The Differential Effects of Implicit and Explicit Feedback on Second Language (L2) Learners at Different Proficiency Levels

ERIC Educational Resources Information Center

Li, Shaofeng

2009-01-01

The present study investigates the differential effects of explicit and implicit feedback on L2 learners at different proficiency levels as measured by L2 development and learner uptake, which is defined as the learner's responses following feedback. Twenty-three learners of Chinese as a foreign language at two different levels of proficiency at a…

Subcomponents of Second-Language Aptitude and Second-Language Proficiency

ERIC Educational Resources Information Center

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

2011-01-01

A factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language (L2) aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted. The analysis yielded 4 factors that were labeled Language Analysis, composed of L1 and L2 language comprehension, grammar,…

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…

Exploring Oral Proficiency Profiles of Heritage Speakers of Russian and Spanish

ERIC Educational Resources Information Center

Swender, Elvira; Martin, Cynthia L.; Rivera-Martinez, Mildred; Kagan, Olga E.

2014-01-01

This article explores the linguistic profiles of heritage speakers of Russian and Spanish. Data from the 2009-2013 ACTFL-UCLA NHLRC Heritage Language Project included biographical information as well as speech samples that were elicited using the ACTFL Oral Proficiency Interview-computer and were rated according to the ACTFL Proficiency Guidelines…

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

ERIC Educational Resources Information Center

McManus, Kevin

2015-01-01

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

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

ERIC Educational Resources Information Center

Hong, Su Chin; Chen, Shu Hui

2011-01-01

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

Do semantic sentence constraint and L2 proficiency influence language selectivity of lexical access in native language listening?

PubMed

Lagrou, Evelyne; Hartsuiker, Robert J; Duyck, Wouter

2015-12-01

We investigated whether language nonselective lexical access in bilingual auditory word recognition when listening in the native language (L1) is modulated by (a) the semantic constraint of the sentence and (b) the second language (L2) proficiency level. We report 2 experiments in which Dutch-English bilinguals with different proficiency levels completed an L1 auditory lexical-decision task on the last word of low- and high-constraining sentences. The critical stimuli were interlingual homophones (e.g., lief [sweet] - leaf /li:f/). Participants recognized homophones significantly slower than matched control words. Importantly, neither the semantic constraint of the sentence, nor the proficiency level of the bilinguals interacted with this interlingual homophone effect. However, when we compared the slow and fast reaction times (RTs), we observed a reduction in the homophone interference effect when listening to high-constraining sentences in L1 for the slow RTs, but not for the fast RTs. Taken together, this provides strong evidence for a language-nonselective account of lexical access when listening in L1, and suggests that even when low-proficient bilinguals are listening to high-constraint sentences in L1, both languages of a bilingual are still activated. (c) 2015 APA, all rights reserved).

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…

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. Copyright © 2015 Elsevier B.V. All rights reserved.

Assessing Lexical Proficiency Using Analytic Ratings: A Case for Collocation Accuracy

ERIC Educational Resources Information Center

Crossley, Scott A.; Salsbury, Tom; Mcnamara, Danielle S.

2015-01-01

This study analyzes lexical proficiency in oral and written texts produced by second language (L2) learners of English. The purpose of the study is to examine relationships between analytic scores of depth of lexical knowledge, breadth of lexical knowledge, and access to core lexical items and holistic scores of lexical proficiency. A corpus of…

Rasch Based Analysis of Oral Proficiency Test Data.

ERIC Educational Resources Information Center

Nakamura, Yuji

2001-01-01

This paper examines the rating scale data of oral proficiency tests analyzed by a Rasch Analysis focusing on an item map and factor analysis. In discussing the item map, the difficulty order of six items and students' answering patterns are analyzed using descriptive statistics and measures of central tendency of test scores. The data ranks the…

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…

Developing Autonomous Learning for Oral Proficiency Using Digital Storytelling

ERIC Educational Resources Information Center

Kim, SoHee

2014-01-01

Since online educational technology can support a ubiquitous language learning environment, there are many ways to develop English learners' autonomy through self-access learning. This study investigates whether English as a second language (ESL) learners can improve their oral proficiency through independent study by using online self-study…

Automated Scoring of L2 Spoken English with Random Forests

ERIC Educational Resources Information Center

Kobayashi, Yuichiro; Abe, Mariko

2016-01-01

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

The Impact of Topic Interest, L2 Proficiency, and Gender on EFL Incidental Vocabulary Acquisition through Reading

ERIC Educational Resources Information Center

Lee, Sunjung; Pulido, Diana

2017-01-01

This study investigated the impact of topic interest, alongside L2 proficiency and gender, on L2 vocabulary acquisition through reading. A repeated-measures design was used with 135 Korean EFL students. Control variables included topic familiarity, prior target-word knowledge, and target-word difficulty (word length, class, and concreteness).…

Beyond Faith and Face Validity: The Multitrait-Multimethod Matrix and the Convergent and Discriminant Validity of Oral Proficiency Tests.

ERIC Educational Resources Information Center

Stevenson, Douglas K.

Recently there has been a renewed international interest in direct oral proficiency measures such as the oral interview. There has also been a growing awareness among some language testing specialists that all proficiency tests must be subjected to construct validation. It seems that the high face validity of oral interviews tends to cloud and…

Task Proficiency and L1 Private Speech

ERIC Educational Resources Information Center

Yamada, Minako

2005-01-01

There is a growing volume of research on task-based language use; however, the nature of "task proficiency" has not yet been clearly defined. In order to gain new insights, this study examines the relationship between the process of communication in an L2 and a task outcome by analysing lexical density, as obtained from the pattern of a…

L2-L1 Translation Priming Effects in a Lexical Decision Task: Evidence From Low Proficient Korean-English Bilinguals

PubMed Central

Lee, Yoonhyoung; Jang, Euna; Choi, Wonil

2018-01-01

One of the key issues in bilingual lexical representation is whether L1 processing is facilitated by L2 words. In this study, we conducted two experiments using the masked priming paradigm to examine how L2-L1 translation priming effects emerge when unbalanced, low proficiency, Korean-English bilinguals performed a lexical decision task. In Experiment 1, we used a 150 ms SOA (50 ms prime duration followed by a blank interval of 100 ms) and found a significant L2-L1 translation priming effect. In contrast, in Experiment 2, we used a 60 ms SOA (50 ms prime duration followed by a blank interval of 10 ms) and found a null effect of L2-L1 translation priming. This finding is the first demonstration of a significant L2-L1 translation priming effect with unbalanced Korean-English bilinguals. Implications of this work are discussed with regard to bilingual word recognition models. PMID:29599733

Preparation a l'Autonomie en Expression Orale. (Preparation for Autonomy in Oral Communication). Melanges Pedagogiques, 1972.

ERIC Educational Resources Information Center

Boulanger, C.

This article deals with the issue of gaining proficiency in oral expression in a second language. A functional approach to teaching oral proficiency is outlined, an approach which focuses on the audience as a determining factor in the speaker's linguistic output. Claims in the article are based on an experiment in the teaching of oral proficiency…

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.…

Planes, Politics and Oral Proficiency: Testing International Air Traffic Controllers

ERIC Educational Resources Information Center

Moder, Carol Lynn; Halleck, Gene B.

2009-01-01

This study investigates the variation in oral proficiency demonstrated by 14 Air Traffic Controllers across two types of testing tasks: work-related radio telephony-based tasks and non-specific English tasks on aviation topics. Their performance was compared statistically in terms of level ratings on the International Civil Aviation Organization…

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…

Talking and Testing: Discourse Approaches to the Assessment of Oral Proficiency. Studies in Bilingualism, Volume 14.

ERIC Educational Resources Information Center

Young, Richard, Ed.; He, Agnes Weiyun, Ed.

Papers on second language oral proficiency testing include: "Language Proficiency Interviews: A Discourse Approach" (Agnes Weiyun He, Richard Young); "Re-Analyzing the OPI: How Much Does It Look Like Natural Conversation?" (Marysia Johnson, Andrea Tyler); "Evaluating Learner Interactional Skills: Conversation at the Micro…

The Development of Advanced Learner Oral Proficiency Using iPads

ERIC Educational Resources Information Center

Lys, Franziska

2013-01-01

In this study, I investigate the use and integration of iPads in an advanced German conversation class. In particular, I am interested in analyzing how students learn with this new technology and how it affects the development of their oral proficiency level. Overall, my results suggest that iPads are well suited to practice listening and speaking…

The Roles of Suprasegmental Features in Predicting English Oral Proficiency with an Automated System

ERIC Educational Resources Information Center

Kang, Okim; Johnson, David

2018-01-01

Suprasegmental features have received growing attention in the field of oral assessment. In this article we describe a set of computer algorithms that automatically scores the oral proficiency of non-native speakers using unconstrained English speech. The algorithms employ machine learning and 11 suprasegmental measures divided into four groups…

Working Memory-Learning Condition Interactions Proficiency in L2 Russian under Naturalistic and Formal Learning Conditions

ERIC Educational Resources Information Center

Canner, Marc T.

2013-01-01

The purpose of this dissertation was to examine the relationships between working memory (WM) and three commonly used learning strategies or conditions in the nature of proficiency among adult L2 Russian learners. Based on the aptitude-learning condition interaction framework articulated by Robinson (2002b), the study identifies two types of…

Naming abilities in low-proficiency second language learners.

PubMed

Borodkin, Katy; Faust, Miriam

2014-01-01

Difficulties in second language (L2) learning are often associated with recognizable learning difficulties in native language (L1), such as in dyslexia. However, some individuals have low L2 proficiency but intact L1 reading skills. These L2 learners experience frequent tip-of-the-tongue states while naming in L1, which indicates that they have a weakness in retrieval of phonological codes of words. The authors hypothesized that if naming ability is shared across languages, this difficulty would reemerge in L2 naming, which was tested using the tip-of-the-tongue experimental paradigm. Consistent with this hypothesis, low-proficiency L2 learners (n = 15) reported more tip-of-the-tongue states, more frequently mispronounced correctly retrieved words, and benefited less from phonological cuing compared to high-proficiency L2 learners (n = 23). It is notable that low-proficiency L2 learners performed worse than individuals with dyslexia (n = 16) on some of these measures, despite the same level of L2 proficiency. These results indicate that L2 naming difficulties of low-proficiency L2 learners are a manifestation not merely of their low L2 proficiency but rather of a general weakness in phonological word form retrieval, which is shared across languages. More broadly, the study provides further evidence for the existence of a distinct profile of cognitive weaknesses characteristic of the behavioral phenotype of low-proficiency L2 learners.

Comments on Jeong-Won Lee and Diane Lemonnier Schallert's "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context."

ERIC Educational Resources Information Center

Bamford, Julian; Day, Richard R.; Schallert, Diane Lemonnier; Lee, Jeong-Won

1998-01-01

Provides reactions to an article, "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context" published in an earlier issue of this journal (v31 n4). The authors of the article respond to these reactions. (Author/VWL)

Measuring Oral Proficiency in Distance, Face-to-Face, and Blended Classrooms

ERIC Educational Resources Information Center

Blake, Robert; Wilson, Nicole L.; Cetto, Maria; Pardo-Ballester, Cristina

2008-01-01

Although the foreign-language profession routinely stresses the importance of technology for the curriculum, many teachers still harbor deep-seated doubts as to whether or not a hybrid course, much less a completely distance-learning class, could provide L2 learners with a way to reach linguistic proficiency, especially with respect to oral…

The Use of the L1 and the L2 in French L3: Examining Cross-Linguistic Lexemes in Multilingual Learners' Oral Production

ERIC Educational Resources Information Center

Lindqvist, Christina

2009-01-01

This study investigates to what degree, and in what manner, the L1 and L2(s) influence spoken French L3. The analysis is divided in two parts. The first examines the cross-linguistic lexemes of 30 Swedish learners, divided into three groups according to previous exposure to French. The results show that proficiency in the L3 is crucial: the least…

Miscue Analysis of Oral Reading among Less Proficient Readers in Primary Schools in Brunei Darussalam

ERIC Educational Resources Information Center

Hamid, Juliana Bte Haji Abdul; Abosi, Okechukwu

2011-01-01

Reading disability is the most common disability. At least one in five children has significant challenges learning to read. This study focused on the oral reading performance of 30 Year-Three students. The students were identified as less proficient readers from two randomly selected primary schools in Brunei Darussalam. The oral reading…

Translation norms for English and Spanish: The role of lexical variables, word class, and L2 proficiency in negotiating translation ambiguity

PubMed Central

Prior, Anat; MacWhinney, Brian; Kroll, Judith F.

2014-01-01

We present a set of translation norms for 670 English and 760 Spanish nouns, verbs and class ambiguous items that varied in their lexical properties in both languages, collected from 80 bilingual participants. Half of the words in each language received more than a single translation across participants. Cue word frequency and imageability were both negatively correlated with number of translations. Word class predicted number of translations: Nouns had fewer translations than did verbs, which had fewer translations than class-ambiguous items. The translation probability of specific responses was positively correlated with target word frequency and imageability, and with its form overlap with the cue word. Translation choice was modulated by L2 proficiency: Less proficient bilinguals tended to produce lower probability translations than more proficient bilinguals, but only in forward translation, from L1 to L2. These findings highlight the importance of translation ambiguity as a factor influencing bilingual representation and performance. The norms can also provide an important resource to assist researchers in the selection of experimental materials for studies of bilingual and monolingual language performance. These norms may be downloaded from www.psychonomic.org/archive. PMID:18183923

Oral Language Proficiency Testing at the Foreign Service Institute. An Update--1983.

ERIC Educational Resources Information Center

Crawford, Gary D.; And Others

The Foreign Service Institute (FSI) has been engaged in oral language proficiency testing theory and practice for more than 20 years. The FSI test has been consistent during this time in format, evaluation criteria, performance standards, and level definitions. Current concerns about the degree of standardization of the format and the strength of…

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…

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…

From Face-to-Face to Paired Oral Proficiency Interviews: The Nut Is yet to Be Cracked

ERIC Educational Resources Information Center

Birjandi, Parviz; Bagherkazemi, Marzieh

2011-01-01

The pressing need for English oral communication skills in multifarious contexts today is compelling impetus behind the large number of studies done on oral proficiency interviewing. Moreover, given the recently articulated concerns with the fairness and social dimension of such interviews, parallel concerns have been raised as to how most fairly…

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. Copyright © 2015 Elsevier B.V. All rights reserved.

Investigating the Interactions among Genre, Task Complexity, and Proficiency in L2 Writing: A Comprehensive Text Analysis and Study of Learner Perceptions

ERIC Educational Resources Information Center

Yoon, Hyung-Jo

2017-01-01

In this study, I explored the interactions among genre, task complexity, and L2 proficiency in learners' writing task performance. Specifically, after identifying the lack of valid operationalizations of genre and task dimensions in L2 writing research, I examined how genre functions as a task complexity variable, and how learners' perceptions and…

A Revised Spanish/English Oral Proficiency Test, 1974 Field Test Results. Research and Development Memorandum No. 134.

ERIC Educational Resources Information Center

Ramirez, Arnulfo G.; Politzer, Robert L.

A revised Spanish/English oral-proficiency test battery was administered to 40 Spanish-surnamed pupils equally divided by sex at grade levels 1, 3, 5, and 7. The test battery included parallel Spanish and English versions of: (1) a 12-item vocabulary pretest, (2) a 32-item vocabulary-by-domain test consisting of four sections--home, neighborhood,…

The Development of L2 Fluency during Study Abroad: A Cross-Language Study

ERIC Educational Resources Information Center

Di Silvio, Francesca; Diao, Wenhao; Donovan, Anne

2016-01-01

Examining speech samples from 75 American university students learning 1 of 3 languages (Mandarin, Russian, and Spanish), this article reports on a study of second language (L2) learners' oral fluency development and its relationship with their gains in holistic proficiency ratings during a semester abroad. In study abroad research, there is a…

The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High-Proficient L2 Learners

ERIC Educational Resources Information Center

Farrokhi, Farahman; Sattarpour, Simin

2012-01-01

The present article reports the findings of a study that explored(1) whether direct written corrective feedback (CF) can help high-proficient L2 learners, who has already achieved a rather high level of accuracy in English, improve in the accurate use of two functions of English articles (the use of "a" for first mention and…

The Development and Validation of a Spanish Elicited Imitation Test of Oral Language Proficiency for the Missionary Training Center

ERIC Educational Resources Information Center

Thompson, Carrie A.

2013-01-01

The Missionary Training Center (MTC), affiliated with the Church of Jesus Christ of Latter-day Saints, needs a reliable and cost effective way to measure the oral language proficiency of missionaries learning Spanish. The MTC needed to measure incoming missionaries' Spanish language proficiency for training and classroom assignment as well as to…

Examining the Reliability and Validity of ADEPT and CELDT: Comparing Two Assessments of Oral Language Proficiency for English Language Learners

ERIC Educational Resources Information Center

Chavez, Gina

2013-01-01

Few classroom measures of English language proficiency have been evaluated for reliability and validity. This research examined the concurrent and predictive validity of an oral language test, titled A Developmental English Language Proficiency Test (ADEPT), and the relationship to the California English Language Development Test (CELDT) in the…

Oral Proficiency Standards and Foreign Language Teacher Candidates: Current Findings and Future Research Directions

ERIC Educational Resources Information Center

Glisan, Eileen W.; Swender, Elvira; Surface, Eric A.

2013-01-01

The renewed national focus on teacher quality and effectiveness has resulted in more rigorous standards that describe the knowledge and skills required of teacher candidates across all disciplines. In the area of foreign languages, three sets of professional standards address the oral proficiency of teachers in the target languages they teach…

Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students

ERIC Educational Resources Information Center

Schoonen, Rob; van Gelderen, Amos; Stoel, Reinoud D.; Hulstijn, Jan; de Glopper, Kees

2011-01-01

This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed several writing tasks in both languages in three…

Assessing Language Proficiency Levels: Oral Proficiency Testing, Pre- and Post-Soviet Study.

ERIC Educational Resources Information Center

Baker, Robert L.

The importance of assessing language proficiency levels and the relationship of this priority to the teaching of Russian at the university level are discussed. Serious concerns about the value of language-specific proficiency guidelines are raised, and an argument is presented suggesting that language-specific guidelines may lead to undue emphasis…

What Is Lexical Proficiency? Some Answers from Computational Models of Speech Data

ERIC Educational Resources Information Center

Crossley, Scott A.; Salsbury, Tom; McNamara, Danielle S.; Jarvis, Scott

2011-01-01

Lexical proficiency, as a cognitive construct, is poorly understood. However, lexical proficiency is an important element of language proficiency and fluency, especially for second language (L2) learners. Lexical proficiency is also an important attribute of L2 academic achievement. Generally speaking, lexical proficiency comprises breadth of…

Another Look at Correlations between the Oral Proficiency Interview and the Zertifikat Deutsch als Fremdsprache.

ERIC Educational Resources Information Center

Vazulik, Johannes; Brown, Cheri

A study supplementing earlier research by Lalande and Schweckendiek investigated comparisons and correlations obtained from testing a group of 17 university students of German using both the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview (OPI) and the most recent revision of the examination for the…

Zertifikat Deutsch als Fremdsprache and the Oral Proficiency Interview: A Comparison of Test Scores and Examinations.

ERIC Educational Resources Information Center

Lalande, John F.; Schweckendiek, Jurgen

1986-01-01

Investigates what correlations might exist between an individual's score on the Zertifikat Deutsch als Fremdsprache and on the Oral Proficiency Interview. The tests themselves are briefly described. Results indicate that the two tests appear to correlate well in their evaluation of speaking skills. (SED)

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…

Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

ERIC Educational Resources Information Center

Palacios, Natalia; Kibler, Amanda

2016-01-01

The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

Online and Face-to-Face Language Learning: A Comparative Analysis of Oral Proficiency in Introductory Spanish

ERIC Educational Resources Information Center

Moneypenny, Dianne Burke; Aldrich, Rosalie S.

2016-01-01

The primary resistance to online foreign language teaching often involves questions of spoken mastery of second language. In order to address this concern, this research comparatively assesses undergraduate students' oral proficiency in online and face-to-face Spanish classes, while taking into account students' previous second language…

Oral Proficiency Teaching with WebCERF and Skype: Scenarios for Online Production and Interaction Tasks

ERIC Educational Resources Information Center

Jager, Sake; Meima, Estelle; Oggel, Gerdientje

2013-01-01

This article reports our findings on using WebCEF as a CEFR familiarization and self-assessment tool for oral proficiency. Furthermore, we outline how we have implemented Skype as a tool for telecollaboration in our language programmes. The primary purpose of our study was to explore how students and teachers would perceive the potential benefits…

The Complex Relationship between Bilingual Home Language Input and Kindergarten Children's Spanish and English Oral Proficiencies

ERIC Educational Resources Information Center

Cha, Kijoo; Goldenberg, Claude

2015-01-01

This study examined how emergent bilingual children's English and Spanish proficiencies moderated the relationships between Spanish and English input at home (bilingual home language input [BHLI]) and children's oral language skills in each language. The sample comprised over 1,400 Spanish-dominant kindergartners in California and Texas. BHLI was…

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…

Stability of an Alcohol-free, Dye-free Hydrocortisone (2 mg/mL) Compounded Oral Suspension.

PubMed

Manchanda, Arushi; Laracy, Melissa; Savji, Taslim; Bogner, Robin H

2018-01-01

The stability of hydrocortisone in a commercially available dye-free oral vehicle was monitored to establish a beyond-use date for hydrocortisone oral suspension 2 mg/mL. Hydrocortisone oral suspension (2 mg/mL) was prepared from 10-mg tablets in a dye-free oral vehicle (Oral Mix, Medisca) and stored at 4°C and 25°C for 90 days in amber, plastic prescription bottles and oral syringes. The suspendability and dose repeatability of the oral suspension were evaluated. The solubility of hydrocortisone in the dye-free vehicle was determined. Over 90 days, pH and concentration of hydrocortisone in the oral suspension were measured. The stability-indicating nature of a high-pressure liquid chromatographic assay was evaluated in detail. The solubility of hydrocortisone in the dye-free vehicle was 230 mcg/mL at 25°C. This means that about 90% of the drug remains in the solid state where it is less susceptible to degradation. The preparation suspended well to support dose repeatability. The chromatographic assay resolved hydrocortisone from cortisone, excipients in the vehicle, and all degradation products. The assay passed United States Pharmacopeia system suitability tests. Hydrocortisone oral suspension (2 mg/mL) compounded using a dye-free, alcohol-free oral vehicle, Oral Mix, was stable in amber plastic bottles and syringes stored at 4°C and 25°C for 90 days within a 95% confidence interval. Copyright© by International Journal of Pharmaceutical Compounding, Inc.

An Examination of Rater Performance on a Local Oral English Proficiency Test: A Mixed-Methods Approach

ERIC Educational Resources Information Center

Yan, Xun

2014-01-01

This paper reports on a mixed-methods approach to evaluate rater performance on a local oral English proficiency test. Three types of reliability estimates were reported to examine rater performance from different perspectives. Quantitative results were also triangulated with qualitative rater comments to arrive at a more representative picture of…

Masked translation priming effects with low proficient bilinguals.

PubMed

Dimitropoulou, Maria; Duñabeitia, Jon Andoni; Carreiras, Manuel

2011-02-01

Non-cognate masked translation priming lexical decision studies with unbalanced bilinguals suggest that masked translation priming effects are asymmetric as a function of the translation direction (significant effects only in the dominant [L1] to nondominant [L2] language translation direction). However, in contrast to the predictions of most current accounts of masked translation priming effects, bidirectional effects have recently been reported with a group of low proficient bilinguals Duyck & Warlop 2009 (Experimental Psychology 56:173-179). In a series of masked translation priming lexical decision experiments we examined whether the same pattern of effects would emerge with late and low proficient Greek (L1)-Spanish (L2) bilinguals. Contrary to the results obtained by Duyck and Warlop, and in line with the results found in most studies in the masked priming literature, significant translation priming effects emerged only when the bilinguals performed the task with L1 primes and L2 targets. The existence of the masked translation priming asymmetry with low proficient bilinguals suggests that cross-linguistic automatic lexico-semantic links may be established very early in the process of L2 acquisition. These findings could help to define models of bilingualism that consider L2 proficiency level to be a determining factor.

Second Language Proficiency and Cross-Language Lexical Activation

ERIC Educational Resources Information Center

van Hell, Janet G.; Tanner, Darren

2012-01-01

Although research has consistently shown that a bilingual's two languages interact on multiple levels, it is also well-established that bilinguals can vary considerably in their proficiency in the second language (L2). In this paper we review empirical studies that have examined how differences in L2 proficiency modulate cross-language…

Testing the Limits of Proficiency: The ACTFL OPI and FL Departments.

ERIC Educational Resources Information Center

Grosse, Christine Uber; And Others

A study investigated: (1) the average language proficiency level as determined by the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview (OPI) attained by 271 college seniors majoring in 6 languages (Spanish, French, Russian, German, Japanese, Italian); (2) current and projected uses of the ACTFL OPI by…

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

ERIC Educational Resources Information Center

Georgiadou, Effrosyni; Roehr-Brackin, Karen

2017-01-01

This paper reports the findings of a study investigating the relationship of executive working memory (WM) and phonological short-term memory (PSTM) to fluency and self-repair behavior during an unrehearsed oral task performed by second language (L2) speakers of English at two levels of proficiency, elementary and lower intermediate. Correlational…

The Effect of Explicit Affective Strategy Training on Iranian EFL Learners' Oral Language Proficiency and Anxiety Reduction

ERIC Educational Resources Information Center

Mostafavi, Fatemeh; Vahdany, Fereidoon

2016-01-01

The current study aimed at investigating the possible effects of explicit teaching of affective strategies on Iranian EFL learners' oral language proficiency and the extent of their anxiety in EFL classroom. First, PET test was administered to a total number of 120 female third grade high school EFL students. Then, 60 participants whose score fell…

The Effects of Group Members' Personalities on a Test Taker's L2 Group Oral Discussion Test Scores

ERIC Educational Resources Information Center

Ockey, Gary J.

2009-01-01

The second language group oral is a test of second language speaking proficiency, in which a group of three or more English language learners discuss an assigned topic without interaction with interlocutors. Concerns expressed about the extent to which test takers' personal characteristics affect the scores of others in the group have limited its…

Self-Consciousness and Assertiveness as Explanatory Variables of L2 Oral Ability: A Latent Variable Approach

ERIC Educational Resources Information Center

Ockey, Gary

2011-01-01

Drawing on current theories in personality, second-language (L2) oral ability, and psychometrics, this study investigates the extent to which self-consciousness and assertiveness are explanatory variables of L2 oral ability. Three hundred sixty first-year Japanese university students who were studying English as a foreign language participated in…

Facets of Speaking Proficiency

ERIC Educational Resources Information Center

de Jong, Nivja H.; Steinel, Margarita P.; Florijn, Arjen F.; Schoonen, Rob; Hulstijn, Jan H.

2012-01-01

This study examined the componential structure of second-language (L2) speaking proficiency. Participants--181 L2 and 54 native speakers of Dutch--performed eight speaking tasks and six tasks tapping nine linguistic skills. Performance in the speaking tasks was rated on functional adequacy by a panel of judges and formed the dependent variable in…

The Impact of Phonetic Instruction on the Oral Proficiency of English Language Learners in a Cooperative Learning Setting

ERIC Educational Resources Information Center

Chen, Hsuan-Yu

2009-01-01

Oral proficiency is an important goal in second language learning not only for communication, but also for developing reading and writing skills. Use of cooperative learning (CL) strategies has been shown to successfully improve second language learning in many cases for its focus on individual accountability and positive interdependence (Kagan &…

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…

L2 Reading Ability: Further Insight into the Short-Circuit Hypothesis.

ERIC Educational Resources Information Center

Taillefer, Gail F.

1996-01-01

Discusses the notion of a language proficiency threshold that short circuits the transfer of reading ability from the native language (L1) to a second language (L2). This study, in which cognitive complexity of tasks and students' L2 proficiency levels vary, focuses on university students in France reading preprofessional English texts. (39…

The effects on plasma L-arginine levels of combined oral L-citrulline and L-arginine supplementation in healthy males.

PubMed

Suzuki, Takashi; Morita, Masahiko; Hayashi, Toshio; Kamimura, Ayako

2017-02-01

We investigated the effects of combining 1 g of l-citrulline and 1 g of l-arginine as oral supplementation on plasma l-arginine levels in healthy males. Oral l-citrulline plus l-arginine supplementation more efficiently increased plasma l-arginine levels than 2 g of l-citrulline or l-arginine, suggesting that oral l-citrulline and l-arginine increase plasma l-arginine levels more effectively in humans when combined.

The Development of L2 Oral Language Skills in Two L1 Groups: A 7-Year Study

ERIC Educational Resources Information Center

Derwing, Tracey M.; Munro, Murray J.

2013-01-01

Researching the longitudinal development of second language (L2) learners is essential to understanding influences on their success. This 7-year study of oral skills in adult immigrant learners of English as a second language evaluated comprehensibility, fluency, and accentedness in first-language (L1) Mandarin and Slavic language speakers. The…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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…

Within- and Cross-Language Relations between Oral Language Proficiency and School Outcomes in Bilingual Children with an Immigrant Background

ERIC Educational Resources Information Center

Prevoo, Mariëlle J. L.; Malda, Maike; Mesman, Judi; van IJzendoorn, Marinus H.

2016-01-01

Sixteen meta-analyses were conducted to examine relations of typically developing bilingual immigrant-background children's oral language proficiency in their first and second language with the school outcomes of early literacy (k = 41), reading (k = 61), spelling (k = 9), mathematics (k = 9), and academic achievement (k = 9). Moderate to strong…

Role of Oral Proficiency on Reading Comprehension: Within-Language and Cross-Language Relationships

PubMed Central

Uchikoshi, Yuuko; Yang, Lu; Lohr, Brandi; Leung, Genevieve

2016-01-01

This longitudinal study examined the role of oral proficiency, as measured with elicited narratives using a wordless picture book, Frog Where are You? (Meyer, 1969/1994), on English reading comprehension with a total of 102 English Language Learners (ELLs), including both Spanish and Cantonese speakers. Narrative samples were collected in the winter of first grade and reading skills were assessed on the same children one year later in second grade. Children were enrolled in either bilingual programs or mainstream programs. Multiple regression results show it was not the quantity and variety of words used in the narratives that predicted English reading comprehension one year later. Instead, the ability to produce a coherent oral narrative, in either the home language or English, explained a small variance in English reading comprehension for both English learner groups. These findings highlight the importance of examining narrative skills, especially as measured by narrative structure. Implications for parents and educators are discussed. PMID:28717774

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…

A Comparative Study of the Oral Proficiency of Chinese Learners of English across Task Functions: A Discourse Marker Perspective

ERIC Educational Resources Information Center

Wei, Ming

2011-01-01

This study investigated the use of discourse markers (DMs) by college learners of English in China. It compared the use of DMs for four discourse functions by students at different proficiency levels. An audio-video instrument called Video Oral Communication Instrument was conducted to elicit ratable speech samples. Fraser's (1999) taxonomy was…

High second-language proficiency protects against the effects of reverberation on listening comprehension

PubMed Central

Sörqvist, Patrik; Hurtig, Anders; Ljung, Robert; Rönnberg, Jerker

2014-01-01

The purpose of this experiment was to investigate whether classroom reverberation influences second-language (L2) listening comprehension. Moreover, we investigated whether individual differences in baseline L2 proficiency and in working memory capacity (WMC) modulate the effect of reverberation time on L2 listening comprehension. The results showed that L2 listening comprehension decreased as reverberation time increased. Participants with higher baseline L2 proficiency were less susceptible to this effect. WMC was also related to the effect of reverberation (although just barely significant), but the effect of WMC was eliminated when baseline L2 proficiency was statistically controlled. Taken together, the results suggest that top-down cognitive capabilities support listening in adverse conditions. Potential implications for the Swedish national tests in English are discussed. PMID:24646043

The Construct of Language Proficiency.

ERIC Educational Resources Information Center

Verhoeven, Ludo, Ed.; de Jong, John H. A. L., Ed.

A collection of essays on first and second language proficiency from the fields of psychology and linguistics includes the following: "Modeling and Assessing Language Proficiency" (John H. A. L. de Jong, Ludo Verhoeven); "The Construct of Grammar in Early Language Development" (Folkert Kuiken); "Dimensions in Grammatical Proficiency" (Wim H. J.…

Functional Adequacy in L2 Writing: Towards a New Rating Scale

ERIC Educational Resources Information Center

Kuiken, Folkert; Vedder, Ineke

2017-01-01

The importance of functional adequacy as an essential component of L2 proficiency has been observed by several authors (Pallotti, 2009; De Jong, Steinel, Florijn, Schoonen, & Hulstijn, 2012a, b). The rationale underlying the present study is that the assessment of writing proficiency in L2 is not fully possible without taking into account the…

A Profile of Limited English Proficient Adult Immigrants

ERIC Educational Resources Information Center

Batalova, Jeanne; Fix, Michael

2010-01-01

This article examines the 2003 National Assessment of Adult Literacy (NAAL) to develop a profile of immigrant adults with varying levels of oral English proficiency. The NAAL data on adult limited English proficient (LEP) immigrants are used here to examine their education levels, workforce involvement, incomes, use of public benefits,…

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 &…

L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers

ERIC Educational Resources Information Center

Tsai, Yea-Ru; Ernst, Cheryl; Talley, Paul C.

2010-01-01

This study revealed the relationship between L1 (Mandarin Chinese) and L2 (English) strategy use in L2 reading comprehension by focusing on the correlation of L1 reading ability, L2 proficiency and employed reading strategies. The participants, 222 undergraduates learning English as a foreign language (EFL), were classified into skilled and…

Voice over Instant Messaging as a Tool for Enhancing the Oral Proficiency and Motivation of English-as-a-Foreign-Language Learners

ERIC Educational Resources Information Center

Yang, Ya-Ting C.; Gamble, Jeffrey; Tang, Shiun-Yi S.

2012-01-01

The challenge of providing authentic experiences and interactions for fostering oral proficiency and motivation in foreign languages is an opportunity for innovation in educational technology and instructional design. Although several recent innovations have received the attention of scholars, empirical investigation and validation is often…

Naming Abilities in Low-Proficiency Second Language Learners

ERIC Educational Resources Information Center

Borodkin, Katy; Faust, Miriam

2014-01-01

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

Development and validation of the Spanish-English Language Proficiency Scale (SELPS).

PubMed

Smyk, Ekaterina; Restrepo, M Adelaida; Gorin, Joanna S; Gray, Shelley

2013-07-01

This study examined the development and validation of a criterion-referenced Spanish-English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4-8. This article reports results for the English proficiency portion of the scale. The SELPS assesses syntactic complexity, grammatical accuracy, verbal fluency, and lexical diversity based on 2 story retell tasks. In Study 1, 40 children were given 2 story retell tasks to evaluate the reliability of parallel forms. In Study 2, 76 children participated in the validation of the scale against language sample measures and teacher ratings of language proficiency. Study 1 indicated no significant differences between the SELPS scores on the 2 stories. Study 2 indicated that the SELPS scores correlated significantly with their counterpart language sample measures. Correlations between the SELPS and teacher ratings were moderate. The 2 story retells elicited comparable SELPS scores, providing a valuable tool for test-retest conditions in the assessment of language proficiency. Correlations between the SELPS scores and external variables indicated that these measures assessed the same language skills. Results provided empirical evidence regarding the validity of inferences about language proficiency based on the SELPS score.

Number Frequency in L1 Differentially Affects Immediate Serial Recall of Numbers in L2 between Beginning and Intermediate Learners

ERIC Educational Resources Information Center

Sumioka, Norihiko; Williams, Atsuko; Yamada, Jun

2016-01-01

A list number recall test in English (L2) was administered to both Japanese (L1) students with beginning-level English proficiency who attended evening high school and Japanese college students with intermediate-level English proficiency. The major findings were that, only for the high school group, the small numbers 1 and 2 in middle positions of…

The Cognitive Contribution to the Development of Proficiency in a Foreign Language

ERIC Educational Resources Information Center

Csapo, Beno; Nikolov, Marianne

2009-01-01

The present paper reports results of a longitudinal research project studying the contribution of cognitive skills and other factors to proficiency in a foreign language (L2) in the Hungarian educational context. The larger project aims to describe the levels of L2 proficiency of school-aged populations in order to explore the conditions and…

High second-language proficiency protects against the effects of reverberation on listening comprehension.

PubMed

Sörqvist, Patrik; Hurtig, Anders; Ljung, Robert; Rönnberg, Jerker

2014-04-01

The purpose of this experiment was to investigate whether classroom reverberation influences second-language (L2) listening comprehension. Moreover, we investigated whether individual differences in baseline L2 proficiency and in working memory capacity (WMC) modulate the effect of reverberation time on L2 listening comprehension. The results showed that L2 listening comprehension decreased as reverberation time increased. Participants with higher baseline L2 proficiency were less susceptible to this effect. WMC was also related to the effect of reverberation (although just barely significant), but the effect of WMC was eliminated when baseline L2 proficiency was statistically controlled. Taken together, the results suggest that top-down cognitive capabilities support listening in adverse conditions. Potential implications for the Swedish national tests in English are discussed. © 2014 The Authors. Scandinavian Journal of Psychology published by Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Measuring Language Dominance and Bilingual Proficiency Development of Tarahumara Children.

ERIC Educational Resources Information Center

Paciotto, Carla

This paper examines the language dominance and oral bilingual proficiency of Tarahumara-Spanish speaking students from Chihuahua, Mexico, within the framework of Cummins' model of bilingual proficiency development. Cummins' model distinguishes between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency…

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

ERIC Educational Resources Information Center

Babayigit, Selma

2014-01-01

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

Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening

ERIC Educational Resources Information Center

Vandergrift, Larry

2005-01-01

This paper examines the relationships among motivation, metacognition, and proficiency in listening comprehension. Adolescent learners of French (N = 57) completed two questionnaires. A motivation questionnaire tapped student responses to three orientations related to motivation: amotivation, intrinsic, and extrinsic. A metacognitive awareness…

How do highly proficient bilinguals control their lexicalization process? Inhibitory and language-specific selection mechanisms are both functional.

PubMed

Costa, Albert; Santesteban, Mikel; Ivanova, Iva

2006-09-01

The authors report 4 experiments exploring the language-switching performance of highly proficient bilinguals in a picture-naming task. In Experiment 1, they tested the impact of language similarity and age of 2nd language acquisition on the language-switching performance of highly proficient bilinguals. Experiments 2, 3, and 4 assessed the performance of highly proficient bilinguals in language-switching contexts involving (a) the 2nd language (L2) and the L3 of the bilinguals, (b) the L3 and the L4, and (c) the L1 and a recently learned new language. Highly proficient bilinguals showed symmetrical switching costs regardless of the age at which the L2 was learned and of the similarities of the 2 languages and asymmetrical switching costs when 1 of the languages involved in the switching task was very weak (an L4 or a recently learned language). The theoretical implications of these results for the attentional mechanisms used by highly proficient bilinguals to control their lexicalization process are discussed. Copyright 2006 APA

Developing Oral Proficiency with VoiceThread: Learners' Strategic Uses and Views

ERIC Educational Resources Information Center

Dugartsyrenova, Vera A.; Sardegna, Veronica G.

2017-01-01

This study explored Russian as a foreign language (RFL) learners' self-reported strategic uses of "VoiceThread" (VT)--a multimodal asynchronous computer-mediated communication tool--in order to gain insights into learner perceived effectiveness of VT for second language (L2) oral skills development and to determine the factors that…

The Impact of Text-Based CMC on Improving L2 Oral Fluency

ERIC Educational Resources Information Center

Razagifard, P.

2013-01-01

This paper reports on a study investigating the potential effect of synchronous and asynchronous text-based computer-mediated communication (CMC) on oral fluency development of second-language (L2) learners. Sixty-three intermediate learners of English were randomly assigned to one of three groups (two experimental groups and one control group),…

The Oral Proficiency Interview: A Research Agenda

ERIC Educational Resources Information Center

Chalhoub-Deville, Micheline; Fulcher, Glenn

2003-01-01

Many researchers and practitioners maintain that ACTFL's efforts to improve instructional practices and promote proficiency assessments tied to descriptors of what learners can do in real life have contributed significantly to second language teaching and testing. Similar endeavors in the area of research, however, are critically needed. Focusing…

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…

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

PubMed Central

Chen, Baoguo; Ma, Tengfei; Liang, Lijuan; Liu, Huanhuan

2017-01-01

Previous studies have found quantity of exposure, i.e., frequency of exposure (Horst et al., 1998; Webb, 2008; Pellicer-Sánchez and Schmitt, 2010), is important for second language (L2) contextual word learning. Besides this factor, context constraint and L2 proficiency level have also been found to affect contextual word learning (Pulido, 2003; Tekmen and Daloglu, 2006; Elgort et al., 2015; Ma et al., 2015). In the present study, we adopted the event-related potential (ERP) technique and chose high constraint sentences as reading materials to further explore the effects of quantity of exposure and proficiency on L2 contextual word learning. Participants were Chinese learners of English with different English proficiency levels. For each novel word, there were four high constraint sentences with the critical word at the end of the sentence. Learners read sentences and made semantic relatedness judgment afterwards, with ERPs recorded. Results showed that in the high constraint condition where each pseudoword was embedded in four sentences with consistent meaning, N400 amplitude upon this pseudoword decreased significantly as learners read the first two sentences. High proficiency learners responded faster in the semantic relatedness judgment task. These results suggest that in high quality sentence contexts, L2 learners could rapidly acquire word meaning without multiple exposures, and L2 proficiency facilitated this learning process. PMID:29375420

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

PubMed

Chen, Baoguo; Ma, Tengfei; Liang, Lijuan; Liu, Huanhuan

2017-01-01

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

Web-Based Virtual Environments for Facilitating Assessment of L2 Oral Communication Ability

ERIC Educational Resources Information Center

Ockey, Gary J.; Gu, Lin; Keehner, Madeleine

2017-01-01

A growing number of stakeholders argue for the use of second language (L2) speaking assessments that measure the ability to orally communicate in real time. A Web-based virtual environment (VE) that allows live voice communication among individuals may have potential for aiding in delivering such assessments. While off-the-shelf voice…

Development and Validation of the Spanish-English Language Proficiency Scale (SELPS)

ERIC Educational Resources Information Center

Smyk, Ekaterina; Restrepo, M. Adelaida; Gorin, Joanna S.; Gray, Shelley

2013-01-01

Purpose: This study examined the development and validation of a criterion-referenced Spanish-English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4-8. This article reports results for the English proficiency portion of the scale. Method: The SELPS assesses syntactic…

Detection of high PD-L1 expression in oral cancers by a novel monoclonal antibody L1Mab-4.

PubMed

Yamada, Shinji; Itai, Shunsuke; Kaneko, Mika K; Kato, Yukinari

2018-03-01

Programmed cell death-ligand 1 (PD-L1), which is a ligand of programmed cell death-1 (PD-1), is a type I transmembrane glycoprotein that is expressed on antigen-presenting cells and several tumor cells, including melanoma and lung cancer cells. There is a strong correlation between human PD-L1 (hPD-L1) expression on tumor cells and negative prognosis in cancer patients. In this study, we produced a novel anti-hPD-L1 monoclonal antibody (mAb), L 1 Mab-4 (IgG 2b , kappa), using cell-based immunization and screening (CBIS) method and investigated hPD-L1 expression in oral cancers. L 1 Mab-4 reacted with oral cancer cell lines (Ca9-22, HO-1-u-1, SAS, HSC-2, HSC-3, and HSC-4) in flow cytometry and stained oral cancers in a membrane-staining pattern. L 1 Mab-4 stained 106/150 (70.7%) of oral squamous cell carcinomas, indicating the very high sensitivity of L 1 Mab-4. These results indicate that L 1 Mab-4 could be useful for investigating the function of hPD-L1 in oral cancers.

Processing subject-verb agreement in a second language depends on proficiency

PubMed Central

Hoshino, Noriko; Dussias, Paola E.; Kroll, Judith F.

2010-01-01

Subject-verb agreement is a computation that is often difficult to execute perfectly in the first language (L1) and even more difficult to produce skillfully in a second language (L2). In this study, we examined the way in which bilingual speakers complete sentence fragments in a manner that reflects access to both grammatical and conceptual number. In two experiments, we show that bilingual speakers are sensitive to both grammatical and conceptual number in the L1 and grammatical number agreement in the L2. However, only highly proficient bilinguals are also sensitive to conceptual number in the L2. The results suggest that the extent to which speakers are able to exploit conceptual information during speech planning depends on the level of language proficiency. PMID:20640178

The Potential of Elicited Imitation for Oral Output Practice in German L2

ERIC Educational Resources Information Center

Cornillie, Frederik; Baten, Kristof; De Hertog, Dirk

2017-01-01

This paper reports on the potential of Oral Elicited Imitation (OEI) as a format for output practice, building on an analysis of picture-matching and spoken data collected from 36 university-level learners of German as a second language (L2) in a web-based assessment task inspired by Input Processing (VanPatten, 2004). The design and development…

The Teacher as Examiner of L2 Oral Tests: A Challenge to Standardization

ERIC Educational Resources Information Center

Sundqvist, Pia; Wikström, Peter; Sandlund, Erica; Nyroos, Lina

2018-01-01

The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers' own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, ninth-grade national test in…

Predicting the Proficiency Level of Language Learners Using Lexical Indices

ERIC Educational Resources Information Center

Crossley, Scott A.; Salsbury, Tom; McNamara, Danielle S.

2012-01-01

This study explores how second language (L2) texts written by learners at various proficiency levels can be classified using computational indices that characterize lexical competence. For this study, 100 writing samples taken from 100 L2 learners were analyzed using lexical indices reported by the computational tool Coh-Metrix. The L2 writing…

The Relations among L1 (Spanish) Literacy Skills, L2 (English) Language, L2 Text Reading Fluency, and L2 Reading Comprehension for Spanish-Speaking ELL First Grade Students

ERIC Educational Resources Information Center

Kim, Young-Suk

2012-01-01

We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as…

L2 Acquisition of Prosodic Properties of Speech Rhythm: Evidence from L1 Mandarin and German Learners of English

ERIC Educational Resources Information Center

Li, Aike; Post, Brechtje

2014-01-01

This study examines the development of speech rhythm in second language (L2) learners of typologically different first languages (L1s) at different levels of proficiency. An empirical investigation of durational variation in L2 English productions by L1 Mandarin learners and L1 German learners compared to native control values in English and the…

Antimetastatic effects of Rheum palmatum L. extract on oral cancer cells.

PubMed

Chen, Yang-Yu; Hsieh, Ming-Ju; Hsieh, Yih-Shou; Chang, Yu-Chao; Chen, Pei-Ni; Yang, Shun-Fa; Ho, Hsin-Yu; Chou, Ying-Erh; Lin, Chiao-Wen

2017-10-01

Rheum palmatum L., a traditional Chinese medication, has been used for the treatment of various disorders. However, the detailed impacts and underlying mechanisms of R. palmatum L. extracts (RLEs) on human oral cancer cell metastasis are still unclear. Here, we tested the hypothesis that an RLE has antimetastatic effects on SCC-9 and SAS human oral cancer cells. Gelatin zymography, Western blot, real-time polymerase chain reaction, and luciferase assay were used to explore the underlying mechanisms involved in the antimetastatic effects on oral cancer cells. Our results revealed that the RLE (up to 20 μg/mL, without cytotoxicity) attenuated SCC-9 and SAS cell motility, invasiveness, and migration by reducing matrix metalloproteinase (MMP)-2 enzyme activities. Western blot analysis of the MAPK signaling pathway indicated that the RLE significantly decreased phosphorylated ERK1/2 levels but not p38 and JNK levels. In conclusion, RLEs exhibit antimetastatic activity against oral cancer cells through the transcriptional repression of MMP-2 via the Erk1/2 signaling pathways. Thus, RLEs may be potentially useful as antimetastatic agents for oral cancer chemotherapy. © 2017 Wiley Periodicals, Inc.

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

ERIC Educational Resources Information Center

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

2010-01-01

This study examines the storage versus composition of Spanish inflected verbal forms in first language (L1) and second language (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…

Non-Discriminatory Assessment: Formal and Informal Assessment of Limited English Proficient Children.

ERIC Educational Resources Information Center

Mares, Sharon

PEOPLE (Pruebas de Expresion Oral y Percepcion de la Lengua Espanol) was developed as a test to help distinguish between a language difference and a language deficit in non English proficient (NEP) and limited English proficient (LEP) elementary Hispanic students. PEOPLE was developed, pilot tested in 14 school districts in Los Angeles County with…

An Investigation of Syntactic Priming among German Speakers at Varying Proficiency Levels

ERIC Educational Resources Information Center

Ruf, Helena T.

2011-01-01

This dissertation investigates syntactic priming in second language (L2) development among three speaker populations: (1) less proficient L2 speakers; (2) advanced L2 speakers; and (3) LI speakers. Using confederate scripting this study examines how German speakers choose certain word orders in locative constructions (e.g., "Auf dem Tisch…

Reading in Multilingual Learners of Urdu (L1), English (L2) and Arabic (L3)

ERIC Educational Resources Information Center

Mirza, Amna; Gottardo, Alexandra; Chen, Xi

2017-01-01

The present study examined the language and literacy skills and their relations to each other in multilingual children, who have a broad range of oral and written language proficiency in each language that they "know". Reading and vocabulary skills were tested in 50 Canadian children (ages 6-10 years) who were Urdu-English speakers,…

Effects of sex and proficiency in second language processing as revealed by a large-scale fNIRS study of school-aged children.

PubMed

Sugiura, Lisa; Ojima, Shiro; Matsuba-Kurita, Hiroko; Dan, Ippeita; Tsuzuki, Daisuke; Katura, Takusige; Hagiwara, Hiroko

2015-10-01

Previous neuroimaging studies in adults have revealed that first and second languages (L1/L2) share similar neural substrates, and that proficiency is a major determinant of the neural organization of L2 in the lexical-semantic and syntactic domains. However, little is known about neural substrates of children in the phonological domain, or about sex differences. Here, we conducted a large-scale study (n = 484) of school-aged children using functional near-infrared spectroscopy and a word repetition task, which requires a great extent of phonological processing. We investigated cortical activation during word processing, emphasizing sex differences, to clarify similarities and differences between L1 and L2, and proficiency-related differences during early L2 learning. L1 and L2 shared similar neural substrates with decreased activation in L2 compared to L1 in the posterior superior/middle temporal and angular/supramarginal gyri for both sexes. Significant sex differences were found in cortical activation within language areas during high-frequency word but not during low-frequency word processing. During high-frequency word processing, widely distributed areas including the angular/supramarginal gyri were activated in boys, while more restricted areas, excluding the angular/supramarginal gyri were activated in girls. Significant sex differences were also found in L2 proficiency-related activation: activation significantly increased with proficiency in boys, whereas no proficiency-related differences were found in girls. Importantly, cortical sex differences emerged with proficiency. Based on previous research, the present results indicate that sex differences are acquired or enlarged during language development through different cognitive strategies between sexes, possibly reflecting their different memory functions. © 2015 Wiley Periodicals, Inc.

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…

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

PubMed

Georgiadou, Effrosyni; Roehr-Brackin, Karen

2017-08-01

This paper reports the findings of a study investigating the relationship of executive working memory (WM) and phonological short-term memory (PSTM) to fluency and self-repair behavior during an unrehearsed oral task performed by second language (L2) speakers of English at two levels of proficiency, elementary and lower intermediate. Correlational analyses revealed a negative relationship between executive WM and number of pauses in the lower intermediate L2 speakers. However, no reliable association was found in our sample between executive WM or PSTM and self-repair behavior in terms of either frequency or type of self-repair. Taken together, our findings suggest that while executive WM may enhance performance at the conceptualization and formulation stages of the speech production process, self-repair behavior in L2 speakers may depend on factors other than working memory.

L[subscript 1] and L[subscript 2] Spoken Word Processing: Evidence from Divided Attention Paradigm

ERIC Educational Resources Information Center

Shafiee Nahrkhalaji, Saeedeh; Lotfi, Ahmad Reza; Koosha, Mansour

2016-01-01

The present study aims to reveal some facts concerning first language (L[subscript 1]) and second language (L[subscript 2]) spoken-word processing in unbalanced proficient bilinguals using behavioral measures. The intention here is to examine the effects of auditory repetition word priming and semantic priming in first and second languages of…

The Neural Processing of Second Language Comprehension Modulated by the Degree of Proficiency: A Listening Connected Speech fMRI Study

PubMed Central

Hesling, Isabelle; Dilharreguy, Bixente; Bordessoules, Martine; Allard, Michèle

2012-01-01

While the neural network encompassing the processing of the mother tongue (L1) is well defined and has revealed the existence of a bilateral ventral pathway and a left dorsal pathway in which 3 loops have been defined, the question of the processing of a second language (L2) is still a matter of debate. Among variables accounting for the discrepancies in results, the degree of L2 proficiency appears to be one of the main factors. The present study aimed at assessing both pathways in L2, making it possible to determine the degree of mastery of the different speech components (prosody, phonology, semantics and syntax) that are intrinsically embedded within connected speech and that vary according to the degree of proficiency using high degrees of prosodic information. Two groups of high and moderate proficiency in L2 performed an fMRI comprehension task in L1 and L2. The modifications in brain activity observed within the dorsal and the ventral pathways according to L2 proficiency suggest that different processes of L2 are supported by differences in the integrated activity within distributed networks that included the left STSp, the left Spt and the left pars triangularis. PMID:22927897

Planning for Proficiency. Dimension: Language '86. Report of the Southern Conference on Language Teaching (1986).

ERIC Educational Resources Information Center

Fryer, T. Bruce; Medley, Frank W., Jr.

Selected papers from the 1986 Southern Conference on Language Teaching on instruction for language proficiency are presented: "The Foreign Language Teacher: Confronting an Ever-Changing Profession" (Robert Di Donato); "Restructuring a Traditional Foreign Language Program for Oral Proficiency" (Filisha Camara-Norman, James…

L-Valine appended PLGA nanoparticles for oral insulin delivery.

PubMed

Jain, Ashish; Jain, Sanjay K

2015-08-01

Oral insulin delivery has been the major research issue, since many decades, due to several obvious advantages over other routes. However, this route poses several constraints for the delivery of peptides and proteins which are to be worked upon. The small intestine has been shown to be able to transport the L-forms of amino acids against a concentration gradient and that they compete for the mechanism concerned. So, L-valine was used as a ligand for carrier-mediated transport of insulin-loaded polylactic-co-glycolic acid (PLGA) nanoparticles (NPs). L-Valine-conjugated PLGA nanoparticles were prepared using double emulsion solvent evaporation method. The NPs and conjugated NPs were characterized for their size, drug entrapment efficiency, zeta potential, polydispersity index and in vitro insulin release. Ex vivo studies on intestine revealed that conjugated nanoparticles showed greater insulin uptake as compared to non-conjugated nanoparticles. In vivo studies were performed on streptozotocin-induced diabetic rabbits. Oral suspension of insulin-loaded PLGA nanoparticles reduced blood glucose level from 265.4 ± 8.5 to 246.6 ± 2.4 mg/dL within 4 h which further decreased to 198.7 ± 7.1 mg/dL value after 8 h. The ligand-conjugated formulation on oral administration produced hypoglycaemic effect (216.9 ± 1.9 mg/dL) within 4 h of administration, and the hypoglycaemic effect prolonged till 12 h of oral administration. Simultaneously, the insulin concentration in withdrawn samples was also assessed and found that profile of insulin level is in compliance with the blood glucose reduction profile. Hence, it is concluded that the L-valine-conjugated NPs bearing insulin are the promising carrier for the transportation of insulin across the intestine on oral administration.

Developing L2 Pragmatic Competence in Mandarin Chinese: Sequential Realization of Requests

ERIC Educational Resources Information Center

Su, Yunwen; Ren, Wei

2017-01-01

The present study explored the development of second language (L2) Chinese learners' ability to negotiate requests in interactions. It investigated the effect of proficiency on learners' use of request strategies and internal modifications and on their sequential realization of requests in L2 Chinese. Twenty-four American English learners of L2…

Syntactic Complexity Measures and Their Relation to Oral Proficiency in Japanese as a Foreign Language

ERIC Educational Resources Information Center

Iwashita, Noriko

2006-01-01

The study reported in this article is a part of a large-scale study investigating syntactic complexity in second language (L2) oral data in commonly taught foreign languages (English, German, Japanese, and Spanish; Ortega, Iwashita, Rabie, & Norris, in preparation). In this article, preliminary findings of the analysis of the Japanese data are…

Classroom Activities: Oral Proficiency in Action.

ERIC Educational Resources Information Center

Hahn, Sidney; Michaelis, Joyce

It is important to introduce and facilitate oral activities in the second language classroom with enthusiasm in a climate of mutual support and cooperation. Students should understand that mistakes are inevitable but not fatal, and that each attempt will build greater ease and confidence in using the language for communication. Oral proficiency…

Knowledge Sources in EFL Learners' Lexical Inferencing across Reading Proficiency Levels

ERIC Educational Resources Information Center

Kaivanpanah, Shiva; Soltani Moghaddam, Majid

2012-01-01

Growing concerns have been voiced about strategies employed in L2 reading in general and dealing with unknown words in particular. Among other strategies, lexical inferencing has received attention in the literature. However, more research is needed to further clarify how different levels of L2 reading proficiency may affect the readers'…

The Effects of Heritage Language Instruction on First Language Proficiency: A Psycholinguistic Perspective

ERIC Educational Resources Information Center

Bylund, Emanuel; Diaz, Manuel

2012-01-01

This study investigates the effects of weekly heritage language (HL) classes on first language (L1) proficiency in speakers who arrived in the second language (L2)-dominant setting before the onset of puberty. Two groups of L1 Spanish--L2 Swedish bilingual high school students living in Sweden participated in the study. One group currently…

Proficiency and Working Memory Based Explanations for Nonnative Speakers' Sensitivity to Agreement in Sentence Processing

ERIC Educational Resources Information Center

Coughlin, Caitlin E.; Tremblay, Annie

2013-01-01

This study examines the roles of proficiency and working memory (WM) capacity in second-/foreign-language (L2) learners' processing of agreement morphology. It investigates the processing of grammatical and ungrammatical short- and long-distance number agreement dependencies by native English speakers at two proficiencies in French, and the…

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

ERIC Educational Resources Information Center

Salimi, Asghar

2015-01-01

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

Proficiency Teaching and the Teacher in the Field.

ERIC Educational Resources Information Center

Gonzalez, Barbara

Results of a 1983 survey of Texas foreign language teachers reveal their views and concerns about a new state law requiring all prospective language teachers to pass an oral proficiency interview for certification beginning in 1986. Of the 142 respondents, most were Spanish teachers, high school teachers, and teachers with more than 10 years…

Investigating Auditory Processing of Syntactic Gaps with L2 Speakers Using Pupillometry

ERIC Educational Resources Information Center

Fernandez, Leigh; Höhle, Barbara; Brock, Jon; Nickels, Lyndsey

2018-01-01

According to the Shallow Structure Hypothesis (SSH), second language (L2) speakers, unlike native speakers, build shallow syntactic representations during sentence processing. In order to test the SSH, this study investigated the processing of a syntactic movement in both native speakers of English and proficient late L2 speakers of English using…

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…

An Exploration of the Relationship between Vietnamese Students' Knowledge of L1 Grammar and Their English Grammar Proficiency

ERIC Educational Resources Information Center

Tran, Tammie M.

2010-01-01

The problem. This research study explores an important issue in the field of TESOL (Teaching English to Speakers of Other Languages) and second language acquisition (SLA). Its purpose is to examine the relationship between Vietnamese students' L1 grammar knowledge and their English grammar proficiency. Furthermore, it investigates the extent to…

The Effects of First- and Second-Language Proficiency on Conflict Resolution and Goal Maintenance in Bilinguals: Evidence from Reaction Time Distributional Analyses in a Stroop Task

ERIC Educational Resources Information Center

Tse, Chi-Shing; Altarriba, Jeanette

2012-01-01

By administering a Stroop task to college-student bilinguals varied in self-rated first- (L1) and second-language (L2) proficiency, the current study examined the effects of L1 and L2 proficiencies on selective attention performance. We conducted ex-Gaussian analyses to capture the modal and positive-tail components of participants' reaction time…

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

PubMed Central

Al Otaiba, Stephanie; Petscher, Yaacov; Williams, Rihana S.; Pappamihiel, N. Eleni; Dyrlund, Allison K.; Connor, Carol

2009-01-01

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities. PMID:25132688

The Emergence of a Phoneme-Sized Unit in L2 Speech Production: Evidence from Japanese–English Bilinguals

PubMed Central

Nakayama, Mariko; Kinoshita, Sachiko; Verdonschot, Rinus G.

2016-01-01

Recent research has revealed that the way phonology is constructed during word production differs across languages. Dutch and English native speakers are suggested to incrementally insert phonemes into a metrical frame, whereas Mandarin Chinese speakers use syllables and Japanese speakers use a unit called the mora (often a CV cluster such as “ka” or “ki”). The present study is concerned with the question how bilinguals construct phonology in their L2 when the phonological unit size differs from the unit in their L1. Japanese–English bilinguals of varying proficiency read aloud English words preceded by masked primes that overlapped in just the onset (e.g., bark-BENCH) or the onset plus vowel corresponding to the mora-sized unit (e.g., bell-BENCH). Low-proficient Japanese–English bilinguals showed CV priming but did not show onset priming, indicating that they use their L1 phonological unit when reading L2 English words. In contrast, high-proficient Japanese–English bilinguals showed significant onset priming. The size of the onset priming effect was correlated with the length of time spent in English-speaking countries, which suggests that extensive exposure to L2 phonology may play a key role in the emergence of a language-specific phonological unit in L2 word production. PMID:26941669

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…

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 subject…

Reading Processing Skills among EFL Learners in Different Proficiency Levels

ERIC Educational Resources Information Center

Dhanapala, Kusumi Vasantha; Yamada, Jun

2015-01-01

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

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…

[Pharmacokinetics after oral and intravenous administration of d,l-monolysine acetylsalicylate and an oral dose of acetylsalicylic acid in healthy volunteers].

PubMed

Raschka, C; Koch, H J

2001-01-01

We studied the ASA pharmacokinetics of single doses of 500 mg and 1000 mg of D,L-lysine-monoacetylsalicylate (Lys-ASA) administered both orally (Delgesic) and 500 mg parenterally (Aspisol) as well as 500 mg acetylsalicylate (ASA, Aspirin) in 13 healthy volunteers. Blood samples were taken before and at defined times up to 48 h after application of Lys-ASA and ASA. Analysis for ASA and its metabolite salicylic acid were performed by HPLC. All concentration versus time data were presented descriptively. As far as ASA was concerned, differences were assessed by means of ANOVA according to Friedman including post hoc Wilcoxon tests for each time point. Pharmacokinetic parameters were calculated based on a one-compartment model. The concentration vs. time curves after oral intake of 500 mg of ASA and Lys-ASA differed significantly (p < 0.001). Peak serum ASA concentrations (Cmax) were 6.8 mg/l for oral Lys-ASA and 2.7 mg/l for ASA per os. The corresponding tmax-values were 14.2 and 38.0 min. Absolute bioavailabilities for 500 mg doses were 75.4 and 63.4 pour cent, respectively. After intake of 100 mg and 1000 mg oral doses of Lys-ASA Cmax was 2.7 mg/l and 15.9 mg/l, tmax being 14.2 min for the 1000 mg dose. The shortest half-life was found after i.v. injection with 7.5 min. Metabolism was fast with maximum rise of salicylic acid concentration after injection of Lys-ASS. We conclude that concerning time dimension oral administration of Lys-ASA is almost equivalent to i.v. Lys-ASA and may be an alternative for i.v. administration in cases of acute heart attacks.

The Role of Frequency on the Acquisition of L2 English Infinitive and Gerund Complements by L1 Thai Learners

ERIC Educational Resources Information Center

Keawchaum, Raksina; Pongpairoj, Nattama

2017-01-01

This study investigated how frequency influenced acquisition of L2 English infinitive and gerund complements among L1 Thai learners. Participants were separated into low and high proficiency groups based on their CU-TEP scores. Each group consisted of 30 participants. Data were collected using the Word Selection Task (WST) and the Grammaticality…

Assisted Reading: A Flexible Approach to L2 Reading Fluency Building

ERIC Educational Resources Information Center

Taguchi, Etsuo; Melhem, Linley; Kawaguchi, Toshiko

2016-01-01

Reading fluency is a critical component of reading proficiency in both the L1 and L2. It lays a foundation on which readers build their reading skills to become strategic and versatile in using a variety of cognitive and metacognitive strategies of reading. In this paper we propose Assisted Reading as a flexible method for developing reading…

Linguistic Proficiency and Strategies on Reading Performance in English

ERIC Educational Resources Information Center

Talebi, Seyed Hassan

2015-01-01

General English (L2) proficiency and reading strategies are believed to be highly effective in successful reading performance. However, available studies rarely investigated the combined effects of these two variables on successful reading. To fill this gap, 78 university students were divided into four groups of different degrees of these two…

Can a Horse Be a Donkey? Semantic and Form Interference Effects in Translation Recognition in Early and Late Proficient and Nonproficient Spanish-Catalan Bilinguals

ERIC Educational Resources Information Center

Ferre, Pilar; Sanchez-Casas, Rosa; Guasch, Marc

2006-01-01

The present study investigates the developmental aspect of the revised hierarchical model (Kroll & Stewart, 1994) concerning the access to the conceptual store from the second language (L2). We manipulated the level of proficiency and age of L2 acquisition. We tested Spanish-Catalan bilinguals (49 early proficient bilinguals, 28 late proficient…

Age and Proficiency in L2 Attrition: Data from Two Siblings

ERIC Educational Resources Information Center

Tomiyama, Machiko

2009-01-01

This paper investigates whether any difference exists in the degree of second language attrition between two siblings in terms of grammatical complexity, grammatical accuracy, lexical complexity, and lexical productivity based on their storytelling data collected over the period of 31 months. The subjects' L1 and L2 are Japanese and English,…

Effects of Verb Semantics and Proficiency in Second Language Use of Constructional Knowledge

ERIC Educational Resources Information Center

Kim, Hyunwoo; Rah, Yangon

2016-01-01

This study investigates the influence of the semantic heaviness of verbs (i.e., heavy or light verbs) and language proficiency on second language (L2) learners' use of constructional information in a sentence-sorting task and a corpus analysis. Previous studies employing a sentence-sorting task demonstrated that advanced L2 learners sorted English…

The Effects of Different Lengths of Pretask Planning Time on L2 Learners' Oral Test Performance

ERIC Educational Resources Information Center

Li, Lanlan; Chen, Jiliang; Sun, Lan

2015-01-01

The effect of planning on second language (L2) learners' oral performance is a hotly debated topic in the field of second language acquisition. However, studies on the effect of different amounts of planning time have been quite limited, especially in a testing context. The present study investigated the effects of different lengths of…

L1 and L2 Spoken Word Processing: Evidence from Divided Attention Paradigm.

PubMed

Shafiee Nahrkhalaji, Saeedeh; Lotfi, Ahmad Reza; Koosha, Mansour

2016-10-01

The present study aims to reveal some facts concerning first language (L 1 ) and second language (L 2 ) spoken-word processing in unbalanced proficient bilinguals using behavioral measures. The intention here is to examine the effects of auditory repetition word priming and semantic priming in first and second languages of these bilinguals. The other goal is to explore the effects of attention manipulation on implicit retrieval of perceptual and conceptual properties of spoken L 1 and L 2 words. In so doing, the participants performed auditory word priming and semantic priming as memory tests in their L 1 and L 2 . In a half of the trials of each experiment, they carried out the memory test while simultaneously performing a secondary task in visual modality. The results revealed that effects of auditory word priming and semantic priming were present when participants processed L 1 and L 2 words in full attention condition. Attention manipulation could reduce priming magnitude in both experiments in L 2 . Moreover, L 2 word retrieval increases the reaction times and reduces accuracy on the simultaneous secondary task to protect its own accuracy and speed.

Do Proficiency and Study-Abroad Experience Affect Speech Act Production? Analysis of Appropriateness, Accuracy, and Fluency

ERIC Educational Resources Information Center

Taguchi, Naoko

2011-01-01

This cross-sectional study examined the effect of general proficiency and study-abroad experience in production of speech acts among learners of L2 English. Participants were 25 native speakers of English and 64 Japanese college students of English divided into three groups. Group 1 (n = 22) had lower proficiency and no study-abroad experience.…

The Evaluation of Oral/Aural Skills within the BA Finals Examination: Analysis and Interim Proposals.

ERIC Educational Resources Information Center

Crawshaw, Robert

An examination of the principles and techniques of oral testing in British university-level final examinations in modern languages discusses: (1) the shortcomings of present oral testing procedures; (2) the theoretical controversy surrounding the design and value of oral proficiency tests, arising from research in English as a second language…

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…

Oral Transmission of L-Type Bovine Spongiform Encephalopathy Agent among Cattle.

PubMed

Okada, Hiroyuki; Iwamaru, Yoshifumi; Imamura, Morikazu; Miyazawa, Kohtaro; Matsuura, Yuichi; Masujin, Kentaro; Murayama, Yuichi; Yokoyama, Takashi

2017-02-01

To determine oral transmissibility of the L-type bovine spongiform encephalopathy (BSE) prion, we orally inoculated 16 calves with brain homogenates of the agent. Only 1 animal, given a high dose, showed signs and died at 88 months. These results suggest low risk for oral transmission of the L-BSE agent among cattle.

Measuring Second Language Proficiency with EEG Synchronization: How Functional Cortical Networks and Hemispheric Involvement Differ as a Function of Proficiency Level in Second Language Speakers

ERIC Educational Resources Information Center

Reiterer, Susanne; Pereda, Ernesto; Bhattacharya, Joydeep

2009-01-01

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in…

Investigating Transfer of Academic Proficiency among Trilingual Immigrant Students: A Holistic Tri-Directional Approach

ERIC Educational Resources Information Center

Haim, Orly

2015-01-01

The study addresses the degree of transfer of literacy dimensions of academic proficiency (AP), that is, reading comprehension and writing, across three languages--Russian (L1), Hebrew (L2), and English (L3)--and investigates whether a common conceptual source underlies the linguistic and cognitive operations of the trilingual learner (Grosjean,…

The Use of Metalanguage among Second Language Learners to Mediate L2 Grammar Learning

ERIC Educational Resources Information Center

Harun, Haliza; Abdullah, Norhana; Wahab, Nur Syuhada' Ab.; Zainuddin, Nurkhamimi

2017-01-01

Purpose: This study investigated the use of metalanguage as a mediational tool in understanding targeted grammatical concepts from the perspective of the Sociocultural approach (SCT) in learning a second language (L2). Methodology: The participants involved in this study were Malay undergraduates with low to intermediate proficiency in L2 English.…

Effects of Synonym Generation on Incidental and Intentional L2 Vocabulary Learning during Reading

ERIC Educational Resources Information Center

Barcroft, Joe

2009-01-01

This study examined effects of synonym generation on second language (L2) vocabulary learning during reading in both incidental and intentional vocabulary learning contexts. Spanish-speaking adult learners of L2 English (N = 114) at low- and high-intermediate proficiency levels read an English passage containing 10 target words translated in the…

The Interrelationship among First Language Writing Skills, Second Language Writing Skills, and Second Language Proficiency of EFL University Students

ERIC Educational Resources Information Center

Ito, Fumihiko

2004-01-01

Background: Over the past twenty years, many investigations have been carried out to identify factors influencing second language (L2) learning. Specifically, investigations of the relationship among first language (L1) reading skills, L2 reading skills, and L2 proficiency have been variously conducted, to contribute to the overall growth of L1-L2…

What Is the Criterion of Interest in Identifying Limited-English Speaking Students: Language Dominance or Proficiency?

ERIC Educational Resources Information Center

Estes, Gary D.; Estes, Carole

The issue of using language proficiency or language dominance to assess programs for high school students with limited English speaking backgrounds is addressed. The development and initial analyses of the Competency Based Oral Language Assessment (COLA) are discussed. Three components of oral language are rated separately: semantics; syntax and…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Oral L-glutamine administration attenuated cutaneous wound healing in Wistar rats.

PubMed

Goswami, Saurabh; Kandhare, Amit; Zanwar, Anand A; Hegde, Mahabaleshwar V; Bodhankar, Subhash L; Shinde, Sudhir; Deshmukh, Shahaji; Kharat, Ravindran

2016-02-01

The objective of this study was to evaluate the wound healing potential of L-glutamine in laboratory rats using excision and incision wound models. Excision wounds of size 500 mm(2) and depth 2 mm were made on the dorsal portion of male Wistar rats (230-250 g) and were used for the study of oral L-glutamine (1 g/kg) treatment on the rate of contraction of wound and epithelisation. Histological evaluation of wound tissue was also performed. Six-centimetre-long two linear-paravertebral incisions in male Wistar rats (230-250 g) were used to study the effect of L-glutamine (1 g/kg, p.o.) treatment on tensile strength, total protein and hydroxyproline content in the incision model. Oral administration of L-glutamine (1 g/kg) significantly decreased wound area, epithelisation period and wound index, whereas the rate of wound contraction significantly increased (P < 0·001) when compared with vehicle control rats in the excision wound model. Tensile strength, hydroxyproline content and protein level were significantly increased (P < 0·001) in L-glutamine (1 g/kg, p.o.)-treated rats when compared with vehicle control rats in the incision wound model. Histological evaluation of wound tissue from L-glutamine (1 g/kg, p.o.)-treated rats showed complete epithelialisation with new blood vessel formation and high fibrous tissues in the excision wound model. In conclusion, oral administration of l-glutamine (1 g/kg) promotes wound healing by acting on various stages of wound healing such as collagen synthesis, wound contraction and epithelialisation. © 2014 The Authors. International Wound Journal © 2014 Medicalhelplines.com Inc and John Wiley & Sons Ltd.

Examining the Concept of Subordination in Spoken L1 and L2 English: The Case of "If"-Clauses

ERIC Educational Resources Information Center

Basterrechea, María; Weinert, Regina

2017-01-01

This article explores the applications of research on native spoken language into second language learning in the concept of subordination. Second language (L2) learners' ability to integrate subordinate clauses is considered an indication of higher proficiency (e.g., Ellis & Barkhuizen, 2005; Tarone & Swierzbin, 2009). However, the notion…

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…

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…

Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students

ERIC Educational Resources Information Center

Negretti, Raffaella

2017-01-01

Several strands of applied linguistic research have emphasized the importance of genre awareness for academic writing students. Although metacognitive behaviors have been linked to L2 writing proficiency and performance, there is still the need for an account of how and why different metacognitive behaviors can help L2 academic writers to apply…

NEDD 4 binding protein 2-like 1 promotes cancer cell invasion in oral squamous cell carcinoma.

PubMed

Sasahira, Tomonori; Kurihara, Miyako; Nishiguchi, Yukiko; Fujiwara, Rina; Kirita, Tadaaki; Kuniyasu, Hiroki

2016-08-01

Head and neck cancer, including oral squamous cell carcinoma, is the sixth most common cancer worldwide. Although cancer cell invasion and metastasis are crucial for tumor progression, detailed molecular mechanisms underlying the invasion and metastasis of oral squamous cell carcinoma are unclear. Comparison of transcriptional profiles using a cDNA microarray demonstrated that N4BP2L1, a novel oncogene expressed by neural precursor cells, is involved in oral squamous cell carcinoma. Expression of N4BP2L1 in oral squamous cell carcinoma is regulated by activation of miR-448 and is higher than in normal oral mucosa. Knockdown of N4BP2L1 and upregulation of miR-448 significantly reduced the invasive potential of oral squamous cell carcinoma cells. We studied N4BP2L1 expression in 187 cases of oral squamous cell carcinoma and found its overexpression to be significantly associated with nodal metastasis (P = 0.0155) and poor prognosis (P = 0.0136). Expression of miR-448 was found to be inversely associated with that of N4BP2L1 (P = 0.0019). Cox proportional hazards analysis identified N4BP2L1 expression as an independent predictor of disease-free survival (P = 0.0349). Our results suggest that N4BP2L1 plays an important role in tumor cell invasion in oral squamous cell carcinoma. Further studies on expression of N4BP2L1 may provide new insight into its function and clarify its potential as biomarker in human oral cancer.

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…

Increasing Language Awareness and Self-Efficacy of FL Students Using Self-Assessment and the ACTFL Proficiency Guidelines

ERIC Educational Resources Information Center

Kissling, Elizabeth M.; O'Donnell, Mary E.

2015-01-01

This study describes how oral language was assessed in an advanced-level college foreign language (FL) conversation course. Learners used the American Council on the Teaching of Foreign Languages Proficiency Guidelines to guide self-analyses of their oral production at intervals throughout the course. The intent was to provide opportunities for…

A Multi-Method Analysis of Evaluation Criteria Used to Assess the Speaking Proficiency of Graduate Student Instructors

ERIC Educational Resources Information Center

Plough, India C.; Briggs, Sarah L.; Van Bonn, Sarah

2010-01-01

The study reported here examined the evaluation criteria used to assess the proficiency and effectiveness of the language produced in an oral performance test of English conducted in an American university context. Empirical methods were used to analyze qualitatively and quantitatively transcriptions of the Oral English Tests (OET) of 44…

The Effect of Storytelling and Retelling and Higher Order Thinking on Oral Performance of Elementary Students in English as Foreign Language (EFL) Program: A Pilot Study in Mainland China and Taiwan

ERIC Educational Resources Information Center

Yang, Pei-lin; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Ramos, Norma; Nava-Walichowski, Miranda

2016-01-01

The purpose of this pilot study was to evaluate the effect of Story Telling and retelling and higher order thinking for "E"nglish "L"anguage and "L"iteracy "A"cquisition (STELLA) on the English oral proficiency of elementary students in Mainland China and Taiwan, where English is taught as a foreign…

How Involved Are American L2 Learners of Spanish in Lexical Input Processing Tasks during Reading?

ERIC Educational Resources Information Center

Pulido, Diana

2009-01-01

This study examines the nature of the involvement load (Laufer & Hulstijn, 2001) in second language (L2) lexical input processing through reading by considering the effects of the reader-based factors of L2 reading proficiency and background knowledge. The lexical input processing aspects investigated were lexical inferencing (search), attentional…

Perception of speech rhythm in second language: the case of rhythmically similar L1 and L2

PubMed Central

Ordin, Mikhail; Polyanskaya, Leona

2015-01-01

We investigated the perception of developmental changes in timing patterns that happen in the course of second language (L2) acquisition, provided that the native and the target languages of the learner are rhythmically similar (German and English). It was found that speech rhythm in L2 English produced by German learners becomes increasingly stress-timed as acquisition progresses. This development is captured by the tempo-normalized rhythm measures of durational variability. Advanced learners also deliver speech at a faster rate. However, when native speakers have to classify the timing patterns characteristic of L2 English of German learners at different proficiency levels, they attend to speech rate cues and ignore the differences in speech rhythm. PMID:25859228

Influence of Second Language Proficiency and Syntactic Structure Similarities on the Sensitivity and Processing of English Passive Sentence in Late Chinese-English Bilinguists: An ERP Study

ERIC Educational Resources Information Center

Chang, Xin; Wang, Pei

2016-01-01

To investigate the influence of L2 proficiency and syntactic similarity on English passive sentence processing, the present ERP study asked 40 late Chinese-English bilinguals (27 females and 13 males, mean age = 23.88) with high or intermediate L2 proficiency to read the sentences carefully and to indicate for each sentence whether or not it was…

Number Frequency in L1 Differentially Affects Immediate Serial Recall of Numbers in L2 Between Beginning and Intermediate Learners.

PubMed

Sumioka, Norihiko; Williams, Atsuko; Yamada, Jun

2016-12-01

A list number recall test in English (L2) was administered to both Japanese (L1) students with beginning-level English proficiency who attended evening high school and Japanese college students with intermediate-level English proficiency. The major findings were that, only for the high school group, the small numbers 1 and 2 in middle positions of lists were recalled better than the large numbers 8 and 9 and there was a significant correlation between number frequency in Japanese and recall performance. Equally intriguing was that in both groups for adjacent transposition errors, smaller numbers tended to appear in the first position and large numbers in the second; also, omission errors were commonly seen for larger numbers. These phenomena are interpreted as reflecting frequency and/or frequency-related effects. Briefly discussed were the bilingual short-term memory system, effects of number value, generality and implications of the findings, and weaknesses of the study.

Facework among L2 Speakers: A Close Look at Intercultural Communication

ERIC Educational Resources Information Center

Jwa, Soomin

2017-01-01

Although significant attention has been devoted to the notion of facework and its functions, facework among L2 speakers, whose cultural backgrounds and language proficiencies vary, has remained unexplored. The present study attempts to explore situations of intercultural communication in which facework is used as a way to remedy moments of…

Neural convergence for language comprehension and grammatical class production in highly proficient bilinguals is independent of age of acquisition.

PubMed

Consonni, Monica; Cafiero, Riccardo; Marin, Dario; Tettamanti, Marco; Iadanza, Antonella; Fabbro, Franco; Perani, Daniela

2013-05-01

In bilinguals, native (L1) and second (L2) languages are processed by the same neural resources that can be modulated by age of second language acquisition (AOA), proficiency level, and daily language exposure and usage. AOA seems to particularly affect grammar processing, where a complete neural convergence has been shown only in bilinguals with parallel language acquisition from birth. Despite the fact that proficiency-related neuroanatomical differences have been well documented in language comprehension (LC) and production, few reports have addressed the influence of language exposure. A still unanswered question pertains to the role of AOA, when proficiency is comparably high across languages, with respect to its modulator effects both on LC and production. Here, we evaluated with fMRI during sentence comprehension and verb and noun production tasks, two groups of highly proficient bilinguals only differing in AOA. One group learned Italian and Friulian in parallel from birth, whereas the second group learned Italian between 3 and 6 years. All participants were highly exposed to both languages, but more to Italian than Friulian. The results indicate a complete overlap of neural activations for the comprehension of both languages, not only in bilinguals from birth, but also in late bilinguals. A slightly extra activation in the left thalamus for the less-exposed language confirms that exposure may affect language processing. Noteworthy, we report for the first time that, when proficiency and exposure are kept high, noun and verb production recruit the same neural networks for L1 and L2, independently of AOA. These results support the neural convergence hypothesis. Copyright © 2012 Elsevier Ltd. All rights reserved.

Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain

ERIC Educational Resources Information Center

Schmidgall, Jonathan Edgar

2013-01-01

Research suggests that listener perceptions of a speaker's oral language use, or a speaker's "comprehensibility," may be influenced by a variety of speaker-, listener-, and context-related factors. Primary speaker factors include aspects of the speaker's proficiency in the target language such as pronunciation and…

An ERP study of second language learning after childhood: effects of proficiency.

PubMed

Ojima, Shiro; Nakata, Hiroki; Kakigi, Ryusuke

2005-08-01

Whether there is an absolute critical period for acquiring language is a matter of continuous debate. One approach to address this issue is to compare the processes of second language (L2) learning after childhood and those of first language (L1) learning during childhood. To study the cortical process of postchildhood L2 learning, we compared event-related brain potentials recorded from two groups of adult Japanese speakers who attained either high or intermediate proficiency in English after childhood (J-High and J-Low), and adult native English speakers (ENG). Semantic anomalies embedded in English sentences evoked a clear N400 component in all three groups, with only the time course of the brain activation varying among the groups. Syntactic violations elicited a left-lateralized negativity similar to the left anterior negativity in ENG and J-High, but not in J-Low. In ENG, a P600 component was additionally found. These results suggest that semantic processing is robust from early on in L2 learning, whereas the development of syntactic processing is more dependent on proficiency as evidenced by the lack of the left-lateralized negativity in J-Low. Because early maturation and stability of semantic processing as opposed to syntactic processing are also a feature of L1 processing, postchildhood L2 learning may be governed by the same brain properties as those which govern childhood L1 learning. We argue that these processes are qualitatively similar in many respects, with only restricted domains of language processing being subject to absolute critical period effects.

Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study

ERIC Educational Resources Information Center

Demir, Yusuf; Mutlu, Gülçin; Sisman, Yavuz Selim

2018-01-01

This study set out with a threefold purpose: to examine (1) the oral communication strategies (CSs) employed by tertiary-level Turkish EFL learners, (2) the use of CSs based on exposure to English through audio-visual tools, university subject domain and gender differences, (3) the correlation between use of CSs and oral proficiency scores. To…

[Cryotherapy is useful and safe in the prevention of oral mucositis after high-dose melphalan (L-PAM)].

PubMed

Inagaki, Noriko; Ohue, Yukiko; Shigeta, Hiroe; Tasaka, Taizo

2006-11-01

We prospectively assessed the effectiveness of cryotherapy after high-dose L-PAM to prevent oral mucositis. Cryotherapy with ice tips was commenced 15 minutes before L-PAM administration, and continued until the end of administration. Twenty-six patients were enrolled in this study. Thirteen patients with myeloma were treated with 200 mg/m2 L-PAM followed by autologous peripheral blood stem cell transplantation, and 13 patients (4 AML, 4 MDS, 2 ALL, 2 lymphoma and 1 CML) were treated with 140 mg/m2 L-PAM followed by allogeneic stem cell transplantation. Grade 1 mucositis occurred in four of 13 patients (31%) with 200 mg/m2 L-PAM, and 2 of 13 patients (16%) with 140 mg/m2 L-PAM. Only one patient had grade 2 mucositis, and no grade 3 mucositis were observed. The procedure was well tolerated in all patients. These data suggest that cryotherapy is effective to minimize L-PAM-induced oral mucositis.

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

ERIC Educational Resources Information Center

Bei, Gavin Xiaoyue

2013-01-01

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

From First Language Literacy to Second Language Proficiency to Second Language Literacy: The Act of Writing in a Foreign Language Context.

ERIC Educational Resources Information Center

Crerand, Mary E. Lavin

A study investigated how a second language (L2) learner's writing skills develop in a second-language context. The three research questions addressed the effect of: (1) first-language (L1) literacy skills, (2) L2 proficiency, and (3) the instructional context on L2 writing. Subjects were 70 university French students. Data were drawn from 300…

Profiles in Bilingualism: Factors Influencing Kindergartners' Language Proficiency

ERIC Educational Resources Information Center

Dixon, L. Quentin; Wu, Shuang; Daraghmeh, Ahlam

2012-01-01

Three common assumptions concerning bilingual children's language proficiency are: (1) their proficiency in two languages is usually unbalanced; (2) low socioeconomic status (SES) indicates low proficiency in both languages; and (3) encouraging parents to speak some societal language at home will promote its development. Examining the vocabulary…

Computer Proficiency Questionnaire: Assessing Low and High Computer Proficient Seniors

PubMed Central

Boot, Walter R.; Charness, Neil; Czaja, Sara J.; Sharit, Joseph; Rogers, Wendy A.; Fisk, Arthur D.; Mitzner, Tracy; Lee, Chin Chin; Nair, Sankaran

2015-01-01

Purpose of the Study: Computers and the Internet have the potential to enrich the lives of seniors and aid in the performance of important tasks required for independent living. A prerequisite for reaping these benefits is having the skills needed to use these systems, which is highly dependent on proper training. One prerequisite for efficient and effective training is being able to gauge current levels of proficiency. We developed a new measure (the Computer Proficiency Questionnaire, or CPQ) to measure computer proficiency in the domains of computer basics, printing, communication, Internet, calendaring software, and multimedia use. Our aim was to develop a measure appropriate for individuals with a wide range of proficiencies from noncomputer users to extremely skilled users. Design and Methods: To assess the reliability and validity of the CPQ, a diverse sample of older adults, including 276 older adults with no or minimal computer experience, was recruited and asked to complete the CPQ. Results: The CPQ demonstrated excellent reliability (Cronbach’s α = .98), with subscale reliabilities ranging from .86 to .97. Age, computer use, and general technology use all predicted CPQ scores. Factor analysis revealed three main factors of proficiency related to Internet and e-mail use; communication and calendaring; and computer basics. Based on our findings, we also developed a short-form CPQ (CPQ-12) with similar properties but 21 fewer questions. Implications: The CPQ and CPQ-12 are useful tools to gauge computer proficiency for training and research purposes, even among low computer proficient older adults. PMID:24107443

Predicting Second Language Writing Proficiency: The Roles of Cohesion and Linguistic Sophistication

ERIC Educational Resources Information Center

Crossley, Scott A.; McNamara, Danielle S.

2012-01-01

This study addresses research gaps in predicting second language (L2) writing proficiency using linguistic features. Key to this analysis is the inclusion of linguistic measures at the surface, textbase and situation model level that assess text cohesion and linguistic sophistication. The results of this study demonstrate that five variables…

Learning the Lexical Aspects of a Second Language at Different Proficiencies: A Neural Computational Study

ERIC Educational Resources Information Center

Cuppini, Cristiano; Magosso, Elisa; Ursino, Mauro

2013-01-01

We present an original model designed to study how a second language (L2) is acquired in bilinguals at different proficiencies starting from an existing L1. The model assumes that the conceptual and lexical aspects of languages are stored separately: conceptual aspects in distinct topologically organized Feature Areas, and lexical aspects in a…

Antimicrobial and anti-biofilm activities of Lactobacillus kefiranofaciens DD2 against oral pathogens

PubMed Central

2018-01-01

ABSTRACT Background: Streptococcus mutans and Streptococcus sobrinus are major causative bacterial pathogens of dental caries. Objective: We investigated the applicability of three Lactobacillus strains (L. kefiranofaciens DD2, DD5, and DD6) isolated from kefir and three commercial Lactobacillus strains (L. plantarum ATCC 10,012, L. johnsonii JCM 1022, and L. rhamnosus ATCC 7469) as potential oral probiotics with respect to their survivability in an experimental oral environment, antimicrobial activity, and anti-biofilm formation activity against S. mutans and S. sobrinus. Results: Strains DD2, ATCC 10012, ATCC 7469, and JCM 1022 had the best oral survivability, including aerotolerance and enzymatic resistance, and inhibited the growth and biofilm formation of S. mutans and S. sobrinus. In particular, DD2 suppressed all three classes of biofilm formation-associated genes: those associated with carbohydrate metabolism and those encoding regulatory biofilm and adhesion proteins. Conclusions: These results indicate that the novel kefir isolate L. kefiranofaciens DD2 effectively and directly inhibits S. mutans and S. sobrinus. PMID:29868163

Antimicrobial and anti-biofilm activities of Lactobacillus kefiranofaciens DD2 against oral pathogens.

PubMed

Jeong, Dana; Kim, Dong-Hyeon; Song, Kwang-Young; Seo, Kun-Ho

2018-01-01

Background : Streptococcus mutans and Streptococcus sobrinus are major causative bacterial pathogens of dental caries. Objective : We investigated the applicability of three Lactobacillus strains ( L. kefiranofaciens DD2, DD5, and DD6) isolated from kefir and three commercial Lactobacillus strains ( L. plantarum ATCC 10,012, L. johnsonii JCM 1022, and L. rhamnosus ATCC 7469) as potential oral probiotics with respect to their survivability in an experimental oral environment, antimicrobial activity, and anti-biofilm formation activity against S. mutans and S. sobrinus . Results : Strains DD2, ATCC 10012, ATCC 7469, and JCM 1022 had the best oral survivability, including aerotolerance and enzymatic resistance, and inhibited the growth and biofilm formation of S. mutans and S. sobrinus . In particular, DD2 suppressed all three classes of biofilm formation-associated genes: those associated with carbohydrate metabolism and those encoding regulatory biofilm and adhesion proteins. Conclusions : These results indicate that the novel kefir isolate L. kefiranofaciens DD2 effectively and directly inhibits S. mutans and S. sobrinus .

Relationship of candidate communication and organization skills to oral certification examination scores.

PubMed

Houston, James E; Smith, Everett V

2008-12-01

This study investigated the relationship between candidate's proficiency in communication/organization and ability measures derived from judges' oral examination ratings on a medical specialty certification examination. Judges who rated candidates on the oral examination also provided a separate rating for candidates' communication/organization skills. ANOVA was used to examine differences among levels of communication/organizational skills with respect to candidates' ability measures on the oral examination. There was a statistically significant increase in oral examination measures for candidates with higher levels of communication/organization skills. This supports the hypothesis that candidates who were more proficient in organizing and presenting their responses were more likely to have better performance on the oral examination. Given communication and oral examination ratings were provided by the same judges, future research should investigate whether these preliminary findings generalize to situations in which communication ratings are obtained from independent ratings during and outside the oral examination.

Computer proficiency questionnaire: assessing low and high computer proficient seniors.

PubMed

Boot, Walter R; Charness, Neil; Czaja, Sara J; Sharit, Joseph; Rogers, Wendy A; Fisk, Arthur D; Mitzner, Tracy; Lee, Chin Chin; Nair, Sankaran

2015-06-01

Computers and the Internet have the potential to enrich the lives of seniors and aid in the performance of important tasks required for independent living. A prerequisite for reaping these benefits is having the skills needed to use these systems, which is highly dependent on proper training. One prerequisite for efficient and effective training is being able to gauge current levels of proficiency. We developed a new measure (the Computer Proficiency Questionnaire, or CPQ) to measure computer proficiency in the domains of computer basics, printing, communication, Internet, calendaring software, and multimedia use. Our aim was to develop a measure appropriate for individuals with a wide range of proficiencies from noncomputer users to extremely skilled users. To assess the reliability and validity of the CPQ, a diverse sample of older adults, including 276 older adults with no or minimal computer experience, was recruited and asked to complete the CPQ. The CPQ demonstrated excellent reliability (Cronbach's α = .98), with subscale reliabilities ranging from .86 to .97. Age, computer use, and general technology use all predicted CPQ scores. Factor analysis revealed three main factors of proficiency related to Internet and e-mail use; communication and calendaring; and computer basics. Based on our findings, we also developed a short-form CPQ (CPQ-12) with similar properties but 21 fewer questions. The CPQ and CPQ-12 are useful tools to gauge computer proficiency for training and research purposes, even among low computer proficient older adults. © The Author 2013. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Effect of Online Planning, Strategic Planning and Rehearsal across Two Proficiency Levels

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Shahri, Mohammad Naseh Nasrollahi

2017-01-01

The study presents an investigation of the effect of strategic planning, online planning and rehearsal on the fluency, accuracy and complexity of oral productions at two proficiency levels. Forty EFL participants at low and intermediate levels performed picture story tasks in three different conditions: the online planning only condition,…

Linguistic Proficiency Assessment in Second Language Acquisition Research: The Elicited Imitation Task

ERIC Educational Resources Information Center

Gaillard, Stéphanie; Tremblay, Annie

2016-01-01

This study investigated the elicited imitation task (EIT) as a tool for measuring linguistic proficiency in a second/foreign (L2) language, focusing on French. Nonnative French speakers (n = 94) and native French speakers (n = 6) completed an EIT that included 50 sentences varying in length and complexity. Three raters evaluated productions on…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Bilingual Literacy or Substantive Bilingualism? L1 and L2 Reading and Writing Performance among Grade 7 Learners in Three Township Schools Gauteng Province, South Africa

ERIC Educational Resources Information Center

Manyike, T. V.

2013-01-01

Language diversity in South Africa continues to problematise educational provision and the realisation of equitable educational opportunities for all learners in various ways. This article presents the findings of ongoing research which explores the effect of language in education policy on the L1 and L2 proficiency of Grade 7 learners in township…

The processing and comprehension of wh-questions among L2 German speakers

PubMed Central

Jackson, Carrie N.; Bobb, Susan C.

2009-01-01

Using the self-paced-reading paradigm, the present study examines whether highly proficient second language (L2) speakers of German (English L1) use case-marking information during the on-line comprehension of unambiguous wh-extractions, even when task demands do not draw explicit attention to this morphosyntactic feature in German. Results support previous findings, in that both the native and the L2 German speakers exhibited an immediate subject-preference in the matrix clause, suggesting they were sensitive to case-marking information. However, only among the native speakers did this subject-preference carry over to reading times in the complement clause. The results from the present study are discussed in light of current debates regarding the ability of L2 speakers to attain native-like processing strategies in their L2. PMID:20161006

Negative Transfer Effects on L2 Word Order Processing

PubMed Central

Erdocia, Kepa; Laka, Itziar

2018-01-01

Does first language (L1) word order affect the processing of non-canonical but grammatical syntactic structures in second language (L2) comprehension? In the present study, we test whether L1-Spanish speakers of L2-Basque process subject–verb–object (SVO) and object–verb–subject (OVS) non-canonical word order sentences of Basque in the same way as Basque native speakers. Crucially, while OVS orders are non-canonical in both Spanish and Basque, SVO is non-canonical in Basque but is the canonical word order in Spanish. Our electrophysiological results showed that the characteristics of L1 affect the processing of the L2 even at highly proficient and early-acquired bilingual populations. Specifically, in the non-native group, we observed a left anterior negativity-like component when comparing S and O at sentence initial position and a P600 when comparing those elements at sentence final position. Those results are similar of those reported by Casado et al. (2005) for native speakers of Spanish indicating that L2-Basque speakers rely in their L1-Spanish when processing SVO–OVS word order sentences. Our results favored the competition model (MacWhinney, 1997). PMID:29593626

Negative Transfer Effects on L2 Word Order Processing.

PubMed

Erdocia, Kepa; Laka, Itziar

2018-01-01

Does first language (L1) word order affect the processing of non-canonical but grammatical syntactic structures in second language (L2) comprehension? In the present study, we test whether L1-Spanish speakers of L2-Basque process subject-verb-object (SVO) and object-verb-subject (OVS) non-canonical word order sentences of Basque in the same way as Basque native speakers. Crucially, while OVS orders are non-canonical in both Spanish and Basque, SVO is non-canonical in Basque but is the canonical word order in Spanish. Our electrophysiological results showed that the characteristics of L1 affect the processing of the L2 even at highly proficient and early-acquired bilingual populations. Specifically, in the non-native group, we observed a left anterior negativity-like component when comparing S and O at sentence initial position and a P600 when comparing those elements at sentence final position. Those results are similar of those reported by Casado et al. (2005) for native speakers of Spanish indicating that L2-Basque speakers rely in their L1-Spanish when processing SVO-OVS word order sentences. Our results favored the competition model (MacWhinney, 1997).

Strategy Use, Listening Problems, and Motivation of High- and Low-Proficiency Chinese Listeners

ERIC Educational Resources Information Center

Lau, Kit-Ling

2017-01-01

Building on previous listening strategy research, the author aimed to explore the differences between Chinese high-proficiency listeners (HLs) and low-proficiency listeners (LLs) on their strategy use, problems, and motivation in native language (L1) listening. It involved 1,290 Grade 7 and 1,515 Grade 9 students. Both quantitative and qualitative…

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…

14 CFR 61.187 - Flight proficiency.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Flight proficiency. 61.187 Section 61.187... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.187 Flight proficiency. (a) General. A person who is applying for a...

14 CFR 61.187 - Flight proficiency.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight proficiency. 61.187 Section 61.187... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.187 Flight proficiency. (a) General. A person who is applying for a...

14 CFR 61.98 - Flight proficiency.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Flight proficiency. 61.98 Section 61.98... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Recreational Pilots § 61.98 Flight proficiency... and flight training from an authorized instructor on the areas of operation of this section that apply...

14 CFR 61.187 - Flight proficiency.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Flight proficiency. 61.187 Section 61.187... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.187 Flight proficiency. (a) General. A person who is applying for a...

14 CFR 61.98 - Flight proficiency.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Flight proficiency. 61.98 Section 61.98... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Recreational Pilots § 61.98 Flight proficiency... and flight training from an authorized instructor on the areas of operation of this section that apply...

14 CFR 61.187 - Flight proficiency.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Flight proficiency. 61.187 Section 61.187... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.187 Flight proficiency. (a) General. A person who is applying for a...

14 CFR 61.98 - Flight proficiency.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight proficiency. 61.98 Section 61.98... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Recreational Pilots § 61.98 Flight proficiency... and flight training from an authorized instructor on the areas of operation of this section that apply...

14 CFR 61.98 - Flight proficiency.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Flight proficiency. 61.98 Section 61.98... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Recreational Pilots § 61.98 Flight proficiency... and flight training from an authorized instructor on the areas of operation of this section that apply...

14 CFR 61.187 - Flight proficiency.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight proficiency. 61.187 Section 61.187... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.187 Flight proficiency. (a) General. A person who is applying for a...

14 CFR 61.98 - Flight proficiency.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight proficiency. 61.98 Section 61.98... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Recreational Pilots § 61.98 Flight proficiency... and flight training from an authorized instructor on the areas of operation of this section that apply...

Cultural Proficiency

ERIC Educational Resources Information Center

Guerra, Patricia L.; Nelson, Sarah W.

2007-01-01

Cultural proficiency is defined as "the policies and practices of an organization or the values and behaviors of an individual that enable the agency or person to interact effectively in a culturally diverse environment." The diverse composition of today's classrooms demands that schools and educators be culturally proficient, yet few of them are.…

Proficiency and Linguistic Complexity Influence Speech Motor Control and Performance in Spanish Language Learners

ERIC Educational Resources Information Center

Nip, Ignatius S. B.; Blumenfeld, Henrike K.

2015-01-01

Purpose: Second-language (L2) production requires greater cognitive resources to inhibit the native language and to retrieve less robust lexical representations. The current investigation identifies how proficiency and linguistic complexity, specifically syntactic and lexical factors, influence speech motor control and performance. Method: Speech…

The Effects of Practice Modality on Pragmatic Development in L2 Chinese

ERIC Educational Resources Information Center

Li, Shuai; Taguchi, Naoko

2014-01-01

This study investigated the effects of input-based and output-based practice on the development of accuracy and speed in recognizing and producing request-making forms in L2 Chinese. Fifty American learners of Chinese with intermediate level proficiency were randomly assigned to an input-based training group, an output-based training group, or a…

Cultural Proficiency. Research Brief

ERIC Educational Resources Information Center

Walker, Karen

2007-01-01

Cultural proficiency and diversity are often used interchangeably, yet there are some distinct differences between them. Cultural proficiency is the umbrella under which diversity falls. According to one source, "Cultural proficiency is a way of being that allows individuals and organizations to interact effectively with people who differ from…

Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level

ERIC Educational Resources Information Center

Bernhardt, Elizabeth; Molitoris, Joan; Romeo, Ken; Lin, Nina; Valderrama, Patricia

2015-01-01

Writing in postsecondary foreign language contexts in North America has received far less attention in the curriculum than the development of oral proficiency. This article describes one institution's process of confronting the challenges not only of recognizing the contribution of writing to students' overall linguistic development, but also of…

Highly Proficient Bilinguals Implement Inhibition: Evidence from N-2 Language Repetition Costs

ERIC Educational Resources Information Center

Declerck, Mathieu; Thoma, Aniella M.; Koch, Iring; Philipp, Andrea M.

2015-01-01

Several, but not all, models of language control assume that highly proficient bilinguals implement little to no inhibition during bilingual language production. In the current study, we tested this assumption with a less equivocal marker of inhibition (i.e., n-2 language repetition costs) than previous language switching studies have. N-2…

The Effects of L2 Proficiency on Pragmatics Instruction: A Web-Based Approach to Teaching Chinese Expressions of Gratitude

ERIC Educational Resources Information Center

Yang, Li

2017-01-01

This study investigated whether the effects of pragmatics instruction delivered via a self-access website in a Chinese as a foreign language learning environment vary according to learners' language proficiency. The website provided learners with explicit instruction in how to express gratitude appropriately in Chinese and offered them pragmatic…

The Effects of Pre-Task Planning and On-line Planning on Fluency, Complexity, and Accuracy in L2 Monologic Oral Production.

ERIC Educational Resources Information Center

Yuan, Fangyuan; Ellis, Rod

2003-01-01

Investigated the effects of both pre-task and on-line planning on second language (L2) oral production. Results show that pre-task planning enhances grammatical complexity while on-line planning positively influences accuracy and grammatical complexity. Pre-task planners also produced more fluent and lexically varied language than the on-line…

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

ERIC Educational Resources Information Center

Miller, Zachary F.

2016-01-01

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

Proficiency Standards and Cut-Scores for Language Proficiency Tests.

ERIC Educational Resources Information Center

Moy, Raymond H.

1984-01-01

Discusses the problems associated with "grading on a curve," the approach often used for standard setting on language proficiency tests. Proposes four main steps presented in the setting of a non-arbitrary cut-score. These steps not only establish a proficiency standard checked by external criteria, but also check to see that the test covers the…

Predictive Validity of Curriculum-Based Measures for English Learners at Varying English Proficiency Levels

ERIC Educational Resources Information Center

Kim, Jennifer Sun; Vanderwood, Michael L.; Lee, Catherine Y.

2016-01-01

This study examined the predictive validity of curriculum-based measures in reading for Spanish-speaking English learners (ELs) at various levels of English proficiency. Third-grade Spanish-speaking EL students were screened during the fall using DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity was examined in relation to spring…

Armored RNA as Virus Surrogate in a Real-Time Reverse Transcriptase PCR Assay Proficiency Panel

PubMed Central

Hietala, S. K.; Crossley, B. M.

2006-01-01

In recent years testing responsibilities for high-consequence pathogens have been expanded from national reference laboratories into networks of local and regional laboratories in order to support enhanced disease surveillance and to test for surge capacity. This movement of testing of select agents and high-consequence pathogens beyond reference laboratories introduces a critical need for standardized, noninfectious surrogates of disease agents for use as training and proficiency test samples. In this study, reverse transcription-PCR assay RNA targets were developed and packaged as armored RNA for use as a noninfectious, quantifiable synthetic substitute for four high-consequence animal pathogens: classical swine fever virus; foot-and-mouth disease virus; vesicular stomatitis virus, New Jersey serogroup; and vesicular stomatitis virus, Indiana serogroup. Armored RNA spiked into oral swab fluid specimens mimicked virus-positive clinical material through all stages of the reverse transcription-PCR testing process, including RNA recovery by four different commercial extraction procedures, reverse transcription, PCR amplification, and real-time detection at target concentrations consistent with the dynamic ranges of the existing real-time PCR assays. The armored RNA concentrations spiked into the oral swab fluid specimens were stable under storage conditions selected to approximate the extremes of time and temperature expected for shipping and handling of proficiency panel samples, including 24 h at 37°C and 2 weeks at temperatures ranging from ambient room temperature to −70°C. The analytic test performance, including the reproducibility over the dynamic range of the assays, indicates that armored RNA can provide a noninfectious, quantifiable, and stable virus surrogate for specific assay training and proficiency test purposes. PMID:16390950

The Relationships between Korean University Students' Reading Attitude, Reading Strategy Use, and Reading Proficiency

ERIC Educational Resources Information Center

Kim, Hyangil

2016-01-01

This present study investigated the relationships among L2 readers' reading attitude, reading strategy use, and reading proficiency in order to identify patterns caused by individuals' differences. For this study, 153 Korean university students replied to a reading attitude and reading strategy questionnaire. An ANOVA and frequency analysis were…

Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA. Language Learning & Language Teaching. Volume 32

ERIC Educational Resources Information Center

Housen, Alex, Ed.; Kuiken, Folkert, Ed.; Vedder, Ineke, Ed.

2012-01-01

Research into complexity, accuracy and fluency (CAF) as basic dimensions of second language performance, proficiency and development has received increased attention in SLA. However, the larger picture in this field of research is often obscured by the breadth of scope, multiple objectives and lack of clarity as to how complexity, accuracy and…

Developing Oral Language Skills in Middle School English Learners

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2018-01-01

Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

The Effects of Language Environment and Oral Language Ability on Phonological Production Proficiency in Bilingual Spanish-English Speaking Children

ERIC Educational Resources Information Center

Scarpino, Shelley E.

2011-01-01

Purpose: This study was conducted to determine if phonological production proficiency in bilingual Spanish-English preschoolers could be predicted by their language environment, language ability, and phonological production proficiency in their other language. Method: Participants were 199 Latino children and their families. Children ranged in age…

Syntactic Complexity as a Predictor of Second Language Writing Proficiency and Writing Quality

ERIC Educational Resources Information Center

Park, Ji-Hyun

2017-01-01

Syntactic (i.e., grammatical) complexity refers to the range and the degree of sophistication of the forms that appear in language production (Ortega, 2003). This concept has long been regarded as an important construct of language proficiency and has been actively investigated in the field of second language (L2) writing. Syntactic complexity is…

The Impact of Consecutive Interpreting Training on the L2 Listening Competence Enhancement

ERIC Educational Resources Information Center

Zhang, Tongtong; Wu, Zhiwei

2017-01-01

In recent years, a growing number of people have taken up interpreting training, with the intention of not only developing interpreting skills, but improving language proficiency as well. The present study sets out to investigate the impact of English-Chinese consecutive interpreting (CI) training on the enhancement of the second language (L2,…

How L2 Legal Writers Use Strategies for Scholarly Writing: A Mixed Methods Study

ERIC Educational Resources Information Center

Bain Butler, Donna

2010-01-01

This dissertation research fills existing gaps regarding the practices and processes of teaching second language (L2) writers at higher ranges of proficiency in law school context. It is a mixed methods, longitudinal, descriptive, writer-centered study. The research purpose was to explore strategic competence as a catalyst for professional…

Child, family, and school characteristics related to English proficiency development among low-income, dual language learners.

PubMed

Kim, Yoon Kyong; Curby, Timothy W; Winsler, Adam

2014-12-01

Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer DLLs were associated with higher initial levels of English proficiency in kindergarten and/or steeper growth over time. Survival analyses indicated that it took about 2 years for half of the sample to become proficient in English according to the school district's criterion. Higher initial proficiency in kindergarten, not receiving free/reduced lunch, not being Hispanic or Black, strong cognitive, language, and socioemotional skills at age 4, and maternal education were associated with faster attainment of English proficiency. It is important for teachers, parents, researchers, and policy makers to understand that DLL students come from diverse backgrounds and that poverty and other factors influence the speed of English language development for DLLs. PsycINFO Database Record (c) 2014 APA, all rights reserved.

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).

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

The Effect of Sociolinguistic Factors and English Language Proficiency on the Development of French as a Third Language

ERIC Educational Resources Information Center

Bérubé, Daniel; Marinova-Todd, Stefka H.

2014-01-01

The classroom demographics in French immersion (FI) programs across Canada are changing: There are a growing number of multilingual students who are learning English as a second language (L2) and French as a third language (L3). However, little is known about the development of French language proficiency and reading skills of multilingual…

The Impact of Normative Environments on Learner Motivation and L2 Reading Ability Growth

ERIC Educational Resources Information Center

Sasaki, Miyuki; Kozaki, Yoko; Ross, Steven J.

2017-01-01

This study explores the effects of various motivational variables operating within 44 English classes on 1-year-long gains in the English reading proficiency of 1,149 Japanese university students. The study adds new knowledge to the recent outcomes of second language (L2) motivational studies in 3 major ways. First, the explanatory variables…

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

ERIC Educational Resources Information Center

Wen, Zhisheng

2016-01-01

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

Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality

ERIC Educational Resources Information Center

Kim, Minkyung; Crossley, Scott A.; Kyle, Kristopher

2018-01-01

This study conceptualizes lexical sophistication as a multidimensional phenomenon by reducing numerous lexical features of lexical sophistication into 12 aggregated components (i.e., dimensions) via a principal component analysis approach. These components were then used to predict second language (L2) writing proficiency levels, holistic lexical…

The Proficiency Continuum in Quechua-Spanish Bilingual Speakers: An Analysis of the Verbal Clitic System.

ERIC Educational Resources Information Center

Paredes, Liliana

2001-01-01

Examines the variable use of verbal clitics in bilingual Spanish and proposes that the contact between Quechua and Spanish is expressed in the existence of more than one clitic system across an oral proficiency continuum in Spanish. Proposes that the clitic use in these different systems is variable and constrained by different factors.…

Evaluation of Athletic Training Students' Clinical Proficiencies

PubMed Central

Walker, Stacy E; Weidner, Thomas G; Armstrong, Kirk J

2008-01-01

Context: Appropriate methods for evaluating clinical proficiencies are essential in ensuring entry-level competence. Objective: To investigate the common methods athletic training education programs use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions nationwide. Patients or Other Participants: All program directors of athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs as of January 2006 (n  =  337); 201 (59.6%) program directors responded. Data Collection and Analysis: The institutional survey consisted of 11 items regarding institutional and program demographics. The 14-item Methods of Clinical Proficiency Evaluation in Athletic Training survey consisted of respondents' demographic characteristics and Likert-scale items regarding clinical proficiency evaluation methods and barriers, educational content areas, and clinical experience settings. We used analyses of variance and independent t tests to assess differences among athletic training education program characteristics and the barriers, methods, content areas, and settings regarding clinical proficiency evaluation. Results: Of the 3 methods investigated, simulations (n  =  191, 95.0%) were the most prevalent method of clinical proficiency evaluation. An independent-samples t test revealed that more opportunities existed for real-time evaluations in the college or high school athletic training room (t189  =  2.866, P  =  .037) than in other settings. Orthopaedic clinical examination and diagnosis (4.37 ± 0.826) and therapeutic modalities (4.36 ± 0.738) content areas were scored the highest in sufficient opportunities for real-time clinical proficiency evaluations. An inadequate volume of injuries or conditions (3.99 ± 1.033) and injury/condition occurrence not coinciding with the clinical proficiency assessment timetable (4.06 ± 0.995) were

Liquid Medication Dosing Errors by Hispanic Parents: Role of Health Literacy and English Proficiency

PubMed Central

Harris, Leslie M.; Dreyer, Benard; Mendelsohn, Alan; Bailey, Stacy C.; Sanders, Lee M.; Wolf, Michael S.; Parker, Ruth M.; Patel, Deesha A.; Kim, Kwang Youn A.; Jimenez, Jessica J.; Jacobson, Kara; Smith, Michelle; Yin, H. Shonna

2016-01-01

Objective Hispanic parents in the US are disproportionately affected by low health literacy and limited English proficiency (LEP). We examined associations between health literacy, LEP, and liquid medication dosing errors in Hispanic parents. Methods Cross-sectional analysis of data from a multisite randomized controlled experiment to identify best practices for the labeling/dosing of pediatric liquid medications (SAFE Rx for Kids study); 3 urban pediatric clinics. Analyses were limited to Hispanic parents of children <8 years, with health literacy and LEP data (n=1126). Parents were randomized to 5 groups that varied by pairing of units of measurement on the label/dosing tool. Each parent measured 9 doses [3 amounts (2.5,5,7.5 mL) using 3 tools (2 syringes (0.2,0.5 mL increment), 1 cup)] in random order. Dependent variable: Dosing error=>20% dose deviation. Predictor variables: health literacy (Newest Vital Sign) [limited=0–3; adequate=4–6], LEP (speaks English less than “very well”). Results 83.1% made dosing errors (mean(SD) errors/parent=2.2(1.9)). Parents with limited health literacy and LEP had the greatest odds of making a dosing error compared to parents with adequate health literacy who were English proficient (% trials with errors/parent=28.8 vs. 12.9%; AOR=2.2[1.7–2.8]). Parents with limited health literacy who were English proficient were also more likely to make errors (% trials with errors/parent=18.8%; AOR=1.4[1.1–1.9]). Conclusion Dosing errors are common among Hispanic parents; those with both LEP and limited health literacy are at particular risk. Further study is needed to examine how the redesign of medication labels and dosing tools could reduce literacy and language-associated disparities in dosing errors. PMID:28477800

Recurrent Word Combinations in EAP Test-Taker Writing: Differences between High- and Low-Proficiency Levels

ERIC Educational Resources Information Center

Appel, Randy; Wood, David

2016-01-01

The correct use of frequently occurring word combinations represents an important part of language proficiency in spoken and written discourse. This study investigates the use of English-language recurrent word combinations in low-level and high-level L2 English academic essays sourced from the Canadian Academic English Language (CAEL) assessment.…

Determinants of International Students' Adaptation: Examining Effects of Integrative Motivation, Instrumental Motivation and Second Language Proficiency

ERIC Educational Resources Information Center

Yu, Baohua; Downing, Kevin

2012-01-01

This study examined the influence of integrative motivation, instrumental motivation and second language (L2) proficiency on socio-cultural/academic adaptation in a sample of two groups of international students studying Chinese in China. Results revealed that the non-Asian student group reported higher levels of integrative motivation,…

Acquiring Spanish at the Interfaces: An Integrative Approach to the L2 Acquisition of Psych-Verbs

ERIC Educational Resources Information Center

Gomez Soler, Inmaculada

2012-01-01

This dissertation provides a comprehensive analysis of the L2 acquisition of Spanish psych-verbs (e.g. "gustar" "to like") across four different proficiency levels. In particular, psych-verbs constitute a testing ground for the predictions of the Interface Hypothesis (Sorace and Filiaci, 2006; Tsimpli, Sorace, Heycok &…

Leading a System-Wide Pedagogical Change: How a Faculty of Education Invests in Developing Communication Proficiencies?

ERIC Educational Resources Information Center

Weinberger, Yehudith

2018-01-01

The article presents a system-wide change initiated in the faculty of education at a major teachers' college aimed at developing students' reading, and written and oral communication proficiencies, while focusing on clarity and coherence, and the use of rich, correct and precise language for purposes of studying, teaching and research. The…

A New Tool for Assessing Mobile Device Proficiency in Older Adults: The Mobile Device Proficiency Questionnaire.

PubMed

Roque, Nelson A; Boot, Walter R

2018-02-01

Mobile device proficiency is increasingly required to participate in society. Unfortunately, there still exists a digital divide between younger and older adults, especially with respect to mobile devices (i.e., tablet computers and smartphones). Training is an important goal to ensure that older adults can reap the benefits of these devices. However, efficient/effective training depends on the ability to gauge current proficiency levels. We developed a new scale to accurately assess the mobile device proficiency of older adults: the Mobile Device Proficiency Questionnaire (MDPQ). We present and validate the MDPQ and a short 16-question version of the MDPQ (MDPQ-16). The MDPQ, its subscales, and the MDPQ-16 were found to be highly reliable and valid measures of mobile device proficiency in a large sample. We conclude that the MDPQ and MDPQ-16 may serve as useful tools for facilitating mobile device training of older adults and measuring mobile device proficiency for research purposes.

Issues in the Assessment of Bilingually Educated Students: Expressing Subject Knowledge through L1 and L2

ERIC Educational Resources Information Center

Gablasova, Dana

2014-01-01

This article discusses issues related to oral assessment of school knowledge of L2-educated students. In particular, it examines benefits and disadvantages of students being tested in their L1 (their dominant language) and in their L2 (their language of instruction). The study draws on the data from 37 high school students studying in a content…

What and When Second-Language Learners Revise When Responding to Timed Writing Tasks on the Computer: The Roles of Task Type, Second Language Proficiency, and Keyboarding Skills

ERIC Educational Resources Information Center

Barkaoui, Khaled

2016-01-01

This study contributes to the literature on second language (L2) learners' revision behavior by describing what, when, and how often L2 learners revise their texts when responding to timed writing tasks on the computer and by examining the effects of task type, L2 proficiency, and keyboarding skills on what and when L2 learners revise. Each of 54…

Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study

ERIC Educational Resources Information Center

Saito, Kazuya; Trofimovich, Pavel; Isaacs, Talia

2017-01-01

The current study investigated linguistic influences on comprehensibility (ease of understanding) and accentedness (linguistic nativelikeness) in second language (L2) learners' extemporaneous speech. Target materials included picture narratives from 40 native French speakers of English from different proficiency levels. The narratives were…

A sociodental approach to assessing children's oral health needs: integrating an oral health-related quality of life (OHRQoL) measure into oral health service planning.

PubMed Central

Gherunpong, Sudaduang; Sheiham, Aubrey; Tsakos, Georgios

2006-01-01

OBJECTIVE: We adopted a sociodental approach to assess the real dental needs of Thai primary school children, and integrated an oral health-related quality of life measure (OHRQoL) into oral health service planning. We then compared the results of this sociodental assessment with standard estimates of a child's oral health needs. METHODS: We developed a new model of sociodental needs assessment and used it to assess the level of impact that various oral health conditions have on the everyday lives of school children. We then carried out a cross-sectional study of all grade-6 children (11-12 years old) in Suphan-buri Province, Thailand. We examined the sample (n = 1034) to assess the children's oral health and then we interviewed each child individually to assess what impact any dental conditions he or she may have on their quality of life. This assessment was done using an OHRQoL indicator, the Child Oral Impacts on Daily Performances index (child-OIDP). We integrated the results obtained using this indicator with those estimates obtained using more traditional, standard clinical methods, in order to generate a clearer picture of exactly which non-progressive dental conditions really needed treatment. These results take into account the impact those conditions have on the overall well-being of children and their ability to function normally and unimpeded. We were then able to prioritize their dental needs according to the severity of disruption caused in their daily lives. FINDINGS: Using standard or "normative" estimates of dental health care needs, the children's need was 98.8%. This level of need decreased signifi cantly to 39.5% when adopting the sociodental approach (P <0.001). Overall, per 100 children with a standard or normative need for dental treatment, only 40 had a sociodental need for treatment when taking into account the impact their condition has on their everyday lives. Children thus identifi ed as requiring treatment were further categorized

First, You Have to Hear It! ESL Oral Language Practice

ERIC Educational Resources Information Center

LeLoup, Jean W.; Ponterio, Robert

2005-01-01

There is no question that the development of oral language skills in second (as well as first) language learners is of prime importance. Language learners must focus on oral language proficiency because it is eventually the skill they will most use. But oracy in second language learners does not develop in a vacuum. It is inextricably intertwined…

Oral Communication across the Curriculum

ERIC Educational Resources Information Center

Ediger, Marlow

2011-01-01

Proficiency in oral communication is necessary in school and in society. To do well in the different curriculum areas, pupils must speak with clarity and understanding. For example, in a discussion group in the social studies involving the topic "the pros and cons of raising taxes," pupils need to express knowledgeable ideas with appropriate voice…

The Impact of Gender in Oral Proficiency Testing.

ERIC Educational Resources Information Center

O'Loughlin, Kieran

2002-01-01

Discusses the role of gender in speaking tests and suggests that in oral interviews it is possible that both interviewing and rating may be highly gendered processes. Audiotaped female and male test-takers who undertook practice IELTS interviews, one with a female interviewer and once with a male interviewer. Results from discourse and test score…

15 CFR 285.8 - Proficiency testing.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 15 Commerce and Foreign Trade 1 2012-01-01 2012-01-01 false Proficiency testing. 285.8 Section 285... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.8 Proficiency testing. (a) NVLAP proficiency testing is...

15 CFR 285.8 - Proficiency testing.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Proficiency testing. 285.8 Section 285... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.8 Proficiency testing. (a) NVLAP proficiency testing is...

15 CFR 285.8 - Proficiency testing.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 15 Commerce and Foreign Trade 1 2013-01-01 2013-01-01 false Proficiency testing. 285.8 Section 285... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.8 Proficiency testing. (a) NVLAP proficiency testing is...

Elicited Imitation as a Measure of Second Language Proficiency: A Narrative Review and Meta-Analysis

ERIC Educational Resources Information Center

Yan, Xun; Maeda, Yukiko; Lv, Jing; Ginther, April

2016-01-01

Elicited imitation (EI) has been widely used to examine second language (L2) proficiency and development and was an especially popular method in the 1970s and early 1980s. However, as the field embraced more communicative approaches to both instruction and assessment, the use of EI diminished, and the construct-related validity of EI scores as a…

Language-Independent and Language-Specific Aspects of Early Literacy: An Evaluation of the Common Underlying Proficiency Model.

PubMed

Goodrich, J Marc; Lonigan, Christopher J

2017-08-01

According to the common underlying proficiency model (Cummins, 1981), as children acquire academic knowledge and skills in their first language, they also acquire language-independent information about those skills that can be applied when learning a second language. The purpose of this study was to evaluate the relevance of the common underlying proficiency model for the early literacy skills of Spanish-speaking language-minority children using confirmatory factor analysis. Eight hundred fifty-eight Spanish-speaking language-minority preschoolers (mean age = 60.83 months, 50.2% female) participated in this study. Results indicated that bifactor models that consisted of language-independent as well as language-specific early literacy factors provided the best fits to the data for children's phonological awareness and print knowledge skills. Correlated factors models that only included skills specific to Spanish and English provided the best fits to the data for children's oral language skills. Children's language-independent early literacy skills were significantly related across constructs and to language-specific aspects of early literacy. Language-specific aspects of early literacy skills were significantly related within but not across languages. These findings suggest that language-minority preschoolers have a common underlying proficiency for code-related skills but not language-related skills that may allow them to transfer knowledge across languages.

The Proximate Phonological Unit of Chinese-English Bilinguals: Proficiency Matters

PubMed Central

Verdonschot, Rinus Gerardus; Nakayama, Mariko; Zhang, Qingfang; Tamaoka, Katsuo; Schiller, Niels Olaf

2013-01-01

An essential step to create phonology according to the language production model by Levelt, Roelofs and Meyer is to assemble phonemes into a metrical frame. However, recently, it has been proposed that different languages may rely on different grain sizes of phonological units to construct phonology. For instance, it has been proposed that, instead of phonemes, Mandarin Chinese uses syllables and Japanese uses moras to fill the metrical frame. In this study, we used a masked priming-naming task to investigate how bilinguals assemble their phonology for each language when the two languages differ in grain size. Highly proficient Mandarin Chinese-English bilinguals showed a significant masked onset priming effect in English (L2), and a significant masked syllabic priming effect in Mandarin Chinese (L1). These results suggest that their proximate unit is phonemic in L2 (English), and that bilinguals may use different phonological units depending on the language that is being processed. Additionally, under some conditions, a significant sub-syllabic priming effect was observed even in Mandarin Chinese, which indicates that L2 phonology exerts influences on L1 target processing as a consequence of having a good command of English. PMID:23646107

Reduced Frontal Activation with Increasing 2nd Language Proficiency

ERIC Educational Resources Information Center

Stein, Maria; Federspiel, Andrea; Koenig, Thomas; Wirth, Miranka; Lehmann, Christoph; Wiest, Roland; Strik, Werner; Brandeis, Daniel; Dierks, Thomas

2009-01-01

The factors influencing the degree of separation or overlap in the neuronal networks responsible for the processing of first and second language are still subject to investigation. This longitudinal study investigates how increasing second language proficiency influences activation differences during lexico-semantic processing of first and second…

Associations between adult attachment and: oral health-related quality of life, oral health behaviour, and self-rated oral health.

PubMed

Meredith, Pamela; Strong, Jenny; Ford, Pauline; Branjerdporn, Grace

2016-02-01

Although adult attachment theory has been revealed as a useful theoretical framework for understanding a range of health parameters, the associations between adult attachment patterns and a range of oral health parameters have not yet been examined. The aim of this study was to examine potential associations between attachment insecurity and: (1) oral health-related quality of life (OHRQoL), (2) oral health behaviours, and (3) self-rated oral health. In association with this aim, sample characteristics were compared with normative data. The sample in this cross-sectional study was comprised of 265 healthy adults, recruited via convenience sampling. Data were collected on attachment patterns (Experiences in Close Relationships Scale-Short Form, ECR-S), OHRQoL (Oral Health Impact Profile-14, OHIP-14), oral health behaviours (modified Dental Neglect Scale, m-DNS), and self-rated oral health (one-item global rating of oral health). Multivariate regression models were performed. Both dimensions of attachment insecurity were associated with lowered use of favourable dental visiting behaviours, as well as decreased OHRQoL for both overall well-being and specific aspects of OHRQoL. Attachment avoidance was linked with diminished self-rated oral health. This study supports the potential value of an adult attachment framework for understanding a range of oral health parameters. The assessment of a client's attachment pattern may assist in the identification of people who are at risk of diminished OHRQoL, less adaptive dental visiting behaviours, or poorer oral health. Further research in this field may inform ways in which attachment approaches can enhance oral health-related interventions.

Professor's Page: Is Understanding a Proficiency?

ERIC Educational Resources Information Center

Askew, Mike

2012-01-01

The everyday use of "proficient" carries connotations of having reached a level of expertise. One would not describe someone stumbling through a rendition of "Chopsticks" as a proficient piano player; but novice pianists work on musical proficiencies--practicing scales or playing a polka--in parallel. They do not put off…

Trainee-Associated Factors and Proficiency at Percutaneous Nephrolithotomy.

PubMed

Aghamir, Seyed Mohammad Kazem; Behtash, Negar; Hamidi, Morteza; Farahmand, Hasan; Salavati, Alborz; Mortaz Hejri, Sara

2017-07-01

Percutaneous nephrolithotomy (PNL) is a complicated procedure for urology trainees. This study was designed to investigate the effect of trainees' ages and previous experience, as well as the number of operated cases, on proficiency at PNL by using patient outcomes. A cross sectional observational study was designed during a five-year period. Trainees in PNL fellowship programs were included. At the end of the program, the trainees' performance in PNL was assessed regarding five competencies and scored 1-5. If the overall score was 4 or above, the trainee was considered as proficient. The trainees' age at the beginning of the program and the years passed from their residency graduation were asked and recorded. Also, the number of PNL cases operated by each trainee was obtained via their logbooks. The age, years passed from graduation, and number of operated cases were compared between two groups of proficient and non-proficient trainees. Univariate and multivariate binary logistic regression analysis was applied to estimate the effect of aforementioned variables on the occurrence of the proficiency. Forty-two trainees were included in the study. The mean and standard deviation for the overall score were 3.40 (out of 5) and 0.67, respectively. Eleven trainees (26.2%) recognized as proficient in performing PNL. Univariate regression analysis indicated that each of three variables (age, years passed from graduation and number of operated cases) had statistically significant effect on proficiency. However, the multivariate regression analysis revealed that just the number of cases had significant effect on achieving proficiency. Although it might be assumed that trainees' age negatively correlates with their scores, in fact, it is their amount of practice that makes a difference. A certain number of cases is required to be operated by a trainee in order to reach the desired competency in PNL.

Language proficiency and metacognition as predictors of spontaneous rehearsal in children.

PubMed

Bebko, James M; McMorris, Carly A; Metcalfe, Alisa; Ricciuti, Christina; Goldstein, Gayle

2014-03-01

Despite decades of research on fundamental memory strategies such as verbal rehearsal, the potential underlying skills associated with the emergence of rehearsal are still not fully understood. Two studies examined the relative roles of language proficiency and metamemory in predicting rehearsal use, as well as the prediction of metamemory performance by language proficiency. In Study 1, 59 children, 5 to 8 years old, were administered a serial recall task, 2 language measures, a nonverbal cognitive measure, and a rapid automatized naming (RAN) task. Language proficiency, RAN, and age were significant individual predictors of rehearsal use. In hierarchical regression analyses, language proficiency mediated almost completely the age → rehearsal use relation. In addition, automatized naming was a strong but partial mediator of the contribution of language proficiency to rehearsal use. In Study 2, 54 children were administered a metamemory test, a language measure, and a serial recall task. Metamemory skills and, again, language proficiency significantly predicted rehearsal use in the task. The predictive strength of metamemory skills was mediated by the children's language proficiency. The mutually supportive roles of automatized naming, language, and metamemory in the emergence of spontaneous cumulative verbal rehearsal are discussed in the context of the resulting model, along with the minimal roles of age and aspects of intelligence.

The Role of Oral Communicative Tasks (OCT) in Developing the Spoken Proficiency of Engineering Students

ERIC Educational Resources Information Center

Shantha, S.; Mekala, S.

2017-01-01

The mastery of speaking skills in English has become a major requisite in engineering industry. Engineers are expected to possess speaking skills for executing their routine activities and career prospects. The article focuses on the experimental study conducted to improve English spoken proficiency of Indian engineering students using task-based…

Age of Acquisition and Proficiency in a Second Language Independently Influence the Perception of Non-Native Speech

ERIC Educational Resources Information Center

Archila-Suerte, Pilar; Zevin, Jason; Bunta, Ferenc; Hernandez, Arturo E.

2012-01-01

Sensorimotor processing in children and higher-cognitive processing in adults could determine how non-native phonemes are acquired. This study investigates how age-of-acquisition (AOA) and proficiency-level (PL) predict native-like perception of statistically dissociated L2 categories, i.e., within-category and between-category. In a similarity…

Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading

ERIC Educational Resources Information Center

Alptekin, Cem; Ercetin, Gulcan

2011-01-01

This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas…

Oral Computer-Mediated Interaction between L2 Learners: It's about Time!

ERIC Educational Resources Information Center

Yanguas, Inigo

2010-01-01

This study explores task-based, synchronous oral computer-mediated communication (CMC) among intermediate-level learners of Spanish. In particular, this paper examines (a) how learners in video and audio CMC groups negotiate for meaning during task-based interaction, (b) possible differences between both oral CMC modes and traditional face-to-face…

L1 and L2 in the Education of Inuit Children in Northern Quebec: Abilities and Perceptions.

ERIC Educational Resources Information Center

Spada, Nina; Lightbown, Patsy M.

2002-01-01

Observed primary and secondary classrooms in which students received instruction in their second language (L2), interviewed teachers about students' knowledge and use of the first language and second language, and examined the students' ability to understand and produce written and oral samples in their L2. Students were Inuits in Northern Quebec…

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study across Second and Third Grade

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Petscher, Yaacov; Pappamihiel, N. Eleni; Williams, Rihana S.; Dyrlund, Allison K.; Connor, Carol

2009-01-01

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to…

Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

PubMed

Munoz-Luna, Rosa

2015-01-01

Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading.

Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

PubMed Central

Munoz-Luna, Rosa

2015-01-01

Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836

Oral health-related quality of life of children with oral clefts and their families.

PubMed

Rando, Gabriela Mendonça; Jorge, Paula Karine; Vitor, Luciana Lourenço Ribeiro; Carrara, Cleide Felício Carvalho; Soares, Simone; Silva, Thiago Cruvinel; Rios, Daniela; Machado, Maria Aparecida Andrade Moreira; Gavião, Maria Beatriz; Oliveira, Thais Marchini

2018-02-01

Oral health problems can influence people's Quality of Life (QoL) because of pain, discomfort, limitations, and other esthetics problems, affecting their social life, feeding, daily activities, and the individual's well-being. To compare oral health-related quality of life (OHRQoL) of children with and without oral clefts and their families. 121 children aged from 2 to 6 years, from both sexes, enrolled in the treatment routine of the Pediatric Dentistry Clinics of a Dental School and a Hospital for Cleft Treatment were divided into two groups: Group 1 - children with cleft lip and palate; Group 2 - children without cleft lip and palate. The OHRQoL was assessed using the validated Portuguese version of the Early Childhood Oral Health Impact Scale (B-ECOHIS). The questionnaire was answered individually, only once, at a private place. Mann-Whitney U test was used to verify differences between groups. Spearman's Rho test was used to associate sex and age with quality of life. The level of significance was set at 5% (p<0.05). According to the parents' perception on the OHRQoL of children with and without cleft lip and palate, oral health of children with oral clefts (Group 1) had a statistically significant impact on OHRQoL. The correlation of sex with impact on OHRQoL did not show statistically significant differences. On the other hand, the higher the age the higher the impact on QoL. The group comparison revealed that the cleft lip and palate negatively impacted on OHRQoL of 2 to 6-year-old children and their parents.

Exploring the Dynamic Long-Term Interaction between Cognitive and Psychosocial Resources in Adult Second Language Development at Varying Proficiency

ERIC Educational Resources Information Center

Serafini, Ellen J.

2017-01-01

This study draws on conceptual and methodological insights afforded within a dynamic systems perspective to explore shifting interrelationships between cognitive capacity and motivational resources in instructed adult second language (L2) learners of Spanish at increasing proficiency. Relationships that emerged showed both stability and…

Assessment of Preschoolers' Gross Motor Proficiency: Revisiting Bruininks-Oseretsky Test of Motor Proficiency

ERIC Educational Resources Information Center

Lam, Hazel Mei Yung

2011-01-01

Literature reveals that there are very few validated motor proficiency tests for young children. According to Gallahue and Ozmun, the Bruininks-Oseretsky Test of Motor Proficiency is a valid test. However, manipulative skills, which are classified as gross motor skills by most motor development specialists, are only tested in the Upper Limb…

Task-Based Oral Computer-Mediated Communication and L2 Vocabulary Acquisition

ERIC Educational Resources Information Center

Yanguas, Inigo

2012-01-01

The present study adds to the computer-mediated communication (CMC) literature by exploring oral learner-to-learner interaction using Skype, a free and widely used Internet software program. In particular, this task-based study has a two-fold goal. Firstly, it explores possible differences between two modes of oral CMC (audio and video) and…

Infant and Toddler Oral- and Manual-Motor Skills Predict Later Speech Fluency in Autism

ERIC Educational Resources Information Center

Gernsbacher, Morton Ann; Sauer, Eve A.; Geye, Heather M.; Schweigert, Emily K.; Goldsmith, H. Hill

2008-01-01

Background: Spoken and gestural communication proficiency varies greatly among autistic individuals. Three studies examined the role of oral- and manual-motor skill in predicting autistic children's speech development. Methods: Study 1 investigated whether infant and toddler oral- and manual-motor skills predict middle childhood and teenage speech…

Anxiety in Chinese EFL Students at Different Proficiency Levels

ERIC Educational Resources Information Center

Liu, Meihua

2006-01-01

This paper reports a study on anxiety in Chinese undergraduate non-English majors at three different proficiency levels. By way of survey, observations, reflective journals and interviews, the study revealed that (1) a considerable number of students at each level felt anxious when speaking English in class, (2) the more proficient students tended…

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,…

Effects of Gloss Type on Text Recall and Incidental Vocabulary Learning in Mobile-Assisted L2 Listening

ERIC Educational Resources Information Center

Çakmak, Fidel; Erçetin, Gülcan

2018-01-01

This study investigates the effects of multimedia glosses on text recall and incidental vocabulary learning in a mobile-assisted L2 listening task. A total of 88 participants with a low level of proficiency in English were randomly assigned to one of four conditions that involved single channel (textual-only, pictorial-only) and dual-channel…

Making Shifts toward Proficiency

ERIC Educational Resources Information Center

McGatha, Maggie B.; Bay-Williams, Jennifer M.

2013-01-01

The Leading for Mathematical Proficiency (LMP) Framework (Bay-Williams et al.) has three components: (1) The Standards for Mathematical Practice; (2) Shifts in classroom practice; and (3) Teaching skills. This article briefly describes each component of the LMP framework and then focuses more in depth on the second component, the shifts in…

Oral health-related quality of life of children with oral clefts and their families

PubMed Central

Rando, Gabriela Mendonça; Jorge, Paula Karine; Vitor, Luciana Lourenço Ribeiro; Carrara, Cleide Felício Carvalho; Soares, Simone; Silva, Thiago Cruvinel; Rios, Daniela; Machado, Maria Aparecida Andrade Moreira; Gavião, Maria Beatriz; Oliveira, Thais Marchini

2018-01-01

Abstract Oral health problems can influence people's Quality of Life (QoL) because of pain, discomfort, limitations, and other esthetics problems, affecting their social life, feeding, daily activities, and the individual's well-being. Objective To compare oral health-related quality of life (OHRQoL) of children with and without oral clefts and their families. Materials and Methods 121 children aged from 2 to 6 years, from both sexes, enrolled in the treatment routine of the Pediatric Dentistry Clinics of a Dental School and a Hospital for Cleft Treatment were divided into two groups: Group 1 - children with cleft lip and palate; Group 2 - children without cleft lip and palate. The OHRQoL was assessed using the validated Portuguese version of the Early Childhood Oral Health Impact Scale (B-ECOHIS). The questionnaire was answered individually, only once, at a private place. Mann-Whitney U test was used to verify differences between groups. Spearman's Rho test was used to associate sex and age with quality of life. The level of significance was set at 5% (p<0.05). Results According to the parents’ perception on the OHRQoL of children with and without cleft lip and palate, oral health of children with oral clefts (Group 1) had a statistically significant impact on OHRQoL. The correlation of sex with impact on OHRQoL did not show statistically significant differences. On the other hand, the higher the age the higher the impact on QoL. Conclusions The group comparison revealed that the cleft lip and palate negatively impacted on OHRQoL of 2 to 6-year-old children and their parents. PMID:29412367

National proficiency-gain curves for minimally invasive gastrointestinal cancer surgery.

PubMed

Mackenzie, H; Markar, S R; Askari, A; Ni, M; Faiz, O; Hanna, G B

2016-01-01

Minimal access surgery for gastrointestinal cancer has short-term benefits but is associated with a proficiency-gain curve. The aim of this study was to define national proficiency-gain curves for minimal access colorectal and oesophagogastric surgery, and to determine the impact on clinical outcomes. All adult patients undergoing minimal access oesophageal, colonic and rectal surgery between 2002 and 2012 were identified from the Hospital Episode Statistics database. Proficiency-gain curves were created using risk-adjusted cumulative sum analysis. Change points were identified, and bootstrapping was performed with 1000 iterations to identify a confidence level. The primary outcome was 30-day mortality; secondary outcomes were 90-day mortality, reintervention, conversion and length of hospital stay. Some 1696, 15 008 and 16 701 minimal access oesophageal, rectal and colonic cancer resections were performed during the study period. The change point in the proficiency-gain curve for 30-day mortality for oesophageal, rectal and colonic surgery was 19 (confidence level 98·4 per cent), 20 (99·2 per cent) and three (99·5 per cent) procedures; the mortality rate fell from 4·0 to 2·0 per cent (relative risk reduction (RRR) 0·50, P = 0·033), from 2·1 to 1·2 per cent (RRR 0·43, P < 0·001) and from 2·4 to 1·8 per cent (RRR 0·25, P = 0·058) respectively. The change point in the proficiency-gain curve for reintervention in oesophageal, rectal and colonic resection was 19 (98·1 per cent), 32 (99·5 per cent) and 26 (99·2 per cent) procedures respectively. There were also significant proficiency-gain curves for 90-day mortality, conversion and length of stay. The introduction of minimal access gastrointestinal cancer surgery has been associated with a proficiency-gain curve for mortality and major morbidity at a national level. Unnecessary patient harm should be avoided by appropriate training and monitoring of new surgical techniques. © 2015 BJS

Gender differences in motor skill proficiency from childhood to adolescence: a longitudinal study.

PubMed

Barnett, Lisa M; van Beurden, Eric; Morgan, Philip J; Brooks, Lyndon O; Beard, John R

2010-06-01

Students' proficiency in three object control and three locomotor skills were assessed in 2000 (M age = 10.06 years, SD = 0.63) in New South Wales, Australia and in 2006-07 (M age = 16.44 years, SD = 0.64). In 2006-07, 266 students, 138 girls (51.9%) and 128 boys (48.1%), had at least one skill reassessed. Boys were more object control proficient than girls. Childhood object control proficiency significantly predicted (p = .001) adolescent object control proficiency (r2 = .39), and, while gender was significant (p = .001), it did not affect the relationship between these variables (p = .53). Because childhood object control proficiency is predictive of subsequent object control proficiency, developing skills in childhood is important.

Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency

ERIC Educational Resources Information Center

Tindal, Gerald; Nese, Joseph F. T.; Stevens, Joseph J.; Alonzo, Julie

2016-01-01

For 30 years, researchers have investigated oral reading fluency as a measure of growth in reading proficiency. Yet, little research has been done with these measures in the context of progress monitoring in Tier 2 systems. First, we document teachers' progress-monitoring decisions on type of passage (on-grade or off-grade) and how often to…

Task Repetition and Second Language Speech Processing

ERIC Educational Resources Information Center

Lambert, Craig; Kormos, Judit; Minn, Danny

2017-01-01

This study examines the relationship between the repetition of oral monologue tasks and immediate gains in L2 fluency. It considers the effect of aural-oral task repetition on speech rate, frequency of clause-final and midclause filled pauses, and overt self-repairs across different task types and proficiency levels and relates these findings to…

The Unified Language Testing Plan: Speaking Proficiency Test. Russian Pilot Validation Studies. Report Number 2.

ERIC Educational Resources Information Center

Thornton, Julie A.

The report describes one segment of the Federal Language Testing Board's Unified Language Testing Plan (ULTP), the validation of the speaking proficiency test in Russian. The ULTP is a project to increase standardization of foreign language proficiency measurement and promote sharing of resources among testing programs in the federal government.…

Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

ERIC Educational Resources Information Center

Greenfader, Christa Mulker; Brouillette, Liane; Farkas, George

2015-01-01

Although English oral language proficiency in the primary grades is critical to the literacy development of English learners (ELs), we know little about how to foster these skills. This study examined a yearlong K-2 drama and creative movement intervention. A randomized experimental design (N = 5,240) was used to address two research questions:…

Phytic acid enhances the oral absorption of isorhamnetin, quercetin, and kaempferol in total flavones of Hippophae rhamnoides L.

PubMed

Xie, Yan; Luo, Huilin; Duan, Jingze; Hong, Chao; Ma, Ping; Li, Guowen; Zhang, Tong; Wu, Tao; Ji, Guang

2014-03-01

Total flavones of Hippophae rhamnoides L. (TFH) have a clinical use in the treatment of cardiac disease. The pharmacological effects of TFH are attributed to its major flavonoid components, isorhamnetin, kaempferol, and quercetin. However, poor oral bioavailability of these flavonoids limits the clinical applications of TFH. This study explores phytic acid (IP6) enhancement of the oral absorption in rats of isorhamnetin, kaempferol, and quercetin in TFH. In vitro Caco-2 cell experiments and in vivo pharmacokinetic studies were performed to investigate the effects of IP6. The aqueous solubility and lipophilicity of isorhamnetin, quercetin, and kaempferol were determined with and without IP6, and mucosal epithelial damage resulting from IP6 addition was evaluated by MTT assays and morphology observations. The Papp of isorhamnetin, kaempferol, and quercetin was improved 2.03-, 1.69-, and 2.11-fold in the presence of 333 μg/mL of IP6, respectively. Water solubility was increased 22.75-, 15.15-, and 12.86-fold for isorhamnetin, kaempferol, and quercetin, respectively, in the presence of 20mg/mL IP6. The lipophilicity of the three flavonoids was slightly decreased, but their hydrophilicity was increased after the addition of IP6 in the water phase as the logP values of isorhamnetin, kaempferol, and quercetin decreased from 2.38±0.12 to 1.64±0.02, from 2.57±0.20 to 2.01±0.04, and from 2.39±0.12 to 1.15±0.01, respectively. The absorption enhancement ratios were 3.21 for isorhamnetin, 2.98 for kaempferol, and 1.64 for quercetin with co-administration of IP6 (200 mg/kg) in rats. In addition, IP6 (200 mg/kg, oral) caused neither significant irritation to the rat intestines nor cytotoxicity (400 μg/mL) in Caco-2 cells. The oral bioavailability of isorhamnetin, kaempferol, and quercetin in TFH was enhanced by the co-administration of IP6. The main mechanisms are related to their enhanced aqueous solubility and permeability in the presence of IP6. In summary, IP6 is a

Comparison of Critical Listening Proficiency of Teacher Candidates in Terms of Several Variables

ERIC Educational Resources Information Center

Kazu, Hilal; Demiralp, Demet

2017-01-01

Purpose: The research has been designed to determine the level of critical listening proficiency of the teacher candidates. It aims at finding answers to the following questions: (1) What is the level of critical listening proficiency of teacher candidates? (2) Do the teacher candidates' levels of critical listening proficiency indicate a…

Child oral health-related quality of life (COHQoL), enamel defects of the first permanent molars and caries experience among children in Western Australia.

PubMed

Arrow, P

2013-09-01

Published reports suggest that children with enamel defects, especially where enamel is missing or breaking down, experience considerable discomfort and are generally more fearful of dental treatment. However, children's oral health-related quality of life in relation to enamel defects has not been reported. The aim of this study was to examine the association between oral health-related quality of life among children (COHQoL) with enamel defects of the first permanent molars and deciduous caries experience. Children attending pre-primary schools in metropolitan Perth, Western Australia, were recruited and classified for enamel defects using the modified Developmental Defects of Enamel index. Caries experience of deciduous molars and canines was also recorded. Parents completed a child oral health-related quality of life questionnaire. Data were analysed using Kruskal-Wallis, Spearman's rank correlation, chi-square, multiple linear regression and ordered logistic regression to test the factors for their influence on the COHQoL. From the 550 children assessed (mean age 7.2 years) 522 COHQoL questionnaires were returned. Mean COHQoL score was 8.9 (sd 8.8). Bivariate tests showed no association of COHQoL with enamel defect status of the first permanent molars. COHQoL was associated with dmft (mean dmft 1.96, sd 2.62). Higher caries experience children had poorer reported oral health-related quality of life. The presence of enamel defects in the first permanent molars did not affect the children's oral health-related quality of life.

Education for Proficiency: The Continuum.

ERIC Educational Resources Information Center

Vernon, David H.

1983-01-01

If law schools and the legal profession are to contribute as much as they should to the development and maintenance of a proficient profession, they must: develop a definition of the proficient lawyer, allocate responsibilities between law schools and profession for educational programs, design programs, and obtain resources. (MLW))

Theoretical Considerations in the Measurement of the English-Language Proficiency of Limited-English-Proficient Students.

ERIC Educational Resources Information Center

Abbott, Muriel M.

Limited-English-proficient (LEP) students who are not sufficiently proficient in English to participate effectively in an English-speaking instructional environment must be identified for placement in an appropriate educational program. Their progress through an instructional program that is designed to improve their acquisition of English…

Language Assessment Scales, Level 2, LAS II, for Grades 6 and Up, English/Spanish. Examiner's Manual.

ERIC Educational Resources Information Center

Duncan, Sharon E.; De Avila, Edward A.

Language Assessment Scales, Level 2 (LAS II) are used to assess the linguistic proficiency of limited-English-speaking or non-English-speaking adolescents. LAS II, like its predecessor, LAS I, provides a picture of oral linguistic proficiency based on a student's performance across four linguistic subsystems: phonemic, lexical, syntactic and…

Seventy day safety assessment of an orally ingested, l-glutamine-containing oat and yeast supplement for horses.

PubMed

Lindinger, Michael I; Anderson, Scott C

2014-10-01

We describe a safety assessment of an oral supplement designed to nutritionally support the gastrointestinal system of horses. The supplement comprised a mixture of essential (l-threonine) and conditionally essential (l-glutamine) amino acids, polar lipids, oat bran rich in beta glucans and yeast extract. Young (1-2years) horses of both sexes were allocated to control (n=7) and treatment groups (n=7) and studied for 9weeks. Horses in the treatment group received the supplement daily for 8weeks. After 8weeks of supplementation, horses were studied for one additional week. Outcome measures included body mass, weight gain, results of clinical examination, hematology and plasma chemistry. There were no adverse events associated with supplementation and horses in both groups showed normal weight gain, clinical signs, hematology and chemistry. l-Glutamine, which is not yet listed as GRAS, was considered with respect to its potential for nutritional support and safety when ingested orally. It is concluded that this oral supplement, when ingested by horses at twice the recommended daily level, was safe and does not pose a health risk when used in accordance with good feeding practice. Copyright © 2014 Elsevier Inc. All rights reserved.

Cross-Linguistic Influence: Its Impact on L2 English Collocation Production

ERIC Educational Resources Information Center

Phoocharoensil, Supakorn

2013-01-01

This research study investigated the influence of learners' mother tongue on their acquisition of English collocations. Having drawn the linguistic data from two groups of Thai EFL learners differing in English proficiency level, the researcher found that the native language (L1) plays a significant role in the participants' collocation learning…

Unique Contributions of Maternal Reading Proficiency to Predicting Children's Preschool Receptive Vocabulary and Reading Proficiency

ERIC Educational Resources Information Center

Phillips, Linda M.; Norris, Stephen P.; Hayward, Denyse V.; Lovell, Meridith A.

2017-01-01

This study investigated whether mothers' measured reading proficiency and their educational level predict, over and above each other, their children's receptive vocabulary and reading proficiency when confounding factors of speaking a minority language, ethnicity, number of children in the family, and marital and employment status are controlled.…

Berberine induces FasL-related apoptosis through p38 activation in KB human oral cancer cells

PubMed Central

KIM, JAE-SUNG; OH, DAHYE; YIM, MIN-JI; PARK, JIN-JU; KANG, KYEONG-ROK; CHO, IN-A; MOON, SUNG-MIN; OH, JI-SU; YOU, JAE-SEEK; KIM, CHUN SUNG; KIM, DO KYUNG; LEE, SOOK-YOUNG; LEE, GYEONG-JE; IM, HEE-JEONG; KIM, SU-GWAN

2015-01-01

In the present study, we examined the anticancer properties of berberine in KB oral cancer cells with a specific focus on its cellular mechanism. Berberine did not affect the cell viability of the primary human normal oral keratinocytes that were used as a control. However, the viability of KB cells was found to decrease significantly in the presence of berberine in a dose-dependent manner. Furthermore, in KB cells, berberine induced the fragmentation of genomic DNA, changes in cell morphology, and nuclear condensation. In addition, caspase-3 and -7 activation, and an increase in apoptosis were observed. Berberine was also found to upregulate significantly the expression of the death receptor ligand, FasL. In turn, this upregulation triggered the activation of pro-apoptotic factors such as caspase-8, -9 and -3 and poly(ADP-ribose) polymerase (PARP). Furthermore, pro-apoptotic factors such as Bax, Bad and Apaf-1 were also significantly upregulated by berberine. Anti-apoptotic factors such as Bcl-2 and Bcl-xL were downregulated. Z-VAD-FMK, a cell-permeable pan-caspase inhibitor, suppressed the activation of caspase-3 and PARP. These results clearly indicate that berberine-induced cell death of KB oral cancer cells was mediated by both extrinsic death receptor-dependent and intrinsic mitochondrial-dependent apoptotic signaling pathways. In addition, berberine-induced upregulation of FasL was shown to be mediated by the p38 MAPK signaling pathway. We also found that berberine-induced migration suppression was mediated by downregulation of MMP-2 and MMP-9 through phosphorylation of p38 MAPK. In summary, berberine has the potential to be used as a chemotherapeutic agent, with limited side-effects, for the management of oral cancer. PMID:25634589

Childhood motor skill proficiency as a predictor of adolescent physical activity.

PubMed

Barnett, Lisa M; van Beurden, Eric; Morgan, Philip J; Brooks, Lyndon O; Beard, John R

2009-03-01

Cross-sectional evidence has demonstrated the importance of motor skill proficiency to physical activity participation, but it is unknown whether skill proficiency predicts subsequent physical activity. In 2000, children's proficiency in object control (kick, catch, throw) and locomotor (hop, side gallop, vertical jump) skills were assessed in a school intervention. In 2006/07, the physical activity of former participants was assessed using the Australian Physical Activity Recall Questionnaire. Linear regressions examined relationships between the reported time adolescents spent participating in moderate-to-vigorous or organized physical activity and their childhood skill proficiency, controlling for gender and school grade. A logistic regression examined the probability of participating in vigorous activity. Of 481 original participants located, 297 (62%) consented and 276 (57%) were surveyed. All were in secondary school with females comprising 52% (144). Adolescent time in moderate-to-vigorous and organized activity was positively associated with childhood object control proficiency. Respective models accounted for 12.7% (p = .001), and 18.2% of the variation (p = .003). Object control proficient children became adolescents with a 10% to 20% higher chance of vigorous activity participation. Object control proficient children were more likely to become active adolescents. Motor skill development should be a key strategy in childhood interventions aiming to promote long-term physical activity.

The Working Experience Books 1, 2, and 3.

ERIC Educational Resources Information Center

Smith, Jeanne H.; Ringel, Harry

Books 1, 2, and 3 of "The Working Experience," a series of texts for English-as-a-Second-Language (ESL) students, are contained in this document. The series builds on oral skills to develop reading and writing ability while still expanding oral English-language proficiency. Since one of the basic principles underlying the series is the idea that…

Exploring Ways to Provide Diagnostic Feedback with an ESL Placement Test: Cognitive Diagnostic Assessment of L2 Reading Ability

ERIC Educational Resources Information Center

Kim, Ah-Young

2015-01-01

Previous research in cognitive diagnostic assessment (CDA) of L2 reading ability has been frequently conducted using large-scale English proficiency exams (e.g., TOEFL, MELAB). Using CDA, it is possible to analyze individual learners' strengths and weaknesses in multiple attributes (i.e., knowledge, skill, strategy) measured at the item level.…

Effects of Test-Taker Characteristics and the Number of Participants in Group Oral Tests

ERIC Educational Resources Information Center

Nakatsuhara, Fumiyo

2011-01-01

This study explores the nature of co-constructed interaction in group oral tests by examining whether a test-taker's own and his or her group members' extraversion levels and oral proficiency levels have different influences on conversational styles between two group sizes: groups of three and groups of four. Data were collected from 269 Japanese…

Bioavailability and Pharmacokinetics of Oral Cocaine in Humans.

PubMed

Coe, Marion A; Jufer Phipps, Rebecca A; Cone, Edward J; Walsh, Sharon L

2018-06-01

The pharmacokinetic profile of oral cocaine has not been fully characterized and prospective data on oral bioavailability are limited. A within-subject study was performed to characterize the bioavailability and pharmacokinetics of oral cocaine. Fourteen healthy inpatient participants (six males) with current histories of cocaine use were administered two oral doses (100 and 200 mg) and one intravenous (IV) dose (40 mg) of cocaine during three separate dosing sessions. Plasma samples were collected for up to 24 h after dosing and analyzed for cocaine and metabolites by gas chromatography-mass spectrometry. Pharmacokinetic parameters were calculated by non-compartmental analysis, and a two-factor model was used to assess for dose and sex differences. The mean ± SEM oral cocaine bioavailability was 0.32 ± 0.04 after 100 and 0.45 ± 0.06 after 200 mg oral cocaine. Volume of distribution (Vd) and clearance (CL) were both greatest after 100 mg oral (Vd = 4.2 L/kg; CL = 116.2 mL/[min kg]) compared to 200 mg oral (Vd = 2.9 L/kg; CL = 87.5 mL/[min kg]) and 40 mg IV (Vd = 1.3 L/kg; CL = 32.7 mL/[min kg]). Oral cocaine area-under-thecurve (AUC) and peak concentration increased in a dose-related manner. AUC metabolite-to-parent ratios of benzoylecgonine and ecgonine methyl ester were significantly higher after oral compared to IV administration and highest after the lower oral dose. In addition, minor metabolites were detected in higher concentrations after oral compared to IV cocaine. Oral cocaine produced a pharmacokinetic profile different from IV cocaine, which appears as a rightward and downward shift in the concentration-time profile. Cocaine bioavailability values were similar to previous estimates. Oral cocaine also produced a unique metabolic profile, with greater concentrations of major and minor metabolites.

Proficiency-Based High School Diploma Systems in Maine: Implications for College and Career Access

ERIC Educational Resources Information Center

Stump, Erika; Fairman, Janet; Doykos, Bernadette; Fink, Paul

2017-01-01

In the 127th Legislative Session, "An Act to Implement Certain Recommendations of the Maine Proficiency Education Council" (S.P. 660 - L.D. 1627) was passed into law as Chapter 489 amending the chaptered law "An Act to Prepare Maine People for the Future Economy" (S.P.439 - L.D.1422) passed in 2012 requiring Maine school…

Ecobehavioral Variables within a Classroom with Limited English Proficient Students.

ERIC Educational Resources Information Center

Chavez, Gene T.; Arreaga-Mayer, Carmen

A study analyzed the effects of classwide peer tutoring on science vocabulary spelling achievement for three language groups in one school's sixth grade. The groups consisted of: (1) Spanish-dominant and limited-English-proficient (LEP) students (n=8); (2) students proficient at grade level in both Spanish and English (n=14); and (3) monolingual…

Oral health-related quality of life in patients with stroke: a randomized clinical trial of oral hygiene care during outpatient rehabilitation.

PubMed

Dai, Ruoxi; Lam, Otto L T; Lo, Edward C M; Li, Leonard S W; McGrath, Colman

2017-08-09

This study was to evaluate the effectiveness of oral hygiene care in improving oral health- and health-related quality of life (OHRQoL and HRQoL) among patients receiving outpatient stroke rehabilitation. Subjects were randomized to: (1) a conventional oral hygiene care programme (COHCP) comprising a manual toothbrush, and oral hygiene instruction, or (2) an advanced oral hygiene care programme (AOHCP) comprising a powered toothbrush, 0.2% chlorhexidine mouthrinse, and oral hygiene instruction. The interventional period lasted for 3 months, followed by a 3-month observational period. HRQoL was assessed by SF-12, and OHRQoL was assessed by Oral Health Impact Profile-14 (OHIP-14), General Oral Health Assessment Index (GOHAI), and Oral Health Transitional Scale (OHTS). Participants in AOHCP group had significantly better OHRQoL at the end of clinical trial as assessed by OHTS (p < 0.01), and at the end of observational study as assessed by GOHAI (p < 0.05) than those in the COHCP. Participants in the AOHCP group had significantly better HRQoL as assessed by physical component summary score (PCS) the end of both 3 and 6 months (both p < 0.05). This study provided the evidence that the AOHCP was more effective than the COHCP within stroke rehabilitation in improving subjective health.

Relationship between English Language Learners' Proficiency in Reading, Writing, Listening, and Speaking and Proficiency on Maryland School Assessments in Mathematics

ERIC Educational Resources Information Center

Johnson, C. Michael

2013-01-01

Mathematics proficiency of English language learners (ELLs) on the Maryland School Assessments (MSA) for mathematics continues to lag behind the proficiency level of students who are proficient English speakers. The purpose of this study was to determine if there is a statistically significant relationship between English language learner's…

Proficiency-Based Education. Research Brief

ERIC Educational Resources Information Center

Johnston, Howard

2011-01-01

Proficiency-Based Education is a contemporary instructional model that grew out of the competency-based education movement of the 1980's and 90's. It is based on the premise that TIME is flexible and that students work at their own pace until they have mastered necessary content and skills. As students demonstrate proficiency, then move on to more…

The Effects of Utilizing Corpus Resources to Correct Collocation Errors in L2 Writing--Students' Performance, Corpus Use and Perceptions

ERIC Educational Resources Information Center

Wu, Yi-ju

2016-01-01

Data-Driven Learning (DDL), in which learners "confront [themselves] directly with the corpus data" (Johns, 2002, p. 108), has shown to be effective in collocation learning in L2 writing. Nevertheless, there have been only few research studies of this type examining the relationship between English proficiency and corpus consultation.…

EFL College Students' Perceptions of the Difficulties in Oral Presentation as a Form of Assessment

ERIC Educational Resources Information Center

Al-Nouh, Nowreyah A.; Abdul-Kareem, Muneera M.; Taqi, Hanan A.

2015-01-01

Oral presentation skills are considered one of the most important proficiencies needed for higher education and future careers. Thus, the present study is interested in eliciting English as a Foreign Language (EFL) college students' perceptions of the difficulties they face in oral presentation as a form of assessment. Participants were 500 female…

Fine motor skill proficiency in typically developing children: On or off the maturation track?

PubMed

Gaul, David; Issartel, Johann

2016-04-01

Fine motor skill proficiency is an essential component of numerous daily living activities such as dressing, feeding or playing. Poor fine motor skills can lead to difficulties in academic achievement, increased anxiety and poor self-esteem. Recent findings have shown that children's gross motor skill proficiency tends to fall below established developmental norms. A question remains: do fine motor skill proficiency levels also fall below developmental norms? The aim of this study was to examine the current level of fine motor skill in Irish children. Children (N=253) from 2nd, 4th and 6th grades (mean age=7.12, 9.11 and 11.02 respectively) completed the Fine Motor Composite of the Bruininks Oseretsky Test of Motor Proficiency 2nd Edition (BOT-2). Analysis revealed that only 2nd grade children met the expected level of fine motor skill proficiency. It was also found that despite children's raw scores improving with age, children's fine motor skill proficiency was not progressing at the expected rate given by normative data. This leads us to question the role and impact of modern society on fine motor skills development over the past number of decades. Copyright © 2015 Elsevier B.V. All rights reserved.

Language proficiency and nursing registration.

PubMed

Müller, Amanda

2016-02-01

This discussion paper focuses on English proficiency standards for nursing registration in Australia, how Australia has dealt with the issue of language proficiency, and the factors which have led to the establishment of the current language standards. Also, this paper will provide a comparison of the two language tests that are currently accepted in Australia (OET and IELTS), including the appropriateness of these tests and the minimum standards used. The paper will also examine the use of educational background as an indicator of language proficiency. Finally, communication-based complaints in the post-registration environment will be explored, and some discussion will be provided about why pre-registration measures might have failed to prevent such problematic situations from occurring. Copyright © 2015 Elsevier Ltd. All rights reserved.

Correlating Aptitude with Oral Proficiency: A Quantitative Study of DLAB and OPI Scores across Four Language Categories

ERIC Educational Resources Information Center

Santizo, Isabelle Poupard

2017-01-01

This quantitative study focuses on the relationship between foreign language learners' aptitude and proficiency test scores. Four groups of 136 beginning students received six months of Initial Acquisition Training (IAT) in four different language categories, according to the level of complexity for an English speaker: French (Category I),…

Psychometric Properties of IRT Proficiency Estimates

ERIC Educational Resources Information Center

Kolen, Michael J.; Tong, Ye

2010-01-01

Psychometric properties of item response theory proficiency estimates are considered in this paper. Proficiency estimators based on summed scores and pattern scores include non-Bayes maximum likelihood and test characteristic curve estimators and Bayesian estimators. The psychometric properties investigated include reliability, conditional…

The influence of English proficiency on access to care.

PubMed

Shi, Leiyu; Lebrun, Lydie A; Tsai, Jenna

2009-12-01

The number of individuals with limited English proficiency in the USA is large and rapidly growing. Consequently, addressing language barriers in access to medical care is becoming increasingly important. Previous studies have reported that individuals with limited English proficiency have more difficulty gaining access to care, compared to English-proficient individuals. We assessed the impact of English language proficiency on access to medical care, accounting for health and socioeconomic status, using nationally representative data. Cross-sectional data from the 2006 National Health Interview Survey (n=29,868). The main outcome measures of interest were self-reported delayed medical care, forgone needed care, and visits to a health care professional. In unadjusted analyses, individuals with limited English proficiency were more likely to forgo needed medical care and less likely to have a health care visit, compared to individuals who were proficient in English. There was no significant association between language proficiency and reports of delayed care. After accounting for individuals' health and socioeconomic status, only the relationship between limited English proficiency and health care visits remained statistically significant. Most associations between language proficiency and access to care did not differ across various racial/ethnic groups. Results indicate that the choice of access measure may influence conclusions about language barriers in health care. Given the growing proportion of US residents with limited English proficiency, health care settings need to better address potential language barriers.

P-2 Years Targeted to Achieve Grade 3 Reading Proficiency

ERIC Educational Resources Information Center

Gewertz, Catherine

2011-01-01

In a bid to help more students read proficiently in 3rd grade--a skill considered critical to their future educational success--new laws and initiatives springing up around the country require educators to step up their efforts to identify and help struggling readers even before they enter kindergarten. It's not unusual for states or school…

Metanotes (Written Languaging) in a Translation Task: Do L2 Proficiency and Task Outcome Matter?

ERIC Educational Resources Information Center

Ishikawa, Masako

2015-01-01

Languaging has been identified as a contributor to language learning. Yet, compared to oral languaging, such as collaborative dialogs in contextualized settings, little seems to be known about written languaging. In order to fill this gap, this study investigates languaging in the form of "metanotes," that is, metatalk in a written…

Ursodeoxycholic acid pretreatment reduces oral bioavailability of the multiple drug resistance-associated protein 2 substrate baicalin in rats.

PubMed

Wu, Tao; Li, Xi-Ping; Xu, Yan-Jiao; Du, Guang; Liu, Dong

2013-11-01

Baicalin is a major bioactive component of Scutellaria baicalensis and a substrate of multiple drug resistance-associated protein 2. Expression of multiple drug resistance-associated protein 2 is regulated by NF-E2-related factor 2. The aim of this study was to explore whether ursodeoxycholic acid, an NF-E2-related factor 2 activator, could influence the oral bioavailability of baicalin. A single dose of baicalin (200 mg/kg) was given orally to rats pretreated with ursodeoxycholic acid (75 mg/kg and 150 mg/kg, per day, intragastrically) or normal saline (per day, intragastrically) for six consecutive days. The plasma concentration of baicalin was measured with the HPLC method. The result indicated that the oral bioavailability of baicalin was significantly and dose-dependently reduced in rats pretreated with ursodeoxycholic acid. Compared with control rats, the mean area under concentration-time curve of baicalin was reduced from 13.25 ± 0.24 mg/L h to 7.62 ± 0.15 mg/L h and 4.97 ± 0.21 mg/L h, and the C(max) value was decreased from 1.31 ± 0.03 mg/L to 0.62 ± 0.05 mg/L and 0.36 ± 0.04 mg/L in rats pretreated with ursodeoxycholic acid at doses of 75 mg/kg and 150 mg/kg, respectively, for six consecutive days. Hence, ursodeoxycholic acid treatment reduced the oral bioavailability of baicalin in rats, probably due to the enhanced efflux of baicalin from the intestine and liver by multiple drug resistance-associated protein 2. Georg Thieme Verlag KG Stuttgart · New York.

Impact of oral hygiene on oral health-related quality of life of preschool children.

PubMed

Shaghaghian, S; Bahmani, M; Amin, M

2015-08-01

To assess the impact of oral hygiene of preschool children and parental attitude on children's oral health-related quality of life (OHRQoL). In this cross-sectional study, 396 children of Shiraz kindergartens were selected by a randomized cluster sampling. Children's oral hygiene was assessed using the Simplified Debris Index (DI-S) and a self-made questionnaire about oral hygiene habits. Children's OHRQoL was evaluated by the Farsi version of Early Childhood Oral Health Impact Scale (F-ECOHIS). The effect of oral hygiene determinants on OHRQoL was measured using Pearson and Spearman correlation, independent-sample t-test and anova. Children's mean DI-S and F-ECOHIS scores were 1.19 (± 0.77) and 19.36 (±8.42), respectively. Only 75% of the children had their teeth brushed once a day or more, and in 28%, toothbrushing had started before 2 years of age. DI-S values (P < 0.001) and frequency of toothbrushing (P < 0.001) had a statistically significant impact on OHRQoL of the children. Children's OHRQoL was also significantly associated with parents' attitude towards the importance of brushing deciduous teeth (P = 0.002). Oral health status of preschool children in Shiraz was less than optimal and had a significant impact on their OHRQoL. Therefore, improvement of children's OHRQoL could be achieved by improving their home dental care. Strategies promoting parental attitude about the importance of children's toothbrushing may significantly influence children's oral hygiene and are highly recommended. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Multilingual Proficiency in Fiji Primary Schools.

ERIC Educational Resources Information Center

Shameem, Nikhat

2002-01-01

Determined language proficiency among multilingual Indo-Fijian primary school children who have the languages, Fiji-Hindi, Standard Hindi, Urdu, English, Fijian, and Fijian English in their speech repertoire. Identifies the variables that affect multilingual proficiency in this group and determines whether classroom practice reflects educational…

Oral l-tyrosine supplementation augments the vasoconstriction response to whole-body cooling in older adults.

PubMed

Lang, James A; Smaller, Kevin A

2017-07-01

What is the central question of this study? Ageing is associated with altered sympathetic responses to stress, which are explained in part by reduced noradrenergic function. The impact of supplementation with oral l-tyrosine, the amino acid precursor for catecholamine synthesis, on the effector responses to cold and exercise stress has yet to be examined. What is the main finding and its importance? Oral l-tyrosine ingestion augmented the sympathetically mediated vasoconstriction response to cold exposure in aged skin. This suggests that l-tyrosine supplementation might improve thermoregulatory function in older adults. l-Tyrosine is the primary substrate for noradrenaline biosynthesis within sympathetic axon terminals. In stressful conditions requiring increased catecholamine production, the axonal l-tyrosine concentration may limit the full expression of the sympathetic effector response and this may be particularly evident in older adults. We hypothesize that oral l-tyrosine supplementation will increase the sympathetic response to whole-body cooling and muscle metaboreflex activation. In a randomized, double-blind design, 11 young (Y = 24 ± 1 years) and 11 older participants (O = 68 ± 4 years) ingested either 150 mg kg -1 of l-tyrosine or placebo before commencing 30 min of whole-body cooling to induce a gradual decline in skin temperature from 34 to 30.5°C. Laser Doppler flux (LDF) was measured at the ventral forearm, and cutaneous vascular conductance (CVC) was calculated as CVC = LDF/mean arterial pressure and expressed as a percentage change from baseline (%ΔCVC). Two minutes of static hand-grip exercise (35% maximal voluntary contraction) followed by 3 min of postexercise ischaemia were implemented before and toward the end of the cooling bout. l-Tyrosine supplementation did not affect blood pressure or heart rate responses to exercise or postexercise ischaemia. However, the blunted vasoconstriction response to whole-body cooling in

Limited English proficiency workers. Health and safety education.

PubMed

Hong, O S

2001-01-01

1. As the population of adults with limited English proficiency plays an increasingly important role in the United States workplaces, there has been a growing recognition that literacy and limited English skills affect health and safety training programs. 2. Several important principles can be used as the underlying framework to guide teaching workers with limited English proficiency: clear and vivid way of teaching; contextual curriculum based on work; using various teaching methods; and staff development. 3. Two feasible strategies were proposed to improve current situation in teaching health and safety to workers with limited English proficiency in one company: integrating safety and health education with ongoing in-house ESL instruction and developing a multilingual video program. 4. Successful development and implementation of proposed programs requires upper management support, workers' awareness and active participation, collaborative teamwork, a well structured action plan, testing of pilot program, and evaluation.

From Language Proficiency to Interactional Competence.

ERIC Educational Resources Information Center

Kramsch, Claire

1986-01-01

The American Council on the Teaching of Foreign Languages' guidelines for foreign language teaching and learning focus on the linear acquisition of grammatical structures, but this proficiency will not automatically lead to interactional competence. Enthusiasm generated by the proficiency movement should be redirected toward a push for…

A Simplified Extemporaneously Prepared Potassium Chloride Oral Solution.

PubMed

Tannous, Elias; Tal, Yana; Amarny, Kamal

2016-01-01

Although commercial preparations of oral potassium supplements are usually available, there are times when our Medical Center is faced with situations in which the oral solution of potassium chloride is not available. This solution is necessary for our pediatric outpatients who cannot swallow tablets and need an oral solution. Moreover, there are no studies available which describe an extemporaneously prepared potassium chloride oral solution on which we can rely for assigning a beyond-use date. The aim of this study was to formulate an extemporaneous pediatric oral solution of potassium chloride and to determine the physical and chemical stability of this preparation. We prepared 1 mMoL/mL by withdrawing 25 mL of potassium chloride 14.9%. Ora-Sweet SF was added to 50 mL in a metered flask. The solution was kept refrigerated (2°C to 8°C). Samples were withdrawn to measure potassium concentration, pH, and microbial overgrowth. The test was performed by our biochemical laboratory. The oral solution of potassium chloride 1 mMoL/mL stored at 2°C to 8°C maintained at least 91% of the initial concentration for 28 days. There were no notable changes in pH, and the solution remained physically stable with no visual microbial growth. The oral solution of potassium chloride 1 mMoL/mL prepared in Ora-Sweet and stored at 2°C to 8°C in amber glass bottles is expected to remain stable for 28 days. Copyright© by International Journal of Pharmaceutical Compounding, Inc.

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…

Research and Trends in the Studies of School-Based Oral English Assessment from 2003 to 2011: A Review of Selected Journals

ERIC Educational Resources Information Center

Kamal, Nur Diana Mohd; Siraj, Saedah; Alias, Norlidah; Attaran, Mohammad

2013-01-01

Assessing oral proficiency is a real challenge for English language practitioners. Throughout the process of assessing, many features of oral competence are worth given attention by teachers as the assessors. As such, the Malaysian Ministry of Education has urged for another alternative for oral assessment in 2002 with the intention of revamping…

Association between pediatric asthma care quality and morbidity and English language proficiency in Ohio.

PubMed

Montgomery, Martha P; Allen, Elizabeth D; Thomas, Olivia; Robinson, Byron F; Clark, Donnie; Connelly, Ann; Mott, Joshua A; Conrey, Elizabeth

2018-05-08

Limited English proficiency can be a barrier to asthma care and is associated with poor outcomes. This study examines whether pediatric patients in Ohio with limited English proficiency experience lower asthma care quality or higher morbidity. We used electronic health records for asthma patients aged 2-17 years from a regional, urban, children's hospital in Ohio during 2011-2015. Community-level demographics were included from U.S. Census data. By using chi-square and t-tests, patients with limited English proficiency and bilingual English-speaking patients were compared with English-only patients. Five asthma outcomes-two quality and three morbidity measures-were modeled using generalized estimating equations. The study included 15 352 (84%) English-only patients, 1744 (10%) patients with limited English proficiency, and 1147 (6%) bilingual patients. Pulmonary function testing (quality measure) and multiple exacerbation visits (morbidity measure) did not differ by language group. Compared with English-only patients, bilingual patients had higher odds of ever having an exacerbation visit (morbidity measure) (adjusted odds ratio [aOR], 1.4; 95% confidence interval [CI], 1.2-1.6) but lower odds of admission to intensive care (morbidity measure) (aOR, 0.3; 95% CI, 0.2-0.7), while patients with limited English proficiency did not differ on either factor. Recommended follow-up after exacerbation (quality measure) was higher for limited English proficiency (aOR, 1.8; 95% CI, 1.4-2.3) and bilingual (aOR, 1.6; 95% CI, 1.3-2.1), compared with English-only patients. In this urban, pediatric population with reliable interpreter services, limited English proficiency was not associated with worse asthma care quality or morbidity.

Keyboard Proficiency: An Essential Skill in a Technological Age. Number 2.

ERIC Educational Resources Information Center

Gillmon, Eve

A structured keyboard skills training scheme for students in England should be included within school curricula. Negative attitudes toward keyboard training prevail in schools although employers value keyboard application skills. There are several reasons why keyboard proficiency, which facilitates the efficient input and retrieval of text and…

Bidirectional clear speech perception benefit for native and high-proficiency non-native talkers and listeners: Intelligibility and accentednessa

PubMed Central

Smiljanić, Rajka; Bradlow, Ann R.

2011-01-01

This study investigated how native language background interacts with speaking style adaptations in determining levels of speech intelligibility. The aim was to explore whether native and high proficiency non-native listeners benefit similarly from native and non-native clear speech adjustments. The sentence-in-noise perception results revealed that fluent non-native listeners gained a large clear speech benefit from native clear speech modifications. Furthermore, proficient non-native talkers in this study implemented conversational-to-clear speaking style modifications in their second language (L2) that resulted in significant intelligibility gain for both native and non-native listeners. The results of the accentedness ratings obtained for native and non-native conversational and clear speech sentences showed that while intelligibility was improved, the presence of foreign accent remained constant in both speaking styles. This suggests that objective intelligibility and subjective accentedness are two independent dimensions of non-native speech. Overall, these results provide strong evidence that greater experience in L2 processing leads to improved intelligibility in both production and perception domains. These results also demonstrated that speaking style adaptations along with less signal distortion can contribute significantly towards successful native and non-native interactions. PMID:22225056

Build Cultural Proficiency to Ensure Equity

ERIC Educational Resources Information Center

Lindsey, Delores B.; Lindsey, Randall B.

2016-01-01

Delores and Randall Lindsey approach the Outcomes standard through the lens of their cultural proficiency work to highlight the equity focus embedded in the standard. This excerpt from their essay in "Reach the Highest Standard in Professional Learning: Outcomes" dives into their cultural proficiency tools and framework and their…

Articulatory Closure Proficiency in Patients with Parkinson's Disease Following Deep Brain Stimulation of the Subthalamic Nucleus and Caudal Zona Incerta

ERIC Educational Resources Information Center

Karlsson, Fredrik; Olofsson, Katarina; Blomstedt, Patric; Linder, Jan; Nordh, Erik; van Doorn, Jan

2014-01-01

Purpose: The present study aimed at comparing the effects of deep brain stimulation (DBS) treatment of the subthalamic nucleus (STN) and the caudal zona incerta (cZi) on the proficiency in achieving oral closure and release during plosive production of people with Parkinson's disease. Method: Nineteen patients participated preoperatively and…

Glycaemic control and hypoglycaemia with insulin glargine 300 U/mL compared with glargine 100 U/mL in Japanese adults with type 2 diabetes using basal insulin plus oral anti-hyperglycaemic drugs (EDITION JP 2 randomised 12-month trial including 6-month extension).

PubMed

Terauchi, Y; Koyama, M; Cheng, X; Sumi, M; Riddle, M C; Bolli, G B; Hirose, T

2017-10-01

To compare insulin glargine 300 U/mL (Gla-300) with glargine 100 U/mL (Gla-100) in Japanese adults with uncontrolled type 2 diabetes on basal insulin and oral anti-hyperglycaemic drugs over 12 months. EDITION JP 2 was a randomised, open-label, phase 3 study. Following a 6-month treatment period, participants continued receiving previously assigned once daily Gla-300 or Gla-100, plus oral anti-hyperglycaemic drugs, in a 6-month extension period. Glycaemic control, hypoglycaemia and adverse events were assessed. The 12-month completion rate was 88% for Gla-300 and 96% for Gla-100, with comparable reasons for discontinuation. Mean HbA 1c decrease from baseline to month 12 was 0.3% in both groups. Annualised rates of confirmed (≤3.9mmol/L [≤70mg/dL]) or severe hypoglycaemia were lower with Gla-300 than Gla-100 (nocturnal [00:00-05:59h]: rate ratio 0.41; 95% confidence interval: 0.18 to 0.92; anytime [24h]: rate ratio 0.64; 95% confidence interval: 0.44 to 0.94). Cumulative number of hypoglycaemic events was lower with Gla-300 than Gla-100. Adverse event profiles were comparable between treatments. Over 12 months, Gla-300-treated participants achieved sustained glycaemic control and experienced less hypoglycaemia, particularly at night, versus Gla-100, supporting 6-month results. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

The Effects of L2 Proficiency Differences in Pairs on Idea Units in a Collaborative Text Reconstruction Task

ERIC Educational Resources Information Center

Shin, Sun-Young; Lidster, Ryan; Sabraw, Stacy; Yeager, Rebecca

2016-01-01

Collaborative text reconstruction tasks such as dictogloss have been suggested as effective second language (L2) learning tasks that promote meaningful interaction between learners and their awareness of L2 target grammatical structures. However, it should be noted that the effect of pair interaction on the final product may differ depending on…

Motor Proficiency Traits of Deaf Children.

ERIC Educational Resources Information Center

Brunt, Denis; Broadhead, Geoffrey D.

1982-01-01

Children at the Louisiana State School for the Deaf were tested for motor proficiency using the Short Form of the Bruininks-Oseretsky Test of Motor Proficiency. The children appeared to lack balancing skills but scored better than hearing children in visual motor control. Sex and age differences are noted. (PP)

Contrasting effects of low versus high ascorbate doses on blood pressure responses to oral nitrite in L-NAME-induced hypertension.

PubMed

Pinheiro, Lucas C; Ferreira, Graziele C; Vilalva, Kelvin H; Toledo, José C; Tanus-Santos, Jose E

2018-04-01

Nitrite reduces blood pressure (BP) in both clinical and experimental hypertension. This effect is attributable to the formation of nitric oxide (NO) and other NO-related species, which may be improved by ascorbate or other antioxidants. However, the BP responses to oral nitrite result, at least in part, of increased gastric S-nitrosothiol formation. This study tested the hypothesis that ascorbate may destroy S-nitrosothiols and therefore not all doses of ascorbate enhance the BP responses to oral nitrite. We assessed the BP responses to oral sodim nitrite (0.2 mmol/kg) in L-NAME hypertensive rats pretreated with ascorbate (0, 0.02, 0.2, or 2 mmol/kg). Plasma and gastric wall concentrations of nitrite and nitroso compounds concentrations were determined using an ozone-based reductive chemiluminescence assay. Nitrate concentrations were determined using the Griess reaction. Free thiol concentrations were determined by a colorimetric assay. The BP responses to nitrite exhibited a bell-shape profile as they were not modified by ascorbate 0.02 mmol/l, whereas the 0.2 mmol/kg dose enhanced and the 2 mmol/kg dose attenuated BP responses. In parallel with BP responses, nitrite-induced increases in plasma nitrite and RSNO species were not modified by ascorbate 0.02 mmol/l, whereas the 0.2 mmol/kg dose enhanced and the 2 mmol/kg dose attenuated them. Similar experiments were carried out with an equimolar dose of S-nitrosogluthathione. Ascorbate dose-dependently impaired the BP responses to S-nitrosogluthathione, and the corresponding increases in plasma RSNO, but not in plasma nitrite concentrations. This is the first study to show that while ascorbate dose-dependently impairs the BP responses to oral S-nitrosogluthathione, there are contrasting effects when low versus high ascorbate doses are compared with respect to its effects on the blood pressure responses to oral nitrite administration. Our findings may have special implications to patients taking

Oral administration of D-aspartate, but not L-aspartate, depresses rectal temperature and alters plasma metabolites in chicks.

PubMed

Erwan, Edi; Chowdhury, Vishwajit Sur; Nagasawa, Mao; Goda, Ryosei; Otsuka, Tsuyoshi; Yasuo, Shinobu; Furuse, Mitsuhiro

2014-07-25

L-Aspartate (L-Asp) and D-aspartate (D-Asp) are physiologically important amino acids in mammals and birds. However, the functions of these amino acids have not yet been fully understood. In this study, we therefore examined the effects of L-Asp and D-Asp in terms of regulating body temperature, plasma metabolites and catecholamines in chicks. Chicks were first orally administered with different doses (0, 3.75, 7.5 and 15 mmol/kg body weight) of L- or D-Asp to monitor the effects of these amino acids on rectal temperature during 120 min of the experimental period. Oral administration of D-Asp, but not of L-Asp, linearly decreased the rectal temperature in chicks. Importantly, orally administered D-Asp led to a significant reduction in body temperature in chicks even under high ambient temperature (HT) conditions. However, centrally administered D-Asp did not significantly influence the body temperature in chicks. As for plasma metabolites and catecholamines, orally administered D-Asp led to decreased triacylglycerol and uric acid concentrations and increased glucose and chlorine concentrations but did not alter plasma catecholamines. These results suggest that oral administration of D-Asp may play a potent role in reducing body temperature under both normal and HT conditions. The alteration of plasma metabolites further indicates that D-Asp may contribute to the regulation of metabolic activity in chicks. Copyright © 2014 Elsevier Inc. All rights reserved.

Disparities in Hypertension Associated with Limited English Proficiency.

PubMed

Kim, Eun Ji; Kim, Taekyu; Paasche-Orlow, Michael K; Rose, Adam J; Hanchate, Amresh D

2017-06-01

Limited English proficiency (LEP) is associated with poor health status and worse outcomes. To examine disparities in hypertension between National Health and Nutrition Examination Survey (NHANES) respondents with LEP versus adequate English proficiency. Retrospective analysis of multi-year survey data. Adults 18 years of age and older who participated in the NHANES survey during the period 2003-2012. We defined participants with LEP as anyone who completed the NHANES survey in a language other than English or with the support of an interpreter. Using logistic regression, we estimated the odds ratio for undiagnosed or uncontrolled hypertension (systolic blood pressure (SBP) > 140 mmHg or diastolic blood pressure (DBP) > 90 mmHg) among LEP participants relative to those with adequate English proficiency. We adjusted for sociodemographic, acculturation-related, and hypertension-related variables. Fourteen percent (n = 3,269) of the participants had limited English proficiency: 12.4% (n = 2906) used a Spanish questionnaire and 1.6% (n = 363) used an interpreter to complete the survey in another language. Those with LEP had higher odds of elevated blood pressure on physical examination (adjusted odds ratio [AOR] = 1.47 [1.07-2.03]). This finding persisted among participants using an interpreter (AOR = 1.88 [1.15-3.06]) but not among those using the Spanish questionnaire (AOR = 1.32 [0.98-1.80]). In a subgroup analysis, we found that the majority of uncontrolled hypertension was concentrated among individuals with a known diagnosis of hypertension (AOR = 1.80 [1.16-2.81]) rather than those with undiagnosed hypertension (AOR = 1.14 [0.74-1.75]). Interpreter use was associated with increased odds of uncontrolled hypertension, especially among patients who were not being medically managed for hypertension (AOR = 6.56 [1.30-33.12]). In a nationally representative sample, participants with LEP were more likely to have poorly

14 CFR 61.157 - Flight proficiency.

Code of Federal Regulations, 2010 CFR

2010-01-01

... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Airline Transport Pilots § 61.157 Flight proficiency. (a) General. (1) The practical test for an airline transport pilot certificate is given for— (i...) An aircraft type rating. (2) A person who is applying for an airline transport pilot practical test...

Crime Laboratory Proficiency Testing Research Program.

ERIC Educational Resources Information Center

Peterson, Joseph L.; And Others

A three-year research effort was conducted to design a crime laboratory proficiency testing program encompassing the United States. The objectives were to: (1) determine the feasibility of preparation and distribution of different classes of physical evidence; (2) assess the accuracy of criminalistics laboratories in the processing of selected…

The relationship between fundamental movement skill proficiency and physical self-confidence among adolescents.

PubMed

McGrane, Bronagh; Belton, Sarahjane; Powell, Danielle; Issartel, Johann

2017-09-01

This study aims to assess fundamental movement skill (FMS) proficiency, physical self-confidence levels, and the relationship between these variables and gender differences among adolescents. Three hundred and ninety five adolescents aged 13.78 years (SD = ±1.2) from 20 schools were involved in this study. The Test of Gross Motor Development-2nd Edition (TGMD), TGMD-2 and Victorian Skills Manual were used to assess 15 FMS. Participants' physical self-confidence was also assessed using a valid skill-specific scale. A significant correlation was observed between FMS proficiency and physical self-confidence for females only (r = 0.305, P < 0.001). Males rated themselves as having significantly higher physical self-confidence levels than females (P = 0.001). Males scored significantly higher than females in FMS proficiency (P < 0.05), and the lowest physical self-confidence group were significantly less proficient at FMS than the medium (P < 0.001) and high physical self-confidence groups (P < 0.05). This information not only highlights those in need of assistance to develop their FMS but will also facilitate in the development of an intervention which aims to improve physical self-confidence and FMS proficiency.

NCES Finds States Lowered "Proficiency" Bar

ERIC Educational Resources Information Center

Viadero, Debra

2009-01-01

With 2014 approaching as the deadline by which states must get all their students up to "proficient" levels on state tests, a study released last week by the U.S. Department of Education's top statistics agency suggests that some states may have lowered student-proficiency standards on such tests in recent years. For the 47-state study,…

Immunohistochemical expression of cyclooxygenase-2 (COX-2) in oral nevi and melanoma.

PubMed

de Souza do Nascimento, Juliana; Carlos, Román; Delgado-Azañero, Wilson; Mosqueda Taylor, Adalberto; de Almeida, Oslei Paes; Romañach, Mário José; de Andrade, Bruno Augusto Benevenuto

2016-07-01

Cyclooxygenase-2 (COX-2) catalyses the conversion of arachidonic acid to prostaglandin, and its overexpression has been demonstrated in different malignant tumors, including cutaneous melanoma. However, no data about the expression of this protein in oral melanocytic lesions are available to date. The aim of this study was to evaluate the immunohistochemical expression of COX-2 in oral nevi and melanomas, comparing the results with correspondent cutaneous lesions. COX-2 was evaluated by immunohistochemistry in 49 oral melanocytic lesions, including 36 intramucosal nevi and 13 primary oral melanomas, and in four cutaneous nevi and eight melanomas. All cases of oral and cutaneous melanomas were positive for COX-2. On the other hand, all oral and cutaneous melanocytic nevi were negative. COX-2 is highly positive in oral melanomas and negative in oral nevi and might represent a useful marker to distinguish melanocytic lesions of the oral cavity. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

14 CFR 121.441 - Proficiency checks.

Code of Federal Regulations, 2010 CFR

2010-01-01

... certificate holder may use any person nor may any person serve as a required pilot flight crewmember unless that person has satisfactorily completed either a proficiency check, or an approved simulator course of... check or the simulator training. (2) For all other pilots— (i) Within the preceding 24 calendar months...

14 CFR 121.441 - Proficiency checks.

Code of Federal Regulations, 2012 CFR

2012-01-01

... certificate holder may use any person nor may any person serve as a required pilot flight crewmember unless that person has satisfactorily completed either a proficiency check, or an approved simulator course of... check or the simulator training. (2) For all other pilots— (i) Within the preceding 24 calendar months...

14 CFR 61.157 - Flight proficiency.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Flight proficiency. 61.157 Section 61.157... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Airline Transport Pilots § 61.157 Flight... and log ground and flight training from an authorized instructor on the areas of operation under this...

14 CFR 61.157 - Flight proficiency.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight proficiency. 61.157 Section 61.157... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Airline Transport Pilots § 61.157 Flight... and log ground and flight training from an authorized instructor on the areas of operation under this...

14 CFR 61.157 - Flight proficiency.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Flight proficiency. 61.157 Section 61.157... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Airline Transport Pilots § 61.157 Flight... and log ground and flight training from an authorized instructor on the areas of operation under this...

14 CFR 61.157 - Flight proficiency.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight proficiency. 61.157 Section 61.157... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Airline Transport Pilots § 61.157 Flight... and log ground and flight training from an authorized instructor on the areas of operation under this...

The Impact of Language Opacity and Proficiency on Reading Strategies in Bilinguals: An Eye Movement Study.

PubMed

de León Rodríguez, Diego; Buetler, Karin A; Eggenberger, Noëmi; Laganaro, Marina; Nyffeler, Thomas; Annoni, Jean-Marie; Müri, René M

2016-01-01

Reading strategies vary across languages according to orthographic depth - the complexity of the grapheme in relation to phoneme conversion rules - notably at the level of eye movement patterns. We recently demonstrated that a group of early bilinguals, who learned both languages equally under the age of seven, presented a first fixation location (FFL) closer to the beginning of words when reading in German as compared with French. Since German is known to be orthographically more transparent than French, this suggested that different strategies were being engaged depending on the orthographic depth of the used language. Opaque languages induce a global reading strategy, and transparent languages force a local/serial strategy. Thus, pseudo-words were processed using a local strategy in both languages, suggesting that the link between word forms and their lexical representation may also play a role in selecting a specific strategy. In order to test whether corresponding effects appear in late bilinguals with low proficiency in their second language (L2), we present a new study in which we recorded eye movements while two groups of late German-French and French-German bilinguals read aloud isolated French and German words and pseudo-words. Since, a transparent reading strategy is local and serial, with a high number of fixations per stimuli, and the level of the bilingual participants' L2 is low, the impact of language opacity should be observed in L1. We therefore predicted a global reading strategy if the bilinguals' L1 was French (FFL close to the middle of the stimuli with fewer fixations per stimuli) and a local and serial reading strategy if it was German. Thus, the L2 of each group, as well as pseudo-words, should also require a local and serial reading strategy. Our results confirmed these hypotheses, suggesting that global word processing is only achieved by bilinguals with an opaque L1 when reading in an opaque language; the low level in the L2 gives way to

Fundamental Motor Skill Proficiency of 6- to 9-Year-Old Singaporean Children.

PubMed

Mukherjee, Swarup; Ting Jamie, Lye Ching; Fong, Leong Hin

2017-06-01

Fundamental movement proficiency (FMS) is most successfully acquired during early school years. This cross-sectional study assessed FMS proficiency in Singaporean children at the start of and following 2.5 years of primary school physical education (PE). Participants were 244 children from Primary 1 and 3 levels. Fundamental movement skills (FMS) were assessed with the Test of Gross Motor Development-Second Edition (TGMD-2) that includes locomotor (LOCO) and object control (OC) subtests. Most children were rated "average" and "below average" for LOCO skills but "poor" and "below average" for OC skills without significant gender differences on either subtest or overall FMS proficiency and without FMS mastery. These young Singaporean children failed to exhibit age-appropriate FMS proficiency despite early PE exposure, and they demonstrated lags in FMS compared with the TGMD-2 U.S. normative sample. We discuss implications for sports competence perception, difficulty in coping with later movement learning expectations and reduced later motivation to participate in PE and play. We also discuss implications for preschool and lower primary school PE curricula with a particular focus on both OC skills and LOCO skills requiring muscular fitness like hopping and jumping.

10 CFR 2.1308 - Oral hearings.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 1 2011-01-01 2011-01-01 false Oral hearings. 2.1308 Section 2.1308 Energy NUCLEAR REGULATORY COMMISSION RULES OF PRACTICE FOR DOMESTIC LICENSING PROCEEDINGS AND ISSUANCE OF ORDERS Procedures for Hearings on License Transfer Applications § 2.1308 Oral hearings. Hearings under this subpart will...

10 CFR 2.1308 - Oral hearings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 1 2010-01-01 2010-01-01 false Oral hearings. 2.1308 Section 2.1308 Energy NUCLEAR REGULATORY COMMISSION RULES OF PRACTICE FOR DOMESTIC LICENSING PROCEEDINGS AND ISSUANCE OF ORDERS Procedures for Hearings on License Transfer Applications § 2.1308 Oral hearings. Hearings under this subpart will...

Using Automatic Speech Recognition Technology with Elicited Oral Response Testing

ERIC Educational Resources Information Center

Cox, Troy L.; Davies, Randall S.

2012-01-01

This study examined the use of automatic speech recognition (ASR) scored elicited oral response (EOR) tests to assess the speaking ability of English language learners. It also examined the relationship between ASR-scored EOR and other language proficiency measures and the ability of the ASR to rate speakers without bias to gender or native…

English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia

PubMed Central

Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

2015-01-01

Introduction: All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. Methods: A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. Results: A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P <0.001) and the oral exam (P = −0.003) parts respectively of the medical examination. Significant correlation with the English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. Conclusion: English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level. PMID:26629471

English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia.

PubMed

Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

2015-01-01

All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P <0.001) and the oral exam (P = -0.003) parts respectively of the medical examination. Significant correlation with the English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level.

Developing and Integrating Courseware for Oral Presentations into ESP Learning Contexts

ERIC Educational Resources Information Center

Tsai, Shu-Chiao

2010-01-01

This study reports on the development of ESP (English for Specific Purposes) multimedia courseware on oral presentations, and its integration into self-study learning and elective courses for students with different English proficiencies, as one solution to problems in ESP courses in Taiwan. The courseware design is based on Mayer's multimedia…

Time to English Reading Proficiency. Research Brief. RB 1201

ERIC Educational Resources Information Center

Shneyderman, Aleksandr; Froman, Terry

2012-01-01

The time it takes for an English Language Learner (ELL) to reach reading proficiency in English depends on the grade level of entry into the English for Speakers of Other Languages (ESOL) program and on the student's initial English proficiency level. The summary table below presents the average years to English proficiency across different grade…

Bilingualism and Biliteracy in Down Syndrome: Insights from a Case Study

ERIC Educational Resources Information Center

Burgoyne, Kelly; Duff, Fiona J.; Nielsen, Dea; Ulicheva, Anastasia; Snowling, Margaret J.

2016-01-01

We present the case study of MB--a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for…

The Impact of Vocabulary Preparation on L2 Listening Comprehension, Confidence and Strategy Use

ERIC Educational Resources Information Center

Chang, Anna Ching-Shyang

2007-01-01

Building on previous studies of the effects of planning on second language learners' (L2) oral narratives and writing, this research reports an investigation of the effects of vocabulary preparation prior to a listening comprehension test on L2 learners' vocabulary performance, listening comprehension, confidence levels and strategy use. The…

Safety of 8-weeks oral administration of Arctium lappa L.

PubMed

Bok, So-Hyeon; Cho, Seung Sik; Bae, Chun-Sik; Park, Dae-Hun; Park, Kyung-Mok

2017-09-01

Recently, worldwide dietary reference intakes have been considered an important guideline for public health. Some governments and the World Health Organization (WHO) provide guidelines concerning dietary intake. Although an ingredient may have a history of use as a culinary material, changes in the environment over time suggest that the acceptable maximum intake each of food/culinary material should be regularly evaluated. Arctium lappa L. has been used as a culinary material for many centuries in Korea and Japan and some recent studies have reported related therapeutic effects. However, there are no reports on the safety of repeated oral administration. In this study, we evaluated the safety of a 8-weeks repeated oral intake of A. lappa . We concluded that treatment with <250 mg/kg A. lappa , which was within the safety range, resulted in body weight decrease and blood glucose suppression.

Safety of 8-weeks oral administration of Arctium lappa L.

PubMed Central

Bok, So-Hyeon; Cho, Seung Sik; Bae, Chun-Sik

2017-01-01

Recently, worldwide dietary reference intakes have been considered an important guideline for public health. Some governments and the World Health Organization (WHO) provide guidelines concerning dietary intake. Although an ingredient may have a history of use as a culinary material, changes in the environment over time suggest that the acceptable maximum intake each of food/culinary material should be regularly evaluated. Arctium lappa L. has been used as a culinary material for many centuries in Korea and Japan and some recent studies have reported related therapeutic effects. However, there are no reports on the safety of repeated oral administration. In this study, we evaluated the safety of a 8-weeks repeated oral intake of A. lappa. We concluded that treatment with <250 mg/kg A. lappa, which was within the safety range, resulted in body weight decrease and blood glucose suppression. PMID:29046701

Proficiency Level--A Fuzzy Variable in Computer Learner Corpora

ERIC Educational Resources Information Center

Carlsen, Cecilie

2012-01-01

This article focuses on the proficiency level of texts in Computer Learner Corpora (CLCs). A claim is made that proficiency levels are often poorly defined in CLC design, and that the methods used for level assignment of corpus texts are not always adequate. Proficiency level can therefore, best be described as a fuzzy variable in CLCs,…

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

ERIC Educational Resources Information Center

Michel, Marije C.

2013-01-01

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

Use of Referential Discourse Contexts in L2 Offline and Online Sentence Processing.

PubMed

Yang, Pi-Lan

2016-10-01

The present study aimed to investigate (a) the extent to which Chinese-speaking learners of English in Taiwan use referential noun phrase (NP) information contained in discourse contexts to complete ambiguous noun/verb fragments in a sentence completion task, and (b) whether and when they use the contexts to disambiguate main verb versus reduced relative clause (MV/RRC) ambiguities in real time. Results showed that unlike native English speakers, English learners did not create a marked increase in RRC completions in biasing two-NP-referent discourse contexts except for advanced learners. Nevertheless, like native speakers, the learners at elementary, intermediate, and advanced English proficiency levels all used the information in a later stage of resolving the MV/RRC ambiguities in real time. The delayed effect of referential context information observed suggests that L2 learners, like native speakers, are able to construct syntax-to-discourse mappings in real time. It also suggests that processing of syntactic information takes precedence over integration of syntactic information with discourse information during L1 and L2 online sentence processing.

Proficiency Standards and Cut-Scores for Language Proficiency Tests.

ERIC Educational Resources Information Center

Moy, Raymond H.

The problem of standard setting on language proficiency tests is often approached by the use of norms derived from the group being tested, a process commonly known as "grading on the curve." One particular problem with this ad hoc method of standard setting is that it will usually result in a fluctuating standard dependent on the particular group…

L-cysteine capped lanthanum hydroxide nanostructures for non-invasive detection of oral cancer biomarker.

PubMed

Tiwari, Sachchidanand; Gupta, Pramod K; Bagbi, Yana; Sarkar, Tamal; Solanki, Pratima R

2017-03-15

In this paper, we present the result of studies related to the in situ synthesis of amino acid (L-Cysteine) capped lanthanum hydroxide nanoparticles [Cys-La(OH) 3 NPs] towards the fabrication of efficient immunosensor for non-invasive detection of oral cancer. The characterization of Cys-La(OH) 3 NPs was carried out by different techniques including X-ray diffraction, scanning electron microscopy, transmission electron microscopy, fourier transform infrared spectroscopy and electrochemical techniques. These Cys-La(OH) 3 NPs were electrophoretically deposited onto an indium-tin-oxide glass substrate and used for immobilization of anti-cytokeratin fragment-21-1 (anti-Cyfra-21-1) for the electrochemical detection of Cyfra-21-1. This immunosensor shows a broad detection range of 0.001-10.2ngmL -1 , the low detection limit of 0.001ngmL -1 , and high sensitivity of 12.044µA (ng per mL cm -2 ) -1 with a response time of 5min. This immunosensor was found to be more advanced in terms of high sensitivity and low detection limit as compared to previously reported biosensors and commercially available ELISA kit (Kinesis DX). Copyright © 2016 Elsevier B.V. All rights reserved.

Predictive Validity and Accuracy of Oral Reading Fluency for English Learners

ERIC Educational Resources Information Center

Vanderwood, Michael L.; Tung, Catherine Y.; Checca, C. Jason

2014-01-01

The predictive validity and accuracy of an oral reading fluency (ORF) measure for a statewide assessment in English language arts was examined for second-grade native English speakers (NESs) and English learners (ELs) with varying levels of English proficiency. In addition to comparing ELs with native English speakers, the impact of English…

Influence of English proficiency on patient-provider communication and shared decision-making.

PubMed

Paredes, Anghela Z; Idrees, Jay J; Beal, Eliza W; Chen, Qinyu; Cerier, Emily; Okunrintemi, Victor; Olsen, Griffin; Sun, Steven; Cloyd, Jordan M; Pawlik, Timothy M

2018-06-01

The number of patients in the United States (US) who speak a language other than English is increasing. We evaluated the impact of English proficiency on self-reported patient-provider communication and shared decision-making. The 2013-2014 Medical Expenditure Panel Survey database was utilized to identify respondents who spoke a language other than English. Patient-provider communication (PPC) and shared decision-making (SDM) scores from 4-12 were categorized as "poor" (4-7), "average" (8-11), and "optimal." The relationship between PPC, SDM, and English proficiency was analyzed. Among 13,880 respondents, most were white (n = 10,281, 75%), age 18-39 (n = 6,677, 48%), male (n = 7,275, 52%), middle income (n = 4,125, 30%), and born outside of the US (n = 9,125, 65%). English proficiency was rated as "very well" (n = 7,221, 52%), "well" (n = 2,378, 17%), "not well" (n = 2,820, 20%), or "not at all" (n = 1,463, 10%). On multivariable analysis, patients who rated their English as "well" (OR 1.73, 95% CI 1.37-2.18) or "not well" (OR 1.53, 95% CI 1.10-2.14) were more likely to report "poor" PPC (both P < .01). Similarly, SDM was more commonly self-reported as "poor" among patients who reported English proficiency as "not well" (OR 1.31, 95% CI 1.04-1.65, P = .02). Decreased English proficiency was associated with worse self-reported patient-provider communication and shared decision-making. Attention to patients' language needs is critical to patient satisfaction and improved perception of care. Copyright © 2018 Elsevier Inc. All rights reserved.

Instructional Services for Limited English Proficient Children.

ERIC Educational Resources Information Center

O'Malley, J. Michael

1982-01-01

The 1978 Children's English and Services Study (United States) contains five findings for limited English proficient children aged 5-14, e.g., one-third are served by bilingual education/English (second language); Federal and state support for special types of instruction are received predominantly by limited English proficient children within the…

And Who Assesses the Bilingual Teacher's Language Proficiency?

ERIC Educational Resources Information Center

Carlisle-Zepeda, Veronica; Saldate, Macario, IV

1978-01-01

Describes the rationale and design of the Zepeda/Saldate Spanish Language Proficiency Exam developed at the University of Arizona for use in evaluating the language proficiency of applicants for bilingual/bicultural teacher education programs. (JG)

34 CFR 300.27 - Limited English proficient.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Limited English proficient. 300.27 Section 300.27 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF...

34 CFR 300.27 - Limited English proficient.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Limited English proficient. 300.27 Section 300.27 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF...

Proverb Comprehension as a Function of Reading Proficiency in Preadolescents.

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Allen, Melissa M.; Kirsch, Dixon I.

2001-01-01

Proverb comprehension through reading was examined in 42 preadolescent students, 24 of whom were identified as "proficient readers," and 18 as "less proficient readers." Comprehension on both unfamiliar concrete and abstract proverbs was associated with reading proficiency, word knowledge, and analogical reasoning. (Contains references.)…

Proficiency training on a virtual reality robotic surgical skills curriculum.

PubMed

Bric, Justin; Connolly, Michael; Kastenmeier, Andrew; Goldblatt, Matthew; Gould, Jon C

2014-12-01

The clinical application of robotic surgery is increasing. The skills necessary to perform robotic surgery are unique from those required in open and laparoscopic surgery. A validated laparoscopic surgical skills curriculum (Fundamentals of Laparoscopic Surgery or FLS™) has transformed the way surgeons acquire laparoscopic skills. There is a need for a similar skills training and assessment tool for robotic surgery. Our research group previously developed and validated a robotic training curriculum in a virtual reality (VR) simulator. We hypothesized that novice robotic surgeons could achieve proficiency levels defined by more experienced robotic surgeons on the VR robotic curriculum, and that this would result in improved performance on the actual daVinci Surgical System™. 25 medical students with no prior robotic surgery experience were recruited. Prior to VR training, subjects performed 2 FLS tasks 3 times each (Peg Transfer, Intracorporeal Knot Tying) using the daVinci Surgical System™ docked to a video trainer box. Task performance for the FLS tasks was scored objectively. Subjects then practiced on the VR simulator (daVinci Skills Simulator) until proficiency levels on all 5 tasks were achieved before completing a post-training assessment of the 2 FLS tasks on the daVinci Surgical System™ in the video trainer box. All subjects to complete the study (1 dropped out) reached proficiency levels on all VR tasks in an average of 71 (± 21.7) attempts, accumulating 164.3 (± 55.7) minutes of console training time. There was a significant improvement in performance on the robotic FLS tasks following completion of the VR training curriculum. Novice robotic surgeons are able to attain proficiency levels on a VR simulator. This leads to improved performance in the daVinci surgical platform on simulated tasks. Training to proficiency on a VR robotic surgery simulator is an efficient and viable method for acquiring robotic surgical skills.

Common Educational Proficiency Assessment (CEPA) in English

ERIC Educational Resources Information Center

Coombe, Christine; Davidson, Peter

2014-01-01

The Common Educational Proficiency Assessment (CEPA) is a large-scale, high-stakes, English language proficiency/placement test administered in the United Arab Emirates to Emirati nationals in their final year of secondary education or Grade 12. The purpose of the CEPA is to place students into English classes at the appropriate government…

Language Learning Strategy Use across Proficiency Levels

ERIC Educational Resources Information Center

Zarei, Abbas, Ali; Baharestani, Nooshin

2014-01-01

To investigate the use of language learning strategies (LLS) by Iranian EFL learners across proficiency levels, a total of 180 Iranian adult female EFL learners were selected and divided into three different proficiency level groups. To collect data, Oxford's (1990) Strategy Inventory for Language Learning (SILL) was used. One-way ANOVA procedures…

Cultural Proficiency: Tools for Secondary School Administrators

ERIC Educational Resources Information Center

Nuri-Robins, Kikanza; Lindsey, Delores B.; Terrell, Raymond D.; Lindsey, Randall B.

2007-01-01

Cultural proficiency is an inside-out approach that makes explicit the values and practices that enable both individuals and schools to interact effectively across cultures. Becoming culturally proficient means raising awareness of and closing the gap between a person's expressed values and how he or she is actually perceived and experienced by…

l-Arginine Modifies the Exopolysaccharide Matrix and Thwarts Streptococcus mutans Outgrowth within Mixed-Species Oral Biofilms.

PubMed

He, Jinzhi; Hwang, Geelsu; Liu, Yuan; Gao, Lizeng; Kilpatrick-Liverman, LaTonya; Santarpia, Peter; Zhou, Xuedong; Koo, Hyun

2016-10-01

l-Arginine, a ubiquitous amino acid in human saliva, serves as a substrate for alkali production by arginolytic bacteria. Recently, exogenous l-arginine has been shown to enhance the alkalinogenic potential of oral biofilm and destabilize its microbial community, which might help control dental caries. However, l-arginine exposure may inflict additional changes in the biofilm milieu when bacteria are growing under cariogenic conditions. Here, we investigated how exogenous l-arginine modulates biofilm development using a mixed-species model containing both cariogenic (Streptococcus mutans) and arginolytic (Streptococcus gordonii) bacteria in the presence of sucrose. We observed that 1.5% (wt/vol) l-arginine (also a clinically effective concentration) exposure suppressed the outgrowth of S. mutans, favored S. gordonii dominance, and maintained Actinomyces naeslundii growth within biofilms (versus vehicle control). In parallel, topical l-arginine treatments substantially reduced the amounts of insoluble exopolysaccharides (EPS) by >3-fold, which significantly altered the three-dimensional (3D) architecture of the biofilm. Intriguingly, l-arginine repressed S. mutans genes associated with insoluble EPS (gtfB) and bacteriocin (SMU.150) production, while spxB expression (H2O2 production) by S. gordonii increased sharply during biofilm development, which resulted in higher H2O2 levels in arginine-treated biofilms. These modifications resulted in a markedly defective EPS matrix and areas devoid of any bacterial clusters (microcolonies) on the apatitic surface, while the in situ pH values at the biofilm-apatite interface were nearly one unit higher in arginine-treated biofilms (versus the vehicle control). Our data reveal new biological properties of l-arginine that impact biofilm matrix assembly and the dynamic microbial interactions associated with pathogenic biofilm development, indicating the multiaction potency of this promising biofilm disruptor. Dental caries is one

l-Arginine Modifies the Exopolysaccharide Matrix and Thwarts Streptococcus mutans Outgrowth within Mixed-Species Oral Biofilms

PubMed Central

He, Jinzhi; Hwang, Geelsu; Liu, Yuan; Gao, Lizeng; Kilpatrick-Liverman, LaTonya; Santarpia, Peter; Zhou, Xuedong

2016-01-01

ABSTRACT l-Arginine, a ubiquitous amino acid in human saliva, serves as a substrate for alkali production by arginolytic bacteria. Recently, exogenous l-arginine has been shown to enhance the alkalinogenic potential of oral biofilm and destabilize its microbial community, which might help control dental caries. However, l-arginine exposure may inflict additional changes in the biofilm milieu when bacteria are growing under cariogenic conditions. Here, we investigated how exogenous l-arginine modulates biofilm development using a mixed-species model containing both cariogenic (Streptococcus mutans) and arginolytic (Streptococcus gordonii) bacteria in the presence of sucrose. We observed that 1.5% (wt/vol) l-arginine (also a clinically effective concentration) exposure suppressed the outgrowth of S. mutans, favored S. gordonii dominance, and maintained Actinomyces naeslundii growth within biofilms (versus vehicle control). In parallel, topical l-arginine treatments substantially reduced the amounts of insoluble exopolysaccharides (EPS) by >3-fold, which significantly altered the three-dimensional (3D) architecture of the biofilm. Intriguingly, l-arginine repressed S. mutans genes associated with insoluble EPS (gtfB) and bacteriocin (SMU.150) production, while spxB expression (H2O2 production) by S. gordonii increased sharply during biofilm development, which resulted in higher H2O2 levels in arginine-treated biofilms. These modifications resulted in a markedly defective EPS matrix and areas devoid of any bacterial clusters (microcolonies) on the apatitic surface, while the in situ pH values at the biofilm-apatite interface were nearly one unit higher in arginine-treated biofilms (versus the vehicle control). Our data reveal new biological properties of l-arginine that impact biofilm matrix assembly and the dynamic microbial interactions associated with pathogenic biofilm development, indicating the multiaction potency of this promising biofilm disruptor. IMPORTANCE

Beyond English Proficiency: Rethinking Immigrant Integration

PubMed Central

Akresh, Ilana Redstone; Massey, Douglas S.; Frank, Reanne

2014-01-01

We develop and test a conceptual model of English language acquisition and the strength of the latter in predicting social and cultural assimilation. We present evidence that the path to English proficiency begins with exposure to English in the home country and on prior U.S. trips. English proficiency, then, has direct links to the intermediate migration outcomes of occupational status in the U.S., the amount of time in the U.S. since the most recent trip, and the co-ethnic residential context in the U.S. In turn, pre-migration characteristics and the intermediate characteristics work in tandem with English proficiency to determine social assimilation in the U.S., while cultural assimilation is primarily determined by pre-migration habits. A shift in focus to English use is desirable in studies of immigrant integration. PMID:24576636

The Role of L2 Learner Goal Differences in Task-Generated Oral Production

ERIC Educational Resources Information Center

Ben Maad, Mohamed Ridha

2016-01-01

In light of the growing interest in the cognitive approach to task in second language (L2) research, comparatively little has been done to examine such effect over time and the role of individual differences (IDs). The present study was designed to verify some longitudinal evidence for the role of tasks in L2 production and whether IDs, in the…

An Exploration of English Language Learners Reading Proficiency Assessment, the Texas English Language Proficiency Assessment System, as Perceived by Teachers

ERIC Educational Resources Information Center

Moreno-Hewitt, Andrea

2015-01-01

This qualitative phenomenological research study used narrative inquiry to explore teachers' perceptions of their students' reading proficiency as demonstrated on the Texas English Language Proficiency Assessment System's reading test. Ten teachers participated in the study, and responses pertaining to their perceptions of reading instruction and…

Nuclear factor κB and cyclooxygenase-2 immunoexpression in oral dysplasia and oral squamous cell carcinoma.

PubMed

Pontes, Hélder Antônio Rebelo; Pontes, Flávia Sirotheau Corrêa; Fonseca, Felipe Paiva; de Carvalho, Pedro Luiz; Pereira, Erika Martins; de Abreu, Michelle Carvalho; de Freitas Silva, Brunno Santos; dos Santos Pinto, Décio

2013-02-01

Oral leukoplakia is the main potentially malignant oral lesion, and oral squamous cell carcinoma accounts for more than 95% of all malignant neoplasms in the oral cavity. Therefore, the aim of this study was to verify the immunoexpression of nuclear factor κB (NF-κB) and cyclooxygenase-2 (COX-2) proteins in dysplastic oral lesions and oral squamous cell carcinoma. Immunohistochemical reactions were performed on 6 inflammatory fibrous hyperplasia, 28 oral leukoplakia, and 15 oral squamous cell carcinoma paraffin-embedded samples. Immunoperoxidase reaction for NF-κB and COX-2 was applied on the specimens, and the positivity of the reactions was calculated for 1000 epithelial cells. Using the analysis of variance and the Tukey post hoc statistical analyses, a significantly increased immunoexpression for NF-κB was observed when oral squamous cell carcinoma samples were compared with the other groups studied. However, using the Kruskal-Wallis and the Dunn post hoc tests, a statistically significant result for COX-2 expression was obtained only when the moderate dysplasia group was compared with the inflammatory fibrous hyperplasia group. Nuclear factor κB may participate in the malignant phenotype acquisition process of the oral squamous cell carcinoma in its late stages, whereas COX-2 may be involved in the early stages of oral carcinogenesis process. Copyright © 2013 Elsevier Inc. All rights reserved.

Investigating Criterial Discourse Features across Second Language Development: Lexical Bundles in Rated Learner Essays, CEFR B1, B2 and C1

ERIC Educational Resources Information Center

Chen, Yu-Hua; Baker, Paul

2016-01-01

In this study, we investigated criterial discourse features in L2 writing through the use of recurrent word combinations, a.k.a. lexical bundles, taking a corpus-driven and expert-judged approach by examining L2 English data across various proficiency levels from L1 Chinese learners. Proficiency was determined by a robust rating procedure which is…

Does a peer model's task proficiency influence children's solution choice and innovation?

PubMed

Wood, Lara A; Kendal, Rachel L; Flynn, Emma G

2015-11-01

The current study investigated whether 4- to 6-year-old children's task solution choice was influenced by the past proficiency of familiar peer models and the children's personal prior task experience. Peer past proficiency was established through behavioral assessments of interactions with novel tasks alongside peer and teacher predictions of each child's proficiency. Based on these assessments, one peer model with high past proficiency and one age-, sex-, dominance-, and popularity-matched peer model with lower past proficiency were trained to remove a capsule using alternative solutions from a three-solution artificial fruit task. Video demonstrations of the models were shown to children after they had either a personal successful interaction or no interaction with the task. In general, there was not a strong bias toward the high past-proficiency model, perhaps due to a motivation to acquire multiple methods and the salience of other transmission biases. However, there was some evidence of a model-based past-proficiency bias; when the high past-proficiency peer matched the participants' original solution, there was increased use of that solution, whereas if the high past-proficiency peer demonstrated an alternative solution, there was increased use of the alternative social solution and novel solutions. Thus, model proficiency influenced innovation. Copyright © 2015 Elsevier Inc. All rights reserved.

Expression analysis of extracellular matrix components in brush biopsies of oral lesions.

PubMed

Driemel, Oliver; Kosmehl, Hartwig; Rosenhahn, Julia; Berndt, Alexander; Reichert, Torsten E; Zardi, Luciano; Dahse, Regine

2007-01-01

Oral brush biopsies have proved to be a promising new non-invasive methodology in the diagnosis of oral lesions. The extracellular matrix (ECM) molecules gamma2 chain of laminin-5 (L5gamma2), tenascin-c (Tn-C) and the fibronectin isoform containing EDB (EDB-fn) are involved in matrix remodeling during malignant transformation in oral carcinoma. Expression of L5gamma2, Tn-C and EDB-fn was analysed in brush biopsy-obtained cells of benign inflammatory or hyperproliferative lesions and primary oral squamous cell carcinoma (OSCC) using the Roche LightCycler 2.0 System. Oral carcinoma are detectable with mRNA resynthesis of the ECM molecules L5gamma2 and Tn-C in oral brush biopsies. EDB-fn mRNA was not detected--the stroma myofibroblasts are apparently a preferential source of EDB-fn and sampling by oral brush biopsy harvests epithelial cells and does not reach the cells which do express EDB-fn. The performance of gene expression analysis in brush biopsies is limited by a high RNase activity in the oral cavity.

Effects of Comic Strips on L2 Learners' Reading Comprehension

ERIC Educational Resources Information Center

Liu, Jun

2004-01-01

This article reports the results of an experiment investigating the role of comic strips on ESL learners' reading comprehension. The students' proficiency levels were estimated, and students were organized into a low intermediate-level proficiency group (low-level students) and a high intermediate-level proficiency group (high-level students).…

Cognitive and Psychosocial Factors in the Long-Term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency

ERIC Educational Resources Information Center

Serafini, Ellen Johnson

2013-01-01

This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial individual differences (IDs) that can explain between-learner variation over time in order to expand our understanding of the…

Development of a novel l-sulpiride-loaded quaternary microcapsule: Effect of TPGS as an absorption enhancer on physicochemical characterization and oral bioavailability.

PubMed

Kim, Dong Shik; Kim, Dong Wuk; Kim, Kyeong Soo; Choi, Jong Seo; Seo, Youn Gee; Youn, Yu Seok; Oh, Kyung Taek; Yong, Chul Soon; Kim, Jong Oh; Jin, Sung Giu; Choi, Han-Gon

2016-11-01

The aim of this study was to assess the effect of d-α-tocopheryl polyethylene glycol 1000 succinate (TPGS) on the physicochemical characterization and oral bioavailability of a novel l-sulpiride-loaded quaternary microcapsule (QMC). The effect of carriers on drug solubility was investigated. Among the carriers tested, polyvinyl pyrrolidone (PVP), sodium lauryl sulphate (SLS) and TPGS were selected as polymer, surfactant and absorption enhancer, respectively, due to their high drug solubility. Using the solvent evaporation method, numerous QMCs with different ratios of l-sulpiride, PVP, SLS and TPGS were prepared, and their physicochemical properties, solubility and release were evaluated. In addition, the influence of TPGS concentration on the oral bioavailability of various drug doses was evaluated. All QMCs converted the crystalline drug to the amorphous form and remarkably improved the solubility, release and oral bioavailability of the drug. Furthermore, the TPGS concentration in the QMCs hardly affected the crystallinity, particle size and release, but considerably increased the solubility and oral bioavailability of the drug. In particular, as the dose of administered drug was increased, TPGS provided a greater improvement in oral drug bioavailability. Thus, TPGS played an important role in improving the oral bioavailability of l-sulpiride. Moreover, the QMC with a drug/PVP/SLS/TPGS weight ratio of 5:12:1 :20 with approximately 3.3-fold improved oral bioavailability would be recommended as a commercial pharmaceutical product for oral administration of l-sulpiride. Copyright © 2016 Elsevier B.V. All rights reserved.

Learning Strategies in Proficient and Less Proficient Readers in Medicine

ERIC Educational Resources Information Center

Nemati, Majid; Nodoushan, Mohammad Ali Salmani; Ashrafzadeh, Anis

2010-01-01

The current study aimed to diagnose the probable significant differences in the use of language learning strategies among medical-text readers of opposite sex from different levels of proficiency. 120 (N = 120) participants were randomly selected from Azad Medical University of Mashhad: 60 medical students (age range 23-25; 30 = male and 30 =…

Learning Strategies in Proficient and Less Proficient Readers in Medicine

ERIC Educational Resources Information Center

Nemati, Majid; Nodoushan, Mohammad Ali Salmani; Ashrafzadeh, Anis

2010-01-01

The current study aimed to diagnose the probable significant differences in the use of language learning strategies among medical-text readers of opposite sex from different levels of proficiency. 120 (N=120) participants were randomly selected from Azad Medical University of Mashhad: 60 medical students (age range 23-25; 30=male and 30=female)…

Proverb Comprehension as a Function of Reading Proficiency in Preadolescents.

PubMed

Nippold, Marilyn A; Allen, Melissa M; Kirsch, Dixon I

2001-04-01

Proverb comprehension through reading was examined in 42 preadolescents (mean age=12:2 [years:months]) attending a rural public middle school. The study was designed to learn about individual differences with respect to reading, word knowledge, and analogical reasoning skills. The 42 students were assigned to subgroups of proficient and less proficient readers based on their scores on a school-administered achievement test. Reading tasks were presented to examine their comprehension of unfamiliar concrete (e.g., every bird must hatch its own eggs) and abstract (e.g., gratitude is a heavy burden) proverbs, and their knowledge of nouns contained in the expressions. A nonverbal analogical reasoning task also was administered. Proverb comprehension was found to be associated with reading proficiency, word knowledge, and analogical reasoning. Although all students were considered by their school to be typical achievers, they demonstrated wide individual differences in their ability to interpret unfamiliar concrete and abstract proverbs. Proficient readers outperformed less proficient readers on comprehension of both types of proverbs, knowledge of abstract nouns contained in proverbs, and analogical reasoning. They did not differ, however, on knowledge of concrete nouns, with both subgroups having mastered those words. Educational Implications: The results support the view that reading is an important language modality in older children, significantly related to their understanding of words and figurative expressions. Implications for instruction in proverb comprehension as part of a language arts curriculum are offered for speech-language pathologists working collaboratively with classroom teachers. These guidelines reflect the view that multiple factors (i.e., reading, word knowledge, analogical reasoning) promote proverb comprehension in youth.

Does English proficiency impact on health outcomes for inpatients undergoing stroke rehabilitation?

PubMed

Davies, Sarah E; Dodd, Karen J; Tu, April; Zucchi, Emiliano; Zen, Stefania; Hill, Keith D

2016-07-01

To determine whether English proficiency and/or the frequency of interpreter use impacts on health outcomes for inpatient stroke rehabilitation. Retrospective case-control study. People admitted for inpatient stroke rehabilitation. A high English proficiency group comprised people with native or near native English proficiency (n = 80), and a low English proficiency group comprised people who preferred a language other than English (n = 80). Length of stay (LOS), discharge destination and Functional Independence Measure (FIM). The low English proficiency group showed a greater improvement in FIM from admission to discharge (p = 0.04). No significant differences were found between groups in LOS, discharge destination and number of encounters with allied health professionals. Increased interpreter usage improved FIM efficiency but did not significantly alter other outcomes. English proficiency does not appear to impact on health outcomes in inpatient rehabilitation with a primarily in-house professional interpreter service. However, there is a need for a larger powered study to confirm these findings. Implications for rehabilitation People with low English proficiency undergoing inpatient stroke rehabilitation in a setting with a primarily in-house professional interpreter service, achieved similar outcomes to those with high English proficiency irrespective of frequency of interpreter usage. A non-significant increase of 4 days length of stay was observed in the low English proficiency group compared to the high English proficiency group. For patients with low English proficiency, greater change in Functional Independence Measure efficiency scores was observed for those with higher levels of interpreter use relative to those with low interpreter use. Clinicians should optimise use of interpreters with patients with low English proficiency when possible.

Onset age of L2 acquisition influences language network in early and late Cantonese-Mandarin bilinguals.

PubMed

Liu, Xiaojin; Tu, Liu; Wang, Junjing; Jiang, Bo; Gao, Wei; Pan, Ximin; Li, Meng; Zhong, Miao; Zhu, Zhenzhen; Niu, Meiqi; Li, Yanyan; Zhao, Ling; Chen, Xiaoxi; Liu, Chang; Lu, Zhi; Huang, Ruiwang

2017-11-01

Early second language (L2) experience influences the neural organization of L2 in neuro-plastic terms. Previous studies tried to reveal these plastic effects of age of second language acquisition (AoA-L2) and proficiency-level in L2 (PL-L2) on the neural basis of language processing in bilinguals. Although different activation patterns have been observed during language processing in early and late bilinguals by task-fMRI, few studies reported the effect of AoA-L2 and high PL-L2 on language network at resting state. In this study, we acquired resting-state fMRI (R-fMRI) data from 10 Cantonese (L1)-Mandarin (L2) early bilinguals (acquired L2: 3years old) and 11 late bilinguals (acquired L2: 6years old), and analyzed their topological properties of language networks after controlling the language daily exposure and usage as well as PL in L1 and L2. We found that early bilinguals had significantly a higher clustering coefficient, global and local efficiency, but significantly lower characteristic path length compared to late bilinguals. Modular analysis indicated that compared to late bilinguals, early bilinguals showed significantly stronger intra-modular functional connectivity in the semantic and phonetic modules, stronger inter-modular functional connectivity between the semantic and phonetic modules as well as between the phonetic and syntactic modules. Differences in global and local parameters may reflect different patterns of neuro-plasticity respectively for early and late bilinguals. These results suggested that different L2 experience influences topological properties of language network, even if late bilinguals achieve high PL-L2. Our findings may provide a new perspective of neural mechanisms related to early and late bilinguals. Copyright © 2017 Elsevier Inc. All rights reserved.

Will the "Real" Proficiency Standard Please Stand Up?

ERIC Educational Resources Information Center

Baron, Joan Boykoff; And Others

Connecticut's experience with four different standard-setting methods regarding multiple choice proficiency tests is described. The methods include Angoff, Nedelsky, Borderline Group, and Contrasting Groups Methods. All Connecticut ninth graders were administered proficiency tests in reading, language arts, and mathematics. As soon as final test…

Required Academic Proficiency (RAP) Program: Final Report.

ERIC Educational Resources Information Center

Ronacher, Karl; And Others

The Required Academic Proficiency (RAP) program was established by the Houston (Texas) Independent School District to reduce and remediate the academic failure of students. The purpose of the RAP program was twofold: (1) to provide supplemental instruction to students identified as being at risk of failing academic subjects; and (2) to provide…

S-aryl-L-cysteine sulphoxides and related organosulphur compounds alter oral biofilm development and AI-2-based cell-cell communication.

PubMed

Kasper, S H; Samarian, D; Jadhav, A P; Rickard, A H; Musah, R A; Cady, N C

2014-11-01

To design and synthesize a library of structurally related, small molecules related to homologues of compounds produced by the plant Petiveria alliacea and determine their ability to interfere with AI-2 cell-cell communication and biofilm formation by oral bacteria. Many human diseases are associated with persistent bacterial biofilms. Oral biofilms (dental plaque) are problematic as they are often associated with tooth decay, periodontal disease and systemic disorders such as heart disease and diabetes. Using a microplate-based approach, a bio-inspired small molecule library was screened for anti-biofilm activity against the oral species Streptococcus mutans UA159, Streptococcus sanguis 10556 and Actinomyces oris MG1. To complement the static screen, a flow-based BioFlux microfluidic system screen was also performed under conditions representative of the human oral cavity. Several compounds were found to display biofilm inhibitory activity in all three of the oral bacteria tested. These compounds were also shown to inhibit bioluminescence by Vibrio harveyi and were thus inferred to be quorum sensing (QS) inhibitors. Due to the structural similarity of these compounds to each other, and to key molecules in AI-2 biosynthetic pathways, we propose that these molecules potentially reduce biofilm formation via antagonism of QS or QS-related pathways. This study highlights the potential for a non-antimicrobial-based strategy, focused on AI-2 cell-cell signalling, to control the development of dental plaque. Considering that many bacterial species use AI-2 cell-cell signalling, as well as the increased concern of the use of antimicrobials in healthcare products, such an anti-biofilm approach could also be used to control biofilms in environments beyond the human oral cavity. © 2014 The Society for Applied Microbiology.

XPD polymorphisms: effects on DNA repair proficiency.

PubMed

Lunn, R M; Helzlsouer, K J; Parshad, R; Umbach, D M; Harris, E L; Sanford, K K; Bell, D A

2000-04-01

XPD codes for a DNA helicase involved in transcription and nucleotide excision repair. Rare XPD mutations diminish nucleotide excision repair resulting in hypersensitivity to UV light and increased risk of skin cancer. Several polymorphisms in this gene have been identified but their impact on DNA repair is not known. We compared XPD genotypes at codons 312 and 751 with DNA repair proficiency in 31 women. XPD genotypes were measured by PCR-RFLP. DNA repair proficiency was assessed using a cytogenetic assay that detects X-ray induced chromatid aberrations (breaks and gaps). Chromatid aberrations were scored per 100 metaphase cells following incubation at 37 degrees C (1.5 h after irradiation) to allow for repair of DNA damage. Individuals with the Lys/Lys codon 751 XPD genotype had a higher number of chromatid aberrations (132/100 metaphase cells) than those having a 751Gln allele (34/100 metaphase cells). Individuals having greater than 60 chromatid breaks plus gaps were categorized as having sub-optimal repair. Possessing a Lys/Lys751 genotype increased the risk of sub-optimal DNA repair (odds ratio = 7.2, 95% confidence interval = 1.01-87.7). The Asp312Asn XPD polymorphism did not appear to affect DNA repair proficiency. These results suggest that the Lys751 (common) allele may alter the XPD protein product resulting in sub-optimal repair of X-ray-induced DNA damage.

Licochalcone A induces apoptosis in KB human oral cancer cells via a caspase-dependent FasL signaling pathway

PubMed Central

KIM, JAE-SUNG; PARK, MI-RA; LEE, SOOK-YOUNG; KIM, DO KYOUNG; MOON, SUNG-MIN; KIM, CHUN SUNG; CHO, SEUNG SIK; YOON, GOO; IM, HEE-JEONG; YOU, JAE-SEEK; OH, JI-SU; KIM, SU-GWAN

2014-01-01

Licochalcone A (Lico-A) is a natural phenol licorice compound with multiple bioactivities, including anti-inflammatory, anti-microbial, anti-fungal and osteogenesis-inducing properties. In the present study, we investigated the Lico-A-induced apoptotic effects and examined the associated apoptosis pathway in KB human oral cancer cells. Lico-A decreased the number of viable KB oral cancer cells. However, Lico-A did not have an effect on primary normal human oral keratinocytes. In addition, the IC50 value of Lico-A was determined to be ~50 μM following dose-dependent stimulation. KB oral cancer cells stimulated with Lico-A for 24 h showed chromatin condensation by DAPI staining, genomic DNA fragmentation by agarose gel electrophoresis and a gradually increased apoptotic cell population by FACS analysis. These data suggest that Lico-A induces apoptosis in KB oral cancer cells. Additionally, Lico-A-induced apoptosis in KB oral cancer cells was mediated by the expression of factor associated suicide ligand (FasL) and activated caspase-8 and −3 and poly(ADP-ribose) polymerase (PARP). Furthermore, in the KB oral cancer cells co-stimulation with a caspase inhibitor (Z-VAD-fmk) and Lico-A significantly abolished the apoptotic phenomena. Our findings demonstrated that Lico-A-induced apoptosis in KB oral cancer cells involves the extrinsic apoptotic signaling pathway, which involves a caspase-dependent FasL-mediated death receptor pathway. Our data suggest that Lico-A be developed as a chemotherapeutic agent for the management of oral cancer. PMID:24337492

5 CFR 9901.364 - Foreign language proficiency pay.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Foreign language proficiency pay. 9901... NATIONAL SECURITY PERSONNEL SYSTEM (NSPS) Pay and Pay Administration Premium Pay § 9901.364 Foreign language proficiency pay. (a) General provisions. (1) This section applies to employees who may be paid...

Lexical Difficulty--Using Elicited Imitation to Study Child L2

ERIC Educational Resources Information Center

Campfield, Dorota E.

2017-01-01

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

Physical activity and movement skills proficiency of young Filipino children.

PubMed

Capio, Catherine M; Sit, Cindy H P; Eguia, Kathlynne F; Abernethy, Bruce

2014-08-01

Recent reports indicate an increasing prevalence of overweight among Filipino children. Considering the known association of physical activity (PA) with obesity, this study reports the findings of an objective monitoring of PA in a sample of Filipino children. The study also explores the relationship of PA with fundamental movement skills (FMS) proficiency. Thirty-two children (6.54 ± 2.45 years old) wore an accelerometer for 7 days of PA monitoring and were assessed on five FMS (throw, catch, kick, run, jump). The children met the World Health Organization's recommendation of 60 min of PA per day, with more active time being accrued during weekdays than weekends. Children with greater FMS proficiency were found to spend more time in PA than those who were less skillful during weekends. Further research is recommended to examine PA and FMS proficiency associations, exploring the role of social interactions on weekends and weekdays. © 2014 Japan Pediatric Society.

Field assessment of dried Plasmodium falciparum samples for malaria rapid diagnostic test quality control and proficiency testing in Ethiopia.

PubMed

Tamiru, Afework; Boulanger, Lucy; Chang, Michelle A; Malone, Joseph L; Aidoo, Michael

2015-01-21

Rapid diagnostic tests (RDTs) are now widely used for laboratory confirmation of suspected malaria cases to comply with the World Health Organization recommendation for universal testing before treatment. However, many malaria programmes lack quality control (QC) processes to assess RDT use under field conditions. Prior research showed the feasibility of using the dried tube specimen (DTS) method for preserving Plasmodium falciparum parasites for use as QC samples for RDTs. This study focused on the use of DTS for RDT QC and proficiency testing under field conditions. DTS were prepared using cultured P. falciparum at densities of 500 and 1,000 parasites/μL; 50 μL aliquots of these along with parasite negative human blood controls (0 parasites/μL) were air-dried in specimen tubes and reactivity verified after rehydration. The DTS were used in a field study in the Oromia Region of Ethiopia. Replicate DTS samples containing 0, 500 and 1,000 parasites/μL were stored at 4°C at a reference laboratory and at ambient temperatures at two nearby health facilities. At weeks 0, 4, 8, 12, 16, 20, and 24, the DTS were rehydrated and tested on RDTs stored under manufacturer-recommended temperatures at the RL and on RDTs stored under site-specific conditions at the two health facilities. Reactivity of DTS stored at 4°C at the reference laboratory on RDTs stored at the reference laboratory was considered the gold standard for assessing DTS stability. A proficiency-testing panel consisting of one negative and three positive samples, monitored with a checklist was administered at weeks 12 and 24. At all the seven time points, DTS stored at both the reference laboratory and health facility were reactive on RDTs stored under the recommended temperature and under field conditions, and the DTS without malaria parasites were negative. At the reference laboratory and one health facility, a 500 parasites/μL DTS from the proficiency panel was falsely reported as negative at week 24

Immunohistochemical Analysis of PD-L1 Expression in Canine Malignant Cancers and PD-1 Expression on Lymphocytes in Canine Oral Melanoma

PubMed Central

Maekawa, Naoya; Konnai, Satoru; Okagawa, Tomohiro; Nishimori, Asami; Ikebuchi, Ryoyo; Izumi, Yusuke; Takagi, Satoshi; Kagawa, Yumiko; Nakajima, Chie; Suzuki, Yasuhiko; Kato, Yukinari; Murata, Shiro; Ohashi, Kazuhiko

2016-01-01

Spontaneous cancers are common diseases in dogs. Among these, some malignant cancers such as oral melanoma, osteosarcoma, hemangiosarcoma, and mast cell tumor are often recognized as clinical problems because, despite their high frequencies, current treatments for these cancers may not always achieve satisfying outcomes. The absence of effective systemic therapies against these cancers leads researchers to investigate novel therapeutic modalities, including immunotherapy. Programmed death 1 (PD-1) is a costimulatory receptor with immunosuppressive function. When it binds its ligands, PD-ligand 1 (PD-L1) or PD-L2, PD-1 on T cells negatively regulates activating signals from the T cell receptor, resulting in the inhibition of the effector function of cytotoxic T lymphocytes. Aberrant PD-L1 expression has been reported in many human cancers and is considered an immune escape mechanism for cancers. In clinical trials, anti-PD-1 or anti-PD-L1 antibodies induced tumor regression for several malignancies, including advanced melanoma, non-small cell lung carcinoma, and renal cell carcinoma. In this study, to assess the potential of the PD-1/PD-L1 axis as a novel therapeutic target for canine cancer immunotherapy, immunohistochemical analysis of PD-L1 expression in various malignant cancers of dogs was performed. Here, we show that dog oral melanoma, osteosarcoma, hemangiosarcoma, mast cell tumor, mammary adenocarcinoma, and prostate adenocarcinoma expressed PD-L1, whereas some other types of cancer did not. In addition, PD-1 was highly expressed on tumor-infiltrating lymphocytes obtained from oral melanoma, showing that lymphocytes in this cancer type might have been functionally exhausted. These results strongly encourage the clinical application of PD-1/PD-L1 inhibitors as novel therapeutic agents against these cancers in dogs. PMID:27276060

[Oral toxicity at 60-days of sacha inchi oil (Plukenetia volubilis L.) and linseed (Linum usitatissimum L.), and determination of lethal dose 50 in rodents].

PubMed

Gorriti, Arilmi; Arroyo, Jorge; Quispe, Fredy; Cisneros, Braulio; Condorhuamán, Martín; Almora, Yuan; Chumpitaz, Víctor

2010-09-01

To evaluate the oral toxicity at 60 days and to determine the lethal dose 50 (LD 50) of raw sacha inchi (Plukenetia volubilis L.) and linseed (Linum ussitatisimum) oils in Holtzman rats and mice of the strain Balb C57 respectively. For the evaluation of the oral toxicity of repeated doses for 60 days, 24 male Holtzman rats were used, divided in three groups of 8 each, the groups were: physiologic saline solution 4 mL/kg (FSS), sacha inchi oil 0.5 mL/kg (SI05) and linseed oil 0.5 mL/kg (L05), during the experiment the body weight was controlled weekly, and signs of toxicity in the research groups, as well as total cholesterol, HDL, glucose, triglycerides and alkaline phosphatase at days 30 and 60 after initiating the experiment. For the evaluation of the LD50 male mice of the Balb C57 strain were used in groups of 10 animals, and they were administered increasing oral doses of raw oils until reaching 1 mL/kg (37 g/kg). The serum parameters in the rats indicated there is no toxicity at 60 days and that the administration of the oils lowered the levels of cholesterol, triglycerides and increased the HDL in comparison with the control group. The LD50 shows that the raw sacha inchi and linseed oils have doses above 37 g/kg of body weight. Sacha inchi and linseed oils are harmless at 60 days and present a LD50 above the 37 g/kg of animal.

Home Language and Language Proficiency; A Large-Scale Longitudinal Study in Dutch Primary Schools.

ERIC Educational Resources Information Center

Driessen, Geert; van der Slik, Frans; De Bot, Kees

2002-01-01

Reports on a large-scale longitudinal study into the development of language proficiency of Dutch primary school children aged 7-10. Data on language proficiency and a range of background variables were analyzed. Results suggest that while immigrant children develop their language skill in Dutch considerably over 2 years, they are nonetheless…

Prevention of Infectious Mastitis by Oral Administration of Lactobacillus salivarius PS2 During Late Pregnancy.

PubMed

Fernández, Leónides; Cárdenas, Nivia; Arroyo, Rebeca; Manzano, Susana; Jiménez, Esther; Martín, Virginia; Rodríguez, Juan Miguel

2016-03-01

Previous studies have shown that oral administration of lactobacilli can be an efficient approach to treat lactational infectious mastitis. In this trial, we have evaluated the potential of Lactobacillus salivarius PS2 to prevent this condition when orally administered during late pregnancy to women who had experienced infectious mastitis after previous pregnancies. In this study, 108 pregnant women were randomly assigned to one of 2 groups. Those in the probiotic group (n = 55) ingested daily 9 log10 colony-forming units of L. salivarius PS2 from approximately week 30 of pregnancy until delivery, whereas those in the placebo group (n = 53) received a placebo. The occurrence of mastitis was evaluated during the first 3 months after delivery. Globally, 44 of 108 women (41%) developed mastitis; however, the percentage of women with mastitis in the probiotic group (25% [n = 14]) was significantly lower than in the control group (57% [n = 30]). When mastitis occurred, the milk bacterial counts in the probiotic group were significantly lower than those obtained in the placebo group. Oral administration of L. salivarius PS2 during late pregnancy appears to be an efficient method to prevent infectious mastitis in a susceptible population. NCT01505361. © The Author 2015. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail journals.permissions@oup.com.

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

PubMed

Williams, Joshua T; Newman, Sharlene D

2017-02-01

A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel language activation in M2L2 learners of sign language and to characterize the influence of spoken language and sign language neighborhood density on the activation of ASL signs. A priming paradigm was used in which the neighbors of the sign target were activated with a spoken English word and compared the activation of the targets in sparse and dense neighborhoods. Neighborhood density effects in auditory primed lexical decision task were then compared to previous reports of native deaf signers who were only processing sign language. Results indicated reversed neighborhood density effects in M2L2 learners relative to those in deaf signers such that there were inhibitory effects of handshape density and facilitatory effects of location density. Additionally, increased inhibition for signs in dense handshape neighborhoods was greater for high proficiency L2 learners. These findings support recent models of the hearing bimodal bilingual lexicon, which posit lateral links between spoken language and sign language lexical representations.

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…

Recovery and Stability of Δ9-Tetrahydrocannabinol Using the Oral-Eze® Oral Fluid Collection System and Intercept® Oral Specimen Collection Device.

PubMed

Samano, Kimberly L; Anne, Lakshmi; Johnson, Ted; Tang, Kenneth; Sample, R H Barry

2015-10-01

Oral fluid (OF) is increasingly used for clinical, forensic and workplace drug testing as an alternative to urine. Uncertainties surrounding OF collection device performance, drug stability and testing reproducibility may be partially responsible for delays in the implementation of OF testing in regulated drug testing programs. Stability of Δ(9)-tetrahydrocannabinol (THC) fortified and authentic specimens was examined after routine collection, transport and laboratory testing. Acceptable recovery and stability were observed when THC-fortified OF (1.5 and 4.5 ng/mL) was applied to Oral-Eze devices. Neat OF samples collected with Oral-Eze, processed per the package insert, and fortified with THC (3 and 6 ng/mL) were stable (±20%) at room temperature (21-25°C), refrigerated (2-8°C) and frozen (-25 to -15°C) conditions up to 1 month, while samples collected with Intercept devices showed decreases at refrigerated and room temperatures. After long-term refrigerated or frozen storage, maximum reductions in THC concentrations were 42% for Oral-Eze and 69% for Intercept. After ≥1 year frozen storage, 80.7% of laboratory specimens positive for THC (3 ng/mL cut-off) by GC-MS were reconfirmed positive (within 25%), with an average THC decrease of 4.2%. Specimens (n = 47) processed with Oral-Eze (diluted) and tested via enzyme immunoassay were concordant with LC-MS-MS results and showed 100% sensitivity and 95% specificity. Paired specimens collected with Oral-Eze and Intercept exhibited 98% overall agreement between the immunoassay test systems. Collectively, these data demonstrate consistent and reproducible recovery and stability of THC in OF after collection, transport and laboratory testing using the Oral-Eze OF Collection System. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Effects of Cognitive Task Complexity on L2 Oral Production

ERIC Educational Resources Information Center

Levkina, Mayya; Gilabert, Roger

2012-01-01

This paper examines the impact of task complexity on L2 production. The study increases task complexity by progressively removing pre-task planning time and increasing the number of elements. The combined effects of manipulating these two variables of task complexity simultaneously are also analyzed. Using a repeated measures design, 42…