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Sample records for l2 morphological learning

  1. Planning, Recasts, and Learning of L2 Morphology

    Romanova, Natalia

    2010-01-01

    This study investigated two issues: (1) whether availability of planning time affects learners' ability to notice and learn from recasts in the input; and (2) whether pre-task or online planning is more effective. Participants were randomly assigned to three groups that formed the treatment conditions: a no planning group (N = 13), a pre-task…

  2. From Seeing Adverbs to Seeing Verbal Morphology: Language Experience and Adult Acquisition of L2 Tense

    Sagarra, Nuria; Ellis, Nick C.

    2013-01-01

    Adult learners have persistent difficulty processing second language (L2) inflectional morphology. We investigate associative learning explanations that involve the blocking of later experienced cues by earlier learned ones in the first language (L1; i.e., transfer) and the L2 (i.e., proficiency). Sagarra (2008) and Ellis and Sagarra (2010b) found…

  3. Chinese L1 Children's English L2 Verb Morphology over Time: Individual Variation in Longterm Outcomes

    Paradis, Joanne; Tulpar, Yasemin; Arppe, Antti

    2016-01-01

    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…

  4. The Impact of Resilience on L2 Learners' Motivated Behaviour and Proficiency in L2 Learning

    Kim, Tae-Young; Kim, Yoon-Kyoung

    2017-01-01

    This exploratory study focused on the factors that constitute second language (L2) learners' resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire…

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

    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.

  6. The development of inflectional morphology in l2 acquisition: a cross-linguistic analysis The development of inflectional morphology in l2 acquisition: a cross-linguistic analysis

    M. Rafael Salaberry

    2008-04-01

    Full Text Available The development of several grammatical features among adult L2 (second language learners (e.g., inflectional morphology may be guided by strictly general cognitive processes (e.g., Bley-Vroman, 1989; Schmidt, 1990. For instance, Flynn and Manuel (1991 argue that general learning mechanisms — non-modular and unrelated to Universal Grammar (UG — may determine the acquisition of “ peripheral" language phenomena: Many studies that argue for differences between the child L1 learner and the adult L2 learner in ultimate attainment focus on surface aspects of L2 language knowledge connected to "periphery" of language knowledge (e.g., lexical or language-specific agreement phenomena rather than to the more abstract subsystems of principles and rules of UG. Similarly, Schwartz (1993, p. 159 claims that it is not arranted to extend the UG argument for the acquisition of syntax "to the other domains of the grammar, in particular to the lexicon and morphology (e.g., paradigms of inflection." Schwartz states further that inflectional endings are among the most difficult features of nonnative languages for adult learners: "highest amount of variability and lowest degree of success." Schwartz (1993, p. 160 speculates that "the syntax (being built on the basis of primary linguistic data continues to grow but the morphology seems to lag behind: learned linguistic knowledge, in this case inflectional verbal morphology, just cannot feed into the grammar." The development of several grammatical features among adult L2 (second language learners (e.g., inflectional morphology may be guided by strictly general cognitive processes (e.g., Bley-Vroman, 1989; Schmidt, 1990. For instance, Flynn and Manuel (1991 argue that general learning mechanisms — non-modular and unrelated to Universal Grammar (UG — may determine the acquisition of “ peripheral" language phenomena: Many studies that argue for differences between the child L1 learner and

  7. Parameters in L2 Learning: Flynn Revisited.

    Eubank, Lynn

    1989-01-01

    Replication of research on the relationship between universal grammar (UG) and second language learning studied Arabic-speaking learners of English. The present study's findings contradicted the previously supported theory regarding the importance of universal grammar to second language learning. (38 references) (CB)

  8. Learning L2 Rhythm : Does the direction of acquisition matter?

    van Maastricht, Lieke; Krahmer, Emiel; Swerts, Marc; Prieto, Pilar

    2016-01-01

    This study investigates the acquisition of second language (L2) rhythm by speakers of Dutch and Spanish, two languages that traditionally are considered to be rhythmically different. Specifically, it investigates whether the direction in which the L2 is learned (from Dutch to Spanish, or vice versa)

  9. Learning L2 Rhythm : does the direction of acquisition matter?

    van Maastricht, Lieke; Krahmer, Emiel; Swerts, Marc; Prieto, Pilar

    2016-01-01

    This study investigates the acquisition of second language (L2) rhythm by speakers of Dutch and Spanish, two languages that traditionally are considered to be rhythmically different. Specifically, it investigates whether the direction in which the L2 is learned (from Dutch to Spanish, or vice versa)

  10. Promoting L2 Vocabulary Learning through Narrow Reading

    Kang, Eun Young

    2015-01-01

    Krashen (2004) has advocated that narrow reading, i.e., reading a series of texts addressing one specific topic, is an effective method to grow vocabulary. While narrow reading has been championed to have many advantages for L2 vocabulary learning, there remains a relative dearth of empirical studies that test the impact of narrow reading on L2

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

    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.

  12. Influence of Syllable Structure on L2 Auditory Word Learning

    Hamada, Megumi; Goya, Hideki

    2015-01-01

    This study investigated the role of syllable structure in L2 auditory word learning. Based on research on cross-linguistic variation of speech perception and lexical memory, it was hypothesized that Japanese L1 learners of English would learn English words with an open-syllable structure without consonant clusters better than words with a…

  13. Child L2 learning of English in a bilingual setting

    Fleta Guillén, María Teresa

    2004-01-01

    Learning a second language (L2) in a bilingual school can be compared to first language acquisition (L1) in that both processes develop in a natural and unconscious manner. In this paper I investigate the nature of early grammars in second language acquisition. One of the main concerns is whether child learners show a developmental process in L2 acquisition and, if they do, whether there is transference from the children’s L1, and whether the L2 acquisition process resembles the L1 acquisitio...

  14. Relative Importance of Learning Variables on L2 Performance

    Olivares-Cuhat, Gabriela

    2010-01-01

    Full Text Available In this article, the results of a pilot study investigating the relative importance of various learner variables on L2 performance are presented. The study was conducted with the participation of forty students enrolled in a beginning Spanish class at a large midwestern university. The CANAL‑S test, FLCAS and SILL surveys were administered to evaluate language learning aptitude, anxiety and learning strategy use. Demographic data and exam grades were also recorded. The data was first analyzed within the framework of a causal model with correlational and multiple regression analyses. A second step involved the evaluation of the relative importance of the learner variables. Third, the validity of the causality postulated between foreign language anxiety and L2 performance was examined. Overall, this paper confirmed the prevailing role played by language learning aptitude and anxiety, and demonstrated the applicability of a multivariate model to analyze the impact of individual differences on L2 performance.

  15. Merits and Demerits of CMC in L2 Language Learning

    郭熠

    2015-01-01

    In the digital era,with the rapid development of the computer technology,the possibility and interest of utilizing Internet in L2 language classrooms has gradually increased.In particular,as a useful tool for enhancing language learning and teaching the computer-mediated communication(CMC)through the Internet has become extremely popular over the last five years.Based on the previous literatures,this essay aims not only to discuss a string of actual merits of CMC in terms of L2 teaching and learning but also some demerits belong to it.Furthermore,in order to achieve the most appropriate way to implement CMC into the L2 classroom,some possible solutions for dealing with those disadvantages will also be suggested.

  16. Posters, Self-Directed Learning, and L2 Vocabulary Acquisition

    Cetin, Yakup; Flamand, Lee

    2013-01-01

    Posters, either as promotions by various ELT publishing houses or prepared by ELT teachers and students, are widely used on the walls of many foreign language classrooms. Many of them consist of colourful pictures along with L2 vocabulary, grammar, and texts in order to contribute to the foreign language learning process. However, many ELT…

  17. Implicit Learning of L2 Word Stress Regularities

    Chan, Ricky K. W.; Leung, Janny H. C.

    2014-01-01

    This article reports an experiment on the implicit learning of second language stress regularities, and presents a methodological innovation on awareness measurement. After practising two-syllable Spanish words, native Cantonese speakers with English as a second language (L2) completed a judgement task. Critical items differed only in placement of…

  18. Grammar Teaching and Learning in L2: Necessary, but Boring?

    Jean, Gladys; Simard, Daphnee

    2011-01-01

    This descriptive inquiry-based study targeted second language (L2) high school students' (n = 2321) and teachers' (n = 45) beliefs and perceptions about grammar instruction, specifically about grammatical accuracy, corrective feedback, and diverse forms of grammar teaching and learning. Results showed only slight discrepancies between students'…

  19. The Influence of Positive Attitudes and Motivation on Successful L2 learning

    陈影

    2015-01-01

    As the development of the second language learning(L2),it becomes more significant to study the factors that influence the success in L2 learning.Positive attitudes and motivation definitely play vital role in L2 learning process. This paper briefly analyses how these two factors influence L2 learning.

  20. The Influence of Positive Attitudes and Motivation on Successful L2 learning

    陈影

    2015-01-01

    As the development of the second language learning(L2),it becomes more significant to study the factors that influence the success in L2 learning.Positive attitudes and motivation definitely play vital role in L2 learning process.This paper briefly analyses how these two factors influence L2learning.

  1. Event-related brain potentials and second language learning: syntactic processing in late L2 learners at different L2 proficiency levels

    Hell, J.G. van; Tokowicz, N.

    2010-01-01

    There are several major questions in the literature on late second language (L2) learning and processing. Some of these questions include: Can late L2 learners process an L2 in a native-like way? What is the nature of the differences in L2 processing among L2 learners at different levels of L2 profi

  2. Studies on L2 Learning Motivation of Primary and Middle School Stu-dents from the Perspective of L2 Motivational Self System

    刘凤阁

    2013-01-01

    An empirical survey among 219 school students in the framework of L2 Motivational Self System found that Ideal L2 Self, Ought-to L2 Self and L2 Learning Experience in the System make different contributions to L2 motivation respectively and L2 Learning Experience is the largest contributor to L2 motivation for primary and middle school students. The pedagogical im⁃plications are also suggested.

  3. Possible effect of explicit knowledge on L2 learning

    尚冰玉

    2014-01-01

    Ellis (2004) had given a specific working definition of explicit knowledge in the definition and measure-ment of L2 explicit knowledge. He said this kind of knowledge is“the conscious awareness of what a lan-guage or language in general consists of and / or of the roles that it plays in human life.” To be more specific, explicit knowledge is part of declarative memory, and it is stored in the limbic system of the brain. Besides, it is always presented in consciousness and can be verbalized. For example, a L2 learner can point out that in this sentence“The boy plays basketball”.“-S”should be put after the predicate“play”, because the subject of the sentence is the third person singular pronoun. Also, the process of learning explicit knowledge is controlled or monitored. In general, experts test explicit knowledge mainly by grammar. But there are also some other aspects of explicit knowledge that need to be considered, such as the pronunciation, vocabulary, pragmatic features and so on. This essay considers what effect of the as-pects I have mentioned above might have on second language learning.

  4. The Role of Morphological and Contextual Information in L2 Lexical Inference

    Hamada, Megumi

    2014-01-01

    This study investigated the role of morphological and contextual information in inferring the meaning of unknown L2 words during reading. Four groups of college-level ESL students, beginning (n?=?34), intermediate (n?=?27), high-intermediate (n?=?21), and advanced (n?=?25), chose the inferred meanings of 20 pseudo compounds (e.g.,…

  5. Enhancing L2 Students' Listening Transcription Ability through a Focus on Morphological Awareness

    Karimi, Mohammad Nabi

    2013-01-01

    Morphological awareness (MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. But the concept has been far less treated with reference to l2 listening. Against this background,…

  6. Enhancing L2 Students' Listening Transcription Ability through a Focus on Morphological Awareness

    Karimi, Mohammad Nabi

    2013-01-01

    Morphological awareness (MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. But the concept has been far less treated with reference to l2 listening. Against this background,…

  7. Event-Related Brain Potentials and Second Language Learning: Syntactic Processing in Late L2 Learners at Different L2 Proficiency Levels

    van Hell, Janet G.; Tokowicz, Natasha

    2010-01-01

    There are several major questions in the literature on late second language (L2) learning and processing. Some of these questions include: Can late L2 learners process an L2 in a native-like way? What is the nature of the differences in L2 processing among L2 learners at different levels of L2 proficiency? In this article, we review studies that…

  8. The Role of L1 Literacy on L2 Literacy Learning

    张洁

    2014-01-01

    A native language can be learned effortlessly, while a second language is always difficult for people to learn. L1 literacy may impede or promote L2 literacy learning. This paper discusses the role L1 Literacy on L2 Literacy Learning.

  9. Learning subject-specific L2 terminology:The effect of medium and order of exposure

    Mežek, Špela; Pecorari, Diane; Shaw, Philip; Irvine, Aileen; Malmström, Hans

    2015-01-01

    In the globalised university environment, many university students are expected to learn subject-specific terminology in both the local language and the L2 (English) by learning from two media in two different languages: lectures in the local language and reading in L2 English. These students' bilingual learning is greatly affected by the learning strategies they employ. An experiment was designed to investigate the effects of student choice of learning media and the order of media on their l...

  10. Effects of Glosses on Learning of L2 Grammar and Vocabulary

    Jung, Jookyoung

    2016-01-01

    The present study examines how glossing of second language (L2) texts affects L2 learners' reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest design with two treatment sessions. The target features were English unaccusativity and 10 pseudo-word items.…

  11. Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners

    Sistani, Mahsa; Hashemian, Mahmood

    2016-01-01

    This study, first, examined whether there was any relationship between Iranian L2 learners' vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners' VLSs. To these ends, 40 L2 learners from Isfahan University of…

  12. L2 Learner Perceptions of Creative Communicative Learning Tasks

    Mutahar, AL-MURTADHA

    2015-01-01

    This study investigates the effectiveness of creative communicative learning tasks, created to supplement a reading textbook, on students’ reading skills, communicative ability, and motivation. Science and Engineering students find it difficult to understand academic English readings. Therefore, the researcher developed content-based conversations to help students understand the content, improve their reading skills, and raise their motivation to learn English. After finishing the course, stu...

  13. The acquisition of interlanguage morphology : a study into the role of morphology in the L2 learner's mental lexicon

    Lowie, Wander Marius

    1998-01-01

    Introduction 1.1 Morphology and second language learning If Dutch learners of English encounter a word like undoable, they may recognise it because they have seen it before and have remembered it. They may also fail to recognise it and guess the meaning of the word on the basis of the context. A thi

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

    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. PMID:26300792

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

    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.

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

    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)…

  17. The Role of Phonology and Phonetics in L2 Kanji Learning

    Hagiwara, Akiko

    2016-01-01

    This study explores whether emphasizing the phonetic components of "kanji," Chinese characters used in Japanese, facilitates second language (L2) learners' novel character learning. Previous L2 studies on Chinese characters indicate that phonology plays a major part in word identification. However, this view remains controversial,…

  18. L2 Vocabulary Acquisition in Children: Effects of Learning Method and Cognate Status

    Tonzar, Claudio; Lotto, Lorella; Job, Remo

    2009-01-01

    In this study we investigated the effects of two learning methods (picture- or word-mediated learning) and of word status (cognates vs. noncognates) on the vocabulary acquisition of two foreign languages: English and German. We examined children from fourth and eighth grades in a school setting. After a learning phase during which L2 words were…

  19. Self-regulation from Educational Psychology to L2 Pedagogy: an Alternative to Language Learning Strategies

    Maryam Banisaeid

    2014-01-01

    Full Text Available Language learning strategy was the focus of many studies during the last two decades. Because of definitional fuzziness and unreliable instrument, the concept of language learning strategy was replaced by self-regulation in educational psychology. Subsequently, this shift affected L2 research. The notion of self-regulation is used in some L2 studies today (Tseng, Dörnyei & Schmitt, 2006; Rose, 2011b, Banisaeid, 2013a, 2013b. Self-regulation is more process-oriented while language learning strategy is more product-oriented. Although it only encompasses the metacognitive strategy, the general domain of it is meaningfully wider than the strategic framework. It covers some aspects in the learning process as motivation, goals and self-efficacy. Keywords: self-regulation, language learning strategy, L2 studies, educational psychology

  20. Extracting phonological patterns for L2 word learning: the effect of poor phonological awareness.

    Hu, Chieh-Fang

    2014-10-01

    An implicit word learning paradigm was designed to test the hypothesis that children who came to the task of L2 vocabulary acquisition with poorer L1 phonological awareness (PA) are less capable of extracting phonological patterns from L2 and thus have difficulties capitalizing on this knowledge to support L2 vocabulary learning. A group of Chinese-speaking six-grade students took a multi-trial L2 (English) word learning task after being exposed to a set of familiar words that rhymed with the target words. Children's PA was measured at grade 3. Children with relatively poorer L1 PA and those with better L1 PA did not differ in identifying the forms of the new words. However, children with poorer L1 PA demonstrated reduced performance in naming pictures with labels that rhymed with the pre-exposure words than with labels that did not rhyme with the pre-exposure words. Children with better L1 PA were not affected by the recurring rime shared by the pre-exposure words and the target words. These findings suggest that poor L1 PA may impede L2 word learning via difficulty in abstracting phonological patterns away from L2 input to scaffold word learning.

  1. Morphological and Syntactic Transfer in Child L2 Acquisition of the English Dative Alternation.

    Whong-Barr, Melinda; Schwartz, Bonnie D.

    2002-01-01

    Compares the acquisition of the English to- and for-dative alternation by native-speaking English, Japanese, and Korean children. Investigates whether second language learners (L2) like native language learners overextend the double-object variant and whether L2 learners, like L2 adults, transfer properties of the native language grammar.…

  2. Learning L2 Vocabulary with American TV Drama "From the Learner's Perspective"

    Wang, Yu-Chia

    2012-01-01

    Following the trend of computer assisted language learning (CALL), in Taiwan, most language classes now have equivalent media support for language teachers and learners. Implementing videos into classroom activities is one of the choices. The current study explores the process of implementing American TV drama in L2 vocabulary learning from…

  3. Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: a behavioral and ERP study

    Grimaldi, Mirko; Sisinni, Bianca; Gili Fivela, Barbara; Invitto, Sara; Resta, Donatella; Alku, Paavo; Brattico, Elvira

    2014-01-01

    According to the Perceptual Assimilation Model (PAM), articulatory similarity/dissimilarity between sounds of the second language (L2) and the native language (L1) governs L2 learnability in adulthood and predicts L2 sound perception by naïve listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naïve listeners. Categorization and discrimination tests, as well as the mismatch negativity (MMN) brain response to L2 sound changes, showed that the discriminatory capabilities of the students did not significantly differ from those of the naïve subjects. In line with the PAM model, we extend the findings of previous behavioral studies showing that, at the neural level, classroom instruction in adulthood relies on assimilation of L2 vowels to L1 phoneme categories and does not trigger improvement in L2 phonetic discrimination. Implications for L2 classroom teaching practices are discussed. PMID:24860470

  4. Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: a behavioral and ERP study.

    Grimaldi, Mirko; Sisinni, Bianca; Gili Fivela, Barbara; Invitto, Sara; Resta, Donatella; Alku, Paavo; Brattico, Elvira

    2014-01-01

    According to the Perceptual Assimilation Model (PAM), articulatory similarity/dissimilarity between sounds of the second language (L2) and the native language (L1) governs L2 learnability in adulthood and predicts L2 sound perception by naïve listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naïve listeners. Categorization and discrimination tests, as well as the mismatch negativity (MMN) brain response to L2 sound changes, showed that the discriminatory capabilities of the students did not significantly differ from those of the naïve subjects. In line with the PAM model, we extend the findings of previous behavioral studies showing that, at the neural level, classroom instruction in adulthood relies on assimilation of L2 vowels to L1 phoneme categories and does not trigger improvement in L2 phonetic discrimination. Implications for L2 classroom teaching practices are discussed.

  5. Cultural conceptualisations in learning English as an L2: Examples from Persian-speaking learners

    Farzad Sharifian

    2013-01-01

    Full Text Available 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 with new systems of conceptualising experience. Many learners bring the conceptual system that they have developed while learning their L1 into the learning of an L2, assuming that every single unit of conceptualisation in their repertoire has an equivalent in the conceptual system associated with the L2. This is never the case. In this paper, I will explicate some cultural conceptualisations that speakers of Persian may bring into the task of learning English as an L2 and discuss some possible implications of this process for intercultural sense making. The chapter begins with a background on the notion of cultural conceptualisation and then moves into the discussion of Persian cultural conceptualisations in L2 learning.

  6. A Review of Current Foreign Literature on the Notion of“Investment”in L2 Learning

    ZHANG Xiao-wen

    2015-01-01

    Motivation has a profound effect on L2 learning and thus has attracted great attention from relevant researchers. Tradi⁃tional studies focus on instrumental and integrative motivation. However, a new concept“investment”is now drawing increasing attention in the schorlars studying SLA motivation. The concept“investment”mainly involves concepts of identity and imagined communities. Many empirical studies have been conducted on“investment”in different groups of L2 learners.

  7. Contextual learning of L2 word meanings: Second language proficiency modulates behavioural and ERP indicators of learning.

    Elgort, Irina; Perfetti, Charles A; Rickles, Ben; Stafura, Joseph Z

    2015-06-01

    New word learning occurs incidentally through exposure to language. Hypothesizing that effectiveness of contextual word learning in a second language (L2) depends on the quality of existing lexical semantic knowledge, we tested more and less proficient adult bilinguals in an incidental word learning task. One day after being exposed to rare words in an L2 (English) reading task, the bilinguals read sentences with the newly-learned words in the sentence-final position, followed by related or unrelated meaning probes. Both proficiency groups showed some learning through faster responses on related trials and a frontal N400 effect observed during probe word reading. However, word learning was more robust for the higher-proficiency group, who showed a larger semantic relatedness effect in unfamiliar contexts and a canonical N400 (central-parietal). The results suggest that the ability to learn the meanings of new words from context depends on the L2 lexical semantic knowledge of the reader.

  8. Effects of l1 processing experience on l2 morphological awareness Effects of l1 processing experience on l2 morphological awareness

    Keiko Koda

    2008-04-01

    Full Text Available To be an efficient and effective reader of a second language, one must develop cumulative insight into the internal structure of words, as well as acquire the necessary skills for using such insight in facilitating lexical processing and enhancing reading comprehension. In recent time, the growing recognition of the significance of these capabilities has led to a rapidly expanding body of research on intraword awareness, particularly among psychologists and reading specialists. Inasmuch as the resulting data base has clearly demonstrated that intraword awareness develops primarily through print processing experience (e.g., Yopp, 1988; Bowey, & Francis, 1991; Vellutino & Scanlon, 1987; Bertelson, Morais, Alegria, & Content, 1985; Morais, Cary, Alegria, & Bertelson, 1979; Perfetti, Beck, Bell & Hughes, 1987, we can expect that the nature of such awareness differs considerably from language to language, at least to the extent that their lexical structures vary. We also know that linguistic knowledge and processing skills transfer across languages among second language learners (e.g., Kilborn & Ito, 1989; Sasaki, 1992; Koda, 1993. Accordingly, we can both anticipate and infer that L2 lexical processing will be heavily constrained by L1 intraword structural knowledge. To be an efficient and effective reader of a second language, one must develop cumulative insight into the internal structure of words, as well as acquire the necessary skills for using such insight in facilitating lexical processing and enhancing reading comprehension. In recent time, the growing recognition of the significance of these capabilities has led to a rapidly expanding body of research on intraword awareness, particularly among psychologists and reading specialists. Inasmuch as the resulting data base has clearly demonstrated that intraword awareness develops primarily through print processing experience (e.g., Yopp, 1988; Bowey, & Francis, 1991; Vellutino & Scanlon

  9. Learning Second Language Suprasegmentals: Effect of L2 Experience on Prosody and Fluency Characteristics of L2 Speech

    Trofimovich, Pavel; Baker, Wendy

    2006-01-01

    This study examines effects of short, medium, and extended second language (L2) experience (3 months, 3 years, and 10 years of United States residence, respectively) on the production of five suprasegmentals (stress timing, peak alignment, speech rate, pause frequency, and pause duration) in six English declarative sentences by 30 adult Korean…

  10. Learning English as an L2 in the Global Context: Changing English, Changing Motivation

    Sung, Chit Cheung Matthew

    2013-01-01

    As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of "integrative motivation" in the literature of second language (L2)…

  11. Learning Exponents of Number on First Exposure to an L2

    Carroll, Susanne E.; Widjaja, Elizabeth

    2013-01-01

    Number lends itself to the study of how input interacts with transferred first language (L1) knowledge to facilitate or impede second language (L2) learning. We present data from adult English speakers exposed for the first time to Indonesian, a language that expresses number through bare noun phrases, reduplication and numeral + classifier…

  12. The Tense-Aspect System in Pidgins and Naturalistically Learned L2

    Clements, J. Clancy

    2003-01-01

    The advantages and disadvantages of wider or narrower definitions of "pidginization" and "pidgin" are reviewed to determine the differences between pidgins and naturalistically learned second languages (L2s). It is argued that a wider definition is preferred because it avoids problematic counterexamples and captures generalizations that allow us…

  13. Explicit Instruction and Implicit Use of L2 Learning Strategies in Higher Secondary EFL Course Books

    Bueno-Alastuey, M. Camino; Agulló, Gloria Luque

    2015-01-01

    Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher…

  14. Using Learning Strategies:A Review in L2 Listening Research

    田秀峰

    2013-01-01

    This paper briefly reviews some significant learning strategies in L2 listening research. By pointing out both the feasibil⁃ities and difficulties in implementing those strategies in Chinese EFL classrooms, it attempts to raise English language practitio⁃ners’awareness of reforming the listening instruction and of utilizing strategic teaching approaches so as to enhance students’lis⁃tening proficiency.

  15. Classification of L2 Vocabulary Learning Strategies: Evidence from Exploratory and Confirmatory Factor Analyses

    Zhang, Bo; Li, Changyu

    2011-01-01

    This research presents a classification theory for the L2 vocabulary learning strategies. Based on the exploratory and confirmatory factor analyses of strategies that adult Chinese English learners used, this theory identifies six categories, four of which are related to the cognitive process in lexical acquisition and the other two are…

  16. A Comparison of Krashen's L2 Acquisition/Learning Theory and Lozanov's Suggestopedia.

    Botha, H. Ludolph; Puhl, Carol A.

    Stephen Krashen's L2 (Second Language) Acquisition/Learning Theory and Georgi Lozanov's method of teaching through suggestion are compared in both their underlying theories and classroom applications. The seven component hypotheses of Krashen's theory and their neurological implications are analyzed for their agreement or disagreement with the…

  17. Language Experience in L2 Phonological Learning: Effects of Psycholinguistic and Sociolinguistic Variables

    Trofimovich, Pavel

    2011-01-01

    The goal of this paper is to discuss language experience in second language (L2) phonological learning, with a particular focus on lexical frequency, attention to form, and ethnic identity as factors that influence the role of language experience. First, several difficulties associated with the study of language experience are discussed. Then,…

  18. The Natural Approach to Adult Learning and Teaching of L2 Grammar

    Scheffler, Pawel

    2008-01-01

    Learning a language in a natural way is normally understood to involve the development of implicit knowledge of that language. The acquisition of such knowledge takes place through communication and is driven by learner-internal mechanisms which cannot be directly influenced by formal instruction. In the case of foreign or second language (L2)…

  19. The Tense-Aspect System in Pidgins and Naturalistically Learned L2

    Clements, J. Clancy

    2003-01-01

    The advantages and disadvantages of wider or narrower definitions of "pidginization" and "pidgin" are reviewed to determine the differences between pidgins and naturalistically learned second languages (L2s). It is argued that a wider definition is preferred because it avoids problematic counterexamples and captures…

  20. The Effect of Learning English (L2) on Learning of Arabic Literacy (L1) in the Primary School

    Hussien, Abdelaziz M.

    2014-01-01

    This study investigated the effect of learning English (L2) on learning to read and spell connected texts accurately in Arabic (L1). The author selected a sample of 83 (38 males and 45 females; 45 bilinguals and 38 monolinguals) native Arabic-speaking fourth-graders in Egypt. Students completed the author-developed Oral Reading Accuracy Measure…

  1. Task-based Language Learning in Bilingual Montessori Elementary Schools: Customizing Foreign Language Learning and Promoting L2 Speaking Skills

    Jana Winnefeld

    2012-01-01

    Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even i...

  2. Active Learning through Materials Development: A Project for the Advanced L2 Classroom

    Katrina Daly Thompson

    2008-01-01

    Full Text Available Building on the notion of active learning, the assumption that students learn more when given opportunities to practice using their skills and to receive feedback on their performance, this article de-scribes a project undertaken in an Advanced (third-year Swahili course in which students were given the opportunity to develop L2 materials for computer-mediated peer instruction. The article exam-ines the goals, design and results of the project in light of the litera-ture on active learning and learner autonomy, and suggests how the project might be improved in order to serve as a model for other Ad-vanced L2 courses.

  3. The Impact of Learning Contexts on Proficiency, Attitudes, and L2 Communication: Creating an Imagined International Community

    Yashima, Tomoko; Zenuk-Nishide, Lori

    2008-01-01

    This study analyses the effects of learning contexts on proficiency development as well as attitudinal and behavioral changes. At a Japanese high school where content-based L2 instruction in global studies is a feature of education, TOEFL scores, international posture, L2 WTC, and frequency of communication in L2 were assessed in the participants'…

  4. L2 speakers decompose morphologically complex verbs: fMRI evidence from priming of transparent derived verbs

    Sophie eDe Grauwe

    2014-10-01

    Full Text Available In this fMRI long-lag priming study, we investigated the processing of Dutch semantically transparent, derived prefix verbs. In such words, the meaning of the word as a whole can be deduced from the meanings of its parts, e.g. wegleggen ‘put aside’. Many behavioral and some fMRI studies suggest that native (L1 speakers decompose transparent derived words. The brain region usually implicated in morphological decomposition is the left inferior frontal gyrus (LIFG. In non-native (L2 speakers, the processing of transparent derived words has hardly been investigated, especially in fMRI studies, and results are contradictory: Some studies find more reliance on holistic (i.e. non-decompositional processing by L2 speakers; some find no difference between L1 and L2 speakers. In this study, we wanted to find out whether Dutch transparent derived prefix verbs are decomposed or processed holistically by German L2 speakers of Dutch. Half of the derived verbs (e.g. omvallen ‘fall down’ were preceded by their stem (e.g. vallen ‘fall’ with a lag of 4 to 6 words (‘primed’; the other half (e.g. inslapen ‘fall asleep’ were not (‘unprimed’. L1 and L2 speakers of Dutch made lexical decisions on these visually presented verbs. Both ROI analyses and whole-brain analyses showed that there was a significant repetition suppression effect for primed compared to unprimed derived verbs in the LIFG. This was true both for the analyses over L2 speakers only and for the analyses over the two language groups together. The latter did not reveal any interaction with language group (L1 vs. L2 in the LIFG. Thus, L2 speakers show a clear priming effect in the LIFG, an area that has been associated with morphological decomposition. Our findings are consistent with the idea that L2 speakers engage in decomposition of transparent derived verbs rather than processing them holistically.

  5. A Frequency-Based Approach to L2 Phonological Learning: Teacher Input and Student Output in an Intensive ESL Context

    Trofimovich, Pavel; Collins, Laura; Cardoso, Walcir; White, Joanna; Horst, Marlise

    2012-01-01

    Most second language (L2) researchers and teachers would agree that input, often defined as the language a learner hears or reads, plays an important role in L2 learning. There is a great deal of research investigating which types of input are most beneficial for learning, how learners process and internalize input (e.g., Schmidt, 2001), and how…

  6. Grammatical Error Diagnosis in Fluid Construction Grammar: A Case Study in L2 Spanish Verb Morphology

    Beuls, Katrien

    2014-01-01

    Construction grammar (CG) has been proposed as an adequate grammatical formalism for building intelligent language tutoring systems because it is highly compatible with the learning strategies observed in second language learning. Unfortunately, the lack of computational CG implementations has made it impossible in the past to corroborate these…

  7. Learning through L2--Content and Language Integrated Learning (CLIL) and English as Medium of Instruction (EMI)

    Wannagat, Ulrich

    2007-01-01

    Content and Language Integrated Learning (CLIL) has been promoted by the European Union as a means to achieve multilingualism. While in Germany and other European countries the trend to use the L2 as a medium of instruction is increasing, in Hong Kong, however, we see a converse development. Many schools switched from English as a medium of…

  8. Task-based Language Learning in Bilingual Montessori Elementary Schools: Customizing Foreign Language Learning and Promoting L2 Speaking Skills

    Jana Winnefeld

    2012-01-01

    Full Text Available Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005 for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006. This also applies to interaction (cf. Long 1996, where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005. Task-based Language Learning (TBLL presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being

  9. The Role of Dynamic Contrasts in the L2 Acquisition of Spanish Past Tense Morphology

    Dominguez, Laura; Tracy-Ventura, Nicole; Arche, Maria J.; Mitchell, Rosamond; Myles, Florence

    2013-01-01

    This study examines the second language acquisition of Spanish past tense morphology by three groups of English speakers (beginners, intermediates and advanced). We adopt a novel methodological approach--combining oral corpus data with controlled experimental data--in order to provide new evidence on the validity of the Lexical Aspect Hypothesis…

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

    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…

  11. Extending the Distributional Bias Hypothesis to the Acquisition of Honorific Morphology in L2 Korean

    JEANSUE MUELLER

    2014-01-01

    Korean verbs can be marked with both referent and addressee honorific morphology . An analysis of a teledrama corpus and a phone call corpus shows that these two morphological classes co‐occur in a biased distribution indicating an association between the two classes . An experiment was conducted to determine whether Korean heritage speakers�acquisition of Korean was affected by this association as would be predicted by the distributional bias hypothesis . Twenty heritage learners of Korean performed a teledrama oral translation task which elicited two addressee honorific styles with and without referent honorific marking . A repeated measures ANOVA on the four possible addressee‐referent honorific combination showed differences in performance . A post hoc analysis of pairwise contrasts indicated that performance was superior on the referent honorific (RH) plus hayyo addressee honorific (AH) combination relative to the RH plus hay AH combination . This result is incompatible with an account that explains acquisition in terms of the cumulative frequencies of the forms in input . It is also incompatible with accounts claiming that learners do not associate the forms during the acquisitional process . It is argued that the distributional bias hypothesis best accounts for the pattern of results and the frequency‐driven conflation of semantically related concatenated affixes may have special significance for agglutinative languages such as Korean .

  12. Comments on Anthony Bruton, Miguel Garcia Lopez, and Raquel Esquiliche Mesa's "Incidental L2 Vocabulary Learning: An Impracticable Term?"

    Reynolds, Barry Lee

    2012-01-01

    Anthony Bruton, Miguel Garcia Lopez, and Raquel Esquiliche Mesa's "Incidental L2 Vocabulary Learning: An Impracticable Term?" (2011) offers some constructive criticism regarding the conventional terminology used in second language (L2) acquisition research and language pedagogy. Although the author finds much of their evidence reasonable and is…

  13. Assisting Your Child's Learning in L2 Is Like Teaching Them to Ride a Bike: A Study on Parental Involvement

    Castillo, Rigoberto; Camelo Gámez, Linda Catherine

    2013-01-01

    This article deals with parental involvement as a strategy to assist young learners in their efforts to learn an L2. It discusses an 18-month experience involving ten young learners, their parents, and teachers, in the development of another language (L2). The parents had expressed that they were unable to support their children's development in…

  14. Investigating the Efficacy of an Intensive English Program and the L2 Learners’ Learning Styles

    Rebecca Lee Su Ping

    2014-12-01

    Full Text Available Past research has found that many pre-university L2 learners, having completed an Intensive English Program (IEP still have difficulty in undertaking various disciplines in English-speaking tertiary institutions and continue to exhibit numerous linguistic problems (Bialystok, 2001, Celce Murcia 2001. The purpose of this paper is to present the findings on the investigation of L2 learners’ English proficiency in reading, writing, grammar, listening and speaking upon their completion of an Intensive English (IE program using their IELTS (Academic, in-house exams and English Placement Tests (EPT scores, and the efficacy of IE program.  IELTS test is chosen for this study due to its increasing popularity in Malaysia and its internationally recognised value and quality.  The study was conducted in two parts. In Part One, all 72 Level 4 IE students were given an in-house EPT (English Placement Test pre-test on their entry and another EPT post-test on their exit, and then their pre-test and post-test results were compared.  In Part Two, 22 volunteers sat the IELTS test at the end of the program. The IELTS results of the 22 volunteers were compared with those who did not.  Data were analyzed using both quantitative and qualitative methods. This paper hopes to shed some light on (i whether or not L2 learners’ English language proficiency can be significantly enhanced and influenced by an intensive English program and (ii how leaners’ perception of their own learning strategies influence their learning progress.

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

    Seyyed Fariborz Pishdadi Motlagh

    2015-02-01

    Full Text Available 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 acquiring. Furthermore, the study was conducted through a quasi-experimental design with a proficiency test to find how homogeneous the groups are. Four classes were selected as the experimental groups (n =80, and each class was conducted by one of the input enhancement main categories compared with the control group. Subjects attended in eight sessions to make them familiar with advantages of input enhancement in relation to vocabulary learning. Each group received different strategies but control group received no treatment and then, the researcher taught and employed those inputs in texts along with target words. Learners’ progress was measured during the eight sessions of employing those inputs in responding to vocabulary questions. One-Sample Kolmogorov-Smirnov Test, One-way ANOVAs series along with LSD and post hoc comparisons showed that three inputs were effective in responding to target vocabulary words and they compared and contrasted with control group but the bolding group did better than the other groups. Finally, bolding target words were more effective in fostering L2 learners’ vocabulary knowledge learning. These outcomes propose that using input enhancement to answer target words are the most useful factors, especially bolding as a significant input in this study outperformed the other ones in developing learners’ awareness to answer vocabulary tests. It can also be concluded that capitalizing is the least effective input compared to underlining and bolding in terms of their efficacy. Keywords: Focus on form and Implicit Fonf, Input enhancement as focus on form, Vocabulary

  16. Motivations for Learning Japanese and Additional Languages: A Study of L2 Self-Image across Multiple Languages

    Toshiyuki Nakamura

    2015-06-01

    Full Text Available This qualitative study aims to identify language learners’ motivations for studying Japanese by comparing these with motivations for learning or using additional languages. Thirteen students from an Australian university participated in the study, all of whom were learning Japanese as a second language (L2 and were also learners or users of additional languages. Utilising Dörnyei’s (2005 L2 Motivational Self System and the concept of ‘domains of possible selves’ (Unemori et al. 2004, this study investigates the language self- images (L2 selves associated with Japanese, and contrasts them with the L2 selves associated with participants’ additional languages. Further, it explores the formation of L2 selves and the relationships between different L2 selves within a learner. Previous studies in this area have emphasised the negative impacts of the ideal English L2 self on motivations for learning subsequent languages. However, this study indicates that multiple ideal L2 selves can coexist without competition if each language has a firm link to a different domain (i.e., Interpersonal, Extracurricular, Career, Education in a learner’s future self-image. The results of this study can be used to inform the practice of Japanese language teachers in multilingual contexts.

  17. Learners’ Perceptions of the Effectiveness of Spaced Learning Schedule in L2 Vocabulary Learning

    Amir Reza Lotfolahi

    2016-05-01

    Full Text Available The spacing effect is a ubiquitous phenomenon, whereby memory is enhanced for the information that is learned across different points in time rather than being learned at once. A considerable amount of research has focused on the nature of the spacing effect, and there is general acceptance that spacing learning events out in time promotes learning. However, fewer studies have been conducted in educational settings. The aim of this study is to explore learners’ perceptions of different spacing schedules (massed vs. spaced. To achieve the purpose of the study, we taught 30 children 24 English–Farsi word pairs utilizing different spacing schedules. Later, we administered a questionnaire to explore leaarners’ perceptions of both massed and spaced schedules. The results revealed that the children percieved spaced practice to be more effective than massed practice.

  18. Learning minimally different words in a third language: L2 proficiency as a crucial predictor of accuracy in an L3 word learning task

    Simon, E.; Escudero, P.; Broersma, M.; Dziubalska-Kołaczyk, K.; Wrembel, M.; Kul, M.

    2010-01-01

    This study examines the effect of proficiency in the L2 (English) and L3 (Dutch) on word learning in the L3. Learners were 92 L1 Spanish speakers with differing proficiencies in L2 and L3, and 20 native speakers of Dutch. The learners were divided into basic and advanced English and Dutch proficienc

  19. L1 and L2 Distance Effects in Learning L3 Dutch

    Schepens, Job J.; der Slik, Frans; Hout, Roeland

    2016-01-01

    Many people speak more than two languages. How do languages acquired earlier affect the learnability of additional languages? We show that linguistic distances between speakers' first (L1) and second (L2) languages and their third (L3) language play a role. Larger distances from the L1 to the L3 and from the L2 to the L3 correlate with lower…

  20. L2/FL Teacher Education: Bridging the complexities of Teaching and the Learning of Teaching

    Karen E. Johnson

    2015-06-01

    Full Text Available http://dx.doi.org/10.5007/2175-8026.2015v68n1p11 Research on approaches to and the complexities of second and foreign language (L2/FL teaching has dominated the field of L2/FL teacher education for much of its history. (...

  1. Language Interference and Language Learning Techniques Transfer in L2 and L3 Immersion Programs.

    Aronin, Larissa; Toubkin, Lynne

    2002-01-01

    Examines the relationships between the first (L1), second (L2), and third (L3) language in immersion programs for Russian-speaking students in Israel. Two parallel and similar immersion programs, which were carried out for the same population, but with different target languages (L2 Hebrew and L3 English), are described. Presents tentative…

  2. L2 Academic Discourse Socialization through Oral Presentations: An Undergraduate Student's Learning Trajectory in Study Abroad

    Kobayashi, Masaki

    2016-01-01

    The present study provides an in-depth, longitudinal account of an undergraduate student's L2 discourse socialization in an academic exchange program in Canada. By invoking Rogoff's (1995) notion of participatory appropriation, this qualitative case study examined an L2 student's task-related strategies and performance as they evolved over time in…

  3. Exploring Language Learning Strategy Transfer between Greek L2 and English FL in Case of Early Adolescent Multilinguals

    Mitits, Lydia; Gavriilidou, Zoe

    2016-01-01

    This study compares language learning strategy (LLS) use between Greek L2 and English FL and a possible variation in the frequency and type of LLSs employed in the two languages in order to depict the strategic profiles of the multilingual learners aged 12-15 (n = 307). It also observes the effect of gender in relation to a second vs. foreign…

  4. Perceived Learning Difficulty and Actual Performance: Explicit and Implicit Knowledge of L2 English Grammar Points among Instructed Adult Learners

    Silva, Luis Humberto Rodríguez; Roehr-Brackin, Karen

    2016-01-01

    This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups' difficulty…

  5. Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood – A behavioral and ERP study

    Mirko eGrimaldi

    2014-05-01

    Full Text Available According to the Perceptual Assimilation Model (PAM, acoustic similarity/dissimilarity between sounds of the second language (L2 and the native language (L1 governs L2 learnability in adulthood and predicts L2 sound perception by naïve listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naïve listeners. Categorization and discrimination tests, as well as the mismatch negativity (MMN brain response to L2 sound changes, showed that the discriminatory capabilities of the students did not significantly differ from those of the naïve subjects. In line with the PAM model, we extend the findings of previous behavioral studies showing that, at the neural level, classroom instruction in adulthood relies on assimilation of L2 vowels to L1 phoneme categories and does not trigger improvement in L2 phonetic discrimination.

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

    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.Keywords: Mobile learning, PDA, Verbal and visual ability, Vocabulary learning

  7. Learning More, Perceiving More? A Comparison of L1 Cantonese--L2 English--L3 French Speakers and L1 Cantonese--L2 English Speakers in Hong Kong

    Tsang, Wai Lan

    2015-01-01

    This paper reports on a study examining the relationship between language learning and perceived language differences. Two groups of native Cantonese speakers in Hong Kong, L1 Cantonese--L2 English (CE) and L1 Cantonese--L2 English--L3 French (CEF), were asked to complete two tasks: a placement test in English (as well as in French for the CEF…

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

    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…

  9. Effects of Three Forms of Reading-Based Output Activity on L2 Vocabulary Learning

    Rassaei, Ehsan

    2017-01-01

    The current study investigated the effects of three forms of output activity on EFL learners' recognition and recall of second language (L2) vocabulary. To this end, three groups of learners of English as a foreign language (EFL) were instructed to employ the following three output activities after reading two narrative texts: (1) summarizing the…

  10. The Effects of Techniques of Vocabulary Portfolio on L2 Vocabulary Learning

    Zarei, Abbas Ali; Baftani, Fahimeh Nasiri

    2014-01-01

    To investigate the effects of different techniques of vocabulary portfolio including word map, word wizard, concept wheel, visual thesaurus, and word rose on L2 vocabulary comprehension and production, a sample of 75 female EFL learners of Kish Day Language Institute in Karaj, Iran were selected. They were in five groups and each group received…

  11. Investigating the Efficacy of an Intensive English Program and the L2 Learners' Learning Styles

    Ping, Rebecca Lee Su

    2014-01-01

    Past research has found that many pre-university L2 learners, having completed an Intensive English Program (IEP) still have difficulty in undertaking various disciplines in English-speaking tertiary institutions and continue to exhibit numerous linguistic problems (Bialystok, 2001, Celce Murcia 2001). The purpose of this paper is to present the…

  12. Machine Learning for Galaxy Morphology Classification

    Gauci, Adam; Abela, John; Magro, Alessio

    2010-01-01

    In this work, decision tree learning algorithms and fuzzy inferencing systems are applied for galaxy morphology classification. In particular, the CART, the C4.5, the Random Forest and fuzzy logic algorithms are studied and reliable classifiers are developed to distinguish between spiral galaxies, elliptical galaxies or star/unknown galactic objects. Morphology information for the training and testing datasets is obtained from the Galaxy Zoo project while the corresponding photometric and spectra parameters are downloaded from the SDSS DR7 catalogue.

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

    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

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

    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…

  15. The Impact of L2 Dialect on Learning French Vowels: Native English Speakers Learning Quebecois and European French

    Baker, Wendy; Smith, Laura Catharine

    2010-01-01

    This article examines how a second language (L2) dialect affects how accurately the L2 is perceived and produced. Specifically, the study examined differences between the production and perception of French vowels /i/, /y/, and /u/ by learners of either Quebec French (QF) or European French (EF). These vowels differ across the two varieties, both…

  16. Template learning in morphological neural nets

    Davidson, Jennifer L.; Sun, K.

    1991-07-01

    This paper presents an application of morphology neural networks to a template learning problem. Morphology neural networks are a nonlinear version of the familiar artificial neural networks. Typically, an artificial neural net is used to solve pattern classification problems One useful characterization of many neural network algorithms is the ability to 'learn' to respond correctly to new data based only on a selection of known data responses. For example, in the multilayer perceptron model, the 'learning' is a procedure whereby parameters are fed back from output to input neurons and the weights changed to give a better response. The morphological neural net in this paper solves a different type of image processing problem. Specifically, given an input image and an output image which corresponds to a dilated version of the input, one would like to determine what template produced the output. The problem corresponds to teaching the network to solve for the weights in a morphological net, as the weights are the template's values. A reasonable method has been investigated for the boolean case; in this paper results are presented for gray scale images. Image algebra has been shown to provide a succinct expression of neural networks algorithms and also to allow a generalization of neural networks, and thus the authors describe the algorithm in image algebra. The remainder of the paper gives a brief discussion of image algebra, the relationship of image algebra and neural networks, a recap of the dilation morphology neural network boolean for boolean images, and the generalization to grayscale data.

  17. The Role of Formal L2 Learning Experience in L3 Acquisition among Early Bilinguals

    Park, Mihi; Starr, Rebecca L.

    2016-01-01

    Early bilingualism is thought to facilitate language learning [Klein, E. C. (1995). "Second versus third language acquisition: Is there a difference?" "Language Learning", 45(3), 419-466; Cromdal, J. (1999). "Childhood bilingualism and metalinguistic skills: Analysis and control in young Swedish-English bilinguals."…

  18. The Impact of Choice on EFL Students' Motivation and Engagement with L2 Vocabulary Learning

    Wang, Han-Chung; Huang, Hung-Tzu; Hsu, Chun-Chieh

    2015-01-01

    The current study investigates EFL college learners' motivation and engagement during English vocabulary learning tasks. By adopting self-determination theory (SDT; Deci & Ryan, 1985, 2000), the study looked into the impact of autonomy on college students' task motivation and engagement with vocabulary learning tasks and their general English…

  19. Investigating Reading Comprehension and Learning Styles in Relation to Reading Strategies in L2

    Gürses, Meral Özkan; Bouvet, Eric

    2016-01-01

    This study aims to investigate the extent to which reading comprehension and learning styles are related to perceived use of reading strategies among students studying French at an Australian university and a Turkish university. Ninety-one participants completed a background questionnaire, the Survey of Reading Strategies, the Kolb Learning Style…

  20. Differential expression of Meis2, Mab21l2 and Tbx3 during limb development associated with diversification of limb morphology in mammals.

    Dai, Mengyao; Wang, Yao; Fang, Lu; Irwin, David M; Zhu, Tengteng; Zhang, Junpeng; Zhang, Shuyi; Wang, Zhe

    2014-01-01

    Bats are the only mammals capable of self-powered flight using wings. Differing from mouse or human limbs, four elongated digits within a broad wing membrane support the bat wing, and the foot of the bat has evolved a long calcar that spread the interfemoral membrane. Our recent mRNA sequencing (mRNA-Seq) study found unique expression patterns for genes at the 5' end of the Hoxd gene cluster and for Tbx3 that are associated with digit elongation and wing membrane growth in bats. In this study, we focused on two additional genes, Meis2 and Mab21l2, identified from the mRNA-Seq data. Using whole-mount in situ hybridization (WISH) we validated the mRNA-Seq results for differences in the expression patterns of Meis2 and Mab21l2 between bat and mouse limbs, and further characterize the timing and location of the expression of these two genes. These analyses suggest that Meis2 may function in wing membrane growth and Mab21l2 may have a role in AP and DV axial patterning. In addition, we found that Tbx3 is uniquely expressed in the unique calcar structure found in the bat hindlimb, suggesting a role for this gene in calcar growth and elongation. Moreover, analysis of the coding sequences for Meis2, Mab21l2 and Tbx3 showed that Meis2 and Mab21l2 have high sequence identity, consistent with the functions of genes being conserved, but that Tbx3 showed accelerated evolution in bats. However, evidence for positive selection in Tbx3 was not found, which would suggest that the function of this gene has not been changed. Together, our findings support the hypothesis that the modulation of the spatiotemporal expression patterns of multiple functional conserved genes control limb morphology and drive morphological change in the diversification of mammalian limbs.

  1. Differential expression of Meis2, Mab21l2 and Tbx3 during limb development associated with diversification of limb morphology in mammals.

    Mengyao Dai

    Full Text Available Bats are the only mammals capable of self-powered flight using wings. Differing from mouse or human limbs, four elongated digits within a broad wing membrane support the bat wing, and the foot of the bat has evolved a long calcar that spread the interfemoral membrane. Our recent mRNA sequencing (mRNA-Seq study found unique expression patterns for genes at the 5' end of the Hoxd gene cluster and for Tbx3 that are associated with digit elongation and wing membrane growth in bats. In this study, we focused on two additional genes, Meis2 and Mab21l2, identified from the mRNA-Seq data. Using whole-mount in situ hybridization (WISH we validated the mRNA-Seq results for differences in the expression patterns of Meis2 and Mab21l2 between bat and mouse limbs, and further characterize the timing and location of the expression of these two genes. These analyses suggest that Meis2 may function in wing membrane growth and Mab21l2 may have a role in AP and DV axial patterning. In addition, we found that Tbx3 is uniquely expressed in the unique calcar structure found in the bat hindlimb, suggesting a role for this gene in calcar growth and elongation. Moreover, analysis of the coding sequences for Meis2, Mab21l2 and Tbx3 showed that Meis2 and Mab21l2 have high sequence identity, consistent with the functions of genes being conserved, but that Tbx3 showed accelerated evolution in bats. However, evidence for positive selection in Tbx3 was not found, which would suggest that the function of this gene has not been changed. Together, our findings support the hypothesis that the modulation of the spatiotemporal expression patterns of multiple functional conserved genes control limb morphology and drive morphological change in the diversification of mammalian limbs.

  2. A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

    Hsu, Chihcheng; Yang, Fang-Chuan Ou

    2013-05-01

    Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors-vocabulary-while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.

  3. The Influence of Learning Context and Age on the Use of L2 Communication Strategies

    Montero, Lidia; Serrano, Raquel; Llanes, Àngels

    2017-01-01

    This study examines the effects of foreign language learning context (three-month study-abroad; versus "at-home" instruction) and age (10-11-year-old children versus university students) on the development of effective foreign language communication strategies (CS) in monologue production. Participants (N = 95) were all Spanish/Catalan…

  4. Reading and Learning from L2 Text: Effects of Reading Goal, Topic Familiarity, and Language Proficiency

    Horiba, Yukie; Fukaya, Keiko

    2015-01-01

    This study examined the effect of reading goal, topic-familiarity, and language proficiency on text comprehension and learning. English-as-a-foreign-language (EFL) students with high and low topic-familiarity read and recalled a text. Some were told in advance to expect a recall task in a particular language--the first language (L1) or second…

  5. Online multilingual vocabulary system and its application in L2 learning

    Haruko Miyakoda

    2010-06-01

    Full Text Available In the field of second language teaching, vocabulary has been one of the most neglected areas in the classroom. Although language teachers/ instructors are well aware of the importance of vocabulary, there is not enough time in the classroom to actually “teach” vocabulary. Therefore, we need to find ways to promote autonomous vocabulary learning so that students can make good use of their time outside theclassrooms.In this study, we present an online vocabulary learning system that we have developed. The results obtained from our evaluation experiment indicate that our system is more effective in retaining the meaning of the words compared to the traditional learning method.As an example of applying this system to language learning, we will give a demonstration of a Japanese onomatopoeia dictionary that we are compiling. Onomatopoeia are especially troublesome for learners of the Japanese language. Although they are frequently used in both written and spoken Japanese, they are very difficult to translate to other languages. We demonstrate that by employing our system, learners are better able to understand the meaning and the context of eachlexical item.

  6. Implicit and Explicit Learning of L2 Grammar: A Pilot Study.

    DeKeyser, Robert

    1994-01-01

    An exploratory study of six undergraduates under laboratory conditions aimed to clarify the role of explicit teaching of different kinds of second-language grammar rules. In this look at methodology, one hypothesis was supported: that explicit and deductive learning is better than implicit for simple categorical rules. (Contains 24 references.)…

  7. An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)

    de Graaff, Rick; Koopman, Gerrit Jan; Anikina, Yulia; Westhoff, Gerard

    2007-01-01

    In Europe, Content and Language Integrated Learning (CLIL) is becoming a popular and widespread practice of immersion education. In the Netherlands, for example, over 90 secondary schools offer a CLIL strand. Most CLIL teachers, however, are nonnative speakers of the target language, and do not have a professional background in language pedagogy.…

  8. The Effects of L1 and L2 e-Glosses on Incidental Vocabulary Learning of Junior High-School English Students

    Hu, Si-Min; Vongpumivitch, Viphavee; Chang, Jason S.; Liou, Hsien-Chin

    2014-01-01

    While researchers have examined the effectiveness of various online gloss types on incidental L2 vocabulary learning, little research on online gloss languages has been conducted. Previous attempts which compared the effects of L1 and L2 glosses have reported mixed results. To fill the gaps, this study examined the effectiveness of Chinese and…

  9. A Survey on the Use of Metacognition in L2 Learning and Teaching

    ZHANG Yibin

    2005-01-01

    The author tries to verify that there are differences between the usages of the metacongintive strategies through a survey. He also discusses the role of the language teacher, since more and more people believe that teachers are not only language instructors but also learner trainers. So if they are interested in improving learners'use of strategies for learning and using the language, their roles may be changing.

  10. Genetic analysis of ecological relevant morphological variability in Plantago lanceolata L. : 2. Localisation and organisation of quantitative trait loci.

    Wolff, K

    1987-04-01

    Morphological variability was analysed in an F2-generation derived from crosses between two ecotypes of Plantago lanceolata L. Six allozyme loci, localised in five linkage groups, were used as markers. For two marker loci, Got-2 and Gpi-1, segregations did not fit monogenic ratios. In the linkage groups to which these two loci belonged, male sterility genes appeared to be present. In these crosses, male sterility (type 3, as described by Van Damme 1983) may be determined by two recessive loci located in the linkage groups of Got-2 and of Gpi-1. Many correlations of morphological and life history characters with allozyme markers were observed. The quantitative trait loci did not appear to be concentrated in major gene complexes. Often many loci were involved, sometimes with effects opposite to those expected from the population values. Main effects of the linkage groups appeared to be more important than interaction effects in determining variability. It also appeared that there is a positive correlation between the number of heterozygous allozyme loci and generative growth.

  11. Estilos de pensamiento Cognitive styles: an approach to autonomous learning in L2 adult students

    Atehortúa Atehortúa José Nicolás

    2010-01-01

    Full Text Available El siguiente artículo resume los resultados de una investigación descriptivo-cualitativa sobre estilos cognitivos o de pensamiento, llevado a cabo con miembros del programa de extensión académica en la UPB, con el objetivo de describir los estilos de pensamiento de los estudiantes que les permitan reconocer y utilizar estrategias meta cognitivas para desarrollar un nivel consciente de responsabilidad y autonomía en el aprendizaje de una lengua extranjera. El marco teórico de este estudio se basa en conceptos tales como estilos cognitivos, estrategias meta cognitivas, aptitud, así como la autonomía y la responsabilidad en el aprendizaje. Los instrumentos diseñados para la recopilación de datos fueron un test sobre estilos cognitivos, en segundo lugar, un cuestionario semiestructurado con los siguientes ítems: proceso de toma de decisiones, la auto descripción como aprendices, las percepciones del estudiante sobre el papel del profesor, incluido el uso de estrategias meta cognitivas, tercero , una entrevista abierta con el objetivo de medir el impacto que tiene el concebir un proceso de aprendizaje de una lengua extranjera desde la perspectiva de los estilos de pensamiento. Los resultados mostraron la expectativa de los estudiantes para reconocer las capacidades humanas, la necesidad de adquirir la competencia estratégica, la necesidad real de participar abiertamente en la planificación de metas y objetivos, y en la auto-evaluación formativa del proceso de aprendizaje, así como el deseo de pasar de un proceso centrado en tareas, a un proceso centrado en la autonomía. The following article sums up the findings of a descriptive-qualitative research on cognitive styles carried out with members of the Academic Extension program at the UPB, aiming at describing the cognitive styles of students that enable them to recognize and use metacognitive strategies in order to develop a conscious level of autonomy and responsibility in learning

  12. Unstructured Object Recognition using Morphological Learning

    S. Kar

    2002-07-01

    Full Text Available A technique of object recognition which can detect absence or presence of objects of interest without making explicit use of their underlying geometric structure is deemed suitable for many practical applications. In this work, a method of recognising unstructured objects has been presented, wherein several gray patterns are input as examples to a morphological rule-based learning algorithm. The output of the algorithm are the corresponding gray structuring elements capable of recognising patterns in query images. The learning is carried out offline before recognition of the queries. The technique has been tested to identify fuel pellet surface imperfections. Robustness wrt intensity, orientation, and shape variations of the query patterns is built into the method. Moreover, simplicity of the recognition process leading to reduced computational time makes the method attractive to solve many practical problems.

  13. L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency

    Diana Morales Pech

    2011-05-01

    Full Text Available Using a mixed methodology, this study examines the impact of a university-level English phonology course on the acquisition of vowel and consonant sounds in that language, by beginning (n = 4, pre-intermediate (n = 8 and intermediate-level (n = 6 students. The 5-hour-a-week, 16-week course was taught by teacher of English. To determine the effects of the course, students participated in two oral activities during an interview at the beginning of the course, and another at the end. During these interview, nine classes were observed, and the instructor reported the activities implemented. The analysis of variance revealed positive changes in all the students’ pronunciation students. Observations and reports verified the presence of systematic and focused phonological teaching through a variety of activities. The results suggest that this type of teaching allows students to counteract the negative effects which biological factors and the influence of the mother tongue have on learning.

  14. Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children

    Keung, YC; Ho, CSH

    2009-01-01

    This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique con...

  15. Developing Critical L2 Digital Literacy through the Use of Computer-Based Internet-Hosted Learning Management Systems such as Moodle

    Meurant, Robert C.

    Second Language (L2) Digital Literacy is of emerging importance within English as a Foreign Language (EFL) in Korea, and will evolve to become regarded as the most critical component of overall L2 English Literacy. Computer-based Internet-hosted Learning Management Systems (LMS), such as the popular open-source Moodle, are rapidly being adopted worldwide for distance education, and are also being applied to blended (hybrid) education. In EFL Education, they have a special potential: by setting the LMS to force English to be used exclusively throughout a course website, the meta-language can be made the target L2 language. Of necessity, students develop the ability to use English to navigate the Internet, access and contribute to online resources, and engage in computer-mediated communication. Through such pragmatic engagement with English, students significantly develop their L2 Digital Literacy.

  16. Morphological Analysis as Classification an Inductive-Learning Approach

    Van den Bosch, A; Weijters, T; Bosch, Antal van den; Daelemans, Walter; Weijters, Ton

    1996-01-01

    Morphological analysis is an important subtask in text-to-speech conversion, hyphenation, and other language engineering tasks. The traditional approach to performing morphological analysis is to combine a morpheme lexicon, sets of (linguistic) rules, and heuristics to find a most probable analysis. In contrast we present an inductive learning approach in which morphological analysis is reformulated as a segmentation task. We report on a number of experiments in which five inductive learning algorithms are applied to three variations of the task of morphological analysis. Results show (i) that the generalisation performance of the algorithms is good, and (ii) that the lazy learning algorithm IB1-IG performs best on all three tasks. We conclude that lazy learning of morphological analysis as a classification task is indeed a viable approach; moreover, it has the strong advantages over the traditional approach of avoiding the knowledge-acquisition bottleneck, being fast and deterministic in learning and process...

  17. Direct and Indirect Access to Corpora: An Exploratory Case Study Comparing Students' Error Correction and Learning Strategy Use in L2 Writing

    Yoon, Hyunsook; Jo, Jung Won

    2014-01-01

    Studies on students' use of corpora in L2 writing have demonstrated the benefits of corpora not only as a linguistic resource to improve their writing abilities but also as a cognitive tool to develop their learning skills and strategies. Most of the corpus studies, however, adopted either direct use or indirect use of corpora by students, without…

  18. L2 listening at work

    Øhrstrøm, Charlotte

    This dissertation on adult second language (L2) learning investigates individual learners’ experiences with listening in Danish as an L2 in everyday situations at work. More specifically, the study explores when international employees, who work at international companies in Denmark with English ...... oriented approaches within the research field of Second Language Acquisition (SLA)....

  19. Lexical and semantic representations in the acquisition of L2 cognate and non-cognate words: evidence from two learning methods in children.

    Comesaña, Montserrat; Soares, Ana Paula; Sánchez-Casas, Rosa; Lima, Cátia

    2012-08-01

    How bilinguals represent words in two languages and which mechanisms are responsible for second language acquisition are important questions in the bilingual and vocabulary acquisition literature. This study aims to analyse the effect of two learning methods (picture- vs. word-based method) and two types of words (cognates and non-cognates) in early stages of children's L2 acquisition. Forty-eight native speakers of European Portuguese, all sixth graders (mean age = 10.87 years; SD= 0.85), participated in the study. None of them had prior knowledge of Basque (the L2 in this study). After a learning phase in which L2 words were learned either by a picture- or a word-based method, children were tested in a backward-word translation recognition task at two times (immediately vs. one week later). Results showed that the participants made more errors when rejecting semantically related than semantically unrelated words as correct translations (semantic interference effect). The magnitude of this effect was higher in the delayed test condition regardless of the learning method. Moreover, the overall performance of participants from the word-based method was better than the performance of participants from the picture-word method. Results were discussed concerning the most significant bilingual lexical processing models.

  20. Aptitude as Grammatical Sensitivity and the Initial Stages of Learning Japanese as a L2: Parametric Variation and Case Marking

    VanPatten, Bill; Smith, Megan

    2015-01-01

    In this article, we challenge the notion that aptitude--operationalized as grammatical sensitivity as measured by the Words in Sentences section of the Modern Language Aptitude Test--is central to adult second language (L2) acquisition. We present the findings of a study on the acquisition of two properties of Japanese, head-final word order and…

  1. Morphology Independent Learning in Modular Robots

    Christensen, David Johan; Bordignon, Mirko; Schultz, Ulrik Pagh

    2009-01-01

    Hand-coding locomotion controllers for modular robots is dif?cult due to their polymorphic nature. Instead, we propose to use a simple and distributed reinforcement learning strategy. ATRON modules with identical controllers can be assembled in any con?guration. To optimize the robot?s locomotion...... speed its modules independently and in parallel adjust their behavior based on a single global reward signal. In simulation, we study the learning strategy?s performance on different robot con?gurations. On the physical platform, we perform learning experiments with ATRON robots learning to move as fast...

  2. Developing a Portfolio Assessment Model for the Teaching and Learning of English in Malaysian L2 Classroom

    Singh, Charanjit Kaur a/p Swaran; Samad, Arshad Abdul; Hussin, Habsah; Sulaiman, Tajularipin

    2015-01-01

    Standardized testing is viewed as particularly incompatible to the process of learning due to its summative nature as it measures what students are able to recall and produce. Because of the discrepancy between the process of learning and products of learning, educators today have come to recognize that an alternative form of assessment is…

  3. “学伴用随”原则下二语写作工作坊的设计及其效果评估%On the Design and Effect Assessment of L2 Writing Workshop in Light of the Interrelationship between L2 Learning and L2 Use

    伍志伟; 郑超

    2013-01-01

    “What co-occurs with a linguistic form being learned will affect its retrieval and use”(Wang 2009). This L2 learning and teaching principle is helpful in designing L2 writing extracurricular activities. To explore the feasibility of this principle, this paper reports a case study of 2012 English Writing Workshop held in Guangdong University of Foreign Studies. Evidenced by the survey and reflective feedback from the students involved in the workshop, this paper summarizes four fac-tors attributed to the success of the activity:a high-achieving American college student as the teacher, large amount of linguis-tic input, getting rid of three L2 teaching preferences in China, and multi-modalities.%  本文以广东外语外贸大学2012年英语写作工作坊为例,探讨在“学伴用随”原则指导下,如何设计二语写作的课外活动。在调查了学员的满意度及反馈后,笔者总结出“聘请以英语为本族语的写作高材生主持、大量的语言输入、摆脱外语学习的三大情节、运用多模态教学手段”这四方面的实施准则,供学界在设计类似活动时参考使用。

  4. Analysis of Learning Strategies in L2 Acquisition%二语习得中的学习策略分析

    张丽华

    2010-01-01

    Second language learning has been the concerned problem of teachers and students nowadays. Therefore,the study of learning strategies in L2 acquisition has drawn much attention. This paper discusses the issues covering the fundamental aspects: identification and classification of learning strategies,outlines the importance of learning strategies,and then introduces some approaches to teach strategies in the classroom.%目前,二语学习策略备受教师和学生关注.本文涉及学习策略的概念,讨论了学习策略的分类,概括了学习策略的重要性,并针对教学现状提出几点建议.

  5. Learning from Our Students' Previous L2 Writing Experiences : The English Composition Question on University Entrance Exams

    Ross, Paul; Paul, ROSS

    2003-01-01

    This article attempts to help EFL writing teachers in Japan become more aware of the previous L2 writing experiences that their students may have had. Specifically, it discusses students' experiences preparing for the English composition question on university entrance exams and compares these with the writing experiences they are likely to encounter in a university-level EFL writing classroom. It will be shown that these two different writing experiences share some basic characteristics in c...

  6. Morphology Independent Learning in Modular Robots

    Christensen, David Johan; Bordignon, Mirko; Schultz, Ulrik Pagh;

    2009-01-01

    Hand-coding locomotion controllers for modular robots is difficult due to their polymorphic nature. Instead, we propose to use a simple and distributed reinforcement learning strategy. ATRON modules with identical controllers can be assembled in any configuration. To optimize the robot’s locomotion...

  7. Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology

    Montrul, Silvina; Perpinan, Silvia

    2011-01-01

    The acquisition of the aspectual difference between the preterit and imperfect in the past tense and the acquisition of the contrast between subjunctive and indicative mood are classic problem areas in second language (L2) acquisition of Spanish by English-speaking learners (Collentine, 1995, 1998, 2003; Salaberry, 1999; Slabakova & Montrul, 2002;…

  8. Becoming an L2 Learner (Again): How a Brief Language Learning Experience Sparked Connections with SLA Theory

    Forman, Ross

    2015-01-01

    A brief "language learning experience" (LLE) in Thai was integrated into a second language development course as part of postgraduate TESOL study at an Australian university. Sixty primary and secondary teachers from a range of schools evaluated the impact of the LLE by means of a questionnaire; the teachers proved highly affirming of…

  9. Effects of Interactive versus Simultaneous Display of Multimedia Glosses on L2 Reading Comprehension and Incidental Vocabulary Learning

    Türk, Emine; Erçetin, Gülcan

    2014-01-01

    This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the…

  10. Task-based incidental vocabulary learning in L2 Arabic: The role of proficiency and task performance

    Ayman A. Mohamed

    2016-03-01

    Full Text Available This study tests the claim that word learning in a second language are contingent upon a task’s involvement load (i.e. the amount of need, search, and evaluation it imposes, as proposed by Laufer and Hulstijn (2001. Fifty-three English-speaking learners of Arabic were assigned to one of three vocabulary learning tasks that varied in the degree of involvement: reading comprehension with glosses (low, fill-in-the-gap task (medium, and sentence writing (high. Ten words, selected based on a pretest, were targeted in the tasks. Results showed a main effect of task, with the sentence writing task yielding the highest rates of vocabulary learning, followed by the gap-fill task, and finally the reading comprehension task. A significant correlation was found between accuracy of performance across participants and their subsequent vocabulary acquisition in the immediate posttest. Within groups, only the performance of the writing group correlated significantly with their posttest scores. Results of the present study validate the hypothesis and point to multiple factors at play in incidental vocabulary acquisition. The study provides further arguments to refine the hypothesis and implement pedagogical practices that accommodate incidental learning in foreign language settings.

  11. Enhancement of Automatization through Vocabulary Learning Using CALL: Can Prompt Language Processing Lead to Better Comprehension in L2 Reading?

    Sato, Takeshi; Matsunuma, Mitsuyasu; Suzuki, Akio

    2013-01-01

    Our study aims to optimize a multimedia application for vocabulary learning for English as a Foreign Language (EFL). Our study is based on the concept that difficulty in reading a text in a second language is due to the need for more working memory for word decoding skills, although the working memory must also be used for text comprehension…

  12. The First Years in an L2-Speaking Environment: A Comparison of Japanese Children and Adults Learning American English

    Aoyama, Katsura; Guion, Susan G.; Flege, James Emil; Yamada, Tsuneo; Akahane-Yamada, Reiko

    2008-01-01

    This study examined Japanese speakers' learning of American English during their first years of immersion in the United States (U.S.). Native Japanese-speaking (NJ) children (n=16) and adults (n=16) were tested on two occasions, averaging 0.5 (T1) and 1.6 years (T2) after arrival in the U.S. Age-matched groups of native English-speaking children…

  13. Effects of acoustic and semantic contexts when learning to identify L2 phonemes in words and sentences

    Ikuma, Yuko; Akahane-Yamada, Reiko

    2001-05-01

    Laboratory training experiment was conducted in order to examine the effect of acoustic and semantic contexts when learning second language phoneme perception. Fifty minimal pairs of English words contrasting in /r/ and /l/ were produced by native speakers of American English in three conditions; in isolation (WD), within semantically neutral carrier sentences (NS), and within semantically contextual carrier sentences (CS). Participants were native speakers of Japanese, and were divided into three groups; each was trained to identify /r/ and /l/ in one of above three conditions. In pretest, identification accuracy varied by condition in the order, NSlanguage education will be discussed. [Work supported by TAO, Japan.

  14. L2 listening at work

    Øhrstrøm, Charlotte

    This dissertation on adult second language (L2) learning investigates individual learners’ experiences with listening in Danish as an L2 in everyday situations at work. More specifically, the study explores when international employees, who work at international companies in Denmark with English...... as a corporate language, listen in Danish at work, how they handle these situations, what problems they experience, and why some situations are more difficult to listen in than others. The study makes use of qualitative research methods and theoretical aspects from psycholinguistic approaches as well as socially...

  15. Galaxy Zoo: Reproducing Galaxy Morphologies Via Machine Learning

    Banerji, Manda; Lintott, Chris J; Abdalla, Filipe B; Schawinski, Kevin; Andreescu, Dan; Bamford, Steven; Murray, Phil; Raddick, M Jordan; Slosar, Anze; Szalay, Alex; Thomas, Daniel; Vandenberg, Jan

    2009-01-01

    We present morphological classifications obtained using machine learning for objects in SDSS DR7 that have been classified by Galaxy Zoo into three classes namely spirals, ellipticals and stars/unique objects. An artificial neural network is trained on a subset of objects classified by the human eye and we test whether the machine learning algorithm can reproduce the human classifications for the rest of the sample. We find that the success of the neural network in matching the human classifications depends crucially on the set of input parameters chosen for the machine-learning algorithm. The colours, concentrations and parameters associated with profile-fitting are reasonable in seperating the stars and galaxies into three classes. However, these results are considerably improved when adding adaptive shape parameters as well as texture. The adaptive moments and texture parameters alone cannot distinguish between stars and elliptical galaxies. Using a set of thirteen distance-independant parameters, the neur...

  16. Perceptual learning of phonetic information that indicates morphological structure.

    Barden, Katharine; Hawkins, Sarah

    2013-01-01

    Familiarity with a talker or accent can facilitate speech perception, but little is known about the acoustic-phonetic knowledge that is acquired during exposure to an unfamiliar talker, particularly with respect to how a talker realises grammatical and prosodic distinctions. The present experiment used relatively natural stimuli and tasks to investigate listeners' adaptation to a phonetic variant that is systematically associated with a morphological context, specifically the English /ri:/ prefix. Results showed that listeners who had previously been exposed to the atypical variant in /ri:/ prefixes in stories scored higher than control listeners in an intelligibility-in-noise task that included instances of the atypical variant. Perceptual learning was partly specific to the /ri:/ prefix, though there was weak generalisation of learning to word-initial /ri:/ syllables that were not prefixes. These results emphasise the value of developing context-sensitive, probabilistic models of speech perception which include multiple, parallel levels of representation.

  17. Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China

    Wu, Linglin

    2009-01-01

    This study aims to investigate whether incidental methods are used in learning English vocabulary by non-English students at college in China, and in teaching English vocabulary by their oral English teachers. It also finds out what kinds of incidental strategies are used. Then based on the results of the investigation, this study puts forward some pedagogical implications for teachers.

  18. A Mobile Augmented Reality System for the Learning of Dental Morphology

    Juan, M.-Carmen; Alexandrescu, Lucian; Folguera, Fernando; García-García, Inmaculada

    2016-01-01

    Three-dimensional models are important when the learning content is difficult to acquire from 2D images or other traditional methods. This is the case for learning dental morphology. In this paper, we present a mobile augmented reality (AR) system for learning dental morphology. A study with students was carried out to determine whether learning…

  19. The impact of verb form, sentence position, home language and proficiency on subject-verb agreement in child L2 Dutch

    Blom, E.; Baayen, H.R.

    2013-01-01

    It has been argued that children learning a second language (L2) omit agreement inflection because of communication demands. The conclusion of these studies is that L2 children know the morphological and syntactic properties of agreement inflection, but sometimes insert an inflectional default form

  20. Development of Relative Clause Constructions in English L2

    Yumiko Yamaguchi

    2016-01-01

    Full Text Available This study explores how relative clause (RC constructions develop in the acquisition of English as a second language (L2. The acquisition of RC constructions has been the focus of much research in the field of language acquisition, but a majority of L2 studies in this area is experimental based on the Noun Phrase Accessibility Hierarchy (NPAH (Keenan & Comrie, 1977. In this study, the spontaneous speech production by a Japanese primary school child, learning English in a naturalistic environment, was audio-recorded regularly over two years, and the development of RC constructions was compared with the acquisition of other English morphological and syntactic structures as represented within Processability Theory (PT (Pienemann, 1998; Pienemann, Di Biase, & Kawaguchi, 2005; Pienemann & Keßler, 2011. Although PT predicts that subordinate clauses are acquired at the highest stage in processability hierarchy, the results in this longitudinal study show that some types of RC constructions emerge at earlier stages in L2 English acquisition. The results also show that RC constructions in the Japanese child’s English L2 develop in the similar way to those reported in L1 studies (e.g., Diessel, 2004.Keywords: relative clause constructions, English L2, Processability Theory, the Noun Phrase Accessibility Hierarchy, Japanese child

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

    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

  2. 二语学习策略研究对大学英语教学的启示%Implication to College English Teaching from L2 Learning Strategy Research

    舒诚英

    2011-01-01

    This paper expounds the background of 1.2 learning strategy research, the definition and classification of L2 learning strategy, and gives their implications to English learning and teaching.%本文阐述了二语学习策略研究的背景,以及二语学习策略的定义和分类,并指出这些策略对英语学习与教学的诸多启示作用。

  3. English L3 Learning in a Multilingual Context: The Role of Parental Education and L2 Exposure within the Living Community

    De Angelis, Gessica

    2015-01-01

    The present study examines two factors in relation to English L3 proficiency development and school performance in a third language: (a) parental education and (b) second language exposure within the living community. Participants (n?=?50) are Italian L1 students with German L2 and English L3. All students (eighth grade, 14 years of age) were…

  4. Perceptual assimilation and L2 learning: evidence from the perception of Southern British English vowels by native speakers of Greek and Japanese.

    Lengeris, Angelos

    2009-01-01

    This study examined the extent to which previous experience with duration in first language (L1) vowel distinctions affects the use of duration when perceiving vowels in a second language (L2). Native speakers of Greek (where duration is not used to differentiate vowels) and Japanese (where vowels are distinguished by duration) first identified and rated the eleven English monophthongs, embedded in /bVb/ and /bVp/ contexts, in terms of their L1 categories and then carried out discrimination tests on those English vowels. The results demonstrated that both L2 groups were sensitive to durational cues when perceiving the English vowels. However, listeners were found to temporally assimilate L2 vowels to L1 category/categories. Temporal information was available in discrimination only when the listeners' L1 duration category/categories did not interfere with the target duration categories and hence the use of duration in such cases cannot be attributed to its perceptual salience as has been proposed.

  5. Combining Hand-crafted Rules and Unsupervised Learning in Constraint-based Morphological Disambiguation

    Oflazer, K; Oflazer, Kemal; Tur, Gokhan

    1996-01-01

    This paper presents a constraint-based morphological disambiguation approach that is applicable languages with complex morphology--specifically agglutinative languages with productive inflectional and derivational morphological phenomena. In certain respects, our approach has been motivated by Brill's recent work, but with the observation that his transformational approach is not directly applicable to languages like Turkish. Our system combines corpus independent hand-crafted constraint rules, constraint rules that are learned via unsupervised learning from a training corpus, and additional statistical information from the corpus to be morphologically disambiguated. The hand-crafted rules are linguistically motivated and tuned to improve precision without sacrificing recall. The unsupervised learning process produces two sets of rules: (i) choose rules which choose morphological parses of a lexical item satisfying constraint effectively discarding other parses, and (ii) delete rules, which delete parses sati...

  6. The L2 Acquisition of English Passive%The L2Acquisition of English Passive

    张丽

    2015-01-01

    Passive voice is an important grammatical category in language learning while it varies in different languages.In order to diminish the negative impact on L1 transfer and maintain the originality of passive voice in L2 learning,this essay centers on the grammatical differences of passive voice both in English and Chinese and propose practical teaching strategies.

  7. Morphological Awareness and Bilingual Word Learning: A Longitudinal Structural Equation Modeling Study

    Zhang, Dongbo; Koda, Keiko; Leong, Che Kan

    2016-01-01

    This longitudinal study examined the contribution of morphological awareness to bilingual word learning of Malay-English bilingual children in Singapore where English is the medium of instruction. Participants took morphological awareness and lexical inference tasks in both English and Malay twice with an interval of about half a year, the first…

  8. Fault-tolerant gait learning and morphology optimization of a polymorphic walking robot

    Christensen, David Johan; Larsen, Jørgen Christian; Stoy, Kasper

    2013-01-01

    This paper presents experiments with a morphology-independent, life-long strategy for online learning of locomotion gaits. The experimental platform is a quadruped robot assembled from the LocoKit modular robotic construction kit. The learning strategy applies a stochastic optimization algorithm...

  9. L2 learner age from a contextualised perspective

    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.

  10. An Introduction of Zoltán D?rnyei's L2 Motivational Theories%An Introduction of Zoltán Dörnyei's L2 Motivational Theories

    王晓磊; 周密

    2016-01-01

    Professor Zoltán D?rnyei is an influential researcher of L2 learning motivation. Since 1990s, he put forward several important L2 learning motivational theories and made special contribution to this field. This paper introduces his four L2 learn-ing motivational theories:1)Three-level framework of L2 motivation;2) Process model of L2 motivation;3)The L2 Motivation-al Self System;4) Directed Motivational Currents (DMC).

  11. Relations of Learning Style of College Students and L2Acquisition%大学生学习风格与二语习得的关系及启示

    林琼轶

    2014-01-01

    通过对476名大学生进行了有关学习风格的问卷调查,对学习风格量表进行了验证,表明其具有良好的信度和效度。利用该量表对大学生的主要学习类型进行了描述和人口统计学变量上的差异检验和回归分析,并考察了大学生不同学习风格与英语学习成绩之间的皮尔逊相关关系。统计分析结果表明听觉型、外向型、纵观全局型、归纳型和场依赖型的学习风格与其英语学习成绩呈显著正相关,说明具有这些学习风格的大学生其二语成绩更好。%This paper has done a questionnaire on 476 college students about their learning style and has verified the Learning Style Inventory. The study shows that the inventory has good reliability and validity. The inventory describes the major types of learning styles among the college students as well as the difference tests and regression analysis of demographic variables. It has also surveyed Pearson correlation between different learning styles and English learning scores. The statistical analysis shows that the learning styles of auditory type, extravert type, overall type, induction type and field dependence are in significant positive correlation with English learning scores, which show the college students of these learning styles are better in L2 learning.

  12. Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 Students with Specific Learning Difficulties

    Papadima-Sophocleous, Salomi; Charalambous, Marina

    2014-01-01

    In recent years the use of new technologies has been extensively explored in different aspects of language learning pedagogy. The objective of this research was to investigate the impact Repeated Reading activity, supported by iPod Touch could have on the English Oral Reading Fluency (ORF) of second language university students with Special…

  13. Learning morphological phenomena of modern Greek an exploratory approach

    Y. Kotsanis

    1996-12-01

    Full Text Available Educational technology is influenced by and closely related to the fields of generative epistemology, Artificial Intelligence, and the learning sciences. Relevant research literature refers to the term constructionism (Papert, 1993 and exploratory learning (diSessa et al, 1995. Constructionism and exploratory learning are a synthesis of the constructivist theory of Piaget and the opportunities offered by technology to education on thinking concretely, on learning while constructing intelligible entities, and on interacting with multimedia objects, rather than the direct acquisition of knowledge and facts. These views are based on the approach that learners can take substantial control of their own learning in an appropriately designed physical and cultural environment (Harel, 1991. In parallel, most of the studies of the Vygotskian framework focus on the role of language in the learning procedure, considering conceptual thought to be impossible outside an articulated verbal thinking. Moreover, the specific use of words is considered to be the most relevant cause for childhood and adolescent differentiation (Vygotsky, 1962.

  14. Suggestions of keeping L2 motivation

    徐斌

    2014-01-01

    How will we keep the motivation during the second language as long as we can, which confuses us, though what the L2 motivation is and how it is developed have been discussed by the psychologists, educators, etc. The aim of this passage is to clarify the basic content of motivation, including the definition, classification, importance, etc. how the current situation is in se-nior high students’English learning motivation, what should be done to keep such motivation. In the following part, it will be read that the introduction, the chapter stating the content and classification of (L 2) motivation, the chapter analyzing the necessity and state of L2 motivation at senor high, the chapter offering approach to keep that motivation, and the conclusion. All of them use the comparison, explanation and cites.

  15. Teaching and Learning Morphology: A Reflection on Generative Vocabulary Instruction

    Templeton, Shane

    2012-01-01

    Students' knowledge of morphology can play a critical role in vocabulary development, and by extension, reading comprehension and writing. This reflection describes the nature of this knowledge and how it may be developed through the examination of generative vocabulary knowledge and the role of the spelling system in developing this knowledge. In…

  16. Morphological learning in a novel language: A cross-language comparison.

    Havas, Viktória; Waris, Otto; Vaquero, Lucía; Rodríguez-Fornells, Antoni; Laine, Matti

    2015-01-01

    Being able to extract and interpret the internal structure of complex word forms such as the English word dance+r+s is crucial for successful language learning. We examined whether the ability to extract morphological information during word learning is affected by the morphological features of one's native tongue. Spanish and Finnish adult participants performed a word-picture associative learning task in an artificial language where the target words included a suffix marking the gender of the corresponding animate object. The short exposure phase was followed by a word recognition task and a generalization task for the suffix. The participants' native tongues vary greatly in terms of morphological structure, leading to two opposing hypotheses. On the one hand, Spanish speakers may be more effective in identifying gender in a novel language because this feature is present in Spanish but not in Finnish. On the other hand, Finnish speakers may have an advantage as the abundance of bound morphemes in their language calls for continuous morphological decomposition. The results support the latter alternative, suggesting that lifelong experience on morphological decomposition provides an advantage in novel morphological learning.

  17. Lexical representation of novel L2 contrasts

    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.

  18. Storage and recall capabilities of fuzzy morphological associative memories with adjunction-based learning.

    Valle, Marcos Eduardo; Sussner, Peter

    2011-01-01

    We recently employed concepts of mathematical morphology to introduce fuzzy morphological associative memories (FMAMs), a broad class of fuzzy associative memories (FAMs). We observed that many well-known FAM models can be classified as belonging to the class of FMAMs. Moreover, we developed a general learning strategy for FMAMs using the concept of adjunction of mathematical morphology. In this paper, we describe the properties of FMAMs with adjunction-based learning. In particular, we characterize the recall phase of these models. Furthermore, we prove several theorems concerning the storage capacity, noise tolerance, fixed points, and convergence of auto-associative FMAMs. These theorems are corroborated by experimental results concerning the reconstruction of noisy images. Finally, we successfully employ FMAMs with adjunction-based learning in order to implement fuzzy rule-based systems in an application to a time-series prediction problem in industry.

  19. How L2 words are stored: the episodic L2 hypothesis.

    Witzel, Naoko Ouchi; Forster, Kenneth I

    2012-11-01

    This article reports findings from 3 experiments examining whether 2nd language (L2) words are represented in episodic memory, as originally proposed by Jiang and Forster (2001). Experiment 1 was a direct replication of Jiang and Forster, testing highly proficient Chinese-English bilinguals. Masked translation priming was obtained in an episodic recognition task from L2 to the 1st language (L1) for studied "old" L1 targets but not for unstudied "new" targets. This experiment also confirmed the translation asymmetry generally found in lexical decision tasks, namely, priming in the L1-L2 direction but not in the L2-L1 direction. Experiment 2 showed that recently learned words in an unfamiliar language (therefore, words that are obviously represented episodically) could also prime their L1 translations in an episodic recognition task but not in a lexical decision task. Finally, in Experiment 3, masked repetition priming was used with an episodic recognition memory task. For native speakers of English, repetition (L1-L1) priming is obtained only for old words, because there is no episodic representation for new words. However, Chinese-English bilinguals tested with the same items showed repetition (L2-L2) priming for both old and new words, indicating that the new L2 words were represented episodically as well. Overall, the results from these 3 experiments support the hypothesis that L2 words are represented in episodic memory. Finally, the mechanisms behind why L2-L1 translation priming can be obtained in episodic recognition and not in lexical decision are discussed.

  20. On the Relationship between Iranian L2 Teachers' Pedagogical Beliefs and L2 Learners' Attitudes

    Sharajabian, Maryam; Hashemian, Mahmood

    2015-01-01

    The present study employed a descriptive survey design to investigate L2 learners' attitudes towards language learning, and the possible effects of teachers' beliefs on learners' attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language…

  1. The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers.

    Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

    2010-01-01

    This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability even though the children with LD performed the morphology task as well as their typically developing peers did. These findings are discussed in terms of theories of reading acquisition across languages as well as recommendations for literacy teaching and LD intervention in Arabic.

  2. Discussion: How different can perspectives on L2 development be?

    Hulstijn, J.H.

    2015-01-01

    In this article I discuss the contributions to this special issue of Language Learning on orders and sequences in second language (L2) development. Using a list of questions, I attempt to characterize what I see as the strengths, limitations, and unresolved issues in the approaches to L2 development

  3. 英汉跨语言学习中L1与L2双向性语言迁移模式研究%Research into the two-way language transfer pattern of L1 and L2 in Englih and Chinese cross-language learning

    刘军

    2015-01-01

    在跨语言学习与研究中,语言迁移现象时常发生,学习者在语言学习过程中常受到第一语言(L1)与第二语言(L2)之间的迁移影响,即L1→L2L2→L1的语言正迁移与负迁移影响.以“概念整合理论”与“跨语言影响理论”为理论指导,对英汉跨语言学习中的L1与L2双向性语言迁移模式进行了深入研究.

  4. The Effect of Technology-Supported Co-Sharing on L2 Vocabulary Strategy Development

    Lan, Yu-Ju

    2013-01-01

    Strategies play an important role in learning a second or foreign language (L2). The aim of the current study was to develop and evaluate a co-sharing-based strategy learning system for L2 vocabulary learning known as "Mywordtools." Mywordtools is designed specifically for lexical learning, enabling learners to use the currently…

  5. Negative evidence in L2 acquisition

    Anne Dahl

    2005-02-01

    Full Text Available This article deals with the L2 acquisition of differences between Norwegian and English passives, and presents data to show that the acquisition of these differences by Norwegian L2 acquirers of English cannot be fully explained by positive evidence, cues, conservativism or economy. Rather, it is argued, it is natural to consider whether indirect negative evidence may facilitate acquisition by inferencing. The structures in focus are impersonal passive constructions with postverbal NPs and passive constructions with intransitive verbs. These sentences are ungrammatical in English. Chomsky (1981 proposes that this is a result of passive morphology absorbing objective case in English. There is no such case to be assigned to the postverbal NP in impersonal passives. In passive constructions with intransitive verbs, the verb does not assign objective case, so that there is no case for the passive morphology to absorb. Thus, impersonal passives have to be changed into personal passives, where the NP receives nominative case, and the objective case is free to go to the passive morphology. Intransitive verbs, however, cannot be used in the passive voice at all. Both the structures discussed in this article, i.e. are grammatical in Norwegian. However, the options available in English, viz. personal passives and active sentences, are equally possible. Åfarli (1992 therefore proposes that Norwegian has optional case absorption (passive morphology optionally absorbs case. On the basis on such observations, we may propose a parameter with the settings [+case absorption] for English, and [-case absorption], signifying optional case absorption, for Norwegian. This means that none of the structures that are grammatical in English can function as positive evidence for the [+case absorption] setting, since they are also grammatical in optional case absorption languages. The question is how this parameter is set.

  6. L2 and L3 integrated learning

    Hazel, Spencer; Wagner, Johannes

    2015-01-01

    This study offers an empirical account of the use of English in Danish-as-a-foreign-language classroom settings. We will refer to English as the lingua franca - which in itself is a second language for the majority of the participants in the data - and to Danish as the target language. We consider...

  7. L2 and L3 integrated learning

    Hazel, Spencer; Wagner, Johannes

    2015-01-01

    This study offers an empirical account of the use of English in Danish-as-a-foreign-language classroom settings. We will refer to English as the lingua franca - which in itself is a second language for the majority of the participants in the data - and to Danish as the target language. We consider...... implications of lingua franca interaction in target language classroom interactions, and show how in sequences where participants orient to linguistic issues in the target language, for example grammatical forms or lexical items, they often do this with reference to the lingua franca....

  8. Noticing in L2 writing

    Geist, Monika

    2013-01-01

    The study investigated the ways L2 learners of English reflect on their use of English while completing a writing task and the strategies learners apply in order to resolve their language-related problems. Factors which might have some influence on the learners' noticing and problem-solving behaviour were explored using a qualitative, inductive research approach involving the detailed analyses of ten participants. Think-aloud protocols and stimulated recall interviews were used to investigate...

  9. The Learner´s Mother Tongue in the L2 Learning-Teaching Symbiosis La lengua materna del estudiante en la simbiosis entre enseñanza y aprendizaje de una segunda lengua

    Nilton Hitotuzi

    2006-10-01

    Full Text Available This paper has a two-fold purpose. One is to review the stances of language-oriented theorists, who are practicing foreign/second-language teachers and learners from various parts of the world, regarding the long-standing controversy over whether or not the learner´s mother tongue plays a positive role in the foreign/second-language learning-teaching context. A second purpose is to offer, from a non-native-speaker L2-teacher standpoint, some suggestions on when and how learners´ native language can be capitalised on in the process of learning another language. This implies that the learner´s mother tongue can be a valuable tool at the disposal of foreign/second-language teachers in their classrooms worldwide.El presente artículo tiene dos propósitos. Uno es examinar las posturas de expertos en el área del lenguaje, docentes de lengua extranjera o segunda lengua y aprendices de varias partes del mundo en relación con la controversia que ha existido desde hace mucho tiempo respecto a si la lengua materna del estudiante desempeña o no un papel positivo en el contexto de la enseñanza y aprendizaje de una lengua extranjera o de una segunda lengua. Un segundo objetivo es ofrecer desde un punto de vista de un profesor no nativo de segunda lengua, algunas sugerencias sobre cuándo y cómo la lengua materna de los aprendices puede ser una ventaja en el proceso de aprendizaje de otra lengua. Esto implica que la lengua materna del aprendiz puede ser un instrumento valioso a disposición de profesores de lengua extranjera o segunda lengua de todo el mundo, en sus aulas de clase.

  10. Learning Vocabulary Independently and Metaphorically in a L2 Context%基于概念隐喻理论的二语词汇自主学习研究∗

    李燕

    2016-01-01

    Abstracts:Metaphors have been widely studied as a way of cognition,especially in the realm of language teaching.Based on the theory of conceptual metaphor,this study investigates how the pro-jection of metaphors from its core to surrounding meanings may be harnessed effectively in so as to enhance L2 learners’competence in independent vocabulary learning.Besides,the traditional approach of guessing from word parts and context is also discussed.%隐喻作为一种思维方式被广泛接受,这种思维方式正逐渐被应用在语言教学领域。本文从概念隐喻理论出发,探索在二语中如何充分利用隐喻,将词义从“具体”到“抽象”、从“中心义”向“相关义”投射来自主习得词汇,倡导在概念隐喻理论的框架下结合显性和隐性的教学实践手段,通过培养隐喻能力和文化意识全面帮助学习者提高自主学习二语词汇的能力。

  11. Combining human and machine learning for morphological analysis of galaxy images

    Kuminski, Evan; Wallin, John; Shamir, Lior

    2014-01-01

    The increasing importance of digital sky surveys collecting many millions of galaxy images has reinforced the need for robust methods that can perform morphological analysis of large galaxy image databases. Citizen science initiatives such as Galaxy Zoo showed that large datasets of galaxy images can be analyzed effectively by non-scientist volunteers, but since databases generated by robotic telescopes grow much faster than the processing power of any group of citizen scientists, it is clear that computer analysis is required. Here we propose to use citizen science data for training machine learning systems, and show experimental results demonstrating that machine learning systems can be trained with citizen science data. Our findings show that the performance of machine learning depends on the quality of the data, which can be improved by using samples that have a high degree of agreement between the citizen scientists. The source code of the method is publicly available.

  12. Integrating Portfolios into the L2 Arabic Classroom

    Husseinali, Ghassan

    2012-01-01

    This is an action research study that reports on using student portfolios in a second language (L2) Arabic class. The goal of this study was to examine the validity of using portfolios as an L2assessment procedure and to ascertain the effectiveness of portfolios as an L2 learning tool. In this class, portfolios replaced weekly quizzes, which counted for 30% of the final grade. Portfolios were also used to supplement the course textbook, namely Al-Kitaab (Brustad, Al-Batal, & Al-Tonsi, 1995).D...

  13. From Number Agreement to the Subjunctive: Evidence for Processability Theory in L2 Spanish

    Bonilla, Carrie L.

    2015-01-01

    This article contributes to typological plausibility of Processability Theory (PT) (Pienemann, 1998, 2005) by providing empirical data that show that the stages predicted by PT are followed in the second language (L2) acquisition of Spanish syntax and morphology. In the present article, the PT stages for L2 Spanish morphology and syntax are first…

  14. Distinct morphological processing of recently learned compound words: An ERP study.

    Kaczer, Laura; Timmer, Kalinka; Bavassi, Luz; Schiller, Niels O

    2015-12-10

    Our vocabulary is, at least in principle, infinite. We can create new words combining existing ones in meaningful ways to form new linguistic expressions. The present study investigated the morphological processing of novel compound words in overt speech production. Native speakers of Dutch learned a series of new compounds (e.g. appelgezicht, 'apple-face') that were later used as primes in a morphological priming task. In this protocol, primes were compound words morphologically related to a target's picture name (e.g. appelgezicht was used for a picture of an apple, Dutch appel). The novel primes were compared with corresponding familiar compounds sharing a free morpheme (e.g. appelmoes, 'applesauce') and with unrelated compounds. Participants were required to read aloud words and to name pictures in a long-lag design. Behavioral and event-related potentials (ERPs) data were collected in two sessions, separated by 48h. Clear facilitation of picture naming latencies was obtained when pictures were paired with morphological related words. Notably, our results show that novel compounds have a stronger priming effect than familiar compounds in both sessions, which is expressed in a marked reduction in target naming latencies and a decrease in the N400 amplitude. These results suggest that participants focused more on the separate constituents when reading novel primes than in the case of existing compounds.

  15. Introducing and evaluating MorphoDent, a Web-based learning program in dental morphology.

    Mitov, Gergo; Dillschneider, Timo; Abed, Mohammad Rabbo; Hohenberg, Gregor; Pospiech, Peter

    2010-10-01

    MorphoDent, a computer-assisted learning program designed to teach the anatomy of the adult dentition, was introduced into the curriculum of dentistry at the University of Saarland in Homburg, Germany. Thirty-six second-year students of the School of Dentistry were introduced to morphoDent alongside the traditional lectures of dental anatomy. Questionnaires that evaluated the students' perceptions of virtual learning as well as aspects of the functionality of the program educational objectives were developed and distributed to the students. Online tests were performed and compared with a traditional examination. All questionnaires were returned. A wide variety of aspects dealing the pedagogic implications of e-learning were evaluated by the students, with the overall result being that students are aware of the needed hardware and technical skills and expect the quality of their studies to improve by implementation of e-learning. All sophomores except one felt that morphoDent had helped them in learning dental morphology and reported enjoying the virtual anatomical examination. One-third reported technical difficulties in operating the program. The average exam score was 2.53 (SD: 0.66) for the traditional and 2.23 (SD: 0.59) for the online dental anatomy test. Students expressed their positive attitude towards e-learning in general and indicated that the use of photorealistic 3D models of human teeth supported the process of individual learning of dental anatomy. The online test could be rated as a good option for students' self-performance rating.

  16. Teaching L2 Spanish Stress

    Saalfeld, Anita K.

    2012-01-01

    The present study investigated the effects of training on the perception of Spanish stress, an important feature in the Spanish verbal morphology system. Participants were two intact classes of native English speakers enrolled in a six-week session of second-semester Spanish, as well as native English and native Spanish control groups. During the…

  17. CALL--Enhanced L2 Listening Skills--Aiming for Automatization in a Multimedia Environment

    Mayor, Maria Jesus Blasco

    2009-01-01

    Computer Assisted Language Learning (CALL) and L2 listening comprehension skill training are bound together for good. A neglected macroskill for decades, developing listening comprehension skill is now considered crucial for L2 acquisition. Thus this paper makes an attempt to offer latest information on processing theories and L2 listening…

  18. Repetition and Focus on Form in Processing L2 Spanish Words: Implications for Pronunciation Instruction

    Trofimovich, Pavel; Gatbonton, Elizabeth

    2006-01-01

    Situated in the context of learning second language (L2) pronunciation, this article discusses from information-processing and pedagogical perspectives the role of repetitive practice with L2 input and of explicit focus on its form-related (phonological) properties. First, we report the results of an auditory word-priming experiment with 60 L2

  19. ERP correlates of intramodal and crossmodal L2 acquisition

    Salden Uta

    2011-05-01

    Full Text Available Abstract Background The present study compared the neural correlates of an intramodally and a crossmodally acquired second language (L2. Deaf people who had learned their L1, German Sign Language (DGS, and their L2, German, through the visual modality were compared with hearing L2 learners of German and German native speakers. Correct and incorrect German sentences were presented word by word on a computer screen while the electroencephalogram was recorded. At the end of each sentence, the participants judged whether or not the sentence was correct. Two types of violations were realized: Either a semantically implausible noun or a violation of subject-verb number agreement was embedded at a sentence medial position. Results Semantic errors elicited an N400, followed by a late positivity in all groups. In native speakers of German, verb-agreement violations were followed by a left lateralized negativity, which has been associated with an automatic parsing process. We observed a syntax related negativity in both high performing hearing and deaf L2 learners as well. Finally, this negativity was followed by a posteriorly distributed positivity in all three groups. Conclusions Although deaf learners have learned German as an L2 mainly via the visual modality they seem to engage comparable processing mechanisms as hearing L2 learners. Thus, the data underscore the modality transcendence of language.

  20. Inputs for L2 Acquisition.

    Saleemi, Anjum P.

    1989-01-01

    Major approaches of describing or examining linguistic data from a potential target language (input) are analyzed for adequacy in addressing the concerns of second language learning theory. Suggestions are made for making the best of these varied concepts of input and for reformulation of a unified concept. (MSE)

  1. A morphological perceptron with gradient-based learning for Brazilian stock market forecasting.

    Araújo, Ricardo de A

    2012-04-01

    Several linear and non-linear techniques have been proposed to solve the stock market forecasting problem. However, a limitation arises from all these techniques and is known as the random walk dilemma (RWD). In this scenario, forecasts generated by arbitrary models have a characteristic one step ahead delay with respect to the time series values, so that, there is a time phase distortion in stock market phenomena reconstruction. In this paper, we propose a suitable model inspired by concepts in mathematical morphology (MM) and lattice theory (LT). This model is generically called the increasing morphological perceptron (IMP). Also, we present a gradient steepest descent method to design the proposed IMP based on ideas from the back-propagation (BP) algorithm and using a systematic approach to overcome the problem of non-differentiability of morphological operations. Into the learning process we have included a procedure to overcome the RWD, which is an automatic correction step that is geared toward eliminating time phase distortions that occur in stock market phenomena. Furthermore, an experimental analysis is conducted with the IMP using four complex non-linear problems of time series forecasting from the Brazilian stock market. Additionally, two natural phenomena time series are used to assess forecasting performance of the proposed IMP with other non financial time series. At the end, the obtained results are discussed and compared to results found using models recently proposed in the literature.

  2. Deconstructing Gender Stereotyping through Literature in L2

    Yulita, Leticia

    2010-01-01

    While it is generally accepted that literature fosters (inter)cultural learning, few qualitative studies have sought to understand in what ways interculturality is developed. This article investigates the development of Spanish L2 students' intercultural awareness through the reading of a short story entitled "Norma y Ester" by Argentine writer,…

  3. PEER REVISION OF WRITING IN L2 CLASSROOM

    2001-01-01

    Peer revision,a supplementary strategy to teacher revisionof writing in L2 classroom,makes passive receivers of teacherrevision become active revisers,enabling students to involve inmore motivated language learning.Benefits of peer revision andits implications for teacher and student roles are discussed.Thisarticle also tentatively analyzes ways of preparing students foreffective peer revision.

  4. Learner Negotiation of L2 Form in Transcription Exercises

    Mennim, Paul

    2012-01-01

    Negotiation of language form is thought to engage learning processes by helping learners to notice gaps in their developing L2 and find target-like ways of filling them. Self-transcription, where learners work together to find language errors in recordings of their own oral output, is an awareness raising exercise that encourages such negotiation.…

  5. Collaborative Revision in L2 Writing: Learners' Reflections

    Memari Hanjani, Alireza

    2016-01-01

    L2 learning literature has reflected on the problems surrounding the application of teacher written feedback and peer feedback in EFL contexts. To address the disadvantages of these feedback forms, this exploratory case study examined EFL learners' reactions to a collaborative revision activity. Interview data were collected from eight native…

  6. L2-proficiency-dependent laterality shift in structural connectivity of brain language pathways

    Xiang, H.; Leeuwen, T.M. van; Dediu, D.; Roberts, L.; Norris, D.G.; Hagoort, P.

    2015-01-01

    Diffusion tensor imaging (DTI) and a longitudinal language learning approach were applied to investigate the relationship between the achieved second language (L2) proficiency during L2 learning and the reorganization of structural connectivity between core language areas. Language proficiency tests

  7. Beyond barriers : Complexity, accuracy, and fluency in long-term L2 speakers' speech

    Lahmann, Cornelia Milli Marie Antonia

    2015-01-01

    It remains to be a puzzling question why some people are more successful in learning a second language (L2) than others and under which conditions. In my dissertation I studied the effects of several factors, including the starting age of learning a L2, the amount of continued exposure to the first

  8. L2 Reading Perceptions of Learners of Japanese: The Influence of the Reading Instruction

    Tabata-Sandom, Mitsue

    2015-01-01

    The nature of learning to read in a second and foreign language (L2) can be more challenging when compared to learning other subjects. Therefore, the influence of instruction given in L2 classrooms cannot be underestimated. A balanced instruction needs to be taken in order to develop learners' reading proficiency and their motivation to read. This…

  9. Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

    Sparks, Richard L.; Patton, Jon

    2013-01-01

    The Foreign Language Classroom Anxiety Scale (FLCAS) has been challenged on the grounds that it may also assess language learning skills. In this study, 128 students who had been administered measures of first language (L1) skills in elementary school were followed from 1st to 10th grade. Fifty-three students had completed second language (L2)…

  10. Young L2 learners' performance on a novel morpheme task.

    Kohnert, Kathryn; Danahy, Kerry

    2007-07-01

    The teaching of an invented language rule has been proposed as a possible non-biased, language-independent assessment technique useful in differentiating young L2 learners with specific language impairment from their typically developing peers. The current study explores these notions by testing typically developing sequential bilingual children's ability to learn an invented language rule in either L1 (Spanish) or L2 (English). Participants were 20 children, age 3:6-5:8, who attended a Head Start programme. For all children, Spanish was the primary language spoken in the home and English was the primary language of instruction. Children were randomly assigned two groups. Group L1 was taught the novel language rule in Spanish; Group L2 was taught the novel language rule in English. Performance was better for the L1 group than for the L2 group. Moreover, not all of these typical language learners were able to learn the new rule, even in their strongest language. These findings suggest that even for typically developing children, specific language proficiency as well as individual differences are closely linked to performance on this novel morpheme learning task.

  11. The Analysis of L2 Learners'Fossilization in Interlanguage

    赵冰

    2008-01-01

    The author designed a questionnaire,emailed and interviewed thirty advanced L2 learners who work as L2 lecturers in a university to get a survey on the processing of fossilization in their foreign language learning and teaching from the causes of purpose of learning.teaching tasks and other factors involved.AU of the subjects thought that their coinlnand of the target language was not as good as a native speaker's of target language in many aspects.That is.there existed fossilization among them.However,most of them agreed that their command of the target language was adequate for their professional and communication needs.Results also suggest that fossilization Can be conscious to this group of L2 learners;it is deeply related with the L2 learners'motivations;it can be affected by personal famres such as ages,learning styles and teaching tasks;it is changeable and unpredictable;and jt is diffcult to eradicate.

  12. ASC Trilab L2 Codesign Milestone 2015

    Trott, Christian Robert [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Hammond, Simon David [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Dinge, Dennis [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Lin, Paul T. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Vaughan, Courtenay T. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Cook, Jeanine [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Edwards, Harold C. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Rajan, Mahesh [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Hoekstra, Robert J. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2015-09-01

    For the FY15 ASC L2 Trilab Codesign milestone Sandia National Laboratories performed two main studies. The first study investigated three topics (performance, cross-platform portability and programmer productivity) when using OpenMP directives and the RAJA and Kokkos programming models available from LLNL and SNL respectively. The focus of this first study was the LULESH mini-application developed and maintained by LLNL. In the coming sections of the report the reader will find performance comparisons (and a demonstration of portability) for a variety of mini-application implementations produced during this study with varying levels of optimization. Of note is that the implementations utilized including optimizations across a number of programming models to help ensure claims that Kokkos can provide native-class application performance are valid. The second study performed during FY15 is a performance assessment of the MiniAero mini-application developed by Sandia. This mini-application was developed by the SIERRA Thermal-Fluid team at Sandia for the purposes of learning the Kokkos programming model and so is available in only a single implementation. For this report we studied its performance and scaling on a number of machines with the intent of providing insight into potential performance issues that may be experienced when similar algorithms are deployed on the forthcoming Trinity ASC ATS platform.

  13. Acquisition of motion in L2 Estonian

    Liis Nelis

    2016-05-01

    Full Text Available This study focuses on the acquisition of Motion in Estonian by native English speakers. The aim was to determine how English learners of Estonian are influenced by their first language (L1 when describing Motion events in Estonian as their second language (L2. Prior studies have claimed that people develop certain ways of thinking for speaking when learning their first language which affect the acquisition of other languages (e.g. Slobin 1996, Pool, Pajusalu 2012 i.a.. In order to find out how native English speakers are influenced by their L1 when acquiring Motion in Estonian, an experiment was implemented on 22 participants (11 native English speakers and 11 native Estonian speakers in which they were asked to write a short narrative in Estonian based on a picture book by Mayer (1969. The Motion events found in the narratives were analysed one by one. The findings suggest that L1 thinking patterns influence the intermediate learners more than the advanced or beginner learners, thus partly supporting the findings of Cadierno and Ruiz (2006 who reached a similar conclusion.

  14. Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners.

    Le Corre, Mathieu; Li, Peggy; Huang, Becky H; Jia, Gisela; Carey, Susan

    2016-08-01

    Previous studies showed that children learning a language with an obligatory singular/plural distinction (Russian and English) learn the meaning of the number word for one earlier than children learning Japanese, a language without obligatory number morphology (Barner, Libenson, Cheung, & Takasaki, 2009; Sarnecka, Kamenskaya, Yamana, Ogura, & Yudovina, 2007). This can be explained by differences in number morphology, but it can also be explained by many other differences between the languages and the environments of the children who were compared. The present study tests the hypothesis that the morphological singular/plural distinction supports the early acquisition of the meaning of the number word for one by comparing young English learners to age and SES matched young Mandarin Chinese learners. Mandarin does not have obligatory number morphology but is more similar to English than Japanese in many crucial respects. Corpus analyses show that, compared to English learners, Mandarin learners hear number words more frequently, are more likely to hear number words followed by a noun, and are more likely to hear number words in contexts where they denote a cardinal value. Two tasks show that, despite these advantages, Mandarin learners learn the meaning of the number word for one three to six months later than do English learners. These results provide the strongest evidence to date that prior knowledge of the numerical meaning of the distinction between singular and plural supports the acquisition of the meaning of the number word for one.

  15. The Acquisition of L2 Phonology

    Wojtaszek, Adam; Arabski, Janusz

    2011-01-01

    The Acquisition of L2 Phonology is a wide-ranging new collection which focuses on various aspects of the acquisition of an L2 phonological system. The authors are researchers and practitioners from five different countries. The volume has been divided into three major sections. Phonetic Analysis presents five studies of language learners in both…

  16. CLASSIFICATION OF L2 WRITING PROCESS AND WRITING STRATEGIES

    Abas, Imelda Hermilinda; Aziz, Noor Hashima Abd

    2017-01-01

    English for second language writing has developed greatly, from product oriented approach to process oriented approach. This implies that the focus of L2 writing has shifted from the final product of writing to the process of writing. Because of its own rules and conventions, writing skill is considered difficult to learn in a short period of time. Although it is a difficult skill, writing is essential for second language learners’ academic success. Second language researchers are still tryin...

  17. The Application of Bottom-up and Top-down Processing in L2 Listening Comprehension

    温颖茜

    2008-01-01

    Listening comprehension is one of the four basic skills for language learning and is also one of the most difficult tasks L2 learners ever experienced.L2 listening comprehemion is a cognitvive process,in which listeners use both bottom-up andtop-downprocessing to comprehend the auraltext.Thepaper focmes on the applicationof the two approaches in L2 lis-tening comprehemiom

  18. APRENDIZAJE DE VOCABULARIO A TRAVÉS DE NEOLOGISMOS EN LA PRENSA FEMENINA ESPAÑOLA: UNA PROPUESTA DIDÁCTICA PARA INGLÉS COMO L2 / VOCABULARY LEARNING THROUGH NEOLOGISM IN SPANISH WOMEN’S PRESS: A DIDACTIC APPROACH FOR LEARNERS OF L2 ENGLISH

    María Dolores Mondéjar Fuster

    2016-09-01

    Full Text Available Resumen En este estudio presentamos una propuesta didáctica para la enseñanza de vocabulario en inglés como segunda lengua a través de los anglicismos encontrados en la prensa femenina española. Nuestro propósito es plantear una serie de actividades basadas en neologismos para poder captar la atención de nuestro alumnado y tratar el léxico en un contexto auténtico y real. Las actividades persiguen transmitir a los alumnos la universalidad de la lengua inglesa como vehículo de comunicación fomentando su uso y despertando su interés a través del vocabulario. La propuesta consta de cuatro sesiones donde se trabajan distintos aspectos léxicos: los préstamos lingüísticos, el uso del diccionario, la formación de palabras y los campos semánticos. Abstract This paper presents a didactic proposal on vocabulary teaching in an English as a Second Language classroom, which focuses on anglicisms frequently found in Spanish women´s magazines. Our intention is to develop a number of activities based on neological borrowings from English in order to draw our students´ attention, and to apply them to real texts. The purpose of the activities is to make our students reflect on the universality of the English language as a means of communication. We seek to promote its usage, motivate our students and raise their interest in English language learning. Our proposal includes four sessions, each of them focusing on different aspects of lexis: loanwords, using a dictionary, word formation and semantic fields.

  19. A Key Factor Affecting L2 (English) Vocabulary Acquisition:L2 (English) Proficiency

    周祁林

    2014-01-01

    There are some certain factors affecting L2 ( English) vocabulary acquisition such as L2 ( English) proficiency, readers’ purpose and the habit of reading, and the difficulty of target words and context, among which the first plays a key role. The paper, through a review of the relevant experimental researches, reaches a conclusion that L2 ( English) proficiency does influence much upon L2 vocabulary acquisition.

  20. Non-optionality at Zulu L2 first syntax

    Sibusisiwe Dube

    2008-08-01

    Full Text Available The Valueless Features Hypothesis of Eubank (1993/94; 1994; 1996 proposes that certain types of apparently optional syntactic processes that appear in initial and not in mature state grammars are due to a lack of specification of inflectional feature values at the initial state of grammatical knowledge. Thus the apparent optionality in the placement of medial adverbs vis-a-vis thematic or finite main verbs evident in the early stages of second language (L2 acquisition is attributed to non-transfer of the strength values of morphological features instantiated in the learners' first language (LJ. This paper provides experimental evidence from Zulu L2 acquisition of verb raising by English native speakers, which suggests non-optionality in the early developmental stages of L2 syntax. The paper suggests that the initial obligaloriness of a non-verb raising syntactic analysis evident in the early stages of Zulu L2 acquisition is LJ -based; indicating transfer of [- strong] Vfeatures in T instantiated in English. Die 'Valueless Features Hypothesis' van Eubank' (1993/94; 1994; 1996 stel voor dat sekere tipes skynbare opsionele sintaktiese prosesse wat by aanvanklike grammatikas voorkom, maar nie by grammatikas in 'n gevorderde stadium nie, die gevolg is van 'n gebrek aan spesifikasie van infleksionele kenmerkwaardes tydens die aanvanklike stadium van grammatikale kennis. Derhalwe word die skynbare opsionaliteit in die plasing van tussenbywoorde teenoor tematiese of hoofwerkwoorde in 'npersoonsvorm wat by die vroee stadiums van die aankweek van 'n tweede taal (L2 duidelik blyk, toegeskryf aan die nie-oordrag van die kragwaardes van morfologiese kenmerke wat in die leerder se eerste taal (LJ geinstansieer is. Hierdie skripsie lewer eksperimentele bewyse van werkwoordverheffing by die aanleer van Zulu (L2 deur aangebore Engelssprekendes, wat nie-opsionaliteit in die vroee ontwikkelingstadia van L2- sinsleer suggereer. Die skripsie stel voor dat die

  1. The L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners

    Moskovsky, Christo; Assulaimani, Turki; Racheva, Silvia; Harkins, Jean

    2016-01-01

    The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level of Saudi learners of English as a foreign language (EFL). Male and female participants (N = 360) responded to a questionnaire relating to the main components of L2MSS, the…

  2. Isolated and Integrated Form-Focused Instruction: Effects on Different Types of L2 Knowledge

    Spada, Nina; Jessop, Lorena; Tomita, Yasuyo; Suzuki, Wataru; Valeo, Antonella

    2014-01-01

    In this study we compared the effects of two types of form-focused instruction (FFI) on second language (L2) learning and their potential contributions to the development of different types of L2 knowledge. Both types of instruction were pre-emptive in nature, that is planned and teacher generated. In Integrated FFI attention to form was embedded…

  3. College Students' Possible L2 Self Development in an EFL Context during the Transition Year

    Zhan, Ying; Wan, Zhi Hong

    2016-01-01

    In the field of second language learning motivation, the studies on process-oriented nature of possible L2 selves are scarce. In order to address this research gap, this study explored how a group of five Chinese non-English-major undergraduates developed their possible L2 selves during the transition year from high school to university. The…

  4. Translation assistance by translation of L1 fragments in an L2 context

    Gompel, M. van; Bosch, A.P.J. van den

    2014-01-01

    In this paper we present new research in translation assistance. We describe a system capable of translating native language (L1) fragments to foreign language (L2) fragments in an L2 context. Practical applications of this research can be framed in the context of second language learning. The type

  5. L2 and L3 Ultimate Attainment: An Investigation of Two Parameters

    Hermas, Abdelkader

    2014-01-01

    This study considers the upper limit of ultimate attainment in the L2 French and L3 English of trilingual learners. The learners are native speakers of Moroccan Arabic who started learning L2 French at eight and L3 English at 16. They are advanced in both languages. Four constructions representing the verb movement and null subject parameter were…

  6. The production and processing of determiner-noun agreement in child L2 Dutch

    Blom, E.; Vasić, N.

    2011-01-01

    Recent research has shown that children who learn Dutch as their second language (L2) have difficulties with Dutch grammatical gender. This study shows that six to nine year old L2 Dutch children whose first language (L1) is Turkish noticed incorrect gender agreement between determiner and noun only

  7. Dispersion and Frequency: Is There Any Difference as Regards Their Relation to L2 Vocabulary Gains?

    Alcaraz-Mármol, Gema

    2015-01-01

    Despite the current importance given to L2 vocabulary acquisition in the last two decades, considerable deficiencies are found in L2 students' vocabulary size. One of the aspects that may influence vocabulary learning is word frequency. However, scholars warn that frequency may lead to wrong conclusions if the way words are distributed is ignored.…

  8. Long-Term Crosslinguistic Transfer of Skills from L1 to L2

    Sparks, Richard; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

    2009-01-01

    This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high-, average-, and low-proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension…

  9. Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development

    Mackey, Alison; Sachs, Rebecca

    2012-01-01

    A great deal of research into second-language (L2) development focuses on the role of cognitive factors and other individual differences. Studies of children and prime-of-life adult L2 learners suggest that differences exist in the learning processes of these groups. However, to date, little empirical work has been conducted with older adult…

  10. L2-Proficiency-Dependent Laterality Shift in Structural Connectivity of Brain Language Pathways.

    Xiang, Huadong; van Leeuwen, Tessa Marije; Dediu, Dan; Roberts, Leah; Norris, David G; Hagoort, Peter

    2015-08-01

    Diffusion tensor imaging (DTI) and a longitudinal language learning approach were applied to investigate the relationship between the achieved second language (L2) proficiency during L2 learning and the reorganization of structural connectivity between core language areas. Language proficiency tests and DTI scans were obtained from German students before and after they completed an intensive 6-week course of the Dutch language. In the initial learning stage, with increasing L2 proficiency, the hemispheric dominance of the Brodmann area (BA) 6-temporal pathway (mainly along the arcuate fasciculus) shifted from the left to the right hemisphere. With further increased proficiency, however, lateralization dominance was again found in the left BA6-temporal pathway. This result is consistent with reports in the literature that imply a stronger involvement of the right hemisphere in L2 processing especially for less proficient L2 speakers. This is the first time that an L2 proficiency-dependent laterality shift in the structural connectivity of language pathways during L2 acquisition has been observed to shift from left to right and back to left hemisphere dominance with increasing L2 proficiency. The authors additionally find that changes in fractional anisotropy values after the course are related to the time elapsed between the two scans. The results suggest that structural connectivity in (at least part of) the perisylvian language network may be subject to fast dynamic changes following language learning.

  11. The Impact of CLIL on L2 Vocabulary Development and Content Knowledge

    Xanthou, Maria

    2011-01-01

    This paper examines whether students involved in CLIL are able to learn content through the medium of L2 and simultaneously exhibit significant gains in L2 vocabulary knowledge. Two experiments were set up in two public primary schools. Two groups of 6th grade students participated in each experiment. The first group was taught three 80-minute…

  12. 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

    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…

  13. L2 English Intonation: Relations between Form-Meaning Associations, Access to Meaning, and L1 Transfer

    Ortega-Llebaria, Marta; Colantoni, Laura

    2014-01-01

    Although there is consistent evidence that higher levels of processing, such as learning the form-meaning associations specific to the second language (L2), are a source of difficulty in acquiring L2 speech, no study has addressed how these levels interact in shaping L2 perception and production of intonation. We examine the hypothesis of whether…

  14. Review of L2 Vocabulary Acquisition Studies

    周先军

    2014-01-01

    Vocabulary is important in language and language acquisition, but it did not catch as much attention as it deserved for a long time. In this thesis, I’ll go through changes of vocabulary studied in linguistics and language teaching as well as rise of L2 vocabulary acquisition studies. Several aspects of L2 vocabulary acquisition studies will then be reviewed .Issues that need to be further studied will at last be put forward.

  15. Review of L2 Vocabulary Acquisition Studies

    周先军

    2014-01-01

    Vocabulary is important in language and language acquisition, but it did not catch as much attention as it deserved for a long time. In this thesis, I’ll go through changes of vocabulary studied in linguistics and language teaching as well as rise of L2 vocabulary acquisition studies. Several aspects of L2 vocabulary acquisition studies will then be reviewed.Issues that need to be further studied will at last be put forward.

  16. Floating-Point $L^2$-Approximations

    Brisebarre, Nicolas; Hanrot, Guillaume

    2007-01-01

    International audience; Computing good polynomial approximations to usual functions is an important topic for the computer evaluation of those functions. These approximations can be good under several criteria, the most desirable being probably that the relative error is as small as possible in the $L^{\\infty}$ sense, i.e. everywhere on the interval under study. In the present paper, we investigate a simpler criterion, the $L^2$ case. Though finding a best polynomial $L^2$-approximation with ...

  17. An amorphous model for morphological processing in visual comprehension based on naive discriminative learning.

    Baayen, R Harald; Milin, Petar; Đurđević, Dusica Filipović; Hendrix, Peter; Marelli, Marco

    2011-07-01

    A 2-layer symbolic network model based on the equilibrium equations of the Rescorla-Wagner model (Danks, 2003) is proposed. The study first presents 2 experiments in Serbian, which reveal for sentential reading the inflectional paradigmatic effects previously observed by Milin, Filipović Đurđević, and Moscoso del Prado Martín (2009) for unprimed lexical decision. The empirical results are successfully modeled without having to assume separate representations for inflections or data structures such as inflectional paradigms. In the next step, the same naive discriminative learning approach is pitted against a wide range of effects documented in the morphological processing literature. Frequency effects for complex words as well as for phrases (Arnon & Snider, 2010) emerge in the model without the presence of whole-word or whole-phrase representations. Family size effects (Moscoso del Prado Martín, Bertram, Häikiö, Schreuder, & Baayen, 2004; Schreuder & Baayen, 1997) emerge in the simulations across simple words, derived words, and compounds, without derived words or compounds being represented as such. It is shown that for pseudo-derived words no special morpho-orthographic segmentation mechanism, as posited by Rastle, Davis, and New (2004), is required. The model also replicates the finding of Plag and Baayen (2009) that, on average, words with more productive affixes elicit longer response latencies; at the same time, it predicts that productive affixes afford faster response latencies for new words. English phrasal paradigmatic effects modulating isolated word reading are reported and modeled, showing that the paradigmatic effects characterizing Serbian case inflection have crosslinguistic scope.

  18. Digital Game-Based Learning (DGBL) in the L2 Classroom: The Impact of the UN's Off-the-Shelf Videogame, Food Force, on Learner Affect and Vocabulary Retention

    Hitosugi, Claire Ikumi; Schmidt, Matthew; Hayashi, Kentaro

    2014-01-01

    This mixed-method study explored the impact of "Food Force (FF)", a UN-sponsored off-the-shelf videogame, on learner affect and vocabulary learning and retention in a Japanese as a second/foreign language classroom. The videogame was integrated into an existing curriculum and two studies were performed. In Study 1 (n = 9), new vocabulary…

  19. Vocabulary teaching strategies and conceptual representations of words in L2 in children: evidence with novice learners.

    Comesaña, Montserrat; Perea, Manuel; Piñeiro, Ana; Fraga, Isabel

    2009-09-01

    A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174] or a direct route from the L2 word [Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36, 550-568; Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369-383]. The main goal of this paper is to study, in a child population, whether the creation of conceptual representations for L2 words is possible, even after only one session of learning of the L2 vocabulary. Furthermore, we do so by examining the efficacy of two different L2 learning methods: L2-L1 association learning vs. L2-picture association learning. A translation recognition task was employed to test whether there was a difference between a semantically related pair and an unrelated pair across conditions (i.e., a semantic interference effect). Results showed a significant semantic interference effect-a conceptual effect-in children after just one vocabulary learning session. Importantly, the L2-picture method produced a greater semantic interference effect than the L2-L1 method. The implications of these findings for models of bilingual memory are examined.

  20. Language aptitude for pronunciation in advanced second language (L2) learners: behavioural predictors and neural substrates.

    Hu, Xiaochen; Ackermann, Hermann; Martin, Jason A; Erb, Michael; Winkler, Susanne; Reiterer, Susanne M

    2013-12-01

    Individual differences in second language (L2) aptitude have been assumed to depend upon a variety of cognitive and personality factors. Especially, the cognitive factor phonological working memory has been conceptualised as language learning device. However, strong associations between phonological working memory and L2 aptitude have been previously found in early-stage learners only, not in advanced learners. The current study aimed at investigating the behavioural and neurobiological predictors of advanced L2 learning. Our behavioural results showed that phonetic coding ability and empathy, but not phonological working memory, predict L2 pronunciation aptitude in advanced learners. Second, functional neuroimaging revealed this behavioural trait to be correlated with hemodynamic responses of the cerebral network of speech motor control and auditory-perceptual areas. We suggest that the acquisition of L2 pronunciation aptitude is a dynamic process, requiring a variety of neural resources at different processing stages over time.

  1. L-2-hydroxyglutaric aciduria: A case report

    Jović Nebojša J.

    2014-01-01

    Full Text Available Introduction. L-2-Hydroxyglutaric aciduria (L-2-HGA is an autosomal recessive neurometabolic disease with a slowly progressive course and characterized by increased levels of hydroxyglutaric acid in urine, cerebrospinal fluid and plasma. In this condition clinical features mainly consist of mental deterioration, ataxia and motor deficits. Case Outline. The patient is a 16-year-old girl, the first and only child of healthy, non-consanguineous parents of Serbian origin. At the age of 4 years her walk became unsteady and ataxic. Other signs of cerebellar involvement were soon observed. Head circumference was above two standard deviations (55 cm. Mild mental retardation was revealed by formal intelligence testing (IQ 60. MR examination of the brain showed confluent subcortical white matter lesions spread centripetally, and atrophy of the cerebellar vermis with involvement of dentate nuclei, without deep white matter abnormalities. Laboratory investigation revealed increased amounts and a very large peak of HGA in urine and plasma. Enantiomeric analysis confirmed the L-configuration (>90% establishing the diagnosis of L-2-HGA. The first epileptic seizure, partial with secondary generalization, occurred at age of 8 years. Favorable seizure control was achieved. A slow progression of neurological impairment was noted. Therapeutic trials with oral coenzyme Q10 and with oral riboflavin showed no biochemical and clinical effects. Recently, the diagnosis was proven by the presence of a mutation in the L-2-HGA gene. Conclusion. To our knowledge, this is the first report of L-2-HGA in Serbia. L-2-HGA must be considered in the differential diagnosis based on specific findings in cranial MRI.

  2. AFL Research in the L2 Classroom and Evidence of Usefulness: Taking Formative Assessment to the Next Level

    Colby-Kelly, Christian; Turner, Carolyn E.

    2007-01-01

    Recent trends in classroom evaluation seek innovative formative assessment intended to benefit learning, called assessment for learning (AFL), largely unresearched in the second language (L2) classroom (Rea-Dickins, 2004). This paper calls for taking L2 testing research to the next level, investigating the "usefulness" (Bachman & Palmer, 1996;…

  3. L^2-Betti numbers of hypersurface complements

    Maxim, Laurentiu

    2012-01-01

    In \\cite{DJL07} it was shown that if $\\scra$ is an affine hyperplane arrangement in $\\C^n$, then at most one of the $L^2$--Betti numbers $b_i^{(2)}(\\C^n\\sm \\scra,\\id)$ is non--zero. In this note we prove an analogous statement for complements of complex affine hyperurfaces in general position at infinity. Furthermore, we recast and extend to this higher-dimensional setting results of \\cite{FLM,LM06} about $L^2$--Betti numbers of plane curve complements.

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

    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

  5. Experiência em sala de aula: evidência empírica da complexidade no ensino e aprendizagem de LE Classroom experience: empirical evidence of complexity in l2 teaching and learning

    Laura Stella Miccoli

    2012-01-01

    Full Text Available Este artigo argumenta pela compreensão do construto experiência, como um Sistema Adaptativo Complexo, tendo em vista que, para compreendê-la, toda experiência encapsula um processo, no qual outros eventos que a perpassam são trazidos à tona. Para tal, partimos da pesquisa sobre experiências, apresentando trechos de relatos de estudantes e professores sobre eventos vivenciados em salas de aula de língua estrangeira (LE, como evidência empírica de conceitos da complexidade, aplicados aos processos de ensino e aprendizagem de LE. Explicitamos, assim, a relação entre experiência, como construto, e caos / complexidade, como teoria, para compreender a natureza dos processos de ensino e aprendizagem de LE em salas de aula.This article argues for understanding the construct of experience as a complex adaptive system since experience, as a process, encapsulates other events that permeate it, bringing them to the fore. To this end, we briefly review research on experience and present excerpts from students’ and teachers’ report data of events experienced in the foreign language classrooms as empirical evidence of applying complexity theory concepts to understand the processes of foreign language teaching and learning. Thus, the explicit relationship between experience, as a construct, and chaos / complexity, as a theory, play a role for understanding the nature of classroom foreign language teaching and learning.

  6. L2 Chinese: Grammatical Development and Processing

    Mai, Ziyin

    2016-01-01

    Two recent books (Jiang, 2014, "Advances in Chinese as a second language"; Wang, 2013, "Grammatical development of Chinese among non-native speakers") provide new resources for exploring the role of processing in acquiring Chinese as a second language (L2). This review article summarizes, assesses and compares some of the…

  7. Investigating L2 Performance in Text Chat

    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…

  8. Irregular wavelet frames on L2(Rn)

    YANG Deyun; ZHOU Xingwei

    2005-01-01

    In this paper, we present the conditions on dilation parameter {sj }j that ensure a discrete irregular wavelet system {Snj/2ψ(sj·-bk)}j∈(Z),k∈(Z)n to be a frame on L2(Rn),and for the wavelet frame we consider the perturbations of translation parameter b and frame function ψ respectively.

  9. Selective Teaching of L2 Pronunciation

    Husby, Olaf; Koreman, Jacques; Martínez-Paricio, Violeta; Abrahamsen, Jardar E.; Albertsen, Egil; Hedayatfar, Keivan; Bech, Øyvind

    2015-01-01

    The pronunciation of a second or foreign language is often very challenging for L2 learners. It is difficult to address this topic in the classroom, because learners with different native languages (L1s) can have very different challenges. We have therefore developed a Computer-Assisted Listening and Speaking Tutor (CALST), which selectively…

  10. Repair Negotiation by English L2 Learners

    Choi, Yujeong

    2012-01-01

    It is widely accepted that L2 learners often face communication problems due to lack of competency in the target language and familiarity with its culture of origin. One way to resolve miscommunication problems is to seek clarification of the utterance; this process is called "repair negotiation" (Nakahama et al. 2001). Repair…

  11. Hyperbolic L2-modules with Reproducing Kernels

    David EELPODE; Frank SOMMEN

    2006-01-01

    Abstract In this paper, the Dirac operator on the Klein model for the hyperbolic space is considered. A function space containing L2-functions on the sphere Sm-1 in (R)m, which are boundary values of solutions for this operator, is defined, and it is proved that this gives rise to a Hilbert module with a reproducing kernel.

  12. L2 Writing Conferences: Investigating Teacher Talk

    Ewert, Doreen E.

    2009-01-01

    Although the role of social interaction through conversational activities is well established in the L2 writing classroom in relation to idea development, understanding rhetorical modes, the creation of a sense of audience, as well as the promotion of feedback, relatively little attention has been given to the actual discourse of teachers and…

  13. Using Conventional Sequences in L2 French

    Forsberg, Fanny

    2010-01-01

    By means of a phraseological identification method, this study provides a general description of the use of conventional sequences (CSs) in interviews at four different levels of spoken L2 French as well as in interviews with native speakers. Use of conventional sequences is studied with regard to overall quantity, category distribution and type…

  14. Voice Blogging and L2 Speaking Performance

    Hsu, Hsiu-Chen

    2016-01-01

    This paper reports on an exploratory study that investigated the effect of extensive speaking practice on the development of L2 speaking complexity, accuracy, and fluency in voice blogging. The participants were 30 college EFL (English as a foreign language) learners in Taiwan. As a supplement to the insufficient speaking practice in class, each…

  15. A new approach to the learning of dental morphology, function, and esthetics: the "2D-3D-4D" concept.

    Magne, Pascal

    2015-01-01

    A concept is proposed for an approach to the learning of dental morphology and occlusion. Dental morphology, function, and esthetics should reflect a fundamental driving force, that is, the faithful emulation of the natural dentition's structural (functional, mechanical) and esthetic properties. The innovative part of the proposed approach is the emphasis on visual arts and the 2D-3D-4D aspect that starts with drawing (2D/3D) and continues with partial wax-up exercises that are followed by labial waxups and, finally, full wax-ups using innovative technical aids (electric waxers, prefabricated wax patterns, etc). Finally, the concept of layers (4D) and the histoanatomy of enamel/dentin and optical depth are taught through the realization of layering exercises (advanced acrylic mock-ups and composite resin restorations). All these techniques and materials are not only used to teach morphology and occlusion, but also constitute essential tools that will be of significant use for the student dentists and dental technologists in their future daily practice. The clinical significance of the presented methodology should allow not only students but also practicing dentists and dental technologists to help their youngest collaborators to develop a deep sense of morphology, function, and esthetics.

  16. Processing Focus Structure in L1 and L2 French: L2 Proficiency Effects on ERPs

    Reichle, Robert V.; Birdsong, David

    2014-01-01

    This study examined the event-related potentials (ERPs) elicited by focus processing among first language (L1) speakers and second language (L2) learners of French. Participants read wh-questions containing explicit focus marking, followed by responses instantiating contrastive and informational focus. We hypothesized that L2 proficiency would…

  17. Phonological Substitution Errors in L2 ASL Sentence Processing by Hearing M2L2 Learners

    Williams, Joshua; Newman, Sharlene

    2016-01-01

    In the present study we aimed to investigate phonological substitution errors made by hearing second language (M2L2) learners of American Sign Language (ASL) during a sentence translation task. Learners saw sentences in ASL that were signed by either a native signer or a M2L2 learner. Learners were to simply translate the sentence from ASL to…

  18. Development and implementation of a novel assay for L-2-hydroxyglutarate dehydrogenase (L-2-HGDH) in cell lysates: L-2-HGDH deficiency in 15 patients with L-2-hydroxyglutaric aciduria

    Kranendijk, M; Salomons, G S; Gibson, K M

    2009-01-01

    L-2-hydroxyglutaric aciduria (L-2-HGA) is a rare inherited autosomal recessive neurometabolic disorder caused by mutations in the gene encoding L-2-hydroxyglutarate dehydrogenase. An assay to evaluate L-2-hydroxyglutarate dehydrogenase (L-2-HGDH) activity in fibroblast, lymphoblast and/or lymphoc...

  19. IL WORKSHOP DI FONETICA IN ITALIANO L2/LS

    Lidia Calabrò

    2015-07-01

    Full Text Available Lavorare sugli aspetti fonetico-fonologici di una lingua straniera sembra essere ritenuta un’impresa abbastanza ardua da parte dei docenti e un lavoro faticosissimo da parte degli apprendenti. Attraverso un’esperienza iniziata con studenti lusofoni del brasile si vuole presentare il workshop di fonetica nell’italiano L2 come proposta di didattica integrativa al fine di sensibilizzare gli studenti ai tratti segmentali e soprasegmentali della L2 a contrasto con quelli della loro L1. Nel presente contributo verranno presentate alcune attività riguardanti la percezione e l’articolazione dei suoni vocalici, la tecnica della proprioception e la presentazione della tabella fonemica per le vocali, le trascrizioni fonetiche e la durata vocalica in sillaba accentata. Tutte le attività prevedono un coinvolgimento personale e totale del singolo apprendente e di tutta la classe in quanto il workshop si avvale di multimodalità, multimedialità e apprendimento collaborativo al fine di scoprire i suoni della L2 e riflettere sulla loro percezione e articolazione.Italian L2/FL phonetic workshopsSecond language phonetics and phonological aspects are considered difficult to teach and learn by teachers and learners respectively. Based on a teaching experience with Brazilian students, this paper aims at presenting phonetic workshops in Italian as a second language to raise consciousness in students about the FL segmental and suprasegmental aspects in contrast to those of their L1. Some activities related to Italian vowels will be presented: perception and articulation, the proprioception technique and the phonemic chart, phonetic transcriptions and vowel length in stressed syllables. The activities involve the students in a more personal, total and physical way in collaboration with their classmates. The workshop designed as multimodal, multimedia and cooperative, aiming at discovering the sounds of the FL and reflecting on the perception and articulation

  20. Using Multimedia Vocabulary Annotations in L2 Reading and Listening Activities

    Jing Xu

    2010-01-01

    This paper reviews the role of multimedia vocabulary annotation (MVA) in facilitating second language (L2) reading and listening activities. It examines the multimedia learning and multimedia language learning theories that underlie the MVA research, synthesizes the findings on MVA in the last decade, and identifies three underresearched areas on…

  1. Beyond the L2 Metaphor: Towards a Mutually Transformative Model of ESL/WAC Collaboration.

    Matsuda, Paul Kei; Jablonski, Jeffrey

    A metaphor sometimes used in teaching discipline-based academic writing is that the experience of learning to write in various academic contexts is like learning a new language (L2). This approach is critically examined here, and its implications for "writing across the curriculum" (WAC) programs at the college level are discussed. It is argued…

  2. Review Article: A Tree in the Wood--A Review of Research on L2 Chinese Acquisition

    Zhao, Yang

    2011-01-01

    There has been considerable research in Chinese as a second language (L2) in recent years, particularly in its morphological and syntactic aspects. This article reviews research in these aspects with reference to the broader discipline of second language acquisition (SLA) and suggests that L2 Chinese research has contributed to SLA through…

  3. Learning Novel Morphology: The Role of Meaning and Orientation of Attention at Initial Exposure

    Marsden, Emma; Williams, John; Liu, Xierong

    2013-01-01

    A large body of research has shown that suffixes--both inflectional and derivational--can be primed with adult native speakers, which informs our understanding of storage and access to morphology in mature systems. However, this line of research has not yet been conducted from an acquisition perspective: Little is known about whether or not…

  4. Variations autour de la tâche dans l'enseignement / apprentissage des langues aujourd'hui What kind of tasks are used for L2 teaching and learning today?

    Elke Nissen

    2011-10-01

    Full Text Available Cet article se donne pour objectif d'identifier les types de tâches, et leurs dénominateurs communs, qui sont présentés aujourd'hui – où "l'approche par les tâches" est soutenue par le Conseil de l'Europe – aux apprenants. Il analyse pour cela les articles issus de deux numéros de revues et un ouvrage collectif récents. Il apparaît que la grande majorité des scénarios pédagogiques s'y inscrit dans la perspective actionnelle... du moins d'après la déclaration des auteurs, car leur définition de ce qu'est une tâche ne correspond pas toujours à celle du CECR. Pour le public visé, étudiants ou professionnels, on propose le plus souvent des mono-tâches, mais également des projets, ou encore des simulations avec un enchaînement de plusieurs tâches. Elles s'inscrivent généralement dans la (future réalité sociale des apprenants, mais certaines laissent également la place à des thèmes artistiques ou (interculturels. Contrairement à ce que l'on aurait pu attendre dans une démarche qui responsabilise l'apprenant, le recours à Internet n'est pas toujours systématique.At a time when action- and task-based learning is sustained by the European Council, this paper explores which types of tasks are given to second language learners today and what aspects these tasks have in common. The paper analyses two recent issues of scientific journals and one collective book. The analysis shows that the majority of pedagogical scenarios described in these texts claim to adopt an action- and task-based approach. However, in reality the way they define a task does not always correspond to the definition given by the European Framework of Reference for Languages. The described tasks are exclusively dedicated to higher and professional education; they are mostly single tasks, but they can also be projects and simulations including several successive tasks. They generally correspond to the learners' (future reality, with themes that are

  5. The Application of L2TP VPN%L2TP VPN的应用

    宁云亭

    2009-01-01

    介绍了虚拟专用网络的产生背景、实现方式、性能特点.重点介绍了L2TP VPN与IPsec VPN虚拟专用网络,比较了构成特点和适用对象,给出了构建L2TP VPN网络实例.

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

    Keijzer, Merel

    2016-01-01

    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

  7. Stroke Risk Stratification and its Validation using Ultrasonic Echolucent Carotid Wall Plaque Morphology: A Machine Learning Paradigm.

    Araki, Tadashi; Jain, Pankaj K; Suri, Harman S; Londhe, Narendra D; Ikeda, Nobutaka; El-Baz, Ayman; Shrivastava, Vimal K; Saba, Luca; Nicolaides, Andrew; Shafique, Shoaib; Laird, John R; Gupta, Ajay; Suri, Jasjit S

    2017-01-01

    Stroke risk stratification based on grayscale morphology of the ultrasound carotid wall has recently been shown to have a promise in classification of high risk versus low risk plaque or symptomatic versus asymptomatic plaques. In previous studies, this stratification has been mainly based on analysis of the far wall of the carotid artery. Due to the multifocal nature of atherosclerotic disease, the plaque growth is not restricted to the far wall alone. This paper presents a new approach for stroke risk assessment by integrating assessment of both the near and far walls of the carotid artery using grayscale morphology of the plaque. Further, this paper presents a scientific validation system for stroke risk assessment. Both these innovations have never been presented before. The methodology consists of an automated segmentation system of the near wall and far wall regions in grayscale carotid B-mode ultrasound scans. Sixteen grayscale texture features are computed, and fed into the machine learning system. The training system utilizes the lumen diameter to create ground truth labels for the stratification of stroke risk. The cross-validation procedure is adapted in order to obtain the machine learning testing classification accuracy through the use of three sets of partition protocols: (5, 10, and Jack Knife). The mean classification accuracy over all the sets of partition protocols for the automated system in the far and near walls is 95.08% and 93.47%, respectively. The corresponding accuracies for the manual system are 94.06% and 92.02%, respectively. The precision of merit of the automated machine learning system when compared against manual risk assessment system are 98.05% and 97.53% for the far and near walls, respectively. The ROC of the risk assessment system for the far and near walls is close to 1.0 demonstrating high accuracy.

  8. L2 Learners’ Proficiency Development through Noticing Feedback

    Seyed Saber Alavi

    2015-10-01

    Full Text Available This experimental study investigated the relationship between noticing of corrective feedback and L2 development considering the learners’ perspective on error correction. Specifically, it aimed to uncover the noticeability and effectiveness of recasts, prompts, a combination of the two, to determine a relationship between noticing of CF and learning of the past tense. The participants were four groups of college ESL learners (n = 40. Each group was assigned to a treatment condition, but the researcher taught the control group. CF was provided to learners in response to their mistakes in forming the past tense. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured through picture description administered via pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no significant differences between the groups. Finally, in relation to the beliefs about CF, the participants’ responses centered on the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF, two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.

  9. Orthogonal Multiwavelet Frames in L2Rd

    Liu Zhanwei

    2012-01-01

    Full Text Available We characterize the orthogonal frames and orthogonal multiwavelet frames in L2Rd with matrix dilations of the form (Df(x=detAf(Ax, where A is an arbitrary expanding d×d matrix with integer coefficients. Firstly, through two arbitrarily multiwavelet frames, we give a simple construction of a pair of orthogonal multiwavelet frames. Then, by using the unitary extension principle, we present an algorithm for the construction of arbitrarily many orthogonal multiwavelet tight frames. Finally, we give a general construction algorithm for orthogonal multiwavelet tight frames from a scaling function.

  10. Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning

    Peers, Chris

    2012-01-01

    This article discusses two well-known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a…

  11. SIGNIFICANCE OF RHYTHMIC CULTURAL INPUT IN DEALING WITH FOSSILIZATION IN L2/FL TEACHING

    LiYan

    2004-01-01

    Based on research carried out on four pilot classes,this paper makes surveys how intercultural factors can lead to fossilization in second language learning and foreign language (L2/FL) learning process, so as to highlight the magnificent value of deep-structure cultural transfer in L2/FL teaching and learning procedure. Furthermore. the paper goes deeper into the significance of rhythmic and contrastive cultural input in L2/FL class via analysis on results of sampled items. The paper reaches a conclusion that contrastive deep-structure cultural transfer is basically “I+I” approach in cultural instruction in nature, but the point is how it goes is in accordance with human knowledge/skill acquisition principle.

  12. KNET: A General Framework for Learning Word Embedding using Morphological Knowledge

    Cui, Qing; Gao, Bin; Bian, Jiang; Qiu, Siyu; Liu, Tie-Yan

    2014-01-01

    Neural network techniques are widely applied to obtain high-quality distributed representations of words, i.e., word embeddings, to address text mining, information retrieval, and natural language processing tasks. Recently, efficient methods have been proposed to learn word embeddings from context that captures both semantic and syntactic relationships between words. However, it is challenging to handle unseen words or rare words with insufficient context. In this paper, inspired by the stud...

  13. L2 Rhythm Acquisition : The question of learning direction

    van Maastricht, Lieke; Krahmer, Emiel; Swerts, Marc

    2016-01-01

    Dutch and Spanish are distinguishable from each other based solely on rhythmic cues (Ramus, Dupoux & Mehler, 2003) due to typological contrasts between both languages: Dutch has relatively complex syllable structure and uses extensive final (FL) and accentual lengthening (AL), while Spanish has less

  14. Recasts, Language Anxiety, Modified Output, and L2 Learning

    Sheen, Younghee

    2008-01-01

    The study reported in this article investigated (a) whether classroom language anxiety affects learners' ability to improve accuracy in their use of English articles when provided with corrective feedback in the form of recasts and (b) whether language anxiety influences the extent to which learners modify output following recasts. Four groups…

  15. A catalog of visual-like morphologies in the 5 CANDELS fields using deep-learning

    Huertas-Company, M; Cabrera-Vives, G; Pérez-González, P G; Kartaltepe, J S; Barro, G; Bernardi, M; Mei, S; Shankar, F; Dimauro, P; Bell, E F; Kocevski, D; Koo, D C; Faber, S M; Mcintosh, D H

    2015-01-01

    We present a catalog of visual like H-band morphologies of $\\sim50.000$ galaxies ($H_{f160w}\\sim1.25$. The algorithm is trained on GOODS-S for which visual classifications are publicly available and then applied to the other 4 fields. Following the CANDELS main morphology classification scheme, our model retrieves the probabilities for each galaxy of having a spheroid, a disk, presenting an irregularity, being compact or point source and being unclassifiable. ConvNets are able to predict the fractions of votes given a galaxy image with zero bias and $\\sim10\\%$ scatter. The fraction of miss-classifications is less than $1\\%$. Our classification scheme represents a major improvement with respect to CAS (Concentration-Asymmetry-Smoothness)-based methods, which hit a $20-30\\%$ contamination limit at high z. The catalog is released with the present paper via the $\\href{http://rainbowx.fis.ucm.es/Rainbow_navigator_public}{Rainbow\\,database}$

  16. A Catalog of Visual-like Morphologies in the 5 CANDELS Fields Using Deep Learning

    Huertas-Company, M.; Gravet, R.; Cabrera-Vives, G.; Pérez-González, P. G.; Kartaltepe, J. S.; Barro, G.; Bernardi, M.; Mei, S.; Shankar, F.; Dimauro, P.; Bell, E. F.; Kocevski, D.; Koo, D. C.; Faber, S. M.; Mcintosh, D. H.

    2015-11-01

    We present a catalog of visual-like H-band morphologies of ˜50.000 galaxies (Hf160w Convolutional Neural Networks (ConvNets). The median redshift of the sample is ˜ 1.25. The algorithm is trained on GOODS-S, for which visual classifications are publicly available, and then applied to the other 4 fields. Following the CANDELS main morphology classification scheme, our model retrieves for each galaxy the probabilities of having a spheroid or a disk, presenting an irregularity, being compact or a point source, and being unclassifiable. ConvNets are able to predict the fractions of votes given to a galaxy image with zero bias and ˜10% scatter. The fraction of mis-classifications is less than 1%. Our classification scheme represents a major improvement with respect to Concentration-Asymmetry-Smoothness-based methods, which hit a 20%-30% contamination limit at high z. The catalog is released with the present paper via the Rainbow database (http://rainbowx.fis.ucm.es/Rainbow_navigator_public/).

  17. Transfer and Semantic Universals in the L2 Acquisition of the English Article System by Child L2 Learners

    Morales-Reyes, Alexandra; Soler, Inmaculada Gómez

    2016-01-01

    L2 learners' problems with English articles have been linked to learners' L1 and their access to universal semantic features (e.g., definiteness and specificity). Studies suggest that L2 adults rely on their L1 knowledge, while child L2 learners rely more on their access to semantic universals. The present study investigates whether child L2

  18. The Contribution of L1 Phonemic Awareness into L2 Reading: The Case of Arab EFL Readers

    Alshaboul, Yousef; Asassfeh, Sahail; Alshboul, Sabri; Alodwan, Talal

    2014-01-01

    Cross-language transfer is the extent, if any, to which phonological awareness in L1 facilitates learning to read in L2. This has been an area of investigation wherein researchers looked into the orthographic and phonological component processing skills L2 learners develop and utilize to facilitate word recognition. Given the difference between…

  19. Can Higher-Proficiency L2 Learners Benefit from Working with Lower-Proficiency Partners in Peer Feedback?

    Yu, Shulin; Hu, Guangwei

    2017-01-01

    Informed by Vygotsky's conceptualization of the Zone of Proximal Development, this case study investigated the benefits of peer feedback on second language (L2) writing for students with high L2 proficiency and the factors that may influence their learning in peer feedback in the Chinese English-as-a-foreign-language context. Specifically, the…

  20. L2 Spelling Errors in Italian Children with Dyslexia.

    Palladino, Paola; Cismondo, Dhebora; Ferrari, Marcella; Ballagamba, Isabella; Cornoldi, Cesare

    2016-05-01

    The present study aimed to investigate L2 spelling skills in Italian children by administering an English word dictation task to 13 children with dyslexia (CD), 13 control children (comparable in age, gender, schooling and IQ) and a group of 10 children with an English learning difficulty, but no L1 learning disorder. Patterns of difficulties were examined for accuracy and type of errors, in spelling dictated short and long words (i.e. disyllables and three syllables). Notably, CD were poor in spelling English words. Furthermore, their errors were mainly related with phonological representation of words, as they made more 'phonologically' implausible errors than controls. In addition, CD errors were more frequent for short than long words. Conversely, the three groups did not differ in the number of plausible ('non-phonological') errors, that is, words that were incorrectly written, but whose reading could correspond to the dictated word via either Italian or English rules. Error analysis also showed syllable position differences in the spelling patterns of CD, children with and English learning difficulty and control children. Copyright © 2016 John Wiley & Sons, Ltd.

  1. Automatic approach to solve the morphological galaxy classification problem using the sparse representation technique and dictionary learning

    Diaz-Hernandez, R.; Ortiz-Esquivel, A.; Peregrina-Barreto, H.; Altamirano-Robles, L.; Gonzalez-Bernal, J.

    2016-06-01

    The observation of celestial objects in the sky is a practice that helps astronomers to understand the way in which the Universe is structured. However, due to the large number of observed objects with modern telescopes, the analysis of these by hand is a difficult task. An important part in galaxy research is the morphological structure classification based on the Hubble sequence. In this research, we present an approach to solve the morphological galaxy classification problem in an automatic way by using the Sparse Representation technique and dictionary learning with K-SVD. For the tests in this work, we use a database of galaxies extracted from the Principal Galaxy Catalog (PGC) and the APM Equatorial Catalogue of Galaxies obtaining a total of 2403 useful galaxies. In order to represent each galaxy frame, we propose to calculate a set of 20 features such as Hu's invariant moments, galaxy nucleus eccentricity, gabor galaxy ratio and some other features commonly used in galaxy classification. A stage of feature relevance analysis was performed using Relief-f in order to determine which are the best parameters for the classification tests using 2, 3, 4, 5, 6 and 7 galaxy classes making signal vectors of different length values with the most important features. For the classification task, we use a 20-random cross-validation technique to evaluate classification accuracy with all signal sets achieving a score of 82.27 % for 2 galaxy classes and up to 44.27 % for 7 galaxy classes.

  2. A mouse model of L-2-hydroxyglutaric aciduria, a disorder of metabolite repair.

    Rim Rzem

    Full Text Available The purpose of the present work was to progress in our understanding of the pathophysiology of L-2-hydroxyglutaric aciduria, due to a defect in L-2-hydroxyglutarate dehydrogenase, by creating and studying a mouse model of this disease. L-2-hydroxyglutarate dehydrogenase-deficient mice (l2hgdh-/- accumulated L-2-hydroxyglutarate in tissues, most particularly in brain and testis, where the concentration reached ≈ 3.5 μmol/g. Male mice showed a 30% higher excretion of L-2-hydroxyglutarate compared to female mice, supporting that this dicarboxylic acid is partially made in males by lactate dehydrogenase C, a poorly specific form of this enzyme exclusively expressed in testes. Involvement of mitochondrial malate dehydrogenase in the formation of L-2-hydroxyglutarate was supported by the commensurate decrease in the formation of this dicarboxylic acid when down-regulating this enzyme in mouse l2hgdh-/- embryonic fibroblasts. The concentration of lysine and arginine was markedly increased in the brain of l2hgdh-/- adult mice. Saccharopine was depleted and glutamine was decreased by ≈ 40%. Lysine-α-ketoglutarate reductase, which converts lysine to saccharopine, was inhibited by L-2-hydroxyglutarate with a Ki of ≈ 0.8 mM. As low but significant activities of the bifunctional enzyme lysine-α-ketoglutarate reductase/saccharopine dehydrogenase were found in brain, these findings suggest that the classical lysine degradation pathway also operates in brain and is inhibited by the high concentrations of L-2-hydroxyglutarate found in l2hgdh-/- mice. Pathological analysis of the brain showed significant spongiosis. The vacuolar lesions mostly affected oligodendrocytes and myelin sheats, as in other dicarboxylic acidurias, suggesting that the pathophysiology of this model of leukodystrophy may involve irreversible pumping of a dicarboxylate in oligodendrocytes. Neurobehavioral testing indicated that the mice mostly suffered from a deficit in learning

  3. Trauma exposure relates to heightened stress, altered amygdala morphology and deficient extinction learning: Implications for psychopathology.

    Cacciaglia, Raffaele; Nees, Frauke; Grimm, Oliver; Ridder, Stephanie; Pohlack, Sebastian T; Diener, Slawomira J; Liebscher, Claudia; Flor, Herta

    2017-02-01

    Stress exposure causes a structural reorganization in neurons of the amygdala. In particular, animal models have repeatedly shown that both acute and chronic stress induce neuronal hypertrophy and volumetric increase in the lateral and basolateral nuclei of amygdala. These effects are visible on the behavioral level, where stress enhances anxiety behaviors and provokes greater fear learning. We assessed stress and anxiety levels in a group of 18 healthy human trauma-exposed individuals (TR group) compared to 18 non-exposed matched controls (HC group), and related these measurements to amygdala volume. Traumas included unexpected adverse experiences such as vehicle accidents or sudden loss of a loved one. As a measure of aversive learning, we implemented a cued fear conditioning paradigm. Additionally, to provide a biological marker of chronic stress, we measured the sensitivity of the hypothalamus-pituitary-adrenal (HPA) axis using a dexamethasone suppression test. Compared to the HC, the TR group showed significantly higher levels of chronic stress, current stress and trait anxiety, as well as increased volume of the left amygdala. Specifically, we observed a focal enlargement in its lateral portion, in line with previous animal data. Compared to HC, the TR group also showed enhanced late acquisition of conditioned fear and deficient extinction learning, as well as salivary cortisol hypo-suppression to dexamethasone. Left amygdala volumes positively correlated with suppressed morning salivary cortisol. Our results indicate differences in trauma-exposed individuals which resemble those previously reported in animals exposed to stress and in patients with post-traumatic stress disorder and depression. These data provide new insights into the mechanisms through which traumatic stress might prompt vulnerability for psychopathology.

  4. Spanish heritage language learners vs. L2 learners: What CAF reveals about written proficiency

    Pablo Camus

    2015-12-01

    Full Text Available Recently, great interest has emerged in identifying the learning needs of heritage language (HL learners. In comparing HL and second language (L2 learners, research suggests that L2 learners outperform HL learners when examining writing abilities (Montrul, 2010; Potowski, 2013. However, complexity, accuracy, and fluency (CAF have been overlooked when examining HL learners’ writing proficiency, and it could provide a better picture of their writing skills in a spontaneous untimed assignment. To address this issue, 28 L2 learners and 18 HL learners completed an untimed written production task on a non-academic subject and their written proficiency was assessed through CAF measures (Norris & Ortega, 2009. Results showed HL learners significantly outperformed L2 learners on two complexity measures: accuracy and fluency. A possible explanation for these findings could be the type of task used (more spontaneous, less-controlled, which taps into a more implicit type of knowledge, favoring HL learners (Bowles, 2011.

  5. The Role of Written Corrective Feedback in Developing Writing in L2

    Gabrijela Petra Nagode

    2014-05-01

    Full Text Available Feedback plays an important role in developing L2 writing in young learners. The article provides a brief overview of the history of giving feedback and of some contemporary views within this field. Special attention is paid to cognitive perspectives, such as the influence of written corrective feedback on shortterm memory, the influence of focused and unfocused written corrective feedback on error correction, the influence of written corrective feedback on a particular category of error, the influence of direct and indirect written corrective feedback and combinations of various types of written corrective feedback, and the influence of educational background and L2 learning background on the effectiveness of written corrective feedback in terms of sociocultural perspectives. The main aim of the article is to present readers (especially teachers with the variety of aspects of giving written corrective feedback in developing L2 writing and thus in enabling young learners to develop their L2 writing skills more effectively.

  6. Revisiting Fluctuations in L2 Article Choice in L1-Korean L2-English Learners.

    Sarker, Bijon K; Baek, Seunghyun

    2016-06-25

    The current study investigated the distinction of L2 (second language) English article choice sensitivity in fifty-three L1-Korean L2-English learners in semantic contexts. In the context of English as a foreign language, the participants were divided into two groups based on grammatical ability as determined by their performance on a cloze test. In addition, a forced-choice elicitation test and a writing production test were administered to assess, respectively, the participants' receptive and productive article choice abilities. Regardless of grammatical ability, the results disclosed the overuse of the indefinite a in the [[Formula: see text]definite, -specific] context and the definite the in the [-definite, [Formula: see text]specific] context on the forced-choice elicitation test. In the [[Formula: see text]definite, [Formula: see text]specific] and [-definite, -specific] contexts, however, the overuse of either the indefinite a or the definite the, respectively, was less likely. Furthermore, it was revealed on the writing test that the participants more accurately used the definite the than the indefinite a, and they were also found to unreasonably omit more articles than to add or substitute articles on the writing production test. The findings across the two tests indicate that L1-Korean L2-English learners are more likely to have intrinsic difficulties transferring their L1 noun phrase (NP) knowledge to L2 NP knowledge owing to structural discrepancies and complex interfaces between L1 NPs and L2 NPs with respect to syntactic, semantic and pragmatic/discourse language subsystems.

  7. Proficiency effect on L2 pragmatic competence

    Feng Xiao

    2015-12-01

    Full Text Available This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2 pragmatics to answer the synthesis question: Does proficiency affect adult learners’ pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. However, increased proficiency does not guarantee a native-like pragmatic performance because proficiency effect varies depending on the nature of target pragmatic features such as types of speech acts (degrees of directness and conventionality (e.g., Cook & Liddicoat, 2002; Félix-Brasdefer, 2007, modalities of pragmatic performance (comprehension and production (e.g., Bradovi-Harlig, 2008, 2009, social variables involved in task situations, such as social status (e.g., Allami & Naeimi, 2011, social distance (e.g., Maeshiba, Yoshinaga, Kasper, & Ross, 1996, and power relationship (e.g., Al-Gahtani & Roever, 2012. Moreover, proficiency effect is mediated by contextual variables such as length of stay in the target language community (e.g., Shardakova, 2005; Taguchi, 2011, 2013; Xu, Case, & Wang, 2009.

  8. VIDEOGIOCHI E ITALIANO L2/LS

    Filippo Zanoli

    2010-09-01

    Full Text Available L'articolo prende in considerazione alcune ipotesi sull'uso del videogioco nell'insegnamento/apprendimento della lingua straniera supportate dall'analisi di alcuni videogames per uso didattico. Pur non nascondendo le difficoltà che l'insegnante può incontrare nell'integrare il videogioco nel percorso di insegnamento/apprendimento di una lingua straniera in classe, diversi sono i motivi per i quali il videogioco può essere considerato un efficace strumento di apprendimento linguistico. Innanzitutto perché gli input linguistici possono essere numerosi e vari, in secondo luogo perché è vettore di lingua che coinvolge i diversi sensi e diverse operazioni cognitive e, in terzo luogo perché trasforma il processo dell'apprendimento da simbolico a esperienziale. Infine perché si tratta di un mezzo divertente capace di creare interesse ad apprendere offrendo opportunità straordinarie in quanto attiva negli apprendenti, soprattutto più giovani, due fattori chiave per un apprendimento solido e duraturo: l'esperienza e la motivazione, elementi che spesso le metodologie tradizionali trascurano. A conclusione dell'articolo viene proposta di attività didattica di italiano LS con una serie di suggerimenti per l'insegnante.   This article discusses the use of videogames in teaching/learning a foreign language and analyzes a few didactic videogames. While not underestimating the difficulties that teachers may have in integrating videogames in the teaching/learning process in a classroom, there are different reasons why videogames can be considered effective tools for language learning. First of all, the linguistic input is varied and rich, and secondly it is a way of engaging different senses and cognitive processes, and in the third place it transforms learning from something symbolic to something experiential. Finally, it is an amusing way to generate interest in learning by offering an extraordinary opportunity, since it activates two key aspects

  9. Development and implementation of a novel assay for L-2-hydroxyglutarate dehydrogenase (L-2-HGDH) in cell lysates: L-2-HGDH deficiency in 15 patients with L-2-hydroxyglutaric aciduria.

    Kranendijk, M; Salomons, G S; Gibson, K M; Aktuglu-Zeybek, C; Bekri, S; Christensen, E; Clarke, J; Hahn, A; Korman, S H; Mejaski-Bosnjak, V; Superti-Furga, A; Vianey-Saban, C; van der Knaap, M S; Jakobs, C; Struys, E A

    2009-12-01

    L-2-hydroxyglutaric aciduria (L-2-HGA) is a rare inherited autosomal recessive neurometabolic disorder caused by mutations in the gene encoding L-2-hydroxyglutarate dehydrogenase. An assay to evaluate L-2-hydroxyglutarate dehydrogenase (L-2-HGDH) activity in fibroblast, lymphoblast and/or lymphocyte lysates has hitherto been unavailable. We developed an L-2-HGDH enzyme assay in cell lysates based on the conversion of stable-isotope-labelled L-2-hydroxyglutarate to 2-ketoglutarate, which is converted into L-glutamate in situ. The formation of stable isotope labelled L-glutamate is therefore a direct measure of L-2-HGDH activity, and this product is detected by liquid chromatography-tandem mass spectrometry. A deficiency of L-2-HGDH activity was detected in cell lysates from 15 out of 15 L-2-HGA patients. Therefore, this specific assay confirmed the diagnosis unambiguously affirming the relationship between molecular and biochemical observations. Residual activity was detected in cells derived from one L-2-HGA patient. The L-2-HGDH assay will be valuable for examining in vitro riboflavin/FAD therapy to rescue L-2-HGDH activity.

  10. L2, the minor capsid protein of papillomavirus

    Wang, Joshua W. [Department of Pathology, The Johns Hopkins University, Baltimore, MD 21287 (United States); Roden, Richard B.S., E-mail: roden@jhmi.edu [Department of Pathology, The Johns Hopkins University, Baltimore, MD 21287 (United States); Department of Oncology, The Johns Hopkins University, Baltimore, MD 21287 (United States); Department of Gynecology and Obstetrics, The Johns Hopkins University, Baltimore, MD 21287 (United States)

    2013-10-15

    The capsid protein L2 plays major roles in both papillomavirus assembly and the infectious process. While L1 forms the majority of the capsid and can self-assemble into empty virus-like particles (VLPs), L2 is a minor capsid component and lacks the capacity to form VLPs. However, L2 co-assembles with L1 into VLPs, enhancing their assembly. L2 also facilitates encapsidation of the ∼8 kbp circular and nucleosome-bound viral genome during assembly of the non-enveloped T=7d virions in the nucleus of terminally differentiated epithelial cells, although, like L1, L2 is not detectably expressed in infected basal cells. With respect to infection, L2 is not required for particles to bind to and enter cells. However L2 must be cleaved by furin for endosome escape. L2 then travels with the viral genome to the nucleus, wherein it accumulates at ND-10 domains. Here, we provide an overview of the biology of L2. - Highlights: • L2 is the minor antigen of the non-enveloped T=7d icosahedral Papillomavirus capsid. • L2 is a nuclear protein that can traffic to ND-10 and facilitate genome encapsidation. • L2 is critical for infection and must be cleaved by furin. • L2 is a broadly protective vaccine antigen recognized by neutralizing antibodies.

  11. An Ensemble Rule Learning Approach for Automated Morphological Classification of Erythrocytes.

    Maity, Maitreya; Mungle, Tushar; Dhane, Dhiraj; Maiti, A K; Chakraborty, Chandan

    2017-04-01

    The analysis of pathophysiological change to erythrocytes is important for early diagnosis of anaemia. The manual assessment of pathology slides is time-consuming and complicated regarding various types of cell identification. This paper proposes an ensemble rule-based decision-making approach for morphological classification of erythrocytes. Firstly, the digital microscopic blood smear images are pre-processed for removal of spurious regions followed by colour normalisation and thresholding. The erythrocytes are segmented from background image using the watershed algorithm. The shape features are then extracted from the segmented image to detect shape abnormality present in microscopic blood smear images. The decision about the abnormality is taken using proposed multiple rule-based expert systems. The deciding factor is majority ensemble voting for abnormally shaped erythrocytes. Here, shape-based features are considered for nine different types of abnormal erythrocytes including normal erythrocytes. Further, the adaptive boosting algorithm is used to generate multiple decision tree models where each model tree generates an individual rule set. The supervised classification method is followed to generate rules using a C4.5 decision tree. The proposed ensemble approach is precise in detecting eight types of abnormal erythrocytes with an overall accuracy of 97.81% and weighted sensitivity of 97.33%, weighted specificity of 99.7%, and weighted precision of 98%. This approach shows the robustness of proposed strategy for erythrocytes classification into abnormal and normal class. The article also clarifies its latent quality to be incorporated in point of care technology solution targeting a rapid clinical assistance.

  12. Orthographic Influence on the Phonological Development of L2 Learners of Korean

    Lee, Sooyeon

    2012-01-01

    This dissertation examines the influence of L2 orthographic representation on the phonological development of American English speakers learning Korean, addressing specifically the syllabification and resyllabification of Korean intervocalic obstruents and the intervocalic liquid phoneme. Although Korean and English both employ alphabetic writing…

  13. Does the Medium Really Matter in L2 Development? The Validity of Call Research Designs

    Cerezo, Luis; Baralt, Melissa; Suh, Bo-Ram; Leow, Ronald P.

    2014-01-01

    Currently, an increasing number of educational institutions are redefining second/foreign language (L2) classrooms by enhancing--or even replacing--traditional face-to-face (FTF) instruction with computer-assisted language learning (CALL). However, are these curricular decisions supported by research? Overall, a cursory review of empirical studies…

  14. L2 Learners' Recognition of Unfamiliar Idioms Composed of Familiar Words

    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…

  15. Concordancing in L2 Writing Class: An Overview of Research and Issues

    Yoon, Choongil

    2011-01-01

    Direct corpus use by learners or learner concordancing has been hailed as one of the promising areas that can revolutionize L2 writing and language pedagogy as a whole ([Conrad, 2000] and [Hyland, 2003]). It has been discussed to promote data-driven learning (Johns, 1988), to provide authentic contexts in which linguistic items are used, and to…

  16. ICALL for Improving Korean L2 Writers' Ability to Edit Grammatical Errors

    Cowan, Ron; Choo, Jinhee; Lee, Gabseon Sunny

    2014-01-01

    This study illustrates how a synergy of two technologies--Intelligent Computer-Assisted Language Learning (ICALL) and corpus linguistic analysis--can produce a lasting improvement in L2 learners' ability to edit persistent grammatical errors from their writing. A large written English corpus produced by Korean undergraduate and graduate students…

  17. Training L2 Writers to Reference Corpora as a Self-Correction Tool

    Quinn, Cynthia

    2015-01-01

    Corpora have the potential to support the L2 writing process at the discourse level in contrast to the isolated dictionary entries that many intermediate writers rely on. To take advantage of this resource, learners need to be trained, which involves practising corpus research and referencing skills as well as learning to make data-based…

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

    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…

  19. Exploring the Relationship between Reading Strategy Use and Multiple Intelligences among Successful L2 Readers

    Mirzaei, Azizullah; Rahimi Domakani, Masoud; Heidari, Najmeh

    2014-01-01

    Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners' use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers' multiple intelligences in their effective use of reading strategies. To this end, a TOEFL…

  20. Exploring the Relationship between Reading Strategy Use and Multiple Intelligences among Successful L2 Readers

    Mirzaei, Azizullah; Rahimi Domakani, Masoud; Heidari, Najmeh

    2014-01-01

    Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners' use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers' multiple intelligences in their effective use of reading strategies. To this…

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

    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…

  2. Peer Response to L2 Student Writing: Patterns and Expectations

    Abdalla Salih, Abdel Rahman

    2013-01-01

    This paper reports the corrective feedback patterns in L2 writing and the student writers' preferences for peer feedback. The study examines the actual focus of peer review and the types of corrective feedback provided in L2 composing process. Sixteen L2 matriculation students at a Malaysian university took part in five peer review sessions,…

  3. Gender Bender: Gender Errors in L2 Pronoun Production

    Anton-Mendez, Ines

    2010-01-01

    To address questions about information processing at the message level, pronoun errors of second language (L2) speakers of English were studied. Some L2 pronoun errors--"he/she" confusions by Spanish speakers of L2 English--could be due to differences in the informational requirements of the speakers' two languages, providing a window into the…

  4. Effects of input properties, vocabulary size, and L1 on the development of third person singular –s in child L2 English

    Blom, W.B.T.; Paradis, J.; Sorenson Duncan, T.

    2012-01-01

    This study was designed to investigate the development of third-person singular (3SG) –s in children who learn English as a second language (L2). Adopting the usage-based perspective on the learning of inflection, we analyzed spontaneous speech samples collected from 15 English L2 children who were

  5. Effects of input properties, vocabulary size, and L1 on the development of third person singular -s in child L2 English

    Blom, E.; Paradis, J.; Sorenson Duncan, T.

    2012-01-01

    This study was designed to investigate the development of third-person singular (3SG) -s in children who learn English as a second language (L2). Adopting the usage-based perspective on the learning of inflection, we analyzed spontaneous speech samples collected from 15 English L2 children who were

  6. A Review of Recent Research (2000-2008) on Applied Linguistics and Language Teaching with Specific Reference to L2 Spanish

    Anton, Marta

    2011-01-01

    This review presents a broad picture of recent work on L2 Spanish in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign…

  7. An overview of L-2-hydroxyglutarate dehydrogenase gene (L2HGDH) variants: a genotype-phenotype study

    Steenweg, Marjan E; Jakobs, Cornelis; Errami, Abdellatif;

    2010-01-01

    L-2-Hydroxyglutaric aciduria (L2HGA) is a rare, neurometabolic disorder with an autosomal recessive mode of inheritance. Affected individuals only have neurological manifestations, including psychomotor retardation, cerebellar ataxia, and more variably macrocephaly, or epilepsy. The diagnosis of ...

  8. GLI ERRORI DI ITALIANO L1 ED L2: INTERFERENZA E APPRENDIMENTO

    Rosaria Solarino

    2011-02-01

    Full Text Available Si può oggi affrontare il tema degli errori di italiano da una prospettiva che possa giovare contemporaneamente a docenti di italiano L1 ed L2? Noi pensiamo di sì: la ricerca glottodidattica sembra aver ormai apprestato un terreno comune alle due situazioni di apprendimento, sgombrando il campo da vecchi pregiudizi e distinzioni che appaiono ormai superate. Attraverso la contrapposizione di concetti quali “lingua parlata/lingua scritta”,  “errori di lingua / errori di linguaggio”, “apprendimento spontaneo/apprendimento guidato”, “italiano L1/italiano L2”, “errori di apprendimento/errori di interferenza, si indicano diversi criteri per la interpretazione degli errori e la loro valutazione in relazione alle cause, alle situazioni comunicative, ai contesti o allo stadio di evoluzione dell’apprendimento della lingua.     Errors in italian L1 and L2: interference and learning   Can errors in Italian be approached in a way that benefits both L1 and L2 Italian teachers? We believe so: glottodidactic research seems to have prepared a common terrain for these two learning situations, clearing the field of old prejudices and obsolete distinctions.  Through the juxtaposition of concepts like “spoken language/written language”, “language errors/speech errors”, “spontaneous learning/guided learning”, “L1 Italian/L2 Italian”, “learning errors/interference errors”, different criteria for interpreting errors and evaluating them in relation to their causes, to communicative situations, to contexts and the developmental state in learning a language are singled out.

  9. The Role of L1 and L2 Working Memory in Literal and Inferential Comprehension in L2 Reading

    Alptekin, Cem; Ercetin, Gulcan

    2010-01-01

    Reading span as a measure of L1 or L2 working memory capacity is shown to be related to L2 reading comprehension. Albeit limited, there is research on the relationship between both L1 and L2 reading spans and their roles in L2 reading comprehension, yet these studies take reading as a global construct rather than delving into its multi-level…

  10. An overview of L-2-hydroxyglutarate dehydrogenase gene (L2HGDH) variants: a genotype-phenotype study

    Steenweg, Marjan E; Jakobs, Cornelis; Errami, Abdellatif;

    2010-01-01

    L-2-Hydroxyglutaric aciduria (L2HGA) is a rare, neurometabolic disorder with an autosomal recessive mode of inheritance. Affected individuals only have neurological manifestations, including psychomotor retardation, cerebellar ataxia, and more variably macrocephaly, or epilepsy. The diagnosis of ...... variants (http://www.LOVD.nl/L2HGDH). Every user can access the database and submit variants/patients. Furthermore, we report on the phenotype, including neurological manifestations and urinary levels of L2HG, and we evaluate the phenotype-genotype relationship....

  11. A critical review of ERP and fMRI evidence on L2 syntactic processing.

    Kotz, Sonja A

    2009-01-01

    The current review focuses on recent event-related brain potential (ERPs) and functional magnetic resonance imaging (fMRI) in L2 syntactic processing data. To this end, critical factors influencing both the dynamics of neural mechanisms (ERPs) and critical functional brain correlates (fMRI) are discussed. These entail the critical period hypothesis, levels of proficiency, cross-linguistic syntactic similarities and dissimilarities as well as brain bases that may or may not be shared during syntactic processing in a first (L1) and a second (L2) language. The data to date reveal that (i) the critical period hypothesis plays less of a significant role than initially discussed, (ii) L2 proficiency is a driving factor influencing peak and extent of activation in brain correlates and in neurophysiological mechanisms as a function of learning, and (iii) language transfer effects (i.e., positive transfer effects when L1 and L2 are structurally similar or negative transfer effects when L1 and L2 are structurally dissimilar) primarily from the L1 to the L2 and potentially vice versa need to be critically considered in future research.

  12. Representation and Embodiment of Meaning in L2 Communication: Motion Events in the Speech and Gesture of Advanced L2 Korean and L2 English Speakers

    Choi, Soojung; Lantolf, James P.

    2008-01-01

    This study investigates the interface between speech and gesture in second language (L2) narration within Slobin's (2003) thinking-for-speaking (TFS) framework as well as with respect to McNeill's (1992, 2005) growth point (GP) hypothesis. Specifically, our interest is in whether speakers shift from a first language (L1) to a L2 TFS pattern as…

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

    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

  14. VDES J2325-5229 a z=2.7 gravitationally lensed quasar discovered using morphology independent supervised machine learning

    Ostrovski, Fernanda; Connolly, Andrew J; Lemon, Cameron A; Auger, Matthew W; Banerji, Manda; Hung, Johnathan M; Koposov, Sergey E; Lidman, Christopher E; Reed, Sophie L; Allam, Sahar; Benoit-Lévy, Aurélien; Bertin, Emmanuel; Brooks, David; Buckley-Geer, Elizabeth; Rosell, Aurelio Carnero; Kind, Matias Carrasco; Carretero, Jorge; Cunha, Carlos E; da Costa, Luiz N; Desai, Shantanu; Diehl, H Thomas; Dietrich, Jörg P; Evrard, August E; Finley, David A; Flaugher, Brenna; Fosalba, Pablo; Frieman, Josh; Gerdes, David W; Goldstein, Daniel A; Gruen, Daniel; Gruendl, Robert A; Gutierrez, Gaston; Honscheid, Klaus; James, David J; Kuehn, Kyler; Kuropatkin, Nikolay; Lima, Marcos; Lin, Huan; Maia, Marcio A G; Marshall, Jennifer L; Martini, Paul; Melchior, Peter; Miquel, Ramon; Ogando, Ricardo; Malagón, Andrés Plazas; Reil, Kevin; Romer, Kathy; Sanchez, Eusebio; Santiago, Basilio; Scarpine, Vic; Sevilla-Noarbe, Ignacio; Soares-Santos, Marcelle; Sobreira, Flavia; Suchyta, Eric; Tarle, Gregory; Thomas, Daniel; Tucker, Douglas L; Walker, Alistair R

    2016-01-01

    We present the discovery and preliminary characterization of a gravitationally lensed quasar with a source redshift $z_{s}=2.74$ and image separation of $2.9"$ lensed by a foreground $z_{l}=0.40$ elliptical galaxy. Since the images of gravitationally lensed quasars are the superposition of multiple point sources and a foreground lensing galaxy, we have developed a morphology independent multi-wavelength approach to the photometric selection of lensed quasar candidates based on Gaussian Mixture Models (GMM) supervised machine learning. Using this technique and $gi$ multicolour photometric observations from the Dark Energy Survey (DES), near IR $JK$ photometry from the VISTA Hemisphere Survey (VHS) and WISE mid IR photometry, we have identified a candidate system with two catalogue components with $i_{AB}=18.61$ and $i_{AB}=20.44$ comprised of an elliptical galaxy and two blue point sources. Spectroscopic follow-up with NTT and the use of an archival AAT spectrum show that the point sources can be identified as...

  15. The L2 Passionate Interactional Imperative (for short “The L2 Pie”: It’s Hot or It’s Not!

    Tim Murphey

    2011-06-01

    Full Text Available At the American Association of Applied Linguistics (AAAL 2011 conference, John Schumann described how Lee, Dina, Joaquin, Mates & Schumann’s (2010 interactional instinct unfolds between infants and caregivers such that learning an L1 is assured in normal development through emotional bonding between infants and caregivers which is substantiated by motivation, proficiency, and opportunities (all co-constructing concepts. In subsequent second language learning at an older age, these three characteristics are not environmentally and contextually assured, and this seems to account for a great part of the shortcomings of much of the late-L2 instruction in the world (Lee, Dina, Joaquin, Mates & Schumann, 2010.

  16. Quantitative analysis of mitochondrial morphology and membrane potential in living cells using high-content imaging, machine learning, and morphological binning.

    Leonard, Anthony P; Cameron, Robert B; Speiser, Jaime L; Wolf, Bethany J; Peterson, Yuri K; Schnellmann, Rick G; Beeson, Craig C; Rohrer, Bärbel

    2015-02-01

    Understanding the processes of mitochondrial dynamics (fission, fusion, biogenesis, and mitophagy) has been hampered by the lack of automated, deterministic methods to measure mitochondrial morphology from microscopic images. A method to quantify mitochondrial morphology and function is presented here using a commercially available automated high-content wide-field fluorescent microscopy platform and R programming-language-based semi-automated data analysis to achieve high throughput morphological categorization (puncta, rod, network, and large & round) and quantification of mitochondrial membrane potential. In conjunction with cellular respirometry to measure mitochondrial respiratory capacity, this method detected that increasing concentrations of toxicants known to directly or indirectly affect mitochondria (t-butyl hydroperoxide [TBHP], rotenone, antimycin A, oligomycin, ouabain, and carbonyl cyanide-p-trifluoromethoxyphenylhydrazone [FCCP]), decreased mitochondrial networked areas in cultured 661w cells to 0.60-0.80 at concentrations that inhibited respiratory capacity to 0.20-0.70 (fold change compared to vehicle). Concomitantly, mitochondrial swelling was increased from 1.4- to 2.3-fold of vehicle as indicated by changes in large & round areas in response to TBHP, oligomycin, or ouabain. Finally, the automated identification of mitochondrial location enabled accurate quantification of mitochondrial membrane potential by measuring intramitochondrial tetramethylrhodamine methyl ester (TMRM) fluorescence intensity. Administration of FCCP depolarized and administration of oligomycin hyperpolarized mitochondria, as evidenced by changes in intramitochondrial TMRM fluorescence intensities to 0.33- or 5.25-fold of vehicle control values, respectively. In summary, this high-content imaging method accurately quantified mitochondrial morphology and membrane potential in hundreds of thousands of cells on a per-cell basis, with sufficient throughput for pharmacological

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

    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…

  18. Blogging Identity: How L2 Learners Express Themselves

    Kiyomi FUJII

    2015-06-01

    Full Text Available This study discusses language learning and identity, particularly pertaining to intermediate-advanced-level Japanese-language learners, focusing on their target language and identity expression through their interactions with peers and Japanese college students. When learners of Japanese express their identities while interacting with others in their target language, they feel a gap between the self-image they want to present, and the image they are capable of presenting in Japanese (Siegal, 1994, 1995, 1996. Along with adjusting their L1 and L2 usage depending on their interlocutor (Kurata 2007, learners also use different sentence-ending styles depending on the role they want to assume (Cook 2008. By conducting a case study, the present inquiry attempts to address how learners of Japanese express their identities through blog conversations, focusing on their language choice and expressions. Results suggest that participants use the formal endings for self-presentation and projection of their student and classmate identity. However, when expressing emotion some students preferred informal endings, or sentence-final particles.

  19. L1 effects on the processing of inflected nouns in L2.

    Portin, Marja; Lehtonen, Minna; Harrer, Gabor; Wande, Erling; Niemi, Jussi; Laine, Matti

    2008-07-01

    This study investigated the effect of L1 on the recognition of L2 Swedish inflected nouns. Two groups of late L2 learners with typologically very different native languages, Hungarian (agglutinative) and Chinese (isolating), participated in a visual lexical decision experiment. The target words were matched inflected vs. monomorphemic nouns from three frequency levels. The Hungarian group showed a morphological processing cost (longer reaction times for the inflected words) for low and medium frequency words but not for high frequency words, suggesting morphological decomposition of low and medium frequency Swedish inflected nouns. In contrast, for the Chinese group the reaction times of the inflected vs. monomorphemic words were similar at all frequency levels, indicating full-form processing of all the inflected nouns. This cross-language difference suggests that L1 can exert an effect on the morphological processing in L2. The application of full-form processing for the Swedish inflected nouns in the Chinese group might reflect strategy transfer from their isolating native language to Swedish.

  20. Learning to Characterize Submarine Lava Flow Morphology at Seamounts and Spreading Centers using High Definition Video and Photomosaics

    Fundis, A. T.; Sautter, L. R.; Kelley, D. S.; Delaney, J. R.; Kerr-Riess, M.; Denny, A. R.; Elend, M.

    2010-12-01

    to learn to recognize and identify various lava flow morphologies and volcanic features. They then conduct a virtual ROV Jason 2 dive using video and still photographs, and characterize the terrain. Their observations are supplemented by the integration of high resolution (1 m scale resolution) bathymetry collected with a RESON SeaBat 7125 sonar mounted on Jason 2 during ENLIGHTEN’10. Students visualize the bathymetry in 2D and 3D using CARIS HIPS 7.0 software. COVE (Collaborative Ocean Visualization Environment) geospatial software is then used to plan and map out an optimal cable route. The LavaFlow exercise allows students to employ the same technologies used by the RSN team for designing the Axial Seamount cabled observatory infrastructure. When completed in 2014, real-time HD imagery, geophysical, chemical and biological sensors will provide data in real-time from this site to educators throughout the US and globe via the Internet.

  1. Working memory and L2 reading: theoretical and methodological issues

    Erçetin, Gülcan

    2015-01-01

    This article reviews research on working memory (WM) and its role in second language (L2) reading. After a brief theoretical account of WM, the article focuses on methods of measuring WM and issues surrounding its measurement. Next, the paper provides a review of studies on the relationship between L1 and L2 WM, their relationships with L2 reading, and the interaction between WM capacity and domain knowledge in terms of their effects on L2 reading comprehension. Conclusions regarding the role...

  2. Motivational dimension of willingness to communicate in L2: The impacts of criterion measure, ideal L2 self, family influence, and attitudes to L2 culture

    Afsaneh Ghanizadeh

    2016-07-01

    Full Text Available The purpose of the present study is to explore the interrelationship between four components of Dörnyei's Motivational Self-System (criterion measure, ideal L2 self, attitudes to L2 culture and community, and family influence and willingness to communicate in the second language (L2 WTC. Questionnaire data were collected from 160 Iranian EFL learners. Results of multiple regression analysis indicated that four aforementioned motivational factors can account for approximately 10 percent of the variance in WTC among Iranian EFL learners. Furthermore, this study found that WTC correlated significantly and positively with all motivational factors except family influence. Besides, it was found that among the components of WTC, WTC in reading correlated with both criterion measure and ideal L2 self. WTC in writing did not correlate with any of the motivational factors. WTC in listening was associated with criterion measure as well as ideal L2 self, although the magnitude of correlation with ideal L2 self was higher. The discussion and implications of the findings are presented with reference to the earlier findings.

  3. The effect of computer-assisted translation on L2 learners’ mastery of writing

    Ahmad Ali Kazemzadeh

    2014-07-01

    Full Text Available Computer-Assisted Translation (CAT is an alternative approach to computer translation that integrates human expertise into the automatic translation process. In this realm, the few studies that deal with Computer Assisted Translation (CAT as a language learning tool focus on its use by advanced learners, not by beginners. Yet, freely available CAT engines (i.e. Google Translate position themselves to cater precisely to the needs of learners with a limited command of a second language (L2. Anecdotal classroom evidence points to beginners availing themselves of CAT help, even against the advice of teachers. In order to find out whether CAT could help develop learners’ writing skills in L2, some tests were run asking participants to write directly into L2 in one instance and into L1 in another, while pre-editing the L1 and post-editing the L2 within the CAT’s Translate.google.com interface. The analysis of the output shows that CAT helps beginners to communicate more, particularly when they have a lesser mastery of the language. The less their mastery of the L2, the greater the difference between the number of words composed with the help of CAT and the number of those written directly into L2. It also helps them to communicate better, with blind marking indicating higher quality when writing with CAT mediation. Looking at the screen recordings, on the other hand, we found that writing directly into L2 requires more effort, as measured by number of pauses, and involves more engagement with the task, as measured by the number of editing interventions.

  4. The Relationship between Multiple Intelligences and L2 Reading Skill among Iranian EFL University Students

    Saber Khooei Oskooei

    2014-09-01

    Full Text Available The purpose of the present study was to investigate the relationship between multiple intelligences (MI and foreign language (L2 reading skill among Iranian EFL sophomores. Multiple intelligences and L2 reading measurements of participants – 29 males and 69 females who were selected from four intact classes – were obtained through McKenzie’s (1999 Multiple Intelligences Inventory and reading part of a Preliminary English Test PET, respectively, and then Pearson’s correlation analysis was run to determine the degree of the relationship between each component of multiple intelligences and L2 reading skill. Afterwards, through a multiple regression analysis those components of multiple intelligences which acted as the predictors of L2 reading skill were identified and the power of each predictor was calculated. The results of the correlation analyses revealed that linguistic-verbal, logical-mathematical, spatial, and interpersonal intelligences were significantly correlated with reading skill. In addition, the results showed that linguistic-verbal, interpersonal, and logical-mathematical intelligences were the best predictors of L2 reading skill scores of the participants. The results of the study can help coursebook designers, educational planners, foreign language institutes, teachers, learners and their parents to provide and use different methods of teaching and learning. Keywords: multiple intelligences, general intelligence, reading comprehension, university students, EFL

  5. L1 literacy affects L2 pronunciation intake and text vocalization

    Walton, Martin

    2005-04-01

    For both deaf and hearing learners, L1 acquisition calls on auditive, gestural and visual modes in progressive processes over longer stages imposed in strictly anatomical and social order from the earliest pre-lexical phase [Jusczyk (1993), Kuhl & Meltzoff (1996)] to ultimate literacy. By contrast, L2 learning will call on accelerating procedures but with restricted input, arbitrated by L1 literacy as can be traced in the English of French-speaking learners, whether observed in spontaneous speech or in text vocalization modes. An inventory of their predictable omissions, intrusions and substitutions at suprasegmental and syllabic levels, many of which they can actually hear while unable to vocalize in real-time, suggests that a photogenic segmentation of continuous speech into alphabetical units has eclipsed the indispensable earlier phonogenic module, filtering L2 intake and output. This competing mode analysis hypothesizes a critical effect on L2 pronunciation of L1 graphemic procedures acquired usually before puberty, informing data for any Critical Period Hypothesis or amounts of L1 activation influencing L2 accent [Flege (1997, 1998)] or any psychoacoustic French deafness with regard to English stress-timing [Dupoux (1997)]. A metaphonic model [Howell & Dean (1991)] adapted for French learners may remedially distance L1 from L2 vocalization procedures.

  6. Mental Lexicon, Working Memory and L2 (English Vocabulary in Polish Students with and without Dyslexia

    Marta Łockiewicz

    2015-03-01

    Full Text Available The aim of our study was to examine the relationship between access to the mental lexicon, working memory and knowledge of English (L2 vocabulary. Analyses were undertaken amongst monolingual speakers of Polish (26 with dyslexia, 24 without who studied English as a second language as part of their compulsory educational programme at school. We assumed that students with dyslexia would manifest deficits in access to the mental lexicon and verbal working memory, and would have a limited L2 vocabulary. We also assumed that better access to the mental lexicon facilitates knowledge of English (L2 vocabulary, and that this relationship is present in both the criterion and the control group. All of the students participated in both parts of the assessment, the group part (i.e., questionnaire, IQ test, two vocabulary tasks and the individual part (i.e., psychological measures: verbal working memory, RAN, verbal fluency, and single word reading in L1 task. We found that students with dyslexia exhibited deficits in the speed of access to data from the mental lexicon. The predictive function of memory for vocabulary was more conspicuous in the control group; in the criterion group, the result might constitute a risk factor for L2 vocabulary acquisition in dyslexia, which may manifest with increased proficiency in word knowledge. Poor vocabulary knowledge renders the L2 learning experience difficult, as it impairs students’ reading comprehension, writing and conversational skills.

  7. A preliminary Analysis of Dörnyei and Otto’s Process Model of L2 Motivation

    徐佳佳

    2015-01-01

    In the past few decades, motivation has already become a recurring topic in SLA field, where motivational theories have placed great influence on language teaching. Different from previous motivation theories, Dörnyei and Otto’s process model of L2 motivation focuses on the dynamicity of motivation.This paper aims at analyzing the process model of L2 motivation and proposing stimulation strategies for each phase to attain learning effect.

  8. A preliminary Analysis of Drnyei and Otto’s Process Model of L2 Motivation

    徐佳佳

    2015-01-01

    In the past few decades, motivation has already become a recurring topic in SLA field, where motivational theories have placed great influence on language teaching.Different from previous motivation theories, Drnyei and Otto’s process model of L2 motivation focuses on the dynamicity of motivation.This paper aims at analyzing the process model of L2 motivation and proposing stimulation strategies for each phase to attain learning effect.

  9. Design Issues and Inference in Experimental L2 Research

    Hudson, Thom; Llosa, Lorena

    2015-01-01

    Explicit attention to research design issues is essential in experimental second language (L2) research. Too often, however, such careful attention is not paid. This article examines some of the issues surrounding experimental L2 research and its relationships to causal inferences. It discusses the place of research questions and hypotheses,…

  10. The Effects of L2 Experience on L3 Perception

    Onishi, Hiromi

    2016-01-01

    This study examines the influence of experience with a second language (L2) on the perception of phonological contrasts in a third language (L3). This study contributes to L3 phonology by examining the influence of L2 phonological perception abilities on the perception of an L3 at the beginner level. Participants were native speakers of Korean…

  11. Lexical Patterns in L2 Textual Gist Identification Assessment

    Yamada, Kyoko

    2009-01-01

    Gist identification or coherent situation model construction performance is an important criterion not only in L1 and L2 reading comprehension assessment but also in every aspect of discourse processing. Whereas most previous L2 research has investigated schematic knowledge of readers about relations within a text, more recent studies have used…

  12. Proficiency and Sequential Organization of L2 Requests

    Al-Gahtani, Saad; Roever, Carsten

    2012-01-01

    L2 requests in developmental pragmatics research are commonly investigated using non-interactive data collection techniques or sidelining the larger discourse sequence in which the request proper is embedded. This study takes a different approach to the study of L2 requests. In a cross-sectional design, we collected role play data from learners at…

  13. Vocabulary Acquisition in L2: Does CALL Really Help?

    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…

  14. L2-Betti numbers of locally compact groups

    Petersen, Henrik Densing

    We introduce a notion of L2-Betti numbers for locally compact, second countable, unimodular groups. We study the relation to the standard notion of L2-Betti numbers of countable discrete groups for lattices. In this way, several new computations are obtained for countable groups, including lattices...

  15. Towards Effective Instruction on Aspect in L2 Spanish

    Gonzalez, Paz

    2008-01-01

    This study investigates whether L2 instruction on the Spanish aspectual system containing a recognition task of the learners' L1 (Dutch) aspectual system helps the learner to understand and interiorise the L2 system. Second year Dutch university students (N = 20) took part in the experiment. In weekly groups of two to four, the students received…

  16. Honest Bayesian confidence sets for the L2-norm

    Szabó, B.; van der Vaart, A.; van Zanten, H.

    2015-01-01

    We investigate the problem of constructing Bayesian credible sets that are honest and adaptive for the L2L2-loss over a scale of Sobolev classes with regularity ranging between [D,2D][D,2D], for some given DD in the context of the signal-in-white-noise model. We consider a scale of prior distributio

  17. Explicit Grammar Instruction and the Acquisition of Second Language Verbal Morphology: A Framework for Generalized Learning in Second Language Acquisition

    Baugher, Mark W.

    2012-01-01

    The dissertation outlines a framework for understanding variation in ultimate attainment and syntactic structure in second language acquisition by positing a distinction between competence-based and generalized learning processes. Within this framework, competence-based learning is theorized to employ inductive learning processes to acquire a…

  18. Explicit Grammar Instruction in L2 Learners’Writing Development:Effective or Ineffective?

    田秀峰

    2012-01-01

      It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is. However, there are more than one factor to take into consideration while discussing which way is better for L2 learners. This short essay aims at depicting three respects concerning grammar teaching, namely learning context, language learners’beliefs and needs, and grammar instruction. When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners’writing development, they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students

  19. On the effects of L2 perception and of individual differences in L1 production on L2 pronunciation.

    Kartushina, Natalia; Frauenfelder, Ulrich H

    2014-01-01

    The speech of late second language (L2) learners is generally marked by an accent. The dominant theoretical perspective attributes accents to deficient L2 perception arising from a transfer of L1 phonology, which is thought to influence L2 perception and production. In this study we evaluate the explanatory role of L2 perception in L2 production and explore alternative explanations arising from the L1 phonological system, such as for example, the role of L1 production. Specifically we examine the role of an individual's L1 productions in the production of L2 vowel contrasts. Fourteen Spanish adolescents studying French at school were assessed on their perception and production of the mid-close/mid-open contrasts, /ø-œ/ and /e-ε/, which are, respectively, acoustically distinct from Spanish sounds, or similar to them. The participants' native productions were explored to assess (1) the variability in the production of native vowels (i.e., the compactness of vowel categories in F1/F2 acoustic space), and (2) the position of the vowels in the acoustic space. The results revealed that although poorly perceived contrasts were generally produced poorly, there was no correlation between individual performance in perception and production, and no effect of L2 perception on L2 production in mixed-effects regression analyses. This result is consistent with a growing body of psycholinguistic and neuroimaging research that suggest partial dissociations between L2 perception and production. In contrast, individual differences in the compactness and position of native vowels predicted L2 production accuracy. These results point to existence of surface transfer of individual L1 phonetic realizations to L2 space and demonstrate that pre-existing features of the native space in production partly determine how new sounds can be accommodated in that space.

  20. On the effects of L2 perception and of individual differences in L1 production on L2 pronunciation

    Natalia eKartushina

    2014-11-01

    Full Text Available The speech of late second language (L2 learners is generally marked by an accent. The dominant theoretical perspective attributes accents to deficient L2 perception arising from a transfer of L1 phonology, which is thought to influence L2 perception and production. In this study we evaluate the explanatory role of L2 perception in L2 production and explore alternative explanations arising from the L1 phonological system, such as for example, the role of L1 production. Specifically we examine the role of an individual’s L1 productions in the production of L2 vowel contrasts. Fourteen Spanish adolescents studying French at school were assessed on their perception and production of the mid-close/mid-open contrasts, /ø-œ/ and /e-ε/, which are, respectively, acoustically distinct from Spanish sounds, or similar to them. The participants’ native productions were explored to assess 1 the variability in the production of native vowels (i.e., the compactness of vowel categories in F1/F2 acoustic space, and 2 the position of the vowels in the acoustic space. The results revealed that although poorly perceived contrasts were generally produced poorly, there was no correlation between individual performance in perception and production, and no effect of L2 perception on L2 production in mixed-effects regression analyses. This result is consistent with a growing body of psycholinguistic and neuroimaging research that suggest partial dissociations between L2 perception and production. In contrast, individual differences in the compactness and position of native vowels predicted L2 production accuracy. These results point to existence of surface transfer of individual L1 phonetic realisations to L2 space and demonstrate that pre-existing features of the native space in production partly determine how new sounds can be accommodated in that space.

  1. On the effects of L2 perception and of individual differences in L1 production on L2 pronunciation

    Kartushina, Natalia; Frauenfelder, Ulrich H.

    2014-01-01

    The speech of late second language (L2) learners is generally marked by an accent. The dominant theoretical perspective attributes accents to deficient L2 perception arising from a transfer of L1 phonology, which is thought to influence L2 perception and production. In this study we evaluate the explanatory role of L2 perception in L2 production and explore alternative explanations arising from the L1 phonological system, such as for example, the role of L1 production. Specifically we examine the role of an individual’s L1 productions in the production of L2 vowel contrasts. Fourteen Spanish adolescents studying French at school were assessed on their perception and production of the mid-close/mid-open contrasts, /ø-œ/ and /e-ε/, which are, respectively, acoustically distinct from Spanish sounds, or similar to them. The participants’ native productions were explored to assess (1) the variability in the production of native vowels (i.e., the compactness of vowel categories in F1/F2 acoustic space), and (2) the position of the vowels in the acoustic space. The results revealed that although poorly perceived contrasts were generally produced poorly, there was no correlation between individual performance in perception and production, and no effect of L2 perception on L2 production in mixed-effects regression analyses. This result is consistent with a growing body of psycholinguistic and neuroimaging research that suggest partial dissociations between L2 perception and production. In contrast, individual differences in the compactness and position of native vowels predicted L2 production accuracy. These results point to existence of surface transfer of individual L1 phonetic realizations to L2 space and demonstrate that pre-existing features of the native space in production partly determine how new sounds can be accommodated in that space. PMID:25414678

  2. Putting Students at the Centre of Classroom L2 Writing Assessment

    Lee, Icy

    2016-01-01

    In many educational contexts, L2 writing assessment tends to emphasize its summative functions (i.e., assessment of learning--AoL) more than its formative potential (i.e., assessment for--AfL). While the teacher plays a dominant role in AoL, central to AfL is the role of the students, alongside that of the teacher and peers. A student-centred…

  3. The Prosodic Acquisition Path Hypothesis: Towards explaining variability in L2 acquisition of phonology

    Öner Özçelik

    2016-08-01

    Full Text Available Assuming that word-prosodic parameters are organized into a hierarchical tree where certain parameters are embedded under others, this paper proposes the Prosodic Acquisition Path Hypothesis (PAPH. The PAPH predicts different levels of difficulty and paths to be followed by L2 (and L1 learners based on the typological properties of their L1 and the L2 they are learning. On the PAPH, L2 acquisition is assumed to be brought along via a process of parameter resetting. During this process, certain parameters are expected to be easier to reset than others, based on such factors as economy, markedness, and robustness of the input, which is reflected in part by their location on the tree of parameters proposed in this paper. Evidence for the proposal comes from previous formal phonological and L1 acquisition literature. The predictions as concerns the learning path are tested through an experiment which examines productions of English-speaking learners of Turkish, thereby involving two languages that are maximally different from each other regarding the location of word-level prominence, as well as how it is assigned. The PAPH is a restrictive (and falsifiable approach, where the predictions regarding the stages learners go through are constrained both by certain learning principles and by the options made available by UG.

  4. How to Make L2 Easier to Process ?The Role of L2 Proficiency and Semantic Category in Translation Priming

    XIN WANG

    2014-01-01

    The current study reports four masked translation priming experiments and demonstrates that L2 proficiency plays a role in translation priming but it is not the only factor determining translation priming patterns . Instead , language dominance might be more accurate in predicting priming patterns . Given the asymmetrical representations of L 1 and L2 as described by most bilingual models , the conditions to produce L2‐L1 priming not only depends on the task , but also the category size in semantic categorization . Relevant results will be discussed in relation to bilingual models . One implication of the current results is that processing L2 in a specific semantic context can be optimal to L2 lexical access .

  5. Learning second language vocabulary: neural dissociation of situation-based learning and text-based learning.

    Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta

    2010-04-01

    Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used.

  6. Calibration of comprehension and performance in L2 reading

    Seda SARAC

    2009-10-01

    Full Text Available Comprehension monitoring is crucial for successful reading. Although the researchers appreciate the importance of comprehension monitoring in L2 reading, there are only a few studies done on the comprehension monitoring ability of L2 readers. The main aim of this study was to investigate the comprehension monitoring abilities of university students while reading expository texts in L2. The results showed that the students’ were not able to calibrate their comprehension at above chance level whereas they were able to calibrate their performance. The results were discussed comparative to findings from earlier research in L1 reading.

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

    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

  8. L2 Teachers' Experience of CALL Technology Education and the Use of Computer Technology in the Classroom: The Case of Franklin County, Ohio

    Hong, Kwang Hee

    2009-01-01

    Primary issues concerned with CALL (Computer-Assisted Language Learning) teacher education are twofold: Integration of CALL technology into foreign and second language (L2) teacher education programs and L2 teachers' integration of CALL technology into their classroom. While increased attention has been paid to the former, only a small body of…

  9. Okeanos Explorer (EX1503L2): Tropical Exploration (Mapping II)

    National Oceanic and Atmospheric Administration, Department of Commerce — During EX-15-03L2, multibeam data will be collected 24 hours a day and XBT casts will be conducted at an interval defined by prevailing oceanographic conditions, but...

  10. L2-gain and passivity techniques in nonlinear control

    van der Schaft, Arjan

    2017-01-01

    This standard text gives a unified treatment of passivity and L2-gain theory for nonlinear state space systems, preceded by a compact treatment of classical passivity and small-gain theorems for nonlinear input-output maps. The synthesis between passivity and L2-gain theory is provided by the theory of dissipative systems. Specifically, the small-gain and passivity theorems and their implications for nonlinear stability and stabilization are discussed from this standpoint. The connection between L2-gain and passivity via scattering is detailed. Feedback equivalence to a passive system and resulting stabilization strategies are discussed. The passivity concepts are enriched by a generalised Hamiltonian formalism, emphasising the close relations with physical modeling and control by interconnection, and leading to novel control methodologies going beyond passivity. The potential of L2-gain techniques in nonlinear control, including a theory of all-pass factorizations of nonlinear systems, and of parametrization...

  11. Effects of task repetition on L2 oral performance

    Finardi, Kyria Rebeca

    2008-01-01

    This study departs from the assumption that speaking an L2 is a complex cognitive ability (FORTKAMP, 2000) whose execution seems to involve tradeoff effects among the different goals of speech production, mainly among fluency, accuracy and complexity (BYGATE, 1998, 1999, 2001b; FOSTER e SKEHAN, 1996; SKEHAN e FOSTER, 1995, 2001; SKEHAN, 1998). Bygate (2001b) studied the effects of task familiarity on L2 speech performance. He found that in repeating a narrative task there were gains in terms ...

  12. SINGULAR INTEGRAL OPERATORS IN L2 SPACE WITH CHEBYSHEV WEIGHTS

    2000-01-01

    This paper defines a class of singular integral operators Iwj on L2wj space,where wights wj(j=1-4) are four kinds of Chebyshev weights.The authors prove that Iwj is an unique linear extension of classic singular integral operator Iwj on Holder space,some important properties of Iwj and some results of singular integral equation in L2wj space.

  13. IL FILM A LEZIONE DI ITALIANO L2: GLI ESAMI AL CINEMA

    Michela Albizzati

    2014-02-01

    L2? “Movies during Italian L2 Lessons: exams at the cinema” tries to answer these questions regarding the use of films in class and proposes an activity using clips from Italian films. Movies are social documents, vehicles for experiencing living, “situated” language and multi-sensory learning. The article sheds light on how L2 classes can benefit from the use of authentic audio-visual materials such as movies if properly selected and didacticized. From reflection to practice: after identifying objectives, target groups and their linguistic and communicative needs, an activity based on the using three didacticized clips centered on university oral exams is presented. Putting the linguistic-communicative needs of learners at the center shows that, if properly didacticized, a film or a clip constitutes extremely useful educational material for L2 learning, as well as an inexhaustible source of ideas from which the teacher can create original and stimulating educational activities which are not only linguistic but also intercultural.

  14. The multipath and SNR Quality in civil code L2

    Polezel, W. G.; Souza, E. M.; Monico, J. F.

    2007-12-01

    The new generation of GPS satellites, with the addition of the new L2C civil code, may provide to the users better positioning capabilities. The new code in the L2 may increase the signal robustness, improve resistance to interference, reduce tracking noise and consequently, improve accuracy and provide better positioning inside buildings and in wooded areas. The second civil frequency code will eliminate the need of using fragile semi- codeless tracking techniques currently used in connection with L2. The L2C has a different structure that allows civil and military share the same code. L2C owns two codes of different length: moderate code (CM) and long code (CL). The CM was chosen to have 10.230 chips repeated to every 20 millisecond. The CL was chosen to have 767250 chips with period of 1.5 second. The main reasons for these choices were due to excellent correlation properties. Furthermore, L2C enhances performance by having no data modulation on CL code, which improves, among others, the threshold tracking performance. Comparing the L2C acquisition with the C/A, the CM code is ten times longer than the C/A and the two components have half the total power. This is an important feature for many low-power applications. Although this signal has several advantages, some investigations about its performance are necessary, mainly about the provided accuracy under some effects, for example, multipath. Thus, this paper aims to analyze the L2C signal, as well as its quality using some parameters, such as Signal to Noise Ratio (SNR) and multipath level (MP). The experiment was realized at Sao Paulo State University UNESP in Presidente Prudente, Brazil. The data were collected by two receivers of different brands, both able to collect the L2C signal, and connected to the same antenna, thought the use of a splitter. The results showed that the MP and SNR values were better for the modernized satellites. Furthermore, the SNR values of the two receivers were similar while the

  15. A model of the effect of uncertainty on the C elegans L2/L2d decision.

    Leon Avery

    Full Text Available At the end of the first larval stage, the C elegans larva chooses between two developmental pathways, an L2 committed to reproductive development and an L2d, which has the option of undergoing reproductive development or entering the dauer diapause. I develop a quantitative model of this choice using mathematical tools developed for pricing financial options. The model predicts that the optimal decision must take into account not only the expected potential for reproductive growth, but also the uncertainty in that expected potential. Because the L2d has more flexibility than the L2, it is favored in unpredictable environments. I estimate that the ability to take uncertainty into account may increase reproductive value by as much as 5%, and discuss possible experimental tests for this ability.

  16. Empirical Comparison of Evaluation Methods for Unsupervised Learning of Morphology Comparaison empirique des méthodes d'évaluation de l'apprentissage non-supervisé de la morphologie

    Sami Virpioja

    2012-03-01

    Full Text Available Unsupervised and semi-supervised learning of morphology provide practical solutions for processing morphologically rich languages with less human labor than the traditional rule-based analyzers. Direct evaluation of the learning methods using linguistic reference analyses is important for their development, as evaluation through the final applications is often time consuming. However, even linguistic evaluation is not straightforward for full morphological analysis, because the morpheme labels generated by the learning method can be arbitrary. We review the previous evaluation methods for the learning tasks and propose new variations. In order to compare the methods, we perform an extensive meta-evaluation using the large collection of results from the Morpho Challenge competitions.

  17. Status of the T2L2/Jason2 Experiment

    Exertier, Pierre; Samain, Etienne; Bonnefond, Pascal; Guillemot, Philippe

    2010-12-01

    The T2L2 (Time Transfer by Laser Link) project, developed by CNES and OCA will permit the synchronization of remote ultra stable clocks and the determination of their performances over intercontinental distances. The principle of the experiment derives from Satellite Laser Ranging (SLR) technology with dedicated space equipment. T2L2 was accepted in 2005 to be on board the Jason2 altimetry satellite. The payload consists of both event timer and photo detection modules. The system uses the ultra-stable quartz oscillator of DORIS as on-board reference clock on one hand, and the Laser Reflector Array, making T2L2 a real two-way time transfer system on the other hand. The expected time stability of the T2L2 instrument (detection and timing), referenced by the DORIS oscillator and including all internal error sources should be at the level of 10-12 ps at 1 s and T2L2 should permit to maintain a precision of 1 to a few ps when measuring the phase of a clock during around 1000 seconds. First analysis of T2L2 data permitted to validate some important characteristics of the experiment such as the sensitivity of the instrument to laser pulse amplitude (from single to multi-photon detection mode), data noises (of different sources, SLR and T2L2), and first error budget and time stability of ground to space time transfers. The paper describes the space experiment and highlights the different steps of the data processing after a first year of operations (between July 2008 and June 2009). We show the time stability which can be reached when a laser station is equipped with an Hydrogen Maser or a Cesium clock as a time reference; thus, the first estimations give 7 ps over 30 s. We conclude by presenting the campaigns of ground to ground time transfers already planned between the Paris Observatory and different places in Europe.

  18. Acquiring Temporal Meanings without Tense Morphology: The Case of L2 Mandarin Chinese

    Slabakova, Roumyana

    2015-01-01

    This article reports on an experimental study addressing the second language acquisition of Mandarin temporality. Mandarin Chinese does not mark past, present, or future with dedicated morphemes; the native English of the learners does. It was hypothesized that, in their comprehension, learners would utilize the deictic pattern of expressing…

  19. 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)

    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…

  20. L1 and L2 Picture Naming in Mandarin-English Bilinguals: A Test of Bilingual Dual Coding Theory

    Jared, Debra; Poh, Rebecca Pei Yun; Paivio, Allan

    2013-01-01

    This study examined the nature of bilinguals' conceptual representations and the links from these representations to words in L1 and L2. Specifically, we tested an assumption of the Bilingual Dual Coding Theory that conceptual representations include image representations, and that learning two languages in separate contexts can result in…

  1. Vocabulary Teaching Strategies and Conceptual Representations of Words in L2 in Children: Evidence with Novice Learners

    Comesana, Montserrat; Perea, Manuel; Pineiro, Ana; Fraga, Isabel

    2009-01-01

    A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations.…

  2. An Exploration of Language Anxiety in L2 Academic Context for Chinese International Students in U.S. Universities

    Zhao, Qing

    2013-01-01

    This mix-methods study examined the language anxiety levels that the Chinese international students perceived in second language (L2) academic context at four universities in the northeastern region of the United States of America; it explored the impact of language anxiety that these students perceived on their academic learning; it also…

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

    Keijzer, Merel

    2016-01-01

    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

  4. Study Quality in SLA: An Assessment of Designs, Analyses, and Reporting Practices in Quantitative L2 Research

    Plonsky, Luke

    2013-01-01

    This study assesses research and reporting practices in quantitative second language (L2) research. A sample of 606 primary studies, published from 1990 to 2010 in "Language Learning and Studies in Second Language Acquisition," was collected and coded for designs, statistical analyses, reporting practices, and outcomes (i.e., effect…

  5. L2TP VPN分析及配置

    陈金莲

    2012-01-01

    在微软的Windows Server 2005中,集成了VPN技术,可以实现Site to Site VPN和L2TPVPN、PPTPVPN两种形式的Eemote Access VPN,其中L2TPVPN、PPTPVPN比较常用。虽然对于大型企业而言,用Windows Server 2003做VPN的可能性不大,但对于小型企业或个人用户来说,用这种VPN实现远程接入不失为一个较好的解决方案。下面,笔者就个人配置经历来详细解析一下L2TP VPN及配置要点。

  6. Controllability of Second-Order Equations in L2

    Hugo Leiva

    2010-01-01

    Full Text Available We present a simple proof of the interior approximate controllability for the following broad class of second-order equations in the Hilbert space L2(Ω: ÿ+Ay=1ωu(t, t∈(0,τ], y(0=y0, ẏ(0=y1, where Ω is a domain in RN(N≥1, y0,y1∈L2(Ω, ω is an open nonempty subset of Ω, 1ω denotes the characteristic function of the set ω, the distributed control u belongs to L2(0,τ;L2(Ω, and A:D(A⊂L2(Ω→L2(Ω is an unbounded linear operator with the following spectral decomposition: Az=∑j=1∞λj∑k=1γj〈z,ϕj,k〉ϕj,k, with the eigenvalues λj given by the following formula: λj=j2mπ2m, j=1,2,3,… and m≥1 is a fixed integer number, multiplicity γj is equal to the dimension of the corresponding eigenspace, and {ϕj,k} is a complete orthonormal set of eigenvectors (eigenfunctions of A. Specifically, we prove the following statement: if for an open nonempty set ω⊂Ω the restrictions ϕj,kω=ϕj,k|ω of ϕj,k to ω are linearly independent functions on ω, then for all τ≥2/πm-1 the system is approximately controllable on [0,τ]. As an application, we prove the controllability of the 1D wave equation.

  7. A L2HGDH initiator methionine codon mutation in a Yorkshire terrier with L-2-hydroxyglutaric aciduria

    Farias Fabiana HG

    2012-07-01

    Full Text Available Abstract Background L-2-hydroxyglutaric aciduria is a metabolic repair deficiency characterized by elevated levels of L-2-hydroxyglutaric acid in urine, blood and cerebrospinal fluid. Neurological signs associated with the disease in humans and dogs include seizures, ataxia and dementia. Case presentation Here we describe an 8 month old Yorkshire terrier that presented with episodes of hyperactivity and aggressive behavior. Between episodes, the dog’s behavior and neurologic examinations were normal. A T2 weighted MRI of the brain showed diffuse grey matter hyperintensity and a urine metabolite screen showed elevated 2-hydroxyglutaric acid. We sequenced all 10 exons and intron-exon borders of L2HGDH from the affected dog and identified a homozygous A to G transition in the initiator methionine codon. The first inframe methionine is at p.M183 which is past the mitochondrial targeting domain of the protein. Initiation of translation at p.M183 would encode an N-terminal truncated protein unlikely to be functional. Conclusions We have identified a mutation in the initiation codon of L2HGDH that is likely to result in a non-functional gene. The Yorkshire terrier could serve as an animal model to understand the pathogenesis of L-2-hydroxyglutaric aciduria and to evaluate potential therapies.

  8. LA DIDATTICA DEL TASK IN UN CORSO DI ITALIANO L2 PER STUDENTI SINOFONI

    Marianna Ingrassia

    2015-02-01

    Full Text Available Il concetto di task è alla base di un metododi insegnamento noto come TBLL abbreviazione di Task-Based Language Learning, ovvero “apprendimento di una lingua basato sul compito”. L’articolo si propone di descrivere le caratteristiche principali del TBLL e di illustrare un esempio di applicazione di didattica del task ad apprendenti di madrelingua cinese, durante un corso avanzato di italiano L2. La ricerca, inoltre, sulla base dei dati ricavati da un questionario sottoposto agli studenti del corso, dà conto delle valutazioni che essi hanno espresso rispetto alle attività sperimentate in classe. Le peculiarità di questo modello didattico sono infine messe a confronto con i tratti che caratterizzano il percorso di apprendimento degli studenti sinofoni, allo scopo di indagare sino a che punto una didattica basata sul task possa rivelarsi utile nell’insegnamento rivolto a questa specifica tipologia di apprendenti. Tasks in teaching italian L2 to chinese studentsThe concept of the task is the basis of a method known as TBLL (Task-Based Language Learning or “learning a language based on the task”. The article describes the main features of TBLL and illustrates an example of applying this method with native Chinese learners attending an advanced Italian L2 course. The research is also based on data obtained from a questionnaire evaluating the activities implemented given to the students in the course. The peculiarities of this teaching method are compared with the traits that characterize Chinese students in order to investigate the extent to which task based teaching may be useful for this specific type of learner.

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

    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.

  10. A dynamic usage based perspective on L2 writing

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

    2012-01-01

    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

  11. Young L2 Learners' Performance on a Novel Morpheme Task

    Kohnert, Kathryn; Danahy, Kerry

    2007-01-01

    The teaching of an invented language rule has been proposed as a possible non-biased, language-independent assessment technique useful in differentiating young L2 learners with specific language impairment from their typically developing peers. The current study explores these notions by testing typically developing sequential bilingual children's…

  12. Using Turnitin to Provide Feedback on L2 Writers' Texts

    Kostka, Ilka; Maliborska, Veronika

    2016-01-01

    Second language (L2) writing instructors have varying tools at their disposal for providing feedback on students' writing, including ones that enable them to provide written and audio feedback in electronic form. One tool that has been underexplored is Turnitin, a widely used software program that matches electronic text to a wide range of…

  13. The Laplace transform and polynomial approximation in L2

    Labouriau, Rodrigo

    2016-01-01

    in play is bounded in a neighbourhood of the origin, then the moments of all order are finite and the class of polynomials is dense in L2. The existence of the moments of all orders is well known for the case where the measure is concentrated in the positive real line (see Feller, 1966), but the result...

  14. New Perspectives on Multilingualism and L2 Acquisition: An Introduction

    de Zarobe, Leyre Ruiz; de Zarobe, Yolanda Ruiz

    2015-01-01

    This article focuses on the description of one of the main features of current multilingualism, complexity, through a selection of issues related to its role in L2 acquisition, as the proper notion of multilingualism, multilingualism as a social phenomenon and multilingualism as a multidimensional phenomenon. We also present several aspects of…

  15. Epilogue: Exploring L2 Writing-SLA Interfaces

    Ortega, Lourdes

    2012-01-01

    In this closing commentary, I first briefly recognize areas that have made the dialogue between the fields of second language (L2) writing and second language acquisition (SLA) difficult in the past. I then offer some comments on the interfaces that are brought to the fore by the contributions gathered in the special issue. The themes explored are…

  16. Strategic Processing and Predictive Inference Generation in L2 Reading

    Nahatame, Shingo

    2014-01-01

    Predictive inference is the anticipation of the likely consequences of events described in a text. This study investigated predictive inference generation during second language (L2) reading, with a focus on the effects of strategy instructions. In this experiment, Japanese university students read several short narrative passages designed to…

  17. Influence of musical training on perception of L2 speech

    Sadakata, M.; Zanden, L.D.T. van der; Sekiyama, K.

    2010-01-01

    The current study reports specific cases in which a positive transfer of perceptual ability from the music domain to the language domain occurs. We tested whether musical training enhances discrimination and identification performance of L2 speech sounds (timing features, nasal consonants and vowels

  18. Sociocultural Theory and L2: State of the Art

    Lantolf, James P.

    2006-01-01

    This article considers the implications of two central constructs of sociocultural theory (SCT) for second language (L2) development: mediation and internalization. It first discusses Vygotsky's general theoretical claim that human mental activity arises as a consequence of the functional system formed by our biologically specified mental…

  19. Generators with interior degeneracy on spaces of L^2 type

    Genni Fragnelli

    2012-10-01

    Full Text Available We consider operators in divergence and in nondivergence form with degeneracy at the interior of the space domain. Characterizing the domain of the operators, we prove that they generate positive analytic semigroups on spaces of L^2 type. Finally, some applications to linear and semilinear parabolic evolution problems and to linear hyperbolic ones are presented.

  20. Phonetics Instruction Improves Learners' Perception of L2 Sounds

    Kissling, Elizabeth M.

    2015-01-01

    Explicit phonetics instruction can help second language (L2) learners to moderately improve their pronunciation, but less is known about how the instruction affects learners' perception, even though there is evidence that perception and pronunciation are related. This study provided phonetics instruction to students (n = 46) studying Spanish as a…

  1. Lexical Bundles in L1 and L2 Academic Writing

    Chen, Yu-Hua; Baker, Paul

    2010-01-01

    This paper adopts an automated frequency-driven approach to identify frequently-used word combinations (i.e., "lexical bundles") in academic writing. Lexical bundles retrieved from one corpus of published academic texts and two corpora of student academic writing (one L1, the other L2), were investigated both quantitatively and qualitatively.…

  2. Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

    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…

  3. L2 Blogging: Who Thrives and Who Does Not?

    Chen, Rainbow Tsai-Hung

    2015-01-01

    While research has reported generally enthusiastic results regarding L2 blogging, some studies have found contrasting blogging experiences among individual learners. Consequently, this study investigated the factors underlying such discrepancies by exploring 33 EFL learners' experiences of participating in a blog project at a Taiwanese university.…

  4. Effects and Student Perceptions of Collaborative Writing in L2

    Shehadeh, Ali

    2011-01-01

    This study investigated the effectiveness and students' perceptions of collaborative writing (CW) in second language (L2). The study involved 38 first year students in two intact classes at a large university in the UAE (United Arab Emirates). One class consisted of 18 students and was considered the experimental group, and the second consisted of…

  5. The Role of Individual Differences in L2 Writing

    Kormos, Judit

    2012-01-01

    Although the role of individual differences in second language (L2) speech has been extensively studied, the impact of individual differences on the process of second language writing and the written product has been a neglected area of research. In this paper, I review the most important individual difference factors that might explain variations…

  6. The Teaching of L2 Pronunciation through Processing Instruction

    Gonzales-Bueno, Manuela; Quintana-Lara, Marcela

    2011-01-01

    The goal of this study is to pilot test whether the instructional approach known as Processing Instruction could be adapted to the teaching of second language (L2) pronunciation. The target sounds selected were the Spanish tap and trill. Three groups of high school students of Spanish as a foreign language participated in the study. One group…

  7. The Effectiveness of L2 Pronunciation Instruction: A Narrative Review

    Thomson, Ron I.; Derwing, Tracey M.

    2015-01-01

    Research on the efficacy of second language (L2) pronunciation instruction has produced mixed results, despite reports of significant improvement in many studies. Possible explanations for divergent outcomes include learner individual differences, goals and foci of instruction, type and duration of instructional input, and assessment procedures.…

  8. Memorization versus Semantic Mapping in L2 Vocabulary Acquisition

    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…

  9. L1-L2 Sentence Translation in Classroom Grammar Tests

    Salem, Ilana

    2012-01-01

    L1-L2 translation of separate sentences is one kind of task format used by mainstream EFL teachers to assess their learners' grammatical accuracy. Aimed at improving teacher-written translation items, this study analyses linguistic features potentially causing such decontextualized cues (and their target responses) to sound odd or untypical of…

  10. L2 Reading Motivation among Sri Lankan University Students

    Dhanapala, Kusumi Vasantha; Hirakawa, Yukiko

    2016-01-01

    This study investigated the extent of the motivational processes that facilitated the text comprehension among 406 Sri Lankan university students in Sri Lanka. Students' L2 text comprehension and reading motivation were assessed using a reading comprehension test and a reading motivation and attitude questionnaire. The Principal Componential…

  11. SemEval 2014 Task 5 - L2 Writing Assistant

    Gompel, M. van; Hendrickx, I.H.E.; Bosch, A.P.J. van den; Lefever, E.; Hoste, V.

    2014-01-01

    We present a new cross-lingual task for SemEval concerning the translation of L1 fragments in an L2 context. The task is at the boundary of Cross-Lingual Word Sense Disambiguation and Machine Translation. It finds its application in the field of computer-assisted translation, particularly in the con

  12. (T2L2) Time Transfer by Laser Link

    Veillet, Christian; Fridelance, Patricia

    1995-05-01

    T2L2 (Time Transfer by Laser Link) is a new generation time transfer experiment based on the principles of LASSO (Laser Synchronization from Synchronous Orbit) and used with an operational procedure developed at OCA (Observatoire de la Cote d'Azur) during the active intercontinental phase of LASSO. The hardware improvements could lead to a precision better than 10 ps for time transfer (flying clock monitoring or ground based clock comparison). Such a package could fly on any spacecraft with a stable clock. It has been developed in France in the frame of the PHARAO project (cooled atom clock in orbit) involving CNES and different laboratories. But T2L2 could fly on any spacecraft carrying a stable oscillator. A GPS satellite would be a good candidate, as T2L2 could allow to link the flying clock directly to ground clocks using light, aiming to important accuracy checks, both for time and for geodesy. Radioastron (a flying VLBI antenna with a H-maser) is also envisioned, waiting for a PHARAO flight. The ultimate goal of T2L2 is to be part of more ambitious missions, as SORT (Solar Orbit Relativity Test), aiming to examine aspects of the gravitation in the vicinity of the Sun.

  13. L2-Accented Speech in L3 Production

    Wrembel, Magdalena

    2010-01-01

    The paper is aimed at investigating the sources of cross-linguistic influence in the third language (L3) phonology, and, particularly, the impact of the second language (L2) on the phonological acquisition of another foreign language. The study consisted in foreign accent judgements performed by a group of expert judges who were presented with…

  14. L2 English Listening:A Metacognitive Approach

    于红霞

    2014-01-01

    Metacognitive instruction is considered to be an effective approach of teaching listening in L2 context. Related research reports positively about the relation between listening performance and metacognitive instruction. However, when implementing metacognitive instruction in English classrooms in the context of China, there are some aspects deserving our further discussion.

  15. Effect of Alignment on L2 Written Production

    Wang, Chuming; Wang, Min

    2015-01-01

    This article aims to uncover how L2 writing is affected by alignment, a socio-cognitive process involving dynamic coordination and adaptation. For this, two studies were conducted. Study 1 required two groups of 24 learners of English as a foreign language (EFL) to continue in English two stories with their endings removed, both of which had a…

  16. Hedging, Inflating, and Persuading in L2 Academic Writing

    Hinkel, Eli

    2005-01-01

    This study analyzes the types and frequencies of hedges and intensifiers employed in NS and NNS academic essays included in a corpus of L1 and L2 student academic texts (745 essays/220,747 words). The overarching goal of this investigation is to focus on these lexical and syntactic features of written discourse because they effectively lend…

  17. Communicative adequacy and linguistic complexity in L2 writing

    F. Kuiken; I. Vedder; R. Gilabert

    2010-01-01

    The chapter investigates the relationship between communicative adequacy and linguistic complexity (syntactic complexity, lexical diversity, accuracy) of the written output of L2 writers of Dutch, Italian and Spanish. The main goal of the CALC study (‘Communicative Adequacy and Linguistic Complexity

  18. L2 Processing of Plural Inflection in English

    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,…

  19. Facebook Activities and the Investment of L2 Learners

    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…

  20. Developing Intentionality and L2 Classroom Task-Engagement

    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)…

  1. Institutional Forces and L2 Writing Feedback in Higher Education

    Seror, Jeremie

    2009-01-01

    There has recently been growing interest in the relationship between second language (L2) writing development and the institutional contexts in which this process is embedded. The present study examines this relationship by reporting on an eight-month qualitative investigation of international university students and their perspectives on the…

  2. Lexical Aspects of Very Advanced L2 French

    Lundell, Fanny Forsberg; Lindqvist, Christina

    2014-01-01

    The present study investigates the possibilities for adult learners to attain nativelikeness in the domain of lexis. Aspects investigated are general lexical knowledge (C-test), receptive deep knowledge, productive collocation knowledge, and productive lexico-pragmatic knowledge in a group of long-residency Swedish French second language (L2)…

  3. L1 Writing Experiences and L2 Writing Instruction : University Entrance Exams in Japan

    Ross, Paul; Paul, ROSS

    2005-01-01

    This poper examines an L1 learning experience shared by many EFL students in Japan: writing an essay in Japanese on university entrance exams. The main purpose is to identify the features of the experience that L2 writing teachers need to address in their classrooms. The major issues that are investigated are 1) what kind of writing students are expected to do on the exams, 2) what the purpose of the essay question is, and 3) what kind of training students receive to improve their writing ski...

  4. An Analysis of the Monitor Theory and Its Implications for L2 Teaching

    王文惠

    2004-01-01

    This paper presents an analysis of Krashen's Monitor Theory from both theoretical and practical perspectives. Krashen proposes that adults' second language acquisition is almost the same as children's L1 acquisition. Such a statement is neither reliable nor scientific, for Lland L2 acquisitions are different in more than one respect. Viewed from the perspective of second language practice, his Acquisition-Learning Distinction can not be empirically tested or applied. Besides, it is faulty for Krashen to deny the role of output in SLA. Anyhow, as one of the first attempts to account for SLA, MT does have some implications for Second Language Teaching.

  5. LA DIDATTICA DELL’ITALIANO L2 A DETENUTI STRANIERI

    Valentina Bonfanti

    2012-07-01

    Full Text Available L’insegnamento dell’italiano L2 all’interno degli istituti penitenziari è diventata un’esigenza fondamentale, data la crescente presenza di detenuti stranieri nelle strutture detentive del nostro Paese.Il presente lavoro analizza le peculiarità dell’insegnamento dell’italiano L2 a detenuti stranieri: ruolo e caratteristiche del docente, bisogni e motivazioni dell’apprendente, problematiche legate al contesto specifico di apprendimento. In particolare si intende mettere in evidenza il ruolo primario della scrittura come mezzo fondamentale per svolgere attività quotidiane (padroneggiare regolamenti, richieste, “domandine” e come strumento per la rieducazione.Per meglio comprendere le specificità dell’insegnamento in questo contesto, viene presentato un sillabo per apprendenti detenuti redatto da Antonella Benucci ed in appendice due interviste rivolte a docenti della Casa Circondariale di Monza.TEACHING ITALIAN L2 TO FOREIGN INMATESTeaching Italian L2 in prisons has become a basic need, given the growing number of foreign detainees in Italian prisons.This paper analyzes the peculiarity of teaching Italian L2 to foreign inmates: the teacher’s role and characteristics, the student’s needs and motivations, problems linked to the specific setting. We highlight the primary role of writing as a fundamental means for carrying out daily activities (mastering rules, requests, “small questions” and as a re-education tool.To better understand the specificity of teaching in this context, a syllabus for detainees compiled by Antonella Benucci is presented and there are two interviews with teachers working in a prison in Monza.

  6. How stressful is L2 stress? A cross-linguistic study of L2 perception and production of metrical systems

    Kijak, A.M.

    2009-01-01

    This dissertation addresses the second language (L2) acquisition of word stress in production and perception, from both a phonological-theoretical and psycholinguistic angle. It investigates how cross-linguistic differences in the (types of) metrical systems of native speakers of a variety of first

  7. Tracing trajectories: motion event construal by advanced L2 French-English and L2 French-German speakers

    Carroll, M.; Weimar, K.; Flecken, M.E.P.; Lambert, M.; Stutterheim, C. von

    2012-01-01

    Although the typological contrast between Romance and Germanic languages as verb-framed versus satellite-framed (Talmy 1985) forms the background for many empirical studies on L2 acquisition, the inconclusive picture to date calls for more differentiated, fine-grained analyses. The present study goe

  8. Respiratory dysfunction by AFG3L2 deficiency causes decreased mitochondrial calcium uptake via organellar network fragmentation

    Maltecca, Francesca; De Stefani, Diego; Cassina, Laura; Consolato, Francesco; Wasilewski, Michal; Scorrano, Luca; Rizzuto, Rosario; Casari, Giorgio

    2012-01-01

    The mitochondrial protein AFG3L2 forms homo-oligomeric and hetero-oligomeric complexes with paraplegin in the inner mitochondrial membrane, named m-AAA proteases. These complexes are in charge of quality control of misfolded proteins and participate in the regulation of OPA1 proteolytic cleavage, required for mitochondrial fusion. Mutations in AFG3L2 cause spinocerebellar ataxia type 28 and a complex neurodegenerative syndrome of childhood. In this study, we demonstrated that the loss of AFG3L2 in mouse embryonic fibroblasts (MEFs) reduces mitochondrial Ca2+ uptake capacity. This defect is neither a consequence of global alteration in cellular Ca2+ homeostasis nor of the reduced driving force for Ca2+ internalization within mitochondria, since cytosolic Ca2+ transients and mitochondrial membrane potential remain unaffected. Moreover, experiments in permeabilized cells revealed unaltered mitochondrial Ca2+ uptake speed in Afg3l2−/− cells, indicating the presence of functional Ca2+ uptake machinery. Our results show that the defective Ca2+ handling in Afg3l2−/− cells is caused by fragmentation of the mitochondrial network, secondary to respiratory dysfunction and the consequent processing of OPA1. This leaves a number of mitochondria devoid of connections to the ER and thus without Ca2+ elevations, hampering the proper Ca2+ diffusion along the mitochondrial network. The recovery of mitochondrial fragmentation in Afg3l2−/− MEFs by overexpression of OPA1 rescues the impaired mitochondrial Ca2+ buffering, but fails to restore respiration. By linking mitochondrial morphology and Ca2+ homeostasis, these findings shed new light in the molecular mechanisms underlining neurodegeneration caused by AFG3L2 mutations. PMID:22678058

  9. Optimally weighted L(2) distance for functional data.

    Chen, Huaihou; Reiss, Philip T; Tarpey, Thaddeus

    2014-09-01

    Many techniques of functional data analysis require choosing a measure of distance between functions, with the most common choice being L2 distance. In this article we show that using a weighted L2 distance, with a judiciously chosen weight function, can improve the performance of various statistical methods for functional data, including k-medoids clustering, nonparametric classification, and permutation testing. Assuming a quadratically penalized (e.g., spline) basis representation for the functional data, we consider three nontrivial weight functions: design density weights, inverse-variance weights, and a new weight function that minimizes the coefficient of variation of the resulting squared distance by means of an efficient iterative procedure. The benefits of weighting, in particular with the proposed weight function, are demonstrated both in simulation studies and in applications to the Berkeley growth data and a functional magnetic resonance imaging data set.

  10. Object Tracking via 2DPCA and l2-Regularization

    Haijun Wang

    2016-01-01

    Full Text Available We present a fast and robust object tracking algorithm by using 2DPCA and l2-regularization in a Bayesian inference framework. Firstly, we model the challenging appearance of the tracked object using 2DPCA bases, which exploit the strength of subspace representation. Secondly, we adopt the l2-regularization to solve the proposed presentation model and remove the trivial templates from the sparse tracking method which can provide a more fast tracking performance. Finally, we present a novel likelihood function that considers the reconstruction error, which is concluded from the orthogonal left-projection matrix and the orthogonal right-projection matrix. Experimental results on several challenging image sequences demonstrate that the proposed method can achieve more favorable performance against state-of-the-art tracking algorithms.

  11. ALLOPHONIC SPLITS IN L2 PHONOLOGY: THE QUESTION OF LEARNABILITY

    Gregory K . Iverson

    2001-06-01

    Full Text Available The research reported in this paper is intended as a contribution to the understanding of several wellknown problems relating to the leaming of phonemic contrasts in second language (L2 phonology. The paper describes a series of ongoing studies examining what Lado (1957 hypothesized to represent maximum diffículty in second language pronunciation, narnely, a phonemic split. This is the process involved when an L2 learner must split native language (NL allophones into separate target language (TL phonemes. Two core principles of phonological theory are described and evaluated for their relevante in explaining the series of well-defined, implicationally-related stages involved in a phonemic split. Finally, the paper reports the results of an empirical study designed to test the explanatory adequacy of these principles, and concludes with a discussion of the implications of these studies for second language phonology in general.

  12. Acquisition of L2 Japanese Geminates: Training with Waveform Displays

    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…

  13. Overview of the Earthcare L2 Lidar Retrieval Chain

    van Zadelhoff, Gerd-Jan; Donovan, D.; Wandinger, U.; Daou, D.; Horn, S.; Hunerbein, A.; Fischer, J.; von Bismarck, J.; Filipitsch, F.; Docter, N.; Eisinger, M.; Lajas, D.; Wehr, T.

    2016-06-01

    In this paper an introduction to the planned L2 retrieval algorithms for the Earth Clouds and Radiation Explorer (EarthCARE) lidar ATLID is given. The ATLID instrument is a high spectral resolution lidar which will provide independent retrievals of extinction and backscatter profiles and will be launched in 2018. A short description of the intended operational ESA products is given together with the logic behind the choices made.

  14. Feedback in L2 writing: the students' perspective

    Vokic, Gabriela

    2008-01-01

    Given the disparate views in L2 writing literature on what constitutes effective teacher feedback, this qualitative study approached this issue from the student???s perspective. In order to examine what constitutes effective teacher feedback from the student???s standpoint, fifty-four student responses to three drastically different feedback styles were analyzed. The results of this preliminary study are partially in line with Hyland (1998), since it was found that whethe...

  15. T2L2 - Time Transfer by Laser Link

    Weick, J.; Samain, E.; Bério, Ph.

    2005-12-01

    T2L2 is an experiment based on laser ranging technique coupled with time-frequency metrology. The goal consists in synchronizing ground and space clocks using short light pulses travelling between the ground and a satellite. The instrument will be integrated to the Jason-2 altimetric satellite launched in 2008. The experiment should enhance the performances of time transfert by one or two magnitudes compared to existing microwave techniques like GPS and Two-Way.

  16. L2 Quality as a Competitive Edge - Project Presentation

    Ditlevsen, Marianne Grove; Kastberg, Peter

    2000-01-01

    In our paper we would like to present an interdisciplinary project "L2 as a Competitive Edge". We'll be doing this by first giving you a project overview in section 0. The overview will then in the section 1 and 2 be followed by a presentation of two of the most interesting themes, serving as poi...... of departure for further discussion. The two themes are "The evaluation of language quality" and "Method - an Integrated Approach"....

  17. L2 OSTC-CPM: Theory and design

    Hesse, Matthias; Deneire, Luc

    2008-01-01

    The combination of space-time coding (STC) and continuous phase modulation (CPM) is an attractive field of research because both STC and CPM bring many advantages for wireless communications. Zhang and Fitz [1] were the first to apply this idea by constructing a trellis based scheme. But for these codes the decoding effort grows exponentially with the number of transmitting antennas. This was circumvented by orthogonal codes introduced by Wang and Xia [2]. Unfortunately, based on Alamouti code [3], this design is restricted to two antennas. However, by relaxing the orthogonality condition, we prove here that it is possible to design L2-orthogonal space-time codes which achieve full rate and full diversity with low decoding effort. In part one, we generalize the two-antenna code proposed by Wang and Xia [2] from pointwise to L2-orthogonality and in part two we present the first L2-orthogonal code for CPM with three antennas. In this report, we detail these results and focus on the properties of these codes. Of...

  18. CONSIDERAZIONI SULLA DIDATTICA DELL’ITALIANO L2 IN SVIZZERA

    Elena Maria Pandolfi

    2010-09-01

    Full Text Available L'articolo propone alcune considerazioni sulla didattica dell'italiano come L2 in Svizzera, partendo da una breve disamina della posizione che l'italiano ha in Svizzera all'interno del suo territorio e nei Cantoni non italofoni. Si è dunque trattato della didattica dell'italiano L2 in Svizzera abbozzando i tratti principali che caratterizzano la didattica fuori e all'interno del territorio italofono. Si è anche proposta una lista di alcuni lessemi marcati in diatopia che caratterizzano l'italiano in Svizzera, sottolineando come questi e altri tratti più squisitamente sociolinguistici possano indurre a considerare anche l'italiano come una lingua pluricentrica, con le implicazioni che questo concetto ha per la didattica dell'italiano L2 in Svizzera, anche dal punto di vista della riflessione metalinguistica.   The paper proposes some considerations concerning teaching Italian as a second language in Switzerland. Through a brief description of the position of Italian inside the Swiss quadrilingualism the teaching approaches are discussed taking into account the peculiar situation inside and outside the Italian territory. Besides the paper presents a list of some common lexemes diatopically marked inducing, along with sociolinguistic parameters, at considering Italian as a pluricentric language with the implication the concept may have concerning the teaching of Italian as a second language in Switzerland.

  19. COMPUTING THE VOCABULARY DEMANDS OF L2 READING

    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.

  20. Three-dimensional hydrodynamic simulations of L2 Puppis

    Chen, Zhuo; Frank, Adam; Blackman, Eric G

    2016-01-01

    Recent observations of the L2 Puppis system suggest that the Mira-like variable may be in the early stages of forming a bipolar planetary nebula (PN). As one of nearest and brightest AGB stars, and due to its status as a binary, L2 Puppis serves as a benchmark object for studying the late-stages of stellar evolution. We perform global, three-dimensional, adaptive-mesh-refinement hydrodynamic simulations of the L2 Puppis system with AstroBEAR. The broad-band spectral-energy-distribution (SED) and synthetic observational images are post-processed from our simulations using the radiative transfer code RADMC-3D. Given the reported binary parameters, we are able to reproduce the current observational data if a short pulse of dense material is released from the AGB star with a velocity sufficient to escape the primary but not the binary. Such a situation could emanate from a thermal pulse, be induced by a periastron passage of the secondary, or could be launched if the primary ingests a planet.

  1. Accounting for L2 learners’ errors in word stress placement

    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.

  2. L2 willingness to communicate (WTC and international posture in the Polish educational context

    Anna Mystkowska-Wiertelak

    2011-08-01

    Full Text Available Speaking, the language skill whose mastering appears to be the ultimate aim of every attempt at learning a foreign language, constitutes a formidable challenge. Apart from involving the online interaction of complex processes of conceptualization, formulation, articulation and monitoring (Levelt, 1989, it appears prone to numerous psychological and social influences that, being difficult to control, may consistently hinder development. One of such factors, closely related to the concept of anxiety, is L2 willingness to communicate (WTC, called “the most immediate determinant of L2 use” (Clement, Baker, & MacIntyre, 2003, p. 191. Perceived as either a personality trait or/and a context-related feature, WTC seems capable of accounting for a person’s first and second language communication. Interestingly it can be related to the learner’s disposition towards the target language culture, general interest in international affairs, willingness to travel and sustain contacts with speakers of other languages, which, defined as international posture (Yashima, 2002, serves as a strong predictor of success in language learning. The present paper reports the results of a survey conducted among 111 students of English, in the majority prospect teachers of English. The aim was to establish the degree of correlation between their international posture and WTC. The results do not corroborate the outcomes of other studies performed in the field (cf. Yashima, 2002, 2009, which might point to the unique characteristics of the Polish educational context.

  3. External factors and the interference of L1 Estonian on L2 English pronunciation: An apparent-time study

    Kristiina Ader

    2015-04-01

    Full Text Available This study focusses on external factors of second language learning (L2 and their effect on L2 sound production. The aim was to find out whether young adults whose first language (L1 is Estonian speak L2 English with less accent than older speakers of L1 Estonian. Prior studies have claimed that more exposure to the target language lessens the effect of L1 interference (internal factors (e.g. Piske et al. 2001, Muñoz, Llanes 2014. An apparent-time study was imple- mented in order to test whether a change in learner setting (i.e. limited exposure to the target language vs. abundant exposure shows any evidence which can be explained by such external factors. Data was elicited from the speech samples of 97 speakers of L1 Estonian and L1 interference effects were analysed sound by sound. The results show that the younger generation displays less L1 Estonian interference than the older generation. Both greater exposure to the target language and earlier age of L2 learning onset correlate with the ability to produce more sounds target-like.

  4. IL WORKSHOP DI FONETICA IN ITALIANO L2/LS: ACCENTO DI PAROLA E DURATA SILLABICA

    Lidia Calabrò

    2016-09-01

    Full Text Available Lavorare sugli aspetti fonetico-fonologici di una lingua straniera risulta quanto mai importante e fondamentale, soprattutto se la L1 degli apprendenti la L2/LS è molto distante. Attraverso un’esperienza iniziata con studenti sinofoni del progetto Marco Polo / Turandot, le attività inserite nel workshop di fonetica nell’italiano L2 si presentano come proposta di didattica integrativa al fine di sensibilizzare gli studenti ai tratti soprasegmentali della L2 a contrasto con quelli della loro L1. Nel presente contributo verranno presentate alcune attività riguardanti la percezione e la realizzazione della durata vocalica e della sillaba accentata attraverso attività collaborative e il movimento del corpo. Tutte le attività prevedono un coinvolgimento personale e totale del singolo apprendente e di tutta la classe in quanto il workshop si avvale di multimodalità, multimedialità e apprendimento collaborativo al fine di scoprire i suoni della L2 e riflettere sulla loro percezione e produzione. Italian L2/LS phonetic workshops: word accent and syllable duration Working on phonetics and the phonolgical aspects language is considered important and fundamental, above all if a learner’s L1 is distant from the SL. The activities described in the paper took place during a phonetic workshop in Italian as a second language with Chinese students enrolled in the Marco Polo/Turandot project. They can be considered a teaching technique aimed at raising student awareness about the SL supra-segmental aspects in contrast to their L1. Some activities related to vowel length and stress will be presented: perception and production, cooperative learning and body movement aimed at discovering and practicing vowel length in stressed syllables (phonic stress. The activities involved the students in a more personal, total and physical collaboration together with their classmates. The multimedia workshop was designed to be multimodal and cooperative, in order to

  5. Fostering Computer-Mediated L2 Interaction beyond the Classroom

    Barrs, Keith

    2012-01-01

    In language learning contexts a primary concern is how to maximise target language interaction both inside and outside of the classroom. With the development of digital technologies, the proliferation of language learning applications, and an increased awareness of how technology can assist in language education, educators are being presented with…

  6. Initiating round robins in the L2 classroom - preliminary observations

    Mortensen, Kristian; Hazel, Spencer

    2011-01-01

    Complementing recent interactional research on the contingent operation of online task accomplishment, this paper deals with a specific way of organizing and managing tasks in plenary L2 classrooms – namely the round robin. This may seem like a “traditional” and rigid form of classroom organization...... position in which round robins are initiated and how this is talked and embodied into being by the participants as well as the design of the turn that initiates the round robin activity. Relevant to the initiation and further development of the round robin are the physical arrangement of the classroom...

  7. English L2 reading getting to the bottom

    Birch, Barbara M

    2014-01-01

    English L2 Reading, Third Edition offers teachers research-based insights into bottom-up skills in reading English as a second language and a solid foundation on which to build reading instruction. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. The text's pedagogical features- Questions, Study Guide Questions. Discussion Questions, Spotlight on Teaching sections- engage readers o

  8. Strong limit theorems in noncommutative L2-spaces

    Jajte, Ryszard

    1991-01-01

    The noncommutative versions of fundamental classical results on the almost sure convergence in L2-spaces are discussed: individual ergodic theorems, strong laws of large numbers, theorems on convergence of orthogonal series, of martingales of powers of contractions etc. The proofs introduce new techniques in von Neumann algebras. The reader is assumed to master the fundamentals of functional analysis and probability. The book is written mainly for mathematicians and physicists familiar with probability theory and interested in applications of operator algebras to quantum statistical mechanics.

  9. Becoming Language Professionals: Identity Work and Pedagogical Decisions by Secondary School L2 Teachers of Spanish and French

    Heidenfeldt, William Allen

    2015-01-01

    This dissertation examines the ways in which three focal high school teachers of second language (L2) French and Spanish in California construct and enact their professional identities as multilingual subjects with diverse linguistic repertoires. By drawing from multiple disciplines, including sociolinguistics, psychology, and education, I examine how social and biographical factors influence language learning and teaching and also how language instructors participate in the construction of t...

  10. Smart Grid Enabled L2 EVSE for the Commercial Market

    Weeks, John [Eaton Corporation, Arden, NC (United States); Pugh, Jerry [Eaton Corporation, Arden, NC (United States)

    2015-03-31

    In 2011, the DOE issued Funding Opportunity DE-FOA-0000554 as a means of addressing two major task areas identified by the Grid Integration Tech Team (GITT) that would help transition Electric vehicles from a market driven by early adopters and environmental supporters to a market with mainstream volumes. Per DE-FOA-0000554, these tasks were: To reduce the cost of Electric Vehicle Supply Equipment (EVSE), thereby increasing the likelihood of the build out of EV charging infrastructure. The goal of increasing the number of EVSE available was to ease concerns over range anxiety, and promote the adoption of electric vehicles: To allow EV loads to be managed via the smart grid, thereby maintaining power quality, reliability and affordability, while protecting installed distribution equipment. In December of that year, the DOE awarded one of the two contracts targeted toward commercial EVSE to Eaton, and in early 2012, we began in earnest the process of developing a Smart Grid Enable L2 EVSE for the Commercial Market (hereafter known as the DOE Charger). The design of the Smart Grid Enabled L2 EVSE was based primarily on the FOA requirements along with input from the Electric Transportation Infrastructure product line (hereafter ETI) marketing team who aided in development of the customer requirements.

  11. L2 Orthogonal Space Time Code for Continuous Phase Modulation

    Hesse, Matthias; Deneire, Luc

    2008-01-01

    To combine the high power efficiency of Continuous Phase Modulation (CPM) with either high spectral efficiency or enhanced performance in low Signal to Noise conditions, some authors have proposed to introduce CPM in a MIMO frame, by using Space Time Codes (STC). In this paper, we address the code design problem of Space Time Block Codes combined with CPM and introduce a new design criterion based on L2 orthogonality. This L2 orthogonality condition, with the help of simplifying assumption, leads, in the 2x2 case, to a new family of codes. These codes generalize the Wang and Xia code, which was based on pointwise orthogonality. Simulations indicate that the new codes achieve full diversity and a slightly better coding gain. Moreover, one of the codes can be interpreted as two antennas fed by two conventional CPMs using the same data but with different alphabet sets. Inspection of these alphabet sets lead also to a simple explanation of the (small) spectrum broadening of Space Time Coded CPM.

  12. SYNCHRONOUS CMC, WORKING MEMORY, AND L2 ORAL PROFICIENCY DEVELOPMENT

    J. Scott Payne

    2005-09-01

    Full Text Available Recently a number of quasi-experimental studies have investigated the potential of a cross-modality transfer of second language competency between real-time, conversational exchange via text and speech (Abrams, 2003; Beauvious, 1998; Kost, 2004; Payne & Whitney, 2002. Payne and Whitney employed Levelt's (1989 model of language production and concepts from working memory as a rationale for a hypothesized connection between synchronous computer-mediated communication (SCMC and second language (L2 speech and as a basis for predicting the differential contributions of SCMC to the L2 oral proficiency development.This study extends the psycholinguistic framework reported in Payne and Whitney (2002 with discourse and corpus analytic techniques to explore how individual differences in working memory capacity may affect the frequency of repetition and other patterns of language use in chatroom discourse. Working memory capacity was measured by a reading span and nonword repetition test. Oral proficiency was measured with a speaking task that solicited a 5-minute speech sample and was scored based on a holistic scale. The data collected from 20 chat sessions were analyzed for occurrences of repetition and relexicalization, as well as language output measures. Findings suggest a connection between working memory and language output as measured in this study.

  13. Acquisition of L2 Japanese Geminates: Training with Waveform Displays

    Miki Motohashi-Saigo

    2009-06-01

    Full Text Available 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 conditions (isolated words, carrier sentences. Fillers with long vowels were included. Participants completed a forced-choice identification task involving minimal triplets: singletons, geminates, long vowels (e.g., sasu, sassu, saasu. Results revealed a significant improvement in geminate identification following training, especially for AV; b significant effect of geminate (lowest scores for /s/; c no significant effect of condition; and d no significant improvement for the control group. Most errors were misperceptions of geminates as long vowels. Test of generalization revealed 5% decline in accuracy for AV and 14% for A-only. Geminate production improved significantly (especially for AV based on rater judgments; improvement was greatest for /k/ and smallest for /s/. Most production errors involved substitution of a singleton for a geminate. Post-study interviews produced positive comments on Web-based training. Waveforms increased awareness of durational differences. Results support the effectiveness of auditory-visual input in L2 perception training with transfer to novel stimuli and improved production.

  14. The Inseparability of Cognition and Emotion in Second Language Learning

    Swain, Merrill

    2013-01-01

    The scholarly literature about the process of second language (L2) learning has focused to a considerable extent on cognitive processes. Left aside are questions about how emotions fit into an understanding of L2 learning. One goal of this plenary is to demonstrate that we have limited our understanding of L2 learning by failing to take into…

  15. Teaching learners to communicate effectively in the L2: Integrating body language in the students’ syllabus

    Maria Grazia Busà

    2016-01-01

    Full Text Available Abstract –In communication a great deal of meaning is exchanged through body language, including gaze, posture, hand gestures and body movements. Body language is largely culture-specific, and rests, for its comprehension, on people’s sharing socio-cultural and linguistic norms. In cross-cultural communication, L2 speakers’ use of body language may convey meaning that is not understood or misinterpreted by the interlocutors, affecting the pragmatics of communication. In spite of its importance for cross-cultural communication, body language is neglected in ESL/EFL teaching. This paper argues that the study of body language should be integrated in the syllabus of ESL/EFL teaching and learning. This is done by: 1 reviewing literature showing the tight connection between language, speech and gestures and the problems that might arise in cross-cultural communication when speakers use and interpret body language according to different conventions; 2 reporting the data from two pilot studies showing that L2 learners transfer L1 gestures to the L2 and that these are not understood by native L2 speakers; 3 reporting an experience teaching body language in an ESL/EFL classroom. The paper suggests that in multicultural ESL/EFL classes teaching body language should be aimed primarily at raising the students’ awareness of the differences existing across cultures.   Keywords: ESL/EFL teaching; body language; cross-cultural communication; speech; gestures.     Abstract –Nella comunicazione una buona parte del significato viene trasmetto attraverso il linguaggio del corpo, che include lo sguardo, la postura, i gesti delle mani e i movimenti del corpo. Il linguaggio del corpo è per lo più specifico di ciascuna cultura e si affida, per la sua comprensione, sulla condivisione di norme socio-culturali e linguistiche. Nella comunicazione interculturale l’uso del linguaggio del corpo da parte dei parlanti di L2 può trasmettere significati che non

  16. L’italiano L2 : auto-apprendimento e narratività. Materiali multimediali di italiano L2 per bambini e ragazzi.

    Graziella Favaro

    2009-12-01

    basano su un forte impianto narrativo che sviluppa coinvolgimento e identificazione; d sono attenti allo sviluppo della lingua orale e dello scritto, dell'italiano per comunicare e per lo studio; e hanno una chiara caratterizzazione interculturale.  Normal 0 14 MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabella normale"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} Teaching Italian as a second language to newly immigrated children and young people is a delicate and complex undertaking which has become part of the job for teachers working in increasingly multicultural and multilingual classes.  The most widespread and effective way of teaching/learning the L2 is the integrated approach: the non-Italian-speaking child is placed in an ordinary class and, parallel to this, there are times when (she attends a workshop of Italian as a second language.  To support this integrated approach and accompany the new arrivals in their journey into the Italian language, flexible teaching/learning materials are needed, with a wealth of suggestions that can be used independently and with a small group; they should be suitable for use either traditionally or through LIM and appropriate for developing different competences in the language of communication, written Italian and preparation for learning in the core curriculum.  The two courses of Italian as L2 presented in the final part of the article satisfy these demands since a the former is intended for newly-arrived children from abroad and the latter for newly-arrived young people; b they are intended for the shift from pre-elementary to levels A1, A2 and B1 of the QCERL; c they are founded on a solid narrative basis which develops involvement and identification; d they

  17. A interação e o processo de negociação em L2

    Cláudia Eliana Bassi

    2004-01-01

    Full Text Available Este trabalho apresenta uma investigação sobre a interação e as negociações desencadeadas por atividades comunicativas em uma sala de aula de nível básico de francês como segunda língua (L2. A partir da teoria sociointeracionista (Vygotsky, 1998, os resultados obtidos demonstraram que o processo interacional incentiva a troca de informações entre os aprendizes, favorecendo a negociação, e, também, que os aprendizes utilizaram estratégias de mediação para realizar as suas negociações. Os aprendizes receberam input modificado e tiveram mais oportunidades para a produção de output compreensível. Este relato, portanto, mostra que, ao negociar para a compreensão e a produção de textos em L2, os aprendizes se comprometeram, tornando-se agentes responsáveis e, sobretudo, colaboradores do processo de ensino/aprendizagem da L2.This paper investigated the interaction and the negotiations generated by communicative activities proposed in a French as a second language (L2 basic class. Based on the socio-interactionist theory (Vygotsky, 1998, the results show that the interactional process encourages the exchange of information among learners, helping negotiation. Besides that, learners also use mediating strategies to do the negotiations. The learners receive modified input and have more opportunities to produce comprehensible output. This paper, therefore, shows that, to negotiate, to understand and to produce L2 texts, the learners committed themselves, becoming responsible agents, and, above all, collaborators in the L2 learning/teaching process.

  18. The transformative potential of action research and ICT in the Second Language (L2 classroom

    Farren Margaret

    2015-12-01

    Full Text Available This study shows the transformative potential of action research and information and communications technology (ICT in the second language (L2 classroom. Two enquiries from teacher-researchers are detailed in the article. Their engagement in a collaborative professional development Masters programme was pivotal in designing and implementing ICT creatively in their classroom. Gee (2008 advocates the use of the preferred media of our classroom students in order to address their learning. Prensky (2001 urges us to feel the fear and do it anyway with our digital native classes. A post-primary teacher and a primary teacher show us how they felt the fear, did it and transformed aspects of their own teaching in the process. The Masters programme required the teachers to engage with innovative practices, informed by their own values, and integrate technologies that were new to them into their repertoire of classroom strategies. Peer validation meetings with colleagues enabled meaningful insights to emerge from the research. The teachers improve and transform their second language (L2 practice in collaboration and validation with others.

  19. New Physics in {Delta}L = 2 neutrino oscillations

    Delepine, David; Gonzalez Macias, Vannia [Division de Ciencias e Ingenierias de la Universidad de Guanajuato, C.P. 37150, Leon, Guanajuato (Mexico); Khalil, Shaaban [Centre for Theoretical Physics, British University in Egypt, El Sherouk City, Postal No, 11837, PO Box 43 (Egypt); Lopez Castro, Gabriel [Departamento de Fisica, Cinvestav, Apartado Postal 14-740, 07000 Mexico D.F. (Mexico)

    2011-04-01

    We propose a general framework to constrain {Delta}L = 2 processes by measuring observables associated with neutrino-antineutrino oscillations in {pi}{sup {+-}} decays. First, we use this formalism as a new strategy for detecting the CP-violating phases and the effective mass of muon Majorana neutrinos. Within the generic framework of quantum field theory, we compute the non-factorizable probability for producing a pair of same-charged muons in {pi}{sup {+-}} decays as a distinctive signature of {nu}{sub {mu}}-{nu}*{sub {mu}}. Using the neutrino-antineutrino oscillation probability reported by MINOS collaboration, a new stringent bound on the effective muon-neutrino mass is derived. Secondly, we interpret the production of the pair of same-charged muons as a result of lepton number violating (LNV) interactions at the neutrino source, which allow us to constrain New Physics.

  20. Global magnetohydrodynamic instabilities in the L-2M stellarator

    Mikhailov, M. I., E-mail: mikhaylov-mi@nrcki.ru [National Research Centre Kurchatov Institute (Russian Federation); Shchepetov, S. V., E-mail: shch@fpl.gpi.ru [Russian Academy of Sciences, Prokhorov General Physics Institute (Russian Federation); Nührenberg, C.; Nührenberg, J. [Max-Planck-Institut für Plasmaphysik (Germany)

    2015-12-15

    Analysis of global magnetohydrodynamic (MHD) instabilities in the L-2M stellarator (Prokhorov General Physics Institute, Russian Academy of Sciences) is presented. The properties of free-boundary equilibria states are outlined, the stability conditions for small-scale modes are briefly discussed, and the number of trapped particles is estimated. All the magnetic configurations under study are stable against ballooning modes. It is shown that global ideal internal MHD modes can be found reliably only in Mercier unstable plasmas. In plasma that is stable with respect to the Mercier criterion, global unstable modes that are localized in the vicinity of the free plasma boundary and are not associated with any rational magnetic surface inside the plasma (the so-called peeling modes) can be found. The radial structure of all perturbations under study is almost entirely determined by the poloidal coupling of harmonics. The results of calculations are compared with the available experimental data.

  1. Morphological Errors in Spanish Second Language Learners and Heritage Speakers

    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…

  2. Developing a useful Vocabulary in English is more Complicated and Ef-fective than Simply Learning Words Based on Lists

    HU Xiao; XIAO Jun

    2014-01-01

    Traditional ways of English learning such as memorizing a certain couple of words and reciting from the word list seem much easier than developing a useful vocabulary for L2 learners. However, learners complain that they have suffered from couples of difficulties as the words are easy to be forgotten. Compare with the ways of mechanical memorizing, it argues that pro⁃viding L2 learners with the development of useful lexical knowledge such as semantic information and morphological structure is more effective in the process of language acquisition. Moreover, developing a useful lexical knowledge is far more complicated for English learners.

  3. Affective Variables of Second Language Learning

    2007-01-01

    <正>There are various factors influencing second language learning(L2 learning). Among then,affective variables directly or indirectly have an effect on the success of L2 learning. Based on the applied linguistics theories,the paper mainly discusses three major groups of affective variables—attitude,motivation,personality and how they influence L2 learning.It aims to make both language teachers and learners understand the importance of these variables so as to improve the efficiency of L2 learning and teaching.

  4. Morphological Snakes

    Álvarez, Luis; Baumela Molina, Luis; Henríquez, Pedro; Márquez Neila, Pablo

    2010-01-01

    We introduce a morphological approach to curve evolution. The differential operators used in the standard PDE snake models can be approached using morphological operations on a binary level set. By combining the morphological operators associated to the PDE components we achieve a new snakes evolution algorithm. This new solution is based on numerical methods which are very simple, fast and stable. Moreover, since the level set is just a binary piecewise constant function, this approach does ...

  5. Interpretation of language transfer L2 →L1 from the perspective of intercultural communication%跨文化交际视域下的L2→L1语言迁移模式解读

    刘金梅

    2012-01-01

    语言迁移通常被理解为一种跨语言影响,即目的语与任何其它先前已经习得的语言之间的异同导致的影响。很多研究者都比较关注第一语言对第二语言的负迁移或者干扰,对国内外语学习者而言即是第一语言(母语亦即汉语)对第二语言(目的语亦即英语)的;童面影响,也就是汉语负迁移如何妨碍英语习得和交际的问题。随着英语和汉语广泛的接触和不断发展,两种语言相互间产生的影响越来越明显,这些影响体现了汉语书面语和口语中的英语化特征。本文试图从跨文化交际视角解读L2→L1迁移模式,将英语对汉语的影响置于“跨语言影响”的概念下进行理解和解释,从词汇、句法、语用三个层面探讨目的语(英语)对母语(汉语)的影响,以验证L2→L1迁移模式的广泛存在,拓展对英汉语用迁移的理解。%Language transfer has been defined as the cross -linguistic influence, i.e. influence resulted from the differences and similarities between the target language and any other previously learned language which is usually one's first language ( L1 ). Many researchers have focused their research on the negative transfer or interference of ihe first language to the second language ( L2 ) . As for the EFL in China, it is the negative effect of learners'native language Chinese----on learners'acquisition and use of the foreign language English, the LI→L2 transfer. With the integration and development of the two languages, the mutual influence is becoming more and more evident, which is well reflected in the English - based features in Chinese writing and speaking. This paper aims to interpret L2→L1 transfer from the perspective of intercultural communication, to explain and understand the effects of English on Chinese in terms of the cross - linguistic influence, and to explore the effects at the morphological, grammatical and

  6. Grammar-translation and CLT in L2 Grammar Teaching

    缪杉莎

    2013-01-01

    This paper puts forward to compare teaching method between grammar-translation and CLT in grammar teaching. Gram⁃mar leaning is a basic concept in English learning as grammar is an important element in a communicative approach to language. This paper discussed CLT method can help and encourage student to study, however, grammar-translation method is able to under⁃stand.

  7. Speaking Personalities in Primary School Children's L2 Writing.

    Maguire, Mary H.; Graves, Barbara

    2001-01-01

    Explores the complex relationship between second language writing and identity construction through an examination of English-as-a-Second-language learners' journal writing. Adopts a constructivist, sociocultural-historical framework to examine the discourses, texts, and voices of three 8-year-old Muslim girls as they learn English in a culturally…

  8. Impact of English Orthography on L2 Acquisition

    Sipra, Muhammad Aslam

    2013-01-01

    English language has become unavoidable being a global language in the present era. Whether it is a field of business, technology or education, its significance can't be denied. Thus, majority of the world is learning and speaking English owing to its dire need. Unfortunately, despite staining through different reforms, the orthography of English…

  9. Task Design for L2 Oral Practice in Audioblogs

    Appel, Christine; Borges, Federico

    2012-01-01

    The development of oral skills poses a challenge in language teaching whether this takes place face-to-face, through distance education or in blended learning contexts. Two main problems arise: first of all students don't have enough opportunity to use their target language orally, and secondly, students oral performance is mostly unrecorded and…

  10. Implicit and Explicit Recasts in L2 Oral French Interaction

    Erlam, Rosemary; Loewen, Shawn

    2010-01-01

    This laboratory-based study of second- and third-year American university students learning French examines the effectiveness of implicit and explicit corrective feedback on noun-adjective agreement errors. The treatment consisted of one hour of interactive tasks. Implicit feedback was operationalized as a single recast with interrogative…

  11. Language Acquisitional Universals: L1, L2, Pidgins, and FLT.

    Wode, Henning

    Human capacity for language acquisition is not strictly compartmentalized, with one acquisitional mechanism for the native language and others totally unrelated to it; rather, it consists of a unified mechanism flexible enough to handle various differences in external settings. This learning system operates on the formal properties of the…

  12. IMPARARE L’ITALIANO L2/LS CON TESTI TEATRALI

    Erminia Ardissino

    2010-09-01

    Full Text Available Il saggio tratta dell'impiego di testi teatrali come fonti di esercizi per l'apprendimento dell'italiano L2/LS. Dopo alcune riflessioni teoriche, si presentano sei proposte di lavoro, con relative soluzioni, adatte a studenti del livello B2-C2 del quadro di riferimento. Si tratta di esercizi ricavati da drammi in un unico atto di Pirandello (La morsa e Lumìe di Sicilia, da Verga (un confronto fra Cavalleria rusticana nella forma drammatica e novellistica, e da Tommaso Landolfi (Ombre. Ogni proposta sfrutta una peculiarità del testo teatrale che si costituisce nell'incontro di dialoghi con didascalie. Anzitutto si tratta di comprendere come si costruiscono i personaggi, quindi di vedere la funzione delle didascalie in relazione al testo, infine di riflettere sulle diverse modalità in cui avvengono i dialoghi, includendo le forme di silenzio. Il testo teatrale appare così molto adatto ad esercizi di lingua, perché mette in gioco le capacità interpretative e immaginative degli studenti, li fa discutere e parlare sulla base delle loro intuizioni.   This paper investigates the use of play scripts as inspiration for Italian L2/FL exercises. After a brief discussion on theory, six project proposals and their solutions, suitable for B2-C2 level students, are presented.  These exercises are based on one-act plays by Pirandello (La Morsa and Lumìe di Sicilia, Verga (a comparison between Cavalleria Rusticana in drama and narrative forms and Tommaso Landolfi (Ombre.  Each project focuses on a specific aspect of the script  and is made up of dialogues with captions. After the way the characters are constructed is investigated, then the function of the captions in relation to the texts is considered, and finally students reflect on the different ways the dialogues are presented, including the pauses. Play scripts lend themselves to language exercises, because they encourage students to use their interpretation skills and imaginations to talk about

  13. Early literacy experiences constrain L1 and L2 reading procedures

    Adeetee eBhide

    2015-10-01

    Full Text Available Computational models of reading posit that there are two pathways to word recognition, using sublexical phonology or morphological/orthographic information. They further theorize that everyone uses both pathways to some extent, but the division of labor between the pathways can vary. This review argues that the first language one was taught to read, and the instructional method by which one was taught, can have profound and long-lasting effects on how one reads, not only in one’s first language, but also in one’s second language. Readers who first learn a transparent orthography rely more heavily on the sublexical phonology pathway, and this seems relatively impervious to instruction. Readers who first learn a more opaque orthography rely more on morphological/orthographic information, but the degree to which they do so can be modulated by instructional method. Finally, readers who first learned to read a highly opaque morphosyllabic orthography use less sublexical phonology while reading in their second language than do other second language learners and this effect may be heightened if they were not also exposed to an orthography that codes for phonological units during early literacy acquisition. These effects of early literacy experiences on reading procedure are persistent despite increases in reading ability.

  14. Group morphology

    Roerdink, Jos B.T.M.

    2000-01-01

    In its original form, mathematical morphology is a theory of binary image transformations which are invariant under the group of Euclidean translations. This paper surveys and extends constructions of morphological operators which are invariant under a more general group TT, such as the motion group

  15. Dyadic Bivariate Wavelet Multipliers in L2(R2)

    Zhong Yan LI; Xian Liang SHI

    2011-01-01

    The single 2 dilation wavelet multipliers in one-dimensional case and single A-dilation (where A is any expansive matrix with integer entries and |detA|=2)wavelet multipliers in twodimensional case were completely characterized by Wutam Consortium(1998)and Li Z.,et al.(2010).But there exist no results on multivariate wavelet multipliers corresponding to integer expansive dilation.matrix with the absolute value of determinant not 2 in L2(R2).In this paper,we choose 2I2=(0202)as the dilation matrix and consider the 2I2-dilation multivariate wavelet Ψ={ψ1,ψ2,ψ3}(which is called a dyadic bivariate wavelet)multipliers.Here we call a measurable function family f={f1,f2,f3}a dyadic bivariate wavelet multiplier if Ψ1={F-1(f1ψ1),F-1(f2ψ2),F-1(f3ψ3)} is a dyadic bivariate wavelet for any dyadic bivariate wavelet Ψ={ψ1,ψ2,ψ3},where(f)and,F-1 denote the Fourier transform and the inverse transform of function f respectively.We study dyadic bivariate wavelet multipliers,and give some conditions for dyadic bivariate wavelet multipliers.We also give concrete forms of linear phases of dyadic MRA bivariate wavelets.

  16. The perceptual magnet effect (PME) in L2 consonants

    Hattori, Kota

    2005-09-01

    The perceptual magnet effect (PME) has been investigated in conjunction with L1 vowels and consonants. However, there has been a paucity of examinations of the effect in L2 speech perception. The present study used the methodology of Iverson and Kuhl [P. Iverson and P. K. Kuhl, J. Acoust. Soc. Am. 99, 1130-1140 (1996)] to examine whether Japanese speakers who have had exposure to English-speaking environments for more than 1 year exhibit the PME for /r/ and /l/. Eighteen synthetic stimuli were generated. Ten Japanese speakers and 12 American English speakers participated in an identification and rating task. Each participant engaged in ten experimental sessions (ten sessions of each of the 18 stimuli). They chose either /ra/ or /la/ and gave a rating with a 1-7 scale. They also underwent a similarity scaling task to determine the similarity of 306 pairs of the 18 stimuli with a 1-7 scale. The results indicated that, while the English speakers demonstrated the PME, some native speakers of Japanese did exhibit the PME and prefer some exemplars of English /r/ and /l/ over others. The results also revealed that other Japanese speakers exhibited reorganized perceptual space without the PME.

  17. Analysis of glycosidases activity in Chlamydia trachomatis L2 serotype

    Dr. Sanjiv Rughooputh

    2006-01-01

    Full Text Available Chlamydiae are prokaryotic, gram negative, intracellular parasites, causing a number of human diseases with serious sequelae. The exact mechanism of chlamydial attachment and entry into the host cell is still unclear. Chlamydia trachomatis, SA2F (L2 was tested for the activity of glycosidases. Glycosidases are involved in the synthesis and breakdown of cell-wall polysaccharides, and have a pivotal role in attachment to the surface of host cells as well as in the invasion process of other infective agents. For these reasons, glycosidases are likely to provide important information regarding the general behaviour of this bacterium. Ten different glycosides bound to p-nitrophenol (pNP substrate were tested. Assays were performed on lysed and unlysed chlamydial extracts.Our results provided strong evidence for the existence of glycosidase activity in C.trachomatis, strain SA2F peaking at pH 5.0 and pH 7.5-8.0 There was a high enzymatic activity against p-NPa mannopyranoside and p-NP b-N acetylglucosamine with a recovery of 88% suggesting that the enzymes were present on the bacterial surface. Activity against these sugars, which form part of either the extracellular filler or in endoplasmic reticulum may suggest of a possible mechanism of cellular invasion.

  18. Wavelet Decomposition Method for $L_2/$/TV-Image Deblurring

    Fornasier, M.

    2012-07-17

    In this paper, we show additional properties of the limit of a sequence produced by the subspace correction algorithm proposed by Fornasier and Schönlieb [SIAM J. Numer. Anal., 47 (2009), pp. 3397-3428 for L 2/TV-minimization problems. An important but missing property of such a limiting sequence in that paper is the convergence to a minimizer of the original minimization problem, which was obtained in [M. Fornasier, A. Langer, and C.-B. Schönlieb, Numer. Math., 116 (2010), pp. 645-685 with an additional condition of overlapping subdomains. We can now determine when the limit is indeed a minimizer of the original problem. Inspired by the work of Vonesch and Unser [IEEE Trans. Image Process., 18 (2009), pp. 509-523], we adapt and specify this algorithm to the case of an orthogonal wavelet space decomposition for deblurring problems and provide an equivalence condition to the convergence of such a limiting sequence to a minimizer. We also provide a counterexample of a limiting sequence by the algorithm that does not converge to a minimizer, which shows the necessity of our analysis of the minimizing algorithm. © 2012 Society for Industrial and Applied Mathematics.

  19. VDES J2325-5229 a z = 2.7 gravitationally lensed quasar discovered using morphology-independent supervised machine learning

    Ostrovski, Fernanda; McMahon, Richard G.; Connolly, Andrew J.; Lemon, Cameron A.; Auger, Matthew W.; Banerji, Manda; Hung, Johnathan M.; Koposov, Sergey E.; Lidman, Christopher E.; Reed, Sophie L.; Allam, Sahar; Benoit-Lévy, Aurélien; Bertin, Emmanuel; Brooks, David; Buckley-Geer, Elizabeth; Carnero Rosell, Aurelio; Carrasco Kind, Matias; Carretero, Jorge; Cunha, Carlos E.; da Costa, Luiz N.; Desai, Shantanu; Diehl, H. Thomas; Dietrich, Jörg P.; Evrard, August E.; Finley, David A.; Flaugher, Brenna; Fosalba, Pablo; Frieman, Josh; Gerdes, David W.; Goldstein, Daniel A.; Gruen, Daniel; Gruendl, Robert A.; Gutierrez, Gaston; Honscheid, Klaus; James, David J.; Kuehn, Kyler; Kuropatkin, Nikolay; Lima, Marcos; Lin, Huan; Maia, Marcio A. G.; Marshall, Jennifer L.; Martini, Paul; Melchior, Peter; Miquel, Ramon; Ogando, Ricardo; Plazas Malagón, Andrés; Reil, Kevin; Romer, Kathy; Sanchez, Eusebio; Santiago, Basilio; Scarpine, Vic; Sevilla-Noarbe, Ignacio; Soares-Santos, Marcelle; Sobreira, Flavia; Suchyta, Eric; Tarle, Gregory; Thomas, Daniel; Tucker, Douglas L.; Walker, Alistair R.

    2017-03-01

    We present the discovery and preliminary characterization of a gravitationally lensed quasar with a source redshift zs = 2.74 and image separation of 2.9 arcsec lensed by a foreground zl = 0.40 elliptical galaxy. Since optical observations of gravitationally lensed quasars show the lens system as a superposition of multiple point sources and a foreground lensing galaxy, we have developed a morphology-independent multi-wavelength approach to the photometric selection of lensed quasar candidates based on Gaussian Mixture Models (GMM) supervised machine learning. Using this technique and gi multicolour photometric observations from the Dark Energy Survey (DES), near-IR JK photometry from the VISTA Hemisphere Survey (VHS) and WISE mid-IR photometry, we have identified a candidate system with two catalogue components with iAB = 18.61 and iAB = 20.44 comprising an elliptical galaxy and two blue point sources. Spectroscopic follow-up with NTT and the use of an archival AAT spectrum show that the point sources can be identified as a lensed quasar with an emission line redshift of z = 2.739 ± 0.003 and a foreground early-type galaxy with z = 0.400 ± 0.002. We model the system as a single isothermal ellipsoid and find the Einstein radius θE ∼ 1.47 arcsec, enclosed mass Menc ∼ 4 × 1011 M⊙ and a time delay of ∼52 d. The relatively wide separation, month scale time delay duration and high redshift make this an ideal system for constraining the expansion rate beyond a redshift of 1.

  20. How Strategic Use of L1 in an L2-Medium Mathematics Classroom Facilitates L2 Interaction and Comprehension

    Tavares, Nicole Judith

    2015-01-01

    There has been an increasing interest in and hence a growing number of research studies on content and language integrated learning (CLIL) over the past two decades. One of the on-going debates in CLIL is on bilingualism versus monolingualism, or the role of the first language (L1) in subject teaching. So far, very few research projects have been…

  1. Ajustes Conversacionales para el Aprendizaje de Contenidos en L2

    Berta de Dios

    2010-07-01

    Full Text Available Este trabajo pretende describir las interacciones conversacionales entre el alumnado en las aulas AICLE. Nos preguntamos si hay un vínculo entre las características de las interacciones y el aprendizaje de contenidos no lingüísticos y, si es así, qué tipo de ajustes fomentan dicho aprendizaje. Las aulas AICLE son los entornos ideales para estudiar el vínculo entre ajustes conversacionales y aprendizaje de contenidos porque, al no ser en la lengua materna del alumnado, se dan más ajustes conversacionales que en las clases en lengua materna.---------------------------------------------This article pursues to describe conversational adjustments among students in CLIL classes. We wonder if there is a link between the characteristics of the interactions and the learning of non-linguistic contents and, if there is, what kind of adjustments promote such learning. CLIL classes are the ideal environments to study the link between conversational adjustments and the learning of contents because, since they are not in the students’ mother tongue, conversational adjustments occur more frequently than in classes in mother tongue.

  2. The Effects of Late Acquisition of L2 and the Consequences of Immigration on L1 for Semantic and Morpho-Syntactic Language Aspects

    Scherag, Andre; Demuth, Lisa; Rosler, Frank; Neville, Helen J.; Roder, Brigitte

    2004-01-01

    It has been hypothesized that some aspects of a second language (L2) might be learned easier than others if a language is learned late. On the other hand, non-use might result in a loss of language skills in one's native, i.e. one's first language (L1) (language attrition). To study which, if any, aspects of language are affected by either late…

  3. Encapsidating artificial human papillomavirus-16 mE7 protein in human papillomavirus-6b L1/L2 virus like particles

    XU Yu-fei; WANG Qing-yong; ZHANG Hong-tao; HAN Ye-hua; SONG Guo-xing; XU Xue-mei

    2007-01-01

    Background Human papillomaviruses (HPVs) can infect squamous or mucosal epithelia and cause cervical cancer or genital warts. Coinfection with multiple HPV types is a common finding of many epidemiological studies. Therefore, it is necessary to develop a vaccine, which can eradicate established HPV infections and prevent other HPV infections. In this study, we generated chimeric virus like particles (cVLPs) composed of HPV-6b L1, HPV-6b L2 and one artificial HPV-16 mE7 proteins.Methods The artificial HPV-16 mE7 gene was designed by codon modification, point mutation and gene shuffling then chemically synthesized and subcloned behind HPV-6b L2. HPV-6b L1 and L2-mE7 were expressed in insect cells by using Bac-to-Bac system. The generated cVLPs were purified by CsCl gradient ultracentrifuge and analyzed by immunoblot, electron microscope and haemagglutination assay.Results The HPV-6b L1 and L2-mE7 proteins were well expressed in insect cells and could selfassemble into cVLPs,whose diameter was about 55 nm and similar to that of HPV-6b L1/L2 VLPs. Intact cVLPs could be recognized by H6.M48 neutralizing monoclonal antibody and HPV-6b L2 polyclonal antibody, while the denatured cVLPs, but not the intact cVLPs, were reactive to HPV-16 E7 polyclonal antibody. HPV-6b L1/L2-mE7 cVLPs haemagglutinated mouse erythrocytes as efficiently as HPV-6b L1/L2 VLPs did.Conclusions The insertion of the 158 amino acid HPV-16 mE7 protein behind L2 did not disrupt the correct assembling of cVLPs. The morphological characteristics and haemagglutinating activity of cVLPs were similar to those of HPV-6b L1/L2 VLPs. The cVLPs retained conformational B cell epitopes of HPV-6 VLPs and HPV-16 mE7 protein had an internal location in the cVLPs. Therefore, large modified E7 protein with higher immunogenicity could be incorporated into cVLPs by fusing to the C-terminus of L2, which would help to improve the therapeutic effects of L1/L2-E7 cVLPs.

  4. Alternative Models of Self-regulation and Implications for L2 Strategy Research

    Jim Ranalli

    2012-12-01

    Full Text Available In this paper I discuss the proposal of Dörnyei and colleagues (Dörnyei, 2005; Tseng, Dörnyei, & Schmitt, 2006 to replace the construct of learning strategy with that of self-regulation and thus shift the research focus from specific strategic behaviors to a trait that is seen to underlie them. I argue that before doing so, we need a fuller understanding of what self-regulation entails and how it might intersect with traditional concerns of second language strategy research. To contribute to this understanding, I highlight alternative conceptualizations of self-regulation and then use data from my doctoral research to illustrate one in particular, the COPES model of self-regulated learning (Winne & Hadwin, 1998. This model’s explanatory power is contrasted with that of Dörnyei and colleagues’ conceptualization to show that, depending on the model one adopts, self-regulation is not only compatible with the study of specific strategies but useful for shedding new light on strategy research and integrating it with research in other related areas, such as L2 motivation.

  5. New Developments in the SCIAMACHY L2 Ground Processor

    Gretschany, Sergei; Lichtenberg, Günter; Meringer, Markus; Theys, Nicolas; Lerot, Christophe; Liebing, Patricia; Noel, Stefan; Dehn, Angelika; Fehr, Thorsten

    2016-04-01

    SCIAMACHY (SCanning Imaging Absorption spectroMeter for Atmospheric ChartographY) aboard ESA's environmental satellite ENVISAT observed the Earth's atmosphere in limb, nadir, and solar/lunar occultation geometries covering the UV-Visible to NIR spectral range. It is a joint project of Germany, the Netherlands and Belgium and was launched in February 2002. SCIAMACHY doubled its originally planned in-orbit lifetime of five years before the communication to ENVISAT was severed in April 2012, and the mission entered its post-operational phase. In order to preserve the best quality of the outstanding data recorded by SCIAMACHY, data processors are still being updated. This presentation will highlight three new developments that are currently being incorporated into the forthcoming Version 7 of ESA's operational Level 2 processor: 1. Tropospheric BrO, a new retrieval based on the scientific algorithm of (Theys et al., 2011). This algorithm had been originally developed for the GOME-2 sensor and later adapted for SCIAMACHY. The main principle of the new algorithm is to utilize BrO total columns (already an operational product) and split them into stratospheric VCDstrat and tropospheric VCDtrop fractions. BrO VCDstrat is determined from a climatological approach, driven by SCIAMACHY O3 and NO2 observations. VCDtrop is then determined simply as a difference: VCDtrop = VCDtotal - VCDstrat. 2. Improved cloud flagging using limb measurements (Liebing, 2015). Limb cloud flags are already part of the SCIAMACHY L2 product. They are currently calculated employing the scientific algorithm developed by (Eichmann et al., 2015). Clouds are categorized into four types: water, ice, polar stratospheric and noctilucent clouds. High atmospheric aerosol loadings, however, often lead to spurious cloud flags, when aerosols had been misidentified as clouds. The new algorithm will better discriminate between aerosol and clouds. It will also have a higher sensitivity w.r.t. thin clouds. 3. A new

  6. The development of conjunction use in advanced L2 speech

    Marcin Jaroszek

    2011-12-01

    Full Text Available The article discusses the results of a longitudinal study of how the use of conjunctions, as an aspect of spoken discourse competence of 13 selected advanced students of English, developed throughout their 3-year English as a foreign language (EFL tertiary education. The analysis was carried out in relation to a number of variables, including 2 reference levels, one representing English native discourse and the other observed in teacher talk in actual EFL classes, language type exposure, as registered by the participants of the study on a weekly basis, and teaching procedures. The study investigated possible factors determining the development of 3 aspects of conjunction use: (a formal conjunctions, (b specific conjunctions, that is, those conjunctions that are both characteristic of natural English discourse and are underrepresented in L2 discourse, and (c conjunction diversity. The results point to a restricting effect of teacher talk on the development of specific conjunction use and conjunction diversity. These 2 aspects of conjunction use enjoyed only a slight rise, approaching the teacher reference level. On the other hand, formal conjunctions use did increase radically throughout the study, exceeding the native reference level. In this case teacher talk played a reinforcing role at most. As indicated in a correlational analysis, although there was a clear tendency of the participants’ development of conjunction use towards the native reference level, exposure to authentic English may not have been facilitative of the development of this discourse aspect. An interesting observation was made with reference to the effect of formal instruction on the development of conjunction use: Although the subjects did receive intensive training in conjunction use in the 1st semester of their EFL course, it was not until the 2nd year that their levels of formal conjunction use in spoken output increased. This suggests that formal instruction may have

  7. L2 Classroom Interaction: A Sociocultural Theoretical Perspective

    武田, 礼子

    2015-01-01

    本稿は,社会文化理論から見た外国語学習における教室内相互行為を考察する。まず,学習者の認知的発達が社会的かつ文化的に形成されると論じるヴィゴツキーの社会文化理論の4つの概念である媒介,最近接発達領域,足場掛け,ランゲージングについて論じる。次に社会文化理論からみた外国語学習における相互行為の先行研究を紹介する。ここでは上級者主導の相互行為,異なる母語の学習者間の相互行為,また一人の学習者における自己内省による相互行為を含む。それらの研究を通して学習者間の相互行為の潜在的可能性を考察し,学習の機会を最大限に生かすための提案をする。This article reviews studies on classroom interaction in the L2 classroom from a sociocultural theoretical perspective. These studies posit that a person’s cognitive development is socially and culturally created. The paper first ...

  8. Mathematical morphology

    Najman, Laurent

    2013-01-01

    Mathematical Morphology allows for the analysis and processing of geometrical structures using techniques based on the fields of set theory, lattice theory, topology, and random functions. It is the basis of morphological image processing, and finds applications in fields including digital image processing (DSP), as well as areas for graphs, surface meshes, solids, and other spatial structures. This book presents an up-to-date treatment of mathematical morphology, based on the three pillars that made it an important field of theoretical work and practical application: a solid theoretical foun

  9. Do L2 Writing Courses Affect the Improvement of L1 Writing Skills via Skills Transfer from L2 to L1?

    Gonca, Altmisdort

    2016-01-01

    This study investigates the relationship of second language (L2) writing skills proficiency with the first language (L1) writing skills, in light of the language transfer. The study aims to analyze the positive effects of L2 writing proficiency on L1 writing proficiency. Forty native Turkish-speaking university students participated in the study.…

  10. Bilingual lexical access during L1 sentence reading: The effects of L2 knowledge, semantic constraint, and L1-L2 intermixing.

    Titone, Debra; Libben, Maya; Mercier, Julie; Whitford, Veronica; Pivneva, Irina

    2011-11-01

    Libben and Titone (2009) recently observed that cognate facilitation and interlingual homograph interference were attenuated by increased semantic constraint during bilingual second language (L2) reading, using eye movement measures. We now investigate whether cross-language activation also occurs during first language (L1) reading as a function of age of L2 acquisition and task demands (i.e., inclusion of L2 sentences). In Experiment 1, participants read high and low constraint English (L1) sentences containing interlingual homographs, cognates, or control words. In Experiment 2, we included French (L2) filler sentences to increase salience of the L2 during L1 reading. The results suggest that bilinguals reading in their L1 show nonselective activation to the extent that they acquired their L2 early in life. Similar to our previous work on L2 reading, high contextual constraint attenuated cross-language activation for cognates. The inclusion of French filler items promoted greater cross-language activation, especially for late stage reading measures. Thus, L1 bilingual reading is modulated by L2 knowledge, semantic constraint, and task demands.

  11. SLA Research and L2 Pedagogy: Misapplications and Questions of Relevance

    Spada, Nina

    2015-01-01

    There has been considerable debate about the relevance and applicability of SLA theory and research for L2 pedagogy. There are those who maintain that SLA must be applicable to L2 pedagogy: a view based on the argument that because SLA is a subfield of applied linguistics, it should have direct relevance to L2 teaching. Others take the view that…

  12. Phonological Memory and the Acquisition of Grammar in Child L2 Learners

    Verhagen, Josje; Leseman, Paul; Messer, Marielle

    2015-01-01

    Previous studies show that second language (L2) learners with large phonological memory spans outperform learners with smaller memory spans on tests of L2 grammar. The current study investigated the relationship between phonological memory and L2 grammar in more detail than has been done earlier. Specifically, we asked how phonological memory…

  13. Factors Affecting Grammatical and Lexical Complexity of Long-Term L2 Speakers' Oral Proficiency

    Lahmann, Cornelia; Steinkrauss, Rasmus; Schmid, Monika S.

    2016-01-01

    There remains considerable disagreement about which factors drive second language (L2) ultimate attainment. Age of onset (AO) appears to be a robust factor, lending support to theories of maturational constraints on L2 acquisition. The present study is an investigation of factors that influence grammatical and lexical complexity at the stage of L2

  14. Perceptual Filtering in L2 Lexical Memory: A Neural Network Approach to Second Language Acquisition

    Nelson, Robert

    2012-01-01

    A number of asymmetries in lexical memory emerge when monolinguals and early bilinguals are compared to (relatively) late second language (L2) learners. Their study promises to provide insight into the internal processes that both support and ultimately limit L2 learner achievement. Generally, theory building in L2 and bilingual lexical memory has…

  15. Individual Variation in L2 Study-Abroad Outcomes: A Case Study from Indonesian Pragmatics

    Hassall, Timothy

    2015-01-01

    This is a study of two Australian learners of Indonesian during a short stay abroad. It examines their contrasting success in acquiring L2 address terms, in tandem with their contrasting experiences of the L2 culture setting. It thereby helps explain the persistent finding of great individual variation in L2 gains--and in particular pragmatic…

  16. Semantic Categorization of Placement Verbs in L1 and L2 Danish and Spanish

    Cadierno, Teresa; Ibarretxe-Antuñano, Iraide; Hijazo-Gascón, Alberto

    2016-01-01

    This study investigates semantic categorization of the meaning of placement verbs by Danish and Spanish native speakers and two groups of intermediate second language (L2) learners (Danish learners of L2 Spanish and Spanish learners of L2 Danish). Participants described 31 video clips picturing different types of placement events. Cluster analyses…

  17. L^2-Betti numbers of rigid C*-tensor categories and discrete quantum groups (preprint)

    Kyed, David; Raum, Sven; Vaes, Stefaan;

    2017-01-01

    We compute the $L^2$-Betti numbers of the free $C^*$-tensor categories, which are the representation categories of the universal unitary quantum groups $A_u(F)$. We show that the $L^2$-Betti numbers of the dual of a compact quantum group $G$ are equal to the $L^2$-Betti numbers of the representat...

  18. A Prerequisite to L1 Homophone Effects in L2 Spoken-Word Recognition

    Nakai, Satsuki; Lindsay, Shane; Ota, Mitsuhiko

    2015-01-01

    When both members of a phonemic contrast in L2 (second language) are perceptually mapped to a single phoneme in one's L1 (first language), L2 words containing a member of that contrast can spuriously activate L2 words in spoken-word recognition. For example, upon hearing cattle, Dutch speakers of English are reported to experience activation…

  19. Création et utilisation de ressources pédagogiques sur support numérique pour l'apprentissage d'une L2 : quelles compétences pour l'enseignant ? Designing and using digital learning resources for second language acquisition: what skills do teachers need?

    Paul Arthaud

    2006-11-01

    Full Text Available À l'Université de Technologie de Belfort-Montbéliard, des ressources pédagogiques sur support numérique ont été créées afin d'être intégrées au dispositif d'enseignement d'une UV d'anglais destinée à des élèves-ingénieurs. Dans le cadre d'une recherche-action, la nature et la fonction de ces ressources ont été établies à la lumière de connaissances théoriques, et les effets de leur intégration ont fait l'objet de mesures. Cet article se concentre sur les compétences qui ont été requises pour mettre en place ces ressources : compétences dans les domaines de la didactique des langues et de la création de pages HTML. Une ébauche de référentiel métier est proposée. Même si les résultats de cette expérience semblent positifs, la question demeure de savoir s'il est possible d'être en même temps enseignant et concepteur de ressources sur support numérique. Des éléments de réponse se trouvent peut-être davantage du côté de la gestion du temps, de la motivation et des savoir-faire relationnels que du seul côté des compétences informatiques. Cette expérience n'a nullement pour vocation de fixer les règles d'un exemple à suivre. Néanmoins, elle illustre le fait que la recherche-action peut être un moyen efficace de canaliser la diversité des motivations des enseignants impliqués dans des démarches innovantes et de promouvoir la responsabilité déontologique et épistémologique, ce qui contribuera à l'amélioration des pratiques d'enseignement.At the University of Technology of Belfort-Montbéliard, digital learning resources have been designed for and integrated with the pedagogical structure of an English credit course for engineering students. Within an action research procedure, the nature and functions of these resources have been established in the light of theoretical knowledge, and the effects of this integration have been assessed. This article focuses on the skills - in the fields of

  20. Morphological Priming Survives a Language Switch

    Verdonschot, Rinus G.; Middelburg, Renee; Lensink, Saskia E.; Schiller, Niels O.

    2012-01-01

    In a long-lag morphological priming experiment, Dutch (L1)-English (L2) bilinguals were asked to name pictures and read aloud words. A design using non-switch blocks, consisting solely of Dutch stimuli, and switch-blocks, consisting of Dutch primes and targets with intervening English trials, was administered. Target picture naming was facilitated…

  1. Computer-Based Internet-Hosted Assessment of L2 Literacy: Computerizing and Administering of the Oxford Quick Placement Test in ExamView and Moodle

    Meurant, Robert C.

    Sorting of Korean English-as-a-Foreign-Language (EFL) university students by Second Language (L2) aptitude allocates students to classes of compatible ability level, and was here used to screen candidates for interview. Paper-and-pen versions of the Oxford Quick Placement Test were adapted to computer-based testing via online hosting using FSCreations ExamView. Problems with their online hosting site led to conversion to the popular computer-based learning management system Moodle, hosted on www.ninehub.com. 317 sophomores were tested online to encourage L2 digital literacy. Strategies for effective hybrid implementation of Learning Management Systems in L2 tertiary education include computer-based Internet-hosted L2 aptitude tests. These potentially provide a convenient measure of student progress in developing L2 fluency, and offer a more objective and relevant means of teacher- and course-assessment than student evaluations, which tend to confuse entertainment value and teacher popularity with academic credibility and pedagogical effectiveness.

  2. Design of dialogic eLearning-to-learn: metalearning as pedagogical methodology

    Sorensen, Elsebeth Korsgaard

    2008-01-01

    This paper presents a perspective emphasising Meta learning (ML) as the most significant and pertinent feature for promoting a democratic, collaborative eLearning-to-Learn (eL2L) phenomenon in a global context. Through attempting to understand and clarify the powers of pedagogical design of global...... networked e Learning based on Learning-to-Learn (L2L), it makes a plea for L2L in a dialogic global learning context, offering a vision of global democratic citizens able to engage in critical dialogue with fellow learners. http://www.inderscience.com/search/index.php?action=record&rec_id=17675&prev...

  3. Non-academic L2 Users: A Neglected Research Pool

    Talebinezhad, Mohammad Reza

    2005-01-01

    Full Text Available English Language Teaching (ELT articles are published and their results are relied on without delving into their methodological credibility. A research study cannot be considered valid unless its population is precisely determined and defined. This article shows the considerable size of non-academic English learners in Iran and argues that the population in ELT research should not be limited only to university and school students who are easily accessible but it should also include the sizeable non-academic sector. To do this, 170 PhD dissertations and MA theses in TEFL were randomly selected. The result showed that only less than 9% of the participants belonged to non-academic sector. The article also argues that there is wrong overgeneralization of even the existing ELT academic researches to non-academic situation. Finally it compares academic and non-academic English learners to show how the latter are highly motivated to learn.

  4. L’AUTOBIOGRAFIA LINGUISTICA NELL’INSEGNAMENTO-APPRENDIMENTO DELL’ITALIANO L2/LS

    Andrea Groppaldi

    2010-09-01

    Full Text Available L'autobiografia linguistica è una attività particolarmente utile nell'insegnamento-apprendimento di una lingua straniera. L'apprendente immigrato è invitato a narrare in prima persona le esperienze linguistico-comunicative nella propria L1, nella L2 /LS che sta apprendendo e/o nella lingua seconda che ha acquisito come lingua di comunicazione e di studio nel suo paese di origine, le relazioni umane ed emotive che accompagnano  o hanno accompagnato queste esperienze, le situazioni che ne hanno favorito o ostacolato l'apprendimento. Con l'autobiografia linguistica l'apprendente straniero costruisce, attraverso la scrittura e quindi attraverso un processo di esplicitazione e di riflessione consapevole,  un ponte tra "là" e "qui", tra paese d'origine e il paese di arrivo, tra la vita "prima" e la vita "dopo" lo strappo della migrazione. Ricompone e dà senso alla propria storia, nelle due lingue, esprime affetti ed emozioni, rinomina il mondo e se ne riappropria ricostruendo insieme la propria identità, esplora se stesso e si fa conoscere ai suoi pari e all'insegnante in un rapporto di condivisione e di comprensione reciproca: si crea un contesto non di integrazione, ma di inclusione. A sua volta il docente può meglio comprendere le strategie di apprendimento dell'apprendente, la sua personalità, le sue difficoltà e progettare strategie didattiche più efficaci, perché più individuali e orientate al successo nella comunicazione e nell'apprendimento.   Linguistic autobiography is especially useful in the teaching and learning of a foreign language. The foreign learner is asked to narrate, in the first person, his/her linguistic-communicative experiences in their L1 and in the L2/FL which they are learning and/or in the second language they have acquired for communication or study in their home country, focusing on the emotional and human relationships which accompanied this experience and the situations which encouraged or blocked the

  5. Operationalizing Multilingualism: Language Learning Motivation in Turkey

    Thompson, Amy S.; Erdil-Moody, Zeynep

    2016-01-01

    This study is an examination of language learning motivation and multilingual status in the Turkish English as a foreign language (EFL) context. Using Dörnyei's L2 Motivational Self System (L2MSS) framework, specifically the ideal and ought-to L2 selves, this study examines the relationship between motivation and two operationalizations of…

  6. Exploring Motivational Profiles through Language Learning Narratives

    Thompson, Amy S.; Vásquez, Camilla

    2015-01-01

    This study analyzes the language learning narratives of 3 NNS foreign language teachers. It uses as a theoretical framework the L2 Motivational Self System (L2MSS) (Dörnyei, 2009) but adds the dimension of psychological reactance (Brehm, 1966). Our findings indicate that the L2MSS underestimates the relationship between "I" and…

  7. Using Gamification to Enhance Second Language Learning

    Figueroa Flores, Jorge Francisco

    2015-01-01

    One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy,…

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

    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.

  9. NON SOLO LINGUA. I CORSI DI ITALIANO L2 PER DONNE MIGRANTI TRA BISOGNI LINGUISTICI E DESIDERIO DI INTEGRAZIONE.

    Viviana Solcia

    2012-02-01

    Full Text Available Come si organizza un corso di italiano L2 per donne migranti? Perché questi corsi si differenziano dalle altre proposte formative rivolte ad adulti immigrati? Basandosi sulle indicazioni del vademecum Tutte le mamme a scuola, il presente contributo cerca di rispondere a queste domande analizzando i bisogni linguistici delle donne migranti, interrogandosi su quale italiano insegnare, su quale metodo didattico adottare con particolare attenzione all’approccio autobiografico e all’“imparare facendo” e presentando i libri di testo rivolti a questa tipologia di apprendenti. Le tre interviste in appendice, raccolte in tre diversi centri che si occupano di corsi di italiano L2 per donne immigrate, raccontano come tutte queste indicazioni possano essere messe in pratica per cercare di soddisfare quel desiderio di integrazione e promozione sociale di cui le allieve si fanno portatrici,  che rende la classe di lingua non solo il luogo in cui si impara a parlare italiano, ma anche un laboratorio sociale in cui sperimentare modi diversi di approcciarsi e di considerare la diversità.     Not only language. Italian L2 for migrant women between linguistic needs and the desire for integration.   How is an Italian L2 course organized for migrant women? Why are these courses different from other classes designed for adult immigrants? Based on the indications in the handbook Tutte le mamme a scuola, this article tries to answer these questions analyzing the linguistic needs of migrant women, considering what Italian should be taught, what teaching method should be used with special attention placed on the autobiographical approach and “learning by doing”. The three interviews in the appendix, from three different centers which offer Italian L2 courses to immigrant women, tell about how these indications can be put into practice to satisfy the desire for the integration and social inclusion of these students, making the language class more than a

  10. PD-L2: A prognostic marker in chromophobe renal cell carcinoma?

    Erlmeier, Franziska; Weichert, Wilko; Autenrieth, Michael; Wiedemann, Max; Schrader, Andres Jan; Hartmann, Arndt; Ivanyi, Philipp; Steffens, Sandra

    2017-05-01

    In the context of cancer immunotherapy, PD-1 as well as PD-L1 has been widely studied in renal cell carcinoma (RCC). PD-1 and PD-L1 play a significant role as prognostic markers in clear cell renal cell carcinoma. In contrast, little is known about PD-L2 expression patterns in RCC, especially in rarer subtypes. The aim of this study was to evaluate the prevalence, distribution and prognostic impact of PD-L2 expression in chromophobe (ch)RCC. Eighty-one patients who underwent renal surgery due to chRCC were retrospectively evaluated. Tumor specimens were analyzed for PD-L2 expression by immunohistochemistry. Expression data were associated with clinicopathological parameters and overall survival (OS). Twenty-three (28.4%) patients showed a PD-L2 > median (PD-L2 high) staining intensity. No significant association between clinicopathological parameters and PD-L2 expression was identified. A significant difference between 5- and 10-year OS in dependence of PD-L2 expression was found (PD-L2 low 96.4 and 87.7% vs. PD-L2 high 87.1 and 56%; log rank, p = 0.029). However, in multivariate analysis PD-L2 expression failed to be proofed as an independent prognostic factor. In conclusion, to our knowledge this is the first study evaluating the prognostic impact of PD-L2 in a considerably large cohort of chRCC. Our results showed a significant diminished OS in dependence of PD-L2 expression. This implicates that PD-L2 might play a role as prognostic marker in chRCC demanding further evaluation.

  11. Proficiency and sentence constraint effects on second language word learning.

    Ma, Tengfei; Chen, Baoguo; Lu, Chunming; Dunlap, Susan

    2015-07-01

    This paper presents an experiment that investigated the effects of L2 proficiency and sentence constraint on semantic processing of unknown L2 words (pseudowords). All participants were Chinese native speakers who learned English as a second language. In the experiment, we used a whole sentence presentation paradigm with a delayed semantic relatedness judgment task. Both higher and lower-proficiency L2 learners could make use of the high-constraint sentence context to judge the meaning of novel pseudowords, and higher-proficiency L2 learners outperformed lower-proficiency L2 learners in all conditions. These results demonstrate that both L2 proficiency and sentence constraint affect subsequent word learning among second language learners. We extended L2 word learning into a sentence context, replicated the sentence constraint effects previously found among native speakers, and found proficiency effects in L2 word learning.

  12. VARIAZIONE DIATOPICA DEL FRANCESE E DIDATTICA DELL’ITALIANO L2: I TRANSFER NEGATIVI DEGLI APPRENDENTI CAMERUNENSI NELL’ITALIANO

    Gilles Kuitche Talé

    2014-02-01

    Full Text Available Il meccanismo del transfer, soprattutto nelle fasi iniziali dell’apprendimento, è una caratteristica comune agli apprendenti di lingue straniere, indipendentemente dalla loro provenienza geografica e dalla loro lingua materna. Per quanto riguarda i francofoni che si avvicinano all’italiano, queste interferenze si rivelano notevoli soprattutto ai livelli morfosintattico e lessicale.Tenendo conto dell’estrema variabilità geografica della lingua francese, il presente contributo vuole portare in luce la differenziazione dei transfer (soprattutto negativi degli apprendenti francofoni nell’italiano. Con l’esempio dei camerunesi francofoni l’articolo cerca di mostrare che, per quanto riguarda l’interferenza tra L1 e L2, il generico profilo “apprendente francofono” conosce in realtà numerose ramificazioni. D’altra parte, il contributo procede ad una rivalutazione dei presupposti dell’approccio contrastivo, evidenziando l’importanza didattica della prevedibilità degli errori e della direzione dei transfer.DIATOPIC VARIATION OF FRENCH AND ITALIAN L2: TEACHING NEGATIVE TRANSFER OF ITALIAN LEARNERS FROM CAMERONThe transfer mechanism, especially in the early stages of learning, is a feature common to learners of foreign languages regardless of of their geographical origin and their mother tongue. Regarding Francophones studying Italian, these interferences have proven to be striking, especially in terms of morphosyntax and lexis.Bearing in mind the extreme geographical variability of the French language, this paper aims to bring to light the differentiation in transfer (mostly negative in French-speaking Italian L2 learners. The French-speaking Cameroonian students featured in the article show that, regarding L1/L2 interference, the generic profile “French-speaking learner” actually has numerous ramifications. This paper re-evaluates assumptions of the contrastive approach, highlighting the didactic importance of the

  13. Language Acquisition without Universal Grammar: A General Nativist Proposal for L2 Learning.

    O'Grady, William

    1996-01-01

    Explores the prospects for a "general nativist" theory of first- and second-language acquisition (SLA), outlines a modular acquisition device not including Universal Grammar, and considers the role of universal grammar in the emergence of a first language (L1). (50 references) (Author/CK)

  14. A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

    Hsu, Chihcheng; Ou Yang, Fang-Chuan

    2013-01-01

    Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements…

  15. The Role of Grammatical Competence in L2 Learning and Teaching.

    Suh, Jae-suk

    1999-01-01

    Presenting four types of evidence, this article argues that grammatical competence should not be a subcomponent of communicative competence in second-language instruction, but have a separate status. Focuses on the critical role of grammatical competence in the overall development of target-language proficiency. (Author/VWL)

  16. Reconceptualising "Identity Slippage": Additional Language Learning and (L2) Identity Development

    Armour, William

    2009-01-01

    This paper reconsiders the theoretical concept of "identity slippage" by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identity slippage, I have used the work of the systemic-functional linguist Jay Lemke…

  17. Effects of task repetition on L2 oral performance Efeitos da repetição de tarefas na produção oral em L2

    Kyria Rebeca Finardi

    2008-01-01

    This study departs from the assumption that speaking an L2 is a complex cognitive ability (FORTKAMP, 2000) whose execution seems to involve tradeoff effects among the different goals of speech production, mainly among fluency, accuracy and complexity (BYGATE, 1998, 1999, 2001b; FOSTER e SKEHAN, 1996; SKEHAN e FOSTER, 1995, 2001; SKEHAN, 1998). Bygate (2001b) studied the effects of task familiarity on L2 speech performance. He found that in repeating a narrative task there were gains in terms ...

  18. LA RIFLESSIONE METALINGUISTICA NEI MANUALI D’ITALIANO L2: CASE STUDY

    Claudia Matthiae

    2012-07-01

    Full Text Available Gli “attori” di un corso di lingua sono gli apprendenti, il docente facilitatore e… il manuale. La scelta di quest’ultimo, e quindi la metodologia didattica che lo sottende, contribuiscono in maniera decisiva a delineare il percorso d’apprendimento esplicitando finalità e priorità didattiche. In un panorama editoriale ormai ricco e variegato non è sempre agevole districarsi fra le numerose proposte di libri di testo. Oltre alla centralità del discente e al metodo comunicativo, requisiti in linea con i dettami dell’European Common Framework presenti, seppur in dosi differenti, nella quasi totalità dei manuali, altri elementi meritano la dovuta considerazione. La riflessione metalinguistica, per esempio, si è affacciata solo recentemente sulla “scena” glottodidattica assumendo un ruolo tutt’altro che secondario.METALINGUISTIC REFLECTION IN ITALIAN L2 TEXT BOOKS: A CASE STUDYThe “actors” in a language course are the learners, the teacher/facilitator and… the textbook. Choosing a textbook, and the didactic methodology underlying it, contribute in a decisive way to the learning process by directing the learning objectives and choices. With a varied choice of textbooks available, it is not always easy to evaluate them. Student-centered courses using the communicative method, indications in line with the European Common Framework, are aspects which vary in quantity from text to text but which characterize them all. There are, however, also other elements to consider. Metalinguistic reflection, for example, has only recently taken on a primary role in the glottodidactic scenario.

  19. Computer-Mediated Corrective Feedback and the Development of L2 Grammar

    Shannon Sauro

    2009-02-01

    Full Text Available This paper reports on a study that investigated the impact of two types of computer-mediated corrective feedback on the development of adult learners’ L2 knowledge: (1 corrective feedback that reformulates the error in the form of recasts, and (2 corrective feedback that supplies the learner with metalinguistic information about the nature of the error. High intermediate and advanced adult learners of English (n=23 from an intact class at a Swedish university were randomly assigned to one of three conditions (two feedback conditions and one control and were randomly paired with English native speakers. During task-based interaction via text-chat, the learners received focused corrective feedback on omission of the zero article with abstract noncount nouns (e.g., employment, global warming, culture. Computer-delivered pretests, posttests and delayed posttests of knowledge (acceptability judgments measured learning outcomes. Results showed no significant advantage for either feedback type on immediate or sustained gains in target form knowledge, although the metalinguistic group showed significant immediate gains relative to the control condition.

  20. Una estrategia para favorecer la comprensión y el aprendizaje en las Ciencias Morfológicas: Presentaciones en PowerPoint. [ A strategy to improve the comprehension and learning in morphological science: powerpoint presentation

    Carranza, Miriam L. y Celaya, Gabriela

    2003-07-01

    Full Text Available In this paper, a hypertext to the Morphological Sciences in biological area was developed and evaluated. The application with format of digital atlas approaches Anatomical, Histological and Functional concepts about the man and animals in integrated form. PowerPoint presentation was developed to operators which experience in the handling of software are limited. This digital resource was qualified as a good complement of other didactic materials. In this knowledge area offers opportunity to develop significant knowledge to improve the understanding and learning through an interactive methodology

  1. Effects of Different Reading Purposes on L2 Learners’IVA

    WANG Wei

    2015-01-01

    According to the former studies, there are many factors having effects on second language (L2) learners’incidental vo⁃cabulary acquisition (IVA). This paper is aimed to reveal how reading a text with different purposes might affect IVA of L 2 learn⁃ers. The results of this study show that there is a closed relationship between the efficiency of IVA and reading purposes. Besides, it also has something to do with L2 learners’reading abilities.

  2. Diction and Expression in Error Analysis Can Enhance Academic Writing of L2 University Students

    Muhammad Sajid

    2016-01-01

    Without proper linguistic competence in English language, academic writing is one of the most challenging tasks, especially, in various genre specific disciplines by L2 novice writers. This paper examines the role of diction and expression through error analysis in English language of L2 novice writers’ academic writing in interdisciplinary texts of IT & Computer sciences and Business & Management sciences. Though the importance of vocabulary in L2 academic discourse is widely recognized, the...

  3. Adult ESL Korean Readers' Responses about Their Reading in L1 Korean and L2 English

    Kim, Misun

    2010-01-01

    In this research study I explore: (a) beliefs Korean ESL readers have about reading in L1 and L2 prior to the Retrospective Miscue Analysis (RMA) sessions, (b) how their beliefs about reading affect the way they read in L1 and L2 and their evaluation of themselves as readers in L1 and L2 reading, and (c) change of their beliefs about reading and…

  4. A Subspace Embedding Method in L2 Norm via Fast Cauchy Transform

    Xu Xiang

    2013-01-01

    Full Text Available We propose a subspace embedding method via Fast Cauchy Transform (FCT in L2 norm. It is motivated by and complements the work of the subspace embedding method in Lp norm, for all p∈[1,∞] except p = 2, by K. L. Clarkson (ACM-SIAM, 2013. Unlike the traditionally used orthogonal basis in Johnson-Lindenstrauss (JL embedding, we employ the well-conditioned basis in L2 norm to obtain concentration property of FCT in L2 norm.

  5. Learning

    Mohsen Laabidi

    2014-01-01

    Full Text Available Nowadays learning technologies transformed educational systems with impressive progress of Information and Communication Technologies (ICT. Furthermore, when these technologies are available, affordable and accessible, they represent more than a transformation for people with disabilities. They represent real opportunities with access to an inclusive education and help to overcome the obstacles they met in classical educational systems. In this paper, we will cover basic concepts of e-accessibility, universal design and assistive technologies, with a special focus on accessible e-learning systems. Then, we will present recent research works conducted in our research Laboratory LaTICE toward the development of an accessible online learning environment for persons with disabilities from the design and specification step to the implementation. We will present, in particular, the accessible version “MoodleAcc+” of the well known e-learning platform Moodle as well as new elaborated generic models and a range of tools for authoring and evaluating accessible educational content.

  6. A Study of the Differences Between Children's L1 and Adults'L2 in SLA

    孙岩; 马炳军

    2015-01-01

    The differences between children's L1 acquisition and adults'L2 acquisition based on a qualitative analysis are dis-cussed and compared.Through systematic review of the relevant literature in light of the theories of L1 and L2 acquisition between children and adults,and analysis of the factors both influencing children's L1 and adults'L2 acquisition.The findings show that two different acquisitions are distinguished in such aspects as in acquisition age,device,mode,environment and motivation,which conclude that children's L1 acquisition is effortless while adults'L2 acquisition is painful.

  7. Learning Strategies in Second Language Acquisition

    MA Chun-lan

    2013-01-01

      The proper use of learning strategies can facilitate language learning. There are abundant studies on L2 learning strate⁃gies and the initial research is studies on good language learners, which provides information on strategy use contributing to suc⁃cessful language learning. Strategies used by successful learners differ from less successful learners and strategies can be learned.

  8. The RNA-binding protein, ZFP36L2, influences ovulation and oocyte maturation.

    Christopher B Ball

    Full Text Available ZFP36L2 protein destabilizes AU-rich element-containing transcripts and has been implicated in female fertility. In the C57BL/6NTac mouse, a mutation in Zfp36l2 that results in the decreased expression of a form of ZFP36L2 in which the 29 N-terminal amino acid residues have been deleted, ΔN-ZFP36L2, leads to fertilized eggs that arrest at the two-cell stage. Interestingly, homozygous ΔN-Zfp36l2 females in the C57BL/6NTac strain release 40% fewer eggs than the WT littermates (Ramos et al., 2004, suggesting an additional defect in ovulation and/or oocyte maturation. Curiously, the same ΔN-Zfp36l2 mutation into the SV129 strain resulted in anovulation, prompting us to investigate a potential problem in ovulation and oocyte maturation. Remarkably, only 20% of ΔN-Zfp36l2 oocytes in the 129S6/SvEvTac strain matured ex vivo, suggesting a defect on the oocyte meiotic maturation process. Treatment of ΔN-Zfp36l2 oocytes with a PKA inhibitor partially rescued the meiotic arrested oocytes. Furthermore, cAMP levels were increased in ΔN-Zfp36l2 oocytes, linking the cAMP/PKA pathway and ΔN-Zfp36l2 with meiotic arrest. Since ovulation and oocyte maturation are both triggered by LHR signaling, the downstream pathway was investigated. Adenylyl cyclase activity was increased in ΔN-Zfp36l2 ovaries only upon LH stimulation. Moreover, we discovered that ZFP36L2 interacts with the 3'UTR of LHR mRNA and that decreased expression levels of Zfp36l2 correlates with higher levels of LHR mRNA in synchronized ovaries. Furthermore, overexpression of ZFP36L2 decreases the endogenous expression of LHR mRNA in a cell line. Therefore, we propose that lack of the physiological down regulation of LHR mRNA levels by ZFP36L2 in the ovaries is associated with anovulation and oocyte meiotic arrest.

  9. Transcription factor NFE2L2/NRF2 is a regulator of macroautophagy genes

    Pajares, Marta; Jiménez-Moreno, Natalia; García-Yagüe, Ángel J.; Escoll, Maribel; de Ceballos, María L.; Van Leuven, Fred; Rábano, Alberto; Yamamoto, Masayuki; Rojo, Ana I.; Cuadrado, Antonio

    2016-01-01

    ABSTRACT Autophagy is a highly coordinated process that is controlled at several levels including transcriptional regulation. Here, we identify the transcription factor NFE2L2/NRF2 (nuclear factor, erythroid 2 like 2) as a regulator of autophagy gene expression and its relevance in a mouse model of Alzheimer disease (AD) that reproduces impaired APP (amyloid β precursor protein) and human (Hs)MAPT/TAU processing, clearance and aggregation. We screened the chromatin immunoprecipitation database ENCODE for 2 proteins, MAFK and BACH1, that bind the NFE2L2-regulated enhancer antioxidant response element (ARE). Using a script generated from the JASPAR's consensus ARE sequence, we identified 27 putative AREs in 16 autophagy-related genes. Twelve of these sequences were validated as NFE2L2 regulated AREs in 9 autophagy genes by additional ChIP assays and quantitative RT-PCR on human and mouse cells after NFE2L2 activation with sulforaphane. Mouse embryo fibroblasts of nfe2l2-knockout mice exhibited reduced expression of autophagy genes, which was rescued by an NFE2L2 expressing lentivirus, and impaired autophagy flux when exposed to hydrogen peroxide. NFE2L2-deficient mice co-expressing HsAPPV717I and HsMAPTP301L, exhibited more intracellular aggregates of these proteins and reduced neuronal levels of SQSTM1/p62, CALCOCO2/NDP52, ULK1, ATG5 and GABARAPL1. Also, colocalization of HsAPPV717I and HsMAPTP301L with the NFE2L2-regulated autophagy marker SQSTM1/p62 was reduced in the absence of NFE2L2. In AD patients, neurons expressing high levels of APP or MAPT also expressed SQSTM1/p62 and nuclear NFE2L2, suggesting their attempt to degrade intraneuronal aggregates through autophagy. This study shows that NFE2L2 modulates autophagy gene expression and suggests a new strategy to combat proteinopathies. PMID:27427974

  10. Lepton flavour violating decays of $\\mu$ and $\\tau$ lepton in a gauge group $SU_L(2)\\times SU_R(2)\\times SU_l(2)$

    Fayyazuddin,

    2016-01-01

    A model for electroweak unification based on gauge group $ SU_L(2)\\times SU_R(2)\\times SU_l(2) $ for leptons is formulated. The group $SU_l(2)$ is in the lepton space.The left handed leptons and anti-leptons are assigned to the fundamental representation $(2,2,\\bar{2})$ of the group.The left- right symmetric gauge group $ SU_L(2)\\times SU_R(2)\\times U_{Y_1}(1) $ is contained in the above group for leptons. Out of three vector bossons $ Y_\\mu^\\pm $,$Y_{3\\mu}$ of $SU_l(2)$,the charged vector bosons $Y_\\mu^\\pm$ mediate the lepton number violating $ \\mu$ and $\\tau$ decays. The neutral vector bosson $ Y_{3\\mu}$ with coupling constant $ g_{Y}$ plays the same role as the vector bosson $B_{1\\mu}$ with coupling constant $g_1$ associated with Abelian part $ U_{Y_1}(1)$ with $Y_1=\\mp1$ for leptons and anti leptons. The left handed quarks and anti quarks are assigned to representations (2,1) and (1,2) with $Y_1=\\pm \\frac{1}{3}$ of the left-right symmetric gauge group. The lepton number violating $\\mu~and~\\tau$ decays sim...

  11. 哺乳动物FoxL2基因的分子进化分析%Molecular Evolution Analysis for Mammal FoxL2 Gene

    刘丽丽; 刘静; 张向伟; 黄林艳; 李蓉; 李成磊; 王勤

    2015-01-01

    本研究以FoxL2基因为研究对象,选取GenBank公布的26个物种的FoxL2基因氨基酸序列,代表脊椎动物中5纲15目21科24属,重点分析哺乳动物中该基因的结构与功能相关性以及其系统发育情况.结果表明:26条FoxL2基因序列存在非常保守的forkhead结构域,哺乳类比非哺乳动物多出丙氨酸、甘氨酸及脯氨酸重复区,其中多聚丙氨酸束的缩短可能与Ⅰ型BPES相关,而多聚丙氨酸束的延伸使核内蛋白错位和细胞质聚集导致Ⅱ型BPES.FoxL2含有较多磷酸化位点,推测其在体内的活性可能是通过磷酸化调控的.FoxL2基因氨基酸序列构建的系统发育树中亲缘关系较近的物种能够较好的聚在一起.

  12. COMPETENZA PRAGMATICA IN ITALIANO L2: L’USO DEI SEGNALI DISCORSIVI DA PARTE DEGLI APPRENDENTI CROATI

    Magdalena Nigoević

    2012-02-01

    Full Text Available Questo contributo esplora la produzione dialogica in italiano da parte degli apprendenti di lingua materna croata con l’obiettivo di determinare la loro competenza interazionale e pragmatica in italiano L2. Particolare attenzione si è rivolta ad un aspetto caratteristico della produzione dialogica, ai segnali discorsivi ‒ espedienti dialogici per eccellenza. I parlanti nativi usano segnali discorsivi con una vasta gamma di funzioni dialogiche, mentre l’acquisizione dei segnali discorsivi italiani è un territorio relativamente inesplorato e i segnali discorsivi vengono raramente insegnati. in maniera esplicita. La capacità di riconoscere e utilizzare i segnali discorsivi italiani adeguatamente, vale a dire secondo le loro funzioni pragmatiche, rivela il livello della competenza pragmatica dell’apprendente di una lingua straniera. Ai fini dello studio presente, gli apprendenti di italiano sono stati classificati in diversi gruppi in base alla durata dell’ istruzione (principianti, intermedi, avanzati e/o al tipo di ambiente di apprendimento (studenti universitari, corsi di lingua straniera, “full immersion”. L’analisi si è concentrata maggiormente sulla frequenza d’uso e su alcune funzioni dei segnali discorsivi italiani adoperati. Lo scopo di questo studio era quello di esaminare la differenza tra l’uso dei segnali discorsivi relativo ai diversi livelli e ambienti educativi della lingua italiana da parte degli apprendenti croati di italiano L2 e di osservare le caratteristiche di una possibile influenza derivata dal L1.     Pragmatic competence in Italian L2: the use of discourse signals in Croatian-speaking learners This contribution explores the dialogue production of Croatian-speaking learners of Italian as a second language (L2 with the objective to determine their competence in L2 interactions. Special attention is paid to one particular aspect of dialogue production, discourse markers -dialogical expedients par

  13. The vulnerability of gender on determiners in L1, 2L1 and L2 acquisition

    van der Linden, E.; Hulk, A.

    2009-01-01

    The acquisition of gender has been reported to be problematic for some groups of learners acquiring Germanic or Romance languages. It has been shown that L1 learners do better in gender acquisition than others, like bilingual children, child L2 learners and adult L2 learners. The reason for these di

  14. Islands and Objects in L2 Spanish: Do You Know the Learners Who Drop___?

    Rothman, Jason; Iverson, Michael

    2013-01-01

    This study tests native Brazilian Portuguese (BP) speakers of second language (L2) Spanish in the domain of phonologically null object pronouns. This is a worthwhile first language (L1)-L2 pairing given that these languages are historically and typologically related and both seemingly allow for object drop. Nevertheless, the underlying syntax of…

  15. Early Child L2 Acquisition: Age or Input Effects? Neither, or Both?

    Unsworth, Sharon

    2016-01-01

    This paper explores whether there is evidence for age and/or input effects in child L2 acquisition across three different linguistic domains, namely morphosyntax, vocabulary, and syntax-semantics. More specifically, it compares data from English-speaking children whose age of onset to L2 Dutch was between one and three years with data from…

  16. Effects of Web-Based Collaborative Writing on Individual L2 Writing Development

    Bikowski, Dawn; Vithanage, Ramyadarshanie

    2016-01-01

    This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers' (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, class observations, and teacher interviews. Participants included 59 L2 writers in a writing class at a large U.S.…

  17. L2 Reading Comprehension and Its Correlates: A Meta-Analysis

    Jeon, Eun Hee; Yamashita, Junko

    2014-01-01

    The present meta-analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage-level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high-evidence correlates (with 18 or more accumulated effect sizes: L2

  18. The Influence of Schema and Cultural Difference on L1 and L2 Reading

    Yang, Shi-sheng

    2010-01-01

    Reading in L1 shares numerous basic elements with reading in L2, and the processes also differ greatly. Intriguing questions involve whether there are two parallel cognitive processes at work, or whether there are processing strategies that accommodate both L1 and L2. This paper examines how reading in L1 is different from and similar to reading…

  19. The Roles of First Language and Proficiency in L2 Processing of Spanish Clitics: Global Effects

    Seibert Hanson, Aroline E.; Carlson, Matthew T.

    2014-01-01

    We assessed the roles of first language (L1) and second language (L2) proficiency in the processing of preverbal clitics in L2 Spanish by considering the predictions of four processing theories--the Input Processing Theory, the Unified Competition Model, the Amalgamation Model, and the Associative-Cognitive CREED. We compared the performance of L1…

  20. Factors Affecting Grammatical and Lexical Complexity of Long-Term L2 Speakers’ Oral Proficiency

    Lahmann, Cornelia; Steinkrauss, Rasmus; Schmid, Monika

    2016-01-01

    There remains considerable disagreement about which factors drive second language (L2) ultimate attainment. Age of onset (AO) appears to be a robust factor, lending support to theories of maturational constraints on L2 acquisition. The present study is an investigation of factors that influence gram