Sample records for language learning sill

  1. The Psychometric Analysis of the Persian Version of the Strategy Inventory for Language Learning of Rebecca L. Oxford

    ERIC Educational Resources Information Center

    Fazeli, Seyed Hossein

    2012-01-01

    The current study aims to analyze the psychometric qualities of the Persian adapted version of Strategy Inventory for Language Learning (SILL) developed by Rebecca L. Oxford (1990). Three instruments were used: Persian adapted version of SILL, a Background Questionnaire, and Test of English as a Foreign Language. Two hundred and thirteen Iranian…

  2. Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?

    ERIC Educational Resources Information Center

    Saeb, Fateme; Zamani, Elham

    2013-01-01

    This paper reports a comparative study exploring language learning strategy use and beliefs about language learning of high-school students and students attending English institutes. Oxford's (1990) strategy inventory for language learning (SILL) and Horwitz's (1987) beliefs about language learning inventory (BALLI), were used to collect data.…

  3. Assessment of Language Learning Strategies Used by Palestinian EFL Learners

    ERIC Educational Resources Information Center

    Khalil, Aziz

    2005-01-01

    This article assesses the language learning strategies (LLSs) used by 194 high school and 184 university English-as-a-foreign-language (EFL) learners in Palestine, using Oxford's (1990) Strategy Inventory for Language Learning (SILL). It also explores the effect of language proficiency and gender on frequency of strategy use. The findings show…

  4. 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…

  5. The Relationship between the Extraversion Trait and Use of the English Language Learning Strategies

    ERIC Educational Resources Information Center

    Fazeli, Seyed Hossein

    2012-01-01

    The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory…

  6. Types of Language Learning Strategies Used by Tertiary English Majors

    ERIC Educational Resources Information Center

    Chuin, Tan Khye; Kaur, Sarjit

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

  7. A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

    ERIC Educational Resources Information Center

    Hayati, Noor

    2015-01-01

    This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were…

  8. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

    ERIC Educational Resources Information Center

    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

    This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

  9. The Overall Relationships between the Use of English Language Learning Strategies and Personality Traits among the Female University Level Learners of English Language as a University Major

    ERIC Educational Resources Information Center

    Fazeli, Seyed Hossein

    2012-01-01

    The current study aims to explore the overall relationships between use of English language learning strategies and personality traits of the female university level learners of English language as a university major. Four instruments were used, which were Adapted Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background…

  10. Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

    ERIC Educational Resources Information Center

    Zhou, Chaoying; Intaraprasert, Channarong

    2015-01-01

    This study was intended to investigate the use of language learning strategy employed by English-major pre-service teachers in Midwest China in relation to their gender and personality types. The modified Strategy Inventory for Language Learning (SILL) and adopted personality type inventory were used to collect the data. ANOVA and Chi-square tests…

  11. Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL)

    DTIC Science & Technology

    1986-11-01

    language training is over. Learning strategies , i.e., steps taken by the learner that are intended to facilitate the acquisi- tion, retention, and...Learning strategies have been defined as "cognitions or behaviors that a learner engages in during learning that are intended to influence the encoding...definition describes learning strategies as steps taken by the learner to facilitate the acquisition, storage, retrieval, or use of information (O’Malley

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  13. The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

    NASA Astrophysics Data System (ADS)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-07-01

    This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  15. The relationship between English language learning strategies and gender among pre-university students: An overview of UMS

    NASA Astrophysics Data System (ADS)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-06-01

    This study aims to analyze the effects psychological gender differences on the relationship between language learning strategies and their proficiency in English language for pre-university students. Previous researchers found that the more employment of language learning strategies, the more successful the learners are and those with higher level of strategy use are female rather than male. In this study, fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were based on their Malaysian University English Test (MUET) results. Pearson's correlation coefficient, one-way analysis of variance (ANOVA) and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  16. Construction of the Questionnaire on Foreign Language Learning Strategies in Specific Croatian Context.

    PubMed

    Božinović, Nikolina; Sindik, Joško

    2017-03-01

    Learning strategies are special thoughts or behaviours that individuals use to understand, learn or retain new information, according to the point of view of O’Malley & Chamot. The other view, promoted by Oxford, believes learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, and more transferrable to new situations of language learning and use. The use of appropriate strategies ensures greater success in language learning. The aim of the research was to establish metric characteristics of the Questionnaire on learning strategies created by the author, in line with the template of the original SILL questionnaire (Strategy Inventory for Language Learning). The research was conducted at the Rochester Institute of Technology Croatia on a sample of 201 participants who learned German, Spanish, French and Italian as a foreign language. The results have shown that one-component latent dimensions which describe the space of foreign language learning strategies according to Oxford’s classification, have metric characteristics which are low, but still satisfactory (reliability and validity). All dimensions of learning strategies appeared not to be adequately defined. Therefore, we excluded compensation strategies and merged social and affective strategies into social-affective strategies into the unique dimension. Overall, this version of Oxford’s original questionnaire, based on Oxford’s theoretical construct, applied on Croatian students, clearly shows that current version of the questionnaire has poor metric characteristics. One of the explanations of the results obtained could be positioned in multicultural context and intercultural dialogue. Namely, particular social, political and economic context in Croatia could shape even foreign language learning strategies.

  17. When experience meets language statistics: Individual variability in processing English compound words.

    PubMed

    Falkauskas, Kaitlin; Kuperman, Victor

    2015-11-01

    Statistical patterns of language use demonstrably affect language comprehension and language production. This study set out to determine whether the variable amount of exposure to such patterns leads to individual differences in reading behavior as measured via eye-movements. Previous studies have demonstrated that more proficient readers are less influenced by distributional biases in language (e.g., frequency, predictability, transitional probability) than poor readers. We hypothesized that a probabilistic bias that is characteristic of written but not spoken language would preferentially affect readers with greater exposure to printed materials in general and to the specific pattern engendering the bias. Readers of varying reading experience were presented with sentences including English compound words that can occur in 2 spelling formats with differing probabilities: concatenated (windowsill, used 40% of the time) or spaced (window sill, 60%). Linear mixed effects multiple regression models fitted to the eye-movement measures showed that the probabilistic bias toward the presented spelling had a stronger facilitatory effect on compounds that occurred more frequently (in any spelling) or belonged to larger morphological families, and on readers with higher scores on a test of exposure-to-print. Thus, the amount of support toward the compound's spelling is effectively exploited when reading, but only when the spelling patterns are entrenched in an individual's mental lexicon via overall exposure to print and to compounds with alternating spelling. We argue that research on the interplay of language use and structure is incomplete without proper characterization of how particular individuals, with varying levels of experience and skill, learn these language structures. (c) 2015 APA, all rights reserved).

  18. When experience meets language statistics: Individual variability in processing English compound words

    PubMed Central

    Falkauskas, Kaitlin; Kuperman, Victor

    2015-01-01

    Statistical patterns of language use demonstrably affect language comprehension and language production. This study set out to determine whether the variable amount of exposure to such patterns leads to individual differences in reading behaviour as measured via eye-movements. Previous studies have demonstrated that more proficient readers are less influenced by distributional biases in language (e.g. frequency, predictability, transitional probability) than poor readers. We hypothesized that a probabilistic bias that is characteristic of written but not spoken language would preferentially affect readers with greater exposure to printed materials in general and to the specific pattern engendering the bias. Readers of varying reading experience were presented with sentences including English compound words that can occur in two spelling formats with differing probabilities: concatenated (windowsill, used 40% of the time) or spaced (window sill, 60%). Linear mixed effects multiple regression models fitted to the eye-movement measures showed that the probabilistic bias towards the presented spelling had a stronger facilitatory effect on compounds that occurred more frequently (in any spelling) or belonged to larger morphological families, and on readers with higher scores on a test of exposure-to-print. Thus, the amount of support towards the compound’s spelling is effectively exploited when reading, but only when the spelling patterns are entrenched in an individual’s mental lexicon via overall exposure to print and to compounds with alternating spelling. We argue that research on the interplay of language use and structure is incomplete without proper characterization of how particular individuals, with varying levels of experience and skill, learn these language structures. PMID:26076328

  19. Collaborating with Users to Design Learning Spaces: Playing Nicely in the Sandbox

    ERIC Educational Resources Information Center

    Weaver, Barbara

    2009-01-01

    What should a campus do when it needs more learning spaces but can't construct new buildings? Dr. Benjamin Sill's first task when he became the director of Clemson University's general engineering program was to find space for classrooms and for the advising program. His search ended in the old YMCA building (Holtzendorff Hall), where space was…

  20. Influence of Pre-Existing Structure on Sill Geometry in the San Rafael Volcanic Field, Central Utah

    NASA Astrophysics Data System (ADS)

    Ferwerda, B.; Wetmore, P. H.; Connor, C.; Kruse, S. E.; Kiyosugi, K.; Kiflu, H. G.

    2011-12-01

    Sills have been hypothesized to be formed at rigidity contrasts between layers or at the level of neutral buoyancy of the intruding magma body. Recent field observations of sills in the San Rafael Volcanic Field (SRVF) in central Utah conflict with both of these hypotheses, suggesting that something else may control the distribution of sills in the crust. This study examines the role pre-existing structure plays in determining the distribution and geometry of sills in the SRVF. Primarily, sills will be thickest in the hinge zone of synclines and thinnest towards the limbs. The SRVF consists of a series of dikes, conduits and sills intruded into the J-Kr strata of the western Colorado Plateau. The structure of the SRVF consists of a series of broad wavelength folds truncated by a major thrust fault as determined by a gravity profile across structure. There are several sill complexes in the area whose geometry and relationships with the host rock are unaccounted for by these hypotheses. At large scale, sills follow structural trends in the host rock. Sills are either oriented with regional dips, or follow the trends of folds in the area. One sill, in particular, intruded into a syncline and thins towards the limb of the fold. However, sills behave differently at smaller spatial scales. The smaller scale behavior is incongruent with sills forming at rigidity contrasts or at the level of neutral buoyancy. First, sills form tiered structures intruding at multiple stratigraphic levels within the field area, and in limited geographic extent. Geophysical surveys confirm tiered sill structures in the subsurface. Individual sills also change stratigraphic levels, sometimes, very abruptly, moving vertically up to 30 meters in short horizontal distances. Sills also form networks in anastomosing structures that cut across stratigraphy at varying angles. These observations suggest that neither the level of neutral buoyancy nor the rigidity contrasts between layers play a role in determining the distribution of sills in the crust. Broadly, sills follow pre-existing structure, but at smaller scales, sills behave drastically different, with little regard to bedding planes.

  1. Vertical linear feeder to elliptical igneous saucer-shaped sills: evidences from structural observations, geochemistry and experimental modeling

    NASA Astrophysics Data System (ADS)

    Galerne, C. Y.; Galland, O.; Neumann, E. R.; Planke, S.

    2009-12-01

    The structural relationships between sills and their feeders are poorly documented because they are rarely observed in the field and difficult to image on seismic data. For instance, it is unclear whether sills are fed by pipes, dikes or other sills. Nevertheless, the geometrical relationships between sills and their feeders provide first-order constraints on magma emplacement mechanisms. Here, we investigate the structural and geochemical relationships between sills and potential feeder dikes in a remarkably well-preserved and exposed sill complex, the Golden Valley Sill Complex (GVSC), Karoo Basin, South Africa. The GVSC consists of five major saucer-shaped sills and six dikes. The Golden Valley sill itself is an elliptical saucer, with a N-S trend. A one meter thick dike (D4) crops out underneath the southern tip of the Golden Valley sill. The strike of this dike is parallel to the long axis of the Golden Valley sill. Detailed sampling and geochemical analyses of the GVSC show that each sill and dike exhibits a specific geochemical signature. The Golden Valley sill and its underlying dike D4 have identical signatures. Although there is no clear structural evidence, the consistent geometrical and geochemical relationships between the Golden Valley sill and the D4 dike suggest that this vertical linear structure is the feeder of the overlying saucer-shaped sill. In order to investigate the relationships between sills and feeders, we resorted to scaled laboratory experiments. The experiments consisted of a low-viscosity vegetable oil representing magma and a cohesive fine-grained silica flour representing brittle rocks. We placed a horizontal weak layer into the silica flour, just above the top of the inlet, to simulate strata. Such a weak layer controlled the formation of horizontal sill that subsequently turned into a transgressive sheet leading to the formation of a saucer geometry. We ran experiments with varying inlet shapes: 1) a point inlet representing a pipe-like feeder and 2) a linear feeder representing a dike-like feeder. In the experiments with point inlet, circular saucer-shaped sills formed. In the experiments with linear feeder, elliptical saucer-shaped sills formed. In the latter experiments, the long axes of the saucers were parallel to, and located directly above, the linear feeder. The experiments show that the feeder geometry has an important influence on the geometry of the emplaced sills. There are close similarities between the geometry of the Golden Valley sill and the intrusions formed in the experiments. The elliptical shape of the Golden Valley sill suggests that it was fed by an elongated feeder, probably the D4 dike. In general, our results show that the three-dimensional geometry of saucer-shaped sills observed in sedimentary basins, may constrain the shape of their feeders, i.e. their emplacement mechanisms.

  2. Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL). Appendix

    DTIC Science & Technology

    1986-11-01

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  3. Physical controls and depth of emplacement of igneous bodies: A review

    NASA Astrophysics Data System (ADS)

    Menand, Thierry

    2011-03-01

    The formation and growth of magma bodies are now recognised as involving the amalgamation of successive, discrete pulses such as sills. Sills would thus represent the building blocks of larger plutons ( sensu lato). Mechanical and thermal considerations on the incremental development of these plutons raise the issue of the crustal levels at which magma can stall and accumulate as sills. Reviewing the mechanisms that could a priori explain sill formation, it is shown that principal physical controls include: rigidity contrast, where sills form at the interface between soft strata overlaid by comparatively stiffer strata; rheology anisotropy, where sills form within the weakest ductile zones; and rotation of deviatoric stress, where sills form when the minimum compressive stress becomes vertical. Comparatively, the concept of neutral buoyancy is unlikely to play a leading control in the emplacement of sills, although it could assist their formation. These different controls on sill formation, however, do not necessarily operate on the same length scale. The length scale associated with the presence of interfaces separating upper stiffer layers from lower softer ones determines the depth at which rigidity-controlled sills will form. On another hand, the emplacement depths for rheology-controlled sills are likely to be determined by the distribution of the weakest ductile zones. Whereas the emplacement depth of stress-controlled sills is determined by a balance between the horizontal maximum compressive stress, which favours sill formation, and the buoyancy of their feeder dykes, which drives magma vertically. Ultimately, the depth at which a sill forms depends on whether crustal anisotropy or stress rotation is the dominant control, i.e. which of these processes operates at the smallest length scale. Using dimensional analysis, it is shown that sill formation controlled by remote stress rotation would occur on length scales of hundreds of meters or greater. This therefore suggests that crustal heterogeneities and their associated anisotropy are likely to play a larger role than remote stress rotation in controlling sill emplacement, unless these heterogeneities are several hundred meters or more apart. This also reinforces the role of local stress barriers, owing to interactions between deviatoric stress and crustal heterogeneities, in the formation of sills.

  4. Geology of the saucer-shaped sill near Mahad, western Deccan Traps, India, and its significance to the Flood Basalt Model

    NASA Astrophysics Data System (ADS)

    Duraiswami, Raymond A.; Shaikh, Tahira N.

    2013-07-01

    An ˜22-m-thick saucer-shaped sill occurs near Mahad and is exposed as a curvilinear, miniature ridge within the Deccan Traps. The sill has variable dips (42-55°). It has a 7.1-km long axis and 5.3 km short axis (aspect ratio of 1.4) and is larger than the MV sill of the Golden Valley sill complex, South Africa and the Panton sill, Australia. The sill has distinct glassy upper and lower chilled margins with a coarse-grained highly jointed core. The samples from the margin are invariably fractured and iron stained because of deuteric alteration. The rock from the sill is plagioclase-phyric basalt. At least three thick sill-like apophyses emanate from the base of the main sill. The apophyses change direction because of bending and thinning from a horizontal concordant sheet at the top to a discordant inclined form that bends again to pass into a lower horizontal concordant sheet. We interpret such features as `nascent saucer-shaped sills' that did not inflate to form nested sills. Geochemically, the sill consists of poorly differentiated tholeiitic basalt that has a restricted geochemical range. Critical trace element ratios and primitive mantle normalised trace and REE patterns indicate that the sills have geochemical affinities to the Poladpur chemical type and that the pahoehoe flow they intrude belongs to the Bushe Formation. Calculated magmatic overpressures during sill emplacement range from 8.4 to 11.3 MPa (for Young's modulus E = 5 GPa) and 16.7 to 22.5 MPa (for E=10 GPa) and depth to magma chamber ranges from 8.5 to 11.5 km ( E = 5 GPa) and 17.1 to 22.9 km ( E = 10 GPa), consistent with petrological and gravity modelling. The volume of the Mahad sill is approximately 276 km3 and is constant irrespective of the variations in the values of host-rock Young's modulus. In 1980, Cox (J Petrol 21:629-650, 1980) proposed a conceptual model of the crust-mantle section beneath the Karoo CFB which is considered as the fundamental model for flood basalt volcanism. Our paper confirms the presence of a sill plus the inferred substructure beneath Mahad that are compatible with predictions of that model. In LIPS, saucer-shaped sills are formed in areas experiencing extensional tectonics where processes such as the Cook-Gordon delamination and Dundurs elastic extensional mismatch between layered sedimentary rocks or lava flows are responsible for the deflection of dykes into sills. A similar process is envisaged for the formation of the Mahad sill.

  5. Lavas and Sills in the Ferrar Large Igneous Province: Field and Geochemical Evidence for the Order of Emplacement.

    NASA Astrophysics Data System (ADS)

    Elliot, D. H.; Fleming, T. H.

    2005-12-01

    Many large igneous provinces, particularly those associated with Gondwana break-up, include major sill complexes as well as flood basalt fields. In the Ferrar province, radiometric dates of lavas and sills are indistinguishable. Nevertheless, in north Victoria Land (NVL) field evidence suggests the lavas had to have been erupted first in order to create the overburden needed for emplacement at shallow depths of thick sills, lacking vesicles, in a thin (100 m) Upper Triassic sedimentary sequence overlying basement. Elsewhere in the Transantarctic Mountains sills occur almost exclusively in a thick (2-2.5 km) Devonian-Triassic sedimentary sequence (Beacon Supergroup) that was possibly capped by 500+m of lavas before sill emplacement. For south Victoria Land (SVL), Marsh (2004) proposed that the most evolved rocks were erupted first as lavas, and sills were emplaced at progressively greater depth as increasingly more magnesian magmas and crystal mushes were injected into supracrustal and finally basement rocks. In NVL most lavas have MgO between 6-8% with a few as low as 4.5% MgO, whereas analyzed chilled margins of sills range from 3.7-5.6% MgO. In the Prince Albert Mountains (PAM), SVL, lava and sill compositions overlap (3.9-7.3% MgO). In the greater Dry Valleys region (SVL) lavas at Carapace Nunatak range from 3.6-6.7% MgO; chilled margins of Dry Valleys sills range from about 4.2 to 7.2% MgO. In the Queen Alexandra Range, central Transantarctic Mountains (CTM), lavas are predominantly 2.6-5.7% MgO; sills in the region range from 4.5% to 10.7% MgO. In the Otway Massif region (head of the Shackleton Glacier, CTM) most lavas are strongly evolved (2.7-3.4% MgO); sills in the Shackleton Glacier region range from 4.3-7.3% MgO. Nowhere do lavas show unequivocal systematic temporal change in MgO, and notably in CTM the initial flows are the most mafic (7.5-8.0% MgO). Olivine dolerite sills (chilled margins: -9% MgO) tend to occur low in the stratigraphic section. Except for NVL where Beacon strata exposures are limited, sills are thicker (100-200 m) and more regular in lower stratigraphic levels. Sills with orthopyroxene crystal-mush tongues are not known outside the Dry Valleys except perhaps the Warren Range (SVL). No province-wide systematic relationship is apparent between compositions of lavas and sill chilled margins. Nevertheless, in CTM most lavas are significantly more evolved than the sills; within the sills there is no clear relationship between MgO and stratigraphy, and some less evolved compositions occur at relatively high stratigraphic levels. In SVL compositional overlap is almost complete; locally, cross-cutting relations show more mafic sills and sheets cutting less mafic compositions. In NVL the chemical relations between lavas and sills are opposite from those that have been advocated for SVL. Interpretation is compounded by sills that exchange stratigraphic position or climb stratigraphically. Factors affecting magma emplacement include magma density, lithostatic pressure, overpressures required for lateral emplacement, and rock physical properties; when and where the evolving source was tapped may play an equal role in the emplacement order. Further, detailed work on the sills will show whether crystallization might have yielded lower density residual liquids that could have migrated and formed distal fingers of sills or migrated to higher stratigraphic levels.

  6. Igneous sills record far-field and near-field stress interactions during volcano construction: Isle of Mull, Scotland

    NASA Astrophysics Data System (ADS)

    Stephens, T. L.; Walker, R. J.; Healy, D.; Bubeck, A.; England, R. W.; McCaffrey, K. J. W.

    2017-11-01

    Sill emplacement is typically associated with horizontally mechanically layered host rocks in a near-hydrostatic far-field stress state, where contrasting mechanical properties across the layers promote transitions from dykes, or inclined sheets, to sills. We used detailed field observations from the Loch Scridain Sill Complex (Isle of Mull, UK), and mechanical models to show that layering is not always the dominant control on sill emplacement. The studied sills have consistently shallow dips (1°-25°) and cut vertically bedded and foliated metamorphic basement rocks, and horizontally bedded cover sedimentary rocks and lavas. Horizontal and shallowly-dipping fractures in the host rock were intruded with vertical opening in all cases, whilst steeply-dipping discontinuities within the sequence (i.e. vertical fractures and foliation in the basement, and vertical polygonal joints in the lavas) were not intruded during sill emplacement. Mechanical models of slip tendency, dilation tendency, and fracture susceptibility for local and overall sill geometry data, support a radial horizontal compression during sill emplacement. Our models show that dykes and sills across Mull were emplaced during NW-SE horizontal shortening, related to a far-field tectonic stress state. The dykes generally accommodated phases of NE-SW horizontal tectonic extension, whereas the sills record the superposition of the far-field stress with a near-field stress state, imposed by emplacement of the Mull Central Volcano. We show that through detailed geometric characterisation coupled with mechanical modelling, sills may be used as an indication of fluctuations in the paleostress state.

  7. The effects of solidification on sill propagation dynamics and morphology

    NASA Astrophysics Data System (ADS)

    Chanceaux, L.; Menand, T.

    2016-05-01

    Sills are an integral part of the formation and development of larger plutons and magma reservoirs. Thus sills are essential for both the transport and the storage of magma in the Earth's crust. However, although cooling and solidification are central to magmatism, their effects on sills have been so far poorly studied. Here, the effects of solidification on sill propagation dynamics and morphology are studied by means of analogue laboratory experiments. Hot fluid vegetable oil (magma analogue), that solidifies during its propagation, is injected as a sill in a colder layered gelatine solid (elastic host rock analogue). The injection flux and temperature are maintained constant during an experiment and systematically varied between each experiment, in order to vary and quantify the amount of solidification between each experiments. The oil is injected directly at the interface between the two gelatine layers. When solidification effects are small (high injection temperatures and fluxes), the propagation is continuous and the sill has a regular and smooth surface. Inversely, when solidification effects are important (low injection temperatures and fluxes), sill propagation is discontinuous and occurs by steps of surface-area creation interspersed with periods of momentary arrest. The morphology of these sills displays folds, ropy structures on their surface, and lobes with imprints of the leading fronts that correspond to each step of area creation. These experiments show that for a given, constant injected volume, as solidification effects increase, the area of the sills decreases, their thickness increases, and the number of propagation steps increases. These results have various geological and geophysical implications. The morphology of sills, such as lobate structures (interpretation of 3D seismic studies in sedimentary basin) and ropy flow structures (field observations) can be related to solidification during emplacement. Moreover, a non-continuous morphology as observed in the field does not necessarily involve multiple injections, but could instead reflect a continuous, yet complex morphology induced by solidification effects during emplacement. Also, a discontinuous sill propagation induced by solidification effects should be associated with bursts of seismic activity. Finally, our study shows that once a sill has initiated, the dimensionless flux influences the sill thermal state, and in turn its propagation, and final extent and thickness. In restricting the lateral extent of sills, magma cooling and solidification are likely to impact directly the size of plutons constructed by amalgamated sills.

  8. 49 CFR 231.8 - Tank cars without side sills and tank cars with short side sills and end platforms.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 4 2013-10-01 2013-10-01 false Tank cars without side sills and tank cars with... APPLIANCE STANDARDS § 231.8 Tank cars without side sills and tank cars with short side sills and end platforms. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1...

  9. 49 CFR 231.8 - Tank cars without side sills and tank cars with short side sills and end platforms.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 4 2011-10-01 2011-10-01 false Tank cars without side sills and tank cars with... APPLIANCE STANDARDS § 231.8 Tank cars without side sills and tank cars with short side sills and end platforms. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1...

  10. 49 CFR 231.8 - Tank cars without side sills and tank cars with short side sills and end platforms.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 4 2010-10-01 2010-10-01 false Tank cars without side sills and tank cars with... APPLIANCE STANDARDS § 231.8 Tank cars without side sills and tank cars with short side sills and end platforms. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1...

  11. 49 CFR 231.8 - Tank cars without side sills and tank cars with short side sills and end platforms.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 49 Transportation 4 2012-10-01 2012-10-01 false Tank cars without side sills and tank cars with... APPLIANCE STANDARDS § 231.8 Tank cars without side sills and tank cars with short side sills and end platforms. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1...

  12. 49 CFR 231.8 - Tank cars without side sills and tank cars with short side sills and end platforms.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 49 Transportation 4 2014-10-01 2014-10-01 false Tank cars without side sills and tank cars with... APPLIANCE STANDARDS § 231.8 Tank cars without side sills and tank cars with short side sills and end platforms. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1...

  13. Growth of Transgressive Sills in Mechanically Layered Media: Faroe Islands, NE Atlantic Margin

    NASA Astrophysics Data System (ADS)

    Walker, R. J.

    2014-12-01

    Igneous sills represent an important contribution to upper crustal magma transport, acting as magma conduits and stores (i.e. as sill networks, or as nascent magma chambers). Complex sill-network intrusion in basin settings can have significant impact on subsurface fluid flow (e.g., water aquifer and hydrocarbon systems), geothermal systems, the maturation of hydrocarbons, and methane release. Models for these effects are critically dependent on the models for sill emplacement. This study focuses on staircase-geometry sills in the Faroe Islands, on the European Atlantic Margin, which are hosted in mechanically layered lavas (1-20 m thick) and basaltic volcaniclastic units (1-30 m thick). The sills range from 20-50 m thick, with each covering ~17 km2, and transgressing a vertical range of ~480 m. Steps in the sills are elliptical in cross section, and discontinuous laterally, forming smooth transgressive ramps, hence are interpreted as representing initial stages of sill propagation as magma fingers, which inflate through time to create a through-going sheet. Although steps correspond to the position of some host rock layer interfaces and volcaniclastic horizons, most interfaces are bypassed. The overall geometry of the sills is consistent with ENE-WSW compression, and NNW-SSE extension, and stress anisotropy-induced transgression. Local morphology indicates that mechanical layering suppressed tensile stress ahead of the crack tip, leading to a switch in minimum and intermediate stress axes, facilitating lateral sill propagation as fingers, and resulting in a stepped transgressive geometry.

  14. Solidification effects on sill formation: An experimental approach

    NASA Astrophysics Data System (ADS)

    Chanceaux, L.; Menand, T.

    2014-10-01

    Sills represent a major mechanism for constructing continental Earth's crust because these intrusions can amalgamate and form magma reservoirs and plutons. As a result, numerous field, laboratory and numerical studies have investigated the conditions that lead to sill emplacement. However, all previous studies have neglected the potential effect magma solidification could have on sill formation. The effects of solidification on the formation of sills are studied and quantified with scaled analogue laboratory experiments. The experiments presented here involved the injection of hot vegetable oil (a magma analogue) which solidified during its propagation as a dyke in a colder and layered solid of gelatine (a host rock analogue). The gelatine solid had two layers of different stiffness, to create a priori favourable conditions to form sills. Several behaviours were observed depending on the injection temperature and the injection rate: no intrusions (extreme solidification effects), dykes stopping at the interface (high solidification effects), sills (moderate solidification effects), and dykes passing through the interface (low solidification effects). All these results can be explained quantitatively as a function of a dimensionless temperature θ, which describes the experimental thermal conditions, and a dimensionless flux ϕ, which describes their dynamical conditions. The experiments reveal that sills can only form within a restricted domain of the (θ , ϕ) parameter space. These experiments demonstrate that contrary to isothermal experiments where cooling could not affect sill formation, the presence of an interface that would be a priori mechanically favourable is not a sufficient condition for sill formation; solidification effects restrict sill formation. The results are consistent with field observations and provide a means to explain why some dykes form sills when others do not under seemingly similar geological conditions.

  15. Igneous Sheet Intrusions as a Record of Paleostress States

    NASA Astrophysics Data System (ADS)

    Stephens, T. L.; Walker, R. J.; Healy, D.; Bubeck, A.; England, R. W.; McCaffrey, K. J. W.

    2017-12-01

    The architecture of igneous sheet intrusion networks provides useful constraints on paleostress during emplacement. Several models for sill emplacement have used the close spatial relationships between sills and dikes in layered (sedimentary) host rocks to propose that dike-sill transitions are driven by layering. Such models require a stress rotation - from horizontal extension for dikes, to horizontal compression for sills - which is assumed to reflect a near-hydrostatic stress state, facilitating the dilation and intrusion of pre-existing structures (e.g. faults, joints, and bedding). Here, we present case examples of sills for which layering is not the main control on emplacement: Isle of Mull (UK), Faroe Islands (European Atlantic margin) and the San Rafael Subvolcanic Field (Utah, USA). In each case, dikes cut, or are cut by, sills; indicating that dikes were not the feeders to sills in the same section. The sills consist of linked, flat and shallowly-dipping segments that always show near-vertical opening directions. Sills cut bedding and formation contacts with consistent low-angle dips, and cut or abut against vertical faults, fractures, and tectonic foliations. From this, we infer that magma pressure during emplacement did not exceed the horizontal stress. To constrain the stress state during emplacement we present a novel approach that combines analysis of local and overall sill geometry data with mechanical models for slip tendency, dilation tendency, and fracture susceptibility. We also present a new depth-independent mechanical model, which estimates paleostress ratio and driving fluid pressure ratio using the opening angles of dilated fluid-filled fractures. Our results show that the studied sills record previously unrecognised local fluctuations in the far-field stress state, during magmatic supply. Sills, therefore, present an important tool for determining paleostress in areas where few brittle deformation structures (e.g. faults), other than intrusions, are present.

  16. Forced folding and complex overburden deformation associated with magmatic intrusion in the Vøring Basin, offshore Norway

    NASA Astrophysics Data System (ADS)

    Omosanya, Kamaldeen Olakunle; Johansen, Ståle E.; Eruteya, Ovie Emmanuel; Waldmann, Nicolas

    2017-06-01

    In this study, three-dimensional seismic reflection and borehole data from the Vøring Basin, offshore Norway have been used to characterize a supra-sill related forced fold to understand its evolution and relevance in the context of regional tectonics. Magmatic sills were recognised to be positive high-amplitude anomalies with similar polarity to the seabed reflection. The seismic dataset reveals two groups of sills in the study area comprising interconnected sills beneath the regional forced fold, and those intruded into the overburden. Magmatic sills forming the interconnected sill complex are emplaced at a depth of about 5.5 s TWTT below the modern seafloor. Aspect ratio (length/width), A for the sills ranges from 1.63-6.90. The regional forced fold is interpreted based on its bathymetric and seismic-stratigraphic expression on horizon H7, which is part of the Palaeocene to Eocene Tang Formation. Amplitude of the accommodation fold is about 780 km2. Hydrothermal vent complexes and fluid-flow conduits in the study area develop above the sill edges and on the flanks of the interconnected sill complex extending from the lower part of the Tang Formation to the uppermost section of the Brygge Formation evidencing vertically focussed fluid flow in the study area. The overlying overburden is in turn deformed and structurally compartmentalized through forced folding and Late Cenozoic tectonics. We demonstrate that accommodation folding is formed in response to the emplacement of several interconnected sills during the opening of the Norwegian-Greenland Seas. Sill emplacement in the study area causes uplift of the Cretaceous to Palaeocene depocentre prior to further restructuration during Cenozoic tectonic inversion. Magmatic intrusions documented in this study have wider implications for understanding supra-sill deformations along volcanic margins with well-developed emplaced sills at depth and likewise hydrocarbon prospectivity in the study area.

  17. Evidence of a modern deep water magmatic hydrothermal system in the Canary Basin (eastern central Atlantic Ocean)

    NASA Astrophysics Data System (ADS)

    Medialdea, T.; Somoza, L.; González, F. J.; Vázquez, J. T.; de Ignacio, C.; Sumino, H.; Sánchez-Guillamón, O.; Orihashi, Y.; León, R.; Palomino, D.

    2017-08-01

    New seismic profiles, bathymetric data, and sediment-rock sampling document for the first time the discovery of hydrothermal vent complexes and volcanic cones at 4800-5200 m depth related to recent volcanic and intrusive activity in an unexplored area of the Canary Basin (Eastern Atlantic Ocean, 500 km west of the Canary Islands). A complex of sill intrusions is imaged on seismic profiles showing saucer-shaped, parallel, or inclined geometries. Three main types of structures are related to these intrusions. Type I consists of cone-shaped depressions developed above inclined sills interpreted as hydrothermal vents. Type II is the most abundant and is represented by isolated or clustered hydrothermal domes bounded by faults rooted at the tips of saucer-shaped sills. Domes are interpreted as seabed expressions of reservoirs of CH4 and CO2-rich fluids formed by degassing and contact metamorphism of organic-rich sediments around sill intrusions. Type III are hydrothermal-volcanic complexes originated above stratified or branched inclined sills connected by a chimney to the seabed volcanic edifice. Parallel sills sourced from the magmatic chimney formed also domes surrounding the volcanic cones. Core and dredges revealed that these volcanoes, which must be among the deepest in the world, are constituted by OIB-type, basanites with an outer ring of blue-green hydrothermal Al-rich smectite muds. Magmatic activity is dated, based on lava samples, at 0.78 ± 0.05 and 1.61 ± 0.09 Ma (K/Ar methods) and on tephra layers within cores at 25-237 ky. The Subvent hydrothermal-volcanic complex constitutes the first modern system reported in deep water oceanic basins related to intraplate hotspot activity.Plain Language SummarySubmarine volcanism and associated hydrothermal systems are relevant processes for the evolution of the ocean basins, due their impact on the geochemistry of the oceans, their potential to form significant ore deposits, and their implications for global climate change, considering the heat transport, maturation of organic matter and the release of carbon-rich fluids associated to these systems. Hydrothermal vent complexes have been found all over the world in the fossil record related to large igneous provinces as those found in the North Atlantic margins. Nevertheless, studies focused on modern deep water magmatic hydrothermal systems are generally confined to ocean spreading centers, while scarce works address their study in deep oceanic intraplate basins. This study reports and documents for the first time the discovery of a recent deep water system of magmatic-induced hydrothermal vents at 4800-5200 m depth in an unexplored area of the Canary Basin (eastern central Atlantic), located about 500 km west of the Canary Islands. The analysis and interpretation of the newly acquired data set has shown that the study area is characterized by the presence of a huge magmatic complex of sills that intrudes the sedimentary sequence and exceptionally deep volcanoes so far unknown.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..1613399W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..1613399W"><span>GIA modelling of the Hanish and Camarinal Sills to generate isostatic corrections for continuous sea level curves</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Williams, Felicity; Tamisiea, Mark E.; Rohling, Eelco J.; Grant, Katharine M.</p> <p>2014-05-01</p> <p>Submarine sills are critical points that regulate the exchange flow between enclosed basins and the open ocean. Isostatic modelling of two sills is presented: The Hanish Sill, which regulates exchange between the Red Sea and the Indian Ocean, and the Camarinal Sill which performs a similar function between the Mediterranean Sea and the Atlantic Ocean. A 244 kyr ice history, based on the of the ICE-5G global ice model is used, and a spherically symmetrical, viscoelastic earth is parameterised over three lithospheric thicknesses and a range of upper and lower mantle viscosities. Though the sills are in geologically different settings, with one sill on the basin side, and one sill on the ocean side of the narrowest passage, the relative sea level response is strikingly similar. We determine that in each case, while the offset between relative and global mean sea level is not constant over time, it roughly scales proportionally with land-ice variations such that an estimation of global mean sea level, and thus global ice volume, can be recovered from continuous sea level curves generated at these sills. The relationship between global mean sea level (ESL) and relative sea level (RSL) at the Camarinal Sill can be expressed as ESL=1.23(±0.08)RSL +0.5(±1.9) with errors expressed at two standard deviations. The Hanish Sill response, which displays greater sensitivity to duration of interglacial, is better characterised by two equations which describe an envelope of possible behaviour dependent on phase of glaciation (ESL=1.13RSL +8.5) or deglaciation (ESL=1.24RSL -9.0).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFM.V23B4797G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFM.V23B4797G"><span>Sills of the San Rafael Volcanic Field, Utah</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gallant, E.; Connor, C.; Connor, L.; Richardson, J. A.; Wetmore, P. H.</p> <p>2014-12-01</p> <p>Substantial populations, such as Mexico City, Auckland, and Portland, are built within or near monogenetic fields, so it is important to understand both eruption precursors and magma plumbing systems in such areas. Directly observing the plumbing systems of this rarely witnessed eruption style provides valuable insight into the nature of magmatic transport and storage within the shallow crust, as well as the associated monogenetic eruptive processes. Within the San Rafael Desert of Central Utah is an exposed Pliocene complex of approximately 2000 mapped dikes, 12 sills, and 60 conduits eroded to a depth of 800 m below the paleosurface. A combination of airborne LiDAR (ALS), provided by NCALM, and terrestrial LiDAR (TLS) surveys are used to map the dip of 5 major sills within a 35 sq km area. The ALS provides a 1 m aerial resolution of exposed volcanic features and the TLS gives vertical measurements to cm accuracy. From these data we determine that the 5-25 m thick sills in this area dip approximately 1 to 6 degrees. Field observations show that steps in sills and related fabrics indicate flow direction in sills during emplacement and that sills normally propagate down dip in the Entrada sandstone host rock away from apparent feeder dikes and conduits. Some sills have foundered roofs, especially near conduits, suggesting that nearly neutrally buoyant magmas emplaced into sills along bed partings in the Entrada, differentiated, and in some cases flowed back into conduits. By volume, at 800 m depth in the San Rafael, nearly all igneous rock (approximately 90 percent) is located in sills rather than in dikes or conduits. These observations are consistent with geochemical models that suggest differentiation in shallow sills explains geochemical trends observed in single monogenetic volcanoes in some active fields. Deformation associated with sill inflation and deflation may be a significant precursor to eruptive activity in monogenetic volcanic fields.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013EGUGA..15.2553M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013EGUGA..15.2553M"><span>Deformation mechanisms accommodating the emplacement of an igneous sill-complex in the Irish sector of the Rockall Basin, offshore NW Ireland</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Magee, Craig; Jackson, Christopher; Schofield, Nick</p> <p>2013-04-01</p> <p>Magma intrusion within the subsurface is heavily influenced by the pre-existing architecture of the upper crust and, depending on the emplacement mechanisms, may modify basin structure and fluid flow pathways. Seismic reflection data reveal that intrusive networks predominantly consist of interconnected, saucer-shaped sills that are often associated with dome-shaped 'forced' folds generated by intrusion-induced uplift. Previous studies of intrusion-related forced folds have primarily focused on isolated sills or laccoliths and have shown that the fold amplitude is less than the intrusion thickness, suggesting that additional space-making mechanisms (e.g. grain comminution, fluidization) accompanied emplacement. Furthermore, forced folding is often considered as an instantaneous process over geological time. However, fold growth and the interplay between accompanying ductile and brittle deformation styles remains poorly understood. Here, we use 3D seismic reflection data from the eastern margin of the Irish Rockall Basin, NE Atlantic, to quantitatively study eighty-two igneous intrusions (i.e. saucer-shaped sills and inclined sheets) in order to constrain the emplacement history of a Palaeocene-to-Middle Eocene sill-complex. Emplacement occurred across a Cretaceous clastic-to-marl dominated succession at palaeodepths of <5 km. Northwards-dipping, planar transgressive sheet intrusions are most abundant in the deeper portion of the sill-complex and magma flow indicators within them (i.e. steps and broken bridges) reveal that magma flowed upwards and outwards, feeding into shallow-level saucer-shaped sills at the peak of the transgressive limbs. The saucer-shaped sills are characterized by radial magma flow patterns, emanating from the inner sill, distinguished by mapping the long axes of magma lobes and fingers. These magma flow indictors also provide a proxy for intrusion style; i.e. where sills intrude the Lower Cretaceous sandstones, magma propagation was facilitated by brittle fracturing while non-brittle processes (e.g. fluidization) accompanied shallow-level intrusions into the Upper Cretaceous marls. Directly overlying the sill-complex, within the Palaeocene-Mid-Eocene succession, are a series of 22 forced folds that are interpreted to have formed via intrusion-induced uplift. Onlap and truncational relationships observed throughout the folded Palaeocene-Mid-Eocene strata indicate that the folds grew progressively, likely due to the near-continuous intrusion of small magmatic pulses within the sill-complex. Importantly, individual forced folds cannot be attributed to a single intrusion and, instead, appear to have been generated from the incremental emplacement of adjacent and overlapping sills. Furthermore, where the sills are clustered, individual folds have merged together to form broad, compound folds. We show that emplacement depth below the contemporaneous seabed and vertical stacking of the sills strongly influenced forced fold development. Furthermore, magmatic activity occurred for a prolonged (~8 Ma) time period.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active"><span>2</span></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_2 --> <div id="page_3" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="41"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1913696H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1913696H"><span>Explaining the discrepancy between forced fold amplitude and sill thickness.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hoggett, Murray; Jones, Stephen M.; Reston, Timothy; Magee, Craig; Jackson, Christopher AL</p> <p>2017-04-01</p> <p>Understanding the behaviour of Earth's surface in response to movement and emplacement of magma underground is important because it assists calculation of subsurface magma volumes, and could feed into eruption forecasting. Studies of seismic reflection data have observed that the amplitude of a forced fold above an igneous sill is usually smaller than the thickness of the sill itself. This observation implies that fold amplitude alone provides only a lower bound for magma volume, and an understanding of the mechanism(s) behind the fold amplitude/sill thickness discrepancy is also required to obtain a true estimate of magma volume. Mechanisms suggested to explain the discrepancy include problems with seismic imaging and varying strain behaviour of the host rock. Here we examine the extent to which host-rock compaction can explain the fold amplitude/sill thickness discrepancy. This mechanism operates in cases where a sill is injected into the upper few kilometres of sedimentary rock that contain significant porosity. Accumulation of sediment after sill intrusion reduces the amplitude of the forced fold by compaction, but the sill itself undergoes little compaction since its starting porosity is almost zero. We compiled a database of good-quality 2D and 3D seismic observations where sill thickness has been measured independently of forced fold geometry. We then backstripped the post-intrusion sedimentary section to reconstruct the amplitude of the forced fold at the time of intrusion. We used the standard compaction model in which porosity decays exponentially below the sediment surface. In all examples we studied, post-sill-emplacement compaction can explain all of the fold amplitude/sill thickness discrepancy, subject to uncertainty in compaction model parameters. This result leads directly to an improved method of predicting magma volume from fold amplitude, including how uncertainty in compaction parameters maps onto uncertainty in magma volume. Our work implies that host-rock deformation at the time of magma intrusion is less important than post-intrusion pure-shear compaction in response to ongoing sediment accumulation. This inference could be tested in cases where an independent direct measurement of the porosity-depth profile overlying the sill is available to better constrain compaction model parameters.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24723841','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24723841"><span>Effects of igneous intrusion on microporosity and gas adsorption capacity of coals in the Haizi Mine, China.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jiang, Jingyu; Cheng, Yuanping</p> <p>2014-01-01</p> <p>This paper describes the effects of igneous intrusions on pore structure and adsorption capacity of the Permian coals in the Huaibei Coalfield, China. Twelve coal samples were obtained at different distances from a ~120 m extremely thick sill. Comparisons were made between unaltered and heat-affected coals using geochemical data, pore-fracture characteristics, and adsorption properties. Thermal alteration occurs down to ~1.3 × sill thickness. Approaching the sill, the vitrinite reflectance (R(o)) increased from 2.30% to 2.78%, forming devolatilization vacuoles and a fine mosaic texture. Volatile matter (VM) decreased from 17.6% to 10.0% and the moisture decreased from 3.0% to 1.6%. With decreasing distance to the sill, the micropore volumes initially increased from 0.0054 cm(3)/g to a maximum of 0.0146 cm(3)/g and then decreased to 0.0079 cm(3)/g. The results show that the thermal evolution of the sill obviously changed the coal geochemistry and increased the micropore volume and adsorption capacity of heat-affected coal (60-160 m from the sill) compared with the unaltered coals. The trap effect of the sill prevented the high-pressure gas from being released, forming gas pocket. Mining activities near the sill created a low pressure zone leading to the rapid accumulation of methane and gas outbursts in the Haizi Mine.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70177883','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70177883"><span>Monogenetic volcanoes fed by interconnected dikes and sills in the Hopi Buttes volcanic field, Navajo Nation, USA</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Muirhead, James D.; Van Eaton, Alexa R.; Re, Giuseppe; White, James D. L.; Ort, Michael H.</p> <p>2016-01-01</p> <p>Although monogenetic volcanic fields pose hazards to major cities worldwide, their shallow magma feeders (<500 m depth) are rarely exposed and, therefore, poorly understood. Here, we investigate exposures of dikes and sills in the Hopi Buttes volcanic field, Arizona, to shed light on the nature of its magma feeder system. Shallow exposures reveal a transition zone between intrusion and eruption within 350 m of the syn-eruptive surface. Using a combination of field- and satellite-based observations, we have identified three types of shallow magma systems: (1) dike-dominated, (2) sill-dominated, and (3) interconnected dike-sill networks. Analysis of vent alignments using the pyroclastic massifs and other eruptive centers (e.g., maar-diatremes) shows a NW-SE trend, parallel to that of dikes in the region. We therefore infer that dikes fed many of the eruptions. Dikes are also observed in places transforming to transgressive (ramping) sills. Estimates of the observable volume of dikes (maximum volume of 1.90 × 106 m3) and sills (minimum volume of 8.47 × 105 m3) in this study reveal that sills at Hopi Buttes make up at least 30 % of the shallow intruded volume (∼2.75 × 106 m3 total) within 350 m of the paeosurface. We have also identified saucer-shaped sills, which are not traditionally associated with monogenetic volcanic fields. Our study demonstrates that shallow feeders in monogenetic fields can form geometrically complex networks, particularly those intruding poorly consolidated sedimentary rocks. We conclude that the Hopi Buttes eruptions were primarily fed by NW-SE-striking dikes. However, saucer-shaped sills also played an important role in modulating eruptions by transporting magma toward and away from eruptive conduits. Sill development could have been accompanied by surface uplifts on the order of decimeters. We infer that the characteristic feeder systems described here for the Hopi Buttes may underlie monogenetic fields elsewhere, particularly where magma intersects shallow, and often weak, sedimentary rocks. Results from this study support growing evidence of the important role of shallow sills in active monogenetic fields.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017Litho.284..429M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017Litho.284..429M"><span>Multiple reinjections and crystal mush compaction in the solidification evolution of the Karaj Dam basement Sill, Northern Iran</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Maghdour-Mashhour, Reza; Shabani, Amir Ali Tabbakh</p> <p>2017-07-01</p> <p>The Karaj Dam basement Sill is a 460 m-thick saucer shaped sill, situated in the Alborz Magmatic Belt, Northern Iran. The results of geochemical, textural and field relations reveal characteristics of a sill with a well-developed S-shaped compositional profile which could be subdivided into distinct parts and suggest that the sill was repeatedly split and reinjected with fresh magma in the upper half of the previous emplacements (over- to partly intra-accretion). Whole rock and mineral compositional profiles have recorded five to six discrete injections of magma, each of which individually show an upward increase in terms of primitivity which represents partial crystallization in feeder conduits. The first three small successive pulses of magma, emplaced in the basal 150 m of the floor sequence, were followed by voluminous fourth and fifth pulses in the upper portion of the sill. During final two pulses the system acts as a closed system for each independently, and evolves through compositional convection or compaction aided in-situ crystallization. Theoretical models for convection and compaction shows the significance of both processes. Considering the final porosity of 0.1 < φ < 0.45, calculated convective velocities (0.2 < Vc < 227 m/year) are higher than the calculated crystal accumulation rate of the basal 150 m and upper portion of the sill (Va = 1 and 0.1 m/year), when the crystal mush varies between 1 to 0.01 m with the liquid viscosity ranging from 85 to 15 Pa·s. Our calculations further indicate that compaction driven velocity of liquid expulsion (ω - w) hardly exceeds the Va in the basal 150 m of the floor sequence. The highest velocity is reached (ω - w = 1 m/year) only if the crystal mush thickness is no less than 240 m with the porosity of 0.6 and the liquid viscosity of no more than 15 Pa·s. On the other hand, compaction is highly effective in the upper portion of the sill. Transfer of residual liquid from the compacting lower solidification front to the dilating upper solidification front resulted in characteristic chemical and mineralogical effects, such as the depletion of the lower half of the sill and the enrichment of the sandwich zone in incompatible elements and modal granophyre. Crystallization of the fourth pulse of magma produced a peak in incompatible clement concentrations at a sandwich horizon located at the 410 m level, where the floor and roof of the sill appeared to converge at this stage. Subsequent to the time of this enriched zone crystallizing, the fifth pulse of magma was emplaced near this level and inflated the chamber vertically for 200 m. Cumulus material containing interstitial melt and subsequent buoyancy driven upward transport of interstitial melt in this pulse concentrated incompatible elements at 47 m below the main peak, at the stratigraphic height of 360-370 m. The boundaries between the successive pulses were cryptic and represent a gradational contact in terms of grain size, chemical composition and crystallization sequence. This implies a short time interval between the emplacements of the magma. This sill is comparable with Antarctica Beacon Sill and Hudson River Palisades Sill, and the recognition of evidence for reinjection and compaction in these macroscopically uniform sills, as well as the Karaj Dam basement Sill, suggests that these processes may be common in the construction of sills with a thickness of more than 100 m.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009BVol...71..881H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009BVol...71..881H"><span>Endogenous growth in channelized komatiite lava flows: evidence from spinifex-textured sills at Pyke Hill and Serpentine Mountain, Western Abitibi Greenstone Belt, Northeastern Ontario, Canada</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Houlé, Michel G.; Préfontaine, Sonia; Fowler, Anthony D.; Gibson, Harold L.</p> <p>2009-10-01</p> <p>Spinifex-textured sills (i.e., veins) characterized by komatiitic magmas that have intruded their own volcanic-piles have long been recognized. For instance, in the early 1970s, Pyke and coworkers, in their classic work at Pyke Hill in Munro Township, noted that not all spinifex-bearing ultramafic rocks formed as lava flows, rather some were clearly emplaced as small dikes and sills. Several hypotheses have been proposed to explain spinifex-textured sills: intrusion into a cold host, filter pressing, or drainage of residual liquid. However, these do not satisfactorily explain the phenomenon. Field and petrographic observations at Pyke Hill and Serpentine Mountain demonstrate that spinifex-bearing komatiite sills and dikes were emplaced during channel inflation processes when new magma was intruded into a cooler, semi-consolidated but permeable cumulate material. Komatiitic liquids were intruded into the olivine cumulate rocks near the boundary between the spinifex and the cumulate zones of well-organized to organized komatiite flows. Spinifex-textured sills are generally tabular in morphology, stacked one above another, with curviplanar contacts sub-parallel to stratigraphy. Some sills exhibit complex digitated apophyses. Thinner sills typically have a random olivine spinifex texture similar, though generally composed of coarser crystals, to that of komatiite lava flows. Thicker sills exhibit more complex organization of their constituent crystals characterized by zones of random olivine spinifex, overlying zones of organized coarse spinifex crystals similar to those found in lava flows. They have striking coarse dendritic spinifex zones composed of very large olivine crystals, up to several centimetres long and up to 1 cm wide that are not observed in lava flows. Typically, at the sill margins, the cumulate material of the host flow is composed of euhedral to subhedral olivine crystals that are larger than those distal to the contact. Many of these margin-crystals have either concentric overgrowth shells or dendritic olivine overgrowths that grew from the cumulate-sill contact toward the sill interior. The dendrites grew on pre-existing olivine cumulate at the contact in response to a sharp temperature gradient imposed by the intrusion of hot material, whereas the concentric overgrowths formed as new melt percolated into the unconsolidated groundmass of the host-flow cumulate material. Spinifex-textured sills and dikes occur in well-organized to organized flows that are interpreted to have formed by “breakouts” above and peripheral to lava pathways (channels/conduits) as a result of inflation that accompanied voluminous komatiitic eruptions responsible for the construction and channelization of komatiitic flow fields. The spinifex-textured dikes and sills represent komatiitic lava that was originally emplaced into the channel roof during periods of episodic inflation that resulted in lava breakouts and was subsequently trapped in the “roof rocks” during periods of channel deflation. Accordingly, the occurrence of spinifex-textured sills and dikes may indicate proximity to, and aid in the identification and delineation of lava channel-ways that could potentially host Ni-Cu-(PGE) mineralization within komatiitic lava flow-fields.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA609612','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA609612"><span>USACE Regional Sediment Management and Engineering with Nature 2013 Workshop Summary</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2014-08-01</p> <p>Tools into HEC-RAS St. Louis Kaskaskia River Navigation Channel Mobile Biodegradable Containment Structures for RSM Honolulu Hawaii RSM – Haleiwa...sediment from USACE to private entities for use. Share successes and lessons learned.  Increase the use of vegetation and other biodegradable ...beaches, and submerged mounds) and construction materials (e.g., reef balls, combination of rock sills and oyster bags , native plants, and</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1916559G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1916559G"><span>Sill intrusion in volcanic calderas: implications for vent opening probability</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Giudicepietro, Flora; Macedonio, Giovanni; Martini, Marcello; D'Auria, Luca</p> <p>2017-04-01</p> <p>Calderas show peculiar behaviors with remarkable dynamic processes, which do not often culminate in eruptions. Observations and studies conducted in recent decades have shown that the most common cause of unrest in the calderas is due to magma intrusion; in particular, the intrusion of sills at shallow depths. Monogenic cones, with large areal dispersion, are quite common in the calderas, suggesting that the susceptibility analysis based on geological features, is not strictly suitable for estimating the vent opening probability in calderas. In general, the opening of a new eruptive vent can be regarded as a rock failure process. The stress field in the rocks that surrounds and tops the magmatic reservoirs plays an important role in causing the rock failure and creating the path that magma can follow towards the surface. In this conceptual framework, we approach the problem of getting clues about the probability of vent opening in volcanic calderas through the study of the stress field produced by the intrusion of magma, in particular, by the intrusion of a sill. We simulate the intrusion of a sill free to expand radially, with shape and dimensions which vary with time. The intrusion process is controlled by the elastic response of the rock plate above the sill, which bends because of the intrusion, and by gravity, that drives the magma towards the zones where the thickness of the sill is smaller. We calculated the stress field in the plate rock above the sill. We found that at the bottom of the rock plate above the sill the maximum intensity of tensile stress is concentrated at the front of the sill and spreads radially with it, over time. For this reason, we think that the front of the spreading sill is prone to open for eruptive vents. Even in the central area of the sill the intensity of stress is relatively high, but at the base of the rock plate stress is compressive. Under isothermal conditions, the stress soon reaches its maximum value (time interval depending on the model parameters) and then decreases over time during the intrusion. However, if we consider the effect of the cooling of magma, with the temperature which decreases with time and the viscosity that increases, we'll find that the stress in the rock above the sill gradually increases with time and becomes higher than in isothermal case. In order to investigate the role of the physical properties of magma and rock above the sill in the generation of the stress field we have carried out different simulations by varying the viscosity of magma and the rigidity of the rock and found that high viscosity magma produces a relatively high stress intensity, as well as a high rock rigidity does.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3958754','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3958754"><span>Effects of Igneous Intrusion on Microporosity and Gas Adsorption Capacity of Coals in the Haizi Mine, China</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2014-01-01</p> <p>This paper describes the effects of igneous intrusions on pore structure and adsorption capacity of the Permian coals in the Huaibei Coalfield, China. Twelve coal samples were obtained at different distances from a ~120 m extremely thick sill. Comparisons were made between unaltered and heat-affected coals using geochemical data, pore-fracture characteristics, and adsorption properties. Thermal alteration occurs down to ~1.3 × sill thickness. Approaching the sill, the vitrinite reflectance (R o) increased from 2.30% to 2.78%, forming devolatilization vacuoles and a fine mosaic texture. Volatile matter (VM) decreased from 17.6% to 10.0% and the moisture decreased from 3.0% to 1.6%. With decreasing distance to the sill, the micropore volumes initially increased from 0.0054 cm3/g to a maximum of 0.0146 cm3/g and then decreased to 0.0079 cm3/g. The results show that the thermal evolution of the sill obviously changed the coal geochemistry and increased the micropore volume and adsorption capacity of heat-affected coal (60–160 m from the sill) compared with the unaltered coals. The trap effect of the sill prevented the high-pressure gas from being released, forming gas pocket. Mining activities near the sill created a low pressure zone leading to the rapid accumulation of methane and gas outbursts in the Haizi Mine. PMID:24723841</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AcGeP..67..163W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AcGeP..67..163W"><span>A unique fossil record from neptunian sills: the world's most extreme example of stratigraphic condensation (Jurassic, western Sicily)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wendt, Jobst</p> <p>2017-06-01</p> <p>Neptunian sills at Rocca Busambra, a fragment of the Trapanese/Saccense Domain in western Sicily, host the most abundant ammonite and gastropod fauna which has ever been recorded from the Jurassic of the western Tethys. The fauna is dominated by parautochthonous organisms which were swept into the sills by gentle transport. Ammonites are characterized by perfect preservation and small size, a feature which is due to the predominance of microconchs but also of stunting. The most complete sill is 0.7 m thick and could be separated into 17 levels which range in age from the early Toarcian into the late Kimmeridgian, thus representing the most extreme case of palaeontologically and depositionally documented stratigraphic condensation in Earth history. The unique feature of the Rocca Busambra sills is due to the interaction of three processes: extreme stratigraphic condensation on the sea floor, weak tectonic fracturing of the host rock and repeated reopening on top of already existing sills. Contrasting percentages of gastropods in individual levels reflect sea-level oscillations which correspond to long known low- and highstands during the Jurassic of the western Tethys. Comparisons with other ammonite-bearing sill faunas reveal several similarities, but represent only short-timed phases of tectonic pulses and deposition.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AGUFMOS13B1231T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AGUFMOS13B1231T"><span>Turbine Siting Metrics for Simulated Tidal Flow in a Double-Silled Channel</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Thyng, K. M.; Kawase, M.; Riley, J. J.; Northwest National Marine Renewable Energy Center</p> <p>2010-12-01</p> <p>An important component of site and resource characterization for marine renewable energy projects is to identify areas with large potential resource but also with easy extractability of the available resource for commercial develop- ment. Metrics that characterize potential resource include mean kinetic power density and speed over a tidal cycle, while important metrics for extractability include measures of the bidirectionality of the tidal flow (asymmetry, directional deviation, and power bias of ebb versus flood tide) as well as percentage of time spent by the device producing power at the particular site. This study examines the character of a tidal flow over an idealized two- dimensional (x-z) double sill in a rectangular channel in terms of these resource characterization metrics. This domain is meant to capture the bulk features of Admiralty Inlet, the main entrance to the Puget Sound, a fjord-like estuary in western Washington State. Admiralty Inlet is an area of interest for build- ing a commercial-scale tidal turbine array, and is currently the location of two potential pilot-scale tidal hydrokinetic projects. Initial results point to the speed up of the incoming flow due to the shallowest sill as an area of strong resource. The presence of the deeper sill affects the character of this strong resource in a way that the metrics can help quantify in terms of extractability of the resource and vertical structure. Together, these metrics will give a clear understanding of the tidal turbine siting characteristics of the domain. In the case of the idealized double sill simulation, the mean speed is increased by a factor of more than 2 over the mean incoming speed at the entrance of the channel due to the shallower, more prominent sill, while the deeper sill sees a multiplication factor of close to 1.5. This is a modest increase in mean speed, but translates to a multiplication factor of over 8 from the nominal far field value near the shallow sill in the mean kinetic power density, with the deeper sill having an increase of a factor of over 4. The mean vertical speed sees an increase of 4 times from the nominal value between the two sills, but little is seen at the shallowest point of the sill at the location of best potential resource.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70023003','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70023003"><span>Development and application of a spatial hydrology model of Okefenokee Swamp, Georgia</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Loftin, C.S.; Kitchens, W.M.; Ansay, N.</p> <p>2001-01-01</p> <p>The model described herein was used to assess effects of the Suwannee River sill (a low earthen dam constructed to impound the Suwannee River within the Okefenokee National Wildlife Refuge to eliminate wildfires) on the hydrologic environment of Okefenokee Swamp, Georgia. Developed with Arc/Info Macro Language routines in the GRID environment, the model distributes water in the swamp landscape using precipitation, inflow, evapotranspiration, outflow, and standing water. Water movement direction and rate are determined by the neighborhood topographic gradient, determined using survey grade Global Positioning Systems technology. Model data include flow rates from USGS monitored gauges, precipitation volumes and water levels measured within the swamp, and estimated evapotranspiration volumes spatially modified by vegetation type. Model output in semi-monthly time steps includes water depth, water surface elevation above mean sea level, and movement direction and volume. Model simulations indicate the sill impoundment affects 18 percent of the swamp during high water conditions when wildfires are scarce and has minimal spatial effect (increasing hydroperiods in less than 5 percent of the swamp) during low water and drought conditions when fire occurrence is high but precipitation and inflow volumes are limited.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=159068&Lab=NERL&keyword=temperature+AND+oxygen+AND+consumption&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=159068&Lab=NERL&keyword=temperature+AND+oxygen+AND+consumption&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>DISSOLVED METHANE IN THE SILLS AREA, GULF OF CALIFORNIA, MEXICO</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>The northern part of the Gulf of California is physically separated from the rest of the Gulf by a series of sills and islands. Its waters are highly productive as several water masses interact with each other at the sills. One of the characteristics in the area is the presence o...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007AGUFM.V11A0374G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007AGUFM.V11A0374G"><span>Experimental Modeling of the Formation of Saucer-Shaped sills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Galland, O.; Planke, S.; Malthe-Sorenssen, A.</p> <p>2007-12-01</p> <p>Many magma intrusions in sedimentary basins are sills, and especially saucer-shaped sills. These features are observed in many places (i.e. South Africa; the Norwegian and North Sea; Siberia; Argentina). Sand injectites exhibit similar geometries. The occurrence of such features in so various settings suggests that their emplacement results from fundamental processes in sedimentary basins. To understand such processes, we performed experimental modeling of saucer-shaped sill emplacement. The experiments consist of injecting a molten low viscosity vegetable oil (model magma) at a constant flow rate into a fine-grained Coulomb silica flour (model rock). When the oil starts intruding, the initially flat surface of the model inflates and forms a smooth dome. At the end of the experiment, the oil erupts at the edge of the dome. After the experiment, the oil cools and solidifies, the resulting solid intrusion is unburied and exposed, and its upper surface digitalized. For our purpose, we did our experiments without external deformation. We performed two series of experiments with varying depth of injection. The first series consisted of injection into a homogeneous medium. The resulting intrusions were cone-sheets and dykes. The second series consisted of heterogeneous models where the heterogeneity was a weak layer made of a flexible net. The resulting intrusions were made of (1) a horizontal basal sill emplaced along the weakness, and (2) inclined sheets nucleating at the edges of the basal sill and propagating upward and outward. The inclined sheets exhibited a convex shape, i.e. a decreasing slope outward. In addition, the deeper the sills emplaced, the larger they were. Our experimental results are consistent with saucer-shaped features in nature. We infer from our results that the transition between the basal sills and the inclined sheets results from a transition of emplacement processes. We suggest that the basal sill emplace by open (mode I) fracturing, whereas the inclined sheets result from shear (mode II) fracturing, i.e. along faults at the edge of the dome.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19890049144&hterms=Accounting+horizons&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DAccounting%2Bhorizons','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19890049144&hterms=Accounting+horizons&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DAccounting%2Bhorizons"><span>The role of igneous sills in shaping the Martian uplands</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Wilhelms, D. E.; Baldwin, R. J.</p> <p>1989-01-01</p> <p>Relations among geologic units and landforms suggest that igneous sills lie beneath much of the intercrater and intracrater terrain of the Martian uplands. The igneous rocks crop out along the upland-lowland front and in crater floors and other depressions that are low enough to intersect the sill's intrusion horizons. It is suggested that heat from the cooling sills melted some of the ice contained in overlying fragmental deposits, creating valley networks by subsurface flow of the meltwater. Terrains with undulatory, smooth surfaces and softened traces of valleys were created by more direct contact with the sills. Widespread subsidence following emplacement of the sills deformed both them and the nonvolcanic deposits that overlie them, accounting for the many structures that continue from ridged plains into the hilly uplands. Crater counts show that the deposit that became valleyed, softened, and ridged probably began to form (and to acquire interstitial ice) during or shortly after the Middle Noachian Epoch, and continued to form as late as the Early Hesperian Epoch. The upper layers of this deposit, many of the visible valleys, and the ridged plains and postulated sills all have similar Early Hesperian ages. Continued formation of valleys is indicated by their incision of fresh-appearing crater ejecta. The dependence of valley formation on internal processes implies that Mars did not necessarily have a dense early atmosphere or warm climate.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title49-vol4/pdf/CFR-2010-title49-vol4-sec231-9.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title49-vol4/pdf/CFR-2010-title49-vol4-sec231-9.pdf"><span>49 CFR 231.9 - Tank cars without end sills.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-10-01</p> <p>... 49 Transportation 4 2010-10-01 2010-10-01 false Tank cars without end sills. 231.9 Section 231.9..., DEPARTMENT OF TRANSPORTATION RAILROAD SAFETY APPLIANCE STANDARDS § 231.9 Tank cars without end sills. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1)). (2...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title49-vol4/pdf/CFR-2012-title49-vol4-sec231-9.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title49-vol4/pdf/CFR-2012-title49-vol4-sec231-9.pdf"><span>49 CFR 231.9 - Tank cars without end sills.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-10-01</p> <p>... 49 Transportation 4 2012-10-01 2012-10-01 false Tank cars without end sills. 231.9 Section 231.9..., DEPARTMENT OF TRANSPORTATION RAILROAD SAFETY APPLIANCE STANDARDS § 231.9 Tank cars without end sills. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1)). (2...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title49-vol4/pdf/CFR-2014-title49-vol4-sec231-9.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title49-vol4/pdf/CFR-2014-title49-vol4-sec231-9.pdf"><span>49 CFR 231.9 - Tank cars without end sills.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-10-01</p> <p>... 49 Transportation 4 2014-10-01 2014-10-01 false Tank cars without end sills. 231.9 Section 231.9..., DEPARTMENT OF TRANSPORTATION RAILROAD SAFETY APPLIANCE STANDARDS § 231.9 Tank cars without end sills. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1)). (2...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title49-vol4/pdf/CFR-2011-title49-vol4-sec231-9.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title49-vol4/pdf/CFR-2011-title49-vol4-sec231-9.pdf"><span>49 CFR 231.9 - Tank cars without end sills.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-10-01</p> <p>... 49 Transportation 4 2011-10-01 2011-10-01 false Tank cars without end sills. 231.9 Section 231.9..., DEPARTMENT OF TRANSPORTATION RAILROAD SAFETY APPLIANCE STANDARDS § 231.9 Tank cars without end sills. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1)). (2...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title49-vol4/pdf/CFR-2013-title49-vol4-sec231-9.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title49-vol4/pdf/CFR-2013-title49-vol4-sec231-9.pdf"><span>49 CFR 231.9 - Tank cars without end sills.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-10-01</p> <p>... 49 Transportation 4 2013-10-01 2013-10-01 false Tank cars without end sills. 231.9 Section 231.9..., DEPARTMENT OF TRANSPORTATION RAILROAD SAFETY APPLIANCE STANDARDS § 231.9 Tank cars without end sills. (a) Hand brakes—(1) Number. Same as specified for “Box and other house cars” (see § 231.1(a)(1)). (2...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005AGUFM.V13H..08S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005AGUFM.V13H..08S"><span>Pyroxene thermometry in the OPX Tongue of the Basement Sill, McMurdo Dry Valleys, Antarctica</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Simon, A. C.; Marsh, B.</p> <p>2005-12-01</p> <p>Unusually large orthopyroxene (Opx) crystals (5 mm) in the 330 m thick doleritic Basement Sill, the basal sill of the Ferrar Dolerite sill complex, possess strong variations in modal abundance and size both across and along the sill length. Opx phenocrysts (with greatly subordinate cpx) are concentrated toward the middle of the sill, forming an extensive ultramafic tongue, which dominates the thickness of the sill in the feeder zone near Bull Pass and progressively thins with increasing distance in all directions away from the feeder zone. The chilled margins of the sill contain no Opx phenocrysts. Based on the physical position of the Opx tongue and the size, abundance and textural condition of these Opx crystals, it has been postulated that these Opx phenocrysts were entrained in the ascending magma after having been texturally equilibrated at a much deeper location than the present level of sill emplacement, approximately 3- 4 km paleodepth. Determining the ultimate provenance of these phenocrysts is an important step in understanding the formation and overall dynamics of this magmatic system. In a real sense these crystals are important dynamic tracers. To gain insight into the origin and history of transport of these crystals, we performed electron probe microanalyses of pyroxenes from samples collected at 15 m intervals through the entire Basement Sill near the feeder zone in West Bull Pass to quantify the compositions of pyroxenes both within the tongue and the bounding chilled margin in order to use crystal-chemical variations to infer crystal histories. Additionally, we calculated equilibrium temperatures for Opx - Cpx mineral pairs, using the QUILF projection scheme at 200 MPa, to determine if pyroxene crystals in the tongue reflect higher temperatures, indicative of crystallization at deeper levels of the sill-complex plumbing system. Despite some scatter in pyroxene compositions, the data indicate that the En (mole % MgSiO3) component of Opx and Cpx increases systematically with depth through the sill, reaching a plateau in the middle of the transect and then decreasing to the chilled margin at the base of the section. The range of En content of Cpx (27 En) is much less than that of Opx (40 En). The Di component of Cpx acts to some degree as a pivot for the varying En/Fs of Opx. The trend in the En component of Opx parallels roughly the trend in whole-rock MgO, the latter being a manifestation of the increase in abundance of En-rich Opx crystals (phenocrysts) in the central part of the sill. Intra-crystal compositional variation is minimal except for the (expected) decrease in En/Fs of grain margins, reflecting simply the iron enrichment of the residual melt with progressive crystallization. The concentrations of Cr and Al in Opx increase systematically with depth in the sill are highest in Opx of the tongue. Compositional tie-lines for Opx-Cpx pairs from the chilled margin and Opx-tongue, when plotted in the pyroxene quadrilateral, possess negative and positive slopes, respectively. Temperature data define a thermal maximum plateau that coincides with the position of the Opx-tongue; 2-pyroxene temperature increasing on the order of 200 degrees C between the chilled margin (900 to 1000 C)and the Opx-tongue (1070 to 1242 C). The pyroxene tongue represents a subsequent, higher temperature, intrusive event. The relatively high temperatures, trace element abundances, and textural information all suggest that the provenance of the crystals forming the Opx Tongue were entrained from a cumulate pile associated with an earlier magmatic event.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_3 --> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009AGUFM.V23E2151G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.V23E2151G"><span>Understanding the mechanical coupling between magma emplacement and the resulting deformation: the example of saucer-shaped sills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Galland, O.; Neumann, E. R.; Planke, S.</p> <p>2009-12-01</p> <p>The mechanical coupling between magma intrusions and the surrounding rocks plays a major role in the emplacement of volcanic plumbing systems. The deformation associated with magma emplacement has been widely studied, such as caldera inflation/deflation, volcano deformation during dike intrusion, and doming above laccoliths. However, the feedback processes, i.e. the effect of deformation resulting from intruding magma on the propagation of the intrusion itself, have rarely been studied. Saucer-shaped sills are adequate geological objects to understand such processes. Indeed, observation show that saucer-shaped sills are often associated with dome-like structures affecting the overlying sediments. In addition, there is a clear geometrical relation between the sills and the domes: the dome diameters are almost identical to those of saucers, and the tips of the inclined sheets of saucers are superimposed on the edges of the domes. In this presentation, we report on experimental investigations of the emplacement mechanisms of saucer-shaped sills and associated deformation. The model materials were (1) cohesive fine-grained silica flour, representing brittle crust, and (2) molten low-viscosity oil, representing magma. A weak layer located at the top of the injection inlet simulates strata. The main variable parameter is injection depth. During experiments, the surface of the model is digitalized through a structured light technique based on the moiré projection principle. Such a tool provides topographic maps of the surface of the model and allows a periodic (every 1.5 s) monitoring of the model topography. When the model magma starts intruding, a symmetrical dome rises above the inlet. Subsequently, the dome inflates and widens, and then evolves to a plateau-like feature, with nearly flat upper surface and steep sides. At the end of the experiments, the intruding liquid erupts at the edge of the plateau. The intrusions formed in the experiments are saucer-shaped sills, with flat inner sills, steep inclined sheets and flatter outer sills. Like in nature, there are clear relations between the intrusions geometries and the domes: (1) the inclined sheet formed underneath the edge of the plateau, and the oil erupts at its outermost edge; (2) the diameter of the sill is similar to that of the dome. In addition, the diameter of the sills and the domes increased with increasing injection depth. Our results suggest that the evolution of the deforming surface reflects the evolution of the intrusion, i.e. the first doming phase corresponds to the emplacement of a horizontal basal sill, and the dome-to-plateau transition corresponds to the transition from a basal sill to an inclined sheet. Conversely, the correlation between the dome and intrusion width and emplacement depth suggests that the development of the doming exerts a feedback on the sill propagation and controls the formation of the inclined sheets. Thus, our study shows that a good understanding of the coupling between magma emplacement and the associated deformation has major implications for the understanding of magma transport in volcanic systems.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012EGUGA..14..116U','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012EGUGA..14..116U"><span>Unravelling the influence of antecryst settling on the composition of a lamprophyre sill: results from geochemical modelling and principal component analysis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ubide, T.; Arranz, E.; Lago, M.; Galé, C.; Larrea, P.; Tierz, P.</p> <p>2012-04-01</p> <p>Small igneous intrusions can be regarded as scale models of the behaviour of large magma chambers. We have carried out a detailed petrological and geochemical study across a thin (< 0.5 m) mafic sill located in the Catalonian Coastal Ranges, in the vicinity of Calella de Palafrugell (NE Spain). It is a late-Cretaceous sub-horizontal alkaline lamprophyre, classified as a camptonite. The sill is visibly zoned, showing well developed chilled margins, several levels of vesicles and accumulation of large mafic crystals towards the bottom. According to their composition, these crystals are inherited antecrysts. The whole-rock composition varies across the sill, indicating that the sill is compositionally zoned. However, the mineral compositions are constant, suggesting that the magma emplaced in a single pulse. The whole-rock compositional variations reveal that the chilled margins are more evolved than the centre of the sill; this is especially clear for the lower chilled margin, which defines a marginal reversal. Therefore, the compositional zoning of the sill does not correlate with a normal fractionation trend inwards. Instead, it agrees with the variable proportions of antecrysts across the sill: the higher the proportion of antecrysts, the more primitive the whole-rock composition. In order to verify that the presence of antecrysts controls the whole-rock variations, a trace element model has been developed. Given that the sill displays a porphyritic texture defined by large antecrysts set in a fine-grained groundmass, the geochemical model quantifies the relative contributions of the antecrysts and the groundmass to the whole-rock compositions. Because the antecryst and whole-rock compositions were analysed for the different samples collected across the sill, the groundmass composition could be calculated for each sample. The obtained groundmass compositions are constant and more evolved than whole-rock compositions, supporting that the whole-rock variations are solely produced by the different proportions of antecrysts across the sill. The mean groundmass composition can be therefore considered representative of the homogeneous groundmass of the sill. It represents the host magma which carried the antecrysts up to the emplacement level. The results of the model have been statistically tested by means of a principal component analysis (PCA). The distribution of the antecryst, whole-rock and groundmass compositions in a PC2 vs. PC1 plot shows that the whole-rock compositions define a linear trend between the groundmass and the antecryst compositions, where whole-rocks plot closer to the antecrysts as the proportion of antecrysts in the rock increases. The obtained results prove that antecrysts affect whole-rock compositions. The accumulation of the antecrysts towards the bottom of the sill, together with the calculation of settling velocities for the antecrysts and cooling velocities for the magma, indicate that the gravitational settling of antecrysts during cooling is responsible for the varying proportions of antecrysts and therefore for the whole rock compositional zoning. This study reveals that crystal settling is a significant process in triggering compositional zoning of igneous intrusions even at the cm-scale, provided that the magma carries large crystals upon emplacement.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.V23B0484H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.V23B0484H"><span>Internal Stratigraphy of the Palisades Sill Olivine Zone: An Olivine Slurry Emplaced in a Hot Sill</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Haddad, J. R.; Naslund, H. R.</p> <p>2017-12-01</p> <p>The Palisades Sill is a 300 m thick Jurassic-Triassic sill-like sheet formed from a quartz-normative tholeiitic magma. Three geochemical reversals within the sill are the result of magma chamber recharges. This study focuses on the reversal at 10 m height, widely considered to be the result of the emplacement of an olivine-rich slurry (Husch 1990, Gorring 1995). Major and trace elements were determined for 35 samples from the olivine layer and adjacent sill spanning 10 m of stratigraphic height. Samples were collected from outcrops near the Ross Dock Picnic Area in Fort Lee, NJ. Mineral compositions were determined for 21 thin sections using an electron microprobe (EMP). Bulk rock chemistry shows that the base of the olivine layer is between 2.5 and 3.25 m above the base of sampling. This is indicated by a marked reversal in Mg#, which jumped from 64.2 to 68.6; Al2O3, Co, Ni, Sc, Cs, Dy, and La also show clear reversals at the same interval. This is further collaborated by the formation of a ledge in the outcrop. Bulk chemistry and olivine composition show no systematic changes within the olivine layer. EMP analyses of augites reveals that below the 2.5 m height, crystals are typically strongly zoned, average rim Mg#= 67, core Mg#= 82. Above the 2.5 m layer, core Mg# are similar, but average rim Mg#=75. The plagioclase/augite ratio remains relatively constant through the olivine layer, but the ratio of olivine to plagioclase+augite is quite variable, suggesting that the olivine-slurry was emplaced as an inhomogeneous mixture of olivine + magma. Similar tholeiitic sills on Victoria Island, Canada, contain olivine-rich basal layers in which the olivine to plagioclase+augite ratio systematically increases, and the olivine composition becomes systematically more Fe-rich, from the base to the top of the layer. Comparisons between these otherwise similar basal olivine-rich layers, suggests that sills like the Palisades, which represents the injection of an olivine-rich slurry, can be distinguished from sills like the Victoria Island sills, which represent the initial emplacement of an olivine-phyric magma, followed by post-emplacement crystal settling.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA096431','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA096431"><span>A Study of Strategic Lessons Learned in Vietnam. Volume 7. The Soldier</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1980-04-11</p> <p>problems, the nature of society, and the quality of training. Other factors affecting mental health which were unique to or especially significant in...the drug abuse problem, especially its increasing rate after 1968. Initiatives at drug education/ orientation programs had little effect because of... especially for duty in Vietnam. 46/ CONARC established the initial ccurses at Fort Knox and Fort Sill, and instruction *:n 13 separate military occupation</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70118289','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70118289"><span>Disequilibrium dihedral angles in dolerite sills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Holness, Marian B.; Richardson, Chris; Helz, Rosalind T.</p> <p>2012-01-01</p> <p>The geometry of clinopyroxene-plagioclase-plagioclase junctions in mafic rocks, measured by the median dihedral angle Θcpp, is created during solidification. In the solidifying Kilauea Iki (Hawaii) lava lake, the wider junctions between plagioclase grains are the first to be filled by pyroxene, followed by the narrower junctions. The final Θcpp, attained when all clinopyroxene-plagioclase-plagioclase junctions are formed, is 78° in the upper crust of the lake, and 85° in the lower solidification front. Θcpp in the 3.5-m-thick Traigh Bhàn na Sgùrra sill (Inner Hebrides) is everywhere 78°. In the Whin Sill (northern England, 38 m thick) and the Portal Peak sill (Antarctica, 129 m thick), Θcpp varies symmetrically, with the lowest values at the margins. The 266-m-thick Basement Sill (Antarctica) has asymmetric variation of Θcpp, attributed to a complex filling history. The chilled margins of the Basement Sill are partially texturally equilibrated, with high Θcpp. The plagioclase grain size in the two widest sills varies asymmetrically, with the coarsest rocks found in the upper third. Both Θcpp and average grain size are functions of model crystallization times. Θcpp increases from 78° to a maximum of ∼100° as the crystallization time increases from 1 to 500 yr. Because the use of grain size as a measure of crystallization time is dependent on an estimate of crystal growth rates, dihedral angles provide a more direct proxy for cooling rates in dolerites.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AGUFM.V54A..04D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AGUFM.V54A..04D"><span>Magma differentiation in shallow sills controlled by compaction and surface tension: San Rafael desert, Utah</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Diez, M.; Savov, I. P.; Connor, C.</p> <p>2010-12-01</p> <p>Veinlets, veins, sheet or layers of syenite are common structures found in alkaline basalt sills. The mechanism usually invoked to explain their formation are liquid immiscibility, multiple intrusion or crystal fractionation from primitive mafic melt. Syenite veins of few centimeters to sheets of up to 1-2 m thick are ubiquitous in remarkably well-exposed sills of the San Rafael subvolcanic field in the Colorado Plateau, Utah. In some of these exposures we have found an intriguing configuration in which the main body of the alkaline sill is underlain by a lower density sheet of syenite of ~ 1 m thick. The contact is flat and is not a chilled margin, therefore a multiple intrusion scenario with long intervals between injections can be disregarded. This implies that both layers were fluid at the time of magma emplacement. As the more felsic less dense syenite is at the bottom of the sill any mechanism governed exclusively by bouyancy would be problematic. In an attempt to shed light on this apparent riddle we propose the following geological scenario: The sill is built by continuous injections. Magma starts to cool and fractional crystallization operates at this stage to differentiate the alkaline magma into syenite. By the time ~60% of crystallization is attained the system can be described as two-phase flow consisting of pore-syenite melt in hot-creeping matrix. The forces acting to segregate melt into veins or sheets are the gravitational force and surface tension. When surface tension is stronger than the gravitational force, differences in average curvature or surface tension translates into pressure differences that drive melt flow from low to high porosity regions. If the last injections occur at the bottom of the sill a syenite layer may be formed. With the aid of dimensional analysis and two-phase numerical models that account for gravitational compaction and surface tension effects, we explore the conditions that allow for centimeter-scale veins to meter-scale sheets formation in shallow sills. After combining field observations, petrological studies and numerical models of shallow sills in the San Rafael subvolcanic field, we will report the conditions that control magma differentiation in shallow intraplate settings.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..16.7202L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..16.7202L"><span>Petrological constraints on the recycling of mafic crystal mushes, magma ascent and intrusion of braided sills in the Torres del Paine mafic complex (Patagonia)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Leuthold, Julien; Müntener, Othmar; Baumgartner, Lukas; Putlitz, Benita</p> <p>2014-05-01</p> <p>Cumulate and crystal mush disruption and reactivation are difficult to recognise in coarse grained shallow plutonic rocks. Mafic minerals included in hornblende and zoned plagioclase provide snapshots of early crystallization and cumulate formation, but are difficult to interpret in terms of the dynamics of magma ascent and possible links between silicic and mafic rock emplacement. We will present the field relations, the microtextures and the mineral chemistry of the Miocene mafic sill complex of the Torres del Paine intrusive complex (Patagonia, Chile) and its sub-vertical feeder-zone. The mafic sill complex was built up by a succession of braided sills of shoshonitic and high-K calc-alkaline porphyritic hornblende-gabbro and fine grained monzodioritic sills. The mafic units were over-accreted over 41±11 ka, underplating the overlying granite. Local diapiric structures and felsic magma accumulation between sills indicate limited separation of intercumulus liquid from the mafic sills. Anhedral hornblende cores, with olivine + clinopyroxene ± plagioclase ± apatite inclusions, crystallized at temperatures >900°C and pressures of ~300 to ~500 MPa. The corresponding rims and monzodiorite matrix crystallized at <830°C, ~70 MPa. This abrupt compositional variation suggests stability and instability of hornblende during mafic roots recycling and subsequent decompression. The near lack of intercumulus crystals in the sub-vertical feeder zone layered gabbronorite and pyroxene-hornblende gabbronorite stocks testifies that melt is more efficiently extracted than in sills, resulting in a cumulate signature in the feeding system. The emplacement age of the sill complex topmost granitic unit is identical, within uncertainties, to the feeder zone mafic cumulates. Granitic liquids formed by AFC processes and were extracted at high temperature (T>950°C) from the middle crust reservoir to the emplacement level. We show that hornblende-plagioclase thermobarometry is a useful monitor for the determination of segregation conditions of granitic magmas from gabbroic crystal mushes, and for monitoring the evolution of shallow crustal magmatic crystallization, decompression and cooling.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1910096J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1910096J"><span>Geometry and controls on the development of igneous sill-related forced folds: 2D seismic reflection case study from offshore Southern Australia</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jackson, Christopher; Schofield, Nick; Magee, Craig; Golenkov, Bogdan</p> <p>2017-04-01</p> <p>Emplacement of magma in the shallow subsurface can result in the development of dome-shaped folds at the Earth's surface. These so-called 'forced folds' have been described in the field and in subsurface datasets, although the exact geometry of the folds and the nature of their relationship to underlying sills remains unclear and, in some cases, controversial. As a result, the utility of these features in tracking the subsurface movement of magma, and predicting the potential size and location of potentially hazardous volcanic eruptions, is uncertain. Here we use high-quality, 2D seismic reflection and borehole data from the Ceduna sub-basin, offshore southern Australia to describe the structure and infer the evolution of igneous sill-related forced folds in the Bight Basin Igneous Complex (BBIC). We mapped 33 igneous sills, which were emplaced 200-1500 m below the palaeo-seabed in an Upper Cretaceous, coal-bearing, predominantly coastal-plain succession. The intrusions, which are expressed as packages of high-amplitude reflections, are 32-250 m thick and 7-19 km in diameter. They are overlain by dome-shaped folds, which are up to 17 km wide and display up to 210 m of relief. The edges of these folds coincide with the margins of the underlying sills and the folds display the greatest relief where the underlying sills are thickest; the folds are therefore interpreted as forced folds that formed in response to emplacement of magma in the shallow subsurface. The folds are onlapped by Lutetian (middle Eocene) strata, indicating they formed and the intrusions were emplaced during the latest Ypresian (c. 48 Ma). We demonstrate that fold amplitude is typically less than sill thickness even for sills with very large diameter-to-depth ratios, suggesting that pure elastic bending (forced folding) of the overburden is not the only process accommodating magma emplacement, and that supra-sill compaction may be important even at relatively shallow depths. Based on the observation that the sills intruded a shallowly-buried succession, the discrepancy between fold amplitude and sill thickness may reflect loss of host rock volume by fluidisation and pore fluid expulsion from poorly-lithified, water-rich beds. This study indicates that host rock composition, emplacement depth and deformation mechanisms are important controls on the style of deformation that occurs during intrusive igneous activity, and that forced fold amplitude may not always reflect the thickness of an underlying igneous intrusion. In addition, the results of this study suggest that physical and numerical models need to model more complex host rock stratigraphies and rheologies if they wish to capture the full range of deformation mechanisms that occur during magma emplacement in the Earth's shallow subsurface.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AGUFM.V43A2343C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AGUFM.V43A2343C"><span>Insights from analog gelatin experiments on the effect of bedding dip on sill morphology and crystal load</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Currier, R. M.; Marsh, B. D.; Mittal, T.</p> <p>2010-12-01</p> <p>The profusion of sills the world over offers a wide spectrum of geologic conditions under which to study emplacement mechanisms and the establishment of the initial conditions governing the subsequent magmatic evolution. Many diabase/dolerite sills are featureless bodies whose only record of solidification is contained in the variation of crystal size. But other sills formed of magma containing crystals entrained from earlier crystallization episodes often show a rich history of interaction between settling crystals and solidification fronts such that the physical history of differentiation can be readily observed. This work explores this aspect of sills using visco-elastic gelatin as country rock, molten wax as magma and tiny particles as phenocrysts. Magmatic sills form mechanically, when an ascending dike encounters a more rigid layer, is diverted laterally, and systematically inflates as guided along by the interface. In this manner, sills grow about the injection site, and can do so symmetrically or asymmetrically. The degree of asymmetry is affected by the dip angle of the interface. An angled interface implies a directional pressure gradient, and magma flows preferentially in the direction of decreasing pressure, in this case, up tilt. So, the greater the tilt, the greater the asymmetry. By experimentally producing sills in layered, tilted, media, we have investigated the influence of bed dip on sill morphology. Experiments were performed by injecting wax and particles into gelatin where the layers were poured at set angles to mimic tilted bedding. In addition to its visco-elastic properties, gelatin also has the added benefit of transparency, allowing for direct observation during the experiment and can be washed away later to reveal the exact details of the remaining solid. To emulate magma as a multi-phase slurry, a magmatic analog was used consisting of a mixture of molten wax near its liquidus and ultrafine glitter. Wax solidifies in response to thermal loss, as does the liquid portion of magma, affecting emplacement characteristics itself and preserving transient features that would otherwise be lost. The particles act as crystal cargo, and track magmatic flow within the sill. Surprisingly, even though the injection process is a single pulse, the wax-particle combination intimately records several internal lobes that might otherwise be interpreted as a multiple-pulse style emplacement. The end product is a handheld magmatic plumbing system that can be examined in full detail. There are many cases of sills in the geologic record where the original host rock bedding dip at the time of emplacement is unknown due perhaps to subsequent tectonism. In addition to the experiments providing insights on the magmatic evolution of slurries, they may thus also prove useful in inferring the original bed orientation.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.usgs.gov/of/2007/1047/srp/srp104/of2007-1047srp104.pdf','USGSPUBS'); return false;" href="https://pubs.usgs.gov/of/2007/1047/srp/srp104/of2007-1047srp104.pdf"><span>Multiple shallow level sill intrusions coupled with hydromagmatic explosive eruptions marked the initial phase of Ferrar large igneous province magmatism in northern Victoria Land, Antarctica</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Viereck-Goette, L.; Schöner, R.; Bomfleur, B.; Schneider, J.</p> <p>2007-01-01</p> <p>Field data gathered during GANOVEX IX (2005/2006) in Northern Victoria Land, Antarctica, indicate that volcaniclastic deposits of phreatomagmatic eruptions (so-called Exposure Hill Type events) are intercalated with fluvial deposits of Triassic-Jurassic age at two stratigraphic levels. Abundant scoriaceous spatter (locally welded) indicates a hawaiian/strombolian component. Breccia-filled diatremes, from which volcaniclastic deposits were sourced, are rooted in sills which intruded wet sediments. The deposits are thus subaerial expressions of initial Ferrar magmatism involving intrusion of multiple shallow-level sills. Due to magma-sediment interaction abundant clastic dikes are developed that intrude the sediments and sills. All igneous components in the volcaniclastic deposits are andesitic in composition, as are the chilled margins of the sills. They are more differentiated than the basaltic andesites of the younger effusive section of Kirkpatrick plateau lavas which in northern Victoria Land start with pillow lavas and small volume lava flows from volcanic necks.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1168866.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1168866.pdf"><span>Seamless Language Learning: Second Language Learning with Social Media</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh</p> <p>2017-01-01</p> <p>This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016EGUGA..1811728K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016EGUGA..1811728K"><span>Study and Control of Scour below Pipelines under unidirectional flow</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kabiri, Shima; Hoseinzadeh Dalir, Ali</p> <p>2016-04-01</p> <p>Water and other fluids pipelines laid on sandy rivers and sea bed change flow pattern around pipelines. These changes increase the bed shear stress and the degree of confusion around the pipes and cause to create scour hole below the pipes. In this situation, the occurrence of scour below the pipelines may lead to instability, fracture and bending and even breakage where cause very severe economic and environmental harms eventually. In this research as well as studying of scour under the pipelines, the bed sill had been used as a new mechanism in order to reduce and control of scour. For this purpose, 3 pipes (smooth) with different diameters (D) were modelled in flow condition of PIC U/Uc=0.8-0.9 in the channel with 11m length, 25cm width and depth of 50 cm. Experiment has been performed in below 2 modes: 1) Scour below a smooth pipe without bed sill 2) Scour below a smooth pipe with bed sill. In the 2nd modes bed sill was located at 4 different distances (L=0,D/4,D/2,D) of downstream Of the pipe central axis. In the experiments bed sill was a barrier for spreading wake vortices and it controlled erosions of downstream. Results of this research indicated that whatever the distance of bed sill from central axis of pipe is less, there is the most influence in reducing the scour depth below pipe. In the case that bed sill had been located exactly under central axis of pipe, scour depth under pipe decreased about 100% Also in this situation with passing a long time from the beginning of examination, the pipe self-burial process occurred due to vortex creation in pipe downstream and relocation of particles toward pipe.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004AGUSM.V11B..03C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004AGUSM.V11B..03C"><span>Numerical and Permeability Constraints on Simulation of Sill-Driven Hydrothermal Convection</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Carr, P. M.; Cathles, L. M.; Barrie, C. T.; Manhardt, P.</p> <p>2004-05-01</p> <p>Volcanic-associated massive sulfide deposits are formed where seawater, heated to ~350oC by subsurface magma intrusions, is quenched by cold water at or near the seafloor. Many VMS districts, like the one at Matagami, Quebec, contain their zinc, lead, and copper in about a dozen discrete ore bodies, with one or two deposits containing more than half of the district's resources. We construct numerical models to investigate the causes of variations in deposit size. These models show that a process which stabilizes the location of hydrothermal venting plumes is required to numerically generate discrete VMS ore bodies by sill-driven hydrothermal convection. This is achieved in our models by increasing rock permeability in a fashion that makes vent plumes more permeable than their surroundings. Maintaining the Courant number ≤1 (so that a thermal anomaly traverses only one grid cell in one timestep of the simulation) is shown to be crucial to numerical convergence. If this rule is violated, visually compelling but incorrect hydrothermal vents result. Small hydrothermal convection cells over the interior of an areally-extensive sill with a tabular edge are smaller than those formed at the sill edge. However, for a sill with the geometry of that at Matagami, numerical simulations indicate that large ore deposits should form near the thickest part of the sill where metals extracted from the underside of the still-hot portions of the sill can optimally contribute. Thus it is essential to construct a model of the entire domain rather than slicing a portion local to the deposition. The numerical models replicate the ten-fold range in deposit size variation, and predict the largest deposits at Matagami will be discovered at 5 to 8 km depth between currently known deposits in the South Flank and Phelps Dodge areas.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.V53D3147H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.V53D3147H"><span>Microstructural Indicators Of Convection In Sills And Dykes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Holness, M. B.; Neufeld, J. A.; Gilbert, A. J.; Macdonald, R.</p> <p>2016-12-01</p> <p>The question of whether or not convection occurs in crustal magma chambers is a vexed one, with some advocating vigorous convection while others argue that convection is weak and short-lived. We argue that microstructural analysis is key to determining whether crystallization took place in solidification fronts or whether crystals grew suspended in a convecting magma before settling. The 168m, composite, Shiant Isles Main Sill is dominated by a 140m unit, of which the lower 45m contains olivine phenocrysts. The phenocrysts first fine upwards, then coarsen upwards. The coarsening-upwards sequence contains clustered olivines. Both the extent of sintering and average cluster size increase upwards. The coarsening-upwards sequence is mirrored at the roof. The fining-upwards sequence formed by rapid settling of incoming cargo crystals, while the coarsening-upwards sequence represents post-emplacement growth and clustering of grains suspended in a convecting magma. Convection is also recorded by plagioclase grain shape. Well-facetted and compact plagioclase grains are platy in rapidly-cooled rocks and blocky in slowly-cooled rocks. Plagioclase grain shape varies smoothly across mafic sills, consistent with growth in solidification fronts. In contrast, grain shape is invariant across mafic dykes, consistent with growth as individual grains and clusters suspended in a convecting magma. Convection in sills occurs when the critical Rayleigh number is exceeded, but cooling at vertical walls always results in convective instabilities. That the Shiant Isles Main Sill records prolonged and vigorous convection, while other sills of comparable thickness record grain growth predominantly in solidification fronts, is most likely due to the composite nature of the Shiant. The 140m unit is underlain by 23m of picrite which intruded shortly before - the strongly asymmetric cooling and absence of a cold, stagnant basal thermal boundary layer make convection throughout the sill more likely.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA437082','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA437082"><span>Monitoring of Beachsaver Reef with Filter Blanket and Double-T Sill at Cape May Point, New Jersey, Section 227 Demonstration Site; First Year Monitoring - 2002-2003</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2005-07-01</p> <p>evaluate the functional, structural, and economic performance of the patented Beachsaver Reef prefabricated concrete submerged breakwater and the less...expensive prefabricated concrete structure called a Double-T sill. This demonstration project was developed through a cooperative effort of the U.S...patented Beachsaver Reef prefabricated concrete submerged breakwater and a less expensive, prefabricated concrete structure called a Double-T sill. Data</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997JGR...10220287C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997JGR...10220287C"><span>Detailed structure of the top of the melt body beneath the East Pacific Rise at 9°40'N from waveform inversion of seismic reflection data</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Collier, J. S.; Singh, S. C.</p> <p>1997-01-01</p> <p>We have applied waveform inversion to multichannel seismic reflection data collected at the East Pacific Rise at 9°40'N in order to determine the precise velocity structure of the magma body causing the axial magma chamber reflection. Our analysis supports the idea of a molten sill as previously suggested from forward modeling of seismic data from this location. Our inverted solution has a 30-m-thick sill with a P wave seismic velocity of 2.6 km s-1. Although not well constrained by the data we believe that the S wave velocity in the sill is not significantly different from 0.0 km s-1. The low P- and S wave velocities in the sill imply that it contains less than 30% crystals. The molten sill is underlain by a velocity gradient in which the P wave velocity increases from 2.6 to 3.5 km s-1 over a vertical distance of 50-m. The shape of our velocity-depth profile implies that accretion of material to the roof of the sill is minor compared to accretion to the floor. The underlying velocity gradient zone may represent crystal settling under gravity. We suggest that only material from the 30-m-thick layer can erupt.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.T41A2891O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.T41A2891O"><span>Accommodation folding and magmatic intrusions in the Vøring Basin, Norwegian Sea</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Omosanya, K. O.; Johansen, S. E.; Eruteya, O. E.; Waldmann, N.</p> <p>2016-12-01</p> <p>The geometry and growth of volcanic-related accommodation folds remain an interesting topic for both the academia and petroleum industry as these can serve as hydrocarbon traps, which directly result from the forceful emplacement of volcanic sills in the shallow subsurface. In this study, we employed a high-resolution 3D seismic reflection data to characterize the geometry and the development of a regional forced fold in the Vøring Basin, Norwegian Sea. The volcanic sills were interpreted based on the principles of volcanostratigraphy and are recognized as positive high-amplitude anomalies with similar polarity as the seabed reflection. The interpreted fold covers ca. 78 km2 with amplitude of ca. 770 m and it is underlain by an extensive complex of interconnected sills. The volcanic sills are emplaced at depths of 4000 to 5000 ms, where they include saucer-shaped, sub-vertical to transgressive sills. The accommodation fold is interfered by E-W extensional faults and several fractures related to hydrothermal vents in the southern and western parts. The overlying overburden is in turn deformed and structurally compartmentalized through regional buckling. In this work, we demonstrate that accommodation folding is formed in response to the emplacement of several interconnected sills during the opening of the Northern Atlantic Ocean. The interpreted accommodation fold characterized here represents one of the largest documented known structures so far and has important implications for hydrocarbon exploration.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA209515','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA209515"><span>A Study to Develop a Timeline for Sequencing the Major Transitional Tasks in the Fort Sill Hospital Transition Plan</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1988-07-01</p> <p>efforts. 7. Ensure that transition planning materials and manuals are prepared. 8. Ensure proper orientation of staff. 9. Ensure all involved parties...software package which will integrate with the project methodology: User’s manual that is "user friendly". Tutorial with sample data for learning the...program. Menus for direction and assistance. On-line help to avoid constant referral to the manual . Technical support available via telephone. Demo</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23579363','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23579363"><span>Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J</p> <p>2013-01-01</p> <p>First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5885768','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5885768"><span>Native-language N400 and P600 predict dissociable language-learning abilities in adults</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Qi, Zhenghan; Beach, Sara D.; Finn, Amy S.; Minas, Jennifer; Goetz, Calvin; Chan, Brian; Gabrieli, John D.E.</p> <p>2018-01-01</p> <p>Language learning aptitude during adulthood varies markedly across individuals. An individual’s native-language ability has been associated with success in learning a new language as an adult. However, little is known about how native-language processing affects learning success and what neural markers of native-language processing, if any, are related to success in learning. We therefore related variation in electrophysiology during native-language processing to success in learning a novel artificial language. Event-related potentials (ERPs) were recorded while native English speakers judged the acceptability of English sentences prior to learning an artificial language. There was a trend towards a double dissociation between native-language ERPs and their relationships to novel syntax and vocabulary learning. Individuals who exhibited a greater N400 effect when processing English semantics showed better future learning of the artificial language overall. The N400 effect was related to syntax learning via its specific relationship to vocabulary learning. In contrast, the P600 effect size when processing English syntax predicted future syntax learning but not vocabulary learning. These findings show that distinct neural signatures of native-language processing relate to dissociable abilities for learning novel semantic and syntactic information. PMID:27737775</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_4 --> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA103310','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA103310"><span>Dust Cloud Models: Sensitivity of Calculated Transmittances to Variations in Input Parameters</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1981-06-01</p> <p>Artillery School ATTN: DELEW-M-STO (Dr. Steven Kovel) ATTN: ATSF- CF -R (CPT James M. Watson) White Sands Missile Range, NM 88002 Fort Sill, OK 73503 Office...STEWS-PT-AL (Laurel B. Saunders) ATTN: ATSF- CF -R White Sands Missile Range, RM 88002 Fort Sill, OK 73503 Commander Commandant US Army RAD Coordinator...Army Field Artillery School ATTN: OELEW-M-STO (Dr. Steven Kovel) ATTN: ATSF- CF -R (CPT James M. Watson) White Sands Missile Range, NM 88002 Fort Sill, OK</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27737775','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27737775"><span>Native-language N400 and P600 predict dissociable language-learning abilities in adults.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Qi, Zhenghan; Beach, Sara D; Finn, Amy S; Minas, Jennifer; Goetz, Calvin; Chan, Brian; Gabrieli, John D E</p> <p>2017-04-01</p> <p>Language learning aptitude during adulthood varies markedly across individuals. An individual's native-language ability has been associated with success in learning a new language as an adult. However, little is known about how native-language processing affects learning success and what neural markers of native-language processing, if any, are related to success in learning. We therefore related variation in electrophysiology during native-language processing to success in learning a novel artificial language. Event-related potentials (ERPs) were recorded while native English speakers judged the acceptability of English sentences prior to learning an artificial language. There was a trend towards a double dissociation between native-language ERPs and their relationships to novel syntax and vocabulary learning. Individuals who exhibited a greater N400 effect when processing English semantics showed better future learning of the artificial language overall. The N400 effect was related to syntax learning via its specific relationship to vocabulary learning. In contrast, the P600 effect size when processing English syntax predicted future syntax learning but not vocabulary learning. These findings show that distinct neural signatures of native-language processing relate to dissociable abilities for learning novel semantic and syntactic information. Copyright © 2016 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=spain&id=EJ1067924','ERIC'); return false;" href="https://eric.ed.gov/?q=spain&id=EJ1067924"><span>A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dooly, Melinda; Masats, Dolors</p> <p>2015-01-01</p> <p>This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JSG....97..172C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JSG....97..172C"><span>Dyke-sill relationships in Karoo dolerites as indicators of propagation and emplacement processes of mafic magmas in the shallow crust</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Coetzee, A.; Kisters, A. F. M.</p> <p>2017-04-01</p> <p>This paper describes the spatial and temporal relationships between Karoo-age (ca. 180 Ma) dolerite dykes and a regional-scale saucer-sill complex from the Secunda (coal mine) Complex in the northeastern parts of the Karoo Basin of South Africa. Unlike parallel dyke swarms of regional extensional settings, mafic dykes commonly show curved geometries and highly variable orientations, short strike extents and complex cross-cutting and intersecting relationships. Importantly, the dyke networks originate from the upper contacts of the first-order dolerite sill-saucer structure and are not the feeders of the saucer complex. Cross-cutting relationships indicate the largely contemporaneous formation of dykes and the inner sill and inclined sheets of the underlying saucer. Systematic dykes form a distinct boxwork-type pattern of two high-angle, interconnected dyke sets. The formation and orientation of this dyke set is interpreted to be related to the stretching of roof strata above elongated magma lobes that facilitated the propagation of the inner sill, similar to the "cracked lid" model described for large saucer complexes in Antarctica. Dyke patterns generally reflect the saucer emplacement process and the associated deformation of wall rocks rather than far-field regional stresses.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA495212','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA495212"><span>Fires. July-September 08</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2008-07-01</p> <p>4, we find the addition of C2 warfare (C2W) and nonlethal fires integration to the fires F ire Support is hard, especially if you are stupid.” A...he presented the “Status of the Field Artillery” and the “FA Campaign Plan” during the Fires Seminar a t F o r t Sill, Okla- homa , in June. Why...excellence, at Fort sill, Okla- homa . He served as the Battalion csM of 1st Battalion, 22nd Field Artillery (1-22 FA), 434th FA Brigade, Fort sill; csM of</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1913847R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1913847R"><span>Sill Emplacement and Forced Folding in the Canterbury Basin, offshore SE New Zealand</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Reeves, Jennifer; Magee, Craig; Jackson, Christopher</p> <p>2017-04-01</p> <p>Sill-complexes are common in sedimentary basins worldwide. The geometry of sill-complexes and their associated deformation can be used to unravel tectono-magmatic events. For example, intruding magma may uplift the overburden and the free surface to produce forced folds that are typically either dome-shaped or flat-topped. These four-way dip closures can form suitable hydrocarbon traps and dating of onlapping of sedimentary strata allows the timing of emplacement, relative to hydrocarbon generation and migration to be assessed. Furthermore, these forced folds directly overlie the forcing intrusion and their volume is commonly assumed to equal that of the emplaced magma. This relationship between folds, which may be expressed that the Earth's surface, and magma volume is fundamental for volcano predication due to the use of ground deformation as a proxy for the location and magnitude of future eruptions. However, recent studies have demonstrated that fluidization of weak host rock can accommodate magma during non-brittle emplacement, producing little or no overburden deformation. Assessing the mechanics of intrusion-induced forced folding is therefore critical to a variety of Earth Science disciplines. Here, we use 3D seismic reflection data map four sills at a high-resolution within the underexplored Canterbury Basin, offshore SE New Zealand. We demonstrate that: (i) despite similar emplacement levels, forced folds are only developed above two of the sills, with no apparent uplift above the other two sills; (ii) onlap of sedimentary onto forced folds and associated hydrothermal vents indicates two episodes of sill emplacement in the Whaingaroan (34.6-31.8 Ma) and Opoitian (5.33-3.7 Ma); and (iii) intra-fold thickness is variable, with lower intervals within the folds displaying a flat-topped geometry overlain by sedimentary strata displaying dome-shaped folding. We discuss the formation of these forced folds as assess the role of non-brittle and inelastic deformation on the geometry and growth of forced folds.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=history+AND+Math&pg=5&id=EJ1173488','ERIC'); return false;" href="https://eric.ed.gov/?q=history+AND+Math&pg=5&id=EJ1173488"><span>The Role of Mother Tongue Literacy in Language Learning and Mathematical Learning: Is There a Multilingual Benefit for Both?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dahm, Rebecca; De Angelis, Gessica</p> <p>2018-01-01</p> <p>The present study examines the multilingual benefit in relation to language learning and mathematical learning. The objective is to assess whether speakers of three or more languages, depending on language profile and personal histories, show significant advantages in language learning and/or mathematical learning, and whether mother tongue…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Unix&pg=2&id=EJ848007','ERIC'); return false;" href="https://eric.ed.gov/?q=Unix&pg=2&id=EJ848007"><span>Electronic Tandem Language Learning (eTandem): A Third Approach to Second Language Learning for the 21st Century</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cziko, Gary A.</p> <p>2004-01-01</p> <p>Tandem language learning occurs when two learners of different native languages work together to help each other learn the other language. First used in face-to-face contexts, Tandem is now increasingly being used by language-learning partners located in different countries who are linked via various forms of electronic communication, a context…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1992CoMP..109..538G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1992CoMP..109..538G"><span>Convection and crystal settling in sills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gibb, Fergus G. F.; Henderson, C. Michael B.</p> <p>1992-02-01</p> <p>It has been advocated that convective and crystal settling processes play significant, and perhaps crucial, roles in magmatic differentiation. The fluid dynamics of magma chambers have been extensively studied in recent years, both theoretically and experimentally, but there is disagreement over the nature and scale of the convection, over its bearing on fractionation and possibly over whether it occurs at all. The differential distribution of modal olivine with height in differentiated alkaline basic sills provides critical evidence to resolve this controversy, at least for small to medium-large magma chambers. Our own and others' published data for such sills show that, irrespective of overall olivine content, modal olivine contents tend to increase in a roughly symmetrical manner inwards from the upper and lower margins of the sill, i.e. the distribution patterns are more often approximately D-shaped rather than the classic S-shape generally ascribed to gravity settling. We concur with the majority of other authors that this is an original feature of the filling process which has survived more or less unchanged since emplacement. We therefore conclude that the magmas have not undergone turbulent convection and that gravity settling has usually played only a minor modifying role since the intrusion of these sills. We offer a possible explanation for the apparent contradiction between fluid dynamical theory and the petrological evidence by suggesting that such sills rarely fill by the rapid injection of a single pulse of magma. Rather, they form from a series of pulses or a continuous pulsed influx over a protracted interval during which marginal cooling severely limits the potential for thermal convection.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AGUFMGP41A1033L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AGUFMGP41A1033L"><span>Normal and anomalous AMS fabrics in gabbroic sills: examples from the Karoo Large Igneous Province</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lehman, A.; Ferre, E. C.; Maes, S. M.; Geissman, J. W.; Marsh, M. C.; Mare, L. P.; Marsh, J.</p> <p>2010-12-01</p> <p>The magnetic fabric of plutonic rocks has often been used as a proxy for magma flow. Yet, a number of studies suggest that the relationship between the principal axes of the anisotropy of magnetic susceptibility (AMS) and the flow referencial axes are not simple. Several case studies on mafic dikes have shown that complications may arise from the contribution of single domain (SD) magnetite grains, imbricated symmetric fabrics along dike margins and post-solidification thermal stresses. Fewer investigations have been dedicated to subhorizontal tabular intrusions despite the fact that they could also yield valuable clues regarding the various processes that might cause anomalous AMS fabrics. The Karoo Large Igneous Province in South Africa hosts a remarkably impressive set of undeformed, stacked gabbroic sills that were intruded parallel to bedding in the Karoo Basin. The sills range in thickness from about 1 m up to 1000 m and have a relatively constant petrological composition of gabbros and gabbro-norites. Theses sills are distributed throughout the whole Karoo Basin and were emplaced at various stratigraphic heights / depths in the Karoo stratigraphic column. Oriented core samples were collected from 30 different sills and yielded 1598 specimens for AMS, AARM and paleomagnetic measurements. The low-field magnetic susceptibility Km ranges widely from about 100 to 20,000 x 10-6 [SI], while the degree of anisotropy P' ranges from 1.01 to 1.10. A broad correlation between Km and P' is observed. Thermomagnetic experiments reveal that the main magnetic carrier is titanomagnetite with variable ulvöspinel content. This is confirmed by measurement of hysteresis properties that also indicate that titanomagnetite in general has a pseudo-single domain grain size. The directional data is consistent with the nearly horizontal attitude of the sill in 23 out of 30 sills, with subvertical K3 axes. In 5 out of 30 sills, K3 axes are subhorizontal, characterized by scattered directional data and are considered anomalous AMS fabrics. K1 axes are systematically subhorizontal. Preliminary AARM data suggests that titanomagnetite grains in anomalous stations are slightly flattened in the vertical plane while being subhorizontally elongated. Such fabrics could be explained by near solidus thermal stresses similar to those that occur in columnar basalts. Alternatively, the internal structure of titanomagnetite grains, which is some cases exhibits complex ilmentite exsolution microstructures, could account for the anomalous AMS.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009AGUFM.V51A1631B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.V51A1631B"><span>Thermal evolution of magma reservoirs in the shallow crust and incidence on magma differentiation: the St-Jean-du-Doigt layered intrusion (Brittany, France)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Barboni, M.; Bussy, F.; Ovtcharova, M.; Schoene, B.</p> <p>2009-12-01</p> <p>Understanding the emplacement and growth of intrusive bodies in terms of mechanism, duration, thermal evolution and rates are fundamental aspects of crustal evolution. Recent studies show that many plutons grow in several Ma by in situ accretion of discrete magma pulses, which constitute small-scale magmatic reservoirs. The residence time of magmas, and hence their capacities to interact and differentiate, are controlled by the local thermal environment. The latter is highly dependant on 1) the emplacement depth, 2) the magmas and country rock composition, 3) the country rock thermal conductivity, 4) the rate of magma injection and 5) the geometry of the intrusion. In shallow level plutons, where magmas solidify quickly, evidence for magma mixing and/or differentiation processes is considered by many authors to be inherited from deeper levels. We show however that in-situ differentiation and magma interactions occurred within basaltic and felsic sills at shallow depth (0.3 GPa) in the St-Jean-du-Doigt bimodal intrusion, France. Field evidence coupled to high precision zircon U-Pb dating document progressive thermal maturation within the incrementally built laccolith. Early m-thick mafic sills are homogeneous and fine-grained with planar contacts with neighbouring felsic sills; within a minimal 0.5 Ma time span, the system gets warmer, adjacent sills interact and mingle, and mafic sills are differentiating in the top 40 cm of the layer. Rheological and thermal modelling show that observed in-situ differentiation-accumulation processes may be achieved in less than 10 years at shallow depth, provided that (1) the differentiating sills are injected beneath consolidated, yet still warm basalt sills, which act as low conductive insulating screens, (2) the early mafic sills accreted under the roof of the laccolith as a 100m thick top layer within 0.5 My, and (3) subsequent and sustained magmatic activity occurred on a short time scale (years) at an injection rate of ca. 0.5m/y. Extraction of differentiated residual liquids might eventually take place and mix with newly injected magma as documented in active syn-emplacement shear-zones. These low-pressure differentiated liquids can potentially contribute to subaerial volcanic activity along the major shear-zones.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ELEMENTS+AND+OF+AND+THE+AND+DECISION+AND+MAKING+AND+PROCESS&pg=7&id=ED563281','ERIC'); return false;" href="https://eric.ed.gov/?q=ELEMENTS+AND+OF+AND+THE+AND+DECISION+AND+MAKING+AND+PROCESS&pg=7&id=ED563281"><span>Pedagogy and Related Criteria: The Selection of Software for Computer Assisted Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Samuels, Jeffrey D.</p> <p>2013-01-01</p> <p>Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED084922.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED084922.pdf"><span>An Evaluation of a Counseling-Community Learning Approach to Foreign Language Teaching or Counseling-Learning Theory Applied to Foreign Language Learning. Final Report.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gallagher, Rosina Mena</p> <p></p> <p>This study evaluates the counseling-learning approach to foreign language instruction as compared with traditional methods in terms of language achievement and change in personal orientation and in attitude toward learning. Twelve students volunteered to learn Spanish or German under simultaneous exposure to both languages using the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=tactile+AND+learning+AND+style&pg=3&id=ED320559','ERIC'); return false;" href="https://eric.ed.gov/?q=tactile+AND+learning+AND+style&pg=3&id=ED320559"><span>Learning Styles and Individual Differences in Learning English Idioms via Computer Assisted Language Learning in English as a Second Language.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Viteli, Jarmo</p> <p></p> <p>The purpose of this study was to determine the learning styles of English-as-a-Second-Language (ESL) students and individual differences in learning English idioms via computer assisted language learning (CALL). Thirty-six Hispanic students, 26 Japanese students, and 6 students with various language backgrounds from the Nova University Intensive…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=online+AND+learning+AND+Ict&pg=6&id=EJ1024255','ERIC'); return false;" href="https://eric.ed.gov/?q=online+AND+learning+AND+Ict&pg=6&id=EJ1024255"><span>A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lawrence, Geoff</p> <p>2013-01-01</p> <p>Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JGRC..122.6611C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JGRC..122.6611C"><span>Subglacial discharge-driven renewal of tidewater glacier fjords</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Carroll, Dustin; Sutherland, David A.; Shroyer, Emily L.; Nash, Jonathan D.; Catania, Ginny A.; Stearns, Leigh A.</p> <p>2017-08-01</p> <p>The classic model of fjord renewal is complicated by tidewater glacier fjords, where submarine melt and subglacial discharge provide substantial buoyancy forcing at depth. Here we use a suite of idealized, high-resolution numerical ocean simulations to investigate how fjord circulation driven by subglacial plumes, tides, and wind stress depends on fjord width, grounding line depth, and sill height. We find that the depth of the grounding line compared to the sill is a primary control on plume-driven renewal of basin waters. In wide fjords the plume exhibits strong lateral recirculation, increasing the dilution and residence time of glacially-modified waters. Rapid drawdown of basin waters by the subglacial plume in narrow fjords allows for shelf waters to cascade deep into the basin; wide fjords result in a thin, boundary current of shelf waters that flow toward the terminus slightly below sill depth. Wind forcing amplifies the plume-driven exchange flow; however, wind-induced vertical mixing is limited to near-surface waters. Tidal mixing over the sill increases in-fjord transport of deep shelf waters and erodes basin stratification above the sill depth. These results underscore the first-order importances of fjord-glacier geometry in controlling circulation in tidewater glacier fjords and, thus, ocean heat transport to the ice.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29317730','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29317730"><span>Large-scale sill emplacement in Brazil as a trigger for the end-Triassic crisis.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Heimdal, Thea H; Svensen, Henrik H; Ramezani, Jahandar; Iyer, Karthik; Pereira, Egberto; Rodrigues, René; Jones, Morgan T; Callegaro, Sara</p> <p>2018-01-09</p> <p>The end-Triassic is characterized by one of the largest mass extinctions in the Phanerozoic, coinciding with major carbon cycle perturbations and global warming. It has been suggested that the environmental crisis is linked to widespread sill intrusions during magmatism associated with the Central Atlantic Magmatic Province (CAMP). Sub-volcanic sills are abundant in two of the largest onshore sedimentary basins in Brazil, the Amazonas and Solimões basins, where they comprise up to 20% of the stratigraphy. These basins contain extensive deposits of carbonate and evaporite, in addition to organic-rich shales and major hydrocarbon reservoirs. Here we show that large scale volatile generation followed sill emplacement in these lithologies. Thermal modeling demonstrates that contact metamorphism in the two basins could have generated 88,000 Gt CO 2 . In order to constrain the timing of gas generation, zircon from two sills has been dated by the U-Pb CA-ID-TIMS method, resulting in 206 Pb/ 238 U dates of 201.477 ± 0.062 Ma and 201.470 ± 0.089 Ma. Our findings demonstrate synchronicity between the intrusive phase and the end-Triassic mass extinction, and provide a quantified degassing scenario for one of the most dramatic time periods in the history of Earth.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=strategy+AND+emerging&pg=4&id=EJ932710','ERIC'); return false;" href="https://eric.ed.gov/?q=strategy+AND+emerging&pg=4&id=EJ932710"><span>Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hinton, Leanne</p> <p>2011-01-01</p> <p>Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=apology+AND+strategies&pg=4&id=ED239502','ERIC'); return false;" href="https://eric.ed.gov/?q=apology+AND+strategies&pg=4&id=ED239502"><span>Language Transfer in Language Learning. Issues in Second Language Research.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gass, Susan M., Ed.; Selinker, Larry, Ed.</p> <p></p> <p>Essays on language transfer in language learning include: excerpts from "Linguistics across Cultures" (Robert Lado); "Language Transfer" (Larry Selinker); "Goofing: An Indication of Children's Second Language Learning Strategies" (Heidi C. Dulay, Marina K. Burt); "Language Transfer and Universal Grammatical Relations" (Susan Gass); "A Role for the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=monte+AND+carlo+AND+universal&id=EJ772164','ERIC'); return false;" href="https://eric.ed.gov/?q=monte+AND+carlo+AND+universal&id=EJ772164"><span>Language Evolution by Iterated Learning with Bayesian Agents</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Griffiths, Thomas L.; Kalish, Michael L.</p> <p>2007-01-01</p> <p>Languages are transmitted from person to person and generation to generation via a process of iterated learning: people learn a language from other people who once learned that language themselves. We analyze the consequences of iterated learning for learning algorithms based on the principles of Bayesian inference, assuming that learners compute…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21615289','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21615289"><span>Learning bias, cultural evolution of language, and the biological evolution of the language faculty.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Smith, Kenny</p> <p>2011-04-01</p> <p>The biases of individual language learners act to determine the learnability and cultural stability of languages: learners come to the language learning task with biases which make certain linguistic systems easier to acquire than others. These biases are repeatedly applied during the process of language transmission, and consequently should effect the types of languages we see in human populations. Understanding the cultural evolutionary consequences of particular learning biases is therefore central to understanding the link between language learning in individuals and language universals, common structural properties shared by all the world’s languages. This paper reviews a range of models and experimental studies which show that weak biases in individual learners can have strong effects on the structure of socially learned systems such as language, suggesting that strong universal tendencies in language structure do not require us to postulate strong underlying biases or constraints on language learning. Furthermore, understanding the relationship between learner biases and language design has implications for theories of the evolution of those learning biases: models of gene-culture coevolution suggest that, in situations where a cultural dynamic mediates between properties of individual learners and properties of language in this way, biological evolution is unlikely to lead to the emergence of strong constraints on learning.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1078457.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1078457.pdf"><span>The Relationship between Iranian EFL Learners' Beliefs about Language Learning and Their Use of Learning Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Azar, Fereshteh Khaffafi; Saeidi, Mahnaz</p> <p>2013-01-01</p> <p>The present study investigated the relationship between Iranian EFL learners' learning strategies use and their language learning beliefs. A sample of 200 Iranian EFL learners who were all English language learners at different language institutes participated in this study. Two instruments, Beliefs about Language Learning Inventory (BALLI) and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1043665.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1043665.pdf"><span>Language Learning Strategies Used by Distance Learners of English: A Study with a Group of Turkish Distance Learners of EFL</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Altunay, Dilek</p> <p>2014-01-01</p> <p>Use of language learning strategies is important for language learning. Some researchers state that language learning strategies are important because their use affects the development of communicative competence (Lessard-Clouston, 1997 & Oxford, 1990). Effective use of language learning strategies has particular importance for distance…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=strategy+AND+differentiate+AND+task&pg=2&id=EJ887322','ERIC'); return false;" href="https://eric.ed.gov/?q=strategy+AND+differentiate+AND+task&pg=2&id=EJ887322"><span>Language Learning Strategies and Styles among Iranian Engineering and Political Science Graduate Students Studying Abroad</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alireza, Shakarami; Abdullah, Mardziha H.</p> <p>2010-01-01</p> <p>Language learning strategies are used with the explicit goal of helping learners improve their knowledge and understanding of a target language. They are the conscious thoughts and behaviors used by students to facilitate language learning tasks and to personalize language learning process. Learning styles on the other hand, are "general…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED557340.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED557340.pdf"><span>Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Leow, Choy Khim; Yahaya, Wan Ahmad Jaafar Wan; Samsudin, Zarina</p> <p>2014-01-01</p> <p>The Mobile Assisted Language Learning concept has offered infinite language learning opportunities since its inception 20 years ago. Second Language Acquisition however embraces a considerably different body of knowledge from first language learning. While technological advances have optimized the psycholinguistic environment for language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=artificial+AND+intelligence+AND+computer+AND+games&pg=4&id=EJ541154','ERIC'); return false;" href="https://eric.ed.gov/?q=artificial+AND+intelligence+AND+computer+AND+games&pg=4&id=EJ541154"><span>Intelligent Computer-Assisted Language Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Harrington, Michael</p> <p>1996-01-01</p> <p>Introduces the field of intelligent computer assisted language learning (ICALL) and relates them to current practice in computer assisted language learning (CALL) and second language learning. Points out that ICALL applies expertise from artificial intelligence and the computer and cognitive sciences to the development of language learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=computer+AND+networking&pg=6&id=EJ1100937','ERIC'); return false;" href="https://eric.ed.gov/?q=computer+AND+networking&pg=6&id=EJ1100937"><span>Language Views on Social Networking Sites for Language Learning: The Case of Busuu</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Álvarez Valencia, José Aldemar</p> <p>2016-01-01</p> <p>Social networking has compelled the area of computer-assisted language learning (CALL) to expand its research palette and account for new virtual ecologies that afford language learning and socialization. This study focuses on Busuu, a social networking site for language learning (SNSLL), and analyzes the views of language that are enacted through…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.loc.gov/pictures/collection/hh/item/ut0700.photos.364245p/','SCIGOV-HHH'); return false;" href="https://www.loc.gov/pictures/collection/hh/item/ut0700.photos.364245p/"><span>Trestle #1, detail of southwest abutment lower sill and gabion ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.loc.gov/pictures/collection/hh/">Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey</a></p> <p></p> <p></p> <p>Trestle #1, detail of southwest abutment lower sill and gabion baskets. View to west - Promontory Route Railroad Trestles, S.P. Trestle 779.91, One mile southwest of junction of State Highway 83 and Blue Creek, Corinne, Box Elder County, UT</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.loc.gov/pictures/collection/hh/item/pa2053.photos.356171p/','SCIGOV-HHH'); return false;" href="https://www.loc.gov/pictures/collection/hh/item/pa2053.photos.356171p/"><span>14. VIEW WEST, DETAIL OF MITTER SILL, SHOWING MISSING PLANKS ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.loc.gov/pictures/collection/hh/">Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey</a></p> <p></p> <p></p> <p>14. VIEW WEST, DETAIL OF MITTER SILL, SHOWING MISSING PLANKS - Bald Eagle Cross-Cut Canal Lock, North of Water Street along West Branch of Susquehanna River South bank, 500 feet East of Jay Street Bridge, Lock Haven, Clinton County, PA</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018Icar..305..105W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018Icar..305..105W"><span>Lunar floor-fractured craters: Modes of dike and sill emplacement and implications of gas production and intrusion cooling on surface morphology and structure</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wilson, Lionel; Head, James W.</p> <p>2018-05-01</p> <p>Lunar floor-fractured craters (FFCs) represent the surface manifestation of a class of shallow crustal intrusions in which magma-filled cracks (dikes) rising to the surface from great depth encounter contrasts in host rock lithology (breccia lens, rigid solidified melt sheet) and intrude laterally to form a sill, laccolith or bysmalith, thereby uplifting and deforming the crater floor. Recent developments in the knowledge of lunar crustal thickness and density structure have enabled important revisions to models of the generation, ascent and eruption of magma, and new knowledge about the presence and behavior of magmatic volatiles has provided additional perspectives on shallow intrusion processes in FFCs. We use these new data to assess the processes that occur during dike and sill emplacement with particular emphasis on tracking the fate and migration of volatiles and their relation to candidate venting processes. FFCs result when dikes are capable of intruding close to the surface, but fail to erupt because of the substructure of their host impact craters, and instead intrude laterally after encountering a boundary where an increase in ductility (base of breccia lens) or rigidity (base of solidified melt sheet) occurs. Magma in dikes approaching the lunar surface experiences increasingly lower overburden pressures: this enhances CO gas formation and brings the magma into the realm of the low pressure release of H2O and sulfur compounds, both factors adding volatiles to those already collected in the rising low-pressure part of the dike tip. High magma rise velocity is driven by the positive buoyancy of the magma in the part of the dike remaining in the mantle. The dike tip overshoots the interface and the consequent excess pressure at the interface drives the horizontal flow of magma to form the intrusion and raise the crater floor. If sill intrusion were controlled by the physical properties at the base of the melt sheet, dikes would be required to approach to within ∼300 m of the surface, and thus eruptions, rather than intrusions, would be very likely to occur; instead, dynamical considerations strongly favor the sub-crustal breccia lens as the location of the physical property contrast localizing lateral intrusion, at a depth of several kilometers. The end of lateral and vertical sill growth occurs when the internal magma pressure equals the external pressure (the intrusion just supports the weight of the overlying crust). Dynamical considerations lead to the conclusion that dike magma volumes are up to ∼1100 km3, and are generally insufficient to form FFCs on the lunar farside; the estimated magma volumes available for injection into sills on the lunar nearside (up to ∼800 km3) are comparable to the observed floor uplift in many smaller FFCs, and thus consistent with these FFCs forming from a single dike emplacement event. In contrast, the thickest intrusions in the largest craters imply volumes requiring multiple dike contributions; these are likely to be events well-separated in time, rather than injection of new magma into a recently-formed and still-cooling intrusion. We present a temporal sequence of 1) dike emplacement, 2) sill formation and surface deformation, 3) bubble rise, foam layer formation and collapse, 4) intrusion cooling, and a synthesis of predicted deformation sequence and eruption styles. Initial lateral injection of the sill at a depth well below the upper dike tip initiates upbowing of the overburden, leveraging deformation of the crater floor melt sheet above. This is followed by lateral spreading of the sill toward the edges of the crater floor, where crater wall and rim deposit overburden inhibit further lateral growth, and the sill grows vertically into a laccolith or bysmalith, uplifting the entire floor above the intrusion. Subsidiary dikes can be emplaced in the fractures at the uplift margins and will rise to the isostatic level of the initial dike tip; if these contain sufficient volatiles to decrease magma density, eruptions can also occur. This initial phase of intrusion, sill lateral spreading and floor uplift occurs within a few hours after initial dike emplacement. During the subsequent cooling of the sill, bubbles can rise hundreds of meters to the top of the intrusion to create a foam layer; when drainage of gas bubble wall magma occurs in the foam layer, a continuous gas layer forms above the foam. Gas formation and upward migration produces an increase in sill thickness, while subsequent cooling and solidification cause a thickness decreases and subsidence. The total topographic evolution history, following an initial 2 km thick sill intrusion and floor uplift (hours), includes further floor uplift by gas formation and migration (decades; ∼30 m), followed by cooling, solidification and subsidence (∼a century; ∼350 m). An initial 2 km thick sill is predicted to have a final thickness of ∼1.7 km. This predicted sequence of events can be compared with the sequence of floor deformation and volcanism in FFCs in order to test and refine this model.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015E%26PSL.422...58T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015E%26PSL.422...58T"><span>Bathymetry in Petermann fjord from Operation IceBridge aerogravity</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tinto, Kirsty J.; Bell, Robin E.; Cochran, James R.; Münchow, Andreas</p> <p>2015-07-01</p> <p>Petermann Glacier is a major glacier in northern Greenland, maintaining one of the few remaining floating ice tongues in Greenland. Monitoring programs, such as NASA's Operation IceBridge have surveyed Petermann Glacier over several decades and have found it to be stable in terms of mass balance, velocity and grounding-line position. The future vulnerability of this large glacier to changing ocean temperatures and climate depends on the ocean-ice interactions beneath its floating tongue. These cannot currently be predicted due to a lack of knowledge of the bathymetry underneath the ice tongue. Here we use aerogravity data from Operation IceBridge, together with airborne radar and laser data and shipborne bathymetry-soundings to model the bathymetry beneath the Petermann ice tongue. We find a basement-cored inner sill at 540-610 m depth that results in a water cavity with minimum thickness of 400 m about 25 km from the grounding line. The sill is coincident with the location of the melt rate minimum. Seaward of the sill the fjord is strongly asymmetric. The deepest point occurs on the eastern side of the fjord at 1150 m, 600 m deeper than on the western side. This asymmetry is due to a sedimentary deposit on the western side of the fjord. A 350-410 m-deep outer sill, also mapped by marine surveys, marks the seaward end of the fjord. This outer sill is aligned with the proposed Last Glacial Maximum (LGM) grounding-line position for Petermann Glacier. The inner sill likely provided a stable pinning point for the grounding line in the past, punctuating the retreat of Petermann Glacier since the LGM.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language&pg=5&id=EJ1090547','ERIC'); return false;" href="https://eric.ed.gov/?q=language&pg=5&id=EJ1090547"><span>Exploring Learner Autonomy: Language Learning Locus of Control in Multilinguals</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Peek, Ron</p> <p>2016-01-01</p> <p>By using data from an online language learning beliefs survey (n?=?841), defining language learning experience in terms of participants' multilingualism, and using a domain-specific language learning locus of control (LLLOC) instrument, this article examines whether more experienced language learners can also be seen as more autonomous language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+acquisition&pg=5&id=EJ1130233','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+acquisition&pg=5&id=EJ1130233"><span>Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bartolotti, James; Marian, Viorica</p> <p>2017-01-01</p> <p>Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28481476','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28481476"><span>Computational Investigations of Multiword Chunks in Language Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McCauley, Stewart M; Christiansen, Morten H</p> <p>2017-07-01</p> <p>Second-language learners rarely arrive at native proficiency in a number of linguistic domains, including morphological and syntactic processing. Previous approaches to understanding the different outcomes of first- versus second-language learning have focused on cognitive and neural factors. In contrast, we explore the possibility that children and adults may rely on different linguistic units throughout the course of language learning, with specific focus on the granularity of those units. Following recent psycholinguistic evidence for the role of multiword chunks in online language processing, we explore the hypothesis that children rely more heavily on multiword units in language learning than do adults learning a second language. To this end, we take an initial step toward using large-scale, corpus-based computational modeling as a tool for exploring the granularity of speakers' linguistic units. Employing a computational model of language learning, the Chunk-Based Learner, we compare the usefulness of chunk-based knowledge in accounting for the speech of second-language learners versus children and adults speaking their first language. Our findings suggest that while multiword units are likely to play a role in second-language learning, adults may learn less useful chunks, rely on them to a lesser extent, and arrive at them through different means than children learning a first language. Copyright © 2017 Cognitive Science Society, Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5465373','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5465373"><span>Threshold in North Atlantic-Arctic Ocean circulation controlled by the subsidence of the Greenland-Scotland Ridge</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Stärz, Michael; Jokat, Wilfried; Knorr, Gregor; Lohmann, Gerrit</p> <p>2017-01-01</p> <p>High latitude ocean gateway changes are thought to play a key role in Cenozoic climate evolution. However, the underlying ocean dynamics are poorly understood. Here we use a fully coupled atmosphere-ocean model to investigate the effect of ocean gateway formation that is associated with the subsidence of the Greenland–Scotland Ridge. We find a threshold in sill depth (∼50 m) that is linked to the influence of wind mixing. Sill depth changes within the wind mixed layer establish lagoonal and estuarine conditions with limited exchange across the sill resulting in brackish or even fresher Arctic conditions. Close to the threshold the ocean regime is highly sensitive to changes in atmospheric CO2 and the associated modulation in the hydrological cycle. For larger sill depths a bi-directional flow regime across the ridge develops, providing a baseline for the final step towards the establishment of a modern prototype North Atlantic-Arctic water exchange. PMID:28580952</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017E%26ES...54a2086R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017E%26ES...54a2086R"><span>Analysis of turbulent mixing in Dewakang Sill, Southern Makassar Strait</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Risko; Atmadipoera, A. S.; Jaya, I.; Sudjono, E. H.</p> <p>2017-01-01</p> <p>Dewakang Sill is located in southern Makassar Strait, conveying major path of Indonesian Throughflow (ITF), as a confluence region of different water masses, such as salty Pacific water and fresh Java Sea water. Its depth is about 680 m which blocks the ITF flow below this depth into Flores Sea. This research aimed to estimate turbulent mixing in the Dewakang Sill by applying Thorpe analysis using 24 hours “yoyo” CTD data sets, acquired from MAJAFLOX Cruise in August 2015. The results showed that stratification of water masses is dominated by Pacific water origin. Those are North Pacific Subtropical thermocline and Intermediate water masses. Mean dissipation of turbulent kinetic energy (ɛ) and turbulent vertical diffusivity (Kρ ) value in the Dewakang Sill are of O(1.08 × 10-6)Wkg-1, and O(2.84 × 10-4) m2s-1 respectively. High correlation between epsilon and internal waves oscillation suggested that internal tidal waves activities are the major forcing for turbulent mixing in the study area.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1127485.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1127485.pdf"><span>Ego Is a Hurdle in Second Language Learning: A Contrastive Study between Adults and Children</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abdullah, Shumaila; Akhter, Javed</p> <p>2015-01-01</p> <p>The aim of this research paper is to find out by comparing and contrasting between the adults and children in second language learning process how language ego of adult learners affects them to learn second language, and how it becomes a barrier for them in second language learning process. Nowadays learning English as foreign and second language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED298485.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED298485.pdf"><span>Using Language Learning Conditions in Mathematics. PEN 68.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stoessiger, Rex</p> <p></p> <p>This pamphlet reports on a project in Tasmania exploring whether the "natural learning conditions" approach to language learning could be adapted for mathematics. The connections between language and mathematics, as well as the natural learning processes of language learning are described in the pamphlet. The project itself is…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=tapping&id=EJ998847','ERIC'); return false;" href="https://eric.ed.gov/?q=tapping&id=EJ998847"><span>Developmental Comparisons of Implicit and Explicit Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lichtman, Karen</p> <p>2013-01-01</p> <p>Conventional wisdom holds that children learn languages implicitly whereas older learners learn languages explicitly, and some have claimed that after puberty only explicit language learning is possible. However, older learners often receive more explicit instruction than child L2 learners, which may affect their learning strategies. This study…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1159921.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1159921.pdf"><span>Beliefs about Learning English as a Second Language among Native Groups in Rural Sabah, Malaysia</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Krishnasamy, Hariharan N.; Veloo, Arsaythamby; Lu, Ho Fui</p> <p>2013-01-01</p> <p>This paper identifies differences between the three ethnic groups, namely, Kadazans/Dusuns, Bajaus, and other minority ethnic groups on the beliefs about learning English as a second language based on the five variables, that is, language aptitude, language learning difficulty, language learning and communicating strategies, nature of language…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=wittgenstein&id=EJ1039429','ERIC'); return false;" href="https://eric.ed.gov/?q=wittgenstein&id=EJ1039429"><span>Language Learning in Wittgenstein and Davidson</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kotzee, Ben</p> <p>2014-01-01</p> <p>In this paper, I discuss language learning in Wittgenstein and Davidson. Starting from a remark by Bakhurst, I hold that both Wittgenstein and Davidson's philosophies of language contain responses to the problem of language learning, albeit of a different form. Following Williams, I hold that the concept of language learning can explain…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=students+AND+speaking+AND+skills&pg=7&id=EJ1112316','ERIC'); return false;" href="https://eric.ed.gov/?q=students+AND+speaking+AND+skills&pg=7&id=EJ1112316"><span>Examining Emotions in English Language Learning Classes: A Case of EFL Emotions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pishghadam, Reza; Zabetipour, Mohammad; Aminzadeh, Afrooz</p> <p>2016-01-01</p> <p>Emotions play a significant role in learning in general, and foreign language learning in particular. Although with the rise of humanistic approaches, enough attention has been given to the affective domain in language learning, the emotions English as a foreign language (EFL) learners experience regarding English language skills in listening,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=100+AND+PLUS&pg=2&id=EJ989379','ERIC'); return false;" href="https://eric.ed.gov/?q=100+AND+PLUS&pg=2&id=EJ989379"><span>The Use of Prosodic Cues in Learning New Words in an Unfamiliar Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kim, Sahyang; Broersma, Mirjam; Cho, Taehong</p> <p>2012-01-01</p> <p>The artificial language learning paradigm was used to investigate to what extent the use of prosodic features is universally applicable or specifically language driven in learning an unfamiliar language, and how nonnative prosodic patterns can be learned. Listeners of unrelated languages--Dutch (n = 100) and Korean (n = 100)--participated. The…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED522931.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED522931.pdf"><span>Creating an Authentic Learning Environment in the Foreign Language Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nikitina, Larisa</p> <p>2011-01-01</p> <p>Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=environment+AND+care&pg=4&id=EJ826247','ERIC'); return false;" href="https://eric.ed.gov/?q=environment+AND+care&pg=4&id=EJ826247"><span>Rocking & Rolling: Supporting Infants, Toddlers, and Their Families. One Language, Two Languages, Three Languages . . . More?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Prieto, H. Victoria</p> <p>2009-01-01</p> <p>The belief that a child has to abandon his home language to learn English implies that the young brain has limited learning capacity. Early childhood teachers need to help families understand that children can learn two languages at the same time. What matters is that the infant/toddler is in an effective language-learning environment, whether it…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1024104.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1024104.pdf"><span>Is CALL Obsolete? Language Acquisition and Language Learning Revisited in a Digital Age</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jarvis, Huw; Krashen, Stephen</p> <p>2014-01-01</p> <p>In this article, Huw Jarvis and Stephen Krashen ask "Is CALL Obsolete?" When the term CALL (Computer-Assisted Language Learning) was introduced in the 1960s, the language education profession knew only about language learning, not language acquisition, and assumed the computer's primary contribution to second language acquisition…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Sociolinguistic+AND+Studies&pg=5&id=EJ1075069','ERIC'); return false;" href="https://eric.ed.gov/?q=Sociolinguistic+AND+Studies&pg=5&id=EJ1075069"><span>Language Alternation and Language Norm in Vocational Content and Language Integrated Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kontio, Janne; Sylvén, Liss Kerstin</p> <p>2015-01-01</p> <p>The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+second+AND+language&pg=4&id=EJ1129218','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+second+AND+language&pg=4&id=EJ1129218"><span>A Whole-School Approach to Promoting Languages</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lane, Nathan</p> <p>2015-01-01</p> <p>Languages teachers are all aware of the significant advantages and benefits learning a language provides, and believe in the importance of second language acquisition. However, why is it that languages teachers need to justify learning a second language and work hard to encourage more students to see the importance of learning a language and to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=advantages+AND+start&pg=7&id=EJ172001','ERIC'); return false;" href="https://eric.ed.gov/?q=advantages+AND+start&pg=7&id=EJ172001"><span>Age and Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Collard, Lucien</p> <p>1977-01-01</p> <p>An investigation of the differences between first and second language acquisition and the relationship between age and second language learning. The stages in native language acquisition and the advantages of an early start in second language learning are discussed. (AMH)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5124077','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5124077"><span>Language learning, language use and the evolution of linguistic variation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Perfors, Amy; Fehér, Olga; Samara, Anna; Swoboda, Kate; Wonnacott, Elizabeth</p> <p>2017-01-01</p> <p>Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of linguistic variation along with a closely matched artificial language learning experiment with adult participants. Our results show that while the biases of language learners can potentially play a role in shaping linguistic systems, the relationship between biases of learners and the structure of languages is not straightforward. Weak biases can have strong effects on language structure as they accumulate over repeated transmission. But the opposite can also be true: strong biases can have weak or no effects. Furthermore, the use of language during interaction can reshape linguistic systems. Combining data and insights from studies of learning, transmission and use is therefore essential if we are to understand how biases in statistical learning interact with language transmission and language use to shape the structural properties of language. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872370</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27872370','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27872370"><span>Language learning, language use and the evolution of linguistic variation.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Smith, Kenny; Perfors, Amy; Fehér, Olga; Samara, Anna; Swoboda, Kate; Wonnacott, Elizabeth</p> <p>2017-01-05</p> <p>Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of linguistic variation along with a closely matched artificial language learning experiment with adult participants. Our results show that while the biases of language learners can potentially play a role in shaping linguistic systems, the relationship between biases of learners and the structure of languages is not straightforward. Weak biases can have strong effects on language structure as they accumulate over repeated transmission. But the opposite can also be true: strong biases can have weak or no effects. Furthermore, the use of language during interaction can reshape linguistic systems. Combining data and insights from studies of learning, transmission and use is therefore essential if we are to understand how biases in statistical learning interact with language transmission and language use to shape the structural properties of language.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Authors.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Coding+AND+decoding&pg=6&id=EJ644660','ERIC'); return false;" href="https://eric.ed.gov/?q=Coding+AND+decoding&pg=6&id=EJ644660"><span>Is Native-Language Decoding Skill Related to Second-Language Learning?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Meschyan, Gayane; Hernandez, Arturo</p> <p>2002-01-01</p> <p>Investigated the mechanisms through which native-language (English) word decoding ability predicted individual differences in native- and second-language (Spanish) learning. Results are consistent with the hypothesis that second-language learning is founded on native-language phonological-orthographic ability among college-age adults, especially…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70155153','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70155153"><span>Temperature profile around a basaltic sill intruded into wet sediments</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Baker, Leslie; Bernard, Andrew; Rember, William C.; Milazzo, Moses; Dundas, Colin M.; Abramov, Oleg; Kestay, Laszlo P.</p> <p>2015-01-01</p> <p>The transfer of heat into wet sediments from magmatic intrusions or lava flows is not well constrained from field data. Such field constraints on numerical models of heat transfer could significantly improve our understanding of water–lava interactions. We use experimentally calibrated pollen darkening to measure the temperature profile around a basaltic sill emplaced into wet lakebed sediments. It is well known that, upon heating, initially transparent palynomorphs darken progressively through golden, brown, and black shades before being destroyed; however, this approach to measuring temperature has not been applied to volcanological questions. We collected sediment samples from established Miocene fossil localities at Clarkia, Idaho. Fossils in the sediments include pollen from numerous tree and shrub species. We experimentally calibrated changes in the color of Clarkia sediment pollen and used this calibration to determine sediment temperatures around a Miocene basaltic sill emplaced in the sediments. Results indicated a flat temperature profile above and below the sill, with T > 325 °C within 1 cm of the basalt-sediment contact, near 300 °C at 1–2 cm from the contact, and ~ 250 °C at 1 m from the sill contact. This profile suggests that heat transport in the sediments was hydrothermally rather than conductively controlled. This information will be used to test numerical models of heat transfer in wet sediments on Earth and Mars.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=clil+AND+science&pg=3&id=EJ728314','ERIC'); return false;" href="https://eric.ed.gov/?q=clil+AND+science&pg=3&id=EJ728314"><span>Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jappinen, Aini-Kristiina</p> <p>2005-01-01</p> <p>This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ974077.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ974077.pdf"><span>Beliefs and Out-of-Class Language Learning of Chinese-Speaking ESL Learners in Hong Kong</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wu, Manfred Man-fat</p> <p>2012-01-01</p> <p>Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=reinforcement+AND+learning&pg=7&id=ED528226','ERIC'); return false;" href="https://eric.ed.gov/?q=reinforcement+AND+learning&pg=7&id=ED528226"><span>Computer Assisted Language Learning. Routledge Studies in Computer Assisted Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pennington, Martha</p> <p>2011-01-01</p> <p>Computer-assisted language learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. This books provides an up-to date and comprehensive overview of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=galway&pg=2&id=EJ980858','ERIC'); return false;" href="https://eric.ed.gov/?q=galway&pg=2&id=EJ980858"><span>Beyond the Four Walls: Community-Based Learning and Languages</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>O'Connor, Anne</p> <p>2012-01-01</p> <p>At a time when languages in universities are under pressure, community-based learning language courses can have many positive benefits: they can increase interest in language learning, they can foster greater engagement with learning, and they can encourage active learning, creativity and teamwork. These courses, which link the classroom and the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED460284.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED460284.pdf"><span>Minority Languages Learned Informally: The Social Construction of Language Skills through the Discourse of Ontario Employers. NALL Working Paper.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Goldberg, Michelle; Corson, David</p> <p></p> <p>Many immigrants, refugees, and aboriginal Canadians learn their own languages in the normal, informal way. These minority languages learned informally are not valued as a skill that yields returns in the labor market in the same way the official languages or formally learned languages do. What counts as a skill in a society, in a given point in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1068372.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1068372.pdf"><span>The Relationship between Iranian EFL Learners' Beliefs about Language Learning and Language Learning Strategy Use</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zarei, Abbas Ali; Rahmani, Hanieh</p> <p>2015-01-01</p> <p>The present study investigated the relationship between Iranian EFL learners' beliefs about language learning and language learning strategy use. A sample of 104 B.A and M.A Iranian EFL learners majoring in English participated in this study. Three instruments, the Michigan Test of English Language Proficiency (MTELP), Beliefs about Language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED509946.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509946.pdf"><span>The Internet, Language Learning, and International Dialogue: Constructing Online Foreign Language Learning Websites</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kartal, Erdogan; Uzun, Levent</p> <p>2010-01-01</p> <p>In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Austria&pg=4&id=EJ1073144','ERIC'); return false;" href="https://eric.ed.gov/?q=Austria&pg=4&id=EJ1073144"><span>"So They're Actually Real?" Integrating E-Tandem Learning into the Study of Language for International Business</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bruen, Jennifer; Sudhershan, Aleksandra</p> <p>2015-01-01</p> <p>Tandem learning involves learners with complementary target and native languages communicating for the purpose of learning each other's languages and cultures. Studies indicate that it can function as a powerful complement to formal language learning classes with regard to the development of both language proficiency and cultural intelligence.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=designing+AND+organization+AND+strategy+AND+structure&pg=3&id=ED258469','ERIC'); return false;" href="https://eric.ed.gov/?q=designing+AND+organization+AND+strategy+AND+structure&pg=3&id=ED258469"><span>Learning to Learn a Foreign Language. Principles of Second Language Acquisition: An Orientation for Foreign Language Teachers.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pfannkuche, Anthony; And Others</p> <p></p> <p>The manual designed to accompany an orientation seminar for students concerning language learning processes and strategies and the design of their program includes materials for five sessions, in three sections. The first section covers language learning and acquisition in general and contains a survey of the participants' foreign language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1068688.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1068688.pdf"><span>Investigating the Language Learning Strategies of Students in the Foundation Program of United Arab Emirates University</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ismail, Sadiq Abdulwahed Ahmed; Al Khatib, Ahmad Z.</p> <p>2013-01-01</p> <p>Recently, language learning strategies have gained a lot of importance in different parts of the world, including the United Arab Emirates (UAE). Successful foreign or second language learning attempts are viewed in the light of using appropriate and effective language learning strategies. This study investigated the patterns of language learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=culture&id=EJ1139372','ERIC'); return false;" href="https://eric.ed.gov/?q=culture&id=EJ1139372"><span>Integrating Culture into Language Teaching and Learning: Learner Outcomes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nguyen, Trang Thi Thuy</p> <p>2017-01-01</p> <p>This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Language+AND+Development&pg=4&id=EJ1170567','ERIC'); return false;" href="https://eric.ed.gov/?q=Language+AND+Development&pg=4&id=EJ1170567"><span>The Impact of Language Experience on Language and Reading: A Statistical Learning Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seidenberg, Mark S.; MacDonald, Maryellen C.</p> <p>2018-01-01</p> <p>This article reviews the important role of statistical learning for language and reading development. Although statistical learning--the unconscious encoding of patterns in language input--has become widely known as a force in infants' early interpretation of speech, the role of this kind of learning for language and reading comprehension in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=student+AND+travel+AND+motivations&pg=2&id=EJ1154450','ERIC'); return false;" href="https://eric.ed.gov/?q=student+AND+travel+AND+motivations&pg=2&id=EJ1154450"><span>Language-Learning Holidays: What Motivates People to Learn a Minority Language?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>O'Rourke, Bernadette; DePalma, Renée</p> <p>2017-01-01</p> <p>In this article, we examine the experiences of 18 Galician language learners who participated in what Garland [(2008). "The minority language and the cosmopolitan speaker: Ideologies of Irish language learners" (Unpublished PhD thesis). University of California, Santa Barbara] refers to as a "language-learning holiday" in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+second+AND+language&pg=7&id=EJ830634','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+second+AND+language&pg=7&id=EJ830634"><span>The Correlation between Early Second Language Learning and Native Language Skill Development</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Caccavale, Terry</p> <p>2007-01-01</p> <p>It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/27707','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/27707"><span>Investigation of flange failures in falsework cap and sill beams : recommendations for the design of beams and posts in bridge falsework.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2008-12-01</p> <p>Recent field observations in bridge falsework identified potential deficiencies in the design of falsework resulting in : localized bending in sill and cap beam flanges and lateral buckling in other beams. Possible limits states associated with : the...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=256252&Lab=NERL&keyword=Ciencias&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=256252&Lab=NERL&keyword=Ciencias&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Dissolved Methane in the Sills Region of the Gulf of California</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>An unusual combination of features make the midriff islands region of the northern Gulf of California (NGC) a strong source of methane to the atmosphere. Oceanographic isolation from the rest of the NGC by a series of sills and islands along with enhanced upward transport of nutr...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/23150','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/23150"><span>Effects of coupler height mismatch on the structural integrity of railroad tank car stub sills.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2001-12-01</p> <p>This project evaluated the safety implications of coupler height mismatches on the integrity of railroad tank car stub sills, through a series of static and impact tests. The test car was a loaded tank car instrumented with strain gages at critical l...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA583116','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA583116"><span>A Perfectly Matched Layer for Peridynamics in Two Dimensions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2013-04-01</p> <p>KIM Seoul National University, Republic of Korea Z. MROZ Academy of Science, Poland D. PAMPLONA Universidade Católica do Rio de Janeiro , Brazil M. B...applications, Prentice-Hall, Upper Saddle River , NJ, 1996. [Silling 2000] S. A. Silling, “Reformulation of elasticity theory for discontinuities and long</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.loc.gov/pictures/collection/hh/item/pa2053.photos.356168p/','SCIGOV-HHH'); return false;" href="https://www.loc.gov/pictures/collection/hh/item/pa2053.photos.356168p/"><span>11. VIEW WEST, RECESS AREA WITH PORTION OF MITER SILL ...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.loc.gov/pictures/collection/hh/">Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey</a></p> <p></p> <p></p> <p>11. VIEW WEST, RECESS AREA WITH PORTION OF MITER SILL (Numbers painted on stones for reconstruction purposes) - Bald Eagle Cross-Cut Canal Lock, North of Water Street along West Branch of Susquehanna River South bank, 500 feet East of Jay Street Bridge, Lock Haven, Clinton County, PA</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002AGUFM.T21D..01M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002AGUFM.T21D..01M"><span>Mush Column Magma Chambers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Marsh, B. D.</p> <p>2002-12-01</p> <p>Magma chambers are a necessary concept in understanding the chemical and physical evolution of magma. The concept may well be similar to a transfer function in circuit or time series analysis. It does what needs to be done to transform source magma into eruptible magma. In gravity and geodetic interpretations the causative body is (usually of necessity) geometrically simple and of limited vertical extent; it is clearly difficult to `see' through the uppermost manifestation of the concentrated magma. The presence of plutons in the upper crust has reinforced the view that magma chambers are large pots of magma, but as in the physical representation of a transfer function, actual magma chambers are clearly distinct from virtual magma chambers. Two key features to understanding magmatic systems are that they are vertically integrated over large distances (e.g., 30-100 km), and that all local magmatic processes are controlled by solidification fronts. Heat transfer considerations show that any viable volcanic system must be supported by a vertically extensive plumbing system. Field and geophysical studies point to a common theme of an interconnected stack of sill-like structures extending to great depth. This is a magmatic Mush Column. The large-scale (10s of km) structure resembles the vertical structure inferred at large volcanic centers like Hawaii (e.g., Ryan et al.), and the fine scale (10s to 100s of m) structure is exemplified by ophiolites and deeply eroded sill complexes like the Ferrar dolerites of the McMurdo Dry Valleys, Antarctica. The local length scales of the sill reservoirs and interconnecting conduits produce a rich spectrum of crystallization environments with distinct solidification time scales. Extensive horizontal and vertical mushy walls provide conditions conducive to specific processes of differentiation from solidification front instability to sidewall porous flow and wall rock slumping. The size, strength, and time series of eruptive behavior of the system, coupled with these processes, define the fundamental compositional and dynamic diversity of the Mush Column. In some ways it functions like a complex musical instrument. Entrainment, transport, and sorting of cumulate crystals as a function of repose time and the local flux intensity also contribute to the basic compositional diversity of the system. In the Ferrar dolerite system, about 104 km3 of dolerite is distributed throughout a fir-tree like stack of 4 or 5 extensive 300-750 m thick sills. The lowest sill contains a vast tongue of entrained orthopyroxene (opx) cumulates emplaced with the sill itself. The bulk sill composition varies from 20 pc MgO in the tongue center to 7 pc in the leading tip and margins of the sill, which itself defines the compositional spectrum of the whole complex and is remarkably similar to that exhibited by Hawaii. Relative sorting of large (1-50 mm) opx and small (1-3 mm) plagioclase due to kinetic sieving in the tongue produces pervasive anorthosite stringers. Through local ponding this has culminated in the formation of a small, well-formed layered intrusion consisting of alternating layers of orthopyroxenite and anorthosite. Upwards in the system the sills become progressively depleted in MgO and temporally and spatially contiguous flood basalts are low MgO tholeiites with no sign of opx cumulates. The size, extent, number of sills, and the internal structure of individual sills suggest a rhythm of injection similar to that of volcanic episodes. The continued horizontal stretching of a system of this type would lead to processes as recorded by ophiolites, and the repeated injection into a single reservoir would undoubtedly lead to a massive layered intrusion or to a series of high-level nested plutons.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Coding+AND+decoding&pg=3&id=EJ927245','ERIC'); return false;" href="https://eric.ed.gov/?q=Coding+AND+decoding&pg=3&id=EJ927245"><span>Important Constructs in Literacy Learning across Disciplines</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Foorman, Barbara R.; Arndt, Elissa J.; Crawford, Elizabeth C.</p> <p>2011-01-01</p> <p>Currently students who struggle with language and literacy learning are classified with various labels in different states--language learning disabilities, dyslexia, specific language impairment, and specific learning disability--in spite of having similar diagnostic profiles. Drawing on the research on comprehension of written language, we…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4676577','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4676577"><span>Studying the mechanisms of language learning by varying the learning environment and the learner</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Goldin-Meadow, Susan</p> <p>2015-01-01</p> <p>Language learning is a resilient process, and many linguistic properties can be developed under a wide range of learning environments and learners. The first goal of this review is to describe properties of language that can be developed without exposure to a language model – the resilient properties of language – and to explore conditions under which more fragile properties emerge. But even if a linguistic property is resilient, the developmental course that the property follows is likely to vary as a function of learning environment and learner, that is, there are likely to be individual differences in the learning trajectories children follow. The second goal is to consider how the resilient properties are brought to bear on language learning when a child is exposed to a language model. The review ends by considering the implications of both sets of findings for mechanisms, focusing on the role that the body and linguistic input play in language learning. PMID:26668813</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26668813','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26668813"><span>Studying the mechanisms of language learning by varying the learning environment and the learner.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Goldin-Meadow, Susan</p> <p></p> <p>Language learning is a resilient process, and many linguistic properties can be developed under a wide range of learning environments and learners. The first goal of this review is to describe properties of language that can be developed without exposure to a language model - the resilient properties of language - and to explore conditions under which more fragile properties emerge. But even if a linguistic property is resilient, the developmental course that the property follows is likely to vary as a function of learning environment and learner, that is, there are likely to be individual differences in the learning trajectories children follow. The second goal is to consider how the resilient properties are brought to bear on language learning when a child is exposed to a language model. The review ends by considering the implications of both sets of findings for mechanisms, focusing on the role that the body and linguistic input play in language learning.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1124740.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1124740.pdf"><span>Learning and Development of Second and Foreign Language Pragmatics as a Higher-Order Language Skill: A Brief Overview of Relevant Theories. Research Report. ETS RR-16-35</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Timpe-Laughlin, Veronika</p> <p>2016-01-01</p> <p>The development of effective second and foreign (L2) language learning materials needs to be grounded in two types of theories: (a) a theory of language and language use and (b) a theory of language learning. Both are equally important, insofar as an effective learning environment requires an understanding of the knowledge, skills, and abilities…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26201508','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26201508"><span>The Relationship Between Artificial and Second Language Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ettlinger, Marc; Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Wong, Patrick C M</p> <p>2016-05-01</p> <p>Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we considered these questions by examining the relationship between performance in an ALL task and second language learning ability. Participants enrolled in a Spanish language class were evaluated using a number of different measures of Spanish ability and classroom performance, which was compared to IQ and a number of different measures of ALL performance. The results show that success in ALL experiments, particularly more complex artificial languages, correlates positively with indices of L2 learning even after controlling for IQ. These findings provide a key link between studies involving ALL and our understanding of second language learning in the classroom. Copyright © 2015 Cognitive Science Society, Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4558406','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4558406"><span>Why segmentation matters: experience-driven segmentation errors impair “morpheme” learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Finn, Amy S.; Hudson Kam, Carla L.</p> <p>2015-01-01</p> <p>We ask whether an adult learner’s knowledge of their native language impedes statistical learning in a new language beyond just word segmentation (as previously shown). In particular, we examine the impact of native-language word-form phonotactics on learners’ ability to segment words into their component morphemes and learn phonologically triggered variation of morphemes. We find that learning is impaired when words and component morphemes are structured to conflict with a learner’s native-language phonotactic system, but not when native-language phonotactics do not conflict with morpheme boundaries in the artificial language. A learner’s native-language knowledge can therefore have a cascading impact affecting word segmentation and the morphological variation that relies upon proper segmentation. These results show that getting word segmentation right early in learning is deeply important for learning other aspects of language, even those (morphology) that are known to pose a great difficulty for adult language learners. PMID:25730305</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1087588.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1087588.pdf"><span>Learning Theories and Skills in Online Second Language Teaching and Learning: Dilemmas and Challenges</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Petersen, Karen Bjerg</p> <p>2014-01-01</p> <p>For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning technology has been developed and researched…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Learning+AND+additional+AND+language+AND+beneficial&pg=3&id=ED155942','ERIC'); return false;" href="https://eric.ed.gov/?q=Learning+AND+additional+AND+language+AND+beneficial&pg=3&id=ED155942"><span>Community Language Learning and Counseling-Learning. TEAL Occasional Papers, Vol. l, 1977.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Soga, Lillian</p> <p></p> <p>Community Language Learning (CLL) is a humanistic approach to learning which emphasizes the learner and learning rather than the teacher and teaching. In some situations where the teacher is not fluent in the various languages spoken by the students, such as in the English as a second language (ESL) classroom, advanced students may serve as…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1148662.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1148662.pdf"><span>Content and Language Integrated Learning with Technologies: A Global Online Training Experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cinganotto, Letizia</p> <p>2016-01-01</p> <p>The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+media+AND+network+AND+development&pg=6&id=EJ1113134','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+media+AND+network+AND+development&pg=6&id=EJ1113134"><span>"Seamlessly" Learning Chinese: Contextual Meaning Making and Vocabulary Growth in a Seamless Chinese as a Second Language Learning Environment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wong, Lung-Hsiang; King, Ronnel B.; Chai, Ching Sing; Liu, May</p> <p>2016-01-01</p> <p>Second language learners are typically hampered by the lack of a natural environment to use the target language for authentic communication purpose (as a means for "learning by applying"). Thus, we propose MyCLOUD, a mobile-assisted seamless language learning approach that aims to nurture a second language social network that bridges…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1120222.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1120222.pdf"><span>Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Istifci, Ilknur</p> <p>2017-01-01</p> <p>The purpose of this study is to examine the perceptions of EFL students studying English at the School of Foreign Languages, Anadolu University (AUSFL) on blended language learning and online learning platforms. The participants of the study consisted of 167 students whose English language proficiency level was B2 according to the Common European…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=sequential+AND+simultaneous&pg=6&id=EJ1003466','ERIC'); return false;" href="https://eric.ed.gov/?q=sequential+AND+simultaneous&pg=6&id=EJ1003466"><span>Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Berens, Melody S.; Kovelman, Ioulia; Petitto, Laura-Ann</p> <p>2013-01-01</p> <p>Is it best to learn reading in two languages simultaneously or sequentially? We observed second- and third-grade children in two-way "dual-language learning contexts": (a) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (b) 90:10 or Sequential dual-language (one language, followed gradually by the other).…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED549174.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED549174.pdf"><span>Improving Science and Vocabulary Learning of English Language Learners. CREATE Brief</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>August, Diane; Artzi, Lauren; Mazrum, Julie</p> <p>2010-01-01</p> <p>This brief reviews previous research related to the development of science knowledge and academic language in English language learners as well as the role of English language proficiency, learning in a second language, and first language knowledge in science learning. It also describes two successful CREATE interventions that build academic and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=jarvis+s&pg=5&id=ED158561','ERIC'); return false;" href="https://eric.ed.gov/?q=jarvis+s&pg=5&id=ED158561"><span>An Integrative Approach to Foreign Language Teaching: Choosing Among the Options. ACTFL Foreign Language Education Series, Vol. 8.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jarvis, Gilbert A., Ed.</p> <p></p> <p>This volume on foreign language teaching and learning concerns the following topics: lifelong learning, small-group learning, the minicourse, student attitudes toward foreign languages, problems in secondary schools, humanistic education, curricula in uncommonly taught languages, foreign languages in elementary and adolescent-centered education,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3883431','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3883431"><span>Statistical Learning in a Natural Language by 8-Month-Old Infants</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Pelucchi, Bruna; Hay, Jessica F.; Saffran, Jenny R.</p> <p>2013-01-01</p> <p>Numerous studies over the past decade support the claim that infants are equipped with powerful statistical language learning mechanisms. The primary evidence for statistical language learning in word segmentation comes from studies using artificial languages, continuous streams of synthesized syllables that are highly simplified relative to real speech. To what extent can these conclusions be scaled up to natural language learning? In the current experiments, English-learning 8-month-old infants’ ability to track transitional probabilities in fluent infant-directed Italian speech was tested (N = 72). The results suggest that infants are sensitive to transitional probability cues in unfamiliar natural language stimuli, and support the claim that statistical learning is sufficiently robust to support aspects of real-world language acquisition. PMID:19489896</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19489896','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19489896"><span>Statistical learning in a natural language by 8-month-old infants.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pelucchi, Bruna; Hay, Jessica F; Saffran, Jenny R</p> <p>2009-01-01</p> <p>Numerous studies over the past decade support the claim that infants are equipped with powerful statistical language learning mechanisms. The primary evidence for statistical language learning in word segmentation comes from studies using artificial languages, continuous streams of synthesized syllables that are highly simplified relative to real speech. To what extent can these conclusions be scaled up to natural language learning? In the current experiments, English-learning 8-month-old infants' ability to track transitional probabilities in fluent infant-directed Italian speech was tested (N = 72). The results suggest that infants are sensitive to transitional probability cues in unfamiliar natural language stimuli, and support the claim that statistical learning is sufficiently robust to support aspects of real-world language acquisition.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Axelrod&pg=5&id=EJ244177','ERIC'); return false;" href="https://eric.ed.gov/?q=Axelrod&pg=5&id=EJ244177"><span>Cross-Cultural Learning: The Language Connection.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Axelrod, Joseph</p> <p>1981-01-01</p> <p>If foreign language acquisition is disconnected from the cultural life of the foreign speech community, the learning yield is low. Integration of affective learning, cultural learning, and foreign language learning are essential to a successful cross-cultural experience. (MSE)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=virtual+AND+reality&pg=7&id=EJ1078148','ERIC'); return false;" href="https://eric.ed.gov/?q=virtual+AND+reality&pg=7&id=EJ1078148"><span>Language Learning in Virtual Reality Environments: Past, Present, and Future</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lin, Tsun-Ju; Lan, Yu-Ju</p> <p>2015-01-01</p> <p>This study investigated the research trends in language learning in a virtual reality environment by conducting a content analysis of findings published in the literature from 2004 to 2013 in four top ranked computer-assisted language learning journals: "Language Learning & Technology," "CALICO Journal," "Computer…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1065871.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1065871.pdf"><span>Language Learning Strategies and Its Training Model</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Liu, Jing</p> <p>2010-01-01</p> <p>This paper summarizes and reviews the literature regarding language learning strategies and it's training model, pointing out the significance of language learning strategies to EFL learners and an applicable and effective language learning strategies training model, which is beneficial both to EFL learners and instructors, is badly needed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=evaluation+AND+teaching+AND+Mexico&pg=5&id=EJ174944','ERIC'); return false;" href="https://eric.ed.gov/?q=evaluation+AND+teaching+AND+Mexico&pg=5&id=EJ174944"><span>Learning Spanish the Fenix Way</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wholey, Jane</p> <p>1977-01-01</p> <p>The Instituto Fenix, a language learning school in Cuernavaca, Mexico, features oral language learning and a creative teaching technique to help language students to learn Spanish both effectively and quickly. (RK)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5538263','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5538263"><span>Bilinguals’ Existing Languages Benefit Vocabulary Learning in a Third Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bartolotti, James; Marian, Viorica</p> <p>2017-01-01</p> <p>Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants’ memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model. PMID:28781384</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28781384','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28781384"><span>Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bartolotti, James; Marian, Viorica</p> <p>2017-03-01</p> <p>Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Annual+AND+review+AND+applied+AND+linguistics&pg=3&id=EJ647279','ERIC'); return false;" href="https://eric.ed.gov/?q=Annual+AND+review+AND+applied+AND+linguistics&pg=3&id=EJ647279"><span>Teacher-Student Interaction and Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hall, Joan Kelly; Walsh, Meghan</p> <p>2002-01-01</p> <p>Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1131659.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1131659.pdf"><span>Comparing Local and International Chinese Students' English Language Learning Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anthony, Margreat Aloysious; Ganesen, Sree Nithya</p> <p>2012-01-01</p> <p>According to Horwitz (1987) learners' belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=child+AND+development+AND+infants&pg=6&id=EJ1170378','ERIC'); return false;" href="https://eric.ed.gov/?q=child+AND+development+AND+infants&pg=6&id=EJ1170378"><span>Infant Statistical-Learning Ability Is Related to Real-Time Language Processing</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lany, Jill; Shoaib, Amber; Thompson, Abbie; Estes, Katharine Graf</p> <p>2018-01-01</p> <p>Infants are adept at learning statistical regularities in artificial language materials, suggesting that the ability to learn statistical structure may support language development. Indeed, infants who perform better on statistical learning tasks tend to be more advanced in parental reports of infants' language skills. Work with adults suggests…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075657.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075657.pdf"><span>Metacognition and Second/Foreign Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Raoofi, Saeid; Chan, Swee Heng; Mukundan, Jayakaran; Rashid, Sabariah Md</p> <p>2014-01-01</p> <p>Metacognition appears to be a significant contributor to success in second language (SL) and foreign language (FL) learning. This study seeks to investigate empirical research on the role metacognition plays in language learning by focusing on the following research questions: first, to what extent does metacognition affect SL/FL learning? Second,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mingyue&pg=2&id=EJ949340','ERIC'); return false;" href="https://eric.ed.gov/?q=mingyue&pg=2&id=EJ949340"><span>Self-Regulated Out-of-Class Language Learning with Technology</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lai, Chun; Gu, Mingyue</p> <p>2011-01-01</p> <p>Current computer-assisted language learning (CALL) research has identified various potentials of technology for language learning. To realize and maximize these potentials, engaging students in self-initiated use of technology for language learning is a must. This study investigated Hong Kong university students' use of technology outside the…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1079676.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1079676.pdf"><span>Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gharbavi, Abdullah; Mousavi, Seyyed Ahmad</p> <p>2012-01-01</p> <p>The primary focus of research on employment of language learning strategies has been on identification of adoption of different learning strategies. However, the relationship between language learning strategies and proficiency levels was ignored in previous research. The present study was undertaken to find out whether there are any relationship…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Human+AND+behaviour&pg=3&id=EJ981888','ERIC'); return false;" href="https://eric.ed.gov/?q=Human+AND+behaviour&pg=3&id=EJ981888"><span>Pre-Service EFL Teachers' Beliefs about Foreign Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Altan, Mustafa Zulkuf</p> <p>2012-01-01</p> <p>Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students' beliefs…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2011-08-31/pdf/2011-22324.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2011-08-31/pdf/2011-22324.pdf"><span>76 FR 54283 - 30-Day Notice of Proposed Information Collections: Language Learning Survey Questions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2011-08-31</p> <p>...: Language Learning Survey Questions ACTION: Notice of request for public comment and submission to OMB of... the Paperwork Reduction Act of 1995. Title of Information Collection: Language Learning Programs: Pre... critical language learning instruction. Estimated Number of Respondents: 1,400 annually Estimated Number of...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=bad+AND+habits&pg=2&id=EJ789501','ERIC'); return false;" href="https://eric.ed.gov/?q=bad+AND+habits&pg=2&id=EJ789501"><span>Teachers' and Students' Beliefs regarding Aspects of Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Davis, Adrian</p> <p>2003-01-01</p> <p>The similarities and dissimilarities between teachers' and students' conceptions of language learning were addressed through a questionnaire survey concerning the nature and methods of language learning. The results indicate points of congruence between teachers' and students' beliefs about language learning in respect of eight main areas.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+learning&pg=3&id=EJ1047978','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+learning&pg=3&id=EJ1047978"><span>Associations between Chinese EFL Graduate Students' Beliefs and Language Learning Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tang, Mailing; Tian, Jianrong</p> <p>2015-01-01</p> <p>This study, using Horwitz's Beliefs about Language Learning Inventory and Oxford's Strategy Inventory for Language Learning, investigated learners' beliefs about language learning and their choice of strategy categories among 546 graduate students in China. The correlation between learners' beliefs and their strategy categories use was examined.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=GERD&pg=7&id=ED453670','ERIC'); return false;" href="https://eric.ed.gov/?q=GERD&pg=7&id=ED453670"><span>Pedagogy of Language Learning in Higher Education: An Introduction. Advances in Foreign Language Pedagogy, Volume 2.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brauer, Gerd, Ed.</p> <p></p> <p>This second volume in the series "Advances in Foreign and Second Language Pedagogy" is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1147218.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1147218.pdf"><span>Improving Language Learning Strategies and Performance of Pre-Service Language Teachers through a CALLA-TBLT Model</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guapacha Chamorro, Maria Eugenia; Benavidez Paz, Luis Humberto</p> <p>2017-01-01</p> <p>This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Descriptive+AND+survey&id=EJ1095406','ERIC'); return false;" href="https://eric.ed.gov/?q=Descriptive+AND+survey&id=EJ1095406"><span>Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kurt, Mustafa</p> <p>2015-01-01</p> <p>The present study investigated whether English language teachers were aware of the innovative language learning methodologies in language learning, how they made use of these methodologies and the learners' reactions to them. The descriptive survey method was employed to disclose the frequencies and percentages of 175 English language teachers'…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=higgs&pg=7&id=EJ313929','ERIC'); return false;" href="https://eric.ed.gov/?q=higgs&pg=7&id=EJ313929"><span>Language Acquisition and Language Learning: A Plea for Syncretism.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Higgs, Theodore V.</p> <p>1985-01-01</p> <p>Discusses the apparent opposition between the concepts of language learning and language acquisition in the context of adult second-language study. Proposes that these two concepts are mutually supportive, not mutually exclusive. Demonstrates how the implications of learning vs. acquisition can be integrated into a communicative…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1138831.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1138831.pdf"><span>The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur</p> <p>2017-01-01</p> <p>Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JSG....96..161H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JSG....96..161H"><span>Using magma flow indicators to infer flow dynamics in sills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hoyer, Lauren; Watkeys, Michael K.</p> <p>2017-03-01</p> <p>Fabrics from Anisotropy of Magnetic Susceptibility (AMS) analyses and Shape Preferred Orientation (SPO) of plagioclase are compared with field structures (such as bridge structures, intrusive steps and magma lobes) formed during magma intrusion in Jurassic sills. This is to constrain magma flow directions in the sills of the Karoo Igneous Province along the KwaZulu-Natal North Coast and to show how accurately certain structures predict a magma flow sense, thus improving the understanding of the Karoo sub-volcanic dynamics. The AMS fabrics are derived from magnetite grains and are well constrained, however the SPO results are commonly steeply inclined, poorly constrained and differ to the AMS fabrics. Both techniques resulted in asymmetrical fabrics. Successful relationships were established between the AMS fabric and the long axes of the magma flow indicators, implying adequate magma flow prediction. However, where numerous sill segments merge, either in the form of magma lobes or bridge structures, the coalescence process creates a new fabric between the segments preserving late-stage magma migration between the merged segments, overprinting the initial magma flow direction.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3685861','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3685861"><span>Should bilingual children learn reading in two languages at the same time or in sequence?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Berens, Melody S.; Kovelman, Ioulia; Petitto, Laura-Ann</p> <p>2013-01-01</p> <p>Is it best to learn reading in two languages simultaneously or sequentially? We observed 2nd and 3rd grade children in two-way dual-language learning contexts: (i) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (ii) 90:10 or Sequential dual-language (one language, followed gradually by the other). They were compared to matched monolingual English-only children in single-language English schools. Bilinguals (home language was Spanish only, English-only, or Spanish and English in dual-language schools), were tested in both languages, and monolingual children were tested in English using standardized reading and language tasks. Bilinguals in 50:50 programs performed better than bilinguals in 90:10 programs on English Irregular Words and Passage Comprehension tasks, suggesting language and reading facilitation for underlying grammatical class and linguistic structure analyses. By contrast, bilinguals in 90:10 programs performed better than bilinguals in the 50:50 programs on English Phonological Awareness and Reading Decoding tasks, suggesting language and reading facilitation for surface phonological regularity analysis. Notably, children from English-only homes in dual-language learning contexts performed equally well, or better than, children from monolingual English-only homes in single-language learning contexts. Overall, the findings provide tantalizing evidence that dual-language learning during the same developmental period may provide bilingual reading advantages. PMID:23794952</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24211437','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24211437"><span>Gradient language dominance affects talker learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bregman, Micah R; Creel, Sarah C</p> <p>2014-01-01</p> <p>Traditional conceptions of spoken language assume that speech recognition and talker identification are computed separately. Neuropsychological and neuroimaging studies imply some separation between the two faculties, but recent perceptual studies suggest better talker recognition in familiar languages than unfamiliar languages. A familiar-language benefit in talker recognition potentially implies strong ties between the two domains. However, little is known about the nature of this language familiarity effect. The current study investigated the relationship between speech and talker processing by assessing bilingual and monolingual listeners' ability to learn voices as a function of language familiarity and age of acquisition. Two effects emerged. First, bilinguals learned to recognize talkers in their first language (Korean) more rapidly than they learned to recognize talkers in their second language (English), while English-speaking participants showed the opposite pattern (learning English talkers faster than Korean talkers). Second, bilinguals' learning rate for talkers in their second language (English) correlated with age of English acquisition. Taken together, these results suggest that language background materially affects talker encoding, implying a tight relationship between speech and talker representations. Copyright © 2013 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=iq&pg=7&id=EJ1101285','ERIC'); return false;" href="https://eric.ed.gov/?q=iq&pg=7&id=EJ1101285"><span>The Relationship between Artificial and Second Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ettlinger, Marc; Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Wong, Patrick C. M.</p> <p>2016-01-01</p> <p>Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JGRC..123.1339R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JGRC..123.1339R"><span>Currents and Mixing in the San Lorenzo Overflow, Northern Gulf of California</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rosas-Villegas, Froylán.; López, Manuel; Candela, Julio</p> <p>2018-02-01</p> <p>The main properties of the San Lorenzo (SL) overflow are studied, using data from two nonsimultaneous ADCP moorings (located at the sill, and 5 km downstream), as well as CTD and LADCP profiles. Strong tidal currents at the sill modulate the overflow, which is not shut down during the neaps. At the downstream site, the largest flood currents are associated with colder water advected from the sill, flowing downslope, and creating an asymmetry in the semidiurnal tidal cycle. The overflow introduces a significant fortnightly harmonic at the downstream site, and delays the M2 tidal currents for more than an hour with respect to the currents at the sill. The overflow mixes with the overlying water by entrainment during its supercritical stage, reaching near-bottom velocities as high as 1.5 ms-1 and an estimated mean transport of 0.11 Sv; almost twice that estimated at the sill for the same period of the year. Estimated Froude numbers during spring tides suggest the development of an internal hydraulic jump. After relaxation of the maximum downstream currents, high-frequency temperature fluctuations, likely linked to upstream traveling waves, are consistently observed. Direct estimations of the turbulent dissipation rates were used to compute diapycnal diffusivity (Kρ) profiles. Mean estimates of Kρ, as high as 5.5 × 10-2 m2s-1, show that shear at the interface is the most significant source of cross-isopycnal mixing along the SL overflow during ebb tides.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.V51C..05M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.V51C..05M"><span>Resolving the architecture of monogenetic feeder systems from exposures of extinct volcanic fields</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Muirhead, J.; Van Eaton, A. R.; Re, G.; White, J. D. L.; Ort, M. H.</p> <p>2016-12-01</p> <p>Monogenetic volcanic fields pose hazards to a number of major cities worldwide. During an eruption, the evolution of the intrusive feeder network modulates eruption behavior and location, as well as the warning signs of impending activity. However, historical examples of monogenetic eruptions are rare, particularly those monitored with the modern tools required to constrain the geometry and interconnectivity of subsurface intrusive feeders (e.g., InSAR, GPS). Geologic exposures in extinct fields around the Colorado Plateau provide clues to the geometry of shallow intrusions (<1000 m depth) that feed monogenetic volcanoes. We present field- and satellite-based observations of exposed intrusions in the Hopi Buttes volcanic field (Arizona), which reveal that many eruptions were fed by interconnected dike-sill systems. Results from the Hopi Buttes show that volcanic cone alignment studies are biased to the identification of dike intrusions, and thereby neglect the important contributions of sills to shallow feeder systems. For example, estimates of intruded volumes in fields exhumed by uplift and erosion in Utah and Arizona show that sills make up 30 - 92% of the shallow intruded volume within 1000 m of the paleosurface. By transporting magma toward and away from eruptive conduits, these sills likely played a role in modulating eruption styles (e.g., explosive vs effusive) and controlling lateral vent migrations. Sill transitions at Hopi Buttes would have produced detectable surface uplifts, and illustrate the importance of geological studies for informing interpretations of geodetic and seismological data during volcanic crises.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=subliminal&pg=6&id=EJ410427','ERIC'); return false;" href="https://eric.ed.gov/?q=subliminal&pg=6&id=EJ410427"><span>The Role of Consciousness in Second Language Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schmidt, Richard W.</p> <p>1990-01-01</p> <p>Summarizes recent psychological research and theory on the topic of consciousness, and looks at three questions in second-language learning related to the role of consciousness in input processing. The discussion involves the requirement in learning a second language of subliminal learning, implicit learning, and incidental learning. (142…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED436095.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED436095.pdf"><span>Learning Languages: The Journal of the National Network for Early Language Learning, 1998-1999.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rosenbusch, Marcia H., Ed.</p> <p>1999-01-01</p> <p>These three journals include articles on issues related to language learning. The fall 1998 journal presents: "Attention! Are You Seeking a Position with Excellent Long-Term Benefits? Be an Advocate!" (Mary Lynn Redmond); "National Town Meeting Energizes Support for Early Language Learning" (Marcia Harmon Rosenbusch);…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=facebook+AND+acquisition&id=EJ1100434','ERIC'); return false;" href="https://eric.ed.gov/?q=facebook+AND+acquisition&id=EJ1100434"><span>Competence Visualisation: Making Sense of Data from 21st-Century Technologies in Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bull, Susan; Wasson, Barbara</p> <p>2016-01-01</p> <p>This paper introduces an open learner model approach to learning analytics to combine the variety of data available from the range of applications and technologies in language learning, for visualisation of language learning competences to learners and teachers in the European language context. Specific examples are provided as illustrations…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Types+AND+de+AND+performance&pg=2&id=ED563277','ERIC'); return false;" href="https://eric.ed.gov/?q=Types+AND+de+AND+performance&pg=2&id=ED563277"><span>Child-Adult Differences in Implicit and Explicit Second Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lichtman, Karen Melissa</p> <p>2012-01-01</p> <p>Mainstream linguistics has long held that there is a fundamental difference between adult and child language learning (Bley-Vroman, 1990; Johnson & Newport, 1989; DeKeyser, 2000; Paradis, 2004). This difference is often framed as a change from implicit language learning in childhood to explicit language learning in adulthood, which is…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=virtual+AND+lan&id=EJ1137514','ERIC'); return false;" href="https://eric.ed.gov/?q=virtual+AND+lan&id=EJ1137514"><span>Visualization Analytics for Second Language Vocabulary Learning in Virtual Worlds</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hsiao, Indy Y. T.; Lan, Yu-Ju; Kao, Chia-Ling; Li, Ping</p> <p>2017-01-01</p> <p>Language learning occurring in authentic contexts has been shown to be more effective. Virtual worlds provide simulated contexts that have the necessary elements of authentic contexts for language learning, and as a result, many studies have adopted virtual worlds as a useful platform for language learning. However, few studies so far have…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=heinz&pg=6&id=EJ1013654','ERIC'); return false;" href="https://eric.ed.gov/?q=heinz&pg=6&id=EJ1013654"><span>A Preliminary Survey of the Preferred Learning Methods for Interpretation Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Heinz, Michael</p> <p>2013-01-01</p> <p>There are many different methods that individuals use to learn languages like reading books or writing essays. Not all methods are equally successful for second language learners but nor do all successful learners of a second language show identical preferences for learning methods. Additionally, at the highest level of language learning various…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED445517.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED445517.pdf"><span>High School Foreign Language Students' Perceptions of Language Learning Strategies Use and Self-Efficacy.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>National Capital Language Resource Center, Washington, DC.</p> <p></p> <p>This study investigated the relationship of language learning strategies use and self-efficacy of high school students learning Chinese, German, Russian, Japanese, and Spanish. Through two questionnaires, The Language Learning Strategies Questionnaire and The Self-Efficacy Questionnaire, researchers were able to collect and analyze data on…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED565829.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED565829.pdf"><span>Using Ontologies to Interlink Linguistic Annotations and Improve Their Accuracy</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pareja-Lora, Antonio</p> <p>2016-01-01</p> <p>For the new approaches to language e-learning (e.g. language blended learning, language autonomous learning or mobile-assisted language learning) to succeed, some automatic functions for error correction (for instance, in exercises) will have to be included in the long run in the corresponding environments and/or applications. A possible way to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=process+AND+management&pg=3&id=EJ986822','ERIC'); return false;" href="https://eric.ed.gov/?q=process+AND+management&pg=3&id=EJ986822"><span>Cooperative Language Learning: Increasing Opportunities for Learning in Teams</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wichadee, Saovapa; Orawiwatnakul, Wiwat</p> <p>2012-01-01</p> <p>This paper conceptualizes cooperative language learning, group instruction which is under the learner-centered approach where the groups are formed in such a way that each member performs his or her task to achieve the goal. Previous research indicates that cooperative language learning doesn't only improve learners' language skills, but also…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=brand+AND+recognition&pg=3&id=EJ370547','ERIC'); return false;" href="https://eric.ed.gov/?q=brand+AND+recognition&pg=3&id=EJ370547"><span>A Program That Acquires Language Using Positive and Negative Feedback.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brand, James</p> <p>1987-01-01</p> <p>Describes the language learning program "Acquire," which is a sample of grammar induction. It is a learning algorithm based on a pattern-matching scheme, using both a positive and negative network to reduce overgeneration. Language learning programs may be useful as tutorials for learning the syntax of a foreign language. (Author/LMO)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+inclusive&id=EJ1056561','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+inclusive&id=EJ1056561"><span>Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wight, Mary Caitlin S.</p> <p>2015-01-01</p> <p>This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1088301.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1088301.pdf"><span>Beliefs about Language Learning of Thai Upper Secondary School Students in Different Educational Contexts</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Apairach, Sirawit; Vibulphol, Jutarat</p> <p>2015-01-01</p> <p>Beliefs about language learning are considered key for success in language learning. These beliefs can be shaped by contextual factors (Amuzie & Winke, 2009; Dole & Sinatra, 1994; Negueruela-Azarola, 2011). This paper explores the beliefs about language learning of Thai secondary school students in two educational contexts: in the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=new+AND+Forms+AND+evaluation&pg=4&id=EJ1036614','ERIC'); return false;" href="https://eric.ed.gov/?q=new+AND+Forms+AND+evaluation&pg=4&id=EJ1036614"><span>The Role of Language Learning Progressions in Improved Instruction and Assessment of English Language Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bailey, Alison L.; Heritage, Margaret</p> <p>2014-01-01</p> <p>This article addresses theoretical and empirical issues relevant for the development and evaluation of language learning progressions. The authors explore how learning progressions aligned with new content standards can form a central basis of efforts to describe the English language needed in school contexts for learning, instruction, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1174602.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1174602.pdf"><span>Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sa'd, Seyyed Hatam Tamimi; Rajabi, Fereshte</p> <p>2018-01-01</p> <p>Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners' Vocabulary Learning Strategies (VLSs), 2) examining language learners' perceptions of vocabulary learning, and 3) exploring Iranian…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+second+AND+language&pg=5&id=EJ1103509','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+second+AND+language&pg=5&id=EJ1103509"><span>Variability in Second Language Learning: The Roles of Individual Differences, Learning Conditions, and Linguistic Complexity</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tagarelli, Kaitlyn M.; Ruiz, Simón; Vega, José Luis Moreno; Rebuschat, Patrick</p> <p>2016-01-01</p> <p>Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This article examines the relationship between these three variables in language learners.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=REM+AND+sleep&id=ED583861','ERIC'); return false;" href="https://eric.ed.gov/?q=REM+AND+sleep&id=ED583861"><span>Sleep Disorders as a Risk to Language Learning and Use. EBP Briefs. Volume 10, Issue 1</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGregor, Karla K.; Alper, Rebecca M.</p> <p>2015-01-01</p> <p>Clinical Question: Are people with sleep disorders at higher risk for language learning deficits than healthy sleepers? Method: Scoping Review. Study Sources: PubMed, Google Scholar, Trip Database, ClinicalTrials.gov. Search Terms: sleep disorders AND language AND learning; sleep disorders language learning--deprivation--epilepsy; sleep disorders…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=NLP&pg=7&id=EJ692378','ERIC'); return false;" href="https://eric.ed.gov/?q=NLP&pg=7&id=EJ692378"><span>An Intelligent Computer Assisted Language Learning System for Arabic Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shaalan, Khaled F.</p> <p>2005-01-01</p> <p>This paper describes the development of an intelligent computer-assisted language learning (ICALL) system for learning Arabic. This system could be used for learning Arabic by students at primary schools or by learners of Arabic as a second or foreign language. It explores the use of Natural Language Processing (NLP) techniques for learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1091769.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1091769.pdf"><span>Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Genç, Gülten; Kulusakli, Emine; Aydin, Savas</p> <p>2016-01-01</p> <p>Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=CLT&pg=7&id=EJ829872','ERIC'); return false;" href="https://eric.ed.gov/?q=CLT&pg=7&id=EJ829872"><span>Applications of Cognitive Load Theory to Multimedia-Based Foreign Language Learning: An Overview</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chen, I-Jung; Chang, Chi-Cheng; Lee, Yen-Chang</p> <p>2009-01-01</p> <p>This article reviews the multimedia instructional design literature based on cognitive load theory (CLT) in the context of foreign language learning. Multimedia are of particular importance in language learning materials because they incorporate text, image, and sound, thus offering an integrated learning experience of the four language skills…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..19.7706L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..19.7706L"><span>Anisotropy of magnetic susceptibility of the large dolerite sills of the Angara-Taseeva depression (the Siberian Traps LIP) and the magma flow reconstructions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Latyshev, Anton; Ulyahina, Polina; Veselovskiy, Roman</p> <p>2017-04-01</p> <p>The Siberian Traps Large Igneous Province is considered to be the classic example of the continental LIP magmatism. Within the Angara-Taseeva depression (the southern part of the Siberian platform) the products of the Permian-Triassic magmatic activity represent huge dolerite sills intruding the Paleozoic sediments. The extension of the discrete intrusive bodies, their age and order of emplacement remain uncertain. Previously we performed the detailed paleomagnetic investigation revealing the essential magmatic events. Here we present the results of the detailed study of the anisotropy of magnetic susceptibility in the sills of the Angara-Taseeva depression. In 50% of the studied sites we found so-called "normal" magnetic fabric when the minimal axis of the AMS ellipsoid (K3) is normal to the contact (subvertical in sills) and the two other axes are shallow. In this case we interpreted the orientation of the maximal axis (K1) as the magma flow direction. 25% of the studied locations demonstrated the "inverse" magnetic fabric when K1 is normal to the contact. The other sites showed intermediate, diagonal or dispersed type of the AMS ellipsoid axis. In the inner part of the depression the normal magnetic fabric is predominant, and, in general, K1 axes of the AMS ellipsoid converge to the center. This fact confirms the suggestion that the magma feeder zone for the intrusions was located in the central part of the Angara-Taseeva depression. In addition, the pattern of K1 axis allows revealing the local centers of intruding, corresponding to the Padunskiy and Tulunskiy sills. In the periphery of the depression, on the contrary, the inverse magnetic fabric is the most common (in the Tolstomysovskiy sill chiefly). This study was funded by RFBR (projects № 16-35-60114) and the Ministry of Education and Science RF (project № 14.Z50.31.0017).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMGC43H1150W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMGC43H1150W"><span>Geoengineering Marine Ice Sheets</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wolovick, M.</p> <p>2017-12-01</p> <p>Mass loss from Greenland and Antarctica is highly sensitive to the presence of warm ocean water that drives melting at the grounding line. Rapid melting near the grounding line causes ice shelf thinning, loss of buttressing, flow acceleration, grounding line retreat, and ultimately mass loss and sea-level rise. If the grounding line enters a section of overdeepened bed the ice sheet may even enter a runaway collapse via the marine ice sheet instability. The warm water that triggers this process resides offshore at depth and accesses the grounding line through deep troughs in the continental shelf. In Greenland, warm water transport is further constricted through narrow fjords. Here, I propose blocking warm water transport through these choke points with an artificial sill. Using a simple width- and depth-averaged model of ice stream flow coupled to a buoyant-plume model of ocean melting, I find that grounding line retreat and sea level rise can be delayed or reversed for hundreds of years if warm water is prevented from accessing the grounding line at depth. Blocking of warm water from the sub-ice cavity causes ice shelf thickening, increased buttressing, and grounding line readvance. The increase in buttressing is greatly magnified if the thickened ice shelf regrounds on a bathymetric high or on the artificial sill itself. In some experiments for Thwaites Glacier the grounding line is able to recover from a severely retreated state over 100 km behind its present-day position. Such a dramatic recovery demonstrates that it is possible, at least in principle, to stop and reverse an ongoing marine ice sheet collapse. If the ice shelf regrounds on the artificial sill itself, erosion of the sill beneath the grounded ice could reduce the effectiveness of the intervention. However, experiments including sill erosion suggest that even a very weak sill (1 kPa) could delay a collapse for centuries. The scale of the artificial sills in Greenlandic fjords is comparable to existing large public works, while in Antarctica they are one to two orders of magnitude larger. However, this is still small in comparison to the global disruption that would be caused by a collapse of West Antarctica. Marine-terminating ice streams are high-leverage points in the climate system, where global impacts can be achieved through local intervention.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFMGP11A1013G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFMGP11A1013G"><span>a Comparison of Anisotropy of Magnetic Susceptibility and Anisotropy of Anhysteretic Remanence Data from the Early Jurassic Basal Karoo Igneous Series, South Africa</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Geissman, J. W.; Ferre, E. C.; Mason, S. N.; Maes, S. M.; Lehman, A.; Marsh, J.</p> <p>2011-12-01</p> <p>Although anisotropy of magnetic susceptibility (AMS) data from plutonic rocks has often been used as a proxy for magma flow, many studies indicate that the relationship between the principal axes of the anisotropy of magnetic susceptibility (AMS) and independently inferred flow patterns is not simple. Data from dikes show that complications may arise from the contribution of single domain (SD) magnetite grains, imbricated symmetric fabrics along dike margins and post-solidification thermal stresses. Limited studies have focused on subhorizontal tabular intrusions and their magnetic fabrics. The Karoo Large Igneous Province in South Africa hosts a well-exposed, laterally extensive set of undeformed, stacked gabbroic sills emplaced parallel to bedding in the Karoo Basin. The sills range in thickness from about 1 m up to 1000 m and have a relatively constant petrologic composition of gabbros and gabbro-norites. Theses sills are distributed throughout the entire Karoo Basin and were emplaced at several stratigraphic heights / depths in the Karoo stratigraphic column. Oriented core samples were collected from 30 different sills and yielded 1598 specimens for AMS and AARM fabric data as well as paleomagnetic measurements. The low-field magnetic susceptibility Km ranges widely from about 100 to 20,000 x 10-6 [SI Vol] and the degree of anisotropy P' ranges from 1.01 to 1.10, with a broad correlation between Km and P'. Thermomagnetic experiments reveal that the main magnetic carrier is titanomagnetite with variable ulvöspinel content; hysteresis data show a pseudo-single domain grain dominance. The AMS and AARM fabric data, collected for all sites, yield normal fabric relations and are consistent with the nearly horizontal attitude of the sills in most of the sills, with subvertical K3 AMS and AARM axes. Generally, AARM parameters are greater than AMS values, although the dispersion of AARM data is more variable among sites. In five of 30 sills, K3 and K1 AMS axes are subhorizontal, and the AARM data are similar. An explanation for this phenomenon must take into consideration the general agreement between both fabric approaches, and likely involves unusual alignment of titanomagnetite grains related to magma flow.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.P43C2903N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.P43C2903N"><span>The Inferred Distribution of Liquid Water in Europa's Ice Shell: Implications for the Europa Lander Mission</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Noviello, J. L.; Torrano, Z. A.; Rhoden, A.; Manga, M.</p> <p>2017-12-01</p> <p>A key objective of the Europa lander mission is to identify liquid water within 30 km of the lander (Europa Lander SDT report, 2017), to provide essential context with which to evaluate samples and enable assessment of Europa's overall habitability. To inform lander mission development, we utilize a model of surface feature formation that invokes liquid water within Europa's ice shell to map out the implied 3D distribution of liquid water and assess the likelihood of a lander to be within 30 km of liquid water given regional variability. Europa's surface displays a variety of microfeatures, also called lenticulae, including pits, domes, spots, and microchaos. A recent model by Manga and Michaut (2017) attributes these features to various stages in the thermal-mechanical evolution of liquid water intrusions (i.e. sills) within the ice shell, from sill emplacement to surface breaching (in the case of microchaos) to freezing of the sill. Pits are of particular interest because they appear only when liquid water is still present. Another key feature of the model is that the size of a microfeature at the surface is controlled by the depth of the sill. Hence, we can apply this model to regions of Europa that contain microfeatures to infer the size, depth, and spatial distribution of liquid water within the ice shell. We are creating a database of microfeatures that includes digitized, collated data from previous mapping efforts along with our own mapping study. We focus on images with 220 m/pixel resolution, which includes the regional mapping data sets. Analysis of a preliminary study area suggests that sills are typically located at depths of 2km or less from the surface. We will present analysis of the full database of microfeatures and the corresponding 3D distribution of sills implied by the model. Our preliminary analysis also shows that pits are clustered in some regions, consistent with previous results, although individual pits are also observed. We apply a statistical method, using the distribution of nearest neighbor distances, to quantify the degree of clustering and to determine the typical spatial separation among and between microfeature types. We will create density maps of microfeatures in several regions of Europa, and determine the likelihood that a lander will be within 30 km of a sill, assuming an arbitrary landing site.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3759854','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3759854"><span>How relevant is social interaction in second language learning?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Verga, Laura; Kotz, Sonja A.</p> <p>2013-01-01</p> <p>Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthened by evidence emerging from different fields, which clearly indicates that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as is the case for Autism, for example. However, studies on adult second language (L2) learning have been mostly focused on individualistic approaches, partly because of methodological constraints, especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor. PMID:24027521</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24027521','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24027521"><span>How relevant is social interaction in second language learning?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Verga, Laura; Kotz, Sonja A</p> <p>2013-09-03</p> <p>Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthened by evidence emerging from different fields, which clearly indicates that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as is the case for Autism, for example. However, studies on adult second language (L2) learning have been mostly focused on individualistic approaches, partly because of methodological constraints, especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Annual+AND+review+AND+applied+AND+linguistics&pg=6&id=EJ624973','ERIC'); return false;" href="https://eric.ed.gov/?q=Annual+AND+review+AND+applied+AND+linguistics&pg=6&id=EJ624973"><span>Language Anxiety and Achievement.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Horwitz, Elaine K.</p> <p>2001-01-01</p> <p>Considers the literature on language learning anxiety in an effort to clarify the relationship between anxiety and second language learning. Suggests that anxiety is indeed a cause of poor language learning in some individuals and discusses possible sources of this anxiety. (Author/VWL)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=How+AND+can+AND+anxiety+AND+affect&pg=6&id=EJ501499','ERIC'); return false;" href="https://eric.ed.gov/?q=How+AND+can+AND+anxiety+AND+affect&pg=6&id=EJ501499"><span>How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>MacIntyre, Peter D.</p> <p>1995-01-01</p> <p>Advocates that language anxiety can play a significant causal role in creating individual differences in both language learning and communication. This paper studies the role of anxiety in the language learning process and concludes that the linguistic coding deficit hypothesis errs in assigning epiphenomenal status to language anxiety. (57…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=fundamentals+AND+management&pg=6&id=EJ1168282','ERIC'); return false;" href="https://eric.ed.gov/?q=fundamentals+AND+management&pg=6&id=EJ1168282"><span>Task-Based EFL Language Teaching with Procedural Information Design in a Technical Writing Context</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roy, Debopriyo</p> <p>2017-01-01</p> <p>Task-based language learning (TBLL) has heavily influenced syllabus design, classroom teaching, and learner assessment in a foreign or second language teaching context. In this English as foreign language (EFL) learning environment, the paper discussed an innovative language learning pedagogy based on design education and technical writing. In…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1016717.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1016717.pdf"><span>Literacy through Languages: Connecting with the Common Core</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sandrock, Paul</p> <p>2013-01-01</p> <p>The Common Core Standards have defined literacy and outlined the mission for English Language Arts in a way that provides a natural fit with the National Standards for Language Learning. Taking advantage of this connection, language teachers can showcase the importance of learning languages by demonstrating how literacy is learned, practiced, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ989824.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ989824.pdf"><span>Nahuatl as a Classical, Foreign, and Additional Language: A Phenomenological Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>De Felice, Dustin</p> <p>2012-01-01</p> <p>In this study, participants learning an endangered language variety shared their experiences, thoughts, and feelings about the often complex and diverse language-learning process. I used phenomenological interviews in order to learn more about these English or Spanish language speakers' journey with the Nahuatl language. From first encounter to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Use+AND+technology+AND+war&pg=6&id=EJ661400','ERIC'); return false;" href="https://eric.ed.gov/?q=Use+AND+technology+AND+war&pg=6&id=EJ661400"><span>A Project for Everyone: English Language Learners and Technology in Content-Area Classrooms.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Egbert, Joy</p> <p>2002-01-01</p> <p>Discussion of student participation in classroom projects when learning English as a second language highlights conditions that support language and content learning; approaches that can facilitate language and content learning; and what technology and other resources support English language learners in content-area classrooms. Uses a project on…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=quantitative&pg=7&id=EJ1135514','ERIC'); return false;" href="https://eric.ed.gov/?q=quantitative&pg=7&id=EJ1135514"><span>Effects of Community Service-Learning on Heritage Language Learners' Attitudes toward Their Language and Culture</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pascual y Cabo, Diego; Prada, Josh; Lowther Pereira, Kelly</p> <p>2017-01-01</p> <p>This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=second+AND+language+AND+learning&pg=5&id=EJ991170','ERIC'); return false;" href="https://eric.ed.gov/?q=second+AND+language+AND+learning&pg=5&id=EJ991170"><span>The Use of the First Language in Second Language Learning Reconsidered</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Halasa, Najwa Hanna; Al-Manaseer, Majeda</p> <p>2012-01-01</p> <p>This paper aims to study new techniques in second language learning involving the active use of the mother tongue in classroom situations. Several teaching methods will be discussed such as The Alternating Approach, The New Concurrent Method, and Community Language Learning method. These methods of employing the first language recognise the link…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ASP&pg=4&id=EJ1007621','ERIC'); return false;" href="https://eric.ed.gov/?q=ASP&pg=4&id=EJ1007621"><span>The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shaw, Ruey-Shiang</p> <p>2013-01-01</p> <p>This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=sing+AND+%22Language+learning%22&id=EJ1107171','ERIC'); return false;" href="https://eric.ed.gov/?q=sing+AND+%22Language+learning%22&id=EJ1107171"><span>Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chai, Ching Sing; Wong, Lung-Hsiang; King, Ronnel B.</p> <p>2016-01-01</p> <p>Seamless language learning promises to be an effective learning approach that addresses the limitations of classroom-only language learning. It leverages mobile technologies to facilitate holistic and perpetual learning experiences that bridge different locations, times, technologies or social settings. Despite the emergence of studies on seamless…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3112001','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3112001"><span>Statistical learning and language acquisition</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Romberg, Alexa R.; Saffran, Jenny R.</p> <p>2011-01-01</p> <p>Human learners, including infants, are highly sensitive to structure in their environment. Statistical learning refers to the process of extracting this structure. A major question in language acquisition in the past few decades has been the extent to which infants use statistical learning mechanisms to acquire their native language. There have been many demonstrations showing infants’ ability to extract structures in linguistic input, such as the transitional probability between adjacent elements. This paper reviews current research on how statistical learning contributes to language acquisition. Current research is extending the initial findings of infants’ sensitivity to basic statistical information in many different directions, including investigating how infants represent regularities, learn about different levels of language, and integrate information across situations. These current directions emphasize studying statistical language learning in context: within language, within the infant learner, and within the environment as a whole. PMID:21666883</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=website+AND+design&pg=5&id=EJ871893','ERIC'); return false;" href="https://eric.ed.gov/?q=website+AND+design&pg=5&id=EJ871893"><span>Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stevenson, Megan P.; Liu, Min</p> <p>2010-01-01</p> <p>This paper presents the results of an online survey and a usability test performed on three foreign language learning websites that use Web 2.0 technology. The online survey was conducted to gain an understanding of how current users of language learning websites use them for learning and social purposes. The usability test was conducted to gain…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103453.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103453.pdf"><span>How Successful Learners Employ Learning Strategies in an EFL Setting in the Indonesian Context</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Setiyadi, Ag. Bambang; Sukirlan, Muhammad; Mahpul</p> <p>2016-01-01</p> <p>Numerous studies have been conducted to correlate the use of language learning strategies and language performance and the studies have contributed to different perspectives of teaching and learning a foreign language. Some studies have also revealed that the students learning a foreign language in Asian contexts have been proved to use different…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1128067.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1128067.pdf"><span>Vocabulary Instruction: Software Flashcards vs. Word Clouds</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mansouri, Vahid</p> <p>2015-01-01</p> <p>When it comes to language learning, vocabulary learning is the main activity focused on. Vocabulary learning is the main problem and also the goal of new language learners. It is one of the major problems that language learners encounter during learning a new language. Krashen (1989) (cited in Tokac, 2005) points out the role of vocabulary in a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED574961.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED574961.pdf"><span>Paradoxes of Social Networking in a Structured Web 2.0 Language Learning Community</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Loiseau, Mathieu; Zourou, Katerina</p> <p>2012-01-01</p> <p>This paper critically inquires into social networking as a set of mechanisms and associated practices developed in a structured Web 2.0 language learning community. This type of community can be roughly described as learning spaces featuring (more or less) structured language learning resources displaying at least some notions of language learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=technology+AND+entertainment&pg=4&id=EJ1164953','ERIC'); return false;" href="https://eric.ed.gov/?q=technology+AND+entertainment&pg=4&id=EJ1164953"><span>Understanding the Nature of Learners' Out-of-Class Language Learning Experience with Technology</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lai, Chun; Hu, Xiao; Lyu, Boning</p> <p>2018-01-01</p> <p>Out-of-class learning with technology comprises an essential context of second language development. Understanding the nature of out-of-class language learning with technology is the initial step towards safeguarding its quality. This study examined the types of learning experiences that language learners engaged in outside the classroom and the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=natural+AND+language+AND+processing&pg=3&id=EJ913691','ERIC'); return false;" href="https://eric.ed.gov/?q=natural+AND+language+AND+processing&pg=3&id=EJ913691"><span>On Using Intelligent Computer-Assisted Language Learning in Real-Life Foreign Language Teaching and Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Amaral, Luiz A.; Meurers, Detmar</p> <p>2011-01-01</p> <p>This paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=natural+AND+language+AND+processing&pg=4&id=EJ1051436','ERIC'); return false;" href="https://eric.ed.gov/?q=natural+AND+language+AND+processing&pg=4&id=EJ1051436"><span>Computer-Assisted Language Learning (CALL) in Support of (Re)-Learning Native Languages: The Case of Runyakitara</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Katushemererwe, Fridah; Nerbonne, John</p> <p>2015-01-01</p> <p>This study presents the results from a computer-assisted language learning (CALL) system of Runyakitara (RU_CALL). The major objective was to provide an electronic language learning environment that can enable learners with mother tongue deficiencies to enhance their knowledge of grammar and acquire writing skills in Runyakitara. The system…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1127319.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1127319.pdf"><span>Cultural Conceptualisations in Learning English as an L2: Examples from Persian-Speaking Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sharifian, Farzad</p> <p>2013-01-01</p> <p>Traditionally, many studies of second language acquisition (SLA) were based on the assumption that learning a new language mainly involves learning a set of grammatical rules, lexical items, and certain new sounds and sound combinations. However, for many second language learners, learning a second language may involve contact and interactions…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Meta-analysis+AND+educational+AND+research&pg=3&id=EJ1141812','ERIC'); return false;" href="https://eric.ed.gov/?q=Meta-analysis+AND+educational+AND+research&pg=3&id=EJ1141812"><span>Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.</p> <p>2017-01-01</p> <p>This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=strategies+AND+learning&pg=3&id=EJ1058602','ERIC'); return false;" href="https://eric.ed.gov/?q=strategies+AND+learning&pg=3&id=EJ1058602"><span>Language Learning Strategies of Language e-Learners in Turkey</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Solak, Ekrem; Cakir, Recep</p> <p>2015-01-01</p> <p>The purpose of this study was to determine the use of language learning strategies of e-learners and to understand whether there were any correlations between language learning strategies and academic achievement. Participants of the study were 274?e-learners, 132 males and 142 females, enrolled in an e-learning program from various majors and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=brain+AND+mapping&pg=2&id=EJ766755','ERIC'); return false;" href="https://eric.ed.gov/?q=brain+AND+mapping&pg=2&id=EJ766755"><span>Language Learning and Its Impact on the Brain: Connecting Language Learning with the Mind through Content-Based Instruction</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kennedy, Teresa J.</p> <p>2006-01-01</p> <p>Cognitive sciences are discovering many things that educators have always intuitively known about language learning. However, the important point is actively using this new information to improve both students learning and current teaching practices. The implications of neuroscience for educational reform regarding second language (L2) learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1093436.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1093436.pdf"><span>Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Perveen, Ayesha</p> <p>2016-01-01</p> <p>This case study evaluated the impact of synchronous and asynchronous E-Language Learning activities (ELL-ivities) in an E-Language Learning Environment (ELLE) at Virtual University of Pakistan. The purpose of the study was to assess e-language learning analytics based on the constructivist approach of collaborative construction of knowledge. The…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1085255.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1085255.pdf"><span>The Relationship between Instructor Humor Orientation and Students' Report on Second Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ziyaeemehr, Ali; Kumar, Vijay</p> <p>2014-01-01</p> <p>Humor is an integral component of any language and therefore has an impact on the way languages are acquired/learned. Numerous studies have investigated the role of instructor humor in teaching/learning processes; however, there is little empirical research on the relationship between instructor humor and learning of a second language. This paper…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=development+AND+communication+AND+technology&pg=3&id=EJ928062','ERIC'); return false;" href="https://eric.ed.gov/?q=development+AND+communication+AND+technology&pg=3&id=EJ928062"><span>Future Directions for the Learning of Languages in Universities: Challenges and Opportunities</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pauwels, Anne</p> <p>2011-01-01</p> <p>The place of foreign language learning in education has a rich and diverse history since the introduction of compulsory schooling, with some countries including the learning of a foreign language as a compulsory part of the curriculum, whilst in others foreign language learning is seen as an optional subject suited for more academically minded…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1090138.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1090138.pdf"><span>The Relationship between Socio-Economic Status, General Language Learning Outcome, and Beliefs about Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ariani, Mohsen Ghasemi; Ghafournia, Narjes</p> <p>2016-01-01</p> <p>The objective of this study is to explore the probable relationship between Iranian students' socioeconomic status, general language learning outcome, and their beliefs about language learning. To this end, 350 postgraduate students, doing English for specific courses at Islamic Azad University of Neyshabur participated in this study. They were…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29378936','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29378936"><span>Child first language and adult second language are both tied to general-purpose learning systems.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hamrick, Phillip; Lum, Jarrad A G; Ullman, Michael T</p> <p>2018-02-13</p> <p>Do the mechanisms underlying language in fact serve general-purpose functions that preexist this uniquely human capacity? To address this contentious and empirically challenging issue, we systematically tested the predictions of a well-studied neurocognitive theory of language motivated by evolutionary principles. Multiple metaanalyses were performed to examine predicted links between language and two general-purpose learning systems, declarative and procedural memory. The results tied lexical abilities to learning only in declarative memory, while grammar was linked to learning in both systems in both child first language and adult second language, in specific ways. In second language learners, grammar was associated with only declarative memory at lower language experience, but with only procedural memory at higher experience. The findings yielded large effect sizes and held consistently across languages, language families, linguistic structures, and tasks, underscoring their reliability and validity. The results, which met the predicted pattern, provide comprehensive evidence that language is tied to general-purpose systems both in children acquiring their native language and adults learning an additional language. Crucially, if language learning relies on these systems, then our extensive knowledge of the systems from animal and human studies may also apply to this domain, leading to predictions that might be unwarranted in the more circumscribed study of language. Thus, by demonstrating a role for these systems in language, the findings simultaneously lay a foundation for potentially important advances in the study of this critical domain.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AIPC.1682e0004K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AIPC.1682e0004K"><span>Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.</p> <p>2015-10-01</p> <p>This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2011-12-29/pdf/2011-33376.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2011-12-29/pdf/2011-33376.pdf"><span>76 FR 81879 - Airworthiness Directives; The Boeing Company Airplanes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2011-12-29</p> <p>... structural repair manual repairs of the upper main sill outer chord of the left and right side main entry door number 1, as applicable; repetitive detailed inspections for cracks in the upper main sill of the... necessary. The original NPRM was prompted by reports of cracks in the main entry door number 1 upper main...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=23085&Lab=NERL&keyword=descriptive+AND+survey+AND+design&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=23085&Lab=NERL&keyword=descriptive+AND+survey+AND+design&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>NHEXAS PHASE I ARIZONA STUDY--STANDARD OPERATING PROCEDURE FOR EXTRACTION OF PESTICIDES FROM SURFACE WIPE SAMPLES (BCO-L-13.0)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>The purpose of this SOP is to describe the procedures for extracting and preparing a sill surface wipe sample for gas chromatography/mass spectrometry (GC/MS) analysis of pesticides. This procedure is also used for the pre-shipment analysis of sill wipe samples for materials sui...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title33-vol3/pdf/CFR-2010-title33-vol3-sec207-9.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title33-vol3/pdf/CFR-2010-title33-vol3-sec207-9.pdf"><span>33 CFR 207.9 - Mystic River, Mass.; dam of Commonwealth of Massachusetts, Metropolitan District Commission.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... Waters CORPS OF ENGINEERS, DEPARTMENT OF THE ARMY, DEPARTMENT OF DEFENSE NAVIGATION REGULATIONS § 207.9... six (6) inches of depth over the sills shall not be permitted lockage except under special permission... depth in feet of water over the sill of the gate. (d) Vessels denied lockage. The superintendent may...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title33-vol3/pdf/CFR-2011-title33-vol3-sec207-9.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title33-vol3/pdf/CFR-2011-title33-vol3-sec207-9.pdf"><span>33 CFR 207.9 - Mystic River, Mass.; dam of Commonwealth of Massachusetts, Metropolitan District Commission.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... Waters CORPS OF ENGINEERS, DEPARTMENT OF THE ARMY, DEPARTMENT OF DEFENSE NAVIGATION REGULATIONS § 207.9... six (6) inches of depth over the sills shall not be permitted lockage except under special permission... depth in feet of water over the sill of the gate. (d) Vessels denied lockage. The superintendent may...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007AGUFMOS53B..01S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007AGUFMOS53B..01S"><span>Modelling non-hydrostatic processes in sill regions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Souza, A.; Xing, J.; Davies, A.; Berntsen, J.</p> <p>2007-12-01</p> <p>We use a non-hydrostatic model to compute tidally induced flow and mixing in the region of bottom topography representing the sill at the entrance to Loch Etive (Scotland). This site is chosen since detailed measurements were recently made there. With non-hydrostatic dynamics in the model our results showed that the model could reproduce the observed flow characteristics, e.g., hydraulic transition, flow separation and internal waves. However, when calculations were performed using the model in the hydrostatic form, significant artificial convective mixing occurred. This influenced the computed temperature and flow field. We will discuss in detail the effects of non-hydrostatic dynamics on flow over the sill, especially investigate non-linear and non-hydrostatic contributions to modelled internal waves and internal wave energy fluxes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED505762.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED505762.pdf"><span>Technology and Second Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lin, Li Li</p> <p>2009-01-01</p> <p>Current technology provides new opportunities to increase the effectiveness of language learning and teaching. Incorporating well-organized and effective technology into second language learning and teaching for improving students' language proficiency has been refined by researchers and educators for many decades. Based on the rapidly changing…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26179488','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26179488"><span>Social Interaction in Infants' Learning of Second-Language Phonetics: An Exploration of Brain-Behavior Relations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Conboy, Barbara T; Brooks, Rechele; Meltzoff, Andrew N; Kuhl, Patricia K</p> <p>2015-01-01</p> <p>Infants learn phonetic information from a second language with live-person presentations, but not television or audio-only recordings. To understand the role of social interaction in learning a second language, we examined infants' joint attention with live, Spanish-speaking tutors and used a neural measure of phonetic learning. Infants' eye-gaze behaviors during Spanish sessions at 9.5-10.5 months of age predicted second-language phonetic learning, assessed by an event-related potential measure of Spanish phoneme discrimination at 11 months. These data suggest a powerful role for social interaction at the earliest stages of learning a new language.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Lawlor&id=EJ355639','ERIC'); return false;" href="https://eric.ed.gov/?q=Lawlor&id=EJ355639"><span>Some Questions Answered About "Right Brain" Language Learning and Teaching.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lawlor, Michael</p> <p>1987-01-01</p> <p>Centers on the opinions of Michael Lawlor of the Society for Effective Affective Learning (S.E.A.L.) about "right brain" language learning and includes suggestions (with examples presented about learning Greek) for developing one's power of suggestion and applying it to foreign language learning. (CB)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1127669.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1127669.pdf"><span>Overcoming Learning Time and Space Constraints through Technological Tool</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zarei, Nafiseh; Hussin, Supyan; Rashid, Taufik</p> <p>2015-01-01</p> <p>Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigates how the Learning Management Blog (LMB) overcomes…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=hello&id=EJ861594','ERIC'); return false;" href="https://eric.ed.gov/?q=hello&id=EJ861594"><span>A Context-Aware Ubiquitous Learning Environment for Language Listening and Speaking</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Liu, T.-Y.</p> <p>2009-01-01</p> <p>This paper reported the results of a study that aimed to construct a sensor and handheld augmented reality (AR)-supported ubiquitous learning (u-learning) environment called the Handheld English Language Learning Organization (HELLO), which is geared towards enhancing students' language learning. The HELLO integrates sensors, AR, ubiquitous…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1134684.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1134684.pdf"><span>Is Online Learning Suitable for All English Language Students?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kuama, Settha; Intharaksa, Usa</p> <p>2016-01-01</p> <p>This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning&pg=3&id=EJ1139261','ERIC'); return false;" href="https://eric.ed.gov/?q=learning&pg=3&id=EJ1139261"><span>Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Potter, Christine E.; Wang, Tianlin; Saffran, Jenny R.</p> <p>2017-01-01</p> <p>Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1169976.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1169976.pdf"><span>Strategies for Better Learning of English Grammar: Chinese vs. Thais</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Supakorn, Patnarin; Feng, Min; Limmun, Wanida</p> <p>2018-01-01</p> <p>The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1138377.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1138377.pdf"><span>Playing with the Language: Investigating the Role of Communicative Games in an Arab Language Teaching System</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Al-Bulushi, Ali H.; Al-Issa, Ali S.</p> <p>2017-01-01</p> <p>Language learning games combine a number of linguistic, psychological and social elements that have been found to have considerable advantages and powerfully impact language learning and teaching. They are incorporated into language curricula to promote interactive engaging learning. This study investigates the role of games in the Omani ELT…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=stimulate+AND+collaboration&pg=6&id=EJ948275','ERIC'); return false;" href="https://eric.ed.gov/?q=stimulate+AND+collaboration&pg=6&id=EJ948275"><span>Language Learning and the Raising of Cultural Awareness through Internet Telephony: A Case Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Polisca, Elena</p> <p>2011-01-01</p> <p>This article seeks to assess the impact of V-Pal (Virtual Partnerships for All Languages) on the student language learning experience within a conventional UK higher education (HE) curriculum. V-Pal is an innovative computer-mediated language scheme, based on a reciprocal, distance-learning language project, run by the University of Manchester in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1108023.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1108023.pdf"><span>Implementing Mobile-Assisted Language Learning (MALL) in an EFL Context: Iranian EFL Teachers' Perspectives on Challenges and Affordances</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dashtestani, Reza</p> <p>2013-01-01</p> <p>The implementation of computer-assisted language learning (CALL) has provided tremendous opportunities for language teachers to promote their computer literacy and adopt a learner-centered approach to teaching. Accordingly, with the rising advent of language learning technologies, language teachers would occupy a fundamental role in preparing and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1134683.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1134683.pdf"><span>Adaptation of Communicative Language Teaching Methodology to an English Textbook for English Language Learning of NIDA Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>West, Andrew J.</p> <p>2016-01-01</p> <p>In this paper, the researcher focuses on assessing the language learning benefits for students of adapting the communicative language teaching (CLT) methodology to an English textbook, a methodology that, according to Richards (2006), Littlewood (2008) and others, is influential in shaping second language learning worldwide. This paper is intended…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED566939.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED566939.pdf"><span>Career Adventures from Learning Languages</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kaye, Paul</p> <p>2016-01-01</p> <p>Learning and using languages has been a central feature of most of Paul Kaye's working life. In his current job, he helps to promote multilingualism, language learning, and the language industry in the UK, as well as to raise awareness of careers in the EU civil service for those with language knowledge. He is on temporary secondment from the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED565084.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED565084.pdf"><span>Toward Mobile Assisted Language Learning Apps for Professionals That Integrate Learning into the Daily Routine</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pareja-Lora, Antonio; Arús-Hita, Jorge; Read, Timothy; Rodríguez-Arancón, Pilar; Calle-Martínez, Cristina; Pomposo, Lourdes; Martín-Monje, Elena; Bárcena, Elena</p> <p>2013-01-01</p> <p>In this short paper, we present some initial work on Mobile Assisted Language Learning (MALL) undertaken by the ATLAS research group. ATLAS embraced this multidisciplinary field cutting across Mobile Learning and Computer Assisted Language Learning (CALL) as a natural step in their quest to find learning formulas for professional English that…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mobile+AND+phone+AND+application&pg=7&id=EJ1155056','ERIC'); return false;" href="https://eric.ed.gov/?q=mobile+AND+phone+AND+application&pg=7&id=EJ1155056"><span>My Personal Mobile Language Learning Environment: An Exploration and Classification of Language Learning Possibilities Using the iPhone</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Perifanou, Maria A.</p> <p>2011-01-01</p> <p>Mobile devices can motivate learners through moving language learning from predominantly classroom-based contexts into contexts that are free from time and space. The increasing development of new applications can offer valuable support to the language learning process and can provide a basis for a new self regulated and personal approach to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1055148.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1055148.pdf"><span>Adult Learners' Perceptions of the Significance of Culture in Foreign Language Teaching and Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brooks-Lewis, Kimberly Anne</p> <p>2014-01-01</p> <p>Is learning about culture important when learning a foreign language? One would think that after its long history in the field of foreign language teaching this question had been answered with a resounding "yes". However, I saw little evidence of this in the classroom when I returned to the university to learn a foreign language or when…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED033628.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED033628.pdf"><span>The Learning of Grammar: An Experimental Study. Experimental Studies on the Learning of Language, Progress Report II, Revised.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Torrey, Jane W.</p> <p></p> <p>An experiment in language behavior comparing two methods of learning grammatical word order in a new language presents scientific evidence supporting the use of pattern drills in foreign language teaching. The experiment reviews the performance of three groups attempting to learn small segments of Russian "microlanguage": (1) a drill group learned…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED523602.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED523602.pdf"><span>The Exploring Nature of Definitions and Classifications of Language Learning Strategies (LLSs) in the Current Studies of Second/Foreign Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fazeli, Seyed Hossein</p> <p>2011-01-01</p> <p>This study aims to explore the nature of definitions and classifications of Language Learning Strategies (LLSs) in the current studies of second/foreign language learning in order to show the current problems regarding such definitions and classifications. The present study shows that there is not a universal agreeable definition and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=signage&id=EJ1124376','ERIC'); return false;" href="https://eric.ed.gov/?q=signage&id=EJ1124376"><span>Service-Learning as a Means of Vocabulary Learning for Second Language and Heritage Language Learners of Spanish</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tocaimaza-Hatch, C. Cecilia; Walls, Laura C.</p> <p>2016-01-01</p> <p>Service-Learning (SL) has been defined as an experiential teaching methodology. Through SL, students participate in activities that benefit their community and enhance their learning experience. In the current study, Spanish as a second language (L2) and heritage language learners (HLLs) engaged in a SL project in which they translated English…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=tactile+AND+learning+AND+style&id=EJ835674','ERIC'); return false;" href="https://eric.ed.gov/?q=tactile+AND+learning+AND+style&id=EJ835674"><span>Influence of Grade Level on Perceptual Learning Style Preferences and Language Learning Strategies of Taiwanese English as a Foreign Language Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chen, Mei-Ling</p> <p>2009-01-01</p> <p>The purpose of this study was to investigate relationships between grade level, perceptual learning style preferences, and language learning strategies among Taiwanese English as a Foreign Language (EFL) students in grades 7 through 9. Three hundred and ninety junior high school students participated in this study. The instruments for data…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=stroke&pg=3&id=EJ1110211','ERIC'); return false;" href="https://eric.ed.gov/?q=stroke&pg=3&id=EJ1110211"><span>A Stroke of Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Blaisdell, Bob</p> <p>2011-01-01</p> <p>The author reflects on foreign-language learning by his EFL students as well as his own foreign-language learning. He concludes by musing on the possible and fantastical devastation on language-ability wrought by strokes.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4105409','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4105409"><span>When It Hurts (and Helps) to Try: The Role of Effort in Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Finn, Amy S.; Lee, Taraz; Kraus, Allison; Hudson Kam, Carla L.</p> <p>2014-01-01</p> <p>Compared to children, adults are bad at learning language. This is counterintuitive; adults outperform children on most measures of cognition, especially those that involve effort (which continue to mature into early adulthood). The present study asks whether these mature effortful abilities interfere with language learning in adults and further, whether interference occurs equally for aspects of language that adults are good (word-segmentation) versus bad (grammar) at learning. Learners were exposed to an artificial language comprised of statistically defined words that belong to phonologically defined categories (grammar). Exposure occurred under passive or effortful conditions. Passive learners were told to listen while effortful learners were instructed to try to 1) learn the words, 2) learn the categories, or 3) learn the category-order. Effortful learners showed an advantage for learning words while passive learners showed an advantage for learning the categories. Effort can therefore hurt the learning of categories. PMID:25047901</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25047901','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25047901"><span>When it hurts (and helps) to try: the role of effort in language learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Finn, Amy S; Lee, Taraz; Kraus, Allison; Hudson Kam, Carla L</p> <p>2014-01-01</p> <p>Compared to children, adults are bad at learning language. This is counterintuitive; adults outperform children on most measures of cognition, especially those that involve effort (which continue to mature into early adulthood). The present study asks whether these mature effortful abilities interfere with language learning in adults and further, whether interference occurs equally for aspects of language that adults are good (word-segmentation) versus bad (grammar) at learning. Learners were exposed to an artificial language comprised of statistically defined words that belong to phonologically defined categories (grammar). Exposure occurred under passive or effortful conditions. Passive learners were told to listen while effortful learners were instructed to try to 1) learn the words, 2) learn the categories, or 3) learn the category-order. Effortful learners showed an advantage for learning words while passive learners showed an advantage for learning the categories. Effort can therefore hurt the learning of categories.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4888598','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4888598"><span>Desirable Difficulties in Vocabulary Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>BJORK, ROBERT A.; KROLL, JUDITH F.</p> <p>2016-01-01</p> <p>In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other. PMID:26255443</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26255443','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26255443"><span>Desirable Difficulties in Vocabulary Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bjork, Robert A; Kroll, Judith F</p> <p>2015-01-01</p> <p>In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title25-vol1/pdf/CFR-2011-title25-vol1-sec39-131.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title25-vol1/pdf/CFR-2011-title25-vol1-sec39-131.pdf"><span>25 CFR 39.131 - What is a Language Development Program?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... learning their Native language for the purpose of maintenance or language restoration and enhancement; (d) Are being instructed in their Native language; or (e) Are learning non-language subjects in their...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5451803','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5451803"><span>Image-based modelling of lateral magma flow: the Basement Sill, Antarctica</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Mirhadizadeh, Seyed</p> <p>2017-01-01</p> <p>The McMurdo Dry Valleys magmatic system, Antarctica, provides a world-class example of pervasive lateral magma flow on a continental scale. The lowermost intrusion (Basement Sill) offers detailed sections through the now frozen particle microstructure of a congested magma slurry. We simulated the flow regime in two and three dimensions using numerical models built on a finite-element mesh derived from field data. The model captures the flow behaviour of the Basement Sill magma over a viscosity range of 1–104 Pa s where the higher end (greater than or equal to 102 Pa s) corresponds to a magmatic slurry with crystal fractions varying between 30 and 70%. A novel feature of the model is the discovery of transient, low viscosity (less than or equal to 50 Pa s) high Reynolds number eddies formed along undulating contacts at the floor and roof of the intrusion. Numerical tracing of particle orbits implies crystals trapped in eddies segregate according to their mass density. Recovered shear strain rates (10−3–10−5 s−1) at viscosities equating to high particle concentrations (around more than 40%) in the Sill interior point to shear-thinning as an explanation for some types of magmatic layering there. Model transport rates for the Sill magmas imply a maximum emplacement time of ca 105 years, consistent with geochemical evidence for long-range lateral flow. It is a theoretically possibility that fast-flowing magma on a continental scale will be susceptible to planetary-scale rotational forces. PMID:28573002</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28573002','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28573002"><span>Image-based modelling of lateral magma flow: the Basement Sill, Antarctica.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Petford, Nick; Mirhadizadeh, Seyed</p> <p>2017-05-01</p> <p>The McMurdo Dry Valleys magmatic system, Antarctica, provides a world-class example of pervasive lateral magma flow on a continental scale. The lowermost intrusion (Basement Sill) offers detailed sections through the now frozen particle microstructure of a congested magma slurry. We simulated the flow regime in two and three dimensions using numerical models built on a finite-element mesh derived from field data. The model captures the flow behaviour of the Basement Sill magma over a viscosity range of 1-10 4  Pa s where the higher end (greater than or equal to 10 2  Pa s) corresponds to a magmatic slurry with crystal fractions varying between 30 and 70%. A novel feature of the model is the discovery of transient, low viscosity (less than or equal to 50 Pa s) high Reynolds number eddies formed along undulating contacts at the floor and roof of the intrusion. Numerical tracing of particle orbits implies crystals trapped in eddies segregate according to their mass density. Recovered shear strain rates (10 -3 -10 -5  s -1 ) at viscosities equating to high particle concentrations (around more than 40%) in the Sill interior point to shear-thinning as an explanation for some types of magmatic layering there. Model transport rates for the Sill magmas imply a maximum emplacement time of ca 10 5 years, consistent with geochemical evidence for long-range lateral flow. It is a theoretically possibility that fast-flowing magma on a continental scale will be susceptible to planetary-scale rotational forces.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Annual+AND+review+AND+applied+AND+linguistics&pg=3&id=EJ624972','ERIC'); return false;" href="https://eric.ed.gov/?q=Annual+AND+review+AND+applied+AND+linguistics&pg=3&id=EJ624972"><span>Aptitude for Learning a Foreign Language.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sparks, Richard; Ganschow, Leonore</p> <p>2001-01-01</p> <p>Review research on foreign language aptitude and its measurement prior to 1990. Describes research areas in the 1990s, including affective variables, language learning strategies, learning styles as contributors to aptitude and aptitude as a cognitive construct affected by language variables. Reviews research on individual differences and the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27988939','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27988939"><span>Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Potter, Christine E; Wang, Tianlin; Saffran, Jenny R</p> <p>2017-04-01</p> <p>Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5407950','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5407950"><span>Second language experience facilitates statistical learning of novel linguistic materials</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Potter, Christine E.; Wang, Tianlin; Saffran, Jenny R.</p> <p>2016-01-01</p> <p>Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In the present research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, six months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, while both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. PMID:27988939</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=esl&pg=4&id=EJ1170808','ERIC'); return false;" href="https://eric.ed.gov/?q=esl&pg=4&id=EJ1170808"><span>A Resource-Oriented Functional Approach to English Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Li, Jia</p> <p>2018-01-01</p> <p>This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=sing+AND+%22Language+learning%22&id=EJ1056989','ERIC'); return false;" href="https://eric.ed.gov/?q=sing+AND+%22Language+learning%22&id=EJ1056989"><span>Enculturating Seamless Language Learning through Artifact Creation and Social Interaction Process</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh; King, Ronnel B.</p> <p>2015-01-01</p> <p>This paper reports a design-based research (DBR) cycle of MyCLOUD (My Chinese ubiquitOUs learning Days). MyCLOUD is a seamless language learning model that addresses identified limitations of conventional Chinese language teaching, such as the decontextualized and unauthentic learning processes that usually hinder reflection and deep learning.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1076804.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1076804.pdf"><span>E?ffects of English Language Proficiency on the Choice of Language Learning Strategies by Saudi English-Major Undergraduates</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Javid, Choudhary Z.; Al-thubaiti, Turki S.; Uthman, Awwadh</p> <p>2013-01-01</p> <p>It is reported that language learning is a creative and dynamic process and the learners are active partners in this process. This trend in language teaching motivated the researchers to investigate the learners' individual differences and the identification of language learning strategies (LLS) has become a major area of interest in this regard…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28265645','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28265645"><span>Nonadjacent Dependency Learning in Cantonese-Speaking Children With and Without a History of Specific Language Impairment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Iao, Lai-Sang; Ng, Lai Yan; Wong, Anita Mei Yin; Lee, Oi Ting</p> <p>2017-03-01</p> <p>This study investigated nonadjacent dependency learning in Cantonese-speaking children with and without a history of specific language impairment (SLI) in an artificial linguistic context. Sixteen Cantonese-speaking children with a history of SLI and 16 Cantonese-speaking children with typical language development (TLD) were tested with a nonadjacent dependency learning task using artificial languages that mimic Cantonese. Children with TLD performed above chance and were able to discriminate between trained and untrained nonadjacent dependencies. However, children with a history of SLI performed at chance and were not able to differentiate trained versus untrained nonadjacent dependencies. These findings, together with previous findings from English-speaking adults and adolescents with language impairments, suggest that individuals with atypical language development, regardless of age, diagnostic status, language, and culture, show difficulties in learning nonadjacent dependencies. This study provides evidence for early impairments to statistical learning in individuals with atypical language development.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA509813','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA509813"><span>The Antiaircraft Journal. Volume 92, Number 3, May-June 1949</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1949-06-01</p> <p>Ft. Sill, Okla. Daley, Edward J., to 4051st STU Det Arty Sch, Ft. Sill, Okla. Dalton, Joseph R., to Marianas- Bonins Comd, Guam. Darden, Harry 1., to...AAA and GM Br, Ft. Bliss, Tex. Edwards, Dave W., to 4052d ASU AAA and GM Cen, Ft. Bliss, Tex. Eiler, Donald 1., to US Army Caribbean, Quarry Heights</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-11-26/pdf/2012-26666.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-11-26/pdf/2012-26666.pdf"><span>77 FR 70362 - Airworthiness Directives; The Boeing Company Airplanes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-11-26</p> <p>..., 747-400F, 747SR, and 747SP series airplanes. This AD was prompted by reports of cracks in the main entry door number 1 upper main sill outer chord, along the bend radius of the chord on several airplanes...) repairs of the upper main sill outer chord of the left and right side main entry door number 1, repetitive...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-12-18/pdf/2012-30438.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-12-18/pdf/2012-30438.pdf"><span>77 FR 74870 - Notice of Inventory Completion: U.S. Department of Defense, Army, Fort Sill Museum, Fort Sill, OK...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-12-18</p> <p>... Museum and the Museum of the Great Plains professional staffs in consultation with representatives the... Comanche County, OK. Staff of the Museum of the Great Plains found the human remains during a... of Crater Creek, were excavated by staff of the Museum of the Great Plains, and were sent to the...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title33-vol3/pdf/CFR-2011-title33-vol3-sec207-680.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title33-vol3/pdf/CFR-2011-title33-vol3-sec207-680.pdf"><span>33 CFR 207.680 - Willamette River, Oreg.; use, administration, and navigation of canal and locks at Willamette...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... and Navigable Waters CORPS OF ENGINEERS, DEPARTMENT OF THE ARMY, DEPARTMENT OF DEFENSE NAVIGATION... through the locks. The controlling water depth over the intermediate miter sills throughout the locks is 6.5 feet. However, the depth on the sill of the upstream gate at low water is 7.5 feet and over the...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28809831','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28809831"><span>Data Processing Methods for 3D Seismic Imaging of Subsurface Volcanoes: Applications to the Tarim Flood Basalt.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wang, Lei; Tian, Wei; Shi, Yongmin</p> <p>2017-08-07</p> <p>The morphology and structure of plumbing systems can provide key information on the eruption rate and style of basalt lava fields. The most powerful way to study subsurface geo-bodies is to use industrial 3D reflection seismological imaging. However, strategies to image subsurface volcanoes are very different from that of oil and gas reservoirs. In this study, we process seismic data cubes from the Northern Tarim Basin, China, to illustrate how to visualize sills through opacity rendering techniques and how to image the conduits by time-slicing. In the first case, we isolated probes by the seismic horizons marking the contacts between sills and encasing strata, applying opacity rendering techniques to extract sills from the seismic cube. The resulting detailed sill morphology shows that the flow direction is from the dome center to the rim. In the second seismic cube, we use time-slices to image the conduits, which corresponds to marked discontinuities within the encasing rocks. A set of time-slices obtained at different depths show that the Tarim flood basalts erupted from central volcanoes, fed by separate pipe-like conduits.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010ucma.conf..121K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010ucma.conf..121K"><span>Emerging Approach of Natural Language Processing in Opinion Mining: A Review</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kim, Tai-Hoon</p> <p></p> <p>Natural language processing (NLP) is a subfield of artificial intelligence and computational linguistics. It studies the problems of automated generation and understanding of natural human languages. This paper outlines a framework to use computer and natural language techniques for various levels of learners to learn foreign languages in Computer-based Learning environment. We propose some ideas for using the computer as a practical tool for learning foreign language where the most of courseware is generated automatically. We then describe how to build Computer Based Learning tools, discuss its effectiveness, and conclude with some possibilities using on-line resources.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=website+AND+design&pg=2&id=EJ990453','ERIC'); return false;" href="https://eric.ed.gov/?q=website+AND+design&pg=2&id=EJ990453"><span>The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kettle, Margaret; Yuan, Yifeng; Luke, Allan; Ewing, Robyn; Shen, Huizhong</p> <p>2012-01-01</p> <p>As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=website+AND+design&pg=6&id=EJ1143616','ERIC'); return false;" href="https://eric.ed.gov/?q=website+AND+design&pg=6&id=EJ1143616"><span>An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Liu, M.; Abe, K.; Cao, M. W.; Liu, S.; Ok, D. U.; Park, J.; Parrish, C.; Sardegna, V. G.</p> <p>2015-01-01</p> <p>Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=reasons+AND+work+AND+life&pg=6&id=EJ969031','ERIC'); return false;" href="https://eric.ed.gov/?q=reasons+AND+work+AND+life&pg=6&id=EJ969031"><span>The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Frank, Jeff</p> <p>2012-01-01</p> <p>This paper begins with a discussion of Stanley Cavell's philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we--as early childhood educators--see language teaching as something like handing some inert thing to a child, then we unduly…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ecologia&id=EJ499352','ERIC'); return false;" href="https://eric.ed.gov/?q=ecologia&id=EJ499352"><span>Ecologia: The Assumptions, Expectations, and Strategies of Modern Language Students Working in a Self-Access Learning Environment for the First Time.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Piper, Alison</p> <p>1994-01-01</p> <p>This study examined 29 second-year undergraduate students of Spanish using a self-access learning environment for the first time, focusing on their language attitudes and learning strategies. The results show that, even as modern languages majors, the students possessed a model of language and strategies for learning that were significantly…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4824050','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4824050"><span>Social Interaction in Infants’ Learning of Second-Language Phonetics: An Exploration of Brain-Behavior Relations</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Conboy, Barbara T.; Brooks, Rechele; Meltzoff, Andrew N.; Kuhl, Patricia K.</p> <p>2015-01-01</p> <p>Infants learn phonetic information from a second language with live-person presentations, but not television or audio-only recordings. To understand the role of social interaction in learning a second language, we examined infants’ joint attention with live, Spanish-speaking tutors and used a neural measure of phonetic learning. Infants’ eye-gaze behaviors during Spanish sessions at 9.5 – 10.5 months of age predicted second-language phonetic learning, assessed by an event-related potential (ERP) measure of Spanish phoneme discrimination at 11 months. These data suggest a powerful role for social interaction at the earliest stages of learning a new language. PMID:26179488</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1122803.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1122803.pdf"><span>Learner Behaviors and Perceptions of Autonomous Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bekleyen, Nilüfer; Selimoglu, Figen</p> <p>2016-01-01</p> <p>The purpose of the present study was to investigate the learners' behaviors and perceptions about autonomous language learning at the university level in Turkey. It attempts to reveal what type of perceptions learners held regarding teachers' and their own responsibilities in the language learning process. Their autonomous language learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED522686.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED522686.pdf"><span>The Complexity of Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nelson, Charles</p> <p>2011-01-01</p> <p>This paper takes a complexity theory approach to looking at language learning, an approach that investigates how language learners adapt to and interact with people and their environment. Based on interviews with four graduate students, it shows how complexity theory can help us understand both the situatedness of language learning and also…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED420199.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED420199.pdf"><span>The Journal of the Imagination in Language Learning, 1997.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coreil, Clyde, Ed.; Napoliello, Mihri, Ed.</p> <p>1997-01-01</p> <p>Articles on second language teaching and learning include: "Creativity with a Small 'c'" (Alan Maley); "National Standards & the Role of the Imagination in Foreign Language Learning" (Rebecca M. Valette); "Who Am I in English? Developing a Language Ego" (Jean Zukowski/Faust); "Steps to Dance in the Adult EFL…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=report+AND+chemistry&pg=3&id=EJ1012163','ERIC'); return false;" href="https://eric.ed.gov/?q=report+AND+chemistry&pg=3&id=EJ1012163"><span>Spanish-Speaking English Language Learners' Experiences in High School Chemistry Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Flores, Annette; Smith, K. Christopher</p> <p>2013-01-01</p> <p>This article reports on the experiences of Spanish-speaking English language learners in high school chemistry courses, focusing largely on experiences in learning the English language, experiences learning chemistry, and experiences learning chemistry in the English language. The findings illustrate the cognitive processes the students undertake…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=strategies+AND+learning&pg=3&id=EJ1125409','ERIC'); return false;" href="https://eric.ed.gov/?q=strategies+AND+learning&pg=3&id=EJ1125409"><span>Language Learning Strategies of Multilingual Adults Learning Additional Languages</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dmitrenko, Violetta</p> <p>2017-01-01</p> <p>The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism. First, the paper synthesises the major findings…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=define+AND+research+AND+gap&id=EJ1040860','ERIC'); return false;" href="https://eric.ed.gov/?q=define+AND+research+AND+gap&id=EJ1040860"><span>The Distance Learning of Foreign Languages: A Research Agenda</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>White, Cynthia</p> <p>2014-01-01</p> <p>Research into the distance learning of languages is now established as a significant avenue of enquiry in language teaching, with evident research trajectories in several domains. This article selects and analyses significant areas of investigation in distance language learning and teaching to identify new and emerging gaps, along with research…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ab-initio&pg=3&id=EJ677996','ERIC'); return false;" href="https://eric.ed.gov/?q=ab-initio&pg=3&id=EJ677996"><span>Student Modeling and Ab Initio Language Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Heift, Trude; Schulze, Mathias</p> <p>2003-01-01</p> <p>Provides examples of student modeling techniques that have been employed in computer-assisted language learning over the past decade. Describes two systems for learning German: "German Tutor" and "Geroline." Shows how a student model can support computerized adaptive language testing for diagnostic purposes in a Web-based language learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511166.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511166.pdf"><span>Students' Motivation towards Computer Use in EFL Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Genc, Gulten; Aydin, Selami</p> <p>2010-01-01</p> <p>It has been widely recognized that language instruction that integrates technology has become popular, and has had a tremendous impact on language learning process whereas learners are expected to be more motivated in a web-based Computer assisted language learning program, and improve their comprehensive language ability. Thus, the present paper…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ989022.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ989022.pdf"><span>Informal Language Learning Setting: Technology or Social Interaction?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bahrani, Taher; Sim, Tam Shu</p> <p>2012-01-01</p> <p>Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=relationship+AND+flow&pg=3&id=EJ677151','ERIC'); return false;" href="https://eric.ed.gov/?q=relationship+AND+flow&pg=3&id=EJ677151"><span>A Study of Flow Theory in the Foreign Language Classroom.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Egbert, Joy</p> <p>2003-01-01</p> <p>Focuses on the relationship between flow experiences and language learning. Flow theory suggests that flow experiences can lead to optimal learning. Findings suggest flow does exist in the foreign language classroom and that flow theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26855827','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26855827"><span>A MS-lesion pattern discrimination plot based on geostatistics.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Marschallinger, Robert; Schmidt, Paul; Hofmann, Peter; Zimmer, Claus; Atkinson, Peter M; Sellner, Johann; Trinka, Eugen; Mühlau, Mark</p> <p>2016-03-01</p> <p>A geostatistical approach to characterize MS-lesion patterns based on their geometrical properties is presented. A dataset of 259 binary MS-lesion masks in MNI space was subjected to directional variography. A model function was fit to express the observed spatial variability in x, y, z directions by the geostatistical parameters Range and Sill. Parameters Range and Sill correlate with MS-lesion pattern surface complexity and total lesion volume. A scatter plot of ln(Range) versus ln(Sill), classified by pattern anisotropy, enables a consistent and clearly arranged presentation of MS-lesion patterns based on geometry: the so-called MS-Lesion Pattern Discrimination Plot. The geostatistical approach and the graphical representation of results are considered efficient exploratory data analysis tools for cross-sectional, follow-up, and medication impact analysis.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27422443','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27422443"><span>Neurobiological Basis of Language Learning Difficulties.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Krishnan, Saloni; Watkins, Kate E; Bishop, Dorothy V M</p> <p>2016-09-01</p> <p>In this paper we highlight why there is a need to examine subcortical learning systems in children with language impairment and dyslexia, rather than focusing solely on cortical areas relevant for language. First, behavioural studies find that children with these neurodevelopmental disorders perform less well than peers on procedural learning tasks that depend on corticostriatal learning circuits. Second, fMRI studies in neurotypical adults implicate corticostriatal and hippocampal systems in language learning. Finally, structural and functional abnormalities are seen in the striatum in children with language disorders. Studying corticostriatal networks in developmental language disorders could offer us insights into their neurobiological basis and elucidate possible modes of compensation for intervention. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23011900','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23011900"><span>Domain-specific and domain-general constraints on word and sequence learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Archibald, Lisa M D; Joanisse, Marc F</p> <p>2013-02-01</p> <p>The relative influences of language-related and memory-related constraints on the learning of novel words and sequences were examined by comparing individual differences in performance of children with and without specific deficits in either language or working memory. Children recalled lists of words in a Hebbian learning protocol in which occasional lists repeated, yielding improved recall over the course of the task on the repeated lists. The task involved presentation of pictures of common nouns followed immediately by equivalent presentations of the spoken names. The same participants also completed a paired-associate learning task involving word-picture and nonword-picture pairs. Hebbian learning was observed for all groups. Domain-general working memory constrained immediate recall, whereas language abilities impacted recall in the auditory modality only. In addition, working memory constrained paired-associate learning generally, whereas language abilities disproportionately impacted novel word learning. Overall, all of the learning tasks were highly correlated with domain-general working memory. The learning of nonwords was additionally related to general intelligence, phonological short-term memory, language abilities, and implicit learning. The results suggest that distinct associations between language- and memory-related mechanisms support learning of familiar and unfamiliar phonological forms and sequences.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=VSM&pg=4&id=ED516304','ERIC'); return false;" href="https://eric.ed.gov/?q=VSM&pg=4&id=ED516304"><span>At the Crossroads of Learning and Culture: Identifying a Construct for Effective Computer-Assisted Language Learning for English Language Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shaw, Yun</p> <p>2010-01-01</p> <p>Many of the commercial Computer-Assisted Language Learning (CALL) programs available today typically take a generic approach. This approach standardizes the program so that it can be used to teach any language merely by translating the content from one language to another. These CALL programs rarely consider the cultural background or preferred…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=chinese+AND+english+AND+education+AND+behaviour&id=EJ870321','ERIC'); return false;" href="https://eric.ed.gov/?q=chinese+AND+english+AND+education+AND+behaviour&id=EJ870321"><span>A Study of Language Learning Strategy Use in the Context of EFL Curriculum and Pedagogy Reform in China</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yu, Yuanfang; Wang, Bing</p> <p>2009-01-01</p> <p>Language learning strategy (LLS) use is not only an individual attribute of language users, but also a group behaviour reflecting the learning culture and language pedagogy in a particular social context. This article reports a study on the LLS use of Chinese secondary school students of English as a foreign language (EFL) in Northeast China from…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22order+processing%22&pg=3&id=EJ859281','ERIC'); return false;" href="https://eric.ed.gov/?q=%22order+processing%22&pg=3&id=EJ859281"><span>Oral Interaction in Task-Based EFL Learning: The Use of the L1 as a Cognitive Tool</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>de la Colina, Ana Alegria; Mayo, Maria del Pilar Garcia</p> <p>2009-01-01</p> <p>The role of the first language (L1) in the learning of a second language (L2) has been widely studied as a source of cross-linguistic influence from the native system (Gass and Selinker, "Language Transfer in Language Learning," John Benjamins, 1992). Yet, this perspective provides no room for an understanding of language as a cognitive tool…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=smartphone&pg=4&id=ED581732','ERIC'); return false;" href="https://eric.ed.gov/?q=smartphone&pg=4&id=ED581732"><span>Korean University EFL Student Perspectives of Smartphone Applications (Apps) as Tools for Language Learning: An Action Research Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jackson, Bernedette S.</p> <p>2017-01-01</p> <p>Learning a second or foreign language may be a daunting task for anyone; however, learning a language that is vastly different from a person's native language can be extremely difficult. This is especially true in South Korea where English is taught and spoken as a foreign language. For Korean students, who typically study English from a young…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+autonomous&pg=3&id=ED581918','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+autonomous&pg=3&id=ED581918"><span>Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course: The Case Study of Defense Language Institute Foreign Language Center</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ahn, Misook</p> <p>2017-01-01</p> <p>The blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=process+AND+learning+AND+language+AND+English&pg=2&id=EJ1171187','ERIC'); return false;" href="https://eric.ed.gov/?q=process+AND+learning+AND+language+AND+English&pg=2&id=EJ1171187"><span>Multilingual Effects on EFL Learning: A Comparison of Foreign Language Anxiety Experienced by Monolingual and Bilingual Tertiary Students in the Lao PDR</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Phongsa, Manivone; Mohamed Ismail, Shaik Abdul Malik; Low, Hui Min</p> <p>2018-01-01</p> <p>Foreign language anxiety is common among adult learners, especially those who lack exposure to the language that they are learning. In this study, we compared the foreign language anxiety experienced by monolingual and bilingual tertiary students in the Lao People's Democratic Republic (Lao PDR) who were learning English as a Foreign Language. The…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1125676.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1125676.pdf"><span>Language Learning Shifts and Attitudes towards Language Learning in an Online Tandem Program for Beginner Writers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tolosa, Constanza; Ordóñez, Claudia Lucía; Guevara, Diana Carolina</p> <p>2017-01-01</p> <p>We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students' learning with a free writing…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED565049.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED565049.pdf"><span>Data-Driven Learning of Speech Acts Based on Corpora of DVD Subtitles</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kitao, S. Kathleen; Kitao, Kenji</p> <p>2013-01-01</p> <p>Data-driven learning (DDL) is an inductive approach to language learning in which students study examples of authentic language and use them to find patterns of language use. This inductive approach to learning has the advantages of being learner-centered, encouraging hypothesis testing and learner autonomy, and helping develop learning skills.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED562454.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED562454.pdf"><span>Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Davie, Neil; Hilber, Tobias</p> <p>2015-01-01</p> <p>This project examines mobile-assisted language learning (MALL) and in particular the attitudes of undergraduate engineering students at the South Westphalia University of Applied Sciences towards the use of the smartphone app Quizlet to learn English vocabulary. Initial data on attitudes to learning languages and to the use of mobile devices to do…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED574933.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED574933.pdf"><span>Self-Determination, Engagement, and Identity in Learning German: Some Directions in the Psychology of Language Learning Motivation</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Noels, Kimberly A.; Chaffee, Kathryn; Lou, Nigel Mantou; Dincer, Ali</p> <p>2016-01-01</p> <p>Drawing from Self-Determination Theory and diverse theories of language learning motivation, we present a framework that (1) represents a range of orientations that students may take towards learning German, and (2) explains how these orientations are connected to language learning engagement and diverse linguistic and non-linguistic outcomes. We…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28873901','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28873901"><span>Co-Creation Learning Procedures: Comparing Interactive Language Lessons for Deaf and Hearing Students.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hosono, Naotsune; Inoue, Hiromitsu; Tomita, Yutaka</p> <p>2017-01-01</p> <p>This paper discusses co-creation learning procedures of second language lessons for deaf students, and sign language lessons by a deaf lecturer. The analyses focus on the learning procedure and resulting assessment, considering the disability. Through questionnaires ICT-based co-creative learning technologies are effective and efficient and promote spontaneous learning motivation goals.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=kolb&pg=7&id=EJ1117997','ERIC'); return false;" href="https://eric.ed.gov/?q=kolb&pg=7&id=EJ1117997"><span>Iranian EFL Learners' Emotional Intelligence, Learning Styles, Strategy Use, and Their L2 Achievement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Afshar, Hassan Soodmand; Tofighi, Somayyeh; Hamazavi, Raouf</p> <p>2016-01-01</p> <p>The idea that language learning is facilitated or inhibited by a multitude of factors has prompted scholars in the field to investigate variables considered to be crucial in the process of second or foreign language learning. This study investigated relationships between emotional intelligence, learning style, language learning strategy use, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=old+AND+language&pg=5&id=EJ1031482','ERIC'); return false;" href="https://eric.ed.gov/?q=old+AND+language&pg=5&id=EJ1031482"><span>Object Familiarity Facilitates Foreign Word Learning in Preschoolers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sera, Maria D.; Cole, Caitlin A.; Oromendia, Mercedes; Koenig, Melissa A.</p> <p>2014-01-01</p> <p>Studying how children learn words in a foreign language can shed light on how language learning changes with development. In one experiment, we examined whether three-, four-, and five-year-olds could learn and remember words for familiar and unfamiliar objects in their native English and a foreign language. All age groups could learn and remember…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1125143.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1125143.pdf"><span>An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Orawiwatnakul, Wiwat; Wichadee, Saovapa</p> <p>2017-01-01</p> <p>The concept of learner autonomy is now playing an important role in the language learning field. An emphasis is put on the new form of learning which enables learners to direct their own learning. This study aimed to examine how undergraduate students believed about autonomous language learning in a university setting and to find out whether some…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED564179.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED564179.pdf"><span>The Alignment of CMC Language Learning Methodologies with the Bridge21 Model of 21C Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bauer, Ciarán; Devitt, Ann; Tangney, Brendan</p> <p>2015-01-01</p> <p>This paper explores the intersection of learning methodologies to promote the development of 21st century skills with the use of Computer-Mediated Communication (CMC) tools to enhance language learning among adolescent learners. Today, technology offers a greater range of affordances in the teaching and learning of second languages while research…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1167277.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1167277.pdf"><span>Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Suyitno, Imam; Susanto, Gatut; Kamal, Musthofa; Fawzi, Ary</p> <p>2017-01-01</p> <p>The study outlined in this article aims to describe and explain the cognitive learning strategies used by foreign students in learning the Indonesian language. The research was designed as a qualitative study. The research participants are foreign students who were learning the Indonesian language in the BIPA program. The data sources of the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA148639','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA148639"><span>A Teacher’s Guide for Using Learning Strategies in English-as-a-Second- Language Instruction</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1984-11-01</p> <p>learner strategies used in the acquisition of English as a second language (ESL). The Teacher’s Guide demonstrates for ESL...strategies to apply to a wide range of language learning tasks are far more likely to be effective language learners . The language lessons in this section...skills in the acquisition of English as a second language (ESL). This study completed a review of the literature on learning strategies in</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED476597.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED476597.pdf"><span>The Journal of the Imagination in Language Learning and Teaching, 2002-2003.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coreil, Clyde, Ed.</p> <p>2003-01-01</p> <p>This collection of papers includes: "Martians Invade the Classroom: A Workshop in Language Learning" (Carmine Tabone and Robert Albrecht); "Autonomous Learning through Cinema: One Learner's Memories" (Connie Haham); "Learning a Second Language Through Culture" (Barbara Le Blanc and Joseph Dicks); "Shakespeare for…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED577064.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED577064.pdf"><span>Learning to Swim in New Waters: A Meta-Narrative about the Design and Implementation of a Virtual Learning Environment for Language Learning and Teaching</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>MacKinnon, Teresa</p> <p>2015-01-01</p> <p>In the past 5 years, the Language Centre at the University of Warwick has designed and implemented a blended learning environment in order to meet two important challenges to our Institution-Wide Language Programme (IWLP) language teaching mission. These were to connect teachers and learners together online in order to better support progress…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1165884.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1165884.pdf"><span>The Adaptation Study of the Questionnaires of the Attitude towards CALL (A-CALL), the Attitude towards CAL (A-CAL), the Attitude towards Foreign Language Learning (A-FLL) to Turkish Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Erdem, Cahit; Saykili, Abdullah; Kocyigit, Mehmet</p> <p>2018-01-01</p> <p>This study primarily aims to adapt the Foreign Language Learning (FLL), Computer assisted Learning (CAL) and Computer assisted Language Learning (CALL) scales developed by Vandewaetere and Desmet into Turkish context. The instrument consists of three scales which are "the attitude towards CALL questionnaire" ("A-CALL")…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20413488','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20413488"><span>Academic language and the challenge of reading for learning about science.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Snow, Catherine E</p> <p>2010-04-23</p> <p>A major challenge to students learning science is the academic language in which science is written. Academic language is designed to be concise, precise, and authoritative. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. Students need help in learning academic vocabulary and how to process academic language if they are to become independent learners of science.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26413888','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26413888"><span>Why is number word learning hard? Evidence from bilingual learners.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wagner, Katie; Kimura, Katherine; Cheung, Pierina; Barner, David</p> <p>2015-12-01</p> <p>Young children typically take between 18 months and 2 years to learn the meanings of number words. In the present study, we investigated this developmental trajectory in bilingual preschoolers to examine the relative contributions of two factors in number word learning: (1) the construction of numerical concepts, and (2) the mapping of language specific words onto these concepts. We found that children learn the meanings of small number words (i.e., one, two, and three) independently in each language, indicating that observed delays in learning these words are attributable to difficulties in mapping words to concepts. In contrast, children generally learned to accurately count larger sets (i.e., five or greater) simultaneously in their two languages, suggesting that the difficulty in learning to count is not tied to a specific language. We also replicated previous studies that found that children learn the counting procedure before they learn its logic - i.e., that for any natural number, n, the successor of n in the count list denotes the cardinality n+1. Consistent with past studies, we found that children's knowledge of successors is first acquired incrementally. In bilinguals, we found that this knowledge exhibits item-specific transfer between languages, suggesting that the logic of the positive integers may not be stored in a language-specific format. We conclude that delays in learning the meanings of small number words are mainly due to language-specific processes of mapping words to concepts, whereas the logic and procedures of counting appear to be learned in a format that is independent of a particular language and thus transfers rapidly from one language to the other in development. Copyright © 2015. Published by Elsevier Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ878442.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ878442.pdf"><span>Learning for Life, a Structured and Motivational Process of Knowledge Construction in the Acquisition/Learning of English as a Foreign Language in Native Spanish Speakers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mino-Garces, Fernando</p> <p>2009-01-01</p> <p>As language learning theory has shifted from a highly guided to a more open learning process, this paper presents the teaching/learning philosophy called Learning for Life (L for L) as a great way to motivate native Spanish speaker students learning English as a foreign language, and to help them be the constructors of their own knowledge. The…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..1611479M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..1611479M"><span>Breakup magmatism style on the North Atlantic Igneous Province: insight from Mid-Norwegian volcanic margin</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mansour Abdelmalak, Mohamed; Faleide, Jan Inge; Planke, Sverre; Theissen-Krah, Sonja; Zastrozhnov, Dmitrii; Breivik, Asbjørn Johan; Gernigon, Laurent; Myklebust, Reidun</p> <p>2014-05-01</p> <p>The distribution of breakup-related igneous rocks on rifted margins provide important constraints on the magmatic processes during continental extension and lithosphere separation which lead to a better understanding of the melt supply from the upper mantle and the relationship between tectonic setting and volcanism. The results can lead to a better understanding of the processes forming volcanic margins and thermal evolution of associated prospective basins. We present a revised mapping of the breakup-related igneous rocks in the NE Atlantic area, which are mainly based on the Mid-Norwegian (case example) margin. We divided the breakup related igneous rocks into (1) extrusive complexes, (2) shallow intrusive complexes (sills/dykes) and (3) deep intrusive complexes (Lower Crustal Body: LCB). The extrusive complex has been mapped using the seismic volcanostratigraphic method. Several distinct volcanic seismic facies units have been identified. The top basalt reflection is easily identified because of the high impedance contrast between the sedimentary and volcanic rocks resulting in a major reflector. The basal sequence boundary is frequently difficult to identify but it lies usually over the intruded sedimentary basin. Then the base is usually picked above the shallow sill intrusions identified on seismic profile. The mapping of the top and the base of the basaltic sequences allows us to determine the basalt thickness and estimate the volume of the magma production on the Mid- Norwegian margin. The thicker part of the basalt corresponds to the seaward dipping reflector (SDR). The magma feeder system, mainly formed by dyke and sill intrusions, represents the shallow intrusive complex. Deeper interconnected high-velocity sills are also mappable in the margin. Interconnected sill complexes can define continuous magma network >10 km in vertical ascent. The large-scale sill complexes, in addition to dyke swarm intrusions, represent a mode of vertical long-range magma transport through the upper crust. The deep intrusive complex represents the Lower Crustal Body (LCB) which is observed along the margin and characterized by high P-wave velocity bodies (Vp> 7km/s). On the Vøring margin a strong amplitude dome-shaped reflection (the so-called T-Reflection) has been identified and interpreted as the top LCB. In the sedimentary part of the margin, sill intrusions are the major feeder system and seem to be connected with LCB. In the volcanic part of the margin, dykes represent the main feeder system and lie above the thicker part of the LCB.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=GRAHAM+KEYS&pg=4&id=EJ974803','ERIC'); return false;" href="https://eric.ed.gov/?q=GRAHAM+KEYS&pg=4&id=EJ974803"><span>Own-Language Use in Language Teaching and Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hall, Graham; Cook, Guy</p> <p>2012-01-01</p> <p>Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students' own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=liberia&pg=4&id=ED227691','ERIC'); return false;" href="https://eric.ed.gov/?q=liberia&pg=4&id=ED227691"><span>Lorma: A Reference Handbook of Phonetics, Grammar, Lexicon and Learning Procedures.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dwyer, David James</p> <p></p> <p>The grammar, phonetics, and lexicon of Lorma, one of the Mande languages of Liberia, are described for the use of Peace Corps volunteers learning the language without teacher assistance. This handbook includes an introduction to the languages of Liberia, procedures for learning a language without assistance, guidelines for tutors, a reference…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=age+AND+early+AND+primary&pg=4&id=EJ1120533','ERIC'); return false;" href="https://eric.ed.gov/?q=age+AND+early+AND+primary&pg=4&id=EJ1120533"><span>Traces of an Early Learned Second Language in Discontinued Bilingualism</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sadat, Jasmin; Pureza, Rita; Alario, F.-Xavier</p> <p>2016-01-01</p> <p>Can an early learned second language influence speech production after living many years in an exclusively monolingual environment? To address this issue, we investigated the consequences of discontinued early bilingualism in heritage speakers who moved abroad and switched language dominance from the second to the primary learned language. We used…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ976932.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ976932.pdf"><span>E-Learning Turkish Language and Grammar: Analyzing Learners' Behavior</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Georgalas, Panagiotis</p> <p>2012-01-01</p> <p>This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1152656.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1152656.pdf"><span>The Linguistic Landscape as a Learning Space for Contextual Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Aladjem, Ruthi; Jou, Bibiana</p> <p>2016-01-01</p> <p>One of the challenges of teaching and learning a foreign language is that students are not being sufficiently exposed to the target language. However, it is quite common to find linguistic and cultural exponents of different foreign languages in authentic contexts (termed the "Linguistic landscape"). Using the Linguistic landscape as a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ELISA&pg=2&id=EJ846276','ERIC'); return false;" href="https://eric.ed.gov/?q=ELISA&pg=2&id=EJ846276"><span>From Pedagogically Relevant Corpora to Authentic Language Learning Contents</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Braun, Sabine</p> <p>2005-01-01</p> <p>The potential of corpora for language learning and teaching has been widely acknowledged and their ready availability on the Web has facilitated access for a broad range of users, including language teachers and learners. However, the integration of corpora into general language learning and teaching practice has so far been disappointing. In this…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1128804.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1128804.pdf"><span>Language Learning Strategy Use among Iranian Engineering EFL Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nahavandi, Naemeh; Mukundan, Jayakaran</p> <p>2014-01-01</p> <p>The present study aimed at understanding the language learning strategy use of Iranian EFL learners' about learning a foreign language. The main purpose of the study was to understand if there was any relationship between proficiency level, gender and extra education in language institutes and strategy use. To achieve this end, 369 engineering…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1162541.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1162541.pdf"><span>Language Learning of Gifted Individuals: A Content Analysis Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gokaydin, Beria; Baglama, Basak; Uzunboylu, Huseyin</p> <p>2017-01-01</p> <p>This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1135906.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1135906.pdf"><span>Web-Based Language Learning Perception and Personality Characteristics of University Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mirzaee, Meisam; Gharibeh, Sajjad Gharibeh</p> <p>2016-01-01</p> <p>The significance of learners' personality in language learning/teaching contexts has often been cited in literature but few studies have scrutinized the role it can play in technology-oriented language classes. In modern language teaching/learning contexts, personality differences are important and should be taken into account. This study…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=nordic+AND+language&pg=3&id=EJ305488','ERIC'); return false;" href="https://eric.ed.gov/?q=nordic+AND+language&pg=3&id=EJ305488"><span>Why Aren't All Children in the Nordic Countries Bilingual?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Skutnabb-Kangas, Tove</p> <p>1984-01-01</p> <p>Examines three Nordic bilingual programs: (1) immersion, where majority children with a high status mother tongue learn a second language; (2) submersion, where minority children with a low status mother tongue are forced to learn the majority language; and (3) language shelter, where minority children learn the majority language as a second…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=post+AND+colonial&pg=7&id=EJ1102709','ERIC'); return false;" href="https://eric.ed.gov/?q=post+AND+colonial&pg=7&id=EJ1102709"><span>The Discourse of Language Learning Strategies: Towards an Inclusive Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jones, Alexander Harris</p> <p>2016-01-01</p> <p>This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103454.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103454.pdf"><span>Formulaic Sequences and the Implications for Second Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Xu, Qi</p> <p>2016-01-01</p> <p>The present paper is a review of literature in relation to formulaic sequences and the implications for second language learning. The formulaic sequence is a significant part of our language, and plays an essential role in both first and second language learning. The paper first introduces the definition, classifications, and major features of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=artificial+AND+intelligence+AND+computer+AND+games&pg=2&id=EJ1057792','ERIC'); return false;" href="https://eric.ed.gov/?q=artificial+AND+intelligence+AND+computer+AND+games&pg=2&id=EJ1057792"><span>A Virtual Space for Children to Meet and Practice Chinese</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Si, Mei</p> <p>2015-01-01</p> <p>Second language acquisition after the students have learned their first language is a unique process. One major difference between learning a foreign language and one's mother tongue is that second language learning is often facilitated with digital media, and in particular, through interacting with computers. This project is aimed at leveraging…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ENGLISH+AND+LEARNING+AND+ACTIVATION&pg=3&id=EJ991344','ERIC'); return false;" href="https://eric.ed.gov/?q=ENGLISH+AND+LEARNING+AND+ACTIVATION&pg=3&id=EJ991344"><span>Language Learning and Control in Monolinguals and Bilinguals</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bartolotti, James; Marian, Viorica</p> <p>2012-01-01</p> <p>Parallel language activation in bilinguals leads to competition between languages. Experience managing this interference may aid novel language learning by improving the ability to suppress competition from known languages. To investigate the effect of bilingualism on the ability to control native-language interference, monolinguals and bilinguals…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3800190','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3800190"><span>Language experience changes subsequent learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Onnis, Luca; Thiessen, Erik</p> <p>2013-01-01</p> <p>What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED557201.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED557201.pdf"><span>A Review of Integrating Mobile Phones for Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Darmi, Ramiza; Albion, Peter</p> <p>2014-01-01</p> <p>Mobile learning (m-learning) is gradually being introduced in language classrooms. All forms of mobile technology represent portability with smarter features. Studies have proven the concomitant role of technology beneficial for language learning. Various features in the technology have been exploited and researched for acquiring and learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learn+AND+russian&pg=3&id=EJ662894','ERIC'); return false;" href="https://eric.ed.gov/?q=learn+AND+russian&pg=3&id=EJ662894"><span>Conceptualizing Learning Style Modalities for ESL/EFL Students.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wintergerst, Ann C.; DeCapua, Andrea; Verna, Marilyn Ann</p> <p>2003-01-01</p> <p>Reports results of testing a newly developed learning styles instrument on three groups of language learners: Russian English-as-a-Foreign-Language students, Russian English-as-a-Second-Language (ESL) students, and Asian ESL students to determine their learning style preference. Results indicate that these students learn English under three…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1163310.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1163310.pdf"><span>Students' Evaluation of Their English Language Learning Experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Maizatulliza, M.; Kiely, R.</p> <p>2017-01-01</p> <p>In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1077010.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1077010.pdf"><span>Malaysian Gifted Students' Use of English Language Learning Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yunus, Melor Md; Sulaiman, Nur Ainil; Embi, Mohammed Amin</p> <p>2013-01-01</p> <p>Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=via+AND+area+AND+artificial&id=EJ1150001','ERIC'); return false;" href="https://eric.ed.gov/?q=via+AND+area+AND+artificial&id=EJ1150001"><span>Awareness and Learning under Incidental Learning Conditions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rogers, John</p> <p>2017-01-01</p> <p>Recent years have witnessed a strong and increasing interest in the incidental learning of second language grammar. While much of this research has focused on the acquisition of second language word order or noun-determiner systems, relatively fewer studies have examined the learning of second language morphology. Results of studies that have…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Introducing+AND+interactional+AND+linguistics&id=ED283367','ERIC'); return false;" href="https://eric.ed.gov/?q=Introducing+AND+interactional+AND+linguistics&id=ED283367"><span>Second-Language Learning in Early Childhood: Some Thoughts for Practitioners.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLaughlin, Barry</p> <p></p> <p>There is much that can be done in early childhood education programs to foster second language learning in young children. The research literature on early childhood bilingualism clearly indicates that children can learn two languages simultaneously without apparent effort, without cognitive strain or interference in learning either language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=applications+AND+artificial+AND+intelligence&pg=5&id=EJ511952','ERIC'); return false;" href="https://eric.ed.gov/?q=applications+AND+artificial+AND+intelligence&pg=5&id=EJ511952"><span>Collaboration and Computer-Assisted Acquisition of a Second Language.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Renie, Delphine; Chanier, Thierry</p> <p>1995-01-01</p> <p>Discusses how collaborative learning (CL) can be used in a computer-assisted learning (CAL) environment for language learning, reviewing research in the fields of applied linguistics, educational psychology, and artificial intelligence. An application of CL and CAL in the learning of French as a Second Language, focusing on interrogative…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1154333.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1154333.pdf"><span>Profiling Language Learners in Hybrid Learning Contexts: Learners' Perceptions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lintunen, Pekka; Mutta, Maarit; Pelttari, Sanna</p> <p>2017-01-01</p> <p>This article discusses formal and informal foreign language learning before university level. The focus is on beginning university students' perceptions of their earlier learning experiences, especially in digital contexts. Language learners' digital competence is a part of their everyday lives, but its relationship to learning in and outside…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=cooperative+AND+learning+AND+language+AND+teaching&pg=4&id=EJ570339','ERIC'); return false;" href="https://eric.ed.gov/?q=cooperative+AND+learning+AND+language+AND+teaching&pg=4&id=EJ570339"><span>Cooperative Learning and Second-Language Teaching: Frequently-Asked Questions.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jacobs, George M.; Gilbert, Charles C.; Lopriore, Lucilla; Goldstein, Sue; Thiyagarajali, Rosy</p> <p>1998-01-01</p> <p>Summarizes a discussion about cooperative learning in second-language teaching by 45 teachers, highlighting six issues: how to cover the syllabus, how long cooperative groups should stay together, how cooperative learning is affected by competition in society, using cooperative learning with low language proficiency students, using cooperative…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1078937.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1078937.pdf"><span>Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yang, Pei-Ling; Wang, Ai-Ling</p> <p>2015-01-01</p> <p>The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED353775.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED353775.pdf"><span>Cultilingualism--Papers in Cultural and Communicative In(Competence). ROLIG-papir 28.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Phillipson, Robert; Skutnabb-Kangas, Tove</p> <p></p> <p>Three papers discuss intercultural communication and second language learning in Scandinavia. The first paper, "Good Learning Strategies in Foreign and Second Language Learning--The Case of English in Denmark," discusses principles and strategies for learning second languages for the purpose of effective intercultural communication.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017IREdu..63..475B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017IREdu..63..475B"><span>The potential of transnational language policy to promote social inclusion of immigrants: An analysis and evaluation of the European Union's INCLUDE project</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bian, Cui</p> <p>2017-08-01</p> <p>Language issues and social inclusion consistently remain two major concerns for member countries of the European Union (EU). Despite an increasing awareness of the importance of language learning in migrants' social inclusion, and the promotion of language policies at European and national levels, there is still a lack of common actions at the European level. Challenged by questions as to whether language learning should be prioritised as a human right or as human capital building, how host/mainstream language learning can be reinforced while respecting language diversity, and other problems, member countries still need to find solutions. Confronting these dilemmas, this study analyses the relationship and interactions between language learning and immigrants' social inclusion in different contexts. It explores the potential of enhancing the effectiveness of language policies via a dialogue between policies and practices in different national contexts and research studies in the field of language and social inclusion. The research data are derived from two databases created by a European policy for active social inclusion project called INCLUDE. This project ran from 2013 to 2016 under the EU's lifelong learning programme, with funding support from the European Commission. Through an analysis of these two project databases, the paper reviews recent national language policies and their effect on the social inclusion of migrants. In the second part of her article, the author interprets the process of language learning and social inclusion using poststructuralist theories of language and identity.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4009927','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4009927"><span>Musical Experience Influences Statistical Learning of a Novel Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Shook, Anthony; Marian, Viorica; Bartolotti, James; Schroeder, Scott R.</p> <p>2014-01-01</p> <p>Musical experience may benefit learning a new language by enhancing the fidelity with which the auditory system encodes sound. In the current study, participants with varying degrees of musical experience were exposed to two statistically-defined languages consisting of auditory Morse-code sequences which varied in difficulty. We found an advantage for highly-skilled musicians, relative to less-skilled musicians, in learning novel Morse-code based words. Furthermore, in the more difficult learning condition, performance of lower-skilled musicians was mediated by their general cognitive abilities. We suggest that musical experience may lead to enhanced processing of statistical information and that musicians’ enhanced ability to learn statistical probabilities in a novel Morse-code language may extend to natural language learning. PMID:23505962</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24155959','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24155959"><span>Language, reading, and math learning profiles in an epidemiological sample of school age children.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel</p> <p>2013-01-01</p> <p>Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3796500','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3796500"><span>Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Archibald, Lisa M. D.; Oram Cardy, Janis; Joanisse, Marc F.; Ansari, Daniel</p> <p>2013-01-01</p> <p>Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities. PMID:24155959</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA634360','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA634360"><span>Environmental Assessment: Construction Projects at the 189th Airlift Wing, Arkansas Air National Guard</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2003-09-12</p> <p>Magnet Cove and PrJtaJ~h Sulphur Springs, 1tocQ at G"~"anite Mountain a’lld ift. Saline Cou.11t],i, nd dike~ and sill.s (principalltl trachyt,f...and breccias (Benton), atui dWs and tiUs (principalllffourckite, 01£aehitiU, and moruJh-iqaiteJ OUACHITA MOUNTAINS REGION ~ SOAPSTONE -SERPENTINE</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.V23B0477K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.V23B0477K"><span>A Geochemical and Petrological Investigation into the causes of Immiscibility at the San Rafael Volcanic Field, Utah</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Koebli, D. J.; Germa, A.; Wetmore, P. H.; Atlas, Z. D.</p> <p>2017-12-01</p> <p>The San Rafael Volcanic Field (SRVF), Utah, is a 4.6 Ma exposed volcanic plumbing system consisting of comagmatic dikes, sills and conduits. Sills were emplaced in a syn-eruptive time frame, given the comagmatism between them and conduits. Dikes and conduits consist of shonkinite, whereas in the sills, silicate liquid immiscibility led to the separation of a felsic phase from the mafic injected melt (Williams, 1983); resulting in syenite (50.8 wt% SiO2) being enclosed within shonkinite (45.8 wt% SiO2). To determine storage and differentiation parameters leading to liquid immiscibility within the sills, we compared mineral composition (determined by EPMA) to corresponding whole rock major and trace element data. Results support the hypothesis of a hydrated magma with hornblende (4% vol. in shonkinite, 23% vol. in syenite), biotite (10% vol. in shonkinite and 21% in syenite), altered olivine (20% vol. in shonkinite with 10% serpentine, and 5% vol. in syenite with 2% serpentine), pyroxene (30% vol. in shonkinite and 17% in syenite), and plagioclase (17% vol. in shonkinite - mostly matrix - and 30% in syenite). Potassic feldspar (<2% vol.) are present in syenite only. Many of the volcanic units have sandstone xenoliths entrained in both shonkinite and syenite. A relatively hot magma ( 1300 ˚C) is assumed based off of the compositions of olivine (Fo80-90) and plagioclase (An95-35); plagioclase compositions are based off of plotted mineral data which show a continuous trend. This temperature is confirmed by thermodynamic calculations and Rhyolite-MELTS modeling (Ghiorso et al, 2012; Ghiorso et al, 2015). Thermodynamic modeling also supports liquid immiscibility occurring within the sills due to mineral phases (olivine>magnetite>pyroxene) forming at different pressures and temperatures, repeatedly (ex: olivine at 700 bar and 150 bar). Results indicate a lithospheric magma source due to asthenospheric upwelling, which later differentiated in-situ within the sills as a result of immiscibility at a shallow pressure ( 50-27 bar); this led to a mafic, volatile-poor melt (shonkinite), and a felsic, viscous, volatile-rich melt (syenite) which is visible as veins, ocelli and lenses.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+sign&pg=5&id=EJ1013972','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+sign&pg=5&id=EJ1013972"><span>An Investigation into the Relationship of Foreign Language Learning Motivation and Sign Language Use among Deaf and Hard of Hearing Hungarians</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kontra, Edit H.; Csizer, Kata</p> <p>2013-01-01</p> <p>The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1127944.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1127944.pdf"><span>Motivation in Second Language Learning: A Historical Overview and Its Relevance in a Public High School in Pasto, Colombia</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guerrero, Mario</p> <p>2015-01-01</p> <p>Motivation has a significant role in the process of language learning. It is important to understand its theoretical evolution in this field to be able to consider its relevance in the learning and teaching of a foreign language. Motivation is a term that is commonly used among language teachers and language learners but perhaps many are not aware…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Antoine&pg=3&id=ED557002','ERIC'); return false;" href="https://eric.ed.gov/?q=Antoine&pg=3&id=ED557002"><span>First Language Proficiency and Successful Foreign Language Learning: The Case of High School Students Learning French as a Foreign Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gnintedem, Antoine</p> <p>2014-01-01</p> <p>This study investigated whether there was a correlation between first language proficiency as measured by the Mississippi Curriculum Test (MCT II) Reading and Language Arts and foreign language proficiency as measured by the French Language Proficiency Test. Data for the independent variable, first language proficiency, was collected from the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103344.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103344.pdf"><span>The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Varisoglu, Mehmet Celal</p> <p>2016-01-01</p> <p>In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+vocal+AND+music&pg=2&id=EJ1047759','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+vocal+AND+music&pg=2&id=EJ1047759"><span>Let the Music Play!--A Short-Term but No Long-Term Detrimental Effect of Vocal Background Music with Familiar Language Lyrics on Foreign Language Vocabulary Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>de Groot, Annette M. B.; Smedinga, Hilde E.</p> <p>2014-01-01</p> <p>Participants learned foreign vocabulary by means of the paired-associates learning procedure in three conditions: (a) in silence, (b) with vocal music with lyrics in a familiar language playing in the background, or (c) with vocal music with lyrics in an unfamiliar language playing in the background. The vocabulary to learn varied in concreteness…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29163295','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29163295"><span>How Much of Language Acquisition Does Operant Conditioning Explain?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sturdy, Christopher B; Nicoladis, Elena</p> <p>2017-01-01</p> <p>Since the 1950s, when Chomsky argued that Skinner's arguments could not explain syntactic acquisition, psychologists have generally avoided explicitly invoking operant or instrumental conditioning as a learning mechanism for language among human children. In this article, we argue that this is a mistake. We focus on research that has been done on language learning in human infants and toddlers in order to illustrate our points. Researchers have ended up inventing learning mechanisms that, in actual practice, not only resemble but also in fact are examples of operant conditioning (OC) by any other name they select. We argue that language acquisition researchers should proceed by first ruling out OC before invoking alternative learning mechanisms. While it is possible that OC cannot explain all of the language acquisition, simple learning mechanisms that work across species may have some explanatory power in children's language learning.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5671510','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5671510"><span>How Much of Language Acquisition Does Operant Conditioning Explain?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sturdy, Christopher B.; Nicoladis, Elena</p> <p>2017-01-01</p> <p>Since the 1950s, when Chomsky argued that Skinner’s arguments could not explain syntactic acquisition, psychologists have generally avoided explicitly invoking operant or instrumental conditioning as a learning mechanism for language among human children. In this article, we argue that this is a mistake. We focus on research that has been done on language learning in human infants and toddlers in order to illustrate our points. Researchers have ended up inventing learning mechanisms that, in actual practice, not only resemble but also in fact are examples of operant conditioning (OC) by any other name they select. We argue that language acquisition researchers should proceed by first ruling out OC before invoking alternative learning mechanisms. While it is possible that OC cannot explain all of the language acquisition, simple learning mechanisms that work across species may have some explanatory power in children’s language learning. PMID:29163295</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Henning&pg=4&id=ED269969','ERIC'); return false;" href="https://eric.ed.gov/?q=Henning&pg=4&id=ED269969"><span>Papers in Language Learning and Language Acquisition. AFinLA Yearbook 1980. No. 28.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sajavaara, Kari, Ed.; And Others</p> <p></p> <p>Papers include: (1) "Language Acquisitional Universals: L1, L2, Pidgins, and FLT" (Henning Wode); (2) "Language Acquisition, Language Learning and the School Curriculum" (Norman F. Davies); (3) "Language Teaching and Acquisition of Communication" (Kari Sajavaara, Jaakko Lehtonen); (4) "On the Distinction between…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1108199.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1108199.pdf"><span>Mathematics for Language, Language for Mathematics</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Prochazkova, Lenka Tejkalova</p> <p>2013-01-01</p> <p>The author discusses the balance and mutual influence of the language of instruction and mathematics in the context of CLIL, Content and Language Integrated Learning. Different aspects of the relationship of language and Mathematics teaching and learning are discussed: the benefits of using a foreign language of instruction, as well as the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26664651','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26664651"><span>Sleep Disorders as a Risk to Language Learning and Use.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McGregor, Karla K; Alper, Rebecca M</p> <p>2015-05-01</p> <p>Are people with sleep disorders at higher risk for language learning deficits than healthy sleepers? Scoping Review. PubMed, Google Scholar, Trip Database, ClinicalTrials.gov. sleep disorders AND language AND learning; sleep disorders language learning -deprivation -epilepsy; sleep disorders AND verbal learning. 36. Children and adults with sleep disorders were at a higher risk for language problems than healthy sleepers. The language problems typically co-occurred with problems of attention and executive function (in children and adults), behavior (in children), and visual-spatial processing (in adults). Effects were typically small. Language problems seldom rose to a level of clinical concern but there were exceptions involving phonological deficits in children with sleep-disordered breathing and verbal memory deficits among adults with sleep-disordered breathing or idiopathic REM sleep behavior disorder. Case history interviews should include questions about limited sleep, poor-quality sleep, snoring, and excessive daytime sleepiness. Medical referrals for clients with suspected sleep disorders are prudent.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ961495.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ961495.pdf"><span>Learning through an Aboriginal Language: The Impact on Students' English and Aboriginal Language Skills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Usborne, Esther; Peck, Josephine; Smith, Donna-Lee; Taylor, Donald M.</p> <p>2011-01-01</p> <p>Aboriginal communities across Canada are implementing Aboriginal language programs in their schools. In the present research, we explore the impact of learning through an Aboriginal language on students' English and Aboriginal language skills by contrasting a Mi'kmaq language immersion program with a Mi'kmaq as a second language program. The…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28348442','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28348442"><span>Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pajak, Bozena; Fine, Alex B; Kleinschmidt, Dave F; Jaeger, T Florian</p> <p>2016-12-01</p> <p>We present a framework of second and additional language (L2/L n ) acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit probabilistic knowledge of this covariance is critical to L1 processing, and propose that L2/L n learning uses the same type of socio-indexical information to probabilistically infer latent hierarchical structure over previously learned and new languages. This structure guides the acquisition of new languages based on their inferred place within that hierarchy, and is itself continuously revised based on new input from any language. This proposal unifies L1 processing and L2/L n acquisition as probabilistic inference under uncertainty over socio-indexical structure. It also offers a new perspective on crosslinguistic influences during L2/L n learning, accommodating gradient and continued transfer (both negative and positive) from previously learned to novel languages, and vice versa.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5365092','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5365092"><span>Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Pajak, Bozena; Fine, Alex B.; Kleinschmidt, Dave F.; Jaeger, T. Florian</p> <p>2015-01-01</p> <p>We present a framework of second and additional language (L2/Ln) acquisition motivated by recent work on socio-indexical knowledge in first language (L1) processing. The distribution of linguistic categories covaries with socio-indexical variables (e.g., talker identity, gender, dialects). We summarize evidence that implicit probabilistic knowledge of this covariance is critical to L1 processing, and propose that L2/Ln learning uses the same type of socio-indexical information to probabilistically infer latent hierarchical structure over previously learned and new languages. This structure guides the acquisition of new languages based on their inferred place within that hierarchy, and is itself continuously revised based on new input from any language. This proposal unifies L1 processing and L2/Ln acquisition as probabilistic inference under uncertainty over socio-indexical structure. It also offers a new perspective on crosslinguistic influences during L2/Ln learning, accommodating gradient and continued transfer (both negative and positive) from previously learned to novel languages, and vice versa. PMID:28348442</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70048056','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70048056"><span>A new model for the growth of basaltic shields based on deformation of Fernandina volcano, Galápagos Islands</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Bagnardi, Marco; Amelung, Falk; Poland, Michael P.</p> <p>2013-01-01</p> <p>Space-geodetic measurements of surface deformation produced by the most recent eruptions at Fernandina – the most frequently erupting volcano in the Galápagos Archipelago – reveal that all have initiated with the intrusion of subhorizontal sills from a shallow magma reservoir. This includes eruptions from fissures that are oriented both radially and circumferentially with respect to the summit caldera. A Synthetic Aperture Radar (SAR) image acquired 1–2 h before the start of a radial fissure eruption in 2009 captures one of these sills in the midst of its propagation toward the surface. Galápagos eruptive fissures of all orientations have previously been presumed to be fed by vertical dikes, and this assumption has guided models of the origin of the eruptive fissure geometry and overall development of the volcanoes. Our findings allow us to reinterpret the internal structure and evolution of Galápagos volcanoes and of similar basaltic shields. Furthermore, we note that stress changes generated by the emplacement of subhorizontal sills feeding one type of eruption may control the geometry of subsequent eruptive fissures. Specifically, circumferential fissures tend to open within areas uplifted by sill intrusions that initiated previous radial fissure eruptions. This mechanism provides a possible explanation for the pattern of eruptive fissures that characterizes all the western Galápagos volcanoes, as well as the alternation between radial and circumferential fissure eruptions at Fernandina. The same model suggests that the next eruption of Fernandina will be from a circumferential fissure in the area uplifted by the 2009 sill intrusion, just southwest of the caldera rim.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015Litho.230..121B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015Litho.230..121B"><span>Evolution of late stage differentiates in the Palisades Sill, New York and New Jersey</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Block, Karin A.; Steiner, Jeffrey C.; Puffer, John H.; Jones, Kevin M.; Goldstein, Steven L.</p> <p>2015-08-01</p> <p>The Palisades Sill at Upper Nyack, NY contains evolved rocks that crystallized as ferrodiabase and ferrogranophyre and occupy 50% to 60% of the local thickness. 143Nd/144Nd isotope values for rocks representing Palisades diversity range between 0.512320 and 0.512331, and indicate a homogeneous source for the Palisades and little or no contamination from shallow crustal sediments. Petrographic analysis of ferrodiabase suggests that strong iron enrichment was the result of prolonged quiescence in cycles of magmatic input. Ferrogranophyres in the updip northern Palisades at Upper Nyack are members of a suite of cogenetic rocks with similar composition to 'sandwich horizon' rocks of the southern Palisades at Fort Lee, NJ, but display distinct mineralogical and textural features. Differences in textural and mineralogical features are attributed to a) updip (lateral) migration of residual liquid as the sill propagated closer to the surface; b) deformation caused by tectonic shifts; and c) crystallization in the presence of deuteric hydrothermal fluids resulting in varying degrees of alteration. A model connecting multiple magmatic pulses, compaction and mobilization of residual liquid by compositional convection, closed-system differentiation, synchronous with tapping of the sill for extrusion of coeval basaltic subaerial flows is presented. The persistence of a low-temperature mushy layer, represented by ferrogranophyres, supports the possibility of a long-lived conduit subject to reopening after periods of quiescence in magmatic input, leading to the extrusion of the multiple flows of the Orange Mountain Basalt and perhaps even subsequent Preakness Basalt flows, depending on solidification conditions. A sub-Newark Basin network of sills subjected to similar protracted input of pulses as hypothesized for the Palisades was likely responsible for 600 ka of magmatic activity required to emplace a third set of Watchung flood basalts, the Hook Mountain Basalt.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=pictures+AND+vs+AND+words&pg=2&id=ED534977','ERIC'); return false;" href="https://eric.ed.gov/?q=pictures+AND+vs+AND+words&pg=2&id=ED534977"><span>The Effects of Frequency, Distribution, Mode of Presentation, and First Language on Learning an Artificial Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Miyata, Munehiko</p> <p>2011-01-01</p> <p>This dissertation presents results from a series of experiments investigating adult learning of an artificial language and the effects that input frequency (high vs. low token frequency), frequency distribution (skewed vs. balanced), presentation mode (structured vs. scrambled), and first language (English vs. Japanese) have on such learning.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=bone&pg=4&id=EJ1011087','ERIC'); return false;" href="https://eric.ed.gov/?q=bone&pg=4&id=EJ1011087"><span>The Impact of Adventure Video Games on Foreign Language Learning and the Perceptions of Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chen, Hao-Jan Howard; Yang, Ting-Yu Christine</p> <p>2013-01-01</p> <p>Several researchers have highlighted the potential of applying adventure video games in second language acquisition; however, few studies have investigated the impact of adventure games on foreign language learning. This study aimed to examine the effects of a commercial adventure video game on foreign language learning and learners' perceptions…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=programming+AND+beginners&pg=3&id=ED278240','ERIC'); return false;" href="https://eric.ed.gov/?q=programming+AND+beginners&pg=3&id=ED278240"><span>Video and Second Language Learning. Special Issue.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gillespie, Junetta B., Ed.</p> <p>1985-01-01</p> <p>The extent to which video has come of age with respect to language learning is the focus of this special issue, which provides information on sources of materials and offers practical ideas for the effective and creative use of those materials in second language instruction. Articles include: "Video and Language Learning: A Medium Comes of Age"…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+motivation&id=EJ1154319','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+motivation&id=EJ1154319"><span>Language Learning Motivation through a Small Lens: A Research Agenda</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ushioda, Ema</p> <p>2016-01-01</p> <p>In this paper I propose an agenda for researching language learning motivation "through a small lens", to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23789743','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23789743"><span>Prediction in processing is a by-product of language learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chang, Franklin; Kidd, Evan; Rowland, Caroline F</p> <p>2013-08-01</p> <p>Both children and adults predict the content of upcoming language, suggesting that prediction is useful for learning as well as processing. We present an alternative model which can explain prediction behaviour as a by-product of language learning. We suggest that a consideration of language acquisition places important constraints on Pickering & Garrod's (P&G's) theory.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=germany+AND+culture+AND+dimension&pg=2&id=ED385161','ERIC'); return false;" href="https://eric.ed.gov/?q=germany+AND+culture+AND+dimension&pg=2&id=ED385161"><span>Teaching-and-Learning Language-and-Culture. Multilingual Matters: 100.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Byram, Michael; And Others</p> <p></p> <p>A discussion of the cultural dimension in foreign/second language learning focuses on the need for research and theory development in this area. The first chapter addresses the role of culture in language learning and proposes areas in which theory may be developed. The second chapter looks at methodologies for teaching language and culture in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=depending+AND+online+AND+technology&pg=6&id=EJ840333','ERIC'); return false;" href="https://eric.ed.gov/?q=depending+AND+online+AND+technology&pg=6&id=EJ840333"><span>Let Me Learn with My Peers Online!: Foreign Language Learning through Reciprocal Peer Tutoring</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dekhinet, Rayenne; Topping, Keith; Duran, David; Blanch, Silvia</p> <p>2008-01-01</p> <p>Rayenne Dekhinet, Keith Topping, David Duran, and Silvia Blanch describe a pilot project on the use of Internet-assisted reciprocal peer tutoring in foreign-language learning. The eight-week project connected Spanish-speaking English-language learners at a primary school in Catalonia with English-speaking Spanish-language learners at a Scottish…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED533406.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED533406.pdf"><span>Personality Traits as Predictors of the Social English Language Learning Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fazeli, Seyed Hossein</p> <p>2012-01-01</p> <p>The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED508640.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED508640.pdf"><span>Language Classroom: A "Girls' Domain"? Female and Male Students' Perspectives on Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nikitina, Larisa; Furuoka, Fumitaka</p> <p>2007-01-01</p> <p>Substantial research has been done on gender differences in relation to various aspects of learning and teaching. In the field of language learning learner's gender and its relationship with emotional (affective) components of language study has been a subject of numerous academic inquiries. These studies have focused on female and male students'…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=deja+AND+vu&id=EJ866684','ERIC'); return false;" href="https://eric.ed.gov/?q=deja+AND+vu&id=EJ866684"><span>"Deja Vu"? A Decade of Research on Language Laboratories, Television and Video in Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vanderplank, Robert</p> <p>2010-01-01</p> <p>The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED528665.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED528665.pdf"><span>The Impact of Personality Traits on the Affective Category of English Language Learning Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fazeli, Seyed Hossein</p> <p>2011-01-01</p> <p>The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED479085.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED479085.pdf"><span>An Infinite Game in a Finite Setting: Visualizing Foreign Language Teaching and Learning in America.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mantero, Miguel</p> <p></p> <p>According to contemporary thought and foundational research, this paper presents various elements of the foreign language teaching profession and language learning environment in the United States as either product-driven or process-based. It is argued that a process-based approach to language teaching and learning benefits not only second…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=interculturality&pg=7&id=EJ560366','ERIC'); return false;" href="https://eric.ed.gov/?q=interculturality&pg=7&id=EJ560366"><span>Modern Languages and Interculturality in the Primary Sector in England, Greece, Italy and Spain.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cerezal, Fernando</p> <p>1997-01-01</p> <p>Addresses concerns and issues regarding modern language teaching and learning at primary schools in Greece, Italy, Spain, and England. It focuses on the optimal age for learning and acquiring languages and to the educational reforms which have been undertaken in each country relating to early modern language teaching and learning and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=web+AND+2.0&pg=4&id=EJ1016935','ERIC'); return false;" href="https://eric.ed.gov/?q=web+AND+2.0&pg=4&id=EJ1016935"><span>Language Learning: The Merge of Teletandem and Web 2.0 Tools</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abreu-Ellis, Carla; Ellis, Jason Brent; Carle, Abbie; Blevens, Jared; Decker, Aline; Carvalho, Leticia; Macedo, Patricia</p> <p>2013-01-01</p> <p>The following action research provides an overview of student's perceptions of the incorporation of Web 2.0 technologies into in-tandem language learning activities. American and Brazilian college students were partnered in order to work in-tandem through pre-determined language activities using Web 2.0 technologies to learn a second language,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED503540.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED503540.pdf"><span>Web-Based English Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sarica, Gulcin Nagehan; Cavus, Nadire</p> <p>2008-01-01</p> <p>Knowledge of another language is an advantage and it gives people to look at the world and in particular to the world's cultures with a broader perspective. Learning English as a second language is the process by which students learn it in addition to their native language. Today, internet is an important part of our lives as English. For this…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+vietnam&pg=5&id=EJ1023989','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+vietnam&pg=5&id=EJ1023989"><span>Investigating the Development of Foreign Language Anxiety: An Autobiographical Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Trang, Tran Thi Thu; Baldauf, Richard B., Jr.; Moni, Karen</p> <p>2013-01-01</p> <p>Foreign language anxiety (FLA) has been found to exist in tertiary students learning foreign languages in many countries; however, limited research has explored how it develops. This study investigated how anxiety developed in students of English as a foreign language (EFL), focusing on changes in their feelings about EFL learning as they learned,…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=environment&pg=6&id=EJ1177589','ERIC'); return false;" href="https://eric.ed.gov/?q=environment&pg=6&id=EJ1177589"><span>Learners' and Teachers' Voices in Developing Digital Language Learning Environments: Insights from a Survey</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Niinivaara, Janne; Vaattovaara, Johanna</p> <p>2018-01-01</p> <p>This article deals with a learning environment survey conducted among University of Helsinki students and language teachers in the university's Language Centre (LC). The survey was designed to acquire information for the development of a practical strategy for the digitalization of language learning and teaching by the local LC. The article…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=comprehensible+AND+input+AND+language&pg=4&id=EJ821379','ERIC'); return false;" href="https://eric.ed.gov/?q=comprehensible+AND+input+AND+language&pg=4&id=EJ821379"><span>Language Education: Past, Present and Future</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Krashen, Stephen</p> <p>2008-01-01</p> <p>The recent past in language teaching has been dominated by the Skill-Building Hypothesis, the view that we learn language by first learning about it, and then practicing the rules we learned in output. The present is marked by the emergence of the Comprehension Hypothesis, the view that we acquire language when we understand messages, and is also…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=netherlands&pg=3&id=EJ1170267','ERIC'); return false;" href="https://eric.ed.gov/?q=netherlands&pg=3&id=EJ1170267"><span>Foreign Language Teaching and Learning in the Netherlands 1500-2000: An Overview</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilhelm, Frans</p> <p>2018-01-01</p> <p>The Netherlands are quite unique in that the Dutch have always learned various foreign languages. Until 1940, French was the most important foreign language. Between roughly 1870 and 1970, Dutch learners in grammar schools and higher secondary schools were even obliged to learn three foreign languages: French, German and English. Since 1970,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=sleep+AND+affects&pg=5&id=EJ990736','ERIC'); return false;" href="https://eric.ed.gov/?q=sleep+AND+affects&pg=5&id=EJ990736"><span>Using Principles of Learning to Inform Language Therapy Design for Children with Specific Language Impairment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alt, Mary; Meyers, Christina; Ancharski, Alexandra</p> <p>2012-01-01</p> <p>Background: Language treatment for children with specific language impairment (SLI) often takes months to achieve moderate results. Interventions often do not incorporate the principles that are known to affect learning in unimpaired learners. Aims: To outline some key findings about learning in typical populations and to suggest a model of how…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Twitter+AND+analysis&pg=7&id=EJ1084734','ERIC'); return false;" href="https://eric.ed.gov/?q=Twitter+AND+analysis&pg=7&id=EJ1084734"><span>Usability of English Note-Taking Applications in a Foreign Language Learning Context</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roy, Debopriyo; Brine, John; Murasawa, Fuyuki</p> <p>2016-01-01</p> <p>The act of note-taking offloads cognitive pressure and note-taking applications could be used as an important tool for foreign language acquisition. Its use, importance, and efficacy in a foreign language learning context could be justifiably debated. However, existing computer-assisted language learning literature is almost silent on the topic.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+learning&pg=4&id=EJ1144981','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+learning&pg=4&id=EJ1144981"><span>Collocations in Corpus-Based Language Learning Research: Identifying, Comparing, and Interpreting the Evidence</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gablasova, Dana; Brezina, Vaclav; McEnery, Tony</p> <p>2017-01-01</p> <p>This article focuses on the use of collocations in language learning research (LLR). Collocations, as units of formulaic language, are becoming prominent in our understanding of language learning and use; however, while the number of corpus-based LLR studies of collocations is growing, there is still a need for a deeper understanding of factors…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=artificial+AND+intelligence&pg=3&id=ED530481','ERIC'); return false;" href="https://eric.ed.gov/?q=artificial+AND+intelligence&pg=3&id=ED530481"><span>Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues. Routledge Studies in Computer Assisted Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Heift, Trude; Schulze, Mathias</p> <p>2012-01-01</p> <p>This book provides the first comprehensive overview of theoretical issues, historical developments and current trends in ICALL (Intelligent Computer-Assisted Language Learning). It assumes a basic familiarity with Second Language Acquisition (SLA) theory and teaching, CALL and linguistics. It is of interest to upper undergraduate and/or graduate…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=The+AND+speech&pg=6&id=EJ1171639','ERIC'); return false;" href="https://eric.ed.gov/?q=The+AND+speech&pg=6&id=EJ1171639"><span>Mimicking Infants' Early Language Experience Does Not Improve Adult Learning Outcomes</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hudson Kam, Carla L.</p> <p>2018-01-01</p> <p>Adult learners know that language is for communicating and that there are patterns in the language that need to be learned. This affects the way they engage with language input; they search for form-meaning linkages, and this effortful engagement could interfere with their learning, especially for things like grammatical gender that often have at…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=student+AND+travel+AND+motivations&pg=4&id=EJ395232','ERIC'); return false;" href="https://eric.ed.gov/?q=student+AND+travel+AND+motivations&pg=4&id=EJ395232"><span>Orientations to Learning German: The Effects of Language Heritage on Second-Language Acquisition.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Noels, Kimberly A.; Clement, Richard</p> <p>1989-01-01</p> <p>A study of college students' motivation for learning, and other social-psychological aspects of second language learning, found students learn German for instrumental, friendship, travel, identification/influence, and knowledge reasons. Fluency was related to motivation, and students of German heritage had higher self-confidence in the German…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=intonation+AND+perception&pg=4&id=ED527240','ERIC'); return false;" href="https://eric.ed.gov/?q=intonation+AND+perception&pg=4&id=ED527240"><span>Speech Recognition Software for Language Learning: Toward an Evaluation of Validity and Student Perceptions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cordier, Deborah</p> <p>2009-01-01</p> <p>A renewed focus on foreign language (FL) learning and speech for communication has resulted in computer-assisted language learning (CALL) software developed with Automatic Speech Recognition (ASR). ASR features for FL pronunciation (Lafford, 2004) are functional components of CALL designs used for FL teaching and learning. The ASR features…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1143476.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1143476.pdf"><span>Theoretical Implementations of Various Mobile Applications Used in English Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Small, Melissa</p> <p>2014-01-01</p> <p>This review of the theoretical framework for Mastery Learning Theory and Sense of Community theories is provided in conjunction with a review of the literature for mobile technology in relation to language learning. Although empirical research is minimal for mobile phone technology as an aid for language learning, the empirical research that…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=online+AND+game+AND+second+AND+language&pg=4&id=ED568007','ERIC'); return false;" href="https://eric.ed.gov/?q=online+AND+game+AND+second+AND+language&pg=4&id=ED568007"><span>Learning to Communicate in a Virtual World: The Case of a JFL Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yamazaki, Kasumi</p> <p>2015-01-01</p> <p>The proliferation of online simulation games across the globe in many different languages offers Computer Assisted Language Learning (CALL) researchers an opportunity to examine how language learning occurs in such virtual environments. While there has recently been an increase in the number of exploratory studies involving learning experiences of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+age&pg=3&id=EJ1095783','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+age&pg=3&id=EJ1095783"><span>Age and Learning Environment: Are Children Implicit Second Language Learners?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lichtman, Karen</p> <p>2016-01-01</p> <p>Children are thought to learn second languages (L2s) using primarily implicit mechanisms, in contrast to adults, who primarily rely on explicit language learning. This difference is usually attributed to cognitive maturation, but adults also receive more explicit instruction than children, which may influence their learning strategies. This study…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=ppp&pg=4&id=EJ673205','ERIC'); return false;" href="https://eric.ed.gov/?q=ppp&pg=4&id=EJ673205"><span>Presentation-Practice-Production and Task-Based Learning in the Light of Second Language Learning Theories.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ritchie, Graeme</p> <p>2003-01-01</p> <p>Features of presentation-practice-production (PPP) and task-based learning (TBL) models for language teaching are discussed with reference to language learning theories. Pre-selection of target structures, use of controlled repetition, and explicit grammar instruction in a PPP lesson are given. Suggests TBL approaches afford greater learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1143912.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1143912.pdf"><span>Mobile-Assisted Vocabulary Learning: A Review Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Afzali, Parichehr; Shabani, Somayeh; Basir, Zohreh; Ramazani, Mohammad</p> <p>2017-01-01</p> <p>Mobile phones are becoming more acceptable toolkits to learn languages. One aspect of English language which has been subject to investigation in mobile-assisted language learning (MALL) is vocabulary. This study reviewed some of the studies conducted in various contexts on the effect of MALL on vocabulary learning. We investigated some of the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1064318.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1064318.pdf"><span>Collaborative Learning: Group Interaction in an Intelligent Mobile-Assisted Multiple Language Learning System</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Troussas, Christos; Virvou, Maria; Alepis, Efthimios</p> <p>2014-01-01</p> <p>This paper proposes a student-oriented approach tailored to effective collaboration between students using mobile phones for language learning within the life cycle of an intelligent tutoring system. For this reason, in this research, a prototype mobile application has been developed for multiple language learning that incorporates intelligence in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=REPOSITORIES&pg=5&id=EJ1156565','ERIC'); return false;" href="https://eric.ed.gov/?q=REPOSITORIES&pg=5&id=EJ1156565"><span>Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zervas, Panagiotis; Sampson, Demetrios G.</p> <p>2014-01-01</p> <p>Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED388043.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED388043.pdf"><span>The "Anchor" Method: Principle and Practice.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Selgin, Paul</p> <p></p> <p>This report discusses the "anchor" language learning method that is based upon derivation rather than construction, using Italian as an example of a language to be learned. This method borrows from the natural process of language learning as it asks the student to remember whole expressions that serve as vehicles for learning both words…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+computer&pg=7&id=ED530846','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+computer&pg=7&id=ED530846"><span>Computer-Assisted Language Learning: Diversity in Research and Practice</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stockwell, Glenn, Ed.</p> <p>2012-01-01</p> <p>Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=google+AND+history&pg=2&id=EJ1142373','ERIC'); return false;" href="https://eric.ed.gov/?q=google+AND+history&pg=2&id=EJ1142373"><span>Scaling Up and Zooming In: Big Data and Personalization in Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Godwin-Jones, Robert</p> <p>2017-01-01</p> <p>From its earliest days, practitioners of computer-assisted language learning (CALL) have collected data from computer-mediated learning environments. Indeed, that has been a central aspect of the field from the beginning. Usage logs provided valuable insights into how systems were used and how effective they were for language learning. That…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=clil+AND+science&id=ED563002','ERIC'); return false;" href="https://eric.ed.gov/?q=clil+AND+science&id=ED563002"><span>Content and Language Integrated Learning by Interaction. Fremdsprachendidaktik inhalts-und lernerorientiert. Volume 26</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kupetz, Rita, Ed.; Becker, Carmen, Ed.</p> <p>2014-01-01</p> <p>Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=process+AND+learning+AND+language+AND+English&pg=2&id=EJ1100921','ERIC'); return false;" href="https://eric.ed.gov/?q=process+AND+learning+AND+language+AND+English&pg=2&id=EJ1100921"><span>Collaborative Tasks in Wiki-Based Environment in EFL Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zou, Bin; Wang, Dongshuo; Xing, Minjie</p> <p>2016-01-01</p> <p>Wikis provide users with opportunities to post and edit messages to collaborate in the language learning process. Many studies have offered findings to show positive impact of Wiki-based language learning for learners. This paper explores the effect of collaborative task in error correction for English as a Foreign Language learning in an online…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED574256.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED574256.pdf"><span>Enhancing Online Language Learning as a Tool to Boost Employability</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Escobar, Sol; Krauß, Susanne</p> <p>2017-01-01</p> <p>Online learning is a very flexible way to build and improve language knowledge alongside other work and/or study commitments whilst at the same time encouraging autonomous learning, time management, self-motivation and other skills relevant to employability. Learning on your own, however, can also be daunting. Therefore, the Languages for All…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED572940.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED572940.pdf"><span>Language Learning Strategies of Turkish and Arabic Students: A Cross-Cultural Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Köksal, Dinçay; Ulum, Ömer Gökhan</p> <p>2016-01-01</p> <p>This study investigates the language learning strategy use of Turkish and Arabic students enrolled in middle schools and having different cultural and linguistic backgrounds. Using a strategy inventory for language learning, the study examines the cross-cultural differences in strategy use of the mentioned students while learning English as a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+media+AND+children&pg=7&id=EJ1027551','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+media+AND+children&pg=7&id=EJ1027551"><span>Skype Me! Socially Contingent Interactions Help Toddlers Learn Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M.</p> <p>2014-01-01</p> <p>Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21106192','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21106192"><span>Structural plasticity in the language system related to increased second language proficiency.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stein, Maria; Federspiel, Andrea; Koenig, Thomas; Wirth, Miranka; Strik, Werner; Wiest, Roland; Brandeis, Daniel; Dierks, Thomas</p> <p>2012-04-01</p> <p>While functional changes linked to second language learning have been subject to extensive investigation, the issue of learning-dependent structural plasticity in the fields of bilingualism and language comprehension has so far received less notice. In the present study we used voxel-based morphometry to monitor structural changes occurring within five months of second language learning. Native English-speaking exchange students learning German in Switzerland were examined once at the beginning of their stay and once about five months later, when their German language skills had significantly increased. We show that structural changes in the left inferior frontal gyrus are correlated with the increase in second language proficiency as measured by a paper-and-pencil language test. Contrary to the increase in proficiency and grey matter, the absolute values of grey matter density and second language proficiency did not correlate (neither on first nor on second measurement). This indicates that the individual amount of learning is reflected in brain structure changes, regardless of absolute proficiency. Copyright © 2010 Elsevier Srl. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=schools+AND+language&pg=4&id=EJ1169869','ERIC'); return false;" href="https://eric.ed.gov/?q=schools+AND+language&pg=4&id=EJ1169869"><span>Foreign Language Competence and Content and Language Integrated Learning in Multilingual Schools in Catalonia: An "Ex Post Facto" Study Analysing the Results of State Key Competences Testing</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coral, Josep; Lleixà, Teresa; Ventura, Carles</p> <p>2018-01-01</p> <p>The member states of the European Union have funded many initiatives supporting the teaching and learning of foreign languages. Content and language integrated learning is one of the experimental language programmes that have been introduced in Catalonia, in the north-east of Spain. The aims of this study are to analyse the results achieved by…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED525037.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED525037.pdf"><span>The Exploring Nature of Language Learning Strategies (LLSs) and Their Relationship with Various Variables with Focus on Personality Traits in the Current Studies of Second/Foreign Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fazeli, Seyed Hossein</p> <p>2011-01-01</p> <p>Since Language Learning Strategies (LLSs) have the potential to be "an extremely powerful learning tool" (O'Malley, Chamot, Stewner-Manzanares, Russo & Kupper, 1985a, p.43), the use of LLSs helps the learners retrieve and store material, and facilitate their learning (Grander & Maclntyre, 1992), they are sensitive to the learning context and to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19920060800&hterms=drilling&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3Ddrilling','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19920060800&hterms=drilling&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3Ddrilling"><span>Petrology of basaltic sills from ocean drilling program sites 794 and 797 in the Yamato Basin of the Japan Sea</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Thy, P.</p> <p>1992-01-01</p> <p>The basaltic sills from ocean drilling program sites 794 and 797 in the Yamato Basin of the Japan Sea are characterized petrographically on the basis of a detailed study of the composition of relict phenocryst and groundmass phases. The systematic variation in the rock compositions is discussed. Results of 1-atm melting experiments on a relatively primitive basalt from site 797 are reported. The sills are found to constitute two distinct groups of suites: primitive, olivine-bearing suites with low potassium and primitive olivine-bearing to evolved, olivine-free suites with relatively high potassium. A pseudoinvariant reaction relationship between olivine and augite and magnetite is inferred. Complex magmatic and tectonic evolutions in the region, perhaps reflecting a transitional stage between subduction zone activity and back arc spreading, are suggested.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3962808','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3962808"><span>Skype me! Socially Contingent Interactions Help Toddlers Learn Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick</p> <p>2013-01-01</p> <p>Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). The current study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. PMID:24112079</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23055121','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23055121"><span>Individual differences in adult foreign language learning: the mediating effect of metalinguistic awareness.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brooks, Patricia J; Kempe, Vera</p> <p>2013-02-01</p> <p>In this study, we sought to identify cognitive predictors of individual differences in adult foreign-language learning and to test whether metalinguistic awareness mediated the observed relationships. Using a miniature language-learning paradigm, adults (N = 77) learned Russian vocabulary and grammar (gender agreement and case marking) over six 1-h sessions, completing tasks that encouraged attention to phrases without explicitly teaching grammatical rules. The participants' ability to describe the Russian gender and case-marking patterns mediated the effects of nonverbal intelligence and auditory sequence learning on grammar learning and generalization. Hence, even under implicit-learning conditions, individual differences stemmed from explicit metalinguistic awareness of the underlying grammar, which, in turn, was linked to nonverbal intelligence and auditory sequence learning. Prior knowledge of languages with grammatical gender (predominantly Spanish) predicted learning of gender agreement. Transfer of knowledge of gender from other languages to Russian was not mediated by awareness, which suggests that transfer operates through an implicit process akin to structural priming.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28464253','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28464253"><span>Statistical word learning in children with autism spectrum disorder and specific language impairment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Haebig, Eileen; Saffran, Jenny R; Ellis Weismer, Susan</p> <p>2017-11-01</p> <p>Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined underlying mechanisms of word learning, specifically, statistical learning and fast-mapping, in school-aged children with typical and atypical development. Statistical learning was assessed through a word segmentation task and fast-mapping was examined in an object-label association task. We also examined children's ability to map meaning onto newly segmented words in a third task that combined exposure to an artificial language and a fast-mapping task. Children with SLI had poorer performance on the word segmentation and fast-mapping tasks relative to the typically developing and ASD groups, who did not differ from one another. However, when children with SLI were exposed to an artificial language with phonemes used in the subsequent fast-mapping task, they successfully learned more words than in the isolated fast-mapping task. There was some evidence that word segmentation abilities are associated with word learning in school-aged children with typical development and ASD, but not SLI. Follow-up analyses also examined performance in children with ASD who did and did not have a language impairment. Children with ASD with language impairment evidenced intact statistical learning abilities, but subtle weaknesses in fast-mapping abilities. As the Procedural Deficit Hypothesis (PDH) predicts, children with SLI have impairments in statistical learning. However, children with SLI also have impairments in fast-mapping. Nonetheless, they are able to take advantage of additional phonological exposure to boost subsequent word-learning performance. In contrast to the PDH, children with ASD appear to have intact statistical learning, regardless of language status; however, fast-mapping abilities differ according to broader language skills. © 2017 Association for Child and Adolescent Mental Health.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18842608','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18842608"><span>Striatal degeneration impairs language learning: evidence from Huntington's disease.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>De Diego-Balaguer, R; Couette, M; Dolbeau, G; Dürr, A; Youssov, K; Bachoud-Lévi, A-C</p> <p>2008-11-01</p> <p>Although the role of the striatum in language processing is still largely unclear, a number of recent proposals have outlined its specific contribution. Different studies report evidence converging to a picture where the striatum may be involved in those aspects of rule-application requiring non-automatized behaviour. This is the main characteristic of the earliest phases of language acquisition that require the online detection of distant dependencies and the creation of syntactic categories by means of rule learning. Learning of sequences and categorization processes in non-language domains has been known to require striatal recruitment. Thus, we hypothesized that the striatum should play a prominent role in the extraction of rules in learning a language. We studied 13 pre-symptomatic gene-carriers and 22 early stage patients of Huntington's disease (pre-HD), both characterized by a progressive degeneration of the striatum and 21 late stage patients Huntington's disease (18 stage II, two stage III and one stage IV) where cortical degeneration accompanies striatal degeneration. When presented with a simplified artificial language where words and rules could be extracted, early stage Huntington's disease patients (stage I) were impaired in the learning test, demonstrating a greater impairment in rule than word learning compared to the 20 age- and education-matched controls. Huntington's disease patients at later stages were impaired both on word and rule learning. While spared in their overall performance, gene-carriers having learned a set of abstract artificial language rules were then impaired in the transfer of those rules to similar artificial language structures. The correlation analyses among several neuropsychological tests assessing executive function showed that rule learning correlated with tests requiring working memory and attentional control, while word learning correlated with a test involving episodic memory. These learning impairments significantly correlated with the bicaudate ratio. The overall results support striatal involvement in rule extraction from speech and suggest that language acquisition requires several aspects of memory and executive functions for word and rule learning.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED486278.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED486278.pdf"><span>Second Language Studies Standard Course of Study and Grade Level Competencies, K-12. Revised</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>North Carolina Department of Public Instruction, 2004</p> <p>2004-01-01</p> <p>The North Carolina Second Language Standard Course of Study establishes competency goals and objectives directing the teaching and learning of foreign language, heritage language, and classical language in North Carolina. This document sets high expectations for all students, it supports extended sequence of language learning and it takes into…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=media+AND+influence&pg=2&id=EJ1092042','ERIC'); return false;" href="https://eric.ed.gov/?q=media+AND+influence&pg=2&id=EJ1092042"><span>Technology in Language Use, Language Teaching, and Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chun, Dorothy; Smith, Bryan; Kern, Richard</p> <p>2016-01-01</p> <p>This article offers a capacious view of technology to suggest broad principles relating technology and language use, language teaching, and language learning. The first part of the article considers some of the ways that technological media influence contexts and forms of expression and communication. In the second part, a set of heuristic…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED565830.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED565830.pdf"><span>The Implications of Business English Mock Exams on Language Progress at Higher Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>González Romero, Rocío</p> <p>2016-01-01</p> <p>Language learning has been increasingly influenced by technology over the last decades thanks to its positive effects on language acquisition. It is thanks to the technology's supportive role towards language learning that an increasing number of online foreign language courses have appeared. Besides, foreign language courses are more and more…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Selective+AND+attention+AND+important&pg=3&id=EJ737731','ERIC'); return false;" href="https://eric.ed.gov/?q=Selective+AND+attention+AND+important&pg=3&id=EJ737731"><span>Language Acquisition as Rational Contingency Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ellis, Nick C.</p> <p>2006-01-01</p> <p>This paper considers how fluent language users are rational in their language processing, their unconscious language representation systems optimally prepared for comprehension and production, how language learners are intuitive statisticians, and how acquisition can be understood as contingency learning. But there are important aspects of second…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED034463.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED034463.pdf"><span>Language as a Liberal Art.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stein, Jack M.</p> <p></p> <p>Language, considered as a liberal art, is examined in the light of other philosophical viewpoints concerning the nature of language in relation to second language instruction in this paper. Critical of an earlier mechanistic audio-lingual learning theory, translation approaches to language learning, vocabulary list-oriented courses, graduate…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=apprentissage&pg=5&id=EJ527767','ERIC'); return false;" href="https://eric.ed.gov/?q=apprentissage&pg=5&id=EJ527767"><span>Traces d'apprentissage (Path of Learning).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allouche, Victor</p> <p>1996-01-01</p> <p>A French professor teaching in Australia, and learning to cope with the distinctive features of Australian English, reflects on second-language learning processes and their implications for language teaching. Topics discussed include verbal versus nonverbal communication, authentic language situations, cultural context, developing…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=noam+AND+chomsky&pg=6&id=ED014931','ERIC'); return false;" href="https://eric.ed.gov/?q=noam+AND+chomsky&pg=6&id=ED014931"><span>LANGUAGE TEACHING--BROADER CONTEXTS. REPORTS OF THE WORKING COMMITTEES OF THE NORTHEAST CONFERENCE ON THE TEACHING OF FOREIGN LANGUAGES, 1966.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>MEAD, ROBERT G., JR.</p> <p></p> <p>TO FOCUS ATTENTION ON CURRENT PROBLEMS CONFRONTING THE PROFESSION, THE 1966 NORTHEAST CONFERENCE ON THE TEACHING OF FOREIGN LANGUAGES PUBLISHED ITS WORKING COMMITTEE REPORTS ON LANGUAGE LEARNING RESEARCH, WIDER USES FOR LANGUAGES, AND THE SUPERVISION AND COORDINATION OF FOREIGN LANGUAGE TEACHING. THE FIRST REPORT, "RESEARCH AND LANGUAGE LEARNING,"…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=guinea&pg=6&id=EJ952888','ERIC'); return false;" href="https://eric.ed.gov/?q=guinea&pg=6&id=EJ952888"><span>Media, Information Technology, and Language Planning: What Can Endangered Language Communities Learn from Created Language Communities?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schreyer, Christine</p> <p>2011-01-01</p> <p>The languages of Klingon and Na'vi, both created for media, are also languages that have garnered much media attention throughout the course of their existence. Speakers of these languages also utilize social media and information technologies, specifically websites, in order to learn the languages and then put them into practice. While teaching a…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1058803.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1058803.pdf"><span>Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nguyen, Trien; Trimarchi, Angela; Williams, Julia</p> <p>2012-01-01</p> <p>In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2011-11-28/pdf/2011-30576.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2011-11-28/pdf/2011-30576.pdf"><span>76 FR 72969 - Proclaiming Certain Lands as Reservation for the Fort Sill Apache Indian Tribe</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2011-11-28</p> <p>... the Fort Sill Apache Tribe of Indians. FOR FURTHER INFORMATION CONTACT: Ben Burshia, Bureau of Indian... from a tangent which bears N. 89[deg]56'18'' W., having a radius of 789.30 feet, a delta angle of 32... radius of 1096.00 feet, a delta angle of 39[deg]58'50'', a chord which bears S. 77[deg]15'43'' W., 749.36...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-10-16/pdf/2012-25406.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-10-16/pdf/2012-25406.pdf"><span>77 FR 63321 - Notice of Submission of Proposed Information Collection to OMB Collection of Information From HUD...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-10-16</p> <p>... lead in dust on floors and window sills in such housing and in pre-1978 child-occupied facilities below... window troughs of 400 mg/ft2 (40 CFR 45.227(e)(8)(viii), and 24 CFR 35.1320(b)(2)(i)). The HUD Secretary... levels for floors and window sills are the same as the lead hazard standards. This survey will question...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title33-vol3/pdf/CFR-2011-title33-vol3-sec207-249.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title33-vol3/pdf/CFR-2011-title33-vol3-sec207-249.pdf"><span>33 CFR 207.249 - Ouachita and Black Rivers, Ark. and La., Mile 0.0 to Mile 338.0 (Camden, Ark.) above the mouth of...</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>..., DEPARTMENT OF THE ARMY, DEPARTMENT OF DEFENSE NAVIGATION REGULATIONS § 207.249 Ouachita and Black Rivers, Ark... draft of at least 2 feet less than the depth over sills, or which have projections liable to damage... concerning depth over sills may be obtained from the lockman on duty. (iii) Vessels having chains, lines, or...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23009659','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23009659"><span>An experimental investigation on the requirement of roof height and sill width for car ingress and egress.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Causse, Julien; Wang, Xuguang; Denninger, Lisa</p> <p>2012-01-01</p> <p>This study aimed at experimentally investigating the influence of roof height and sill width on car ingress/egress movements. The first uncomfortable (Ht1) and the lowest acceptable (Ht2) roof heights were obtained from 26 participants of three different stature groups thanks to a multi-adjustable vehicle mock-up. Both Ht1 and Ht2 were affected neither by stature nor by vehicle type. Only a difference of 45 mm between Ht1 and Ht2 was observed. Tall volunteers more flexed the trunk and neck than short persons thanks to a larger space available around the seat when the head passing under the roof. The vehicle type had almost no effect on upper body posture. The roof height only affected neck flexion. The sill width mainly imposed a lateral translation. Results demonstrated that an appropriate roof height should be determined carefully. A small change of 45 mm in roof height may lead to an unacceptable situation. The present study experimentally investigated the effects of roof height and sill width on car ingress and egress movements. Short females required almost the same roof height as tall males due to smaller space around the seat. The results would help to optimise car dimensions for improving car accessibility.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3181040','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3181040"><span>Response of Euphausia pacifica to small-scale shear in turbulent flow over a sill in a fjord</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ianson, Debby; Allen, Susan E.; Mackas, David L.; Trevorrow, Mark V.; Benfield, Mark C.</p> <p>2011-01-01</p> <p>Zooplankton in the ocean respond to visual and hydro-mechanical cues such as small-scale shear in turbulent flow. In addition, they form strong aggregations where currents intersect sloping bottoms. Strong and predictable tidal currents over a sill in Knight Inlet, Canada, make it an ideal location to investigate biological behaviour in turbulent cross-isobath flow. We examine acoustic data (38, 120 and 200 kHz) collected there during the daylight hours, when the dominant zooplankters, Euphausia pacifica have descended into low light levels at ∼90 m. As expected, these data reveal strong aggregations at the sill. However, they occur consistently 10–20 m below the preferred light depth of the animals. We have constructed a simple model of the flow to investigate this phenomenon. Tracks of individual animals are traced in the flow and a variety of zooplankton behaviours tested. Our results indicate that the euphausiids must actively swim downward when they encounter the bottom boundary layer (bbl) to reproduce the observed downward shift in aggregation patterns. We suggest that this behaviour is cued by the small-scale shear in the bbl. Furthermore, this behaviour is likely to enhance aggregations found in strong flows at sills and on continental shelves. PMID:21954320</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..1615204S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..1615204S"><span>Breccia pipes in the Karoo Basin, South Africa, as conduits for metamorphic gases to the Early Jurassic atmosphere</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Silkoset, Petter; Svensen, Henrik; Planke, Sverre</p> <p>2014-05-01</p> <p>The Toarcian (Early Jurassic) event was manifested by globally elevated temperatures and anoxic ocean conditions that particularly affected shallow marine taxa. The event coincided with the emplacement of the vast Karoo-Ferrar Large Igneous Province. Among the suggestions for trigger mechanisms for the climatic perturbation is metamorphic methane generation from black shale around the sills in the Karoo Basin, South Africa. The sill emplacement provides a mechanism for voluminous in-situ production and emission of greenhouse gases, and establishes a distinct link between basin-trapped and atmospheric carbon. In the lower stratigraphic levels of the Karoo Basin, black shales are metamorphosed around sills and the sediments are cut by a large number of pipe structures with metamorphic haloes. The pipes are vertical, cylindrical structures that contain brecciated and baked sediments with variable input of magmatic material. Here, we present borehole, petrographic, geochemical and field data from breccia pipes and contact aureoles based on field campaigns over a number of years (2004-2014). The metamorphism around the pipes show equivalent metamorphic grade as the sediments around nearby sills, suggesting a more prominent phreatomagmatic component than previously thought. The stratigraphic position of pipes and the breccia characteristics strengthens the hypothesis of a key role in the Toarcian carbon isotope excursion.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED524889.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED524889.pdf"><span>The Relationship between Language Anxiety, Interpretation of Anxiety, Intrinsic Motivation and the Use of Learning Strategies</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nishitani, Mari; Matsuda, Toshiki</p> <p>2011-01-01</p> <p>Researches in language anxiety have focused on the level of language anxiety so far. This study instead, hypothesizes that the interpretation of anxiety and the recognition of failure have an impact on learning and investigates how language anxiety and intrinsic motivation affect the use of learning strategies through the recognition of failure.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=virtual+AND+assistant&pg=3&id=EJ977188','ERIC'); return false;" href="https://eric.ed.gov/?q=virtual+AND+assistant&pg=3&id=EJ977188"><span>The Roles of "Second Life" in a College Computer-Assisted Language Learning (CALL) Course in Taiwan, ROC</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Liou, Hsien-Chin</p> <p>2012-01-01</p> <p>Various language learning projects using "Second Life" (SL) have been documented; still, their specific learning potentials, particularly in English as a foreign language (EFL) context, remain to be explored. The current study aims to add one piece of empirical evidence on how SL can be infused into a computer-assisted language learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=machine+AND+learning&pg=2&id=EJ1130594','ERIC'); return false;" href="https://eric.ed.gov/?q=machine+AND+learning&pg=2&id=EJ1130594"><span>VILLAGE--Virtual Immersive Language Learning and Gaming Environment: Immersion and Presence</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wang, Yi Fei; Petrina, Stephen; Feng, Francis</p> <p>2017-01-01</p> <p>3D virtual worlds are promising for immersive learning in English as a Foreign Language (EFL). Unlike English as a Second Language (ESL), EFL typically takes place in the learners' home countries, and the potential of the language is limited by geography. Although learning contexts where English is spoken is important, in most EFL courses at the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=biome&id=EJ1016677','ERIC'); return false;" href="https://eric.ed.gov/?q=biome&id=EJ1016677"><span>Powerful Learning Tools for ELLs: Using Native Language, Familiar Examples, and Concept Mapping to Teach English Language Learners</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dong, Yu Ren</p> <p>2013-01-01</p> <p>This article highlights how English language learners' (ELLs) prior knowledge can be used to help learn science vocabulary. The article explains that the concept of prior knowledge needs to encompass the ELL student's native language, previous science learning, native literacy skills, and native cultural knowledge and life experiences.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=I+AND+need+AND+art+AND+school&pg=3&id=EJ1152475','ERIC'); return false;" href="https://eric.ed.gov/?q=I+AND+need+AND+art+AND+school&pg=3&id=EJ1152475"><span>Contradictory "Others" and the "Habitus" of Languages: Surveying the L2 Motivation Landscape in the United Kingdom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lanvers, Ursula</p> <p>2017-01-01</p> <p>Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014; Lo Bianco, 2014). This article offers a state-of-the-art review of UK research on second language (L2) learning motivation and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=system+AND+dynamics&pg=2&id=EJ1056048','ERIC'); return false;" href="https://eric.ed.gov/?q=system+AND+dynamics&pg=2&id=EJ1056048"><span>Second Language Developmental Dynamics: How Dynamic Systems Theory Accounts for Issues in Second Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rosmawati</p> <p>2014-01-01</p> <p>Dynamic systems theory (DST) is presented in this article as a suitable approach to research the acquisition of second language (L2) because of its close alignment with the process of second language learning. Through a process of identifying and comparing the characteristics of a dynamic system with the process of L2 learning, this article…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Self-perception&pg=3&id=EJ1114479','ERIC'); return false;" href="https://eric.ed.gov/?q=Self-perception&pg=3&id=EJ1114479"><span>The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Diaz, Abel; Cochran, Kathryn; Karlin, Nancy</p> <p>2016-01-01</p> <p>English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language&pg=4&id=EJ1164952','ERIC'); return false;" href="https://eric.ed.gov/?q=language&pg=4&id=EJ1164952"><span>Beliefs about and Intention to Learn a Foreign Language in Face-to-Face and Online Settings</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alhamami, Munassir</p> <p>2018-01-01</p> <p>This mixed-methods study investigates language learners' intention to attend a class and learn a foreign language in face-to-face and online settings using Ajzen's theory of planned behavior (TPB). The data were collected using interviews, questionnaires, and treatments with participants in two groups: a face-to-face language learning (FLL) group…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED574914.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED574914.pdf"><span>Individualized Teaching and Autonomous Learning: Developing EFL Learners' CLA in a Web-Based Language Skills Training System</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lu, Zhihong; Wen, Fuan; Li, Ping</p> <p>2012-01-01</p> <p>Teaching listening and speaking in English in China has been given top priority on the post-secondary level. This has lead to the question of how learners develop communicative language ability (CLA) effectively in computer-assisted language learning (CALL) environments. The authors demonstrate a self-developed language skill learning system with…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED422925.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED422925.pdf"><span>Beyond Course Availability: An Investigation into Order and Concurrency Effects of Undergraduate Programming Courses on Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Urbaczewski, Andrew; Urbaczewski, Lise</p> <p></p> <p>The objective of this study was to find the answers to two primary research questions: "Do students learn programming languages better when they are offered in a particular order, such as 4th generation languages before 3rd generation languages?"; and "Do students learn programming languages better when they are taken in separate semesters as…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=clil+AND+science&pg=2&id=EJ1130972','ERIC'); return false;" href="https://eric.ed.gov/?q=clil+AND+science&pg=2&id=EJ1130972"><span>Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lin, Angel M. Y.; Lo, Yuen Yi</p> <p>2017-01-01</p> <p>There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=The+AND+IMPORTANCE+AND+The+AND+READING&pg=6&id=EJ940524','ERIC'); return false;" href="https://eric.ed.gov/?q=The+AND+IMPORTANCE+AND+The+AND+READING&pg=6&id=EJ940524"><span>Empowering L2 Tutoring: A Case Study of a Second Language Writer's Vocabulary Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Severino, Carol; Deifell, Elizabeth</p> <p>2011-01-01</p> <p>Writing center tutors play a key role in advancing L2 writers' language learning because the tutorial interaction involves the introduction of new language and vocabulary at the point of need or interest. This tutor-research case study presents a detailed, complex portrait of how a second language writer in a US writing center learned and used…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1121836.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1121836.pdf"><span>The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Baharudin, Mazlina; Ikhsan, Siti Ajar</p> <p>2016-01-01</p> <p>The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students' needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=GRAHAM+KEYS&pg=4&id=EJ1088697','ERIC'); return false;" href="https://eric.ed.gov/?q=GRAHAM+KEYS&pg=4&id=EJ1088697"><span>Language Learning in the Public Eye: An Analysis of Newspapers and Official Documents in England</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Graham, Suzanne; Santos, Denise</p> <p>2015-01-01</p> <p>This article considers the issue of low levels of motivation for foreign language learning in England by exploring how language learning is conceptualised by different key voices in that country through the examination of written data: policy documents and reports on the UK's language needs, curriculum documents and press articles. The extent to…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+improvement&id=EJ1088499','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+improvement&id=EJ1088499"><span>CLIL Students' Perceptions of Their Language Learning Process: Delving into Self-Perceived Improvement and Instructional Preferences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lasagabaster, David; Doiz, Aintzane</p> <p>2016-01-01</p> <p>Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1114279.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1114279.pdf"><span>Listening as a Method of Learning a Foreign Language at the Non-Language Faculty of the University</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kondrateva, Irina G.; Safina, Minnisa S.; Valeev, Agzam A.</p> <p>2016-01-01</p> <p>Learning a foreign language is becoming an increasingly important with Russia's integration into the world community. In this regard, increased requirements for the educational process and the development of new innovative teaching methods meet the requirements of the time. One of the important aspects of learning a foreign language is listening…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=power+AND+motivation&pg=2&id=EJ1171444','ERIC'); return false;" href="https://eric.ed.gov/?q=power+AND+motivation&pg=2&id=EJ1171444"><span>Action Control, L2 Motivational Self System, and Motivated Learning Behavior in a Foreign Language Learning Context</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Khany, Reza; Amiri, Majid</p> <p>2018-01-01</p> <p>Theoretical developments in second or foreign language motivation research have led to a better understanding of the convoluted nature of motivation in the process of language acquisition. Among these theories, action control theory has recently shown a good deal of explanatory power in second language learning contexts and in the presence of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1173572.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1173572.pdf"><span>Investigating Digital Native Female Learners' Attitudes towards Paperless Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grigoryan, Tsoghik</p> <p>2018-01-01</p> <p>This study is an investigation of paperless language learning in the context of the United Arab Emirates. The purpose of this study was to examine Emirati level 1 English language learners' attitudes towards the iPad use as a means of language learning. It was done through a cross-sectional survey questionnaire, wholly composed of fixed-choice…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23200510','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23200510"><span>Language experience changes subsequent learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Onnis, Luca; Thiessen, Erik</p> <p>2013-02-01</p> <p>What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. Copyright © 2012 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=schools+AND+language&pg=4&id=EJ1041123','ERIC'); return false;" href="https://eric.ed.gov/?q=schools+AND+language&pg=4&id=EJ1041123"><span>Students' Attitudes and Motivation for Learning English at Dokuz Eylul University School of Foreign Languages</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Öztürk, Kadim</p> <p>2014-01-01</p> <p>Attitudes and motivation are two of the key factors in second language learning since positive attitudes and high levels of motivation are considered as the predictors of a successful learning process. This study aims to reveal the relation between university preparatory students' attitudes towards learning English and their language learning…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Lawton&pg=6&id=ED297365','ERIC'); return false;" href="https://eric.ed.gov/?q=Lawton&pg=6&id=ED297365"><span>The Word for Teaching Is Learning: Essays for James Britton.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lightfoot, Martin, Ed.; Martin, Nancy, Ed.</p> <p></p> <p>Reflecting the influence of James Britton in the field of language and learning, this book--a collection of essays by researchers and practitioners in the area of language and learning--focuses on recent issues of language development in learning. The book contains the following 27 essays: (1) "Social Interaction as Scaffold: The Power and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1077093.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1077093.pdf"><span>EFL Students' Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Al Zumor, Abdul Wahed Q.; Al Refaai, Ismail K.; Eddin, Eyhab A. Bader; Al-Rahman, Farouq H. Aziz</p> <p>2013-01-01</p> <p>This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=https%3a&pg=4&id=EJ1172077','ERIC'); return false;" href="https://eric.ed.gov/?q=https%3a&pg=4&id=EJ1172077"><span>The Procedural Learning Deficit Hypothesis of Language Learning Disorders: We See Some Problems</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>West, Gillian; Vadillo, Miguel A.; Shanks, David R.; Hulme, Charles</p> <p>2018-01-01</p> <p>Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI). This study examined the relationship between measures of verbal and non-verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8-year-old…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=International+AND+Journal+AND+Strategic+AND+Communication&pg=6&id=EJ800633','ERIC'); return false;" href="https://eric.ed.gov/?q=International+AND+Journal+AND+Strategic+AND+Communication&pg=6&id=EJ800633"><span>Language Learning Strategy Use of ESL Students in an Intensive English Learning Context</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hong-Nam, Kyungsim; Leavell, Alexandra G.</p> <p>2006-01-01</p> <p>This study investigated the language learning strategy use of 55 ESL students with differing cultural and linguistic backgrounds enrolled in a college Intensive English Program (IEP). The IEP is a language learning institute for pre-admissions university ESL students, and is an important step in developing not only students' basic Interpersonal…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=passport&pg=2&id=EJ1123617','ERIC'); return false;" href="https://eric.ed.gov/?q=passport&pg=2&id=EJ1123617"><span>From the Learning Diary to the ELP: An E-Portfolio for Autonomous Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bertolotti, Greta; Beseghi, Micol</p> <p>2016-01-01</p> <p>In 2011 the Language Centre of the University of Parma introduced a self-study programme aimed at creating an autonomy-inspired language learning environment. Students are actively engaged in the management of their own learning and co-directed by advisors and teachers in the phases of planning, monitoring and assessment. Reflective diary writing…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mars&pg=6&id=EJ1104788','ERIC'); return false;" href="https://eric.ed.gov/?q=mars&pg=6&id=EJ1104788"><span>Impact of Contextuality on Mobile Learning Acceptance: An Empirical Study Based on a Language Learning App</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Böhm, Stephan; Constantine, Georges Philip</p> <p>2016-01-01</p> <p>Purpose: This paper aims to focus on contextualized features for mobile language learning apps. The scope of this paper is to explore students' perceptions of contextualized mobile language learning. Design/Methodology/Approach: An extended Technology Acceptance Model was developed to analyze the effect of contextual app features on students'…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=post+AND+test+AND+Control+AND+Group+AND+design&pg=7&id=EJ929270','ERIC'); return false;" href="https://eric.ed.gov/?q=post+AND+test+AND+Control+AND+Group+AND+design&pg=7&id=EJ929270"><span>Your Verbal Zone: An Intelligent Computer-Assisted Language Learning Program in Support of Turkish Learners' Vocabulary Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Esit, Omer</p> <p>2011-01-01</p> <p>This study investigated the effectiveness of an intelligent computer-assisted language learning (ICALL) program on Turkish learners' vocabulary learning. Within the scope of this research, an ICALL application with a morphological analyser (Your Verbal Zone, YVZ) was developed and used in an English language preparatory class to measure its…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=didactic+AND+models&pg=2&id=EJ1143380','ERIC'); return false;" href="https://eric.ed.gov/?q=didactic+AND+models&pg=2&id=EJ1143380"><span>A Rights-Based Approach to Science Literacy Using Local Languages: Contextualising Inquiry-Based Learning in Africa</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Babaci-Wilhite, Zehlia</p> <p>2017-01-01</p> <p>This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=noam+chomsky&pg=4&id=EJ229517','ERIC'); return false;" href="https://eric.ed.gov/?q=noam+chomsky&pg=4&id=EJ229517"><span>Landmarks in the Literature: What Do We Know when We Know a Language?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mayher, John S.</p> <p>1980-01-01</p> <p>Noam Chomsky proposed that when children learn a language they do not learn to imitate given sentences; rather, they learn rules by which an infinite number of sentences can be produced and understood. This essay discusses the impact which this has had on the way educators view language and learning. (KC)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=strategies+AND+learning&id=EJ1117314','ERIC'); return false;" href="https://eric.ed.gov/?q=strategies+AND+learning&id=EJ1117314"><span>Field of Study, Learning Styles, and Language Learning Strategies of University Students: Are There Any Relations?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sahragard, Rahman; Khajavi, Yaser; Abbasian, Reza</p> <p>2016-01-01</p> <p>The present study aimed to investigate the possible relationships between field of study, learning style preferences, and language learning strategies among university students majoring in the fields of arts and humanities, science, engineering, social sciences, and English as a foreign language. To this end, 376 university students completed the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1105166.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1105166.pdf"><span>Exploring the Relationship between Tolerance of Ambiguity of EFL Learners and Their Vocabulary Knowledge</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Basöz, Tutku</p> <p>2015-01-01</p> <p>Learning a new language is akin to exploring an unknown land as ambiguous situations are prevalent in language learning. Ambiguity tolerance, which can hinder or facilitate language learning, is considered as an important learning style. The purpose of the present study was to understand how tolerant/intolerant EFL learners are of foreign language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1122600.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1122600.pdf"><span>Effect of Phonetic Association on Learning Vocabulary in Foreign Language</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bozavli, Ebubekir</p> <p>2017-01-01</p> <p>Word is one of the most important components of a natural language. Speech is meaningful because of the meanings of words. Vocabulary acquired in one's mother tongue is learned consciously in a foreign language in non-native settings. Learning vocabulary in a system based on grammar is generally neglected or learned in conventional ways. This…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ965089.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ965089.pdf"><span>Weblogs for English Language Learning: Students' Perceptions</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wan, Juida; Tan, Bee Hoon</p> <p>2011-01-01</p> <p>The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=apprentissage&id=EJ763963','ERIC'); return false;" href="https://eric.ed.gov/?q=apprentissage&id=EJ763963"><span>Fostering Learner Autonomy: Power and Reciprocity in the Relationship between Language Learner and Language Learning Adviser</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ciekanski, Maud</p> <p>2007-01-01</p> <p>Developments in lifelong learning and learner autonomy have given fresh impetus to the debate about learning without formal teaching. This paper concerns the educational relationship between learner and adviser in self-directed schemes. Two French self-directed language learning set-ups were observed, one situated at university level (Systeme…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=neoliberalism+AND+education&id=EJ1180891','ERIC'); return false;" href="https://eric.ed.gov/?q=neoliberalism+AND+education&id=EJ1180891"><span>Language Learning as Linguistic Entrepreneurship: Implications for Language Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>De Costa, Peter; Park, Joseph; Wee, Lionel</p> <p>2016-01-01</p> <p>The growing emphasis on accountability, competitiveness, efficiency, and profit demonstrates how language education has been impacted by neoliberalism. To bring out the implications of neoliberalism on language education, we explore how language learning is increasingly constructed as a form of linguistic entrepreneurship, or "an act of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED562377.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED562377.pdf"><span>Flipped Approach to Mobile Assisted Language Learning</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yamamoto, Junko</p> <p>2013-01-01</p> <p>There are abundant possibilities for using smart phones and tablet computers for foreign language learning. However, if there is an emphasis on memorization or on technology, language learners may not develop proficiency in their target language. Therefore, language teachers should be familiar with strategies for facilitating creative…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=motivation+AND+environmental+AND+change&pg=7&id=EJ686945','ERIC'); return false;" href="https://eric.ed.gov/?q=motivation+AND+environmental+AND+change&pg=7&id=EJ686945"><span>Integrative Motivation: Changes during a Year-Long Intermediate-Level Language Course</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gardner, R. C.; Masgoret, A. M.; Tennant, J.; Mihic, L.</p> <p>2004-01-01</p> <p>The socioeducational model of second language acquisition postulates that language learning is a dynamic process in which affective variables influence language achievement and achievement and experiences in language learning can influence some affective variables. Five classes of variable are emphasized: integrativeness, attitudes toward the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25763863','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25763863"><span>Child Modifiability as a Predictor of Language Abilities in Deaf Children Who Use American Sign Language.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mann, Wolfgang; Peña, Elizabeth D; Morgan, Gary</p> <p>2015-08-01</p> <p>This research explored the use of dynamic assessment (DA) for language-learning abilities in signing deaf children from deaf and hearing families. Thirty-seven deaf children, aged 6 to 11 years, were identified as either stronger (n = 26) or weaker (n = 11) language learners according to teacher or speech-language pathologist report. All children received 2 scripted, mediated learning experience sessions targeting vocabulary knowledge—specifically, the use of semantic categories that were carried out in American Sign Language. Participant responses to learning were measured in terms of an index of child modifiability. This index was determined separately at the end of the 2 individual sessions. It combined ratings reflecting each child's learning abilities and responses to mediation, including social-emotional behavior, cognitive arousal, and cognitive elaboration. Group results showed that modifiability ratings were significantly better for stronger language learners than for weaker language learners. The strongest predictors of language ability were cognitive arousal and cognitive elaboration. Mediator ratings of child modifiability (i.e., combined score of social-emotional factors and cognitive factors) are highly sensitive to language-learning abilities in deaf children who use sign language as their primary mode of communication. This method can be used to design targeted interventions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED556704.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED556704.pdf"><span>Situated Language Learning: Concept, Significance and Forms</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abdallah, Mahmoud M. S.</p> <p>2015-01-01</p> <p>Currently, there is a shift in language learning from the "acquisition" metaphor to the "participation" metaphor. This involves viewing learners as active constructors of knowledge who can collaborate together to create meaningful language learning situations and contextualised practices. Thus, this worksheet aims at exploring…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25447993','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25447993"><span>The role of reward in word learning and its implications for language acquisition.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ripollés, Pablo; Marco-Pallarés, Josep; Hielscher, Ulrike; Mestres-Missé, Anna; Tempelmann, Claus; Heinze, Hans-Jochen; Rodríguez-Fornells, Antoni; Noesselt, Toemme</p> <p>2014-11-03</p> <p>The exact neural processes behind humans' drive to acquire a new language--first as infants and later as second-language learners--are yet to be established. Recent theoretical models have proposed that during human evolution, emerging language-learning mechanisms might have been glued to phylogenetically older subcortical reward systems, reinforcing human motivation to learn a new language. Supporting this hypothesis, our results showed that adult participants exhibited robust fMRI activation in the ventral striatum (VS)--a core region of reward processing--when successfully learning the meaning of new words. This activation was similar to the VS recruitment elicited using an independent reward task. Moreover, the VS showed enhanced functional and structural connectivity with neocortical language areas during successful word learning. Together, our results provide evidence for the neural substrate of reward and motivation during word learning. We suggest that this strong functional and anatomical coupling between neocortical language regions and the subcortical reward system provided a crucial advantage in humans that eventually enabled our lineage to successfully acquire linguistic skills. Copyright © 2014 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=study+AND+skills+AND+strategies&id=EJ1101122','ERIC'); return false;" href="https://eric.ed.gov/?q=study+AND+skills+AND+strategies&id=EJ1101122"><span>Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shawer, Saad Fathy</p> <p>2016-01-01</p> <p>This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+language+AND+education&pg=2&id=EJ1000802','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+language+AND+education&pg=2&id=EJ1000802"><span>Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kleinsasser, Robert C.</p> <p>2013-01-01</p> <p>The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1056102.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1056102.pdf"><span>Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tsai, Cheng-Hui; Wang, Chuan Po</p> <p>2015-01-01</p> <p>Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=issues+AND+cultural+AND+globalization&pg=3&id=EJ1039574','ERIC'); return false;" href="https://eric.ed.gov/?q=issues+AND+cultural+AND+globalization&pg=3&id=EJ1039574"><span>Perspectives of Bilingualism in Second Language Acquisition</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Primlyn, A. Linda</p> <p>2013-01-01</p> <p>This paper reports on the problems faced by students in the second language classroom. It focuses on their integration of social and cultural aspects in language learning, because every language is an amalgamation of both. The author adds that the learner of a second language finds difficulty in learning the culture of the first language and it…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=senior+AND+guidance&pg=7&id=EJ1128970','ERIC'); return false;" href="https://eric.ed.gov/?q=senior+AND+guidance&pg=7&id=EJ1128970"><span>Defining Content and Language Integrated Learning for Languages Education in Australia</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cross, Russell</p> <p>2014-01-01</p> <p>While there is much that Australia has done well with respect to languages education, many problems still persist in terms of mainstream provision of quality languages programs, attaining real outcomes and gains in language learning, and in relation to retention of students studying languages through to the senior years of school. The success of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Environmental+AND+education+AND+attitudes&pg=3&id=EJ948520','ERIC'); return false;" href="https://eric.ed.gov/?q=Environmental+AND+education+AND+attitudes&pg=3&id=EJ948520"><span>ELT Teacher Trainees' Attitudes towards Environmental Education and Their Tendency to Use It in the Language Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gursoy, Esim; Saglam, Gulderen T.</p> <p>2011-01-01</p> <p>With the change of focus in language teaching from grammar-based approaches to more communicative approaches, contextual language learning gained importance and found body in the English Language classroom. Global issues constitute one of the most popular contexts for purposeful language learning and meaningful language use. Increasing number of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED531732.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED531732.pdf"><span>Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zascerinska, Jelena</p> <p>2010-01-01</p> <p>Introduction. The use of three-five languages is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. Aim of the paper is to analyze the synergy between language acquisition and language learning. Materials and Methods. The search for the synergy between language acquisition and language…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=key+AND+intercultural+AND+communication&pg=3&id=EJ1129124','ERIC'); return false;" href="https://eric.ed.gov/?q=key+AND+intercultural+AND+communication&pg=3&id=EJ1129124"><span>Investigating Reciprocal Meaning-Making as an Element of Intercultural Language Learning in the Languages Classroom</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Skene, Catherine</p> <p>2013-01-01</p> <p>The "Australian Curriculum: Languages" is based on an intercultural orientation to the teaching and learning of languages. Reciprocal meaning-making, or interpreting self in relation to others as language users, is a key element in an intercultural orientation. The concept of reciprocating is embedded in the language-specific curricula…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+inclusive&id=EJ1117985','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+inclusive&id=EJ1117985"><span>Basic Numeracy Abilities of Xhosa Reception Year Students in South Africa: Language Policy Issues</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Feza, Nosisi Nellie</p> <p>2016-01-01</p> <p>Language in mathematics learning and teaching has a significant role in influencing performance. Literature on language in mathematics learning has evolved from language as a barrier to language as a cultural tool, and recently more research has argued for use of home language as an instructional tool in mathematics classrooms. However, the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Computer+AND+Aided+AND+Software+AND+Engineering&pg=5&id=EJ425817','ERIC'); return false;" href="https://eric.ed.gov/?q=Computer+AND+Aided+AND+Software+AND+Engineering&pg=5&id=EJ425817"><span>Author Languages, Authoring Systems, and Their Relation to the Changing Focus of Computer-Aided Language Learning.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sussex, Roland</p> <p>1991-01-01</p> <p>Considers how the effectiveness of computer-assisted language learning (CALL) has been hampered by language teachers who lack programing and software engineering expertise, and explores the limitations and potential contributions of author languages, programs, and environments in increasing the range of options for language teachers who are not…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005AGUSM.T43D..02H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005AGUSM.T43D..02H"><span>40Ar/39Ar dates from alkaline intrusions of the northern Crazy Mountains, south-central Montana</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Harlan, S. S.</p> <p>2005-05-01</p> <p>The Crazy Mountains basin of south-central Montana is a complex foreland basin that formed during the interaction of thin-skinned, decollement-style folds of the Montana thrust belt and the basement-involved folds and thrust faults of the Rocky Mountain foreland province. Near the depositional center of the basin, synorogenic strata of the Paleocene Fort Union Formation have been intruded and locally thermally metamorphosed by strongly alkaline to subalkaline Tertiary intrusive rocks. The subalkaline rocks are found mostly in the southern Crazy Mountains and form stocks (Big Timber stock, Loco Mountain stock), radiating dikes and sills. With the exception of the Ibex Mountain sill (?), the alkaline rocks are restricted to the northern Crazy Mountains. New 40Ar/39Ar dates are reported from the strongly alkaline rocks, including the Comb Creek stock and dike swarm, the Ibex Mountain sill(?), and sills from the Robinson anticline intrusive complex. The alkaline rocks of the Robinson anticline intrusive complex are exposed in the easternmost folds of the Cordilleran fold and thrust belt, but despite their arcuate and apparently folded map geometry they have been shown to post-date folding. Hornblende from a trachyte sill in the Robinson anticline intrusive complex yielded a relatively simple age spectrum with a weighted mean of 50.61 ± 0.14 Ma (2σ), which probably records the age of sill emplacement. Nepheline syenite and mafic nepheline syenites of the Comb Creek stock and a dike from its radial dike swarm, two sills from the Robinson antlicline intrusive complex, and the Ibex Mountains sill(?) gave biotite plateau dates ranging from 50.03 to 50.22 Ma, with 2σ errors of ± 0.11 to 0.19 Ma. Because these dates are from fairly small, hypabyssal intrusions, they must have cooled quickly and thus these dates closely approximate the emplacement age of the intrusions. These data indicate that the strongly alkaline intrusions were emplaced during a fairly restricted interval of time at about 50.1 Ma. The dates from the alkaline rocks are somewhat older than dates from the subalkaline Big Timber stock in the southern Crazy Mountains, which gave biotite 40Ar/39Ar dates of about 49.3 Ma (du Bray and Harlan, 1996). However, because these dates represent cooling through closure temperatures of about 350° C, they are minimum estimates for the age of the stock. The limited span of 40Ar/39Ar dates between the alkaline and subalkaline rocks of the Crazy Mountains intrusions (i.e., 50.6 to 49.2 Ma) indicates that the magmas represented by these different geochemical groups were closely associated in both time and space, with emplacement occurring in as little as 1.5 Ma. On a regional scale, the 49-51 Ma age is similar to that of most of the igneous centers of the Central Montana alkalic province and is coeval with the peak of widespread volcanism in the Absaroka-Gallatin volcanic field immediately to the south of the Crazy Mountains Basin.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28110086','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28110086"><span>Different mechanisms in learning different second languages: Evidence from English speakers learning Chinese and Spanish.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cao, Fan; Sussman, Bethany L; Rios, Valeria; Yan, Xin; Wang, Zhao; Spray, Gregory J; Mack, Ryan M</p> <p>2017-03-01</p> <p>Word reading has been found to be associated with different neural networks in different languages, with greater involvement of the lexical pathway for opaque languages and greater invovlement of the sub-lexical pathway for transparent langauges. However, we do not know whether this language divergence can be demonstrated in second langauge learners, how learner's metalinguistic ability would modulate the langauge divergence, or whether learning method would interact with the language divergence. In this study, we attempted to answer these questions by comparing brain activations of Chinese and Spanish word reading in native English-speaking adults who learned Chinese and Spanish over a 2 week period under three learning conditions: phonological, handwriting, and passive viewing. We found that mapping orthography to phonology in Chinese had greater activation in the left inferior frontal gyrus (IFG) and left inferior temporal gyrus (ITG) than in Spanish, suggesting greater invovlement of the lexical pathway in opaque langauges. In contrast, Spanish words evoked greater activation in the left superior temporal gyrus (STG) than English, suggesting greater invovlement of the sublexical pathway for transparant languages. Furthermore, brain-behavior correlation analyses found that higher phonological awareness and rapid naming were associated with greater activation in the bilateral IFG for Chinese and in the bilateral STG for Spanish, suggesting greater language divergence in participants with higher meta-linguistic awareness. Finally, a significant interaction between the language and learning condition was found in the left STG and middle frontal gyrus (MFG), with greater activation in handwriting learning than viewing learning in the left STG only for Spanish, and greater activation in handwriting learning than phonological learning in the left MFG only for Chinese. These findings suggest that handwriting facilitates assembled phonology in Spanish and addressed phonology in Chinese. In summary, our study suggests different mechanisms in learning different L2s, providing important insights into neural plasticity and important implications in second language education. Copyright © 2017 Elsevier Inc. 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