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Sample records for classroom-embedded l2 learning

  1. The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement

    ERIC Educational Resources Information Center

    Bruce, Catherine D.; Esmonde, Indigo; Ross, John; Dookie, Lesley; Beatty, Ruth

    2010-01-01

    This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the…

  2. Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos

    ERIC Educational Resources Information Center

    Moos, Daniel C.; Bonde, Caitlin

    2016-01-01

    This study examined the effectiveness of embedding self-regulated learning (SRL) prompts in a video designed for the flipped class model. The sample included 32 undergraduate participants who were randomly assigned to one of two conditions: control (video) or experimental (video + SRL prompts). Prior knowledge was measured with a pre-test, SRL was…

  3. Phonological bases for L2 morphological learning.

    PubMed

    Hu, Chieh-Fang

    2010-08-01

    Two experiments examined the hypothesis that L1 phonological awareness plays a role in children's ability to extract morphological patterns of English as L2 from the auditory input. In Experiment 1, 84 Chinese-speaking third graders were tested on whether they extracted the alternation pattern between the base and the derived form (e.g., inflate - inflation) from multiple exposures. Experiment 2 further assessed children's ability to use morphological cues for syntactic categorization through exposures to novel morphologically varying forms (e.g., lutate vs. lutant) presented in the corresponding sentential positions (noun vs. verb). The third-grade EFL learners revealed emergent sensitivity to the morphological cues in the input but failed in fully processing intraword variations. The learners with poorer L1 PA were likely to encounter difficulties in identifying morphological alternation rules and in discovering the syntactic properties of L2 morphology. In addition to L1 PA, L2 vocabulary knowledge also contributed significantly to L2 morphological learning. PMID:20091121

  4. Similarity and Difference in Learning L2 Word-Form

    ERIC Educational Resources Information Center

    Hamada, Megumi; Koda, Keiko

    2011-01-01

    This study explored similarity and difference in L2 written word-form learning from a cross-linguistic perspective. This study investigated whether learners' L1 orthographic background, which influences L2 visual word recognition (e.g., Wang et al., 2003), also influences L2 word-form learning, in particular, the sensitivity to phonological and…

  5. Gaming as Extramural English L2 Learning and L2 Proficiency among Young Learners

    ERIC Educational Resources Information Center

    Sylven, Liss Kerstin; Sundqvist, Pia

    2012-01-01

    Today, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as…

  6. Phonological Bases for L2 Morphological Learning

    ERIC Educational Resources Information Center

    Hu, Chieh-Fang

    2010-01-01

    Two experiments examined the hypothesis that L1 phonological awareness plays a role in children's ability to extract morphological patterns of English as L2 from the auditory input. In Experiment 1, 84 Chinese-speaking third graders were tested on whether they extracted the alternation pattern between the base and the derived form (e.g.,…

  7. Promoting L2 Vocabulary Learning through Narrow Reading

    ERIC Educational Resources Information Center

    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

  8. Influence of Syllable Structure on L2 Auditory Word Learning

    ERIC Educational Resources Information Center

    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…

  9. Implicit Learning of L2 Word Stress Regularities

    ERIC Educational Resources Information Center

    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…

  10. The Effects of Captions in Teenagers' Multimedia L2 Learning

    ERIC Educational Resources Information Center

    Lwo, Laurence; Lin, Michelle Chia-Tzu

    2012-01-01

    This study aims to explore the impact of different captions on second language (L2) learning in a computer-assisted multimedia context. A quasi-experimental design was adopted, and a total of thirty-two eighth graders selected from a junior high school joined the study. They were systematically assigned into four groups based on their proficiency…

  11. Individual Differences in L2 Learning and Long-Term L1-L2 Relationships

    ERIC Educational Resources Information Center

    Sparks, Richard L.

    2012-01-01

    In this article, I describe studies conducted over 25 years with secondary and post-secondary L2 learners in the United States. The evidence from these studies shows that there are important connections between students' early L1 skills and their L2 aptitude and L2 proficiency and that individual differences in students' L1 skills in elementary…

  12. Multicultural and Problematic Social Contexts and Their Contribution to L2 Learning.

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim

    1995-01-01

    Studies the relationship of attitudes and cultural background to reading comprehension in a second language (L2) of students in three different social contexts: Israeli-Arab students learning Hebrew as their L2, Israeli-Jewish students learning English as their L2, and Canadian-Arab students learning English as their L2. Results showed that the…

  13. Anonymity and Motivation in Asynchronous Discussions and L2 Vocabulary Learning

    ERIC Educational Resources Information Center

    Polat, Nihat; Mancilla, Rae; Mahalingappa, Laura

    2013-01-01

    This study investigates L2 attainment in asynchronous online environments, specifically possible relationships among anonymity, L2 motivation, participation in discussions, quality of L2 production, and success in L2 vocabulary learning. It examines, in asynchronous discussions, (a) if participation and (b) motivation contribute to L2 vocabulary…

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

    ERIC Educational Resources Information Center

    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…

  15. Extracting Phonological Patterns for L2 Word Learning: The Effect of Poor Phonological Awareness

    ERIC Educational Resources Information Center

    Hu, Chieh-Fang

    2014-01-01

    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…

  16. The Role of Statistical Learning and Working Memory in L2 Speakers' Pattern Learning

    ERIC Educational Resources Information Center

    McDonough, Kim; Trofimovich, Pavel

    2016-01-01

    This study investigated whether second language (L2) speakers' morphosyntactic pattern learning was predicted by their statistical learning and working memory abilities. Across three experiments, Thai English as a Foreign Language (EFL) university students (N = 140) were exposed to either the transitive construction in Esperanto (e.g., "tauro…

  17. Motivation and Persistence of Learning among L2 Learners in Self-Instruction

    ERIC Educational Resources Information Center

    Takahashi, Chika

    2013-01-01

    This study examined the relationship between learners' motivation to learn a second language (L2) and persistence in their learning using self-instructional radio (SIR) materials with a sample of Japanese high school students learning English. L2 self-instruction remains under-researched, in spite of the importance of out-of-class learning…

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

    ERIC Educational Resources Information Center

    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.…

  19. The Key Is in the Keyword: L2 Vocabulary Learning Methods with Beginning Learners of Spanish

    ERIC Educational Resources Information Center

    Sagarra, Nuria; Alba, Matthew

    2006-01-01

    This study investigates the effectiveness of three methods of learning vocabulary among 778 beginning second language (L2) learners. Rote memorization consists of memorizing the first language (L1) translation of a new L2 word by rehearsal. Semantic mapping displays L1 words conceptually related to the L2 word in a diagram. The keyword method…

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

    ERIC Educational Resources Information Center

    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…

  1. Aspects of Working Memory in L2 Learning

    ERIC Educational Resources Information Center

    Juffs, Alan; Harrington, Michael

    2011-01-01

    This article reviews research on working memory (WM) and its use in second language (L2) acquisition research. Recent developments in the model and issues surrounding the operationalization of the construct itself are presented, followed by a discussion of various methods of measuring WM. These methods include word and digit span tasks, reading,…

  2. Learning English with "The Sims": Exploiting Authentic Computer Simulation Games for L2 Learning

    ERIC Educational Resources Information Center

    Ranalli, Jim

    2008-01-01

    With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning. However, simulation games designed for L2 learners are in short supply. As an alternative, could games designed for the mass-market be…

  3. Is the Pattern of L2-Learning U-shaped?

    ERIC Educational Resources Information Center

    Sjoholm, Kaj

    The phenomenon known in cognitive psychology as U-shaped behavioral growth is discussed in relation to second language learning. The U-shaped growth concept focuses on the fact that some behaviors appear, disappear, and then apparently reappear over time. It has been documented in children's learning of physical concepts, musical concepts,…

  4. Strategies and Performance in Intentional L2 Vocabulary Learning

    ERIC Educational Resources Information Center

    Barcroft, Joe

    2009-01-01

    This study was designed to identify strategies used during intentional vocabulary learning and to assess the relationship between strategy use and vocabulary learning performance. English-speaking students of Spanish studied new Spanish words while viewing word-picture pairs. The participants then completed posttests and answered questions about…

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

    PubMed

    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.

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

    PubMed Central

    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

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

    PubMed

    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

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

    ERIC Educational Resources Information Center

    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)…

  9. Applying Cognitive Linguistics to Instructed L2 Learning: The English Modals

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  10. Planning, Recasts, and Learning of L2 Morphology

    ERIC Educational Resources Information Center

    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…

  11. Effects of Perceptual Learning Style Preferences on L2 Lexical Inferencing

    ERIC Educational Resources Information Center

    Shen, Ming-yueh

    2010-01-01

    The purpose of this pilot study was to examine the effects of perceptual learning style preferences on L2 lexical inferencing and whether learners with certain perceptual learning styles benefited more from an explicitly instructional program. Joy Reid's (1995) Perceptual Learning Style Preferences (PLSP) Inventory and a lexical inferencing test…

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

  18. A Dynamic Look at L2 Phonological Learning: Seeking Processing Explanations for Implicational Phenomena

    ERIC Educational Resources Information Center

    Trofimovich, Pavel; Gatbonton, Elizabeth; Segalowitz, Norman

    2007-01-01

    This study investigates whether second language (L2) phonological learning can be characterized as a gradual and systematically patterned replacement of nonnative segments by native segments in learners' speech, conforming to a two-stage implicational scale. We adopt a dynamic approach to language variation based on Gatbonton's (1975, 1978)…

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

    ERIC Educational Resources Information Center

    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…

  20. Enhancing Autonomous L2 Vocabulary Learning Focusing on the Development of Word-Level Processing Skills

    ERIC Educational Resources Information Center

    Toyoda, Etsuko

    2007-01-01

    The paper reviewed studies in word-level processing skills and related areas, and profiled how the development of L2 word recognition and integration skills would contribute to autonomous "kango" (Chinese originated words or words created from Chinese originated words) vocabulary learning. Despite the fact that the acquisition of a…

  1. The Effects of Community Service Learning Projects on L2 Learners' Cultural Understanding

    ERIC Educational Resources Information Center

    Zapata, Gabriela

    2011-01-01

    This small-scale study investigates the effects of community service learning (CSL) projects or a cultural presentation on the development of the cultural understanding of low- and high-intermediate L2 students. Fifty-two learners in four sections of two Spanish classes in Canada participated in the study. The participants also completed pre- and…

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

    ERIC Educational Resources Information Center

    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)…

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

    ERIC Educational Resources Information Center

    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)…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  6. Learning to Do Concept-Based Pragmatics Instruction: Teacher Development and L2 Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    van Compernolle, Rémi A.; Henery, Ashlie

    2015-01-01

    This article explores the development of pedagogical content knowledge in relation to one teacher's experience in learning to engage in a Vygotskian approach to teaching second language (L2) pragmatics known as "concept-based pragmatics instruction" (CBPI). The teacher, Mrs. Hanks, was a PhD candidate in second language acquisition at…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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'…

  10. L2 Learning Opportunities in Different Academic Subjects in Content-Based Instruction -- Evidence in Favour of "Conventional Wisdom"

    ERIC Educational Resources Information Center

    Lo, Yuen Yi

    2014-01-01

    Content-based instruction (CBI) adopts a second language (L2) as the medium of instruction for some or all academic subjects to facilitate L2 learning. There seem however, no uniform policies concerning which academic subjects should be taught in L2, in case only some subjects are involved. Conventional wisdom tends to favour Humanities subjects…

  11. EFFECTS OF L2 LEARNING ORIENTATIONS AND IMPLEMENTATION INTENTIONS ON SELF-REGULATION.

    PubMed

    Tseng, Wen-Ta; Chang, Yu-Jen; Cheng, Hsing-Fu

    2015-08-01

    In this study, a classic L2 learning orientation framework and a multi-faceted implementation intention construct were used to predict self-regulation. Attention was particularly paid to the way in which different types of implementation intentions predicted the self-regulatory capacity. A two-phase research design was executed. A pilot was conducted to ensure the reliability and validity of the scales. In the main study, a series of regression analyses examined the links among the variables of interest. The modeling results indicated that the effects of the integrative and instrumental orientations were substantially diminished after the implementation intentions were incorporated into the orientation structure. The empirical findings strongly suggest the need for L2 learners to utilize strategic planning in response to situational and temporal cues in the process of goal pursuit. Further discussions focused on the effects of both orientations and implementation intentions on the self-regulatory capacity in language learning. PMID:26241097

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

    ERIC Educational Resources Information Center

    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…

  13. The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

    ERIC Educational Resources Information Center

    Akkakoson, Songyut

    2013-01-01

    This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

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

    PubMed Central

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

    2014-01-01

    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. PMID:25984550

  15. Matching Vocabulary Learning Process with Learning Outcome in L2 Academic Writing: An Exploratory Case Study

    ERIC Educational Resources Information Center

    Ma, Qing

    2013-01-01

    This exploratory case study of two undergraduates links vocabulary learning approaches with lexical quality measured in academic writing. Employing an array of qualitative data, it is shown that in a "semi-language-rich" learning context, Chinese learners may dispense with rote learning and engage in a more natural learning approach in which…

  16. A Case Study on the Effects of an L2 Writing Instructional Model for Blended Learning in Higher Education

    ERIC Educational Resources Information Center

    So, Lee; Lee, Chung Hyun

    2013-01-01

    This case study explores EFL (English as a foreign language) students' perceptions toward a prototype of an instructional model for second language (L2) writing in blended learning and the effects of the model on the development of L2 writing skills in higher education. This model is primarily founded on the process-oriented writing approach…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  19. The Influence of L2 Teachers' Use of CALL Modes on Language Learners' Reactions to Blended Learning

    ERIC Educational Resources Information Center

    Hong, Kwang Hee; Samimy, Keiko K.

    2010-01-01

    Previous research on blended learning (BL) implementation in L2 instructional settings considers L2 teachers' use of the incorporated CALL modes and learners' attitudes toward the CALL modes as critical factors, among other factors, for achieving successful BL implementation. In the literature, these two factors are suggested to be strongly…

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

    ERIC Educational Resources Information Center

    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…

  1. L1 and L2 Distance Effects in Learning L3 Dutch

    ERIC Educational Resources Information Center

    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…

  2. ERP Signatures of Subject-Verb Agreement in L2 Learning

    ERIC Educational Resources Information Center

    Chen, Lang; Shu, Hua; Liu, Youyi; Zhao, Jingjing; Li, Ping

    2007-01-01

    In this study we examined ERP (event-related-potential) responses in the morphosyntactic processing of subject-verb agreements by L2 Chinese learners of English. Fifteen proficient L2 learners and fifteen native English speakers were presented with English sentences that varied in the grammaticality of the sentence with respect to subject-verb…

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

    ERIC Educational Resources Information Center

    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

    ERIC Educational Resources Information Center

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  6. Active Learning: Qualitative Inquiries into Vocabulary Instruction in Chinese L2 Classrooms

    ERIC Educational Resources Information Center

    Shen, Helen H.; Xu, Wenjing

    2015-01-01

    Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…

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

    ERIC Educational Resources Information Center

    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. Learning to Express Motion Events in an L2: The Case of Chinese Directional Complements

    ERIC Educational Resources Information Center

    Wu, Shu-Ling

    2011-01-01

    The present study adopted a cognitive linguistic framework--Talmy's (1985, 1991, 2000) typological classification of motion events--to investigate how second-language (L2) Chinese learners come to express motion events in a targetlike manner. Fifty-five U.S. university students and 20 native speakers of Chinese participated in the study. A…

  9. Effects of Interactive Chat versus Independent Writing on L2 Learning

    ERIC Educational Resources Information Center

    Tare, Medha; Golonka, Ewa M.; Vatz, Karen; Bonilla, Carrie L.; Crooks, Carolyn; Strong, Rachel

    2014-01-01

    This study examines the importance of interaction for second language (L2) acquisition by analyzing outcomes from two types of out-of-class activities. The study compared: (a) interactive homework, completed via text chat, and (b) individual homework, completed via independent writing. In a between-subjects design, participants in two…

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

    ERIC Educational Resources Information Center

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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."…

  15. The Apocalypse of L2 Normative Ideology: Current Sociolinguistic Research in Relation to Foreign Language Learning.

    ERIC Educational Resources Information Center

    Loveday, Leo

    1983-01-01

    Discusses how current applied and sociolinguistic research and theory, which reveals the naturalness of language variation and productive aspects of error-making, seriously challenges traditional second language learning practices and postulates. (EKN)

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

    NASA Astrophysics Data System (ADS)

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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.)…

  19. Multimedia Glosses and Their Effect on L2 Text Comprehension and Vocabulary Learning

    ERIC Educational Resources Information Center

    Yanguas, Inigo

    2009-01-01

    The present study investigates the effects that different types of multimedia glosses, namely textual, pictorial, and textual + pictorial, have on text comprehension and vocabulary learning when the goal is exclusively comprehension of a computerized text. This study is based on the theoretical framework of attention, which maintains that…

  20. Corrective Feedback and Working Memory Capacity in Interaction-Driven L2 Learning

    ERIC Educational Resources Information Center

    Goo, Jaemyung

    2012-01-01

    The present study explores the relative efficacy of recasts over metalinguistic feedback on the learning of the English "that"-trace filter and how working memory capacity (WMC) is related to the extent to which learners can benefit from recasts and metalinguistic feedback. Fifty-four Korean English as a foreign language (EFL) learners from six…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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.…

  3. CMC-Based Projects and L2 Learning: Confirming the Importance of Nativisation

    ERIC Educational Resources Information Center

    Grosbois, Muriel

    2011-01-01

    Despite the spread of reliable desktop audio and videoconferencing facilities, some CMC-based projects still rely on asynchronous written environments, if only because of the temporal constraints of synchronicity (Guichon, 2009; Develotte, Guichon & Vincent, 2010). Yet speaking is usually the skill students most need to improve when learning a…

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

    NASA Astrophysics Data System (ADS)

    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.

  5. Building Language Blocks in L2 Japanese: Chunk Learning and the Development of Complexity and Fluency in Spoken Production

    ERIC Educational Resources Information Center

    Taguchi, Naoko

    2008-01-01

    This pilot study examined the development of complexity and fluency of second language (L2) spoken production among L2 learners who received extensive practice on grammatical chunks as constituent units of discourse. Twenty-two students enrolled in an elementary Japanese course at a U.S. university received classroom instruction on 40 grammatical…

  6. L2 Vocabulary Learning from Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables

    ERIC Educational Resources Information Center

    Elgort, Irina; Warren, Paul

    2014-01-01

    This study investigates acquisition of second language (L2) vocabulary from reading a connected authentic text. Advanced and upper-intermediate L2 (English) participants read a long expository text for general understanding, with embedded critical vocabulary items (pseudowords). Explicit knowledge of the critical items was examined using a meaning…

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

    ERIC Educational Resources Information Center

    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,…

  8. Cantonese English as a Second Language Learners' Perceived Relations between "Similar" L1 and L2 Speech Sounds: A Test of the Speech Learning Model

    ERIC Educational Resources Information Center

    Chan, Alice Y. W.

    2012-01-01

    This article reports on the results of a research study that investigated Cantonese English as a second language (ESL) learners' perception of English speech sounds, their perceived relations between "similar" English and Cantonese sounds, as well as the applicability of the claims of the Speech Learning Model (SLM) to second language (L2)…

  9. Numeracy in Inclusive Early Childhood Classrooms: Embedding Learning Opportunities and Using Effective Instructional Strategies

    ERIC Educational Resources Information Center

    Davenport, Lisa Ann

    2012-01-01

    This literature review will address issues to consider related to teaching numeracy and mathematics to children with disabilities in inclusive early childhood classrooms. As inclusive settings and instruction in numeracy/mathematics at an early age become more common, it is important to closely examine teaching strategies and make appropriate…

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

    PubMed

    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.

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

    PubMed

    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. PMID:22804703

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  14. The Roles of Phonological Short-Term Memory and Working Memory in L2 Grammar and Vocabulary Learning

    ERIC Educational Resources Information Center

    Martin, Katherine I.; Ellis, Nick C.

    2012-01-01

    This study analyzed phonological short-term memory (PSTM) and working memory (WM) and their relationship with vocabulary and grammar learning in an artificial foreign language. Nonword repetition, nonword recognition, and listening span were used as memory measures. Participants learned the singular forms of vocabulary for an artificial foreign…

  15. Language Learning Motivation within the Context of Globalisation: An L2 Self within an Imagined Global Community

    ERIC Educational Resources Information Center

    Ryan, Stephen

    2006-01-01

    This is a theoretical paper that attempts to re-conceptualize language learning motivation by taking into consideration the effects of globalisation on learners' sense of identity and how this impacts on the motivation to learn the unquestioned language of globalisation, English. I will argue that in EFL contexts it is learners' sense of…

  16. Effects of Learning Strategies and Motivation on Implicit vs. Explicit Instructional Approaches for Spanish L2 Vocabulary

    ERIC Educational Resources Information Center

    Hervas, David

    2010-01-01

    Under the premise that vocabulary learning in a Spanish as a second language in-class environment may be affected by the instructional approach adopted by the instructors or the materials followed, this study explores the influence of rather distant teaching styles, such as implicit and explicit approaches, on the learning outcome of Spanish…

  17. The Effects of Task Involvement Load on L2 Incidental Vocabulary Learning: A Meta-Analytic Study

    ERIC Educational Resources Information Center

    Huang, Shufen; Willson, Victor; Eslami, Zohreh

    2012-01-01

    This meta-analytic study provides a systematic statistical synthesis of the effects of output tasks on second or foreign incidental vocabulary learning. A total of 12 studies were included in this meta-analysis. Five mediator variables were examined: design quality, types of output task, time on task, genres of text, and text-target word ratios.…

  18. Prospects for Developing L2 Students' Effective Use of Vocabulary Learning-Strategies via Web-Based Training

    ERIC Educational Resources Information Center

    Ranalli, Jim

    2009-01-01

    A large body of research supports the efficacy of learning strategies employed in the acquisition of second language vocabulary. However, research also indicates that many such strategies are underused or misused by learners and, further, that any effort to integrate learner training in the use of such strategies into classroom instruction faces a…

  19. The Efficacy of Explicit Grammar Instruction and Its Impact on L2 Rule-Learning: A Literature Review

    ERIC Educational Resources Information Center

    Gabriel, Raafat

    2009-01-01

    It is crucial that foreign language teachers know well what kinds of grammar teaching strategies best aid learning in the classroom in order to adjust their teaching toward a practical and successful approach. Much of the debate about how to help EFL learners achieve grammatical proficiency centers on the implicit versus explicit, or deductive…

  20. Exploring the Interface: Explicit Focus-on-Form Instruction and Learned Attentional Biases in L2 Latin

    ERIC Educational Resources Information Center

    Cintrón-Valentín, Myrna; Ellis, Nick C.

    2015-01-01

    Eye-tracking was used to investigate the attentional processes whereby different types of focus on form (FonF) instruction assist learners in overcoming learned attention and blocking effects in their online processing of second language input. English native speakers viewed Latin utterances combining lexical and morphological cues to temporality…

  1. Effects of Phonological Input as a Pre-Listening Activity on Vocabulary Learning and L2 Listening Comprehension Test Performance

    ERIC Educational Resources Information Center

    Mihara, Kei

    2015-01-01

    The purpose of the present study is twofold. The first goal is to examine the effects of phonological input on students' vocabulary learning. The second is to discuss how different pre­-listening activities affect students' second language listening comprehension. The participants were first-­year students at a Japanese university. There were two…

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

    ERIC Educational Resources Information Center

    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…

  3. Tracking "Learning Behaviours" in the Incidental Acquisition of Two Dimensional Adjectives by Japanese Beginner Learners of L2 English

    ERIC Educational Resources Information Center

    Shintani, Natsuko; Ellis, Rod

    2014-01-01

    The purpose of this article is to examine both the process and product of vocabulary learning in a task-based instructional context. The article reports a study that investigated the acquisition of two dimensional adjectives ("big" and "small") by six-year-old Japanese children who were complete beginners. It tracked the…

  4. Strategies for Engaging FCS Learners in a Large-Format Classroom: Embedded Videos

    ERIC Educational Resources Information Center

    Leslie, Catherine Amoroso

    2014-01-01

    This article presents a method for utilizing technology to increase student engagement in large classroom formats. In their lives outside the classroom, students spend considerable time interfacing with media, and they are receptive to information conveyed in electronic formats. Research has shown that multimedia is an effective learning resource;…

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

    ERIC Educational Resources Information Center

    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

  6. Reading Aloud Activity in L2 and Cerebral Activation

    ERIC Educational Resources Information Center

    Takeuchi, Osamu; Ikeda, Maiko; Mizumoto, Atsushi

    2012-01-01

    This article explores the cerebral mechanism of reading aloud activities in L2 learners. These activities have been widely used in L2 learning and teaching, and its effect has been reported in various Asian L2 learning contexts. However, the reasons for its effectiveness have not been examined. In order to fill in this gap, two studies using a…

  7. The VVT Project: A Web-Based Platform for Strategy Instruction and Research into Self-Regulated Learning of L2 Vocabulary

    ERIC Educational Resources Information Center

    Ranalli, James M.

    2012-01-01

    The focus of this dissertation is a web-based, second language (L2) instructional resource called VVT (Virtual Vocabulary Trainer) designed to teach integrated vocabulary depth of knowledge and dictionary referencing skills to tertiary-level learners of English as a Second Language (ESL). In addition to evaluating the potential of online resources…

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

    ERIC Educational Resources Information Center

    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…

  9. Effects of age of learning on voice onset time: categorical perception of Swedish stops by near-native L2 speakers.

    PubMed

    Stölten, Katrin; Abrahamsson, Niclas; Hyltenstam, Kenneth

    2014-12-01

    This study examined the effects of age of onset (AO) of L2 acquisition on the categorical perception of the voicing contrast in Swedish word-initial stops varying in voice onset time (VOT). Three voicing continua created on the basis of natural Swedish word pairs with /p-b/, /t-d/, /k-/ in initial position were presented to 41 Spanish early (AO < 12) and late (AO > 12) near-native speakers of L2 Swedish. Fifteen native speakers of Swedish served as controls. Categorizations were influenced by AO and listener status as L1/L2 speaker, in that the late learners deviated the most from native-speaker perception. In addition, only a small minority of the late learners perceived the voicing contrast in a way comparable to native-speaker categorization, while most early L2 learners demonstrated nativelike categorization patterns. However, when the results were combined with the L2 learners' production of Swedish voiceless stops (Stölten, 2005; Stölten, Abrahamsson & Hyltenstam, in press), nativelike production and perception was never found among the late learners, while a majority of the early learners still exhibited nativelike production and perception. It is concluded that, despite their being perceived as mother-tongue speakers of Swedish by native listeners, the late learners do not, after detailed phonetic scrutiny, exhibit a fully nativelike command of Swedish VOT. Consequently, being near-native rather than nativelike speakers of their second language, these individuals do not constitute the evidence necessary to reject the hypothesis of one or several critical (or sensitive) periods for language acquisition.

  10. Effects of age of learning on voice onset time: categorical perception of Swedish stops by near-native L2 speakers.

    PubMed

    Stölten, Katrin; Abrahamsson, Niclas; Hyltenstam, Kenneth

    2014-12-01

    This study examined the effects of age of onset (AO) of L2 acquisition on the categorical perception of the voicing contrast in Swedish word-initial stops varying in voice onset time (VOT). Three voicing continua created on the basis of natural Swedish word pairs with /p-b/, /t-d/, /k-/ in initial position were presented to 41 Spanish early (AO < 12) and late (AO > 12) near-native speakers of L2 Swedish. Fifteen native speakers of Swedish served as controls. Categorizations were influenced by AO and listener status as L1/L2 speaker, in that the late learners deviated the most from native-speaker perception. In addition, only a small minority of the late learners perceived the voicing contrast in a way comparable to native-speaker categorization, while most early L2 learners demonstrated nativelike categorization patterns. However, when the results were combined with the L2 learners' production of Swedish voiceless stops (Stölten, 2005; Stölten, Abrahamsson & Hyltenstam, in press), nativelike production and perception was never found among the late learners, while a majority of the early learners still exhibited nativelike production and perception. It is concluded that, despite their being perceived as mother-tongue speakers of Swedish by native listeners, the late learners do not, after detailed phonetic scrutiny, exhibit a fully nativelike command of Swedish VOT. Consequently, being near-native rather than nativelike speakers of their second language, these individuals do not constitute the evidence necessary to reject the hypothesis of one or several critical (or sensitive) periods for language acquisition. PMID:25536842

  11. Vocabulary Breadth in French L2 Learners

    ERIC Educational Resources Information Center

    David, Annabelle

    2008-01-01

    Vocabulary is one of the building blocks of language and is a necessary component of learners' development. This paper aims to describe the development of the L2 lexicon from the first year of learning French as a foreign language at school to the last year of undergraduate studies at university by setting out what learners know and how this…

  12. Learning to Learn Together with CSCL Tools

    ERIC Educational Resources Information Center

    Schwarz, Baruch B.; de Groot, Reuma; Mavrikis, Manolis; Dragon, Toby

    2015-01-01

    In this paper, we identify "Learning to Learn Together" (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of "Learning to Learn" (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems…

  13. Systematic Asymmetries in Perception and Production of L2 Inflections in Mandarin L2 Learners of English: The Effects of Phonotactics, Salience, and Processing Pressure on Inflectional Variability

    ERIC Educational Resources Information Center

    Bonner, Timothy E.

    2013-01-01

    The study of language production by adults who are learning a second language (L2) has received a good deal of attention especially when it comes to omission of inflectional morphemes within L2 utterances. Several explanations have been proposed for these inflectional errors. One explanation is that the L2 learner simply does not have the L2

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

    ERIC Educational Resources Information Center

    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…

  15. Effects of Variability in Fundamental Frequency on L2 Vocabulary Learning: A Comparison between Learners Who Do and Do Not Speak a Tone Language

    ERIC Educational Resources Information Center

    Barcroft, Joe; Sommers, Mitchell S.

    2014-01-01

    Previous studies (Barcroft & Sommers, 2005; Sommers & Barcroft, 2007) have demonstrated that variability in talker, speaking style, and speaking rate positively affect second language vocabulary learning, whereas variability in overall amplitude and fundamental frequency (F0) do not, at least for native English speakers. Sommers and…

  16. Lexical representation of novel L2 contrasts

    NASA Astrophysics Data System (ADS)

    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.

  17. Individual Differences in the Acquisition of a Complex L2 Phonology: A Training Study

    ERIC Educational Resources Information Center

    Hanulikova, Adriana; Dediu, Dan; Fang, Zhou; Basnakova, Jana; Huettig, Falk

    2012-01-01

    Many learners of a foreign language (L2) struggle to correctly pronounce newly learned speech sounds, yet many others achieve this with apparent ease. Here we explored how a training study of learning complex consonant clusters at the very onset of L2 acquisition can inform us about L2 learning in general and individual differences in particular.…

  18. Similarity in L2 Phonology

    ERIC Educational Resources Information Center

    Barrios, Shannon L.

    2013-01-01

    Adult second language (L2) learners often experience difficulty producing and perceiving non-native phonological contrasts. Even highly proficient bilinguals, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /r/-/l/ for Japanese learners of English. To account for the relative ease or difficulty…

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

    PubMed

    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

    ERIC Educational Resources Information Center

    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. Study Abroad, Previous Language Experience, and Spanish L2 Development

    ERIC Educational Resources Information Center

    Marques-Pascual, Laura

    2011-01-01

    This study investigates second language (L2) development of Spanish verbal morphology, subject omissions, and subject-verb (SV) inversions by learners in two different proficiency levels and learning contexts. Oral narratives from 40 L2 learners at the intermediate and advanced levels, both at home and in a study abroad (SA) program, were examined…

  2. Metalinguistic Knowledge, Metalingual Knowledge, and Proficiency in L2 Spanish

    ERIC Educational Resources Information Center

    Gutierrez, Xavier

    2013-01-01

    The role of metalinguistic knowledge of language and knowledge of technical terms (i.e. metalingual knowledge) in second language (L2) learning and use is a matter of controversy in the field of Second Language Acquisition. This paper examines the development of these two types of knowledge in adult university-level learners of L2 Spanish, and…

  3. Acquisition of L2 English Morphology: A Family Case Study

    ERIC Educational Resources Information Center

    Zhang, Yanyin; Widyastuti, Ima

    2010-01-01

    This study investigates the status of morphology in the L2 English of three members of a family from Indonesia (parents and their 5-year-old daughter) who have lived, studied or worked in Australia for a year. The investigation is contextualized against various learning settings in which the informants have learned English: formal instruction in…

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

    ERIC Educational Resources Information Center

    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…

  5. Investigating an Innovative Computer Application to Improve L2 Word Recognition from Speech

    ERIC Educational Resources Information Center

    Matthews, Joshua; O'Toole, John Mitchell

    2015-01-01

    The ability to recognise words from the aural modality is a critical aspect of successful second language (L2) listening comprehension. However, little research has been reported on computer-mediated development of L2 word recognition from speech in L2 learning contexts. This report describes the development of an innovative computer application…

  6. ERP correlates of intramodal and crossmodal L2 acquisition

    PubMed Central

    2011-01-01

    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. PMID:21612604

  7. Collaborative Revision in L2 Writing: Learners' Reflections

    ERIC Educational Resources Information Center

    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…

  8. Learner Negotiation of L2 Form in Transcription Exercises

    ERIC Educational Resources Information Center

    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.…

  9. Enhancing Lexical Knowledge through L2 Medium Tasks

    ERIC Educational Resources Information Center

    Vosoughi, Marjan

    2012-01-01

    The purpose of the present study was to investigate the L2 use rate in EFL classrooms through introducing three task conditions in learning lexical items. Data were collected from a group of freshman university students (male and female) studying in Islamic Azad university of Sabzevar, Iran (N = 73). Based on their performance on a Michigan TOEFL…

  10. Deconstructing Gender Stereotyping through Literature in L2

    ERIC Educational Resources Information Center

    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,…

  11. Instructors' Attitudes towards CALL and MALL in L2 Classrooms

    ERIC Educational Resources Information Center

    Pagel, James W.; Lambacher, Stephen; Reedy, David W.

    2015-01-01

    As part of an ongoing study on learners' and instructors' attitudes toward the use of computers and mobile devices in second-language (L2) learning situations, our purpose here is to identify how language instructors value the use of computers and mobile devices in their teaching. We compare the responses of a survey administered during the past…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  14. A Glimpse into the Effectiveness of L2-Content Cross-Curricular Collaboration in Content-Based Instruction Programmes

    ERIC Educational Resources Information Center

    Lo, Yuen Yi

    2015-01-01

    In content-based instruction (CBI) programmes, students learn content subjects through a second language (L2), so that they can incidentally learn the language. To further facilitate students' L2 development, the collaboration between L2 and content subject teachers has been strongly advocated. Previous research on such kind of collaboration…

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

    ERIC Educational Resources Information Center

    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)…

  16. Forming a Clearer Image of the Ideal L2 Self: The L2 Motivational Self System and Learner Autonomy in a Japanese EFL Context

    ERIC Educational Resources Information Center

    Ueki, Michiko; Takeuchi, Osamu

    2013-01-01

    Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    Jiang, Wenying

    2013-01-01

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

  19. ASC Trilab L2 Codesign Milestone 2015

    SciTech Connect

    Trott, Christian Robert; Hammond, Simon David; Dinge, Dennis; Lin, Paul T.; Vaughan, Courtenay T.; Cook, Jeanine; Edwards, Harold C.; Rajan, Mahesh; Hoekstra, Robert J.

    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.

  20. The Acquisition of L2 Phonology

    ERIC Educational Resources Information Center

    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…

  1. Cognitive Abilities, Chunk-Strength, and Frequency Effects in Implicit Artificial Grammar and Incidental L2 Learning: Replications of Reber, Walkenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and Their Relevance for SLA

    ERIC Educational Resources Information Center

    Robinson, Peter

    2005-01-01

    This paper reports replications of studies of implicit artificial grammar (AG) learning and explicit series-solution learning with experienced second language learners in order to examine their population and content generalizability. As found by Reber, Walkenfeld, and Hernstadt (1991), there was significantly greater variance in explicit compared…

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

    ERIC Educational Resources Information Center

    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. Individual Differences in L2 Acquisition of Japanese Particles "WA" and "GA"

    ERIC Educational Resources Information Center

    Mori, Sachiho

    2008-01-01

    Although the L2 acquisition studies of Japanese particles "WA" and "GA" were investigated by many researchers (Sakamoto, 2000), they completely ignored learners' individual differences. Indeed, learners' individualities are important factors for the L2 learning (Lightbrown & Spada, 1999). Thus, this research explored whether learners' individual…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Kato, Shigeo

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  7. The Ethnic Group Affiliation and L2 Proficiency Link: Empirical Evidence

    ERIC Educational Resources Information Center

    Gatbonton, Elizabeth; Trofimovich, Pavel

    2008-01-01

    With economic globalisation making second language (L2) learning inevitable throughout the world, understanding what factors facilitate success is a socioeconomic necessity. This paper examined the role of social factors, those related to ethnic group affiliation (EGA), in the development of L2 proficiency. Although numerous studies have…

  8. L2 Reading Proficiency and Lexical Inferencing by University EFL Learners

    ERIC Educational Resources Information Center

    Bengeleil, Nazmia F.; Paribakht, T. Sima

    2004-01-01

    This article reports on an introspective study that examined the effect of EFL learners' L2 reading proficiency on their L2 lexical inferencing while reading an English expository text. The knowledge sources and contextual cues they used in the process, the level of success they achieved, and their rate of learning and retention of the inferred…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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.…

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

    ERIC Educational Resources Information Center

    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…

  13. Not so Fast: A Discussion of L2 Morpheme Processing and Acquisition

    ERIC Educational Resources Information Center

    Larsen-Freeman, Diane

    2010-01-01

    Learning inflectional morphology is a vexing problem for second language (L2) learners. Children acquiring their native language also experience some difficulty, which results in their committing overgeneralization errors. Long after individuals have achieved a high level of proficiency in the L2, they are still plagued by uncertainty when it…

  14. L1 Allophones in L2 Speech Production: The Case of English Learners of Spanish

    ERIC Educational Resources Information Center

    Vokic, Gabriela

    2010-01-01

    Although it is broadly accepted that adult second-language (L2) learners focus attention only on those aspects of sounds needed for phonemic contrast, the role that allophony plays in the process of L2 speech learning is less well understood. It is widely assumed that speakers do not have conscious awareness of and access to first-language (L1)…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  18. Using Eye-Tracking to Investigate Topics in L2 Acquisition and L2 Processing

    ERIC Educational Resources Information Center

    Roberts, Leah; Siyanova-Chanturia, Anna

    2013-01-01

    Second language (L2) researchers are becoming more interested in both L2 learners' knowledge of the target language and how that knowledge is put to use during real-time language processing. Researchers are therefore beginning to see the importance of combining traditional L2 research methods with those that capture the moment-by-moment…

  19. Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis

    ERIC Educational Resources Information Center

    Park, Gi-Pyo

    2013-01-01

    This study attempted to test the threshold hypothesis in second/foreign language (L2) reading by investigating the relations among first language (L1) reading, L2 knowledge, and L2 reading comprehension in a sample of 2666 (1333 males and 1333 females) Korean EFL high school students. Three different methods of data analysis were utilized after…

  20. Does Measuring L2 Utterance Fluency Equal Measuring Overall L2 Proficiency? Evidence from Five Languages

    ERIC Educational Resources Information Center

    Baker-Smemoe, Wendy; Dewey, Dan P.; Bown, Jennifer; Martinsen, Rob A.

    2014-01-01

    The current study examined the relationship between overall second language (L2) proficiency and utterance fluency measures for several L2s in order to determine whether utterance measures can be used to predict L2 proficiency. The study measured the speech rate, number of hesitations, number and length of pauses, number and length of runs, and…

  1. Counterexamples concerning a weighted L^2 projection

    NASA Astrophysics Data System (ADS)

    Xu, Jinchao

    1991-10-01

    Counterexamples are given to show that some results concerning a weighted {L^2} projection presented earlier by Bramble and the author are sharp, i.e., that certain error and stability estimates are impossible in some cases.

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

    PubMed

    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.

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

    PubMed

    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.

  4. 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

    ERIC Educational Resources Information Center

    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…

  5. An Application of the L2 Motivational Self System to Motivate Elementary School English Learners in Singapore

    ERIC Educational Resources Information Center

    Magid, Michael

    2014-01-01

    I will describe a program that I developed to motivate grade five elementary school learners of English in Singapore to put more time and effort into learning English by enhancing their vision of their Ideal second language (L2) self and making their goals for learning English more clear and specific. The Ideal L2 self is the representation of the…

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

    ERIC Educational Resources Information Center

    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;…

  7. Repair Negotiation by English L2 Learners

    ERIC Educational Resources Information Center

    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…

  8. TES L2 Lite Standard Products

    Atmospheric Science Data Center

    2015-07-21

    ... and data/data comparisons. This product can be used for science analysis as each data product is fully characterized.   “NOTE: An update to the TES L2 Lite Products PGE corrected a date range issue in the ...

  9. Selective Teaching of L2 Pronunciation

    ERIC Educational Resources Information Center

    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. L2 Chinese: Grammatical Development and Processing

    ERIC Educational Resources Information Center

    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…

  11. Investigating L2 Performance in Text Chat

    ERIC Educational Resources Information Center

    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…

  12. L2 Writing Conferences: Investigating Teacher Talk

    ERIC Educational Resources Information Center

    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

    ERIC Educational Resources Information Center

    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

    ERIC Educational Resources Information Center

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

    ERIC Educational Resources Information Center

    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…

  16. Integrating Meaning and Structure in L1-L2 and L2-L1 Translations

    ERIC Educational Resources Information Center

    Lim, Jung Hyun; Christianson, Kiel

    2013-01-01

    This article examined the integration of semantic and morphosyntactic information by Korean learners of English as a second language (L2). In Experiment 1, L2 learners listened to English active or passive sentences that were either plausible or implausible and translated them into Korean. A significant number of Korean translations maintained the…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  1. Fast Single Image Super-Resolution Using a New Analytical Solution for l2 - l2 Problems.

    PubMed

    Zhao, Ningning; Wei, Qi; Basarab, Adrian; Dobigeon, Nicolas; Kouame, Denis; Tourneret, Jean-Yves

    2016-08-01

    This paper addresses the problem of single image super-resolution (SR), which consists of recovering a high-resolution image from its blurred, decimated, and noisy version. The existing algorithms for single image SR use different strategies to handle the decimation and blurring operators. In addition to the traditional first-order gradient methods, recent techniques investigate splitting-based methods dividing the SR problem into up-sampling and deconvolution steps that can be easily solved. Instead of following this splitting strategy, we propose to deal with the decimation and blurring operators simultaneously by taking advantage of their particular properties in the frequency domain, leading to a new fast SR approach. Specifically, an analytical solution is derived and implemented efficiently for the Gaussian prior or any other regularization that can be formulated into an l2 -regularized quadratic model, i.e., an l2 - l2 optimization problem. The flexibility of the proposed SR scheme is shown through the use of various priors/regularizations, ranging from generic image priors to learning-based approaches. In the case of non-Gaussian priors, we show how the analytical solution derived from the Gaussian case can be embedded into traditional splitting frameworks, allowing the computation cost of existing algorithms to be decreased significantly. Simulation results conducted on several images with different priors illustrate the effectiveness of our fast SR approach compared with existing techniques. PMID:27187960

  2. Fast Single Image Super-Resolution Using a New Analytical Solution for l2 - l2 Problems.

    PubMed

    Zhao, Ningning; Wei, Qi; Basarab, Adrian; Dobigeon, Nicolas; Kouame, Denis; Tourneret, Jean-Yves

    2016-08-01

    This paper addresses the problem of single image super-resolution (SR), which consists of recovering a high-resolution image from its blurred, decimated, and noisy version. The existing algorithms for single image SR use different strategies to handle the decimation and blurring operators. In addition to the traditional first-order gradient methods, recent techniques investigate splitting-based methods dividing the SR problem into up-sampling and deconvolution steps that can be easily solved. Instead of following this splitting strategy, we propose to deal with the decimation and blurring operators simultaneously by taking advantage of their particular properties in the frequency domain, leading to a new fast SR approach. Specifically, an analytical solution is derived and implemented efficiently for the Gaussian prior or any other regularization that can be formulated into an l2 -regularized quadratic model, i.e., an l2 - l2 optimization problem. The flexibility of the proposed SR scheme is shown through the use of various priors/regularizations, ranging from generic image priors to learning-based approaches. In the case of non-Gaussian priors, we show how the analytical solution derived from the Gaussian case can be embedded into traditional splitting frameworks, allowing the computation cost of existing algorithms to be decreased significantly. Simulation results conducted on several images with different priors illustrate the effectiveness of our fast SR approach compared with existing techniques.

  3. Earth Atmosphere Observatory Formation at L2

    NASA Technical Reports Server (NTRS)

    Mettler, Edward; Acikmese, A. Behcet; Breckenridge, William G.; Mecenka, Steven A.; Tubbs, Eldred F.

    2004-01-01

    This paper is a product of research supported by NASA under RASC (the Revolutionary Aerospace Systems Concepts) program. It presents an overall system architecture, and covers issues of deployment, navigation, and control related to a formation of two spacecraft in the neighborhood of the Sun-Earth L2 Lagrange point (on the Sun-Earth line), that serves as an observatory of Earth's atmosphere. The observatory concept definition study was a multi-center NASA effort conducted in 2003, and covered a much wider scope than is presented in this focused paper.The Earth observatory at L2 is a unique design concept that can improve the knowledge and understanding of dynamic, chemical and radiative mechanisms that cause changes in the atmosphere, and can lead to the development of models and techniques to predict short and long-term climate changes.

  4. Modified Aladdin lattice L2V2

    SciTech Connect

    Kramer, S.; Cho, Y.

    1985-04-05

    The N30 lattice discussed in a previous note showed that a nearly matched lattice could be produced by separating four of the present quadrupole from their present power supplies and powering them separately. Although having significantly higher dynamic aperture, less closed orbit distortion and improved natural emittance compared to the present Aladdin lattice, the proximity of the {nu}{sub x} = 5.24 tune was felt to be too close to the 3{nu}{sub x} = 16 (a structure resonance) and the tune should be raised. In order to demonstrate the tunability of this modified lattice, Yang Cho found a new tune ({nu}{sub x} = 6.27, {nu}{sub y} = 6.23), hereafter called L2V2 lattice. This lattice, although not as nicely matched as the N30 lattice, has a 10% lower natural emittance and considerably more dynamic aperture. The L2V2 lattice has not been fully optimized, but is sufficient to demonstrate the advantages of this modified Aladdin lattice.

  5. Explicit Knowledge and Processes from a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner

    ERIC Educational Resources Information Center

    Roehr-Brackin, Karen

    2014-01-01

    This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt of "gehen" ("go," "walk") and "fahren"…

  6. Are Alphabetic Language-Derived Models of L2 Reading Relevant to L1 Logographic Background Readers?

    ERIC Educational Resources Information Center

    Ehrich, John Fitzgerald; Zhang, Lawrence Jun; Mu, Jon Congjun; Ehrich, Lisa Catherine

    2013-01-01

    In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both…

  7. When EFL Teachers Perform L2 and L1 in the Classroom, What Happens to Their Sense of Self?

    ERIC Educational Resources Information Center

    Forman, Ross

    2015-01-01

    We often hear from speakers of L2 that they "feel different" when communicating through the medium of an additional language. While there has been much exploration of L2-­mediated identity development in naturalistic settings, there is very little conducted within the instructed learning environment of EFL. The present study explores how…

  8. An Investigation of How the Channel of Input and Access to Test Questions Affect L2 Listening Test Performance

    ERIC Educational Resources Information Center

    Wagner, Elvis

    2013-01-01

    The use of video technology has become widespread in the teaching and testing of second-language (L2) listening, yet research into how this technology affects the learning and testing process has lagged. The current study investigated how the channel of input (audiovisual vs. audio-only) used on an L2 listening test affected test-taker…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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

  11. A Mouse Model of L-2-Hydroxyglutaric Aciduria, a Disorder of Metabolite Repair

    PubMed Central

    Rzem, Rim; Achouri, Younes; Marbaix, Etienne; Schakman, Olivier; Wiame, Elsa; Marie, Sandrine; Gailly, Philippe; Vincent, Marie-Françoise; Veiga-da-Cunha, Maria; Van Schaftingen, Emile

    2015-01-01

    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 capacity. In

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

    PubMed

    Rzem, Rim; Achouri, Younes; Marbaix, Etienne; Schakman, Olivier; Wiame, Elsa; Marie, Sandrine; Gailly, Philippe; Vincent, Marie-Françoise; Veiga-da-Cunha, Maria; Van Schaftingen, Emile

    2015-01-01

    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 capacity. In

  13. L2 Spelling Errors in Italian Children with Dyslexia.

    PubMed

    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. PMID:26892314

  14. L2 Spelling Errors in Italian Children with Dyslexia.

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

  16. Some External Factors Which Might Affect L2 Learning.

    ERIC Educational Resources Information Center

    Kentric, Dragica

    Yugoslav elementary school students of English as a second language were the subjects of a longitudinal study to determine factors influencing the acquisition of correct English pronunciation. The students were tested for their ability to articulate 32 sounds within ten specific English words. The test was administered each year from the second…

  17. L-2-hydroxyglutaric aciduria in two female Yorkshire terriers.

    PubMed

    Sanchez-Masian, Daniel F; Artuch, Rafael; Mascort, Joan; Jakobs, Corlenis; Salomons, Gajja; Zamora, Angeles; Casado, Mercedes; Fernandez, Matilde; Recio, Alfredo; Lujan, Alejandro

    2012-01-01

    Two female Yorkshire terrier puppies were presented with generalized tonic-clonic seizures and ataxia. MRI revealed bilaterally symmetrical, diffuse regions of gray matter hyperintensity on T2-weighted and fluid-attenuated inversion recovery sequences. Urinary organic acids were quantified by gas chromatography-mass spectroscopy and were consistent with a diagnosis of L-2-hydroxyglutaric aciduria (L2HGA). The L2HGDH gene encodes for the enzyme L-2-hydroxyglutarate dehydrogenase, which helps break down L-2-hydroxyglutaric acid. In both puppies described in this report, a homozygous mutation at the translation initiation codon of the homolog canine L2HGDH gene was detected (c.1A>G; p.Met1?), confirming the diagnosis of L2HGA at the DNA level. Canine L2HGA is caused by more than one mutation of L2HGDH, as reported in humans.

  18. A Comparative Study on Strategies of the Children for L1 and L2 Reading Comprehension in K12

    ERIC Educational Resources Information Center

    Belet, S. Dilek; Gursoy, Esim

    2008-01-01

    In today's world it has long become a necessity to learn and communicate in another language other than one's mother tongue (L1). When the world is walking on the path of globalization people try to learn a second/foreign language (L2). In this study it's critically aimed to explore strategy use in L1 and L2 reading at K12 level. Subjects involved…

  19. How L2 Words Are Stored: The Episodic L2 Hypothesis

    ERIC Educational Resources Information Center

    Witzel, Naoko Ouchi; Forster, Kenneth I.

    2012-01-01

    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…

  20. L2, the minor capsid protein of papillomavirus

    SciTech Connect

    Wang, Joshua W.; Roden, Richard B.S.

    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.

  1. Cue Reliance in L2 Written Production

    ERIC Educational Resources Information Center

    Wiechmann, Daniel; Kerz, Elma

    2014-01-01

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

  2. The Sociocognitive Imperative of L2 Pedagogy

    ERIC Educational Resources Information Center

    Toth, Paul D.; Davin, Kristin J.

    2016-01-01

    As a new century begins for "The Modern Language Journal," we argue that highly effective pedagogy requires viewing language and language learning as both cognitive and social phenomena, and that teachers who seek to truly understand the nature of their responsibilities do not have the luxury of choosing one perspective over the other.…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  9. Examining the Impact of L2 English on L3 Selves: A Case Study

    ERIC Educational Resources Information Center

    Henry, Alastair

    2011-01-01

    In this Swedish case study of four upper secondary students engaged in simultaneous second language (L2; English) and third language (L3; Spanish, French and Russian) learning, a possible selves perspective was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a…

  10. Bilingual Dictionaries in Tests of L2 Writing Proficiency: Do They Make a Difference?

    ERIC Educational Resources Information Center

    East, Martin

    2007-01-01

    Whether test takers should be allowed access to dictionaries when taking L2 tests has been the subject of debate for a good number of years. Opinions differ according to how the test construct is understood and whether the underlying value system favours process-orientated assessment for learning, with its concern to elicit the test takers' best…

  11. Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese

    ERIC Educational Resources Information Center

    Shen, Helen H.; Jiang, Xin

    2013-01-01

    This study investigated the relationships between lower-level processing and general reading comprehension among adult L2 (second-language) beginning learners of Chinese, in both target and non-target language learning environments. Lower-level processing in Chinese reading includes the factors of character-naming accuracy, character-naming speed,…

  12. An Analytical Framework of Language Integration in L2 Content-Based Courses: The European Dimension

    ERIC Educational Resources Information Center

    Lorenzo, Francisco

    2007-01-01

    This paper looks into the Content and Language-Integrated Learning (CLIL) approach as one gaining new ground for L2 teaching in compulsory education. It briefly discusses its operationalisation in a seemingly monolingual region--Andalusia, southern Spain--where content-based instruction, drawing on European recommendations, has been adopted in…

  13. Classroom L2 Vocabulary Acquisition: Investigating the Role of Pedagogical Tasks and Form-Focused Instruction

    ERIC Educational Resources Information Center

    de la Fuente, Maria J.

    2006-01-01

    Framed under a cognitive approach to task-based L2 learning, this study used a pedagogical approach to investigate the effects of three vocabulary lessons (one traditional and two task-based) on acquisition of basic meanings, forms and morphological aspects of Spanish words. Quantitative analysis performed on the data suggests that the type of…

  14. Review of Recent Research (2002-2008) on Applied Linguistics and Language Teaching with Specific Reference to L2 German (Part 1)

    ERIC Educational Resources Information Center

    Eckerth, Johannes; Schramm, Karen; Tschirner, Erwin

    2009-01-01

    This review of research on the learning, teaching, and assessment of L2 German published or completed between 2002 and 2008 may be particularly timely due to developments from within the profession as well as recent political changes which continue to have a strong bearing on the way L2 German is promoted, learned, taught and assessed. Far from…

  15. Effects of Input Properties, Vocabulary Size, and L1 on the Development of Third Person Singular -"s" in Child L2 English

    ERIC Educational Resources Information Center

    Blom, Elma; Paradis, Johanne; Duncan, Tamara Sorenson

    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 followed over a 2-year period. Assessing the…

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

    ERIC Educational Resources Information Center

    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…

  17. The Multilingual Classroom: New Rhetorical Frontiers in L2 Writing?

    ERIC Educational Resources Information Center

    Magistro, Elena

    2007-01-01

    This paper presents some considerations on teaching L2 rhetorical conventions in university-level multilingual classrooms. It is claimed that if L2 students need to acquire versatile writing skills in L2 to be given a voice in the discourse milieu of the receiving society, they should also have the right to preserve their L1 cultural perspective.…

  18. Multicompetence in L2 Language Play: A Longitudinal Case Study

    ERIC Educational Resources Information Center

    Bell, Nancy; Skalicky, Stephen; Salsbury, Tom

    2014-01-01

    Humor and language play have been recognized as important aspects of second language (L2) development. Qualitative studies that have documented the forms and functions of language play for adult and child L2 users have taken place largely in classroom settings. In order to gain a fuller understanding of such creative manipulations by L2 users, it…

  19. Gender Bender: Gender Errors in L2 Pronoun Production

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    ERIC Educational Resources Information Center

    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…

  2. Relationships among L1 Print Exposure and Early L1 Literacy Skills, L2 Aptitude, and L2 Proficiency

    ERIC Educational Resources Information Center

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

    2012-01-01

    Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  5. L2-stability of the Landau equation near global Maxwellians

    NASA Astrophysics Data System (ADS)

    Ha, Seung-Yeal; Xiao, Qinghua

    2015-08-01

    We present an L2-stability of the kinetic Landau equation for a single species charged plasma with an inverse power-law interaction force in the perturbative regime of global Maxwellians. Our result demonstrates that the L2-distance between two classical solutions to the Landau equation can be controlled by that between corresponding initial data in a Lipschitz manner. The Coulomb interaction is known to be the singular and marginal case of the theory of the Boltzmann equation where the grazing collisions are the dominant. For some class of classical solutions, we show that our L2-stability result can provide a uniform L2-stability.

  6. L1 literacy affects L2 pronunciation intake and text vocalization

    NASA Astrophysics Data System (ADS)

    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.

  7. Second Language Learning and Cultural Representations: Beyond Competence and Identity

    ERIC Educational Resources Information Center

    Rubenfeld, Sara; Clement, Richard; Lussier, Denise; Lebrun, Monique; Auger, Rejean

    2006-01-01

    The socio-contextual model of second language (L2) learning proposes that L2 learning is influenced by aspects of contact with the L2 community, L2 confidence, and identification to both the first language and L2 community ( Clement, 1980; Noels & Clement, 1996). The present study examines how these aspects are linked to individuals' cultural…

  8. Speaking L2 in EFL Classes: Performance, Identity and Alterity

    ERIC Educational Resources Information Center

    Forman, Ross

    2014-01-01

    When teachers and students use L2 in Expanding Circle, Asian EFL classes, what kind of interpersonal roles do they perform, and what does this mean for the development of L2-mediated identity? The notion of alterity, or otherness, is used here to analyse the extent to which identity work occurs in EFL classes located in a Thai university context.…

  9. Proficiency and Sequential Organization of L2 Requests

    ERIC Educational Resources Information Center

    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…

  10. The Amount of English Use: Effects on L2 Speech

    ERIC Educational Resources Information Center

    Vo, Son Ca; Vo, Yen Thi Hoang; Vo, Quyen Thanh

    2014-01-01

    The amount of second language (L2) use has significant influence on native speakers' comprehension of L2 learners' speech. Nonetheless, few empirical studies examine how differences in the amount of language use affect the intelligibility and comprehensibility of nonnative speakers' reading and spontaneous speech. This study aims to…

  11. Calibration of Comprehension and Performance in L2 Reading

    ERIC Educational Resources Information Center

    Sarac, Seda; Tarhan, Betul

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    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…

  13. Portraits of the L2 User. Second Language Acquisition.

    ERIC Educational Resources Information Center

    Cook, Vivian, Ed.

    This collection of papers treats second language users in their own right rather than as failed native speakers, reflecting a new shift within the field of second language acquisition research. The 13 papers are: (1) "Background to the L2 User" (Vivian Cook); (2) "Lexical Representation and Lexical Processing in the L2 User" (Anette de Groot); (3)…

  14. Automated Assessment of Speech Fluency for L2 English Learners

    ERIC Educational Resources Information Center

    Yoon, Su-Youn

    2009-01-01

    This dissertation provides an automated scoring method of speech fluency for second language learners of English (L2 learners) based that uses speech recognition technology. Non-standard pronunciation, frequent disfluencies, faulty grammar, and inappropriate lexical choices are crucial characteristics of L2 learners' speech. Due to the ease of…

  15. Towards Effective Instruction on Aspect in L2 Spanish

    ERIC Educational Resources Information Center

    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. Measuring L2 Lexical Growth Using Hypernymic Relationships

    ERIC Educational Resources Information Center

    Crossley, Scott; Salsbury, Tom; McNamara, Danielle

    2009-01-01

    This study investigated second language (L2) lexical development in the spontaneous speech of six adult, L2 English learners in a 1-year longitudinal study. One important aspect of lexical development is lexical organization and depth of knowledge. Hypernymic relations, the hierarchical relationships among related words that vary in relation to…

  17. Lexical Patterns in L2 Textual Gist Identification Assessment

    ERIC Educational Resources Information Center

    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…

  18. Pragmatic Development of L2 Spanish Proposals in Planning Talk

    ERIC Educational Resources Information Center

    Rose, Marda C.

    2013-01-01

    This study examines proposals made during planning talk--a speech act that has received little attention in previous literature--to determine the applicability of the stages of second language (L2) pragmatic development posited by Kasper and Rose (2002). Although Kasper and Rose suggest that formulas play a prominent role in L2 pragmatic…

  19. The Effects of L2 Experience on L3 Perception

    ERIC Educational Resources Information Center

    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…

  20. Slow epidemic of lymphogranuloma venereum L2b strain.

    PubMed

    Spaargaren, Joke; Schachter, Julius; Moncada, Jeanne; de Vries, Henry J C; Fennema, Han S A; Peña, A Salvador; Coutinho, Roel A; Morré, Servaas A

    2005-11-01

    We traced the Chlamydia trachomatis L2b variant in Amsterdam and San Francisco. All recent lymphogranuloma venereum cases in Amsterdam were caused by the L2b variant. This variant was also present in the 1980s in San Francisco. Thus, the current "outbreak" is most likely a slowly evolving epidemic.

  1. Prosodic and Lexical Marking of Contrast in L2 Italian

    ERIC Educational Resources Information Center

    Turco, Giuseppina; Dimroth, Christine; Braun, Bettina

    2015-01-01

    We investigated the second language (L2) acquisition of pragmatic categories that are not as consistently and frequently encoded in the L2 than in the first language (L1). Experiment 1 showed that Italian speakers linguistically highlighted affirmative polarity contrast (e.g. "The child ate the candies" following after "The child…

  2. Sources of Difficulty in L2 Scope Judgments

    ERIC Educational Resources Information Center

    Chung, Eun Seon

    2013-01-01

    Second language (L2) learners have been found to experience difficulty in tasks that require the integration of discourse-pragmatic properties with syntactic and semantic properties (Sorace and Serratrice, 2009; Tsimpli and Sorace, 2006; Valenzuela, 2006). The present article investigates the sources of L2 difficulty in a phenomenon where multiple…

  3. Design Issues and Inference in Experimental L2 Research

    ERIC Educational Resources Information Center

    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,…

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

    PubMed

    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.

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

    PubMed Central

    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

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

    PubMed

    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.

  7. Toward Independent L2 Readers: Effects of Text Adjuncts, Subject Knowledge, L1 Reading, and L2 Proficiency

    ERIC Educational Resources Information Center

    Brantmeier, Cindy; Hammadou Sullivan, JoAnn; Strube, Michael

    2014-01-01

    With 97 learners in an advanced Spanish course, the study examines the effects of textual enhancement adjuncts, prior subject knowledge, first language (L1) reading ability, and second language (L2) Spanish proficiency on L2 comprehension of scientific passages. Readings included two texts with two types of embedded questions: a pause or written…

  8. Conceptualizing Willingness To Communicate in a L2: A Situational Model of L2 Confidence and Affiliation.

    ERIC Educational Resources Information Center

    Macintyre, Peter D.; Dornyei, Zoltan; Clement, Richard; Noels, Kimberly A.

    1998-01-01

    A study examined linguistic, communicative, and social psychological variables affecting an individual's "willingness to communicate" (WTC) in a second language (L2), and suggests a model for integrating them that may useful in L2 WTC research. Twelve specific variables are identified and organized into layers in a heuristic model. It is proposed…

  9. TES/Aura L2 Summary Product (TL2SUMS)

    Atmospheric Science Data Center

    2015-01-30

    ... Title:  TES Discipline:  Tropospheric Chemistry Level:  L2 Spatial Coverage:  (-90, ... OPeNDAP Parameters:  Air Temperature Surface Air Temperature Carbon Monoxide Tropospheric Ozone Ozone ...

  10. TES/Aura L2 Supplemental Product (TL2SUPS)

    Atmospheric Science Data Center

    2015-01-30

    ... Title:  TES Discipline:  Tropospheric Chemistry Level:  L2 Spatial Coverage:  (-90, ... OPeNDAP Parameters:  Air Temperature Surface Air Temperature Carbon Monoxide Tropospheric Ozone Ozone ...

  11. Bactobolin Resistance Is Conferred by Mutations in the L2 Ribosomal Protein

    PubMed Central

    Chandler, Josephine R.; Truong, Thao T.; Silva, Patricia M.; Seyedsayamdost, Mohammad R.; Carr, Gavin; Radey, Matthew; Jacobs, Michael A.; Sims, Elizabeth H.; Clardy, Jon; Greenberg, E. Peter

    2012-01-01

    ABSTRACT Burkholderia thailandensis produces a family of polyketide-peptide molecules called bactobolins, some of which are potent antibiotics. We found that growth of B. thailandensis at 30°C versus that at 37°C resulted in increased production of bactobolins. We purified the three most abundant bactobolins and determined their activities against a battery of bacteria and mouse fibroblasts. Two of the three compounds showed strong activities against both bacteria and fibroblasts. The third analog was much less potent in both assays. These results suggested that the target of bactobolins might be conserved across bacteria and mammalian cells. To learn about the mechanism of bactobolin activity, we isolated four spontaneous bactobolin-resistant Bacillus subtilis mutants. We used genomic sequencing technology to show that each of the four resistant variants had mutations in rplB, which codes for the 50S ribosome-associated L2 protein. Ectopic expression of a mutant rplB gene in wild-type B. subtilis conferred bactobolin resistance. Finally, the L2 mutations did not confer resistance to other antibiotics known to interfere with ribosome function. Our data indicate that bactobolins target the L2 protein or a nearby site and that this is not the target of other antibiotics. We presume that the mammalian target of bactobolins involves the eukaryotic homolog of L2 (L8e). PMID:23249812

  12. A Model of the Effect of Uncertainty on the C elegans L2/L2d Decision

    PubMed Central

    Avery, Leon

    2014-01-01

    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. PMID:25029446

  13. The multipath and SNR Quality in civil code L2

    NASA Astrophysics Data System (ADS)

    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

  14. 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)

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    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.

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

    PubMed

    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. PMID:26915494

  17. The Roles of Textual Enhancement and Type of Linguistic Item in Adult L2 Learners' Comprehension and Intake

    ERIC Educational Resources Information Center

    Leow, Ronald P.; Egi, Takako; Nuevo, Ana Maria; Tsai, Ya-Chin

    2003-01-01

    Leow (2001a) employed concurrent data elicitation procedures (think aloud protocols) to investigate the benefits of textual enhancement, premised on the roles of attention and awareness (noticing), in second/foreign language (L2) learning. The present study follows this methodological approach to further investigate these benefits in addition to…

  18. Gender Differences in Motivation and L2 Accent Attainment: An Investigation of Young Kurdish Learners of Turkish

    ERIC Educational Resources Information Center

    Polat, Nihat

    2011-01-01

    Although some earlier studies reported female and child superiority in learning a second language (L2), current research has been inconclusive as to whether, and why, this might be the case. Using a socio-cultural paradigm, this study addresses how motivation, gender and age relate to the attainment of a native-like accent for young Kurdish…

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

    ERIC Educational Resources Information Center

    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…

  20. The Effects of Word Exposure Frequency and Elaboration of Word Processing on Incidental L2 Vocabulary Acquisition through Reading

    ERIC Educational Resources Information Center

    Eckerth, Johannes; Tavakoli, Parveneh

    2012-01-01

    Research on incidental second language (L2) vocabulary acquisition through reading has claimed that repeated encounters with unfamiliar words and the relative elaboration of processing these words facilitate word learning. However, so far both variables have been investigated in isolation. To help close this research gap, the current study…

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

    ERIC Educational Resources Information Center

    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. Using Student Co-Regulation to Address L2 Students' Language and Pedagogical Needs in University Support Classes

    ERIC Educational Resources Information Center

    Turner, Marianne

    2010-01-01

    This article highlights student co-regulation of teaching practices as a way of exploring how L2 students' language and pedagogical needs can be met in university support classes. Integration rather than assimilation--or adapting to the needs of the students rather than leaving students to face the exigencies of the new learning environment…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  5. Assessing L2 lexical versus inflectional accuracy across skill levels.

    PubMed

    West, Donna E

    2014-10-01

    This study measures whether number and type of morphemes in an elicited imitation string results in a greater number of modifications with L2 experience. Rationale is drawn from L2 working memory processing limitations at distinct levels of proficiency. 38 subjects (L2 Spanish university students) comprise three proficiency groups: beginning, undergraduate majors and graduate students. Number of morphemes was varied within each syllable count; and responses were either correct or modified (lexemically/inflectionally as deletions or substitutions). Two way ANOVAs determined significance between mean proportions for each group. Findings indicate that increases in number of morphemes yielded significant differences; and that while the lowest proficiency group produced higher proportions of lexical deletions, the more advanced groups' modifications were inflectional substitutions.

  6. Tissue-specific alternative splicing of TCF7L2

    PubMed Central

    Prokunina-Olsson, Ludmila; Welch, Cullan; Hansson, Ola; Adhikari, Neeta; Scott, Laura J.; Usher, Nicolle; Tong, Maurine; Sprau, Andrew; Swift, Amy; Bonnycastle, Lori L.; Erdos, Michael R.; He, Zhi; Saxena, Richa; Harmon, Brennan; Kotova, Olga; Hoffman, Eric P.; Altshuler, David; Groop, Leif; Boehnke, Michael; Collins, Francis S.; Hall, Jennifer L.

    2009-01-01

    Common variants in the transcription factor 7-like 2 (TCF7L2) gene have been identified as the strongest genetic risk factors for type 2 diabetes (T2D). However, the mechanisms by which these non-coding variants increase risk for T2D are not well-established. We used 13 expression assays to survey mRNA expression of multiple TCF7L2 splicing forms in up to 380 samples from eight types of human tissue (pancreas, pancreatic islets, colon, liver, monocytes, skeletal muscle, subcutaneous adipose tissue and lymphoblastoid cell lines) and observed a tissue-specific pattern of alternative splicing. We tested whether the expression of TCF7L2 splicing forms was associated with single nucleotide polymorphisms (SNPs), rs7903146 and rs12255372, located within introns 3 and 4 of the gene and most strongly associated with T2D. Expression of two splicing forms was lower in pancreatic islets with increasing counts of T2D-associated alleles of the SNPs: a ubiquitous splicing form (P = 0.018 for rs7903146 and P = 0.020 for rs12255372) and a splicing form found in pancreatic islets, pancreas and colon but not in other tissues tested here (P = 0.009 for rs12255372 and P = 0.053 for rs7903146). Expression of this form in glucose-stimulated pancreatic islets correlated with expression of proinsulin (r2 = 0.84–0.90, P < 0.00063). In summary, we identified a tissue-specific pattern of alternative splicing of TCF7L2. After adjustment for multiple tests, no association between expression of TCF7L2 in eight types of human tissue samples and T2D-associated genetic variants remained significant. Alternative splicing of TCF7L2 in pancreatic islets warrants future studies. GenBank Accession Numbers: FJ010164–FJ010174. PMID:19602480

  7. Tissue-specific alternative splicing of TCF7L2.

    PubMed

    Prokunina-Olsson, Ludmila; Welch, Cullan; Hansson, Ola; Adhikari, Neeta; Scott, Laura J; Usher, Nicolle; Tong, Maurine; Sprau, Andrew; Swift, Amy; Bonnycastle, Lori L; Erdos, Michael R; He, Zhi; Saxena, Richa; Harmon, Brennan; Kotova, Olga; Hoffman, Eric P; Altshuler, David; Groop, Leif; Boehnke, Michael; Collins, Francis S; Hall, Jennifer L

    2009-10-15

    Common variants in the transcription factor 7-like 2 (TCF7L2) gene have been identified as the strongest genetic risk factors for type 2 diabetes (T2D). However, the mechanisms by which these non-coding variants increase risk for T2D are not well-established. We used 13 expression assays to survey mRNA expression of multiple TCF7L2 splicing forms in up to 380 samples from eight types of human tissue (pancreas, pancreatic islets, colon, liver, monocytes, skeletal muscle, subcutaneous adipose tissue and lymphoblastoid cell lines) and observed a tissue-specific pattern of alternative splicing. We tested whether the expression of TCF7L2 splicing forms was associated with single nucleotide polymorphisms (SNPs), rs7903146 and rs12255372, located within introns 3 and 4 of the gene and most strongly associated with T2D. Expression of two splicing forms was lower in pancreatic islets with increasing counts of T2D-associated alleles of the SNPs: a ubiquitous splicing form (P = 0.018 for rs7903146 and P = 0.020 for rs12255372) and a splicing form found in pancreatic islets, pancreas and colon but not in other tissues tested here (P = 0.009 for rs12255372 and P = 0.053 for rs7903146). Expression of this form in glucose-stimulated pancreatic islets correlated with expression of proinsulin (r(2) = 0.84-0.90, P < 0.00063). In summary, we identified a tissue-specific pattern of alternative splicing of TCF7L2. After adjustment for multiple tests, no association between expression of TCF7L2 in eight types of human tissue samples and T2D-associated genetic variants remained significant. Alternative splicing of TCF7L2 in pancreatic islets warrants future studies. GenBank Accession Numbers: FJ010164-FJ010174. PMID:19602480

  8. Affective Variables and Japanese L2 Reading Ability

    ERIC Educational Resources Information Center

    Kondo-Brown, Kimi

    2006-01-01

    This study investigates how 17 affective factors are related to Japanese second language (L2) reading comprehension and "kanji" knowledge test scores of 43 university students in advanced Japanese courses. Major findings are that: a) reading comprehension ability and "kanji" knowledge have direct associations with self-perception of Japanese…

  9. L1-L2 Sentence Translation in Classroom Grammar Tests

    ERIC Educational Resources Information Center

    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. Using Turnitin to Provide Feedback on L2 Writers' Texts

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  12. Effect of Alignment on L2 Written Production

    ERIC Educational Resources Information Center

    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…

  13. Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

    ERIC Educational Resources Information Center

    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…

  14. Strategic Processing and Predictive Inference Generation in L2 Reading

    ERIC Educational Resources Information Center

    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…

  15. Concept Appropriation and the Emergence of L2 Sociostylistic Variation

    ERIC Educational Resources Information Center

    van Compernolle, Remi A.

    2013-01-01

    Drawing on longitudinal data, this study explores the dynamic relationship between the development of conceptual knowledge of language and the emergence of sociostylistic variation in second language (L2) speech. Participants include eight intermediate-level US university learners of French who participated in a concept-based pedagogical…

  16. Variables Affecting L2 Gains during Study Abroad

    ERIC Educational Resources Information Center

    Baker-Smemoe, Wendy; Dewey, Dan P.; Bown, Jennifer; Martinsen, Rob A.

    2014-01-01

    Second language (L2) gains during study abroad have been related to several variables including length of stay (Llanes, 2011), language use (Martinsen, Baker, Dewey, Bown, & Johnson, 2010), and social network development (Isabelli-García, 2006), among others. However, most studies have investigated only a few predictors in single study abroad…

  17. L2 Classroom Transcripts: Data in Search of a Methodology?

    ERIC Educational Resources Information Center

    Seedhouse, Paul

    1995-01-01

    Presents reasons why the development of a methodology for the description, analysis, and evaluation of second-language classroom interaction would be desirable. L2 classroom interaction is unique in that linguistic forms are the goal as well as the vehicle of instruction, and the linguistic patterns of interaction produced by learners are linked…

  18. Autobiographical Accounts of L2 Identity Construction in Chicano Literature

    ERIC Educational Resources Information Center

    i Sole, Cristina Ros

    2004-01-01

    This paper uses narrative accounts to explore intercultural experiences and the perception of the self by second language (L2) users. The analysis follows poststructuralist and postmodern theories of cultural and language identity. Extracts from the autobiographies of three chicano writers from the 1980s to the new millennium, Richard Rodriguez's…

  19. Metalinguistic Knowledge, Metalanguage, and Their Relationship in L2 Learners

    ERIC Educational Resources Information Center

    Hu, Guangwei

    2011-01-01

    This paper reports on a study designed to investigate the acquisition of metalinguistic knowledge by L2 learners exposed to large doses of explicit grammar instruction, their facility with metalanguage, and the relationship between metalinguistic and metalingual knowledge. Seventy-six young adult Chinese learners of English as a foreign language…

  20. L2 Interactional Competence and Development. Second Language Acquisition

    ERIC Educational Resources Information Center

    Hall, Joan Kelly; Hellermann, John; Doehler, Simona Pekarek

    2011-01-01

    Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to…

  1. L2 Gender Facilitation and Inhibition in Spoken Word Recognition

    ERIC Educational Resources Information Center

    Behney, Jennifer N.

    2011-01-01

    This dissertation investigates the role of grammatical gender facilitation and inhibition in second language (L2) learners' spoken word recognition. Native speakers of languages that have grammatical gender are sensitive to gender marking when hearing and recognizing a word. Gender facilitation refers to when a given noun that is preceded by an…

  2. L2 Reading Motivation among Sri Lankan University Students

    ERIC Educational Resources Information Center

    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…

  3. Can Production Precede Comprehension in L2 Acquisition?

    ERIC Educational Resources Information Center

    Tasseva-Kurktchieva, Mila

    2015-01-01

    So far, the comprehension and production language modes have typically been studied separately in generative second language acquisition research, with the focus shifting from one to the other. This article revisits the asymmetric relationship between comprehension and production by examining the second language (L2) acquisition of the noun phrase…

  4. Discourse Connectives in L1 and L2 Argumentative Writing

    ERIC Educational Resources Information Center

    Hu, Chunyu; Li, Yuanyuan

    2015-01-01

    Discourse connectives (DCs) are multi-functional devices used to connect discourse segments and fulfill interpersonal levels of discourse. This study investigates the use of selected 80 DCs within 11 categories in the argumentative essays produced by L1 and L2 university students. The analysis is based on the International Corpus Network of Asian…

  5. Lexical Aspects of Very Advanced L2 French

    ERIC Educational Resources Information Center

    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)…

  6. The Role of Paired Listening in L2 Listening Instruction

    ERIC Educational Resources Information Center

    Fernandez-Toro, Maria

    2005-01-01

    Paired listening was originally developed as a research tool with the aim to understand the strategies used by L2 learners when listening to recorded speech in the target language. It offers researchers a useful combination of direct observation and verbal data, whilst avoiding the common drawbacks of subjective introspection. This paper examines…

  7. The Teaching of L2 Pronunciation through Processing Instruction

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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.…

  9. Sociocultural Theory and L2: State of the Art

    ERIC Educational Resources Information Center

    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…

  10. Ultimate Attainment of Anaphora Resolution in L2 Chinese

    ERIC Educational Resources Information Center

    Zhao, Lucy Xia

    2014-01-01

    The current study tests the Interface Hypothesis through forward and backward anaphora in complex sentences with temporal subordinate clauses in highly proficient English-speaking learners' second-language (L2) Chinese. Forward anaphora is involved when the overt pronoun "ta" "he/she" or a null element appears in the…

  11. (T2L2) Time Transfer by Laser Link

    NASA Technical Reports Server (NTRS)

    Veillet, Christian; Fridelance, Patricia

    1995-01-01

    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.

  12. Mode, Meaning, and Synaesthesia in Multimedia L2 Writing

    ERIC Educational Resources Information Center

    Nelson, Mark Evan

    2006-01-01

    This study of digital storytelling attempts to apply Kress's (2003) notions of synaesthesia, transformation, and transduction to the analysis of four undergraduate L2 writers' multimedia text creation processes. The students, entering freshmen, participated in an experimental course entitled "Multimedia Writing," whose purpose was to experience…

  13. Facebook Activities and the Investment of L2 Learners

    ERIC Educational Resources Information Center

    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…

  14. Awareness of L1/L2 Differences: Does It Matter?

    ERIC Educational Resources Information Center

    Ammar, Ahlem; Lightbown, Patsy M.; Spada, Nina

    2010-01-01

    This study is an investigation of the extent to which francophone learners of English as a second language (ESL) are aware of the differences between French and English question formation and how such awareness relates to their L2 performance. Three tasks were administered to 58 grades 5 and 6 francophone ESL learners. In a grammaticality…

  15. On Written Corrective Feedback in L2 Writing

    ERIC Educational Resources Information Center

    Shao, Xu

    2015-01-01

    Truscott (1996) questions the practicability of grammar correction, and he believes that written corrective feedback (WCF) is not only a waste of time, but even harmful to the students as well. This has led to a great deal of discussion and research on WCF in second-language (L2) writing. Ferris (1999) is the representative opponent of Truscott's…

  16. Phonetics Instruction Improves Learners' Perception of L2 Sounds

    ERIC Educational Resources Information Center

    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…

  17. Task-Induced Strategic Processing in L2 Text Comprehension

    ERIC Educational Resources Information Center

    Horiba, Yukie

    2013-01-01

    Strategic text processing was investigated for English as a foreign language learners who processed and recalled a text when they read for expression, for image, and for critique. The results indicated that, although the amount of content recall (i.e., products of comprehension) was similar, the relative contributions of second language (L2)…

  18. L2-Accented Speech in L3 Production

    ERIC Educational Resources Information Center

    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…

  19. Developing Intentionality and L2 Classroom Task-Engagement

    ERIC Educational Resources Information Center

    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)…

  20. Lexical Bundles in L1 and L2 Academic Writing

    ERIC Educational Resources Information Center

    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.…

  1. Learner Perceptions of Instruction in L2 Pragmatics

    ERIC Educational Resources Information Center

    Chen, Yuanshan

    2009-01-01

    In Taiwan, pragmatic competence has often been a neglected area in English education. Learners may be linguistically competent, but do not know how to use L2 appropriately. Through the teaching of complaint behaviors, the author demonstrates how pragmatic components can be incorporated into a college-level language classroom. After the…

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

    ERIC Educational Resources Information Center

    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…

  3. Epilogue: Exploring L2 Writing-SLA Interfaces

    ERIC Educational Resources Information Center

    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…

  4. The Role of Individual Differences in L2 Writing

    ERIC Educational Resources Information Center

    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…

  5. Effects and Student Perceptions of Collaborative Writing in L2

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  7. Raising Learners' Awareness through L1-L2 Teacher Collaboration

    ERIC Educational Resources Information Center

    Gunning, Pamela; White, Joanna; Busque, Christine

    2016-01-01

    There is considerable interest in teacher collaboration across mother tongue and second language curricula. However, cross-curricular collaboration in reading strategy instruction has seldom been investigated. We report a two-year study involving collaboration between the French first language (L1) and English second language (L2) teachers in an…

  8. Memorization versus Semantic Mapping in L2 Vocabulary Acquisition

    ERIC Educational Resources Information Center

    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. SAGE III L2 Monthly Cloud Presence Data (Binary)

    Atmospheric Science Data Center

    2016-06-14

    SAGE III L2 Monthly Cloud Presence Data Project Title:  SAGE III ... FTP Access:  Data Pool Parameters:  Cloud Amount/Frequency Cloud Height Cloud Vertical Distribution ... Order Data: Contact User Services:  Order Data Temporal Coverage: ...

  10. A Multidimensional Analysis of a Written L2 Spanish Corpus

    ERIC Educational Resources Information Center

    Asencion-Delaney, Yuly; Collentine, Joseph

    2011-01-01

    The present study adds to our understanding of how learners employ lexical and grammatical phenomena to communicate in writing in different types of interlanguage discourse. A multidimensional (factor) analysis of a corpus of L2 Spanish writing (202,241 words) generated by second- and third-year, university-level learners was performed. The…

  11. Chinese L2 Literacy Practices: Material and Sociocultural Considerations

    ERIC Educational Resources Information Center

    Lo-Philip, Stephanie Wingyan

    2014-01-01

    Although there has been research on literacy as a sociocultural practice, L2 literacy researchers have yet to incorporate and consider how the material characteristics of a writing system interact with sociocultural factors in shaping literacy practices. Drawing on conceptions of literacy as a sociocultural practice, psycholinguistic and…

  12. (T2L2) Time Transfer by Laser Link

    NASA Astrophysics Data System (ADS)

    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. Status of the T2L2/Jason2 Experiment

    NASA Astrophysics Data System (ADS)

    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 <1 ps at 1000 s. The metrological specifications of 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.

  14. Second Language Learning -- Universals? Working Papers on Bilingualism, No. 3.

    ERIC Educational Resources Information Center

    Hatch, Evelyn

    Classic studies in second language (L2) learning offer little evidence for the validity of the notion of universals in L2 learning. The present study investigates this notion in data collected from 15 observational studies of 40 L2 learners who acquired the L2 naturally, that is, they were not taught the language in any formal ways. Interpretation…

  15. Grammatical Gender Processing in L2: Electrophysiological Evidence of the Effect of L1-L2 Syntactic Similarity

    ERIC Educational Resources Information Center

    Foucart, Alice; Frenck-Mestre, Cheryl

    2011-01-01

    This study examines the effect of proficiency and similarity between the first and the second language on grammatical gender processing in L2. In three experiments, we manipulated gender agreement violations within the determiner phrase (DP), between the determiner and the noun (Experiment 1), the postposed adjective and the noun (Experiment 2)…

  16. Supporting Orthographic Learning at the Beginning Stage of Learning to Read Chinese as a Second Language

    ERIC Educational Resources Information Center

    Chang, Li-Yun; Xu, Yi; Perfetti, Charles A.; Zhang, Juan; Chen, Hsueh-Chih

    2014-01-01

    Learning to read a second language (L2) is especially challenging when a target L2 requires learning new graphic forms. Learning Chinese, which consists of thousands of characters composed of hundreds of basic writing units, presents such a challenge of orthographic learning for adult English speakers at the beginning stages of learning. In this…

  17. Overview of the Earthcare L2 Lidar Retrieval Chain

    NASA Astrophysics Data System (ADS)

    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.

  18. 8-Meter UV/Optical Space Telescope at L2

    NASA Technical Reports Server (NTRS)

    Stahl, H. Philip

    2008-01-01

    The unprecedented mass/volume capability of an Ares V enables the launch of 8 meter class monolithic space telescopes to the Earth-Sun L2 point. NASA MSFC has determined that a 6 to 8 meter class telescope using a massive high-TRL ground observatory class monolithic primary mirror is feasible. Mature, High-TRL design enables early deployment. Science Instruments, Expendables and Limited Life Components can be replace periodically via Spacecraft Autonomous Rendezvous and Docking.

  19. T2L2 - Time Transfer by Laser Link

    NASA Astrophysics Data System (ADS)

    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.

  20. Three-dimensional hydrodynamic simulations of L2 Puppis

    NASA Astrophysics Data System (ADS)

    Chen, Zhuo; Nordhaus, Jason; Frank, Adam; Blackman, Eric G.; Balick, Bruce

    2016-08-01

    Recent observations of the L2 Puppis system suggest that this Mira-like variable may be in the early stages of forming a bipolar planetary nebula. As one of nearest and brightest asymptotic giant branch (AGB) stars, thought be 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. We use the radiative transfer code RADMC-3D to construct the broad-band spectral energy distribution and synthetic observational images from our simulations. 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 result from a thermal pulse, be induced by a periastron passage of the secondary, or could be launched if the primary ingests a planet.

  1. L2 use and stimulus complexity in perceived acceent ratings

    NASA Astrophysics Data System (ADS)

    Doty, Astrid Zerla; Bahr, Ruth Huntley; Bryant, Judith Becker

    2005-04-01

    Listener perception of accentedness has been shown to be influenced by experience with L2 (measured by length of residence in US). However, frequency of L1 use and degree of linguistic complexity (defined by the number of non-native phonetic features targeted) may provide more insight into the role of experience in the perception of accentedness. Three groups of listeners (monolingual English and Spanish [L1] speakers divided into two groups of high and low use of English [L2]) rated the accentedness of bilingual speakers who spoke with varying degrees of accentedness. The speakers read sentences adapted from Magan (1998) to include linguistic aspects likely to be difficult for native Spanish speakers. Listeners performed similarly in rating speakers degree of accent. Amount of daily L1 use only influenced the ratings of the slightly accented group; the high-use bilingual group rated these speakers as more accented than the native English group, regardless of level of linguistic difficulty. These results suggest that the high-use groups lack of L2 experience made them less perceptually sensitive to certain phonetic features of English. Because speakers did not make the predicted target errors, the listener groups may have based their ratings on features not targeted in this investigation.

  2. Integration of moral values during L2 sentence processing.

    PubMed

    Foucart, Alice; Moreno, Eva; Martin, Clara D; Costa, Albert

    2015-11-01

    This study reports an event-related potential (ERP) experiment examining whether valuation (i.e., one's own values) is integrated incrementally and whether it affects L2 speakers' online interpretation of the sentence. We presented Spanish native speakers and French-Spanish mid-proficiency late L2 speakers with visual sentences containing value-consistent and value-inconsistent statements (e.g., 'Nowadays, paedophilia should be prohibited/tolerated across the world.'). Participants' brain activity was recorded as they were reading the sentences and indicating whether they agreed with the statements or not. Behaviourally, the two groups revealed identical valuation. The ERP analyses showed both a semantic (N400) and an affect-related response (LPP) to value-inconsistent statements in the native group, but only an LPP in the non-native group. These results suggest that valuation is integrated online (presence of LPP) during L2 sentence comprehension but that it does not interfere with semantic processing (absence of N400).

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

    ERIC Educational Resources Information Center

    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…

  4. The Role of Interest Enhancement for L2 Learners

    ERIC Educational Resources Information Center

    Rix, Samantha

    2012-01-01

    This pilot study examines the role of metacognitive awareness as a motivational strategy in second language learning. The paper begins by exploring metacognitive strategies within the general language learning strategy framework, and then zooming in upon "interest enhancement" as a particular strategy that influences motivation and…

  5. Learning.

    ERIC Educational Resources Information Center

    Glaser, Robert

    A report on learning psychology and its relationship to the study of school learning emphasizes the increasing interaction between theorists and educational practitioners, particularly in attempting to learn which variables influence the instructional process and to find an appropriate methodology to measure and evaluate learning. "Learning…

  6. Threshold to Transfer Writing Skills from L1 to L2

    ERIC Educational Resources Information Center

    Ito, Fumihiko

    2009-01-01

    Background: It has been hypothesized that L2 (second language) readers are not able to draw on their L1 (first language) reading skills for the successful development of L2 reading skills until they develop a certain proficiency in L2 because a lack of proficiency blocks transfer of L1 reading skills to the reading of L2 texts. This minimum degree…

  7. Willingness to Communicate and Cross-Cultural Adaptation: L2 Communication and Acculturative Stress as Transaction

    ERIC Educational Resources Information Center

    Gallagher, H. Colin

    2013-01-01

    Although much research has focused on the influence of second language (L2) proficiency on L2 use and on outcomes of intercultural adaptation, these two strands have remained largely separate. This study examines the impact of willingness to communicate in the L2 (L2 WTC) on the daily hassles and stress of international students, with the aim of…

  8. Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore

    2012-01-01

    This retrospective study examined L1 achievement, intelligence, L2 aptitude, and L2 proficiency profiles of 208 students completing two years of high school L2 courses. A cluster analysis was performed to determine whether distinct cognitive and achievement profiles of more and less successful L2 learners would emerge. The results of…

  9. Input-based structure-specific proficiency predicts the neural mechanism of adult L2 syntactic processing.

    PubMed

    Deng, Taiping; Zhou, Huixia; Bi, Hong-Yan; Chen, Baoguo

    2015-06-12

    This study used Event-Related Potentials (ERPs) to explore the role of input-based structure-specific proficiency in L2 syntactic processing, using English subject-verb agreement structures as the stimuli. A pre-test/trainings/post-test paradigm of experimental and control groups was employed, and Chinese speakers who learned English as a second language (L2) participated in the experiment. At pre-test, no ERP component related to the subject-verb agreement structures violations was observed in either group. At training session, the experimental group learned the subject-verb agreement structures, while the control group learned other syntactic structures. After two continuously intensive input trainings, at post-test, a significant P600 component related to the subject-verb agreement structures violations was elicited in the experimental group, but not in the control group. These findings suggest that input training improves structure-specific proficiency, which is reflected in the neural mechanism of L2 syntactic processing.

  10. James Webb Space Telescope - L2 Communications for Science Data Processing

    NASA Technical Reports Server (NTRS)

    Johns, Alan; Seaton, Bonita; Gal-Edd, Jonathan; Jones, Ronald; Fatig, Curtis; Wasiak, Francis

    2008-01-01

    JWST is the first NASA mission at the second Lagrange point (L2) to identify the need for data rates higher than 10 megabits per second (Mbps). JWST will produce approximately 235 Gigabits of science data every day that will be downlinked to the Deep Space Network (DSN). To get the data rates desired required moving away from X-band frequencies to Ka-band frequencies. To accomplish this transition, the DSN is upgrading its infrastructure. This new range of frequencies are becoming the new standard for high data rate science missions at L2. With the new frequency range, the issues of alternatives antenna deployment, off nominal scenarios, NASA implementation of the Ka-band 26 GHz, and navigation requirements will be discussed in this paper. JWST is also using Consultative Committee for Space Data Systems (CCSDS) standard process for reliable file transfer using CCSDS File Delivery Protocol (CFDP). For JWST the use of the CFDP protocol provides level zero processing at the DSN site. This paper will address NASA implementations of Ground Stations in support of Ka-band 26 GHz and lesson learned from implementing a file base (CFDP) protocol operational system.

  11. Telescope Formation at L2 for Observing Earth's Atmosphere

    NASA Technical Reports Server (NTRS)

    Mettler, Edward; Acikmese, Behcet; Breckenridge, William; Macenka, Steven; Hein, Randall; Tubbs, Eldred

    2007-01-01

    Two documents describe a proposed Earth-atmosphere observatory to orbit the Sun at the Sun-Earth L2 Lagrange point -- a point of unstable equilibrium in the shadow of the Earth, about 1.5 million km from the Earth along an outward projection of the Earth-Sun axis. The observatory would comprise two spacecraft flying in precision formation: (1) a primary-aperture spacecraft, from which would be deployed a 25-m diameter membrane primary mirror aimed at the Earth, and (2) a secondary-telescope spacecraft at the focal plane of the primary mirror, 125-m distant along the axis towards the Earth. The secondary telescope would be aimed at the primary mirror and slowly rotated to scan the focused annular image of the visible illuminated portion of the Earth's atmosphere during continuous occultation of the Sun.

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

    SciTech Connect

    Mikhailov, M. I.; Shchepetov, S. V.; Nührenberg, C.; Nührenberg, J.

    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.

  13. Plasma energy balance in the L-2M stellarator

    SciTech Connect

    Fedyanin, O. I.; Akulina, D. K.; Batanov, G. M.; Berezhetskii, M. S.; Vasil'kov, D. G.; Vafin, I. Yu.; Voronov, G. S.; Voronova, E. V.; Gladkov, G. A.; Grebenshchikov, S. E.; Kovrizhnykh, L. M.; Larionova, N. F.; Letunov, A. A.; Logvinenko, V. P.; Malykh, N. I.; Meshcheryakov, A. I.; Nechaev, Yu. I.; Sarksyan, K. A.; Skvortsova, N. N.; Shchepetov, S. V.

    2007-10-15

    Results are presented from studies of the effect of the discharge parameters (in particular, plasma density and heating power) and the characteristics of the magnetic configuration (e.g., rotational transform) on the confinement of a low-pressure plasma during electron-cyclotron resonance heating in the L-2M stellarator. An analysis shows that the plasma energy in the steady-state phase of a discharge is fairly well described by the product of power functions of the plasma density, heating power, and rotational transform: W = W{sub 0} n{sub e}{sup {alpha}{sub n}P{alpha}{sub p}{iota}{alpha}{sub {iota}}}. The energy scalings constructed in terms of the parameters in the initial stage of free plasma decay and those in the steady-state phase are close to one another. The dynamic analysis of the plasma energy decay is now under way.

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

    ERIC Educational Resources Information Center

    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…

  15. Task Design for L2 Oral Practice in Audioblogs

    ERIC Educational Resources Information Center

    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…

  16. Negotiating L2 Culture: Useful Strategies for Helping Younger Students

    ERIC Educational Resources Information Center

    Gilbert, Victoria

    2010-01-01

    Learning to speak another language requires students to adopt new ways of thinking. Some teachers believe that students can assimilate idiomatic expressions and cultural turns of phrase simply through the teacher's use and the students' practice. Others work to explicitly show the difference between the target language and native language, as if…

  17. Impact of English Orthography on L2 Acquisition

    ERIC Educational Resources Information Center

    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…

  18. Implicit and Explicit Recasts in L2 Oral French Interaction

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  20. Trajectory design for space missions to libration point L2.

    PubMed

    Di Salvo, Alessio

    2005-12-01

    This work is focused on the detection and computation of "free" transfer trajectories from parking orbits around the Earth to quasiperiodic orbits around the collinear libration point L(2), in the Sun-Earth system; no correction or insertion maneuvers into the final orbits have been considered. The circular restricted three-body problem is the mathematical model used to describe the motion of a spacecraft, in the gravitational field of the two primaries, computed by integrating the nonlinearized equations of motion. A shooting method has been designed and developed to determine the increment of velocity required for the perigee maneuver, which injects a spacecraft into its transfer trajectory: first the velocity boundary for the Earth escape/capture condition is detected and then an iterative bisection method is applied until the burnout velocity, tangential to the parking orbit, leads the spacecraft to its final Lissajous orbit. For a launch from Kourou at local noon, Ariane5 GTO and Soyuz GTO "equivalent" have been studied and compared, considering fuel minimization for the transfer maneuver and general mission constraints, as maximum excursion of the final Lissajous orbit from the ecliptic plane and eclipses avoidance during the mission. This analysis highlights advantages and drawbacks of various parking orbits. Mission goals are the key factor for the tradeoff among orbit selection, launch options, and the other constraints, fixed by mission requirements. PMID:16510417

  1. Bioluminescence tomography by an iterative reweighted (l)2 norm optimization.

    PubMed

    Ping Wu; Yifang Hu; Kun Wang; Jie Tian

    2014-01-01

    Bioluminescence tomography is a promising tool in preclinical research, enabling noninvasive real-time in vivo imaging as well as quantitative analysis in small animal studies. Due to the difficulty of reconstruction, continuous efforts are still made to find more practical and efficient approaches. In this paper, we present an iterative reweighted l2-norm optimization incorporating anatomical structures in order to enhance the performance of bioluminescence tomography. The structure priors have been utilized to generate a heterogeneous mouse model by extracting the internal organs and tissues, which can assist in establishing a more precise photon diffusion model, as well as reflecting a more specific position of the reconstruction results inside the mouse. To evaluate the performance of the iterative reweighted approach, several numerical simulation studies including comparative analyses and multisource cases have been conducted to reconstruct the same datasets. The results suggest that the proposed method is able to ensure the accuracy, robustness, and efficiency of bioluminescence tomography. Finally, an in vivo experiment was performed to further validate its feasibility in a practical application.

  2. Second Language Idiom Learning in a Paired-Associate Paradigm: Effects of Direction of Learning, Direction of Testing, Idiom Imageability, and Idiom Transparency

    ERIC Educational Resources Information Center

    Steinel, Margarita P.; Hulstijn, Jan H.; Steinel, Wolfgang

    2007-01-01

    In a paired-associate learning (PAL) task, Dutch university students (n = 129) learned 20 English second language (L2) idioms either receptively or productively (i.e., L2-first language [L1] or L1-L2) and were tested in two directions (i.e., recognition or production) immediately after learning and 3 weeks later. Receptive and productive…

  3. Cortical surface biomarkers for predicting cognitive outcomes using group l2,1 norm.

    PubMed

    Yan, Jingwen; Li, Taiyong; Wang, Hua; Huang, Heng; Wan, Jing; Nho, Kwangsik; Kim, Sungeun; Risacher, Shannon L; Saykin, Andrew J; Shen, Li

    2015-01-01

    Regression models have been widely studied to investigate the prediction power of neuroimaging measures as biomarkers for inferring cognitive outcomes in the Alzheimer's disease study. Most of these models ignore the interrelated structures either within neuroimaging measures or between cognitive outcomes, and thus may have limited power to yield optimal solutions. To address this issue, we propose to use a new sparse multitask learning model called Group-Sparse Multi-task Regression and Feature Selection (G-SMuRFS) and demonstrate its effectiveness by examining the predictive power of detailed cortical thickness measures toward 3 types of cognitive scores in a large cohort. G-SMuRFS proposes a group-level l2,1-norm strategy to group relevant features together in an anatomically meaningful manner and use this prior knowledge to guide the learning process. This approach also takes into account the correlation among cognitive outcomes for building a more appropriate predictive model. Compared with traditional methods, G-SMuRFS not only demonstrates a superior performance but also identifies a small set of surface markers that are biologically meaningful.

  4. Cortical surface biomarkers for predicting cognitive outcomes using group l2,1 norm.

    PubMed

    Yan, Jingwen; Li, Taiyong; Wang, Hua; Huang, Heng; Wan, Jing; Nho, Kwangsik; Kim, Sungeun; Risacher, Shannon L; Saykin, Andrew J; Shen, Li

    2015-01-01

    Regression models have been widely studied to investigate the prediction power of neuroimaging measures as biomarkers for inferring cognitive outcomes in the Alzheimer's disease study. Most of these models ignore the interrelated structures either within neuroimaging measures or between cognitive outcomes, and thus may have limited power to yield optimal solutions. To address this issue, we propose to use a new sparse multitask learning model called Group-Sparse Multi-task Regression and Feature Selection (G-SMuRFS) and demonstrate its effectiveness by examining the predictive power of detailed cortical thickness measures toward 3 types of cognitive scores in a large cohort. G-SMuRFS proposes a group-level l2,1-norm strategy to group relevant features together in an anatomically meaningful manner and use this prior knowledge to guide the learning process. This approach also takes into account the correlation among cognitive outcomes for building a more appropriate predictive model. Compared with traditional methods, G-SMuRFS not only demonstrates a superior performance but also identifies a small set of surface markers that are biologically meaningful. PMID:25444599

  5. l2 Multiple Kernel Fuzzy SVM-Based Data Fusion for Improving Peptide Identification.

    PubMed

    Jian, Ling; Xia, Zhonghang; Niu, Xinnan; Liang, Xijun; Samir, Parimal; Link, Andrew J

    2016-01-01

    SEQUEST is a database-searching engine, which calculates the correlation score between observed spectrum and theoretical spectrum deduced from protein sequences stored in a flat text file, even though it is not a relational and object-oriental repository. Nevertheless, the SEQUEST score functions fail to discriminate between true and false PSMs accurately. Some approaches, such as PeptideProphet and Percolator, have been proposed to address the task of distinguishing true and false PSMs. However, most of these methods employ time-consuming learning algorithms to validate peptide assignments [1] . In this paper, we propose a fast algorithm for validating peptide identification by incorporating heterogeneous information from SEQUEST scores and peptide digested knowledge. To automate the peptide identification process and incorporate additional information, we employ l2 multiple kernel learning (MKL) to implement the current peptide identification task. Results on experimental datasets indicate that compared with state-of-the-art methods, i.e., PeptideProphet and Percolator, our data fusing strategy has comparable performance but reduces the running time significantly. PMID:26394437

  6. Pragmatic and Grammatical Competence, Length of Residence, and Overall L2 Proficiency

    ERIC Educational Resources Information Center

    Xu, Wei; Case, Rod E.; Wang, Yu

    2009-01-01

    This study examines the influence of length of residence in the target language community and overall L2 proficiency on L2 pragmatic competence with a reference to L2 grammatical competence. Participants were 126 international students in the US with two academic levels of English proficiency from 17 countries, speaking 20 languages. A…

  7. Deconstructing Comprehensibility: Identifying the Linguistic Influences on Listeners' L2 Comprehensibility Ratings

    ERIC Educational Resources Information Center

    Isaacs, Talia; Trofimovich, Pavel

    2012-01-01

    Comprehensibility, a major concept in second language (L2) pronunciation research that denotes listeners' perceptions of how easily they understand L2 speech, is central to interlocutors' communicative success in real-world contexts. Although comprehensibility has been modeled in several L2 oral proficiency scales--for example, the Test of English…

  8. Factors Affecting Grammatical and Lexical Complexity of Long-Term L2 Speakers' Oral Proficiency

    ERIC Educational Resources Information Center

    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

  9. Grammatical Gender in Adult L2 Acquisition: Relations between Lexical and Syntactic Variability

    ERIC Educational Resources Information Center

    Hopp, Holger

    2013-01-01

    In order to identify the causes of inflectional variability in adult second-language (L2) acquisition, this study investigates lexical and syntactic aspects of gender processing in real-time L2 production and comprehension. Twenty advanced to near-native adult first language (L1) English speakers of L2 German and 20 native controls were tested in…

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

    ERIC Educational Resources Information Center

    Edwads, Emily; Roger, Peter Stewart

    2015-01-01

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

  11. Phonological Memory and the Acquisition of Grammar in Child L2 Learners

    ERIC Educational Resources Information Center

    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…

  12. TES/Aura L2 Water Vapor (H2O) Limb (TL2H2OL)

    Atmospheric Science Data Center

    2015-02-06

    TES/Aura L2 Water Vapor (H2O) Limb (TL2H2OL) News:  TES News ... Level:  L2 Platform:  TES/Aura L2 Water Vapor Spatial Coverage:  27 x 23 km Limb ... Access: OPeNDAP Parameters:  H2O Water Volume Mixing Radio Precision Vertical Resolution Order ...

  13. Proficiency and Animacy Effects on L2 Gender Agreement Processes during Comprehension

    ERIC Educational Resources Information Center

    Sagarra, Nuria; Herschensohn, Julia

    2011-01-01

    This study examines whether adult second language (L2) learners of an ungendered first language (L1) are sensitive to gender congruency (grammatical feature absent in the L1) and noun animacy (semantic feature present in the L1) when processing L2 gender concord and whether L2 proficiency level determines such sensitivity. To address these…

  14. TES/Aura L2 Carbon Dioxide (CO2) Nadir (TL2CO2N)

    Atmospheric Science Data Center

    2015-01-30

    TES/Aura L2 Carbon Dioxide (CO2) Nadir (TL2CO2N) News:  TES News ... L2 Platform:  TES/Aura L2 Carbon Dioxide Spatial Coverage:  5.2 x 8.5 km nadir ... Subset Data: TES Order Tool Parameters:  Carbon Dioxide Order Data:  Reverb:   Order Data ...

  15. TES/Aura L2 Carbon Dioxide (CO2) Nadir (TL2CO2NS)

    Atmospheric Science Data Center

    2015-01-30

    TES/Aura L2 Carbon Dioxide (CO2) Nadir (TL2CO2NS) News:  TES News ... L2 Platform:  TES/Aura L2 Carbon Dioxide Spatial Coverage:  5.3 x 8.5 km nadir ... Subset Data: TES Order Tool Parameters:  Carbon Dioxide Order Data:  Reverb:   Order Data ...

  16. A Prerequisite to L1 Homophone Effects in L2 Spoken-Word Recognition

    ERIC Educational Resources Information Center

    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…

  17. 26 CFR 1.401(l)-2 - Permitted disparity for defined contribution plans.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... plans. 1.401(l)-2 Section 1.401(l)-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE.... § 1.401(l)-2 Permitted disparity for defined contribution plans. (a) Requirements—(1) In general... contribution plan is permitted under section 401(l) and this section for a plan year only if the plan...

  18. 26 CFR 36.3121(l)(2)-1 - Effective period of agreement.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 15 2010-04-01 2010-04-01 false Effective period of agreement. 36.3121(l)(2)-1 Section 36.3121(l)(2)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED... SUBSIDIARIES § 36.3121(l)(2)-1 Effective period of agreement. (a) In general. An agreement entered into...

  19. SLA Research and L2 Pedagogy: Misapplications and Questions of Relevance

    ERIC Educational Resources Information Center

    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…

  20. TES/Aura L2 Ammonia (NH3) Nadir (TL2NH3N)

    Atmospheric Science Data Center

    2015-01-30

    TES/Aura L2 Ammonia (NH3) Nadir (TL2NH3N) News:  TES News ... Level:  L2 Instrument:  TES/Aura L2 Ammonia Spatial Coverage:  5.3 x 8.5 km nadir ... Data: TES Order Tool Parameters:  Ammonia Order Data:  Reverb:   Order Data ...

  1. TES/Aura L2 Ammonia (NH3) Nadir (TL2NH3NS)

    Atmospheric Science Data Center

    2015-01-30

    TES/Aura L2 Ammonia (NH3) Nadir (TL2NH3NS) News:  TES News ... Level:  L2 Platform:  TES/Aura L2 Ammonia Spatial Coverage:  5.3 x 8.5 km nadir ... Data: TES Order Tool Parameters:  Ammonia Order Data:  Reverb:   Order Data ...

  2. Distinguishing Features in Scoring L2 Chinese Speaking Performance: How Do They Work?

    ERIC Educational Resources Information Center

    Jin, Tan; Mak, Barley

    2013-01-01

    For Chinese as a second language (L2 Chinese), there has been little research into "distinguishing features" (Fulcher, 1996; Iwashita et al., 2008) used in scoring L2 Chinese speaking performance. The study reported here investigates the relationship between the distinguishing features of L2 Chinese spoken performances and the scores awarded by…

  3. TES/Aura L2 Carbon Monoxide (CO) Lite Nadir (TL2COLN)

    Atmospheric Science Data Center

    2015-06-16

    TES/Aura L2 Carbon Monoxide (CO) Lite Nadir (TL2COLN) News:  TES News ... Level:  L2 Instrument:  TES/Aura L2 Carbon Monoxide Spatial Coverage:  5.3 km nadir ... OPeNDAP Access:  OPeNDAP Parameters:  Carbon Monoxide Order Data:  Reverb:   Order Data ...

  4. Learners' Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation

    ERIC Educational Resources Information Center

    Gatbonton, Elizabeth; Trofimovich, Pavel; Magid, Michael

    2005-01-01

    This article examines the relationship between ethnic group affiliation (one's sense of belonging to a primary ethnic group) and second-language (L2) pronunciation accuracy defined here as native-like, nonaccented L2 speech or L2 speech that contains no first language (L1) influences. The study addressed these questions: (a) Is there a…

  5. Examination of Rater Training Effect and Rater Eligibility in L2 Performance Assessment

    ERIC Educational Resources Information Center

    Kondo, Yusuke

    2010-01-01

    The purposes of this study were to investigate the effects of rater training in an L2 performance assessment and to examine the eligibility of L2 users of English as raters in L2 performance assessment. Rater training was conducted in order for raters to clearly understand the criteria, the evaluation items, and the evaluation procedure. In this…

  6. Semantic Categorization of Placement Verbs in L1 and L2 Danish and Spanish

    ERIC Educational Resources Information Center

    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…

  7. L2 Reading Research and Pedagogical Considerations in the Teaching of French and Francophone Theater

    ERIC Educational Resources Information Center

    Edwards, Carole; Taylor, Alan M.

    2012-01-01

    Little research on improving second language (L2) reading comprehension of French and francophone theater has been conducted. This study provides insight into enhancing L2 comprehension of drama by combining L2 research with examples from L'accent grave by Jacques Prevert, Ton beau capitaine by Simone Schwarz-Bart (1987), Un Touareg s'est marie a…

  8. TES/Aura L2 Formic Acid (FOR) Nadir (TL2FORN)

    Atmospheric Science Data Center

    2015-02-04

    TES/Aura L2 Formic Acid (FOR) Nadir (TL2FORN) News:  TES News Join ... L2 Platform:  TES/Aura L2 Formic Acid Spatial Coverage:  5.3 x 8.5 km nadir Spatial ... Access:  OPeNDAP Parameters:  Formic Acid Volume Mixing Ratio Precision Vertical Resolution Order ...

  9. TES/Aura L2 Formic Acid (FOR) Lite Nadir (TL2FORLN)

    Atmospheric Science Data Center

    2015-06-16

    TES/Aura L2 Formic Acid (FOR) Lite Nadir (TL2FORLN) News:  TES News ... L2 Instrument:  TES/Aura L2 Formic Acid Spatial Coverage:  5.3 km nadir Spatial ... Access:  OPeNDAP Parameters:  Formic Acid Volume Mixing Ratio Vertical Resolution Precision Order ...

  10. TES/Aura L2 Formic Acid (FOR) Nadir (TL2FORNS)

    Atmospheric Science Data Center

    2015-02-04

    TES/Aura L2 Formic Acid (FOR) Nadir (TL2FORNS) News:  TES News Join ... L2 Platform:  TES/Aura L2 Formic Acid Spatial Coverage:  5.3 x 8.5 km nadir Spatial ... Access:  OPeNDAP Parameters:  Formic Acid Volume Mixing Ratio Precision Vertical Resolution Order ...

  11. 26 CFR 1.401(l)-2 - Permitted disparity for defined contribution plans.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... plans. 1.401(l)-2 Section 1.401(l)-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Plans, Etc. § 1.401(l)-2 Permitted disparity for defined contribution plans. (a) Requirements—(1) In... contribution plan is permitted under section 401(l) and this section for a plan year only if the plan...

  12. 26 CFR 36.3121(l)(2)-1 - Effective period of agreement.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 26 Internal Revenue 15 2013-04-01 2013-04-01 false Effective period of agreement. 36.3121(l)(2)-1 Section 36.3121(l)(2)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED... SUBSIDIARIES § 36.3121(l)(2)-1 Effective period of agreement. (a) In general. An agreement entered into...

  13. 26 CFR 36.3121(l)(2)-1 - Effective period of agreement.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 26 Internal Revenue 15 2012-04-01 2012-04-01 false Effective period of agreement. 36.3121(l)(2)-1 Section 36.3121(l)(2)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED... SUBSIDIARIES § 36.3121(l)(2)-1 Effective period of agreement. (a) In general. An agreement entered into...

  14. 26 CFR 36.3121(l)(2)-1 - Effective period of agreement.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 26 Internal Revenue 15 2014-04-01 2014-04-01 false Effective period of agreement. 36.3121(l)(2)-1 Section 36.3121(l)(2)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED... SUBSIDIARIES § 36.3121(l)(2)-1 Effective period of agreement. (a) In general. An agreement entered into...

  15. 26 CFR 1.401(l)-2 - Permitted disparity for defined contribution plans.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... plans. 1.401(l)-2 Section 1.401(l)-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Plans, Etc. § 1.401(l)-2 Permitted disparity for defined contribution plans. (a) Requirements—(1) In... contribution plan is permitted under section 401(l) and this section for a plan year only if the plan...

  16. 26 CFR 1.401(l)-2 - Permitted disparity for defined contribution plans.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... plans. 1.401(l)-2 Section 1.401(l)-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Plans, Etc. § 1.401(l)-2 Permitted disparity for defined contribution plans. (a) Requirements—(1) In... contribution plan is permitted under section 401(l) and this section for a plan year only if the plan...

  17. 26 CFR 1.401(l)-2 - Permitted disparity for defined contribution plans.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... plans. 1.401(l)-2 Section 1.401(l)-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE... Plans, Etc. § 1.401(l)-2 Permitted disparity for defined contribution plans. (a) Requirements—(1) In... contribution plan is permitted under section 401(l) and this section for a plan year only if the plan...

  18. 26 CFR 36.3121(l)(2)-1 - Effective period of agreement.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 15 2011-04-01 2011-04-01 false Effective period of agreement. 36.3121(l)(2)-1 Section 36.3121(l)(2)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED... SUBSIDIARIES § 36.3121(l)(2)-1 Effective period of agreement. (a) In general. An agreement entered into...

  19. Factors influencing subcellular localization of the human papillomavirus L2 minor structural protein

    SciTech Connect

    Kieback, Elisa; Mueller, Martin . E-mail: Martin.Mueller@dkfz.de

    2006-02-05

    Two structural proteins form the capsids of papillomaviruses. The major structural protein L1 is the structural determinant of the capsids and is present in 360 copies arranged in 72 pentamers. The minor structural protein L2 is estimated to be present in twelve copies per capsid. Possible roles for L2 in interaction with cell surface receptors and in virion uptake have been suggested. As previously reported, L2 localizes in subnuclear domains identified as nuclear domain 10 (ND10). As it was demonstrated that L2 is able to recruit viral and cellular proteins to ND10, a possible role for L2 as a mediator in viral assembly has been proposed. In this study, we determined factors influencing the localization of L2 at ND10. Under conditions of moderate L2 expression level and in the absence of heterologous viral components, we observed that, in contrast to previous reports, L2 is mainly distributed homogeneously throughout the nucleus. L2, however, is recruited to ND10 at a higher expression level or in the presence of viral components derived from vaccinia virus or from Semliki Forest virus. We observed that translocation of L2 to ND10 is not a concentration-dependent accumulation but rather seems to be triggered by yet unidentified cellular factors. In contrast to HPV 11 and 16 L2, the HPV 18 L2 protein seems to require L1 for efficient nuclear accumulation.

  20. Perceptual Filtering in L2 Lexical Memory: A Neural Network Approach to Second Language Acquisition

    ERIC Educational Resources Information Center

    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…

  1. Deep Processing of Long-Distance Dependencies in L2 English: The Case of Anaphora

    ERIC Educational Resources Information Center

    Wang, Yi-Ting

    2012-01-01

    Since the seminal work of Alan Juffs, second language (L2) sentence processing has become a central research topic in the field of L2 acquisition. Beyond a general hunger for new data offered by new experimental techniques and designs, intellectual concerns with system-wide understanding of first-language (L1)-L2 differences extended to the…

  2. Individual Variation in L2 Study-Abroad Outcomes: A Case Study from Indonesian Pragmatics

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  4. Bilingual lexical access during L1 sentence reading: The effects of L2 knowledge, semantic constraint, and L1-L2 intermixing.

    PubMed

    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. PMID:21767061

  5. Quantifying the Quality Difference between L1 and L2 Essays: A Rating Procedure with Bilingual Raters and L1 and L2 Benchmark Essays

    ERIC Educational Resources Information Center

    Tillema, Marion; van den Bergh, Huub; Rijlaarsdam, Gert; Sanders, Ted

    2013-01-01

    It is the consensus that, as a result of the extra constraints placed on working memory, texts written in a second language (L2) are usually of lower quality than texts written in the first language (L1) by the same writer. However, no method is currently available for quantifying the quality difference between L1 and L2 texts. In the present…

  6. RGMb is a novel binding partner for PD-L2 and its engagement with PD-L2 promotes respiratory tolerance

    PubMed Central

    Xiao, Yanping; Yu, Sanhong; Zhu, Baogong; Bedoret, Denis; Bu, Xia; Francisco, Loise M.; Hua, Ping; Duke-Cohan, Jonathan S.; Umetsu, Dale T.; Sharpe, Arlene H.; DeKruyff, Rosemarie H.

    2014-01-01

    We report that programmed death ligand 2 (PD-L2), a known ligand of PD-1, also binds to repulsive guidance molecule b (RGMb), which was originally identified in the nervous system as a co-receptor for bone morphogenetic proteins (BMPs). PD-L2 and BMP-2/4 bind to distinct sites on RGMb. Normal resting lung interstitial macrophages and alveolar epithelial cells express high levels of RGMb mRNA, whereas lung dendritic cells express PD-L2. Blockade of the RGMb–PD-L2 interaction markedly impaired the development of respiratory tolerance by interfering with the initial T cell expansion required for respiratory tolerance. Experiments with PD-L2–deficient mice showed that PD-L2 expression on non–T cells was critical for respiratory tolerance, but expression on T cells was not required. Because PD-L2 binds to both PD-1, which inhibits antitumor immunity, and to RGMb, which regulates respiratory immunity, targeting the PD-L2 pathway has therapeutic potential for asthma, cancer, and other immune-mediated disorders. Understanding this pathway may provide insights into how to optimally modulate the PD-1 pathway in cancer immunotherapy while minimizing adverse events. PMID:24752301

  7. Bilingual lexical access during L1 sentence reading: The effects of L2 knowledge, semantic constraint, and L1-L2 intermixing.

    PubMed

    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.

  8. Do L2 Writing Courses Affect the Improvement of L1 Writing Skills via Skills Transfer from L2 to L1?

    ERIC Educational Resources Information Center

    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.…

  9. L1 and L2 Word Recognotion in Finnish. Examining L1 Effects on L2 Processing of Morphological Complexity and Morphophonological Transparency

    ERIC Educational Resources Information Center

    Vainio, Seppo; Anneli, Pajunen; Hyona, Jukka

    2014-01-01

    This study investigated the effect of the first language (L1) on the visual word recognition of inflected nouns in second language (L2) Finnish by native Russian and Chinese speakers. Case inflection is common in Russian and in Finnish but nonexistent in Chinese. Several models have been posited to describe L2 morphological processing. The unified…

  10. New Developments in the SCIAMACHY L2 Ground Processor

    NASA Astrophysics Data System (ADS)

    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

  11. Computer-Based Internet-Hosted Assessment of L2 Literacy: Computerizing and Administering of the Oxford Quick Placement Test in ExamView and Moodle

    NASA Astrophysics Data System (ADS)

    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.

  12. Using Gamification to Enhance Second Language Learning

    ERIC Educational Resources Information Center

    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,…

  13. Exploring Motivational Profiles through Language Learning Narratives

    ERIC Educational Resources Information Center

    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…

  14. Operationalizing Multilingualism: Language Learning Motivation in Turkey

    ERIC Educational Resources Information Center

    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…

  15. Learning to Learn in Years 1 and 2 of Hungarian Primary Schools

    ERIC Educational Resources Information Center

    Habók, Anita

    2015-01-01

    Learning to learn (L2L) is an important component of lifelong learning. First, the article discusses various possible definitions of L2L and identifies the most comprehensible definition, which provides the basis for the analysis. Subsequently, it presents the results of a pilot study carried out in the early stage of primary education. This study…

  16. Proficiency and sentence constraint effects on second language word learning.

    PubMed

    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.

  17. Grammar Processing through English L2 E-Books: Distance vs. Face-to-Face Learning

    ERIC Educational Resources Information Center

    Escobar-Álvarez, Mª Ángeles

    2016-01-01

    For university teachers in Distance Education, e-books should be an optimum solution since they do not have the opportunity to flip through the pages of print texts together with their students in the same classroom. College students usually use criteria such as cost, efficiency and personal comfort. Working with e-textbooks can be a tough…

  18. Language Acquisition without Universal Grammar: A General Nativist Proposal for L2 Learning.

    ERIC Educational Resources Information Center

    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)

  19. Reconceptualising "Identity Slippage": Additional Language Learning and (L2) Identity Development

    ERIC Educational Resources Information Center

    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…

  20. Contribution of the Cybernautical Approach to the Teaching and Learning of Second Languages (L2).

    ERIC Educational Resources Information Center

    Elkabas, Charles; Wooldridge, Russon; Trott, David

    1999-01-01

    Offers a series of reflections on the theoretical bases of language teaching viewed from the perspective of the New Technologies (NT), and proposes a reconfiguration of the pedagogical triangle. In light of the tremendous impact of NT, different ways of treating the four language skills in traditional and virtual environments are considered.…

  1. Making Sense of Phrasal Verbs: A Cognitive Linguistic Account of L2 Learning

    ERIC Educational Resources Information Center

    Gonzalez, Rafael Alejo

    2010-01-01

    Phrasal verbs (PVs) have recently been the object of interest by linguists given their status as phraseological units whose meaning is non-compositional and opaque. They constitute a perfect case for theories of language processing and language acquisition to be tested. Cognitive linguists have participated in this debate and shown a certain…

  2. TES/Aura L2 Ozone (O3) Lite Nadir (TL2O3LN)

    Atmospheric Science Data Center

    2015-08-26

    TES/Aura L2 Ozone (O3) Lite Nadir (TL2O3LN) News:  TES News ... Level:  L2 Instrument:  TES/Aura L2 Ozone Spatial Coverage:  5.3 km nadir Spatial ... OPeNDAP Access:  OPeNDAP Parameters:  Ozone Order Data:  Reverb:   Order Data Guide ...

  3. TES/Aura L2 Water Vapor (H2O) Limb (TL2H2OLS)

    Atmospheric Science Data Center

    2015-01-30

    TES/Aura L2 Water Vapor (H2O) Limb (TL2H2OLS) News:  TES News ... Level:  L2 Platform:  TES/Aura L2 Water Vapor Spatial Coverage:  27 x 23 km Limb ... Access:  OPeNDAP Parameters:  H2O Water Volume Mixing Radio Precision Vertical Resolution Order ...

  4. L 2 Stability Estimates for Shock Solutions of Scalar Conservation Laws Using the Relative Entropy Method

    NASA Astrophysics Data System (ADS)

    Leger, Nicholas

    2011-03-01

    We consider scalar nonviscous conservation laws with strictly convex flux in one spatial dimension, and we investigate the behavior of bounded L 2 perturbations of shock wave solutions to the Riemann problem using the relative entropy method. We show that up to a time-dependent translation of the shock, the L 2 norm of a perturbed solution relative to the shock wave is bounded above by the L 2 norm of the initial perturbation.

  5. TES/Aura L2 Carbon Dioxide (CO2) Lite Nadir (TL2CO2LN)

    Atmospheric Science Data Center

    2015-06-24

    TES/Aura L2 Carbon Dioxide (CO2) Lite Nadir (TL2CO2LN) News:  TES News ... L2 Instrument:  TES/Aura L2 Carbon Dioxide Spatial Coverage:  5.3 km nadir Spatial ... OPeNDAP Access:  OPeNDAP Parameters:  Carbon Dioxide Order Data:  Reverb:   Order Data ...

  6. TES/Aura L2 Ammonia (NH3) Lite Nadir (TL2NH3LN)

    Atmospheric Science Data Center

    2015-08-26

    TES/Aura L2 Ammonia (NH3) Lite Nadir (TL2NH3LN) News:  TES News ... Level:  L2 Instrument:  TES/Aura L2 Ammonia Spatial Coverage:  5.3 km nadir Spatial ... OPeNDAP Access:  OPeNDAP Parameters:  Ammonia Order Data:  Reverb:   Order Data ...

  7. L2L: a simple tool for discovering the hidden significance in microarray expression data

    PubMed Central

    Newman, John C; Weiner, Alan M

    2005-01-01

    L2L is a database consisting of lists of differentially expressed genes compiled from published mammalian microarray studies, along with an easy-to-use application for mining the database with the user's own microarray data. As illustrated by re-analysis of a recent study of diabetic nephropathy, L2L identifies novel biological patterns in microarray data, providing insights into the underlying nature of biological processes and disease. L2L is available online at the authors' website []. PMID:16168088

  8. TES/Aura L2 Methane (CH4) Lite Nadir (TL2CH4LN)

    Atmospheric Science Data Center

    2015-08-31

    TES/Aura L2 Methane (CH4) Lite Nadir (TL2CH4LN) News:  TES News ... Level:  L2 Instrument:  TES/Aura L2 Methane Spatial Coverage:  5.3 km nadir Spatial ... OPeNDAP Access:  OPeNDAP Parameters:  Methane Order Data:  Reverb:   Order Data ...

  9. Human Papillomavirus L2 facilitates viral escape from late endosomes via Sorting Nexin 17

    PubMed Central

    Marušič, Martina Bergant; Ozbun, Michelle A; Campos, Samuel K; Myers, Michael P; Banks, Lawrence

    2011-01-01

    The Human Papillomavirus (HPV) L2 capsid protein plays an essential role during the early stages of viral infection, but the molecular mechanisms underlying its mode of action remain obscure. Using a proteomic approach we have identified the adaptor protein, Sorting Nexin 17 (SNX17) as a strong interacting partner of HPV L2. This interaction occurs through a highly conserved SNX17 consensus binding motif, which is present in the majority of HPV L2 proteins analysed. Using mutants of L2 defective for SNX17 interaction, or siRNA ablation of SNX17 expression we demonstrate that the interaction between L2 and SNX17 is essential for viral infection. Furthermore, loss of the L2-SNX17 interaction results in enhanced turnover of the L2 protein and decreased stability of the viral capsids, and concomitantly there is a dramatic decrease in the efficiency with which viral genomes transit to the nucleus. Indeed, using a range of endosomal and lysosomal markers we show that capsids defective in their capacity to bind SNX17 transit much more rapidly to the lysosomal compartment. These results demonstrate that the L2-SNX17 interaction is essential for viral infection and facilitates the escape of the L2-DNA complex from the late endosomal/lysosomal compartments. PMID:22151726

  10. Transcription factor NFE2L2/NRF2 is a regulator of macroautophagy genes

    PubMed Central

    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

  11. The Influence of Cross-Linguistic Input and L2 Proficiency on L2 Reading Comprehension among Spanish-Speaking Adults Learning English as a Second Language

    ERIC Educational Resources Information Center

    Rodriguez, Astrid Sussette

    2010-01-01

    Developing literacy and language proficiency in English is essential to thrive in school and in the workforce in American society. Research on cross-linguistic influences on text-level skills is scant, especially studies investigating reading comprehension among language-minority adults. The present study investigated the effects of…

  12. Assessment of DPY19L2 Deletion in Familial and Non-Familial Individuals with Globozoospermia and DPY19L2 Genotyping

    PubMed Central

    Modarres, Parastoo; Tanhaei, Somayeh; Tavalaee, Marziyeh; Ghaedi, Kamran; Deemeh, Mohammad Reza; Nasr-Esfahani, Mohammad Hossein

    2016-01-01

    Background Globozoospermia is a rare syndrome with an incidence of less than 0.1% among infertile men. Researchers have recently identified a large deletion, about 200 kbp, encompassing the whole length of DPY19L2 or mutations in SPATA16 and PICK1 genes associated with globozoospermia. The aim of this study was to analyze the DPY19L2 gene deletion using polymerase chain reaction technique for the exons 1, 48, 11 and 22 as well as break point (BP) “a” in globozoospermic men. Materials and Methods In this experimental study, genome samples were collected from 27 men with globozoospermia (cases) and 36 fertile individuals (controls), and genomic analysis was carried out on each sample. Results Deletion of DPY19L2 gene accounted for 74% of individuals with globozoospermia. DPY19L2 gene deletion was considered as the molecular pathogenic factor for the onset of globozoospermia in infertile men. By quantitative real-time polymerase chain reaction (qPCR), we genotyped DPY19L2 deletion and identified carriers within the population. Conclusion This technique may be considered as a method for family counseling and has the potential to be used as a pre-implantation genetic diagnosis, especially in ethnic community with high rate of consanguineous marriages. PMID:27441053

  13. 75 FR 69858 - Airworthiness Directives; Eurocopter France (Eurocopter) Model AS332L2 Helicopters

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-11-16

    ... 12866; 2. Is not a ``significant rule'' under the DOT Regulatory Policies and Procedures (44 FR 11034... France (Eurocopter) Model AS332L2 Helicopters AGENCY: Federal Aviation Administration (FAA), Department... AS332L2 helicopters have been approved by the aviation authority of France and are approved for...

  14. Shared Features of L2 Writing: Intergroup Homogeneity and Text Classification

    ERIC Educational Resources Information Center

    Crossley, Scott A.; McNamara, Danielle S.

    2011-01-01

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

  15. Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish

    ERIC Educational Resources Information Center

    Gutierrez, Xavier

    2012-01-01

    Implicit and explicit knowledge of the second language (L2) are two central constructs in the field of second language acquisition (SLA). In recent years, there has been a renewed interest in obtaining valid and reliable measures of L2 learners' implicit and explicit knowledge (e.g., Bowles, 2011; R. Ellis, 2005). The purpose of the present study…

  16. Working Memory Effects in the L2 Processing of Ambiguous Relative Clauses

    ERIC Educational Resources Information Center

    Hopp, Holger

    2014-01-01

    This article investigates whether and how L2 sentence processing is affected by memory constraints that force serial parsing. Monitoring eye movements, we test effects of working memory on L2 relative-clause attachment preferences in a sample of 75 late-adult German learners of English and 25 native English controls. Mixed linear regression…

  17. A Usage-Based Investigation of L2 Lexical Acquisition: The Role of Input and Output

    ERIC Educational Resources Information Center

    Crossley, Scott; Kyle, Kristopher; Salsbury, Thomas

    2016-01-01

    This study investigates relations between second language (L2) lexical input and output in terms of word information properties (i.e., lexical salience; Ellis, 2006a). The data for this study come from a longitudinal corpus of naturalistic spoken data between L2 learners and first language (L1) interlocutors collected over a year's time. The…

  18. Native Speakers' Perceptions of Fluency and Accent in L2 Speech

    ERIC Educational Resources Information Center

    Pinget, Anne-France; Bosker, Hans Rutger; Quené, Hugo; de Jong, Nivja H.

    2014-01-01

    Oral fluency and foreign accent distinguish L2 from L1 speech production. In language testing practices, both fluency and accent are usually assessed by raters. This study investigates what exactly native raters of fluency and accent take into account when judging L2. Our aim is to explore the relationship between objectively measured temporal,…

  19. Gender in Italian-German Bilinguals: A Comparison with German L2 Learners of Italian

    ERIC Educational Resources Information Center

    Bianchi, Giulia

    2013-01-01

    This study compares mastery of gender assignment and agreement in Italian by adult Italian-German bilinguals who have acquired two languages simultaneously (2L1), and by adult German highly proficient second language learners (L2ers) of Italian. Our data show that incompleteness in bilingual acquisition and in second language (L2) acquisition…

  20. Grammatical Gender in L2: A Production or a Real-Time Processing Problem?

    ERIC Educational Resources Information Center

    Gruter, Theres; Lew-Williams, Casey; Fernald, Anne

    2012-01-01

    Mastery of grammatical gender is difficult to achieve in a second language (L2). This study investigates whether persistent difficulty with grammatical gender often observed in the speech of otherwise highly proficient L2 learners is best characterized as a production-specific performance problem, or as difficulty with the retrieval of gender…

  1. Exploring the Potential Relationship between Eye Gaze and English L2 Speakers' Responses to Recasts

    ERIC Educational Resources Information Center

    McDonough, Kim; Crowther, Dustin; Kielstra, Paula; Trofimovich, Pavel

    2015-01-01

    This exploratory study investigated whether joint attention through eye gaze was predictive of second language (L2) speakers' responses to recasts. L2 English learners (N = 20) carried out communicative tasks with research assistants who provided feedback in response to non-targetlike (non-TL) forms. Their interaction was audio-recorded and their…

  2. Structural analysis of Dis3l2, an exosome-independent exonuclease from Schizosaccharomyces pombe.

    PubMed

    Lv, Hui; Zhu, Yuwei; Qiu, Yu; Niu, Liwen; Teng, Maikun; Li, Xu

    2015-06-01

    After deadenylation and decapping, cytoplasmic mRNA can be digested in two opposite directions: in the 5'-3' direction by Xrn1 or in the 3'-5' direction by the exosome complex. Recently, a novel 3'-5' RNA-decay pathway involving Dis3l2 has been described that differs from degradation by Xrn1 and the exosome. The product of the Schizosaccharomyces pombe gene SPAC2C4.07c was identified as a homologue of human Dis3l2. In this work, the 2.8 Å resolution X-ray crystal structure of S. pombe Dis3l2 (SpDis3l2) is reported, the conformation of which is obviously different from that in the homologous mouse Dis3l2-RNA complex. Fluorescence polarization assay experiments showed that RNB and S1 are the primary RNA-binding domains and that the CSDs (CSD1 and CSD2) play an indispensable role in the RNA-binding process of SpDis3l2. Taking the structure comparison and mutagenic experiments together, it can be inferred that the RNA-recognition pattern of SpDis3l2 resembles that of its mouse homologue rather than that of the Escherichia coli RNase II-RNA complex. Furthermore, a drastic conformation change could occur following the binding of the RNA substrate to SpDis3l2.

  3. Structural basis for acyl-group discrimination by human Gcn5L2

    PubMed Central

    Ringel, Alison E.; Wolberger, Cynthia

    2016-01-01

    Gcn5 is a conserved acetyltransferase that regulates transcription by acetylating the N-terminal tails of histones. Motivated by recent studies identifying a chemically diverse array of lysine acyl modifications in vivo, the acyl-chain specificity of the acetyltransferase human Gcn5 (Gcn5L2) was examined. Whereas Gcn5L2 robustly catalyzes lysine acetylation, the acyltransferase activity of Gcn5L2 becomes progressively weaker with increasing acyl-chain length. To understand how Gcn5 discriminates between different acyl-CoA molecules, structures of the catalytic domain of human Gcn5L2 bound to propionyl-CoA and butyryl-CoA were determined. Although the active site of Gcn5L2 can accommodate propionyl-CoA and butyryl-CoA without major structural rearrangements, butyryl-CoA adopts a conformation incompatible with catalysis that obstructs the path of the incoming lysine residue and acts as a competitive inhibitor of Gcn5L2 versus acetyl-CoA. These structures demonstrate how Gcn5L2 discriminates between acyl-chain donors and explain why Gcn5L2 has weak activity for acyl moieties that are larger than an acetyl group. PMID:27377381

  4. Frequency Effects in L2 Multiword Unit Processing: Evidence from Self-Paced Reading

    ERIC Educational Resources Information Center

    Kim, Soo Hyon; Kim, Ji Hyon

    2012-01-01

    Many second language acquisition (SLA) studies have traditionally limited their scope of investigation to the description and analysis of errors in L2 learners' use of multiword units. Recently, researchers have begun to approach this topic from a psycholinguistic perspective, examining the processing of multiword units by L2 learners. However,…

  5. Perceptions of the Difficulties of Postgraduate L2 Thesis Students Writing the Discussion Section

    ERIC Educational Resources Information Center

    Bitchener, John; Basturkmen, Helen

    2006-01-01

    In postgraduate study, students including L2 students are often required to write a thesis and, as a growing literature reveals, L2 students often experience difficulties in the writing of this genre. While most of this research has involved surveys (questionnaires and interviews) and case studies of supervisor perceptions, only a few studies have…

  6. The Role of Hypercorrection in the Acquisition of L2 Phonemic Contrasts

    ERIC Educational Resources Information Center

    Eckman, Fred R.; Iverson, Gregory K.; Song, Jae Yung

    2013-01-01

    This article reports empirical findings from an ongoing investigation into the acquisition of second-language (L2) phonemic contrasts. Specifically, we consider the status and role of the phenomenon of hypercorrection in the various stages through which L2 learners develop and internalize a target language (TL) contrast. We adopt the prevailing…

  7. The Effects of Corrective Feedback on Instructed L2 Speech Perception

    ERIC Educational Resources Information Center

    Lee, Andrew H.; Lyster, Roy

    2016-01-01

    To what extent do second language (L2) learners benefit from instruction that includes corrective feedback (CF) on L2 speech perception? This article addresses this question by reporting the results of a classroom-based experimental study conducted with 32 young adult Korean learners of English. An instruction-only group and an instruction + CF…

  8. Concatenative and Nonconcatenative Plural Formation in L1, L2, and Heritage Speakers of Arabic

    ERIC Educational Resources Information Center

    Albirini, Abdulkafi; Benmamoun, Elabbas

    2014-01-01

    This study compares Arabic L1, L2, and heritage speakers' (HS) knowledge of plural formation, which involves concatenative and nonconcatenative modes of derivation. Ninety participants (divided equally among L1, L2, and heritage speakers) completed two oral tasks: a picture naming task (to measure proficiency) and a plural formation task. The…

  9. L2 Reading Comprehension and Its Correlates: A Meta-Analysis

    ERIC Educational Resources Information Center

    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

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

    ERIC Educational Resources Information Center

    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…

  11. Early Child L2 Acquisition: Age or Input Effects? Neither, or Both?

    ERIC Educational Resources Information Center

    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…

  12. Resolving Referential Conflicts in L2 Interaction: The Effect of Proficiency and Interactive Role.

    ERIC Educational Resources Information Center

    Yule, George; Macdonald, Doris

    1990-01-01

    Examines resolution of referential conflicts in second-language (L2) interaction in two different pairings of L2 learners. Pairs where the higher proficiency member was in the dominant role engaged in little interactive behavior, whereas pairs where the less proficient member was dominant engaged in substantial negotiation and interaction and were…

  13. The Effects of Textual Enhancement Type on L2 Form Recognition and Reading Comprehension in Spanish

    ERIC Educational Resources Information Center

    LaBrozzi, Ryan M.

    2016-01-01

    Previous research investigating the effectiveness of textual enhancement as a tool to draw adult second language (L2) learners' attention to the targeted linguistic form has consistently produced mixed results. This article examines how L2 form recognition and reading comprehension are affected by different types of textual enhancement.…

  14. German Pitches in English: Production and Perception of Cross-Varietal Differences in L2

    ERIC Educational Resources Information Center

    Ulbrich, Christiane

    2013-01-01

    The present study examines the effect of cross-varietal prosodic characteristics of two German varieties, Northern Standard German (NG) and Swiss German (SG), on the production and perception of foreign accent in L2 Belfast English. The analysis of production data revealed differences in the realisation of nuclear pitch accents in L1 German and L2

  15. The Roles of First Language and Proficiency in L2 Processing of Spanish Clitics: Global Effects

    ERIC Educational Resources Information Center

    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…

  16. Emergent L2 German Writing Ability in a Curricular Context: A Longitudinal Study of Grammatical Metaphor

    ERIC Educational Resources Information Center

    Byrnes, Heidi

    2009-01-01

    The paper reports on a study of emergent adult instructed L2 German writing ability in a college-level program that developed an explicit curriculum-based approach to supporting L2 writing. It uses systemic-functional linguistics (SFL) as its theoretical framework and traces writing development through a central construct in the theory, the…

  17. Testing Processability Theory in L2 Spanish: Can Readiness or Markedness Predict Development?

    ERIC Educational Resources Information Center

    Bonilla, Carrie L.

    2012-01-01

    The goal of this dissertation is to test the five stages of Processability Theory (PT) for second language (L2) learners of Spanish and investigate how instruction can facilitate the development through the stages. PT details five fixed stages in the acquisition of L2 morphosyntax based on principles of speech processing (Levelt, 1989) and modeled…

  18. Contributions of Prior Knowledge, Motivation, and Strategies to Korean College Students' L2 Writing Development

    ERIC Educational Resources Information Center

    Chae, Soo Eun

    2011-01-01

    The current study examined Korean college students' L2 writing development and performance, motivation, and strategies while taking ESL writing classes. The present study expands the literature by examining the effects of various learner characteristics on L2 writing development. The selection and the expected effects of learner variables were…

  19. Effects of Web-Based Collaborative Writing on Individual L2 Writing Development

    ERIC Educational Resources Information Center

    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.…

  20. The Impact of Discourse Signaling Devices on the Listening Comprehension of L2 Learners

    ERIC Educational Resources Information Center

    Tajabadi, Fahimeh; Taghizadeh, Mahboubeh

    2014-01-01

    The purpose of this study was two-fold: first, it aimed at examining the impact of expository text topics on the listening comprehension of L2 learners; second, it aimed to investigate the impact of macro, micro, and macro-micro discourse markers on the listening comprehension of expository texts by L2 learners. The participants (N =105) were male…

  1. Task Response and Text Construction across L1 and L2 Writing

    ERIC Educational Resources Information Center

    Kobayashi, Hiroe; Rinnert, Carol

    2008-01-01

    This exploratory study, undertaken from a socio-cognitive perspective, aims to investigate the effects of intensive preparatory high school training in L1 and/or L2 essay writing for university entrance exams. The analysis focuses on the task response and structural features in L1 (Japanese) and L2 (English) essays written by first-year Japanese…

  2. Cross-Linguistic Variation and the Acquisition of Pronominal Reference in L2 Spanish

    ERIC Educational Resources Information Center

    Jegerski, Jill; VanPatten, Bill; Keating, Gregory D.

    2011-01-01

    The current investigation tested two predictions regarding second language (L2) processing at the syntax-discourse interface: (1) that L2 performance on measures of interface phenomena can differ from that of native speakers; and (2) that cross-linguistic influence can be a source of such divergence. Specifically, we examined the offline…

  3. Islands and Objects in L2 Spanish: Do You Know the Learners Who Drop___?

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Lu, Yanbin

    2010-01-01

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

  5. L1 Use during L2 Writing: An Empirical Study of a Complex Phenomenon

    ERIC Educational Resources Information Center

    van Weijen, Daphne; van den Bergh, Huub; Rijlaarsdam, Gert; Sanders, Ted

    2009-01-01

    This study examined writers' use of their first language (L1) while writing in their second language (L2). Twenty students each wrote four short argumentative essays in their L1 (Dutch) and four in their L2 (English) under think-aloud conditions. We analysed whether L1 use varied between writers and tasks, and whether it was related to general…

  6. The Instrumental Study of L2 Speech Production: Some Methodological Considerations.

    ERIC Educational Resources Information Center

    Flege, James Emil

    1987-01-01

    Discusses the design and interpretation of instrumental phonetic studies of second language (L2) speech production. The speech of L2 learners is evaluated to determine to what extent it diverges from the differing phonetic norms of L1, which are estimated from the speech of a small number of native speakers. (Author/LMO)

  7. Developmental Trends and L1 Effects in Early L2 Learners' Onset Cluster Production

    ERIC Educational Resources Information Center

    Tessier, Anne-Michelle; Duncan, Tamara Sorenson; Paradis, Johanne

    2013-01-01

    This study focuses on English onset cluster production in spontaneous speech samples of 10 children aged 5;04-6;09 from Chinese and Hindi/Punjabi first language (L1) backgrounds, each with less than a year of exposure to English. The results suggest commonalities between early second language (L2) learners and both monolingual and adult L2

  8. A Qualitative Analysis of Rater Behavior on an L2 Speaking Assessment

    ERIC Educational Resources Information Center

    Kim, Hyun Jung

    2015-01-01

    Human raters are normally involved in L2 performance assessment; as a result, rater behavior has been widely investigated to reduce rater effects on test scores and to provide validity arguments. Yet raters' cognition and use of rubrics in their actual rating have rarely been explored qualitatively in L2 speaking assessments. In this study three…

  9. Corrective Feedback in L2 Latvian Classrooms: Teacher Perceptions versus the Observed Actualities of Practice

    ERIC Educational Resources Information Center

    Dilans, Gatis

    2016-01-01

    This two-part study aims to investigate teacher perceptions about providing oral corrective feedback (CF) to minority students of Latvian as a second language and compare the perceptions to the actual provision of CF in L2 Latvian classrooms. The survey sample represents sixty-six L2 Latvian teachers while the classroom observations involved 13…

  10. Writing in an Electronic Age: A Case Study of L2 Composing Processes

    ERIC Educational Resources Information Center

    Stapleton, Paul

    2010-01-01

    Studies on second language (L2) learners writing in English have found that composing is a recursive process requiring planning, formulating and revising. Of particular note among the many studies that have explored the composing processes of L2 writers are two characteristics: 1) They examine the composing processes of writers in real-time while…

  11. Acquisition of Article Semantics by Child and Adult L2-English Learners

    ERIC Educational Resources Information Center

    Ionin, Tania; Zubizarreta, Maria Luisa; Philippov, Vadim

    2009-01-01

    This paper examines article use in the L2-English of adult and child speakers of Russian, an article-less language. In earlier work on articles in adult L2-English, Ionin, Ko and Wexler (2004) proposed that speakers of article-less L1s fluctuate between dividing English articles on the basis of definiteness vs. specificity, as a result of direct…

  12. Acquisition of L2 Vowel Duration in Japanese by Native English Speakers

    ERIC Educational Resources Information Center

    Okuno, Tomoko

    2013-01-01

    Research has demonstrated that focused perceptual training facilitates L2 learners' segmental perception and spoken word identification. Hardison (2003) and Motohashi-Saigo and Hardison (2009) found benefits of visual cues in the training for acquisition of L2 contrasts. The present study examined factors affecting perception and production…

  13. The Interplay of Processing Task, Text Type, and Proficiency in L2 Reading

    ERIC Educational Resources Information Center

    Yoshida, Mami

    2012-01-01

    This study was an investigation of how particular processing tasks influence L2 reading in relation to text type effects and L2 reading proficiency. Two groups of Japanese university EFL students (N = 103), varying in English reading proficiency, read a narrative passage and an expository passage in one of three task conditions: outlining,…

  14. L2 Acquisition of Bulgarian Clitic Doubling: A Test Case for the Interface Hypothesis

    ERIC Educational Resources Information Center

    Ivanov, Ivan P.

    2012-01-01

    The purpose of this study is to expand the testing ground of the Interface Hypothesis (Sorace, 2006) by investigating the degree to which second language (L2) learners of Bulgarian with English as their first language (L1) had acquired the pragmatic function of clitic doubling as a topicality marker. Advanced and intermediate L2 speakers of…

  15. Societal Responses to Adult Difficulties in L2 Acquisition: Toward an Evolutionary Perspective on Language Acquisition

    ERIC Educational Resources Information Center

    Schumann, John H.

    2013-01-01

    It is generally accepted that second language (L2) acquisition becomes more difficult as one grows older and that success in adult L2 acquisition is highly variable. Nevertheless, humans in language contact situations have to cope with intergroup communication. This article examines the ways society has responded to this challenge. It describes…

  16. Child L2 English Acquisition of Subject Properties in an Immersion Bilingual Context

    ERIC Educational Resources Information Center

    Ballester, Elizabet Pladevall

    2012-01-01

    Although thoroughly analysed in adult second language acquisition (L2A), the acquisition of subject properties in child L2A has not received so much attention and the majority of studies deal with longitudinal data or only with a single subject property. This study contributes new cross-sectional data from 5-year-old Spanish children acquiring…

  17. Listening in a Multilingual World: The Challenges of Second Language (L2) Listening

    ERIC Educational Resources Information Center

    Rost, Michael

    2014-01-01

    Research into language acquisition and oral language use was examined in order to identify key factors that contribute to the successful acquisition of second language (L2) listening ability. The factors were grouped into three major domains: affective, cognitive, and interpersonal. It is claimed that in each domain, proficient L2 listeners have…

  18. Effects of Age of L2 Acquisition on L1 Event Conceptualization Patterns

    ERIC Educational Resources Information Center

    Bylund, Emanuel

    2009-01-01

    This study explores the effects that the age of onset (AO) of second language (L2) acquisition exerts on the attrition of first language (L1) event conceptualization patterns. The subjects studied are L1 Spanish-L2 Swedish bilinguals living in Sweden. The specific research questions addressed in the study concern the role of AO in endpoint…

  19. Convergence and Divergence of Process and Portfolio Approaches to L2 Writing Instruction: Issues and Implications

    ERIC Educational Resources Information Center

    Lam, Ricky

    2015-01-01

    In the L2 writing literature, there has been a rich history of scholarship in theory, research and practice since the 1960s. Two of the most prominent L2 writing approaches are process and portfolio pedagogy. The former approach promotes the use of diverse writing strategies (e.g. pre-writing) to enhance student writers' expression and fluency.…

  20. L-2-Hydroxyglutarate: An Epigenetic Modifier and Putative Oncometabolite in Renal Cancer

    PubMed Central

    Shim, Eun-Hee; Livi, Carolina B.; Rakheja, Dinesh; Tan, Jubilee; Benson, Daniel; Parekh, Vishwas; Kho, Eun-Young; Ghosh, Arindam P.; Kirkman, Richard; Velu, Sadanan; Dutta, Shilpa; Chenna, Balachandra; Rea, Shane L; Mishur, Robert J; Li, Qiuhua; Johnson-Pais, Teresa L.; Guo, Lining; Bae, Sejong; Wei, Shi; Block, Karen; Sudarshan, Sunil

    2014-01-01

    Through unbiased metabolomics, we identified elevations of the metabolite 2-hydroxyglutarate (2HG) in renal cell carcinoma (RCC). 2HG can inhibit 2-oxoglutaratre (2-OG) dependent dioxygenases which mediate epigenetic events including DNA and histone demethylation. 2HG accumulation, specifically the D- enantiomer, can result from gain of function mutations of isocitrate dehydrogenase (IDH1, IDH2) found in several different tumors. In contrast, kidney tumors demonstrate elevations of the L enantiomer of 2HG (L-2HG). High 2HG tumors demonstrate reduced DNA levels of 5-hydroxymethylcytosine (5hmC) consistent with 2-HG mediated inhibition of TET (Ten Eleven Translocation) enzymes which convert 5-methylcystoine (5mC) to 5hmC. L-2HG elevation is mediated in part by reduced expression of L-2HG dehydrogenase (L2HGDH). L2HGDH reconstitution in RCC cells lowers L-2HG and promotes 5hmC accumulation. Additionally, L2HGDH expression in RCC cells reduces histone methylation and suppresses in vitro tumor phenotypes. Our report identifies L-2HG as an epigenetic modifier and putative oncometabolite in kidney cancer. PMID:25182153

  1. Noun, Verb, or Adjective? L2 Learners' Sensitivity to Cues to Word Class

    ERIC Educational Resources Information Center

    Zyzik, Eve

    2009-01-01

    This study investigates learners' knowledge of word classes (i.e. noun, verb, adjective) in their second language (L2). Although some L2 studies have examined the problem of word class indirectly through a focus on vocabulary and the teaching of derivational morphology (Morin, 2003, 2006; Schmitt & Zimmerman, 2002), little is known about learners'…

  2. Mediation Strategies in L2 Writing Processes: A Case Study of Two Korean Language Learners

    ERIC Educational Resources Information Center

    Kang, Yon-Soo; Pyun, Danielle Ooyoung

    2013-01-01

    With the recent rise of sociocultural theory in second-language acquisition, attempts have been made to understand L2 learners' uses of different resources in writing, based on their cultural, historical, and institutional contexts. In line with L2 writing research within the sociocultural paradigm, this study investigates the writing strategies…

  3. Construction of a Rated Speech Corpus of L2 Learners' Spontaneous Speech

    ERIC Educational Resources Information Center

    Yoon, Su-Youn; Pierce, Lisa; Huensch, Amanda; Juul, Eric; Perkins, Samantha; Sproat, Richard; Hasegawa-Johnson, Mark

    2009-01-01

    This work reports on the construction of a rated database of spontaneous speech produced by second language (L2) learners of English. Spontaneous speech was collected from 28 L2 speakers representing six language backgrounds and five different proficiency levels. Speech was elicited using formats similar to that of the TOEFL iBT and the Speaking…

  4. Interface Conditions on Postverbal Subjects: A Corpus Study of L2 English

    ERIC Educational Resources Information Center

    Lozano, Cristobal; Mendikoetxea, Amaya

    2010-01-01

    This paper investigates how syntactic knowledge interfaces with other cognitive systems by analysing the production of postverbal subjects, V(erb)-S(ubject) order, in an L1 Spanish-L2 English corpus and a comparable English native corpus. VS order in both native and L2 English is shown to be constrained by properties operating at three interfaces:…

  5. Admissible ŝl (2|1; C) k characters and parafermions

    NASA Astrophysics Data System (ADS)

    Hayes, M.; Taormina, A.

    1998-10-01

    The branching functions of a particular subclass of characters of the affine superalgebra ŝl(2|1;( C) k into characters of the subalgebra ŝl(2|1;( C) k are calculated for fractional levels k = /1 u - 1, u ɛ N. They involve rational torus A u(u-1)andZu-1 parafermion characters.

  6. Looking for the Big Picture: Macrostrategies for L2 Teacher Observation and Feedback

    ERIC Educational Resources Information Center

    Salas, Spencer; Mercado, Leonardo

    2010-01-01

    While an extensive body of literature in TESOL studies the different paradigms that drive second language (L2) teachers' conceptualizations of their professional identities and practice, there is still a need for more research into how L2 supervisors construct the realities of supervision and how their interpretations of those realities inform…

  7. The Influence of Schema and Cultural Difference on L1 and L2 Reading

    ERIC Educational Resources Information Center

    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…

  8. A Study of Relationships between L1 Pragmatic Transfer and L2 Proficiency

    ERIC Educational Resources Information Center

    Bu, Jiemin

    2012-01-01

    Studies in interlanguage pragmatics have shown that L2 learners' proficiency has an influence on the occurrences of L1 pragmatic transfer. However, questions remain whether the relationship between L1 pragmatic transfer and L2 proficiency is positive or negative. This paper is designed to study L1 pragmatic transfer in requests made by Chinese…

  9. Word Boundaries in L2 Speech: Evidence from Polish Learners of English

    ERIC Educational Resources Information Center

    Schwartz, Geoffrey

    2016-01-01

    Acoustic and perceptual studies investgate B2-level Polish learners' acquisition of second language (L2) English word-boundaries involving word-initial vowels. In production, participants were less likely to produce glottalization of phrase-medial initial vowels in L2 English than in first language (L1) Polish. Perception studies employing word…

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

    ERIC Educational Resources Information Center

    Miguel, Nausica Marcos

    2012-01-01

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

  11. Processing Strategies by Beginning L2 Learners of English and Spanish: A Crosslinguistic Study

    ERIC Educational Resources Information Center

    Brandl, Anel

    2013-01-01

    A central issue in second language acquisition (SLA) research is the relationship between morphosyntactic and lexical-semantic knowledge among L2 learners. It has been proposed that, L2 language acquisition starts with transfer of L1 semantic and morphosyntactic processing strategies; however, it has been observed that, at lower proficiency…

  12. L1-L2 Convergence in Clausal Packaging in Japanese and English

    ERIC Educational Resources Information Center

    Brown, Amanda; Gullberg, Marianne

    2013-01-01

    This study investigates L1-L2 convergence among bilinguals at an intermediate (CEFR-B2) level of L2 proficiency, focusing on the clausal packaging of Manner and Path of motion. Previous research has shown cross-linguistic differences between English and Japanese in this domain (Allen et al., 2003; Kita & Ozyurek, 2003, though note Brown &…

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

    ERIC Educational Resources Information Center

    Aponte-de-Hanna, Cecilia

    2012-01-01

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

  14. Problem-Solving Mechanisms in L2 Communication: A Psycholinguistic Perspective.

    ERIC Educational Resources Information Center

    Dornyei, Zoltan; Kormos, Judit

    1998-01-01

    Investigates ways speakers manage problems and overcome difficulties in second language (L2) communication. Distinguishes four main sources of L2 communication problems; resource deficits; processing time pressure; perceived deficiencies in one's own language output; and perceived deficiencies in interlocutors performance. Adopts a…

  15. Sidestepping Our "Scare Words": Genre as a Possible Bridge between L1 and L2 Compositionists

    ERIC Educational Resources Information Center

    Costino, Kimberly A.; Hyon, Sunny

    2011-01-01

    In light of the increasing student diversity in U.S. university composition classrooms, there is a strong need for collaboration between L1 and L2 writing specialists. Differences in the lexicons of our two fields, however, as well as the philosophical differences embedded in our word choices, can hinder productive L1-L2 communication. The purpose…

  16. The Roles of Third-Turn Repeats in Two L2 Classroom Interactional Contexts

    ERIC Educational Resources Information Center

    Park, Yujong

    2014-01-01

    This study provides an empirically based contribution to the growing body of research using conversation analysis as a methodical tool for analysing functions of action types through interaction in L2 classroom settings. Using data from various L2 classrooms in ESL and EFL contexts, it is argued that the role of repeats differ depending on the…

  17. Negative Feedback and Positive Evidence in Task-Based Interaction: Differential Effects on L2 Development

    ERIC Educational Resources Information Center

    Iwashita, Noriko

    2003-01-01

    This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginning level of proficiency in an Australian tertiary…

  18. Status of the L2 and Lunar Charged Particle Environment Models

    NASA Technical Reports Server (NTRS)

    Minow, Joseph I.; Diekmann, Anne M.; Blackwell, William C., Jr.

    2007-01-01

    The L2 Charged Particle Environment (L2-CPE) model is an engineering tool which provides free field charged particle environments for distant magnetotail, magnetosheath, and solar wind environments. L2-CPE is intended for use in assessing contributions from low energy radiation environments (4.1 keV to few MeV) to radiation dose in thin materials used in construction of spacecraft to be placed in orbit about the Sun-Earth L2 point. This paper describes the status of the current version of the L2-CPE model including structure of the model used to organize plasma environments into solar wind, magnetosheath, and magnetotail environments, the algorithms used to estimate radiation fluence in sparsely sampled environments, the updated graphical user interface, and output options for flux and fluence environments. In addition, we describe the status and plans for updating the model to include environments relevant to lunar programs.

  19. Acquisition of contextual Pavlovian fear conditioning is blocked by application of an NMDA receptor antagonist D,L-2-amino-5-phosphonovaleric acid to the basolateral amygdala.

    PubMed

    Fanselow, M S; Kim, J J

    1994-02-01

    Rats, with chronic cannula placed bilaterally in the amygdala, received infusions of the N-methyl-D-aspartate (NMDA) receptor antagonist D,L-2-amino-5-phosphonovaleric acid (APV) before contextual Pavlovian fear conditioning. Administration of APV to the basolateral nucleus prevented acquisition of fear. Central nucleus infusions had no effect. It is concluded that an NMDA-mediated process near the basolateral region of the amygdala (e.g., lateral or basolateral nucleus) is essential for the learning of fear.

  20. Topography of the Human Papillomavirus Minor Capsid Protein L2 during Vesicular Trafficking of Infectious Entry

    PubMed Central

    DiGiuseppe, Stephen; Keiffer, Timothy R.; Bienkowska-Haba, Malgorzata; Luszczek, Wioleta; Guion, Lucile G. M.; Müller, Martin

    2015-01-01

    ABSTRACT The human papillomavirus (HPV) capsid is composed of the major capsid protein L1 and the minor capsid protein L2. During entry, the HPV capsid undergoes numerous conformational changes that result in endosomal uptake and subsequent trafficking of the L2 protein in complex with the viral DNA to the trans-Golgi network. To facilitate this transport, the L2 protein harbors a number of putative motifs that, if capable of direct interaction, would interact with cytosolic host cell factors. These data imply that a portion of L2 becomes cytosolic during infection. Using a low concentration of digitonin to selectively permeabilize the plasma membrane of infected cells, we mapped the topography of the L2 protein during infection. We observed that epitopes within amino acid residues 64 to 81 and 163 to 170 and a C-terminal tag of HPV16 L2 are exposed on the cytosolic side of intracellular membranes, whereas an epitope within residues 20 to 38, which are upstream of a putative transmembrane region, is luminal. Corroborating these findings, we also found that L2 protein is sensitive to trypsin digestion during infection. These data demonstrate that the majority of the L2 protein becomes accessible on the cytosolic side of intracellular membranes in order to interact with cytosolic factors to facilitate vesicular trafficking. IMPORTANCE In order to complete infectious entry, nonenveloped viruses have to pass cellular membranes. This is often achieved through the viral capsid protein associating with or integrating into intracellular membrane. Here, we determine the topography of HPV L2 protein in the endocytic vesicular compartment, suggesting that L2 becomes a transmembrane protein with a short luminal portion and with the majority facing the cytosolic side for interaction with host cell transport factors. PMID:26246568

  1. Nonnativeness in Near-Native Child L2 Starters of Japanese: Age and the Acquisition of Relative Clauses

    ERIC Educational Resources Information Center

    Nishikawa, Tomomi

    2014-01-01

    Many age-related second language (L2) studies have confirmed that young children have a better chance to become nativelike in L2 acquisition than adults. The current study investigated whether age effects exist in the L2 acquisition of Japanese and whether nativelike proficiency is guaranteed for early child L2 starters after constant target…

  2. Medieval and Modern Views of Universal Grammar and the Nature of Second Language Learning.

    ERIC Educational Resources Information Center

    Thomas, Margaret

    1995-01-01

    Examines the relationship between ideas of universal grammar (UG) and second language (L2) teaching and learning in medieval Europe in the context of the 20th-century debate about the role of UG in L2 acquisition. The roles of generative linguistics on UG and L2 instruction and learning in the 20th century are discussed. (65 references) (MDM)

  3. An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning

    ERIC Educational Resources Information Center

    Winke, Paula

    2013-01-01

    In this study I examine the construct of aptitude in learning Chinese as a second language (L2) to an advanced level. I test 2 hypotheses: first, that L2 aptitude comprises 4 components--working memory, rote memory, grammatical sensitivity, and phonemic coding ability--and second, that L2 aptitude affects learning both directly and indirectly…

  4. Learning to Learn: Improving Attainment, Closing the Gap at Key Stage 3

    ERIC Educational Resources Information Center

    Mannion, James; Mercer, Neil

    2016-01-01

    In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…

  5. Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage versus Composition

    PubMed Central

    Bowden, Harriet Wood; Gelfand, Matthew P.; Sanz, Cristina; Ullman, Michael T.

    2009-01-01

    This study examines the storage vs. composition of Spanish inflected verbal forms in L1 and L2 speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verbs) or Classes II and III (non-default classes), and were asked to produce either first-person singular present-tense or imperfect forms, in separate tasks. In the present tense, the L1 speakers showed inflected-form frequency effects (i.e., higher frequency forms were produced faster, which is taken as a reflection of storage) for stem-changing (irregular) verb-forms from both Class I (e.g., pensar-pienso) and Classes II and III (e.g., perder-pierdo), as well as for non-stem-changing (regular) forms in Classes II/III (e.g., vender-vendo), in which the regular transformation does not appear to constitute a default. In contrast, Class I regulars (e.g., pescar-pesco), whose non-stem-changing transformation constitutes a default (e.g., it is applied to new verbs), showed no frequency effects. L2 speakers showed frequency effects for all four conditions (Classes I and II/III, regulars and irregulars). In the imperfect tense, the L1 speakers showed frequency effects for Class II/III (-ía-suffixed) but not Class I (-aba-suffixed) forms, even though both involve non-stem-change (regular) default transformations. The L2 speakers showed frequency effects for both types of forms. The pattern of results was not explained by a wide range of potentially confounding experimental and statistical factors, and does not appear to be compatible with single-mechanism models, which argue that all linguistic forms are learned and processed in associative memory. The findings are consistent with a dual-system view in which both verb class and regularity influence the storage vs

  6. Nuclear import strategies of high-risk HPV18 L2 minor capsid protein

    SciTech Connect

    Klucevsek, K.; Daley, J.; Darshan, M.S.; Bordeaux, J.; Moroianu, J. . E-mail: moroianu@bc.edu

    2006-08-15

    We have investigated the nuclear import strategies of high-risk HPV18 L2 minor capsid protein. HPV18 L2 interacts with Kap {alpha}{sub 2} adapter, and Kap {beta}{sub 2} and Kap {beta}{sub 3} nuclear import receptors. Moreover, binding of RanGTP to either Kap {beta}{sub 2} or Kap {beta}{sub 3} inhibits their interaction with L2, suggesting that these Kap {beta}/L2 complexes are import competent. Mapping studies show that HPV18 L2 contains two NLSs: in the N-terminus (nNLS) and in the C-terminus (cNLS), both of which can independently mediate nuclear import. Both nNLS and cNLS form a complex with Kap {alpha}{sub 2}{beta}{sub 1} heterodimer and mediate nuclear import via a classical pathway. The nNLS is also essential for the interaction of HPV18 L2 with Kap {beta}{sub 2} and Kap {beta}{sub 3}. Interestingly, both nNLS and cNLS interact with the viral DNA and this DNA binding occurs without nucleotide sequence specificity. Together, the data suggest that HPV18 L2 can interact via its NLSs with several Kaps and the viral DNA and may enter the nucleus via multiple import pathways mediated by Kap {alpha}{sub 2}{beta}{sub 1} heterodimers, Kap {beta}{sub 2} and Kap {beta}{sub 3}.

  7. MPV17L2 is required for ribosome assembly in mitochondria

    PubMed Central

    Dalla Rosa, Ilaria; Durigon, Romina; Pearce, Sarah F.; Rorbach, Joanna; Hirst, Elizabeth M.A.; Vidoni, Sara; Reyes, Aurelio; Brea-Calvo, Gloria; Minczuk, Michal; Woellhaf, Michael W.; Herrmann, Johannes M.; Huynen, Martijn A.; Holt, Ian J.; Spinazzola, Antonella

    2014-01-01

    MPV17 is a mitochondrial protein of unknown function, and mutations in MPV17 are associated with mitochondrial deoxyribonucleic acid (DNA) maintenance disorders. Here we investigated its most similar relative, MPV17L2, which is also annotated as a mitochondrial protein. Mitochondrial fractionation analyses demonstrate MPV17L2 is an integral inner membrane protein, like MPV17. However, unlike MPV17, MPV17L2 is dependent on mitochondrial DNA, as it is absent from ρ0 cells, and co-sediments on sucrose gradients with the large subunit of the mitochondrial ribosome and the monosome. Gene silencing of MPV17L2 results in marked decreases in the monosome and both subunits of the mitochondrial ribosome, leading to impaired protein synthesis in the mitochondria. Depletion of MPV17L2 also induces mitochondrial DNA aggregation. The DNA and ribosome phenotypes are linked, as in the absence of MPV17L2 proteins of the small subunit of the mitochondrial ribosome are trapped in the enlarged nucleoids, in contrast to a component of the large subunit. These findings suggest MPV17L2 contributes to the biogenesis of the mitochondrial ribosome, uniting the two subunits to create the translationally competent monosome, and provide evidence that assembly of the small subunit of the mitochondrial ribosome occurs at the nucleoid. PMID:24948607

  8. L2-stability of the Vlasov-Maxwell-Boltzmann system near global Maxwellians

    NASA Astrophysics Data System (ADS)

    Ha, Seung-Yeal; Xiao, Qinghua; Xiong, Linjie; Zhao, Huijiang

    2013-12-01

    We present a L2-stability theory of the Vlasov-Maxwell-Boltzmann system for the two-species collisional plasma. We show that in a perturbative regime of a global Maxwellian, the L2-distance between two strong solutions can be controlled by that between initial data in a Lipschitz manner. Our stability result extends earlier results [Ha, S.-Y. and Xiao, Q.-H., "A revisiting to the L2-stability theory of the Boltzmann equation near global Maxwellians," (submitted) and Ha, S.-Y., Yang, X.-F., and Yun, S.-B., "L2 stability theory of the Boltzmann equation near a global Maxwellian," Arch. Ration. Mech. Anal. 197, 657-688 (2010)] on the L2-stability of the Boltzmann equation to the Boltzmann equation coupled with self-consistent external forces. As a direct application of our stability result, we show that classical solutions in Duan et al. ["Optimal large-time behavior of the Vlasov-Maxwell-Boltzmann system in the whole space," Commun. Pure Appl. Math. 24, 1497-1546 (2011)] and Guo ["The Vlasov-Maxwell-Boltzmann system near Maxwellians," Invent. Math. 153(3), 593-630 (2003)] satisfy a uniform L2-stability estimate. This is the first result on the L2-stability of the Boltzmann equation coupled with self-consistent field equations in three dimensions.

  9. TCF7L2 is a master regulator of insulin production and processing

    PubMed Central

    Zhou, Yuedan; Park, Soo-Young; Su, Jing; Bailey, Kathleen; Ottosson-Laakso, Emilia; Shcherbina, Liliya; Oskolkov, Nikolay; Zhang, Enming; Thevenin, Thomas; Fadista, João; Bennet, Hedvig; Vikman, Petter; Wierup, Nils; Fex, Malin; Rung, Johan; Wollheim, Claes; Nobrega, Marcelo; Renström, Erik; Groop, Leif; Hansson, Ola

    2014-01-01

    Genome-wide association studies have revealed >60 loci associated with type 2 diabetes (T2D), but the underlying causal variants and functional mechanisms remain largely elusive. Although variants in TCF7L2 confer the strongest risk of T2D among common variants by presumed effects on islet function, the molecular mechanisms are not yet well understood. Using RNA-sequencing, we have identified a TCF7L2-regulated transcriptional network responsible for its effect on insulin secretion in rodent and human pancreatic islets. ISL1 is a primary target of TCF7L2 and regulates proinsulin production and processing via MAFA, PDX1, NKX6.1, PCSK1, PCSK2 and SLC30A8, thereby providing evidence for a coordinated regulation of insulin production and processing. The risk T-allele of rs7903146 was associated with increased TCF7L2 expression, and decreased insulin content and secretion. Using gene expression profiles of 66 human pancreatic islets donors’, we also show that the identified TCF7L2-ISL1 transcriptional network is regulated in a genotype-dependent manner. Taken together, these results demonstrate that not only synthesis of proinsulin is regulated by TCF7L2 but also processing and possibly clearance of proinsulin and insulin. These multiple targets in key pathways may explain why TCF7L2 has emerged as the gene showing one of the strongest associations with T2D. PMID:25015099

  10. Executive control modulates cross-language lexical activation during L2 reading: evidence from eye movements.

    PubMed

    Pivneva, Irina; Mercier, Julie; Titone, Debra

    2014-05-01

    Models of bilingual reading such as Bilingual Interactive Activation Plus (Dijkstra & van Heuven, 2002) do not predict a central role for domain-general executive control during bilingual reading, in contrast with bilingual models from other domains, such as production (e.g., the Inhibitory Control Model; Green, 1998). We thus investigated whether individual differences among bilinguals in domain-general executive control modulate cross-language activation during L2 sentence reading, over and above other factors such as L2 proficiency. Fifty French-English bilinguals read L2-English sentences while their eye movements were recorded, and they subsequently completed a battery of executive control and L2 proficiency tasks. High- and low-constraint sentences contained interlingual homographs (chat = "casual conversation" in English, "a cat" in French), cognates (piano in English and French), or L2-specific control words. The results showed that greater executive control among bilinguals but not L2 proficiency reduced cross-language activation in terms of interlingual homograph interference. In contrast, increased L2 proficiency but not executive control reduced cross-language activation in terms of cognate facilitation. These results suggest that models of bilingual reading must incorporate mechanisms by which domain-general executive control can alter the earliest stages of bilingual lexical activation.

  11. C5L2: a controversial receptor of complement anaphylatoxin, C5a.

    PubMed

    Li, Rui; Coulthard, Liam G; Wu, M C L; Taylor, Stephen M; Woodruff, Trent M

    2013-03-01

    C5a is the paramount proinflammatory mediator of the complement cascade, and has been previously thought to act only through a single, G-protein-coupled, C5a receptor (C5aR; also termed CD88). In 2000, a second C5a receptor, C5L2 (previously known as GPR77), was discovered; yet, despite 12 yr of intensive research, its biological, or pathophysiological, function is both enigmatic and controversial. Unlike C5aR, this receptor does not couple to G proteins, and early studies promoted the hypothesis that C5L2 functions as a decoy receptor. However, recent data have provided other evidence for more complicated and conflicting interactions between C5L2 and other inflammatory mediators. C5L2 has been recently demonstrated to physically interact with both C5aR and β-arrestin to negatively regulate C5aR signaling toward an anti-inflammatory manner, and to reduce pathology, in several disease models in vivo. In direct contrast, other groups have demonstrated that C5L2 stimulation caused release of HMGB1 both in vitro and in vivo, and enhanced pathology in sepsis models, suggesting a clear proinflammatory signaling role. These astoundingly contradictory data challenge our precepts and complicate the foundational bases for the possible targeting of C5L2 as a therapeutic option in inflammatory disease. C5L2 may be the great masquerader in complement biology; its function dependent on the cell type, species, and disease context. Because of these unusual and unforeseen complexities, we present the current state of knowledge on C5L2 structure, expression and, most controversially, its putative functions.-Li, R., Coulthard, L.G., Wu, M. C. L., Taylor, S. M., Woodruff, T. M. C5L2: a controversial receptor of complement anaphylatoxin, C5a. PMID:23239822

  12. Morphosyntactic Processing in Advanced Second Language (L2) Learners: An Event-Related Potential Investigation of the Effects of L1-l2 Similarity and Structural Distance

    ERIC Educational Resources Information Center

    Alemán Bañón, José; Fiorentino, Robert; Gabriele, Alison

    2014-01-01

    Different theoretical accounts of second language (L2) acquisition differ with respect to whether or not advanced learners are predicted to show native-like processing for features not instantiated in the native language (L1). We examined how native speakers of English, a language with number but not gender agreement, process number and gender…

  13. An Attempt towards Learner Autonomy in L2 (English) an L3 (Arabic) Reading through Cognitive and Metacognitive Reading Strategy Instruction (CMRSI) in L2

    ERIC Educational Resources Information Center

    Talebi, Seyed Hassan

    2009-01-01

    This experimental study was intended to raise learner autonomy among Iranian native speakers of Persian in their L2 (English) and L3 (Arabic) reading comprehension through cognitive and metacognitive reading strategies instruction (CMRSI). The subjects of the study were divided into intermediate and advanced English language proficiency levels and…

  14. Bilingual Lexical Access during L1 Sentence Reading: The Effects of L2 Knowledge, Semantic Constraint, and L1-L2 Intermixing

    ERIC Educational Resources Information Center

    Titone, Debra; Libben, Maya; Mercier, Julie; Whitford, Veronica; Pivneva, Irina

    2011-01-01

    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…

  15. Embodiment and second-language: automatic activation of motor responses during processing spatially associated L2 words and emotion L2 words in a vertical Stroop paradigm.

    PubMed

    Dudschig, Carolin; de la Vega, Irmgard; Kaup, Barbara

    2014-05-01

    Converging evidence suggests that understanding our first-language (L1) results in reactivation of experiential sensorimotor traces in the brain. Surprisingly, little is known regarding the involvement of these processes during second-language (L2) processing. Participants saw L1 or L2 words referring to entities with a typical location (e.g., star, mole) (Experiment 1 & 2) or to an emotion (e.g., happy, sad) (Experiment 3). Participants responded to the words' ink color with an upward or downward arm movement. Despite word meaning being fully task-irrelevant, L2 automatically activated motor responses similar to L1 even when L2 was acquired rather late in life (age >11). Specifically, words such as star facilitated upward, and words such as root facilitated downward responses. Additionally, words referring to positive emotions facilitated upward, and words referring to negative emotions facilitated downward responses. In summary our study suggests that reactivation of experiential traces is not limited to L1 processing.

  16. Embodiment and second-language: automatic activation of motor responses during processing spatially associated L2 words and emotion L2 words in a vertical Stroop paradigm.

    PubMed

    Dudschig, Carolin; de la Vega, Irmgard; Kaup, Barbara

    2014-05-01

    Converging evidence suggests that understanding our first-language (L1) results in reactivation of experiential sensorimotor traces in the brain. Surprisingly, little is known regarding the involvement of these processes during second-language (L2) processing. Participants saw L1 or L2 words referring to entities with a typical location (e.g., star, mole) (Experiment 1 & 2) or to an emotion (e.g., happy, sad) (Experiment 3). Participants responded to the words' ink color with an upward or downward arm movement. Despite word meaning being fully task-irrelevant, L2 automatically activated motor responses similar to L1 even when L2 was acquired rather late in life (age >11). Specifically, words such as star facilitated upward, and words such as root facilitated downward responses. Additionally, words referring to positive emotions facilitated upward, and words referring to negative emotions facilitated downward responses. In summary our study suggests that reactivation of experiential traces is not limited to L1 processing. PMID:24681402

  17. Testing the Fundamental Difference Hypothesis: L2 Adult, L2 Child, and L1 Child Comparisons in the Acquisition of Korean "Wh"-Constructions with Negative Polarity Items

    ERIC Educational Resources Information Center

    Song, Hyang Suk; Schwartz, Bonnie D.

    2009-01-01

    The fundamental difference hypothesis (FDH; Bley-Vroman, 1989, 1990) contends that the nature of language in natives is fundamentally different from the nature of language in adult nonnatives. This study tests the FDH in two ways: (a) via second language (L2) poverty-of-the-stimulus (POS) problems (e.g., Schwartz & Sprouse, 2000) and (b) via a…

  18. Mutations in MAB21L2 Result in Ocular Coloboma, Microcornea and Cataracts

    PubMed Central

    Deml, Brett; Kariminejad, Ariana; Borujerdi, Razieh H. R.; Muheisen, Sanaa; Reis, Linda M.; Semina, Elena V.

    2015-01-01

    Ocular coloboma results from abnormal embryonic development and is often associated with additional ocular and systemic features. Coloboma is a highly heterogeneous disorder with many cases remaining unexplained. Whole exome sequencing from two cousins affected with dominant coloboma with microcornea, cataracts, and skeletal dysplasia identified a novel heterozygous allele in MAB21L2, c.151 C>G, p.(Arg51Gly); the mutation was present in all five family members with the disease and appeared de novo in the first affected generation of the three-generational pedigree. MAB21L2 encodes a protein similar to C. elegans mab-21 cell fate-determining factor; the molecular function of MAB21L2 is largely unknown. To further evaluate the role of MAB21L2, zebrafish mutants carrying a p.(Gln48Serfs*5) frameshift truncation (mab21l2Q48Sfs*5) and a p.(Arg51_Phe52del) in-frame deletion (mab21l2R51_F52del) were developed with TALEN technology. Homozygous zebrafish embryos from both lines developed variable lens and coloboma phenotypes: mab21l2Q48Sfs*5 embryos demonstrated severe lens and retinal defects with complete lethality while mab21l2R51_F52del mutants displayed a milder lens phenotype and severe coloboma with a small number of fish surviving to adulthood. Protein studies showed decreased stability for the human p.(Arg51Gly) and zebrafish p.(Arg51_Phe52del) mutant proteins and predicted a complete loss-of-function for the zebrafish p.(Gln48Serfs*5) frameshift truncation. Additionally, in contrast to wild-type human MAB21L2 transcript, mutant p.(Arg51Gly) mRNA failed to efficiently rescue the ocular phenotype when injected into mab21l2Q48Sfs*5 embryos, suggesting this allele is functionally deficient. Histology, immunohistochemistry, and in situ hybridization experiments identified retinal invagination defects, an increase in cell death, abnormal proliferation patterns, and altered expression of several ocular markers in the mab21l2 mutants. These findings support the

  19. REV7/MAD2L2: the multitasking maestro emerges as a barrier to recombination

    PubMed Central

    Sale, Julian E

    2015-01-01

    REV7/MAD2L2 plays important roles in translesion DNA synthesis and mitotic control. Two new papers extend its gamut by revealing its unexpected participation in pathway choice during DNA double-strand break repair. By inhibiting 5′ DNA end resection downstream of 53BP1 and RIF1, REV7/MAD2L2 promotes non-homologous end joining at the expense of homologous recombination. Importantly, loss of REV7/MAD2L2 renders PARP inhibitors ineffective in BRCA1-deficient tumours, suggesting another possible mechanism for the acquisition of resistance to this important new class of drug. PMID:25896508

  20. Evidence for Association between Polycystic Ovary Syndrome (PCOS) and TCF7L2 and Glucose Intolerance in Women with PCOS and TCF7L2

    PubMed Central

    Biyasheva, Assel; Legro, Richard S.; Dunaif, Andrea; Urbanek, Margrit

    2009-01-01

    Context and Objective: Of the recently identified type 2 diabetes mellitus (T2D) susceptibility loci, transcription factor 7-like 2 (TCF7L2) confers the greatest relative risk for T2D and significantly predicts conversion to T2D in persons with impaired glucose tolerance. TCF7L2 is, therefore, also a strong candidate gene for polycystic ovary syndrome (PCOS), a common endocrine disorder characterized by androgen excess and menstrual irregularities and associated with insulin resistance and a 7-fold increased risk for T2D. Research Design and Methods: We tested for association between 58 single nucleotide polymorphisms mapping to TCF7L2 and PCOS in 624 index (PCOS) cases and 553 control women of European ancestry. Furthermore, in the women with PCOS, we tested for association with seven reproductive and metabolic quantitative traits. Results: Although we did not detect evidence for association between the previously described TCF7L2 T2D locus, the proinsulin:insulin molar ratio, a marker of pancreatic β-cell dysfunction, was strongly associated with this locus (P = 2.1 × 10−4). We also observed evidence for association between PCOS and two single nucleotide polymorphisms, rs11196236 (P = 9.0 × 10−4) and rs11196229 (P = 0.0027) mapping more than 100 kb centromeric to the previously published T2D susceptibility loci. Conclusions: We have observed evidence of association with two independent TCF7L2 loci in a PCOS cohort: 1) association between the proinsulin:insulin molar ratio and the T2D locus; and 2) association with reproductive PCOS phenotype and a novel locus. This study suggests that variation in different regions of a susceptibility gene contributes to distinct phenotypes. PMID:19351735