completion Test (DCT). The social…

Applying Cognitive Linguistics to Instructed L2 Learning: The English Modals

Science.gov (United States)

Tyler, Andrea; Mueller, Charles M.; Ho, Vu

2010-01-01

This paper reports the results of a quasi-experimental effects-of-instruction study examining the efficacy of applying a Cognitive Linguistic (CL) approach to L2 learning of the semantics of English modals. In spite of their frequency in typical input, modal verbs present L2 learners with difficulties, party due to their inherent…

Developing Intentionality and L2 Classroom Task-Engagement

Science.gov (United States)

Stelma, Juup

2014-01-01

This paper extends work on "intentionality", from philosophy, psychology and education to an exploration of learners' meaning-making in L2 classroom task-engagement. The paper draws on both phenomenological and folk-psychological perspectives on intentionality, and employs John R. Searle's intrinsic (mental) and derived (observable)…

Progress on the national low level radioactive waste repository and national intermediate level waste store

International Nuclear Information System (INIS)

Perkins, C.

2003-01-01

The Australian Government is committed to establishing two purpose-built facilities for the management of Australia's radioactive waste; the national repository for disposal of low level and short-lived intermediate level ('low level') waste, and the national store for storage of long-lived intermediate level ('intermediate level') waste. It is strongly in the interests of public security and safety to secure radioactive waste by disposal or storage in facilities specially designed for this purpose. The current arrangements where waste is stored under ad hoc arrangements at hundreds of sites around Australia does not represent international best practice in radioactive waste management. Environmental approval has been obtained for the national repository to be located at Site 40a, 20 km east of Woomera in South Australia, and licences are currently being sought from the Australian Radiation Protection and Nuclear Safety Agency (ARPANSA) to site, construct and operate the facility. The national repository may be operating in 2004 subject to obtaining the required licences. The national store will be located on Australian Government land and house intermediate level waste produced by Australian Government departments and agencies. The national store will not be located in South Australia. Short-listing of potentially suitable sites is expected to be completed soon

Finding the key to successful L2 learning in groups and individuals

Directory of Open Access Journals (Sweden)

Wander Lowie

2017-03-01

Full Text Available A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015. In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different

Treatment of low- and intermediate-level liquid radioactive wastes

International Nuclear Information System (INIS)

1984-01-01

This report aims at giving the reader details of the experience gained in the treatment of both low- and intermediate-level radioactive liquid wastes. The treatment comprises those operations to remove radioactivity from the wastes and those that change only its chemical composition, so as to permit its discharge. Considerable experience has been accumulated in the satisfactory treatment of such wastes. Although there are no universally accepted definitions for low- and intermediate-level liquid radioactive wastes, the IAEA classification (see section 3.2) is used in this report. The two categories differ from one another in the fact that for low-level liquids the actual radiation does not require shielding during normal handling of the wastes. Liquid wastes which are not considered in this report are those from mining and milling operations and the high-level liquid wastes resulting from fuel reprocessing. These are referred to in separate IAEA reports. Likewise, wastes from decommissioning operations are not within the scope of this report. Apart from the description of existing methods and facilities, this report is intended to provide advice to the reader for the selection of appropriate solutions to waste management problems. In addition, new and promising techniques which are either being investigated or being considered for the future are discussed

Deep geologic repository for low and intermediate radioactive level waste in Canada

International Nuclear Information System (INIS)

Liu Jianqin; Li Honghui; Sun Qinghong; Yang Zhongtian

2012-01-01

Ontario Power Generation (OPG) is undergoing a project for the long-term management of low and intermediate level waste (LILW)-a deep geologic repository (DGR) project for low and intermediate level waste. The waste source term disposed, geologic setting, repository layout and operation, and safety assessment are discussed. It is expected to provide reference for disposal of low and intermediate level waste that contain the higher concentration of long-lived radionuclides in China. (authors)

Chinese English Learners' Strategic Competence.

Science.gov (United States)

Wang, Dianjian; Lai, Hongling; Leslie, Michael

2015-12-01

The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.

Agricultural Production. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.

Science.gov (United States)

Batman, Kangan; Gadd, Nick; Lucas, Michele

This publication contains the three communication skills units of the three levels of Support Materials for Agricultural Training (SMAT) in agricultural production: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her written and spoken communication skills needed to deal with…

Listening Strategies in the L2 Classroom: More Practice, Less Testing

Science.gov (United States)

Aponte-de-Hanna, Cecilia

2012-01-01

This paper looks at the history of listening strategies development from the first studies on strategies used by L2 learners to the most current studies specific to L2 listening, and how this theory can be incorporated into classroom teaching that fosters practice, not testing. This paper also examines the type of needs analysis and diagnostic…

Deletion of /T, D/ and the Acquisition of Linguistic Variation by Second Language Learners of English

Science.gov (United States)

Edwards, Jette G. Hansen

2011-01-01

This study investigated second language (L2) learners' acquisition of English /t, d/ deletion patterns in word-final consonant clusters, (a) focusing on how constraints such as grammatical conditioning and phonological environment affect deletion of /t, d/ in L2 acquisition and (b) determining the extent to which these L2 learners had acquired…

Factors Affecting the Use of Self-Regulated L2 Learning Strategies in Turkish FLE Context

Science.gov (United States)

Köksal, Dinçay; Dündar, Sinem

2017-01-01

This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the Strategic Self-Regulation (S[superscript 2]R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning,…

Teaching a High-Level Contextualized Mathematics Curriculum to Adult Basic Learners

Science.gov (United States)

Showalter, Daniel A.; Wollett, Chelsie; Reynolds, Sharon

2014-01-01

This paper reports on the implementation of a high level contextualized mathematics curriculum by 12 adult basic instructors in a midwestern state. The 10-week pilot curriculum embedded high level mathematics in contexts that were familiar to adult learners. Instructors' weekly online posts were coded, and the following themes emerged: (a)…

Treatment of low and intermediate level wastes

International Nuclear Information System (INIS)

Hoehlein, G.

1978-05-01

The methods described of low and intermediate level waste treatment are based exclusively on operating experience gathered with the KfK facilities for waste management, the Karlsruhe Reprocessing Plant (WAK), the ALKEM fuel element fabrication plant, the MZFR, KNK and FR 2 reactors as well as at the Karlsruhe Nuclear Research Center and at the state collecting depot of Baden-Wuerttemberg. The processing capacities and technical status are similar to that in 1976. With an annual throughput of 10000 m 3 of solid and liquid raw wastes, an aggregate activity of 85000 Ci, 500 kg of U and 2 kg of Pu, final waste in the amount of 500 m 3 was produced which was stored in the ASSE II salt mine. (orig.) [de

L3 English acquisition in Denmark and Greenland

DEFF Research Database (Denmark)

Spellerberg, Stine Marie

2011-01-01

This paper presents findings of gender-related tendencies found in a study of factors influential in third language acquisition of English in Denmark and Greenland. A survey consisting of a questionnaire and an English test was carried out amongst pupils in their last year of compulsory schooling...... in Copenhagen, Denmark, and Nuuk, Greenland. In total, responses from 187 pupils were included, some of which were responses from pupils learning English as a second language; these respondents were included for comparisons (Copenhagen: L2 learners N =59, L3 learners N=32; Nuuk: L3 learners N=96; age: 14......' degree of English classroom anxiety. The results differentiate the view that L3 learners as a group do less well in English than L2 learner peers, warranting further research into gender-related tendencies and extra focus on the English acquisition of L3 learner boys in particular in the Danish context....

Intermediate-Level Knowledge in Child-Computer Interaction

DEFF Research Database (Denmark)

Barendregt, Wolmet; Torgersson, Olof; Eriksson, Eva

2017-01-01

Based on an analysis of all papers at IDC from 2003 to 2016 this paper urges the Child-Computer Interaction (CCI) field to start formulating intermediate-level knowledge, in the form of e.g. strong concepts. Our analysis showed that 40% of all papers at the Interaction Design and Children...... conference presents the design of an artefact accompanied by an evaluation (to which we will refer as 'artefact-centered' papers). While exploring the design space in the form of artefacts is important and valuable, it can be argued that those artefact-centered papers generally make a smaller contribution...... to the field as a whole, which is also visible in the number of citations to such papers in comparison to the number of citations to other kinds of papers. As a first step towards more intermediate-level knowledge, we have thus attempted to formulate and ground three suggestions for strong concepts in CCI...

The Relationship between EFL Learners' Self-Regulation and Their Listening Comprehension

Science.gov (United States)

Fatemi, Mohammad Ali; Alishahi, Maral; Khorasani, Maryam Noori; Seifi, Monir

2014-01-01

Self-regulated EFL students can comprehend better what they listen. The present study sought to investigate the relationship between EFL learners' listening comprehension and their self-regulation. To achieve the goals of this study, 103 intermediate EFL learners were selected in Torbat-e- Heydarieh, Iran. Two instruments were employed and the…

Photofragment imaging study of the CH2CCH2OH radical intermediate of the OH+allene reaction

International Nuclear Information System (INIS)

Raman, Arjun S.; Justine Bell, M.; Lau, K.-C.; Butler, Laurie J.

2007-01-01

These velocity map imaging experiments characterize the photolytic generation of one of the two radical intermediates formed when OH reacts via an addition mechanism with allene. The CH 2 CCH 2 OH radical intermediate is generated photolytically from the photodissociation of 2-chloro-2-propen-1-ol at 193 nm. Detecting the Cl atoms using [2+1] resonance-enhanced multiphoton ionization evidences an isotropic angular distribution for the Cl+CH 2 CCH 2 OH photofragments, a spin-orbit branching ratio for Cl( 2 P 1/2 ):Cl( 2 P 3/2 ) of 0.28, and a bimodal recoil kinetic energy distribution. Conservation of momentum and energy allows us to determine from this data the internal energy distribution of the nascent CH 2 CCH 2 OH radical cofragment. To assess the possible subsequent decomposition pathways of this highly vibrationally excited radical intermediate, we include electronic structure calculations at the G3//B3LYP level of theory. They predict the isomerization and dissociation transition states en route from the initial CH 2 CCH 2 OH radical intermediate to the three most important product channels for the OH+allene reaction expected from this radical intermediate: formaldehyde+C 2 H 3 , H+acrolein, and ethene+CHO. We also calculate the intermediates and transition states en route from the other radical adduct, formed by addition of the OH to the center carbon of allene, to the ketene+CH 3 product channel. We compare our results to a previous theoretical study of the O+allyl reaction conducted at the CBS-QB3 level of theory, as the two reactions include several common intermediates

L2 vs. L3 Initial State: A Comparative Study of the Acquisition of French DPs by Vietnamese Monolinguals and Cantonese-English Bilinguals

Science.gov (United States)

Leung, Yan-Kit Ingrid

2005-01-01

This paper compares the initial state of second language acquisition (L2A) and third language acquisition (L3A) from the generative linguistics perspective. We examine the acquisition of the Determiner Phrase (DP) by two groups of beginning French learners: an L2 group (native speakers of Vietnamese who do not speak any English) and an L3 group…

Clinical significance of determination of serum L-2, SL-2R and TNF-α levels in patients with diabetic-2 nephrosis

International Nuclear Information System (INIS)

Wang Jinsong

2007-01-01

Objective: To investigate the clinical significance of changes of serum L-2, SL-2R and TNF-α were significantly higher -α levels in patients with diabetic-2 nephrosis. Methods: Serum L-2, TNF 2R (with ELISA) levels in 42 patients with diabetic-2 nephrosis were measured, and 35 controls. Results: Serum levels of SL-2R and TNF-α were significantly higher in patients with diabetic-2 nephrosis than those in controls (P < 0.01), but serum L-2 levels were significantly lower in the patients (P < 0.01). Conclusion: These cytokines participated in the pathogenesis of diabetic-2 nephrosis and monitoring the changes of their serum levels was helpful to the management of the diseases. (authors)

Policy and technical considerations for intermediate-level and low-level radioactive waste

International Nuclear Information System (INIS)

Anon.

1977-01-01

This section has addressed issues, topics, and considerations related to low-level and intermediate-level wastes that are basic to developing and establishing environmental radiation protection criteria for radioactive wastes. Applicability of criteria, criteria considerations for sites, control of radiological impact to the population, and long-term considerations are discussed

Assessment of studies and researches on warehousing - High-level and intermediate-level-long-lived radioactive wastes - December 2012

International Nuclear Information System (INIS)

2013-01-01

This large report first presents the approach adopted for the study and research on the warehousing of high-level and intermediate-level-long-lived radioactive wastes. It outlines how reversible storage and warehousing are complementary, discusses the lessons learned from researches performed by the CEA on long duration warehousing, presents the framework of studies and researches performed since 2006, and presents the scientific and technical content of studies and researches (warehousing need analysis, search for technical options providing complementarity with storage, extension or creation of warehousing installations). The second part addresses high-level and intermediate-level-long-lived radioactive waste parcels, indicates their origins and quantities. The third part proposes an analysis of warehousing capacities: existing capacities, French industrial experience in waste parcel warehousing, foreign experience in waste warehousing. The fourth part addresses reversible storage in deep geological formation: storage safety functions, storage reversibility, storage parcels, storage architecture, chronicle draft. The fifth part proposes an inventory of warehousing needs in terms of additional capacities for the both types of wastes (high-level, and intermediate-level-long-lived), and discusses warehousing functionalities and safety objectives. The sixth and seventh parts propose a detailed overview of design options for warehousing installations, respectively for high-level and for intermediate-level-long-lived waste parcels: main technical issues, feasibility studies of different concepts or architecture shapes, results of previous studies and introduction to studies performed since 2011, possible evolutions of the HA1, HA2 and MAVL concepts. The eighth chapter reports a phenomenological analysis of warehousing and the optimisation of material selection and construction arrangements. The last part discusses the application of researches to the extension of the

Agricultural Production. Numeracy. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.

Science.gov (United States)

Batman, Kangan; Tully, Chris

This publication contains the three numeracy units of the three levels of Support Materials for Agricultural Training (SMAT) in agricultural production: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her numeracy skills needed to deal with agricultural production. SMAT materials…

The Changing Face of Motivation: A Study of Second Language Learners' Motivation over Time

Science.gov (United States)

Campbell, Elizabeth; Storch, Neomy

2011-01-01

Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners' motivation to learn Chinese as a second language (L2). The study was longitudinal and cross sectional. Interviews were conducted with learners at different year levels…

PL2 production of english word-final consonants: the role of orthography and learner profile variables Produção de consoantes finais do inglês como L2: o papel da ortografia e de variáveis relacionadas ao perfil do aprendiz

Directory of Open Access Journals (Sweden)

Rosane Silveira

2012-06-01

Full Text Available The present study investigates some factors affecting the acquisition of second language (L2 phonology by learners with considerable exposure to the target language in an L2 context. More specifically, the purpose of the study is two-fold: (a to investigate the extent to which participants resort to phonological processes resulting from the transfer of L1 sound-spelling correspondence into the L2 when pronouncing English word-final consonants; and (b to examine the relationship between rate of transfer and learner profile factors, namely proficiency level, length of residence in the L2 country, age of arrival in the L2 country, education, chronological age, use of English with native speakers, attendance in EFL courses, and formal education. The investigation involved 31 Brazilian speakers living in the United States with diverse profiles. Data were collected using a questionnaire to elicit the participants' profiles, a sentence-reading test (pronunciation measure, and an oral picture-description test (L2 proficiency measure. The results indicate that even in an L2 context, the transfer of L1 sound-spelling correspondence to the production of L2 word-final consonants is frequent. The findings also reveal that extensive exposure to rich L2 input leads to the development of proficiency and improves production of L2 word-final consonants.O presente estudo examina fatores que afetam a produção de consoantes em segunda língua (L2 por aprendizes que foram consideravelmente expostos à língua-alvo em um contexto de L2. Um dos objetivos do presente estudo foi investigar com que frequência os participantes utilizam processos fonológicos que resultam da transferência da correspondência entre ortografia e som da língua materna (L1 para a L2, quando produzem consoantes da língua inglesa em posição de final de palavra. O segundo objetivo consistiu em examinar o relacionamento entre índice de transferência grafo-fonológica e fatores ligados ao

Progress on the national low level radioactive waste repository and national intermediate level waste store

International Nuclear Information System (INIS)

Perkins, C.

2001-01-01

Over the last few years, significant progress has been made towards siting national, purpose-built facilities for Australian radioactive waste. In 2001, after an eight year search, a preferred site and two alternatives were identified in central-north South Australia for a near-surface repository for Australian low level (low level and short-lived intermediate level) radioactive waste. Site 52a at Everts Field West on the Woomera Prohibited Area was selected as the preferred site as it performs best against the selection criteria, particularly with respect to geology, ground water, transport and security. Two alternative sites, Site 45a and Site 40a, east of the Woomera-Roxby Downs Road, were also found to be highly suitable for the siting of the national repository. A project has commenced to site a national store for intermediate (long-lived intermediate level) radioactive waste on Commonwealth land for waste produced by Commonwealth agencies. Public input has been sought on relevant selection criteria

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

Science.gov (United States)

Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

2013-01-01

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

Private speech in teacher-learner interactions in an EFL context: A sociocultural perspective

Directory of Open Access Journals (Sweden)

Nouzar Gheisari

2017-07-01

Full Text Available Theoretically framed within Vygotskyan sociocultural theory (SCT of mind, the present study investigated resurfacing of private speech markers by Iranian elementary female EFL learners in teacher-learner interactions. To this end, an elementary EFL class including 12 female learners and a same-sex teacher were selected as the participants of the study. As for the data, six 30-minute reading comprehension tasks with the interval of every two weeks were videotaped, while each participant was provided with a sensitive MP3 player to keep track of very low private speech markers. Instances of externalized private speech markers were coded and reports were generated for the patterns of private speech markers regarding their form and content. While a high number of literal translation, metalanguage, and switching to L1 mid-utterance were reported, the generated number of such private markers as self-directed questions, reading aloud, reviewing, and self-explanations in L2 was comparatively less which could be due to low L2 proficiency of the learners. The findings of the study, besides highlighting the importance of paying more attention to private speech as a mediating tool in cognitive regulation of learners in doing tasks in L2, suggest that teachers’ type of classroom practice is effective in production of private speech. Pedagogically speaking, the results suggest that instead of seeing L1 private speech markers as detrimental to L2 learning, they should be seen as signs of cognitive regulation when facing challenging tasks.

Photofragment imaging study of the CH2CCH2OH radical intermediate of the OH +allene reaction

Science.gov (United States)

Raman, Arjun S.; Justine Bell, M.; Lau, Kai-Chung; Butler, Laurie J.

2007-10-01

These velocity map imaging experiments characterize the photolytic generation of one of the two radical intermediates formed when OH reacts via an addition mechanism with allene. The CH2CCH2OH radical intermediate is generated photolytically from the photodissociation of 2-chloro-2-propen-1-ol at 193nm. Detecting the Cl atoms using [2+1] resonance-enhanced multiphoton ionization evidences an isotropic angular distribution for the Cl +CH2CCH2OH photofragments, a spin-orbit branching ratio for Cl(P1/22):Cl(P3/22) of 0.28, and a bimodal recoil kinetic energy distribution. Conservation of momentum and energy allows us to determine from this data the internal energy distribution of the nascent CH2CCH2OH radical cofragment. To assess the possible subsequent decomposition pathways of this highly vibrationally excited radical intermediate, we include electronic structure calculations at the G3//B3LYP level of theory. They predict the isomerization and dissociation transition states en route from the initial CH2CCH2OH radical intermediate to the three most important product channels for the OH +allene reaction expected from this radical intermediate: formaldehyde+C2H3, H +acrolein, and ethene+CHO. We also calculate the intermediates and transition states en route from the other radical adduct, formed by addition of the OH to the center carbon of allene, to the ketene+CH3 product channel. We compare our results to a previous theoretical study of the O +allyl reaction conducted at the CBS-QB3 level of theory, as the two reactions include several common intermediates.

Effect of TiON–MgO intermediate layer on microstructure and magnetic properties of L1{sub 0} FePt–C–SiO{sub 2} films

Energy Technology Data Exchange (ETDEWEB)

Deng, J.Y. [Department of Materials Science and Engineering, National University of Singapore, Singapore 117576 (Singapore); Dong, K.F. [School of Automation, China University of Geosciences, Wuhan 430074 (China); Peng, Y.G.; Ju, G.P. [Seagate Technology, Fremont, CA 94538 (United States); Hu, J.F. [Data Storage Institute (DSI), Singapore 117608 (Singapore); Chow, G.M.; Chen, J.S. [Department of Materials Science and Engineering, National University of Singapore, Singapore 117576 (Singapore)

2016-11-01

The microstructure and magnetic properties of L1{sub 0} FePt–C–SiO{sub 2} films grown on TiON–MgO intermediate layer were studied. TiON–MgO layer was deposited by co-sputtering TiN and MgO–TiO{sub 2} targets at 380 °C. With increasing MgO–TiO{sub 2} doping concentration, the contact angle between FePt grains with intermediate layer gradually increased, and it was close to 90° when the volume percentage of MgO–TiO{sub 2} reached 30%. At this condition, a high out-of-plane coercivity of 19.1 kOe was obtained, while the opening-up of in-plane M-H loop was very narrow. Moreover, it was found that the out-of-plane coercivity can be further improved to 21.6 kOe, by slightly increasing the percentage of MgO–TiO{sub 2} to 35 vol%. - Highlights: • The effect of TiON–MgO intermediate layer was studied. • With increasing the MgO composition, the surface energy of intermediate layer increased, and the FePt/TiON–MgO interfacial energy decreased. The contact angle of FePt grains with intermediate layer increased with the MgO composition, and 90° contact angle could be achieved by optimizing the MgO composition. • Good perpendicular magnetic anisotropy was retained with large out-of-plane coercivity and narrow in-plane opening-up.

Meaning-focused vs Form-focused L2 Instruction: Implications for ...

African Journals Online (AJOL)

KATEVG

focus-on-meaning approach to English language instruction) compare with ... L2 use. Proponents of this view are concerned with the question of how this conversion ... processing, it may draw learners' attention to "notice" the form of the target ...

Farmers as Employers. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.

Science.gov (United States)

Batman, Kangan; Gadd, Nick; Lucas, Michele

This publication contains the three communication skills units of the three levels of Support Materials for Agricultural Training (SMAT) in the area of farmers as employers: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her written and spoken communication and numeracy skills…

Association of L-ficolin levels and FCN2 genotypes with chronic Chagas disease.

Directory of Open Access Journals (Sweden)

Paola R Luz

Full Text Available BACKGROUND: L-ficolin (encoded by FCN2 binds to acetylated sugar moieties of many pathogens, including Trypanosoma cruzi, promoting their phagocytosis and lysis by the complement system. METHODS: We investigated L-ficolin levels in 160 T. cruzi infected patients with chronic Chagas disease and 71 healthy individuals, and FCN2 polymorphisms (-986 G>A, -602 G>A, and -4 A>G in the promoter and A258S in exon 8 in 243 patients, being 88 indeterminate (asymptomatic, 96 with cardiac, 23 with digestive and 33 with cardiodigestive manifestations (two were unspecified and 305 controls (135 for A258S. RESULTS: Patients presented lower L-ficolin plasma levels than controls (p<0.0001. Among the different groups of cardiac commitment, individuals with moderate forms had higher L-ficolin levels than the severe forms (P = 0.039. Lower L-ficolin levels were found associated with the 258S variant in the patients (P = 0.034. We found less -4A/G heterozygotes in the cardiac patients, than in the controls (OR = 0.56 [95% CI = 0.33-0.94], P = 0.034. Heterozygote -4A/G genotypes with the 258S variant and 258SS homozygotes were nevertheless more frequent among cardiodigestive patients than in controls (OR = 14.1 [95% CI = 3.5-56.8], P = 0.0001 and in indeterminate patients (OR = 3.2 [95% CI = 1.1-9.4], P = 0.037. We also found an association of the allelic frequency of the 258S variant with cardiodigestive Chagas disease compared to controls (OR = 2.24 [95% CI = 1.1-4.5], P = 0.037. Thus, decreased patient levels of L-ficolin reflect not only protein consumption due to the disease process, but also the higher frequency of the 258S variant in patients with cardiodigestive symptoms. CONCLUSION: The very first study on Brazilian cohort associates both L-ficolin plasma levels and FCN2 variants to Chagas disease and subsequent disease progression. The prognostic value of L-ficolin levels and the FCN2*A258S polymorphism

Iranian EFL and Indian ESL College Students' Beliefs about Reading Strategies in L2 (Creencias de estudiantes universitarios iraníes EFL e hindúes ESL acerca de las estrategias de lectura en L2)

Science.gov (United States)

Karbalaei, Alireza

2010-01-01

The notion of "learner beliefs" has garnered much attention in the field of second language acquisition. Although different studies have been conducted to study learners' beliefs about language learning, little research has looked into the issue of L2 readers' beliefs and their relations to reading strategies. This study investigated…

Military and Civilian L2 Instructors: Decoding Perceptions of U.S. Service Academy Cadets

Science.gov (United States)

Miller, Zachary F.

2016-01-01

This study examined whether cadets at a U.S. service academy perceived attitudinal differences toward their military and civilian L2 instructors along three variables: foreign language expertise, communicative anxiety, and relatability. Cadets' proficiency levels (divided by beginning and intermediate classes) and current instructor (civilian or…

The Use of Conjunctions in Cognitively Simple versus Complex Oral L2 Tasks

Science.gov (United States)

Michel, Marije C.

2013-01-01

The present study explores the use of conjunctions in simple versus complex argumentative tasks performed by second language (L2) learners as a specific measure for the amount of reasoning involved in task performance. The Cognition Hypothesis (Robinson, 2005) states that an increase in cognitive task complexity promotes improvements in L2…

L-myo-inosose-1 as a probable intermediate in the reaction catalyzed by myo-inositol oxygenase

International Nuclear Information System (INIS)

Naber, N.I.; Swan, J.S.; Hamilton, G.A.

1986-01-01

In previous investigations, it was necessary to have Fe(II) and cysteine present in order to assay the catalytic activity of purified hog kidney myo-inositol oxygenase. In the present study it was found that, if this purified nonheme iron enzyme is slowly frozen in solution with glutathione and stored at -20 degrees C, it is fully active in the absence of activators if catalase is present to remove adventitious H 2 O 2 . With this simpler assay system it was possible to clarify the effects of several variables on the enzymic reaction. Thus, the maximum velocity is pH-dependent with a maximum around pH 9.5, but the apparent Km for myo-inositol (air atmosphere) remains constant at 5.0 mM throughout a broad pH range. The enzyme is quite specific for its substrate myo-inositol, is very sensitive to oxidants and reductants, but is not affected by a variety of complexing agents, nucleotides, sulfhydryl reagents, etc. In other experiments it was found that L-myo-inosose-1, a potential intermediate in the enzymic reaction, is a potent competitive inhibitor (Ki = 62 microM), while other inososes and a solution thought to contain D-glucodialdehyde, another potential intermediate, are weak inhibitors. Also, both a kinetic deuterium isotope effect (kH/kD = 2.1) and a tritium isotope effect (kH/kT = 7.5) are observed for the enzymic reaction when [1-2H]- and [1-3H]-myo-inositol are used as reactants. These latter results are considered strong evidence that the oxygenase reaction proceeds by a pathway involving L-myo-inosose-1 as an intermediate rather than by an alternative pathway that would have D-glucodialdehyde as the intermediate

The Effect of Context on the EFL Learners' Idiom Processing Strategies

Science.gov (United States)

Rohani, Gholamreza; Ketabi, Saeed; Tavakoli, Mansoor

2012-01-01

The present study investigated the effect of context on the strategies the EFL learners utilized to process idioms. To do so, ten Iranian intermediate EFL learners were randomly assigned to two groups who then attended a think-aloud session. The 5 subjects in the first group were exposed to an animated cartoon including 23 unfamiliar idioms while…

A dynamic usage based perspective on L2 writing

NARCIS (Netherlands)

Verspoor, M.H.; Schmid, M.S.; Xu, X.

The goal of this study was to explore the contribution that a dynamic usage based (DUB) perspective can bring to the establishment of objective measures to assess L2 learners' written texts and at the same time to gain insight into the dynamic process of language development. Four hundred and thirty

THE INFLUENCE OF SYLLABIFICATION RULES IN L1 ON L2 WORD RECOGNITION.

Science.gov (United States)

Choi, Wonil; Nam, Kichun; Lee, Yoonhyoung

2015-10-01

Experiments with Korean learners of English and English monolinguals were conducted to examine whether knowledge of syllabification in the native language (Korean) affects the recognition of printed words in the non-native language (English). Another purpose of this study was to test whether syllables are the processing unit in Korean visual word recognition. In Experiment 1, 26 native Korean speakers and 19 native English speakers participated. In Experiment 2, 40 native Korean speakers participated. In two experiments, syllable length was manipulated based on the Korean syllabification rule and the participants performed a lexical decision task. Analyses of variance were performed for the lexical decision latencies and error rates in two experiments. The results from Korean learners of English showed that two-syllable words based on the Korean syllabification rule were recognized faster as words than various types of three-syllable words, suggesting that Korean learners of English exploited their L1 phonological knowledge in recognizing English words. The results of the current study also support the idea that syllables are a processing unit of Korean visual word recognition.

Exploring the Relationship between Annotation Use of EFL Learners and Their Learning Styles

OpenAIRE

Şakar, Asım

2015-01-01

This study explores the relationship between (perceptual and cognitive) learning styles and the use of hypermedia annotations by intermediate EFL learners while reading a hypermedia text. The participants were 44 EFL adult learners studying English for academic purposes. Data were collected through a software tracking tool, a learning styles survey and interviews. Results did not indicate a significant relationship, suggesting that learners with different learning styles had similar patterns ...

Occupational Health and Safety. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.

Science.gov (United States)

Batman, Kangan; Gadd, Nick; Lucas, Michele

This publication contains the three communication skills units of the three levels of Support Materials for Agricultural Training (SMAT) in the area of occupational health and safety: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her written and spoken communication skills needed…

Farm Management and Leadership. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.

Science.gov (United States)

Batman, Kangan; Gadd, Nick; Lucas, Michele

This publication contains the three communication skills units of the three levels of Support Materials for Agricultural Training (SMAT) in farm management and leadership: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner with the reading, writing, and spoken communication skills needed to deal with…

Radiological protection and the selection of management strategies for intermediate level wastes

International Nuclear Information System (INIS)

Hill, M.D.; Webb, G.A.M.

1982-01-01

This paper describes the steps involved in selecting management systems and an overall management strategy for intermediate level solid radioactive wastes. The radiological protection inputs to intermediate level waste management decisions are discussed, together with the results of preliminary radiological assessments of disposal options. Areas where further work is required are identified. (author)

Brain Responses before and after Intensive Second Language Learning: Proficiency Based Changes and First Language Background Effects in Adult Learners

Science.gov (United States)

White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

2012-01-01

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner’s first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1–L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., “grammaticalization”) are modulated by individual levels of L2 behavioural performance and learning. PMID:23300641

Bridging Theory and Practice: Developing Lower-Level Skills in L2 Reading

Science.gov (United States)

Kato, Shigeo

2012-01-01

Studies on L2 reading have provided extensive evidence for the significant contribution of lower-level processing skills in learning to read and the critical impact on the overall development of L2 reading of more accurate and fluent connections between three sub-lexical components: phonology, orthography and semantics. The broad consensus among…

Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners' Perspectives

Science.gov (United States)

Dewey, Dan P.; Bown, Jennifer; Eggett, Dennis

2012-01-01

This study examines the self-perceived speaking proficiency development of 204 learners of Japanese who studied abroad in Japan and analyzes connections between self-reported social network development, language use, and speaking development. Learners perceived that they gained the most in areas associated with the intermediate and advanced levels…

L1 Differences and L2 Similarities: Teaching Verb Tenses in English

Science.gov (United States)

Collins, Laura

2007-01-01

In making decisions regarding the focus for grammar teaching, ESL instructors may take into consideration errors that appear to result from the influence of their students' first language(s) (L1). There is also evidence from language acquisition research suggesting that for some grammatical features, learners of different L1 backgrounds may face…

Language Learner Motivational Types: A Cluster Analysis Study

Science.gov (United States)

Papi, Mostafa; Teimouri, Yasser

2014-01-01

The study aimed to identify different second language (L2) learner motivational types drawing on the framework of the L2 motivational self system. A total of 1,278 secondary school students learning English in Iran completed a questionnaire survey. Cluster analysis yielded five different groups based on the strength of different variables within…

Farmers as Employers. Numeracy. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.

Science.gov (United States)

Batman, Kangan; Tully, Chris

This publication contains the three numeracy units of the three levels of Support Materials for Agricultural Training (SMAT) in the area of farmers as employers: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her numeracy skills needed to deal with employment of agriculture…

Air Writing as a Technique for the Acquisition of Sino-japanese Characters by Second Language Learners

Science.gov (United States)

Thomas, Margaret

2015-01-01

This article calls attention to a facet of the expertise of second language (L2) learners of Japanese at the intersection of language, memory, gesture, and the psycholinguistics of a logographic writing system. Previous research has shown that adult L2 learners of Japanese living in Japan (similarly to native speakers of Japanese) often…

Faithful Imitator, Legitimate Speaker, Playful Creator and Dialogical Communicator: Shift in English Learners' Identity Prototypes

Science.gov (United States)

Gao, Yihong

2014-01-01

This paper attempts to conceptualize identity prototypes regarding model L2 learners/users of English over the past 50 years, as embedded in research discourses. For a long time, the ideal learner was a "faithful imitator" whose L2 use and cultural conduct were strictly modeled on the native speaker (NS). With postcolonial changes around…

The Effects of Guided vs. Unguided Pressured Planning on EFL Learners' Writing Fluency

Science.gov (United States)

Mohammadnia, Zhila; Ayaz, Parisa

2015-01-01

Task-based planning can be conceptualized as the opportunity to work out task performance before the actual performance. It allows learners to process the content and language of their planned production at a deeper and more meaningful level. In the face of the wide range of research conducted on the effects of pre-task planning on L2 production,…

German Grammar in the Students' Words: The "Essentialization" of German Grammar by American College-Level Learners

Science.gov (United States)

Chavez, Monika

2011-01-01

This study of 134 college-level learners of German, enrolled in four years of instruction, showed them to "essentialize" German grammar when asked to describe it to a hypothetical friend. Kubota defined the term essentialization to capture learners' views of the target culture. Its main characteristic is the presupposition of "essential, stable,…

Modality-specific processing precedes amodal linguistic processing during L2 sign language acquisition: A longitudinal study.

Science.gov (United States)

Williams, Joshua T; Darcy, Isabelle; Newman, Sharlene D

2016-02-01

The present study tracked activation pattern differences in response to sign language processing by late hearing second language learners of American Sign Language. Learners were scanned before the start of their language courses. They were scanned again after their first semester of instruction and their second, for a total of 10 months of instruction. The study aimed to characterize modality-specific to modality-general processing throughout the acquisition of sign language. Results indicated that before the acquisition of sign language, neural substrates related to modality-specific processing were present. After approximately 45 h of instruction, the learners transitioned into processing signs on a phonological basis (e.g., supramarginal gyrus, putamen). After one more semester of input, learners transitioned once more to a lexico-semantic processing stage (e.g., left inferior frontal gyrus) at which language control mechanisms (e.g., left caudate, cingulate gyrus) were activated. During these transitional steps right hemispheric recruitment was observed, with increasing left-lateralization, which is similar to other native signers and L2 learners of spoken language; however, specialization for sign language processing with activation in the inferior parietal lobule (i.e., angular gyrus), even for late learners, was observed. As such, the present study is the first to track L2 acquisition of sign language learners in order to characterize modality-independent and modality-specific mechanisms for bilingual language processing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Digital gaming and second language development: Japanese learners interactions in a MMORPG

Directory of Open Access Journals (Sweden)

Mark Peterson

2011-04-01

Full Text Available Massively multiplayer online role-playing games (MMORPGs are identified as valuable arenas for language learning, as they provide access to contexts and types of interaction that are held to be beneficial in second language acquisition research. This paper will describe the development and key features of these games, and explore claims made regarding their value as environments for language learning. The discussion will then examine current research. This is followed by an analysis of the findings from an experimental qualitative study that investigates the interaction and attitudes of Japanese English as a foreign language learners who participated in MMORPG-based game play. The analysis draws attention to the challenging nature of the communication environment and the need for learner training. The findings indicate that system management issues, proficiency levels, the operation of affective factors, and prior gaming experiences appeared to influence participation. The data shows that for the intermediate learners who were novice users, the interplay of these factors appeared to restrict opportunities to engage in beneficial forms of interaction. In a positive finding, it was found that the intermediate and advanced level participants effectively utilized both adaptive and transfer discourse management strategies. Analysis reveals they took the lead in managing their discourse, and actively engaged in collaborative social interaction involving dialog in the target language. Participant feedback suggests that real time computer-based nature of the interaction provided benefits. These include access to an engaging social context, enjoyment, exposure to new vocabulary, reduced anxiety, and valuable opportunities to practice using a foreign language. This paper concludes by identifying areas of interest for future research.

Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

Science.gov (United States)

Vellenga, Heidi

2011-01-01

Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and…

Supersymmetry and intermediate symmetry breaking in SO(10) superunification

International Nuclear Information System (INIS)

Asatryan, H.M.; Ioannisyan, A.N.

1985-01-01

A scheme of simultaneous breakdown of intermediate symmetry SO(10) → SU(3)sub(c) x U(1) x SU(2)sub(L) x SU(2)sub(R) and supersymmetry by means of a single scale parameter is suggested. This intermediate symmetry, which is preferable physically, owing to the broken supersymmetry has a minimum lying lower than SU(4) x SU(2)sub(L) x SU(2)sub(R). The intermediate symmetry is broken by the vacuum expectation value of the Higgs superfields. Owing to the quantum corrections the potential minimum turns out to correspond to breakdown of the intermediate symmetry up to the standard group SU(3)sub(c) x SU(2)sub(L) x U(1)sub(y). The value of the Weinberg angle is less than that in the supersymmetric SU(5) model and agrees with the experiment

Exploring educators' understanding of developing learners' reading ...

African Journals Online (AJOL)

This study explored what three Intermediate Phase English First Additional Language teachers understood about reading and teaching reading, and the strategies they used to develop learners' reading skills. Data gathered through interviews and observations of classroom practice were used to consider the extent of their ...

Variation in Second Language Learners' Strategies among Non-Native English Speakers from Three Language/Culture Backgrounds

Science.gov (United States)

Ebsworth, Miriam Eisenstein; Tang, Frank Lixing; Razavi, Nikta; Aiello, Jacqueline

2014-01-01

This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three…

Empowering Learners to Choose the Difficulty Level of Problems Based on Their Learning Needs

Directory of Open Access Journals (Sweden)

Janet Mannheimer Zydney

2010-08-01

Full Text Available Research has found that increasing learner control offers several benefits, including increased motivation, attitude, and learning. The goal of the present study was to determine how prior math achievement influences students' selection of the difficulty level of problems within Math Pursuits, a hypermedia learning program. Math Pursuits was designed to help children understand mathematics by discovering how it relates to the world around them. The program presented each learner with an adjustable level of challenge, along with the necessary scaffolding to support success. The researchers hypothesized that students with lower math skills would choose to start with a lower difficultly level; whereas, students with higher math skills would begin the program by choosing a question with a higher level of difficulty. Results supported these hypotheses. This research also examined the motivational framework guiding students' selection of problem difficulty.

Fluency and the use of foreign words in interviews with EFL learners

OpenAIRE

De Cock, Sylvie; International Conference Fluency & Disfluency across Langages and Language Varieties

2017-01-01

The Louvain International Database of Spoken English Interlanguage (LINDSEI) contains informal interviews with intermediate to advanced level learners of English as a foreign language. The interviews follow the same set pattern and are made up of three main tasks: a personal narrative based on a set topic (an experience that taught them a lesson, a country that impressed them, or a film or play they liked/disliked), a free discussion mainly about university life, hobbies, foreign travel or pl...

Unconscious Motivation. Part II: Implicit Attitudes and L2 Achievement

Science.gov (United States)

Al-Hoorie, Ali H.

2016-01-01

This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that…

On the L2 acquisition of Spanish-subject verb inversion

NARCIS (Netherlands)

Guerra Rivera, Alexia; Coopmans, Peter; Baauw, Sergio

2015-01-01

This study explores the acquisition of Spanish subject-verb inversion in wh-questions by Dutch L2 learners. The optional or obligatory application of this rule in Spanish wh-questions depends on the argument versus adjunct status of the wh-element. In Dutch,subject-verb inversionis obligatory in

Communicating Grammatically: Evaluating a Learner Strategy Website for Spanish Grammar

Science.gov (United States)

Cohen, Andrew D.; Pinilla-Herrera, Angela; Thompson, Jonathan R.; Witzig, Lance E.

2011-01-01

After a brief introduction to language learner strategies and grammar strategies as a subcategory, it is pointed out that research on the use of grammar strategies by learners of a second language (L2) has been limited. The article then describes the construction of a website with strategies for learning and performing Spanish grammar, with a…

Melting of metallic intermediate level waste

Energy Technology Data Exchange (ETDEWEB)

Huutoniemi, Tommi; Larsson, Arne; Blank, Eva [Studsvik Nuclear AB, Nykoeping (Sweden)

2013-08-15

This report presents a feasibility study of a melting facility for core components and reactor internals. An overview is given of how such a facility for treatment of intermediate level waste might be designed, constructed and operated and highlights both the possibilities and challenges. A cost estimate and a risk analysis are presented in order to make a conclusion of the technical feasibility of such a facility. Based on the authors' experience in operating a low level waste melting facility, their conclusion is that without technical improvements such a facility is not feasible today. This is based on the cost of constructing and operating such a facility, in conjunction with the radiological risks associated with operation and the uncertain benefits to disposal and long term safety.

Melting of metallic intermediate level waste

International Nuclear Information System (INIS)

Huutoniemi, Tommi; Larsson, Arne; Blank, Eva

2013-08-01

This report presents a feasibility study of a melting facility for core components and reactor internals. An overview is given of how such a facility for treatment of intermediate level waste might be designed, constructed and operated and highlights both the possibilities and challenges. A cost estimate and a risk analysis are presented in order to make a conclusion of the technical feasibility of such a facility. Based on the authors' experience in operating a low level waste melting facility, their conclusion is that without technical improvements such a facility is not feasible today. This is based on the cost of constructing and operating such a facility, in conjunction with the radiological risks associated with operation and the uncertain benefits to disposal and long term safety

L’apprendimento della lingua della medicina in L2: due manuali a confronto

Directory of Open Access Journals (Sweden)

Maria Polita

2013-07-01

Full Text Available Insegnare la lingua speciale della medicina ad una classe di apprendenti L2 implica considerare diverse problematiche relative alle peculiarità del codice settoriale (variazioni diafasiche, particolarità del lessico, tecnicismi collaterali, ma anche relative al pubblico di apprendenti non italofono (tipologia, interessi, livello di apprendimento. Il panorama editoriale italiano offre pochi strumenti dedicati: tra questi Donatella Troncarelli, Dica 33. Il linguaggio della medicina, Bonacci, 1994 e Daniela Forapani, Italiano per medici, Alma edizioni, 2004. Questo studio intende mettere a confronto i due testi sottolineandone le caratteristiche e l’impostazione glottodidattica ed evidenziando come il contenuto linguistico sia proposto, quali siano le abilità favorite, quali gli obiettivi di apprendimento e quali gli strumenti forniti. Particolare attenzione viene prestata al lessico registrato nei glossari dei volumi.  Learning the language of medicine in l2: a comparison of two textbooks Teaching the special language of medicine to a class of L2 learners implies considering various issues related to the peculiarities of the sector-specific jargon (diphasic variations, peculiarities of vocabulary, collateral technicalities, also related to non-Italian-speaking learners (type, interests, level of learning. Italian publishers offer few dedicated tools: these include Donatella Troncarelli, Dica 33.Il linguaggio della medicina, Bonacci, 1994 and Daniela Forapani, Italiano per medici, Alma editions, 2004. This study aims to compare the two texts, highlighting their features and language teaching setting, showing how linguistic content is proposed, which skills are promoted, what the learning objectives are and what tools are provided. Particular attention is paid to the vocabulary in the glossaries.

Summary and evaluation: fuel dynamics loss-of-flow experiments (tests L2, L3, and L4)

International Nuclear Information System (INIS)

Barts, E.W.; Deitrich, L.W.; Eberhart, J.G.; Fischer, A.K.; Meek, C.C.

1975-09-01

Three similar experiments conducted to support the analyses of hypothetical LMFBR unprotected-loss-of-flow accidents are summarized and evaluated. The tests, designated L2, L3, and L4, provided experimental data against which accident-analysis codes could be compared, so as to guide further analysis and modeling of the initiating phases of the hypothetical accident. The tests were conducted using seven-pin bundles of mixed-oxide fuel pins in Mark-II flowing-sodium loops in the TREAT reactor. Test L2 used fresh fuel. Tests L3 and L4 used irradiated fuel pins having, respectively, ''intermediate-power'' (no central void) and ''high-power'' (fully developed central void) microstructure. 12 references

An Investigation of the Problems Jordanian EFL Learners Encounter in Presupposition Triggered by Certain Factive Verbs

Directory of Open Access Journals (Sweden)

Hamzah Saleh Ghammaz

2015-11-01

Full Text Available This study aimed at investigating the problems that Jordanian EFL learners encounter in presupposition triggered by certain factive verbs. Specifically, it sought to find out whether there is a relationship between the subjects’ proficiency level in English and their correct recognition of presupposition triggered by certain factive verbs. It also aims at identifying which factive verbs are much more difficult than others in terms of the presupposed meaning. The subjects of the study were 70 adult learners of English at the University of Jordan. They belong to two different proficiency levels: Intermediate and Advanced. A special test was prepared to elicit the data needed for investigation. The test required the subjects to circle the best choice that presupposes a given sentence. The results showed that the Advanced Group outperformed the Intermediate Group on all the target factive verbs, and the factive verb “ be aware of ” proved to be the most difficult one followed by “forget”. The importance of this study lies in that it invistigates the semantic behaviour of some verbs in English language what contributes to understanding the general semantic system of the language, and this is the main tast of linguists. The study recommended that further investigation should be made in the area of presupposition and factive verbs in order to pinpoint the sources of difficulty for learners. The results of those investigations can be used to improve EFL learning and teaching in Jordan.

Farm Management and Leadership. Numeracy. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.

Science.gov (United States)

Batman, Kangan; Gadd, Nick; Lucas, Michele

This publication contains the three numeracy units of the three levels of Support Materials for Agricultural Training (SMAT) in farm management and leadership: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her numeracy skills needed to deal with farm management. SMAT materials can…

Occupational Health and Safety. Numeracy. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.

Science.gov (United States)

Batman, Kangan; Tully, Chris

This publication contains the three numeracy units of the three levels of Support Materials for Agricultural Training (SMAT) in the area of occupational health and safety: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her numeracy skills needed to deal with occupational safety and…

Using Supplementary Readings (Short Stories) in Increasing the Conceptual Fluency, the Case of Idioms in English

Science.gov (United States)

Mokhtari, Elahe; Talebinezhad, Mohammed Reza

2014-01-01

The aim of this research was to probed whether using supplementary readings (short stories containing idioms) increase conceptual fluency of L2 learners. In line with the goal of the study, first, the researcher selected a sample of 30 female lower-intermediate L2 learners from Sadr Private Language Centre in Isfahan. She selected them based on…

Low and intermediate level radioactive waste processing in plasma reactor

International Nuclear Information System (INIS)

Sauchyn, V.; Khvedchyn, I.; Van Oost, G.

2013-01-01

Methods of low and intermediate level radioactive waste processing comprise: cementation, bituminization, curing in polymer matrices, combustion and pyrolysis. All these methods are limited in their application in the field of chemical, morphological, and aggregate composition of material to be processed. The thermal plasma method is one of the universal methods of RAW processing. The use of electric-arc plasma with mean temperatures 2000 - 8000 K can effectively carry out the destruction of organic compounds into atoms and ions with very high speeds and high degree of conversion. Destruction of complex substances without oxygen leads to a decrease of the volume of exhaust gases and dimension of gas cleaning system. This paper presents the plasma reactor for thermal processing of low and intermediate level radioactive waste of mixed morphology. The equipment realizes plasma-pyrolytic conversion of wastes and results in a conditioned product in a single stage. As a result, the volume of conditioned waste is significantly reduced (more than 10 times). Waste is converted into an environmentally friendly form that suits long-term storage. The leaching rate of macro-components from the vitrified compound is less than 1.10 -7 g/(cm 2 .day). (authors)

Getting ahead communication skills for business English : learner's book

CERN Document Server

Jones-Macziola, Sarah

1994-01-01

Getting Ahead is a course for students at the pre-intermediate level who want to improve their English for business and professional purposes. It is suitable both for students who are preparing for work and those who are in employment already. At the same time as drawing on the learner's own experience, the course provides activities which give the less experienced learner the opportunity to participate effectively in meaningful communication. The main units are topic-based and focus on such themes as describing a company, welcoming visitors and dealing with problems. All four skills – listening, speaking, reading and writing – are developed. There are controlled practice tasks and meaningful communication activities, and the course as a whole provides a clear structural progression. The Home Study Book provides out-of-class activities which review and expand on what has been done in class. These activities are keyed at the back of the book to aid self-study. The Home Study CD contains all the listening a...

Young Scientists Explore Animals. Book 2--Intermediate Level. A Good Apple Activity Book.

Science.gov (United States)

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of animals. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Underspecification-Based Grammatical Feedback Generation Tailored to the Learner's Current Acquisition Level in an e-Learning System for German as Second Language

Science.gov (United States)

Harbusch, Karin; Cameran, Christel-Joy; Härtel, Johannes

2014-01-01

We present a new feedback strategy implemented in a natural language generation-based e-learning system for German as a second language (L2). Although the system recognizes a large proportion of the grammar errors in learner-produced written sentences, its automatically generated feedback only addresses errors against rules that are relevant at…

Variation in Second Language Learners' Strategies among Non-Native English Speakers from Three Language/Culture Backgrounds

Science.gov (United States)

Ebsworth, Miriam Eisenstein; Tang, Frank Lixing; Razavi, Nikta; Aiello, Jacqueline

2014-01-01

This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three…

L2 Grammatical Gender in a Complex Morphological System: The Case of German

Science.gov (United States)

Spinner, Patti; Juffs, Alan

2008-01-01

In order to determine the nature of naturalistic learners' difficulty with grammatical gender in a complex morphological system, the longitudinal production data of an early naturalistic L1-Italian and L1-Turkish learner who are acquiring German are examined in light of current theories of gender within Chomsky's (1995) Minimalist Program. After…

English Learners: Reaching the Highest Level of English Literacy.

Science.gov (United States)

Garcia, Gilbert C., Ed.

This collection of papers examines the critical literacy development of English learners, focusing on English reading instruction in an immersion setting, English language development, and cultural issues pertaining to English learners in and out of the classroom. The 16 papers include the following: (1) "Reading and the Bilingual Student: Fact…

Visual event-related potential studies supporting the validity of VARK learning styles' visual and read/write learners.

Science.gov (United States)

Thepsatitporn, Sarawin; Pichitpornchai, Chailerd

2016-06-01

The validity of learning styles needs supports of additional objective evidence. The identification of learning styles using subjective evidence from VARK questionnaires (where V is visual, A is auditory, R is read/write, and K is kinesthetic) combined with objective evidence from visual event-related potential (vERP) studies has never been investigated. It is questionable whether picture superiority effects exist in V learners and R learners. Thus, the present study aimed to investigate whether vERP could show the relationship between vERP components and VARK learning styles and to identify the existence of picture superiority effects in V learners and R learners. Thirty medical students (15 V learners and 15 R learners) performed recognition tasks with vERP and an intermediate-term memory (ITM) test. The results of within-group comparisons showed that pictures elicited larger P200 amplitudes than words at the occipital 2 site (P < 0.05) in V learners and at the occipital 1 and 2 sites (P < 0.05) in R learners. The between-groups comparison showed that P200 amplitudes elicited by pictures in V learners were larger than those of R learners at the parietal 4 site (P < 0.05). The ITM test result showed that a picture set showed distinctively more correct responses than that of a word set for both V learners (P < 0.001) and R learners (P < 0.01). In conclusion, the result indicated that the P200 amplitude at the parietal 4 site could be used to objectively distinguish V learners from R learners. A lateralization existed to the right brain (occipital 2 site) in V learners. The ITM test demonstrated the existence of picture superiority effects in both learners. The results revealed the first objective electrophysiological evidence partially supporting the validity of the subjective psychological VARK questionnaire study. Copyright © 2016 The American Physiological Society.

Disposal of high level and intermediate level radioactive wastes

International Nuclear Information System (INIS)

Flowers, R.H.

1991-01-01

The waste products from the nuclear industry are relatively small in volume. Apart from a few minor gaseous and liquid waste streams, containing readily dispersible elements of low radiotoxicity, all these products are processed into stable solid packages for disposal in underground repositories. Because the volumes are small, and because radioactive wastes are latecomers on the industrial scene, a whole new industry with a world-wide technological infrastructure has grown up alongside the nuclear power industry to carry out the waste processing and disposal to very high standards. Some of the technical approaches used, and the Regulatory controls which have been developed, will undoubtedly find application in the future to the management of non-radioactive toxic wastes. The repository site outlined would contain even high-level radioactive wastes and spent fuels being contained without significant radiation dose rates to the public. Water pathway dose rates are likely to be lowest for vitrified high-level wastes with spent PWR fuel and intermediate level wastes being somewhat higher. (author)

Task type and incidental L2 vocabulary learning: Repetition versus ...

African Journals Online (AJOL)

This study investigated the effect of task type on incidental L2 vocabulary learning. The different tasks investigated in this study differed in terms of repetition of encounters and task involvement load. In a within-subjects design, 72 Iranian learners of English practised 18 target words in three exercise conditions: three ...

The Effect of Conversation Engagement on L2 Learning Opportunities

Science.gov (United States)

Chen, Wenxue

2017-01-01

This article reviews patterns of interaction (i.e. learner role relationships) in peer communicative tasks, and uses data collected from different tasks to explain what happens in peer interaction and its impact on the learning opportunities interlocutors create for each other. It proposes that, with L2 peer interaction gaining popularity in…

The Discursive Construction of College English Learners' Identity in Cross-Cultural Interactions

Science.gov (United States)

Gu, Michelle Mingyue

2010-01-01

There are abundant studies on second/foreign language learners' identities. However, there appears to be insufficient longitudinal research on the construction of learners' L2 identities in systematic interactions between fixed dyads in an out-of-class context. Adopting a critical discourse analysis framework (Fairclough, 2003) and suitably…

Word Recognition Subcomponents and Passage Level Reading in a Foreign Language

Science.gov (United States)

Yamashita, Junko

2013-01-01

Despite the growing number of studies highlighting the complex process of acquiring second language (L2) word recognition skills, comparatively little research has examined the relationship between word recognition and passage-level reading ability in L2 learners; further, the existing results are inconclusive. This study aims to help fill the…

Effects of Immediate Repetition in L2 Speaking Tasks: A Focused Study

Science.gov (United States)

Bei, Gavin Xiaoyue

2013-01-01

This paper reports on a focused investigation into the immediate effects of oral narrative task repetition by two adult EFL learners of intermediate and high proficiency. Two participants performed a narrative speaking task after watching a cartoon video clip and repeated their performance three times, followed by a retrospective report in an…

Effects of Dicto-Comp and Dictation on the Writing Skill of Female Adult Iranian EFL Learners

Science.gov (United States)

Adel, Rahil; Hashemian, Mahmood

2015-01-01

This study was an attempt to clarify and remind L2 learners/teachers of 2 kinds of writing: dicto-comp and dictation. We explored the effect of controlled writing on the accuracy of the writing of adult Iranian EFL learners. Prior to the study, the homogeneity of 30 adult EFL learners was checked through an OPT test. Thirty participants were…

Cultural Conceptualisations in Learning English as an L2: Examples from Persian-Speaking Learners

Science.gov (United States)

Sharifian, Farzad

2013-01-01

Traditionally, many studies of second language acquisition (SLA) were based on the assumption that learning a new language mainly involves learning a set of grammatical rules, lexical items, and certain new sounds and sound combinations. However, for many second language learners, learning a second language may involve contact and interactions…

Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence

Science.gov (United States)

Can Daskin, Nilüfer

2015-01-01

This study investigated the interactional patterns for shaping learner contributions in an EFL classroom with reference to Walsh's classroom interactional competence (CIC). In doing so, an EFL class at an English preparatory school in a Turkish state university was both videotaped and audiotaped in the course of six classroom hours. Conversation…

Roles of Position, Stress, and Proficiency in L2 Children's Spelling: A Developmental Perspective

Science.gov (United States)

Hong, Su Chin; Chen, Shu Hui

2011-01-01

This study investigated the roles of phoneme position, stress, and proficiency in L2 spelling development by Taiwanese students learning English as a Foreign Language (EFL), an alphabetic writing system typologically different from the learners' L1 logographic system. Structured nonword spelling tests were administered to EFL sixth-graders with…

Lexical Difficulty--Using Elicited Imitation to Study Child L2

Science.gov (United States)

Campfield, Dorota E.

2017-01-01

This paper reports a post-hoc analysis of the influence of lexical difficulty of cue sentences on performance in an elicited imitation (EI) task to assess oral production skills for 645 child L2 English learners in instructional settings. This formed part of a large-scale investigation into effectiveness of foreign language teaching in Polish…

Lurking and L2 Learners on a Facebook Group: The Voices of the Invisibles

Science.gov (United States)

Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur Karpal

2016-01-01

This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions. Lurkers are often accused of being invisible and…

Profiling Mobile English Language Learners

Science.gov (United States)

Byrne, Jason; Diem, Robert

2014-01-01

The purpose of this study was to use an app-embedded survey to profile language learner demographics. A total of 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish and Thai) responded to the survey embedded within a popular English grammar app. This app has over 500,000…

Factors Influencing the Use of Captions by Foreign Language Learners: An Eye-Tracking Study

Science.gov (United States)

Winke, Paula; Gass, Susan; Sydorenko, Tetyana

2013-01-01

This study investigates caption-reading behavior by foreign language (L2) learners and, through eye-tracking methodology, explores the extent to which the relationship between the native and target language affects that behavior. Second-year (4th semester) English-speaking learners of Arabic, Chinese, Russian, and Spanish watched 2 videos…

Unpacking the Discrepancy between Learner and Teacher Beliefs: What Should Be the Role of Grammar in Language Classes?

Science.gov (United States)

Hos, Rabia; Kekec, Mustafa

2015-01-01

Learner and teacher beliefs play an important role in second language (L2) learning. Furthermore, the role of grammar instruction and error correction in the L2 classroom is a topic that is still debated in the literature. This study explored the beliefs of EFL learners and teachers regarding the controversial role of grammar instruction and error…

The Application of Podcasting as a Motivational Strategy to Iranian EFL Learners of English: A View toward Listening Comprehension

Science.gov (United States)

Shiri, Saeed

2015-01-01

This study was conducted in order to inspect the impact of podcasts as learning and teaching tools on Iranian EFL learners' motivation for listening as well as on their listening comprehension ability. It also investigated the learners' perception towards podcasts. 34 intermediate learners who were homogeneous in terms of listening ability were…

Supporting English Language Learners in Math Class, Grades K-2

Science.gov (United States)

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners

Science.gov (United States)

Bakhshalinezhad, Ladan; Nikou, Farahnaz Reymani; Bonyadi, Alireza

2015-01-01

This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined…

Learner-Generated Content and Engagement in Second Language Task Performance

Science.gov (United States)

Lambert, Craig; Philp, Jenefer; Nakamura, Sachiko

2017-01-01

This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for…

Advice concerning the advantages of a reference incinerator for low-level and intermediate-level radioactive waste processing

International Nuclear Information System (INIS)

Luyten, G.B.

1985-05-01

In this report, an inventory is presented of new incinerators and flue gas filters used in low and intermediate-level radioactive waste combustion. It is argued that a 'reference equipment' for the combustion of solid and liquid low- and intermediate-level wastes best meets existing Dutch radiation protection standards. A cost-benefit analysis of such an equipment is given including annual costs of investment, capital and exploration. A separate combustion process of organic liquids and carrions is considered finally. (G.J.P.)

Isoporphyrin Intermediate in Heme Oxygenase Catalysis

Science.gov (United States)

Evans, John P.; Niemevz, Fernando; Buldain, Graciela; de Montellano, Paul Ortiz

2008-01-01

Human heme oxygenase-1 (hHO-1) catalyzes the O2- and NADPH-dependent oxidation of heme to biliverdin, CO, and free iron. The first step involves regiospecific insertion of an oxygen atom at the α-meso carbon by a ferric hydroperoxide and is predicted to proceed via an isoporphyrin π-cation intermediate. Here we report spectroscopic detection of a transient intermediate during oxidation by hHO-1 of α-meso-phenylheme-IX, α-meso-(p-methylphenyl)-mesoheme-III, and α-meso-(p-trifluoromethylphenyl)-mesoheme-III. In agreement with previous experiments (Wang, J., Niemevz, F., Lad, L., Huang, L., Alvarez, D. E., Buldain, G., Poulos, T. L., and Ortiz de Montellano, P. R. (2004) J. Biol. Chem. 279, 42593–42604), only the α-biliverdin isomer is produced with concomitant formation of the corresponding benzoic acid. The transient intermediate observed in the NADPH-P450 reductase-catalyzed reaction accumulated when the reaction was supported by H2O2 and exhibited the absorption maxima at 435 and 930 nm characteristic of an isoporphyrin. Product analysis by reversed phase high performance liquid chromatography and liquid chromatography electrospray ionization mass spectrometry of the product generated with H2O2 identified it as an isoporphyrin that, on quenching, decayed to benzoylbiliverdin. In the presence of H218O2, one labeled oxygen atom was incorporated into these products. The hHO-1-isoporphyrin complexes were found to have half-lives of 1.7 and 2.4 h for the p-trifluoromethyl- and p-methyl-substituted phenylhemes, respectively. The addition of NADPH-P450 reductase to the H2O2-generated hHO-1-isoporphyrin complex produced α-biliverdin, confirming its role as a reaction intermediate. Identification of an isoporphyrin intermediate in the catalytic sequence of hHO-1, the first such intermediate observed in hemoprotein catalysis, completes our understanding of the critical first step of heme oxidation. PMID:18487208

Shared Features of L2 Writing: Intergroup Homogeneity and Text Classification

Science.gov (United States)

Crossley, Scott A.; McNamara, Danielle S.

2011-01-01

This study investigates intergroup homogeneity within high intermediate and advanced L2 writers of English from Czech, Finnish, German, and Spanish first language backgrounds. A variety of linguistic features related to lexical sophistication, syntactic complexity, and cohesion were used to compare texts written by L1 speakers of English to L2…

The Utility of Synthetic-based Approach of Writing among Iranian EFL Learners

Directory of Open Access Journals (Sweden)

Nasrin Derakhshandeh

2014-05-01

Full Text Available The present study intends to examine the utility of synthetic-based approach versus traditional approaches of writing among Iranian EFL learners. To achieve this end, ninety students at Upper-Intermediate level were randomly chosen from the English population of Kish and Gooyesh English Institutes. The students were divided into three groups. Group1 was asked to do a writing task based on product-based approach. A writing task based on process-oriented approach was administered to Group2; later on, Group 3 was invited to write a composition to assess their performance based on synthetic-based approach. The result of the t test and two-way ANOVA revealed that the students performed better in writing using synthetic approach rather than traditional approaches to writing.

Colloids related to low level and intermediate level waste

International Nuclear Information System (INIS)

Ramsay, J.D.F.; Russell, P.J.; Avery, R.G.

1991-01-01

A comprehensive research investigation has been undertaken to improve the understanding of the potential role of colloids in the context of disposal and storage of low level and intermediate level waste immobilized in cement. Several topics have been investigated which include: (a) the study of the formation and characteristics of colloids in cement leachates; (b) the effects of the near-field aqueous chemistry on the characteristics of colloids in repository environments; (c) colloid sorption behaviour; (d) interactions of near-field materials with leachates; (e) characteristics of near-field materials in EC repository simulation tests; and (f) colloid migration behaviour. These experimental investigations should provide data and a basis for the development of transport models and leaching mechanisms, and thus relate directly to the part of the Task 3 programme concerned with migration and retention of radionuclides in the near field. 114 Figs.; 39 Tabs.; 12 Refs

The Impact of Time-Series Diagnostic Tests on the Writing Ability of Iranian EFL Learners

Science.gov (United States)

Atashgahi, Bahareh Molazem

2014-01-01

This study aimed to show whether administering a battery of time-series diagnostic tests (screening) has any impact on Iranian EFL learners' writing ability. The study was conducted on the intermediate EFL learners at Islamic Azad University North Tehran branch. The researcher administered a homogenizing test in order to exclude the exceptional…

Multiple Grammars and the Logic of Learnability in L2

Directory of Open Access Journals (Sweden)

Tom W Roeper

2016-02-01

Full Text Available The goal of this article is to enhance the technical description of multi-lingual speakers in terms of a theoryof Multiple Grammars where more than one language utilizes a grammar. The challenge of V2 and itsimplications for interfaces from the perspective of the L2 learner is the focus. A number of constructionsare considered including: Quotation, Topicaliation, Empty subjects and Objects, Expletives, and Subject-auxiliary inversoni.

Conversational elements of online chatting: speaking practice for distance language learners?

Directory of Open Access Journals (Sweden)

Vincenza Tudini

2003-12-01

Full Text Available A critical issue in the delivery of language courses at a distance is to provide adequate scaffolding and monitoring1 of learners to assist them in the development of their interlanguage. As well as being one of the main reasons students enroll in language courses, oral interaction is considered beneficial to interlanguage development since it provides opportunities for negotiation of meaning. In the case of campus-based students, learners' progress in speaking the target language is supported and monitored mainly in the classroom. If non campus-based or online students do not attend face-to-face classes, how do they find opportunities for oral interaction? Using a Conversational Analysis and Second Language Acquisition perspective, the author considers elements which are common to both face-to-face oral interactions and chatting via a computer, with a view to assessing the potential of synchronous text-based communication tools to support the development of the speaking skills and interlanguage of distance language learners. This is done by reviewing findings of previous studies on synchronous text-based communication tools and identifying selected characteristics of oral interaction which are present in the chat sessions of two groups of campus-based intermediate level learners of Italian. In particular, the study focuses on repairs and incorporation of target forms, variety of speech acts, particularly questions and clarification requests, and the presence of discourse markers.

Dose-response characteristics of low- and intermediate-risk prostate cancer treated with external beam radiotherapy

International Nuclear Information System (INIS)

Cheung, Rex; Tucker, Susan L.; Lee, Andrew K.; Crevoisier, Renaud de; Dong Lei; Kamat, Ashish; Pisters, Louis; Kuban, Deborah

2005-01-01

Purpose: In this era of dose escalation, the benefit of higher radiation doses for low-risk prostate cancer remains controversial. For intermediate-risk patients, the data suggest a benefit from higher doses. However, the quantitative characterization of the benefit for these patients is scarce. We investigated the radiation dose-response relation of tumor control probability in low-risk and intermediate-risk prostate cancer patients treated with radiotherapy alone. We also investigated the differences in the dose-response characteristics using the American Society for Therapeutic Radiology and Oncology (ASTRO) definition vs. an alternative biochemical failure definition. Methods and materials: This study included 235 low-risk and 387 intermediate-risk prostate cancer patients treated with external beam radiotherapy without hormonal treatment between 1987 and 1998. The low-risk patients had 1992 American Joint Committee on Cancer Stage T2a or less disease as determined by digital rectal examination, prostate-specific antigen (PSA) levels of ≤10 ng/mL, and biopsy Gleason scores of ≤6. The intermediate-risk patients had one or more of the following: Stage T2b-c, PSA level of ≤20 ng/mL but >10 ng/mL, and/or Gleason score of 7, without any of the following high-risk features: Stage T3 or greater, PSA >20 ng/mL, or Gleason score ≥8. The logistic models were fitted to the data at varying points after treatment, and the dose-response parameters were estimated. We used two biochemical failure definitions. The ASTRO PSA failure was defined as three consecutive PSA rises, with the time to failure backdated to the mid-point between the nadir and the first rise. The second biochemical failure definition used was a PSA rise of ≥2 ng/mL above the current PSA nadir (CN + 2). The failure date was defined as the time at which the event occurred. Local, nodal, and distant relapses and the use of salvage hormonal therapy were also failures. Results: On the basis of the

Metacognitive Strategy Instruction as a Means to Improve Listening SelfEfficacy among Iranian Undergraduate Learners of English

Directory of Open Access Journals (Sweden)

Maryam Rahimirad

2015-01-01

Full Text Available Metacognitive strategy instruction (MetSI has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009 was used to measure the participants’ level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20 and control (n=20 groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003 while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.

A Survey of Iranian EFL Teachers’ and Learners’ Perceptions Toward Authentic Listening Materials at University Level

Directory of Open Access Journals (Sweden)

Amir Mahdavi Zhafarghandi

2014-08-01

Full Text Available This study intends to deal with attitudes of teachers and learners toward authentic listening materials at pre- intermediate level. Studies have indicated the positive effect of authentic listening materials on motivation and listening comprehension ability in learners of English as a foreign language (Nuttall, 1996; Peacock, 1997; Miller, 2005; Field, 2008. It focused on EFL teachers and students at pre intermediate proficiency level. Participants included 60 students, from both gender; male and female university students studying at Rodaki Higher Institute Education in the fields of: Accounting, Computer Engineering and Commercial Management and also 30 teachers who taught listening at Rodaki Higher Institute Education. The students were randomly selected and assigned to two groups. Then, Oxford Placement test as a standard test was administered to the participant in order to determine their proficiency level. Then, the participants were divided into two groups of control and experiment. The experiment group received the listening materials taken from UK radio program whereas the other group received simplified listening materials taken from the authentic listening materials. Afterwards, to be sure that they know what authentic materials are, they were exposed to both of related materials, then the questionnaire was distributed among them, the results taken from the questionnaire showed that the participants of this study prefer authentic materials and have positive attitudes toward using them. By the same token, the analysis of teachers’ questionnaire also showed their satisfaction with authentic listening materials. These findings can have implications for language learning/teaching, and curriculum development paving the way for educational policy makers, teachers and learners to introduce authentic listening materials to EFL learners at pre- intermediate proficiency level.

Effects of Textual Enhancement and Input Enrichment on L2 Development

Science.gov (United States)

Rassaei, Ehsan

2015-01-01

Research on second language (L2) acquisition has recently sought to include formal instruction into second and foreign language classrooms in a more unobtrusive and implicit manner. Textual enhancement and input enrichment are two techniques which are aimed at drawing learners' attention to specific linguistic features in input and at the same…

Cue Reliance in L2 Written Production

Science.gov (United States)

Wiechmann, Daniel; Kerz, Elma

2014-01-01

Second language learners reach expert levels in relative cue weighting only gradually. On the basis of ensemble machine learning models fit to naturalistic written productions of German advanced learners of English and expert writers, we set out to reverse engineer differences in the weighting of multiple cues in a clause linearization problem. We…

Pairing Learners by Companionship: Effects on Motor Skill Performance and Comfort Levels in the Reciprocal Style of Teaching

Science.gov (United States)

Chatoupis, Constantine

2015-01-01

Mosston and Ashworth's (2008) reciprocal style of teaching gives learners the opportunity to work in pairs to support each other's learning (one practices a task and the other gives feedback). The effects of pairing learners by companionship (friend and nonacquaintance) on 8-year-old children's motor skill performance and comfort levels were…

THE EFFECT OF TEACHER TALK IN EFL CLASSROOMS: THE NONUSE OR USE OF LEARNERS' L1 BY AN INSTRUCTOR

Directory of Open Access Journals (Sweden)

Chiyo Myojin

2007-01-01

Full Text Available This study examines the effect of the variation of teacher talk on EFL learners' performance, especially the one related to listening comprehension skills, by chronologically observing a Japanese first language (L1 instructor's classrooms at a university.

The Impact of Silent and Freeze-Frame Viewing Techniques of Video Materials on the Intermediate EFL Learners’ Listening Comprehension

Directory of Open Access Journals (Sweden)

Sara Shahani

2015-05-01

Full Text Available The use of modern technologies has been widely prevalent among language learners, and video, in particular, as a valuable learning tool provides learners with comprehensible input. The present study investigated the effect of silent and freeze-frame viewing techniques of video materials on the intermediate English as a foreign language (EFL learners’ listening comprehension. To this end, 45 intermediate EFL learners participated in this quasi-experimental study. The results of one-way ANOVA revealed that there was a statistically significant difference between the experimental groups (using two types of viewing techniques and the control group. While the difference between the two experimental groups was not statistically significant, the experimental groups outperformed the control group significantly.

Packaging and transport of low and intermediate level radioactive waste

International Nuclear Information System (INIS)

Smith, M.J.S.; Streatfield, R.E.

1987-02-01

The paper presents an overview of Nirex proposals for the packaging and transport of low and intermediate-level radioactive waste, as well as the regulatory requirements which must be met in such operations. (author)

Morphological Errors in Spanish Second Language Learners and Heritage Speakers

Science.gov (United States)

Montrul, Silvina

2011-01-01

Morphological variability and the source of these errors have been intensely debated in SLA. A recurrent finding is that postpuberty second language (L2) learners often omit or use the wrong affix for nominal and verbal inflections in oral production but less so in written tasks. According to the missing surface inflection hypothesis, L2 learners…

ESL for Hotel/Hospitality Industry. Level: Advanced Beginner/Intermediate.

Science.gov (United States)

Western Suffolk County Board of Cooperative Educational Services, Northport, NY.

This document contains 16 lesson plans for an advanced beginning and intermediate course in work-related English for non-English- or limited-English-speaking entry-level employees in the hotel and hospitality industry. Course objectives are as follows: helping participants understand and use job-specific vocabulary; receive and understand…

A Growth Curve Analysis of Literacy Performance among Second-Grade, Spanish-Speaking, English-Language Learners

Science.gov (United States)

Gutiierrez, Gabriel; Vanderwood, Mike L.

2013-01-01

The literacy growth of 260 second-grade English learners (ELs) with varying degrees of English language proficiency (e.g., Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced English language proficiency) was assessed with English literacy skill assessments. Dynamic Indicators of Basic Early Literacy Skills measures were…

Transient intermediates are populated in the folding pathways of single-domain two-state folding protein L

Science.gov (United States)

Maity, Hiranmay; Reddy, Govardhan

2018-04-01

Small single-domain globular proteins, which are believed to be dominantly two-state folders, played an important role in elucidating various aspects of the protein folding mechanism. However, recent single molecule fluorescence resonance energy transfer experiments [H. Y. Aviram et al. J. Chem. Phys. 148, 123303 (2018)] on a single-domain two-state folding protein L showed evidence for the population of an intermediate state and it was suggested that in this state, a β-hairpin present near the C-terminal of the native protein state is unfolded. We performed molecular dynamics simulations using a coarse-grained self-organized-polymer model with side chains to study the folding pathways of protein L. In agreement with the experiments, an intermediate is populated in the simulation folding pathways where the C-terminal β-hairpin detaches from the rest of the protein structure. The lifetime of this intermediate structure increased with the decrease in temperature. In low temperature conditions, we also observed a second intermediate state, which is globular with a significant fraction of the native-like tertiary contacts satisfying the features of a dry molten globule.

Concurrent Data Elicitation Procedures, Processes, and the Early Stages of L2 Learning: A Critical Overview

Science.gov (United States)

Leow, Ronald P.; Grey, Sarah; Marijuan, Silvia; Moorman, Colleen

2014-01-01

Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA)…

Photocatalytic mineralization of codeine by UV-A/TiO{sub 2}—Kinetics, intermediates, and pathways

Energy Technology Data Exchange (ETDEWEB)

Kuo, Chin-Sheng [Graduate Institute of Environmental Engineering, National Taiwan University, Taipei 106, Taiwan, ROC (China); Lin, Cheng-Fang, E-mail: cflin@ntu.edu.tw [Graduate Institute of Environmental Engineering, National Taiwan University, Taipei 106, Taiwan, ROC (China); Hong, Pui-Kwan Andy [Department of Civil and Environmental Engineering, University of Utah, Salt Lake City, UT 84112 (United States)

2016-01-15

Highlights: • Codeine was completely removed in 30 min under irradiated UV-A/TiO{sub 2}. • Codeine was mineralized in 90 min with near complete N conversion to NH{sub 4}{sup +} and NO{sub 3}{sup −}. • Morphine was authenticated and four others were identified as intermediates. • Degradation proceeded via ipso-substitution and hydroxylation of the aromatic ring. - Abstract: This study investigated the photocatalytic degradation of codeine by UV-irradiated TiO{sub 2}. The degradation kinetics was determined under varied conditions including the TiO{sub 2} loading, codeine concentration, and pH. Codeine and several reaction intermediates including morphine were identified and tracked during degradation using HPLC/MS–MS technique, along with TOC and IC measurements. Specifically, removal of 100 μg/L of spike codeine was complete in 3 min by contact with a 0.1 g/L suspension of TiO{sub 2} under UV irradiation at pH 7. The degradation kinetics of codeine was first-order with respect to both the catalyst TiO{sub 2} and the reactant codeine, with enhanced reaction rates with increasing pH up to pH 9. Mineralization of codeine was possible upon prolonged contact; near complete mineralization of 10 mg/L of codeine was achieved in 90 min with 0.1 g/L TiO{sub 2} under irradiation at pH 5, during which the organic nitrogen was converted to NH{sub 3}-N (74%) and NO{sub 3}-N (22%). Based on the identified intermediates, two degradation pathways were proposed of which one involved ipso-substitution followed by cleavage of the aromatic ring and another involved repeated hydroxylation of the codeine molecule followed by its fragmentation.

Accessing word meaning in beginning second language learners: Lexical or conceptual mediation?

NARCIS (Netherlands)

Poarch, G.J.; Hell, J.G. van; Kroll, J.F.

2015-01-01

We tested the predictions of the Revised Hierarchical Model (Kroll & Stewart, 1994) to examine how children map novel words to concepts during early stages of L2 learning. Fifth grade Dutch L2 learners with 8 months of English instruction performed a translation recognition task followed by

The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension

Directory of Open Access Journals (Sweden)

Mania Nosratinia

2017-03-01

Full Text Available This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS and Collaborative Strategic Reading (CSR on English as a Foreign Language (EFL learners' Reading Comprehension (RC. The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24; they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002 model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998 model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.

The effects of collaborative reading : A Comparative Study on JSL Learners' Comprehension of Expository Text

OpenAIRE

伊東, あゆみ; 田川, 麻央; 石井, 怜子

2011-01-01

Collaborative reading is an activity in which learners work in pairs to comprehend text through sharing their own reading processes with each other. The purpose of this study is to investigate the effects of collaborative reading on learners of Japanese as a second language (JSL). This study included thirty-six intermediate-advanced JSL learners, who were divided in two groups: the collaborative reading group and the non- collaborative one; each was given a sample of expository text to read t...

Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

Science.gov (United States)

Hummel, Kirsten M.

2009-01-01

This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

Beneficial Web 2.0 Tools to Engage Learners and Maximize Learning

Science.gov (United States)

DiBella, Karen S.; Williams, Kimberly G.

2015-01-01

Technology has certainly altered the landscape in which students learn today. The use of technology in today's classrooms is continually increasing as educators seek ways to engage learners and maximize learning potential. Incorporating Web 2.0 tools into the classroom can not only encourage collaboration among learners, but also provide a way for…

The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

Directory of Open Access Journals (Sweden)

Mania Nosratinia

2017-07-01

Full Text Available The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL learners' Self-Regulation (SR. The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19. The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985. The language-wise homogeneous introvert (n = 30 and extrovert (n = 30 participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991 was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996 concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers.

Crystal Structures of Intermediates in the Dehalogenation of Haloalkanoates by L-2-Haloacid Dehalogenase

NARCIS (Netherlands)

Ridder, Ivo S.; Rozeboom, Henriëtte J.; Kalk, Kor H.; Dijkstra, Bauke W.

1999-01-01

The L-2-haloacid dehalogenase from the 1,2-dichloroethane-degrading bacterium Xanthobacter autotrophicus GJ10 catalyzes the hydrolytic dehalogenation of small L-2-haloalkanoates to their corresponding D-2-hydroxyalkanoates, with inversion of the configuration at the C2 atom. The structure of the

The Effect of Dramatized Instruction on Speaking Ability of Imam Ali University EFL Learners

Directory of Open Access Journals (Sweden)

Sadegh Khosronejad

2013-09-01

Full Text Available Teaching language as a second or foreign language, undoubtedly, is so demanding and seeking to find methods for facilitating this prominent practice whets the appetite of any practitioner who works in this field. Research shows that using drama in the classroom as a means of teaching helps students learn socially, academically, and developmentally. This study was an attempt to determine the effect of dramatized instruction on the speaking ability of EFL learners of Imam Ali University. Sixty EFL male students at the intermediate level participated in the study. Their age range was 19-22. Two instruments were utilized in this study; pretest, and posttest.  The data were analyzed through t-test. The data analysis indicated that the mean scores of the experimental group students (M = 72.80 were significantly different (3.29>2; df = 58 from the control group students (M = 65.39. In other words, the experimental group outperformed the control group in the posttest significantly. Moreover, the findings indicated that dramatized instruction does have a great effect on the speaking skills. This study supported the idea of effectiveness of dramatized instruction on developing speaking skill and the teachers can help the learners at lower levels promote their speaking skill through dramatized instruction in EFL classes.

Status and advice of the low and intermediate level radioactive waste disposal sites in China

International Nuclear Information System (INIS)

Teng Keyan; Lu Caixia

2012-01-01

With the rapid development of nuclear power industry in China, as well as the decommissioning of the nuclear facilities, and the process of radioactive waste management, a mount of the low and intermediate level radioactive solid wastes will increase rapidly. How to dispose the low and intermediate level radioactive solid wastes, that not only related to Chinese nuclear energy and nuclear technology with sustainable development, but also related to the public health, environment safety. According to Chinese « long-term development plan of nuclear power (2005- 2020) », when construct the nuclear power, should simultaneous consider the sites that dispose the low and intermediate level radioactive waste, In order to adapt to the needs that dispose the increasing low and intermediate level radioactive waste with development of nuclear power. In the future, all countries are facing the enormous challenge of nuclear waste disposal. (authors)

Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech.

Science.gov (United States)