Journal articles on the topic 'L1/L2 link'
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1
Andreou, Georgia, and Maria Segklia. "Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer." English Linguistics Research 6, no. 3 (September 22, 2017): 62. http://dx.doi.org/10.5430/elr.v6n3p62.
Abstract:
Research has repeatedly shown a cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) and its impact on L2 learning. In the present article we report preliminary results from a pilot study we conducted in order to examine linguistic skills transfer from L1 (Greek) to L2 (English) among secondary school students with learning difficulties (L.D.). Our results have shown that the difficulties that occur in L1 (decoding reading skills and spelling) also occur in L2. These findings are in line with previous research and enhance further the existence of the link between first and second language learning difficulties.
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Méndez, Lucía I., and Gabriela Simon-Cereijido. "A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures." Journal of Speech, Language, and Hearing Research 62, no. 6 (June 19, 2019): 1775–86. http://dx.doi.org/10.1044/2019_jslhr-l-18-0315.
Abstract:
Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.
3
OGASA, EIJI. "RIBBON-MOVES OF 2-LINKS PRESERVE THE μ-INVARIANT OF 2-LINKS." Journal of Knot Theory and Its Ramifications 13, no. 05 (August 2004): 669–87. http://dx.doi.org/10.1142/s0218216504003366.
Abstract:
We introduce ribbon-moves of 2-links, which are operations to make 2-links into new 2-links by local operations. Let L1 and L2 be 2-links. Then the following hold. (1) If L1 is ribbon-move equivalent to L2, then we have [Formula: see text] where μ( ) is the μ invariant of 2-links which is defined naturally by using the μ invariant of spin closed 3-manifolds. (2) Suppose that L1 is ribbon-move equivalent to L2. Let Wi be arbitrary Seifert hypersurfaces for Li. Then the torsion part of H1(W1)⊕H1(W2) is isomorphic to G⊕G for a finite abelian group G. (3) Not all 2-knots are ribbon-move equivalent to the trivial 2-knot. (4) The converse of (1) is not true. (5) The converse of (2) is not true. Let L=(L1,L) be a sublink of homology boundary link. Then we have: (i) L is ribbon-move equivalent to a boundary link. (ii) μ(L)=μ(L1)+μ(L2).
4
Yamada, Hiroko. "Interpreting Process Analyzed Based on the Multidirectional Reformulation Activities of New Learners." Theory and Practice in Language Studies 8, no. 3 (March 1, 2018): 267. http://dx.doi.org/10.17507/tpls.0803.01.
Abstract:
Aiming at a comprehensive account of interpreting processing, this paper first examines the efficacy of reformulation activities employed in interpreting classes at a university and then analyzes the reformulating products so as to explore the comprehension and the reformulation phases in line with three distinguished hypotheses. They are the meaning-based comprehension (deverbalization) and the form-based comprehension, both of which have the precedence over reformulation phase, and the TL parallel processing occurring during the SL comprehension, in which language-pair specific process is discussed by investigating multi-directional language combinations: from L1 to L1, L1 to L2, L2 to L2, and L2 to L1 reformulations. The main findings of this study suggest that the process of reformulating varies, depending on specific language pairs, which may shed light on the salient link between language combinations and the interpreting process.
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Piechurska-Kuciel, Ewa, Katarzyna Ożańska-Ponikwia, and Katarzyna Skałacka. "Can the neuroticism-willingness to communicate relationship across languages be explained by anxiety?" Moderna Språk 115, no. 4 (December 29, 2021): 176–99. http://dx.doi.org/10.58221/mosp.v115i4.6784.
Abstract:
This study focuses on the role of neuroticism in shaping L1 and L2 users’ communicative behaviour, as represented by the L1/L2 users’ willingness to communicate (WTC). It was expected that this relationship could be explained by language-specific forms of anxiety: communication apprehension (CA) in L1 communication, and language anxiety (LA) in L2 communication. The participants were 621 Polish secondary grammar school students at the intermediate to upper-intermediate levels of English proficiency. Two mediation analyses revealed that for L1 communication, neuroticism was significantly related to WTC, with CA mediating this relationship. For L2 communication, in contrast, this relationship could be observed only when controlling for LA, which suppressed the link between neuroticism and WTC. These findings suggest that the effect of neuroticism on the willingness to communicate is indirect in L2 communication, and detectable with the mediation of language anxiety. It can thus be concluded that the link between personality and aspects of communicative behaviour is likely to be language-dependent, suggesting that it may be necessary to apply more refined research models when assessing L2 effects.
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Purmohammad, Mehdi. "Linguistic alignment in L1–L2 dialogue." Language and Dialogue 5, no. 2 (September 3, 2015): 312–33. http://dx.doi.org/10.1075/ld.5.2.07pur.
Abstract:
The aim of this paper is to investigate alignment in L1–L2 dialogue. More specifically, I examine to what extent alignment in L1–L2 is different from alignment in L1–L1 dialogue. I investigate different variables that may affect linguistic alignment in the course of L1–L2 dialogue. As more variables, such as differences in language proficiency of interlocutors, affect the linguistic alignment in L1–L2 dialogue, it appears that linguistic alignment in L1–L2 dialogue is different from linguistic alignment in L1–L1 dialogue both quantitatively and quantitatively. I also discuss the mechanisms that permit lexical alignment during dialogue. This study interprets the alignment process in terms of the activation threshold hypothesis (Paradis 1993) and a link is made between the activation threshold hypothesis and Pickering and Garrods’ (2013) account that language production and language comprehension are interwoven. Based on Swiss multilingualism, language selection is proposed as the macro-linguistic alignment process.
7
Fitzpatrick, Tess, and Cristina Izura. "WORD ASSOCIATION IN L1 AND L2." Studies in Second Language Acquisition 33, no. 3 (July 20, 2011): 373–98. http://dx.doi.org/10.1017/s0272263111000027.
Abstract:
Word association responses in first-language (L1) Spanish and second-language (L2) English were investigated by means of response latencies and types of associative response produced. The primary aims were to establish whether (a) some response types are produced more often or faster than others, (b) participants’ L2 response time profiles mirror those of their L1, and (c) participants’ L2 association responses are mediated by their L1 and modulated by proficiency. Results indicate that responses are faster when a double association link is produced—that is, when the response is associated by form and meaning (postman → postbox) or meaning and collocation (spider → web). L2 response time profiles broadly mirror those of the L1, although L2 times are generally slower. A significant priming effect from L1 translation equivalents of cues used in the L2 association task was observed, suggesting L1 mediation in the production of L2 associative responses. Findings are discussed in light of the revised hierarchical model (Kroll & Stewart, 1994). New approaches to modeling and understanding the bilingual lexicon are also suggested.
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Alshmmari, Yousef H. S. M. M., and Abdullah S. A. A. F. Alfarhan. "A Comparative Analysis of Forward and Backward Translation Speeds among Arabic-English Bilinguals." British Journal of Education 11, no. 5 (April 15, 2023): 30–38. http://dx.doi.org/10.37745/bje.2013/vol11n53038.
Abstract:
The purpose of this investigation was to determine the speed of backward and forward translation among Arabic-English bilinguals. Using a backward and forward translation task, the link between lexical activation in L1 and L2 was explored. From a total of 50 bilingual participants who completed a translation task, two groups were constructed. They were tasked with translating a list of words from Arabic to English and vice versa. The completion duration of the task was measured and assessed. The translation assignment includes both L1 and L2 translations. The purpose of the study was to determine the strength of the connection between L1 and L2 translation. Translation from L1 to L2 is conceptually mediated, while translation from L2 to L1 is lexically mediated, according to the findings of the study. For bilingual Arabic-English speakers, backward translation took lesser time than forward translation.
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Masrai, Ahmed. "The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren." International Journal of Applied Linguistics and English Literature 7, no. 4 (July 1, 2018): 121. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.121.
Abstract:
Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic-English successive bilingual children were collected. The data are scores on receptive vocabulary knowledge in L1 and L2 of two groups of fourth grade schoolchildren (with and without preschool education). The results show that: (1) preschool education contributes largely to L1 vocabulary development and L2 vocabulary acquisition; (2) there is a strong link between L1 and L2 receptive vocabulary knowledge; and (3) bilingual mental lexicon size is predicted by preschool education. The present study provides further insights on the relation between preschool education and L1 vocabulary growth and the influence of this on sequential bilingualism. These findings will allow informed decisions on the support for preschool education by parents and educational policymakers.
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Zhang, Xiao-Min, Xue-Feng Feng, Jian-Qiang Li, and Feng Luo. "Synthesis, Structures, and Properties of Four Novel HgII Complexes Based on Pyridine Acylamide Ligands." Australian Journal of Chemistry 68, no. 1 (2015): 80. http://dx.doi.org/10.1071/ch14110.
Abstract:
In this work we synthesised four new pyridine acylamide complexes [HgI2(L1)] (1) and (2), [HgI2(L2)2] (3), and [HgI2(L3)]n (4) (L1 = N,N′-bis(3-pyridylmethyl)benzene-1,4-dicarboxamide, L2 = N4,N4′-bis(pyridin-3-yl)-[1,1′-biphenyl]-4,4′-dicarboxamide, L3 = N1,N3-bis(pyridin-3-ylmethyl)isophthalamide) by solvo(hydro)thermal reaction. Compounds 1 and 2 are supramolecular isomers prepared via variation of the reaction solvent, in which the HgII centres are bridged by L1 ligands to form one-dimensional (1D) helical chain or 1D meso-helical chain, respectively. Careful inspection of the structures reveal that formation of the isomers are mainly induced by the distinct configuration of L1 ligand and slight differences in coordination geometry of the HgII ions. Complex 3 shows a novel Z-shaped zero-dimensional structure with a L2–HgI2–L2–HgI2–L2 arrangement. In complex 4, flexible L3 ligands link HgI2 units to construct a 1D helical chain with an overall chiral structure, derived from spontaneous resolution. Luminescence properties of these four novel complexes were also explored.
11
Cai, Xiao, Yulong Yin, and Qingfang Zhang. "Online Control of Voice Intensity in Late Bilinguals' First and Second Language Speech Production: Evidence From Unexpected and Brief Noise Masking." Journal of Speech, Language, and Hearing Research 64, no. 5 (May 11, 2021): 1471–89. http://dx.doi.org/10.1044/2021_jslhr-20-00330.
Abstract:
Purpose Speech production requires the combined efforts of feedforward control and feedback control subsystems. The primary purpose of this study is to explore whether the relative weighting of auditory feedback control is different between the first language (L1) and the second language (L2) production for late bilinguals. The authors also make an exploratory investigation into how bilinguals' speech fluency and speech perception relate to their auditory feedback control. Method Twenty Chinese–English bilinguals named Chinese or English bisyllabic words, while being exposed to 30- or 60-dB unexpected brief masking noise. Variables of language (L1 or L2) and noise condition (quiet, weak noise, or strong noise) were manipulated in the experiment. L1 and L2 speech fluency tests and an L2 perception test were also included to measure bilinguals' speech fluency and auditory acuity. Results Peak intensity analyses indicated that the intensity increases in the weak noise and strong noise conditions were larger in L2-English than L1-Chinese production. Intensity contour analysis showed that the intensity increases in both languages had an onset around 80–140 ms, a peak around 220–250 ms, and persisted till 400 ms post vocalization onset. Correlation analyses also revealed that poorer speech fluency or L2 auditory acuity was associated with larger Lombard effect. Conclusions For late bilinguals, the reliance on auditory feedback control is heavier in L2 than in L1 production. We empirically supported a relation between speech fluency and the relative weighting of auditory feedback control, and provided the first evidence for the production–perception link in L2 speech motor control.
12
Harrison, Gina Louise. "Error Analyses and the Cognitive or Linguistic Influences on Children’s Spelling: Comparisons Between First- and Second-Language Learners." Canadian Journal of Applied Linguistics 24, no. 3 (November 26, 2021): 79–97. http://dx.doi.org/10.37213/cjal.2021.31345.
Abstract:
A collection of cognitive, linguistic, and spelling measures were administered to third- grade English L1 and L2 learners. To capture formative assessments of children’s developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2) Visual- Orthographic; and (3) Correct Letter Sequences. There were no group differences on the cognitive or spelling accuracy measures, but L1 learners achieved higher scores than L2 on linguistic measures of vocabulary and syntactic knowledge. Analyses across the spelling metrics indicated that both L1 and L2 learners drew more heavily on their knowledge of graphophonemic rules and positional constraints in pronunciation for spelling. However, the contribution of underlying cognitive and linguistic resources to spelling differed as a function of scoring system and language group. Across spelling metrics, linguistic predictors (vocabulary and syntactic knowledge) accounted for more variance in L1 than L2 learners. The results are discussed in relation to conceptualization of spelling as an integral link between oral and written language in literacy development.
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Zhang, Qianqian. "The Influence of L1(Chinese) on Writing in L2(English): A Case Study." Communications in Humanities Research 3, no. 1 (May 17, 2023): 611–18. http://dx.doi.org/10.54254/2753-7064/3/20220511.
Abstract:
This paper aims to explore the influences of L1 in the aspect of writing in L2, and it serves as a qualitative case study to disclose how Chinese as L1 influences writing in English (L2) in the context of IELTS writing exercises as part of mock exams. The influences of concern include: First, the study objects habitual or frequent misuse and mistakes of the L2 resulting from L1s existing language system; these errors can be grammatical, lexical, syntactic, structural, word choice, tense, etc.; and second, how the study objects previous experience of writing similar texts in L1 is extending its influence in L2 writing. The data were collected from students who used to prepare for IELTS academic tests to achieve the ends mentioned above. Writing tasks prepared for IELTS mock exam were collected for error collection and in-depth word-by-word analysis. The data for the study were collected after the IELTS exam was taken; these essays were part of the preparation for the IELTS exam. Therefore, the analysis can be used as a good indicator of how students perform and write formally in an academic context, not to mention the pressure experienced during the exam. The data analysis shows that there is a wide range of mistakes or misuses in writing in L2, all of which show a link to the interference or transfer of L1 to writing in L2 in aspects of grammar, semantics, and syntax. The interference results in ungrammatical or broken English. The analysis also reveals that the differences between L1 and L2 language systems may have resulted in some common errors and the so-called Chinglish. On the one hand, the linguistic habits and thinking habits of L1 possibly interfere with writing in L2. On the other hand, students unfamiliarity with the English language, including grammatical rules, semantic structures, and correct usage of words and phrases, also contributed to reduced efficiency or miscommunication of writing in L2. Based on the above-mentioned findings, suggestions are made for students on methods to improve L2 acquisition and application.
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Mergen, Filiz, and Gulmira Kuruoglu. "PROCESSING EMOTION WORDS IN THE LATE-LEARNED L2." Psycholinguistics in a Modern World 16 (December 11, 2021): 205–12. http://dx.doi.org/10.31470/10.31470/2706-7904-2021-16-205-212.
Abstract:
Language-emotion link has been a subject of interest for several decades. It has been studied extensively both in the monolingual and bilingual literature. However, due to the numerous factors that are at play in bilingualism, i.e. age and context of acquisition, frequency of use, there is conflicting evidence regarding the emotional load of each language of bilinguals. A great bulk of evidence leans towards the L1 as the more emotional language. This study investigates the perceived emotionality in the late learned language. Our participants (N = 57) were late bilinguals who learned their second language (English) in formal contexts after their first language (Turkish). We used a lexical decision task in which the participants determined whether the visually presented emotion words were real words or non-words. In line with the literature, we report faster response times for positive than for negative words in both languages. Also, the results showed L1 superiority in word processing.
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Mergen, Filiz, and Gulmira Kuruoglu. "PROCESSING EMOTION WORDS IN THE LATE-LEARNED L2." Psycholinguistics in a Modern World 16 (December 11, 2021): 205–12. http://dx.doi.org/10.31470/2706-7904-2021-16-205-212.
Abstract:
Language-emotion link has been a subject of interest for several decades. It has been studied extensively both in the monolingual and bilingual literature. However, due to the numerous factors that are at play in bilingualism, i.e. age and context of acquisition, frequency of use, there is conflicting evidence regarding the emotional load of each language of bilinguals. A great bulk of evidence leans towards the L1 as the more emotional language. This study investigates the perceived emotionality in the late learned language. Our participants (N = 57) were late bilinguals who learned their second language (English) in formal contexts after their first language (Turkish). We used a lexical decision task in which the participants determined whether the visually presented emotion words were real words or non-words. In line with the literature, we report faster response times for positive than for negative words in both languages. Also, the results showed L1 superiority in word processing.
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Bray, David J., Jack K. Clegg, Marco Wenzel, Kerstin Gloe, John C. McMurtrie, Katrina A. Jolliffe, Karsten Gloe, and Leonard F. Lindoy. "Selective Solvent Extraction of Silver(I) by Tris-Pyridyl Tripodal Ligands and X-Ray Structure of a Silver(I) Coordination Polymer Incorporating One Such Ligand." Australian Journal of Chemistry 68, no. 4 (2015): 549. http://dx.doi.org/10.1071/ch14540.
Abstract:
Two tripodal ligands, each derived from 1,1,1-tris(hydroxymethyl)ethane and terminated respectively by 4-pyridyl (L1) and 2-pyridyl groups (L2), have been synthesised. Competitive seven-metal extraction studies (H2O/CHCl3) incorporating equal concentrations of cobalt(ii), nickel(ii), copper(ii), zinc(ii), silver(i), cadmium(ii), and lead(ii) in the aqueous phase and L1 or L2 in the organic phase showed selective extraction of silver(i) in each case. A parallel solvent extraction experiment involving a related tripodal tris-pyridyl ligand (L3) based on a 1,3,5-substituted aryl ring scaffold and incorporating thioether sulfurs in each tripod arm also showed extraction selectivity for silver(i); extraction efficiencies towards this metal ion fall in the order L3 > L1 > L2. Physical data are in accord with L1 forming a capsule-like complex of type [Ag3L12]3+ in which silver ions link pairs of pyridyl groups from different ligands. In contrast, L2 yields a complex of type [Ag2L2(NO)3]n whose X-ray structure showed it to be a two-dimensional coordination polymer in which the three pyridyl donors of each L2 coordinate to three silver(i) centres, two of which are crystallographically distinct, with the centres also bonded to bidentate and/or bridging bidentate nitrato groups.
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Kataoka, Keisuke, Hiroaki Miyoshi, Yasunori Kogure, Yasuharu Sato, Kenji Nishida, Yuichi Shiraishi, Hiroko Tanaka, et al. "Structural Variations Involving Programmed Death Ligands in B-Cell and T-Cell Lymphomas." Blood 128, no. 22 (December 2, 2016): 4105. http://dx.doi.org/10.1182/blood.v128.22.4105.4105.
Abstract:
Abstract Immune checkpoint blockade using anti-PD-1 or anti-PD-L1 antibodies is a highly promising therapy that can induce a durable anti-tumor response and a long-term remission in many patients with multiple cancer types. In particular, the excellent efficacy of anti-PD-1 antibody has been reported in advanced cases with classical Hodgkin lymphoma (cHL), of which high frequency of genetic lesions involving PD-L1 and/or PD-L2 somatic alterations is a defining feature, suggesting a close link between the relevant genetic lesions and the efficacy of anti-PD-1/PD-L1 therapy. In addition to cHL, several subtypes of B-cell lymphomas are shown to have structural variations (SVs) involving PD-1 ligands, such as gene amplification and chromosomal translocation causing promoter replacement. Moreover, recently we reported unique SVs disrupting the 3′-untranslated region (UTR) of PD-L1 in a diversity of cancers, including adult T-cell leukemia/lymphoma (ATL) and diffuse large B-cell lymphoma (DLBCL). However, the comprehensive landscape of PD-L1 and PD-L2 alterations in non-Hodgkin lymphomas has not been fully elucidated. Therefore, in this study, we interrogated PD-L1 and PD-L2 genetic aberrations and characterized their features in a variety of non-Hodgkin lymphomas. To do this, lymphoma-derived DNA was captured for the entire region of PD-L1 and PD-L2 genes including their exons, introns, and 3′- and 5′-untranslated regions (UTRs) and subjected to high-throughput DNA sequencing. More than 300 samples from different lymphoma subtypes were analyzed, including DLBCL, follicular lymphoma, mantle cell lymphoma, MALT lymphoma, primary mediastinal B-cell lymphoma, peripheral T-cell lymphoma-not otherwise specified, and cutaneous T-cell lymphoma. We also analyzed publicly available sequencing data as well as our own data for lymphomas, which included Burkitt and angioimmunoblastic T-cell lymphomas as well. PD-L1/PD-L2-involving SVs were most frequently observed in PMBCL, accounting for 26.3% of the cases, but widely observed in various B- and T-cell lymphomas at varying but generally low frequencies. However, in contrast to PD-L1-involving SVs, which were found in both B- and T-cell lymphomas, PD-L2-involving SVs were exclusively seen in B-cell lymphomas. Depending on samples, different SV types were observed, including deletion, inversion, tandem duplication, and translocation, but most of SVs resulted in a truncation of the 3'-UTR of the PD-L1 or PD-L2 genes. Unlike previous reports, we rarely found those SVs that translocate PD-L1/PD-L2 to an ectopic regulatory element. Of particular interest were those cases in which multiple, independent SVs that converged to PD-L1 and PD-L2, were observed in a single tumor sample, underscoring the importance of PD-L1 and PD-L2 SVs in clonal selection and expansion of these tumors Given that PD-L1-involving SVs are detected not only in aggressive lymphomas but also in a variety of solid cancers, we hypothesized that PD-L2 genetic alterations are also present in other human cancers. However, no PD-L2-involving SVs were identified among > 10,000 cancer samples from 32 tumor panels, for which RNA sequencing data were available from the Cancer Genome Atlas (TCGA). These results suggest that PD-L1 is affected in a broad spectrum of human malignancies, whereas PD-L2 SVs are a characteristic alteration of B-cell lymphomas, which is consistent with their expression patterns. Based on these findings, we assessed whether disruption of PD-L2 3'-UTR also induces PD-L2 overexpression as seen for that of PD-L1 3'-UTR. When introduced in T2 human B and T lymphoblast hybrid cell line using the CRISPR/Cas9 system, SVs involving an almost entire PD-L2 3'-UTR sequence actually induced a significant elevation of PD-L2 expression, confirming the relevance of 3'-UTR in the regulation of PD-L2 expression. Taken together, our findings clarified the entire picture of PD-L1/PD-L2-involving SVs ligands in B- and T-cell lymphomas. Detection of these SVs might help the identification of patients with non-Hodgkin lymphomas who potentially benefit from PD-1/PD-L1 blockade therapy. Disclosures Kataoka: Kyowa Hakko Kirin: Honoraria; Boehringer Ingelheim: Honoraria; Yakult: Honoraria. Izutsu:Abbvie: Research Funding; Gilead: Research Funding; Celgene: Research Funding; Janssen Pharmaceutical K.K.: Honoraria; Eisai: Honoraria; Kyowa Hakko Kirin: Honoraria; Chugai Pharmaceutical: Honoraria, Research Funding; Takeda Pharmaceutical: Honoraria; Mundipharma KK: Research Funding. Ohshima:Kyowa Hakko Kirin Co., Ltd.: Research Funding, Speakers Bureau; CHUGAI PHARMACEUTICAL CO.,LTD.: Research Funding, Speakers Bureau. Ogawa:Kan research institute: Consultancy, Research Funding; Takeda Pharmaceuticals: Consultancy, Research Funding; Sumitomo Dainippon Pharma: Research Funding.
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Morrison, J. A. "Loss probabilities in a simple circuit-switched network." Advances in Applied Probability 26, no. 2 (June 1994): 456–73. http://dx.doi.org/10.2307/1427446.
Abstract:
In this paper a particular loss network consisting of two links with C1 and C2 circuits, respectively, and two fixed routes, is investigated. A call on route 1 uses a circuit from both links, and a call on route 2 uses a circuit from only the second link. Calls requesting routes 1 and 2 arrive as independent Poisson streams. A call requesting route 1 is blocked and lost if there are no free circuits on either link, and a call requesting route 2 is blocked and lost if there is no free circuit on the second link. Otherwise the call is connected and holds a circuit from each link on its route for the holding period of the call.The case in which the capacities C1, and C2, and the traffic intensities v1, and v2, all become large of O(N) where N » 1, but with their ratios fixed, is considered. The loss probabilities L1 and L2 for calls requesting routes 1 and 2, respectively, are investigated. The asymptotic behavior of L1 and L2 as N→ ∞ is determined with the help of double contour integral representations and saddlepoint approximations. The results differ in various regions of the parameter space (C1, C2, v1, v2). In some of these results the loss probabilities are given in terms of the Erlang loss function, with appropriate arguments, to within an exponentially small relative error. The results provide new information when the loss probabilities are exponentially small in N. This situation is of practical interest, e.g. in cellular systems, and in asynchronous transfer mode networks, where very small loss probabilities are desired.The accuracy of the Erlang fixed-point approximations to the loss probabilities is also investigated. In particular, it is shown that the fixed-point approximation E2 to L2 is inaccurate in a certain region of the parameter space, since L2 « E2 there. On the other hand, in some regions of the parameter space the fixed-point approximations to both L1 and L2 are accurate to within an exponentially small relative error.
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NICOLADIS, ELENA, SIMONE PIKA, HUI YIN, and PAULA MARENTETTE. "Gesture use in story recall by Chinese–English bilinguals." Applied Psycholinguistics 28, no. 4 (September 28, 2007): 721–35. http://dx.doi.org/10.1017/s0142716407070385.
Abstract:
Previous studies have shown inconsistent results concerning bilinguals' use of gestures to compensate for reduced proficiency in their second language (L2). These results could be because of differing task demands. In this study, we asked 16 intermediate English L2 speakers (whose first language [L1] was Chinese) to watch a story and tell it back in both languages. We attempted to link gesture use to proficiency while accounting for task complexity as measured by scenes recalled. The results showed that these L2 speakers told longer stories in their L1 and used more iconic gestures in their L2. There were also trends for the women to tell longer stories and use more gestures in their L2 compared to the men. These results are consistent with the idea that the relationship between gesture use and proficiency is mediated by task complexity. The trends for gender differences, however, point to the possibility that gesture use is also related to expressivity.
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Suni, Minna, and Lea Nieminen. "Complexity and interaction: comparing the development of L1 and L2." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (June 17, 2011): 215–36. http://dx.doi.org/10.12697/jeful.2011.2.2.11.
Abstract:
In research into first and second language development, the focus has mainly been either on the formal features of learner language alone (both L1 and L2) or on the interaction between learners and their caretakers (L1) or native speaker peers (L2).These research traditions have been kept a part even though it has been widely acknowledged that both first and second languages are appropriated essentially in social interaction. This paper aims to strengthen the connection between social and formal approaches by combining interactional views with those focusing on the structural complexity of learner language. Some excerpts from L1 and L2 interaction data (in the Finnish language) are discussed. It is suggested that segmentation of linguistic material occurs in everyday situations and serves as a link between interaction and the growth of structural complexity in learner language. To situate this argument into a broader theoretical framework, various socially oriented research paradigms are briefly discussed.
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Veličković, Marta. "ENGLISH L2 DEFINITE ARTICLE INSTRUCTION AT THE SERBIAN L1 TERTIARY LEVEL." Facta Universitatis, Series: Teaching, Learning and Teacher Education, no. 1 (January 23, 2020): 197. http://dx.doi.org/10.22190/futlte1902197v.
Abstract:
The study has two main goals: to assess in part the effects of current definite article instruction at the tertiary level in the Serbian L1/English L2 environment, and to analyze whether the use of the definite article in English could be represented by figure/ground alignment in the instruction process. One of the questionnaires used (consisting of fill-in-the-blank tasks) was meant to rate the participants’ L2 definite article production in the contexts for its obligatory use. Another questionnaire consisted of illustrations of figure/ground alignment as cues for a translation task meant to assess whether the definite article would be used in situations where the referent of choice was presented as the figure. An analysis of the data indicated that the participants, who displayed various levels of knowledge of definite article use on the first questionnaire, scored identical (successful) results when establishing a link between the use of the definite article and figure/ground alignment. These results could prove useful for innovating the L2 instruction process in the Serbian L1/English L2 environment.
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Matsuzaki, Shosaku. "Plane number of links." Journal of Knot Theory and Its Ramifications 24, no. 07 (June 2015): 1550039. http://dx.doi.org/10.1142/s021821651550039x.
Abstract:
Let L = L1 ∪ L2 ∪ ⋯ ∪ Ln be a link in ℝ3 such that Li is a trivial link for each i, 1 ≤ i ≤ n. Let P1, P2,…,Pn be mutually distinct flat planes in ℝ3 such that no two of them are parallel. Then there is a link [Formula: see text] in ℝ3 such that L is ambient isotopic to L′ and [Formula: see text] for each i, 1 ≤ i ≤ n.
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Wu, Ying-Qing. "On the Arf invariant of links." Mathematical Proceedings of the Cambridge Philosophical Society 100, no. 2 (September 1986): 355–59. http://dx.doi.org/10.1017/s0305004100077355.
Abstract:
In ([2], p. 310) the problem of relating the Arf invariant of a link to other link invariants, and finding practical ways of computing it, was raised. Murasugi gave a partial solution to this in [9]: if L has two components, then Arf(L), when defined, is given bywhere l1, l2 are the components of L, and ΔL(t1, t2) denotes the Alexander polynomial of L.
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Williams, Clay, and Naeko Naganuma. "Young Learner L2 Vocabulary Acquisition: Does the Revised Hierarchical Model Apply to Child Learners?" JALT Journal 46, no. 1 (May 1, 2024): 35–54. http://dx.doi.org/10.37546/jaltjj46.1-2.
Abstract:
Vocabulary learning is a process requiring the connection of mental concepts to new word-labels. The Revised Hierarchical Model claims that beginning learners recognize the meaning of L2 words via a process of translation, needing considerable time and effort to forge direct connections between L2 words and mental concepts. However, might young children, as they are still rapidly acquiring L1 vocabulary, be able to bypass the L2-to-L1 translation required by adult L2 learners, and instead link new L2 words directly to pre-existing mental concepts? This study tested over 1,000 4th-6th graders in Japanese elementary schools on their ability to match newly learned L2 words with corresponding pictures or L1 translations. The results demonstrate that students connect L2 vocabulary to pictures more quickly, and this effect becomes more robust when students are taught via pictures, which suggests that young learners are indeed capable of accessing concepts without translating from their L1. 語彙学習とは学習者の脳内に存在する概念を新しい語彙に連結するという過程である。改訂階層モデルによると、初級者は翻訳という過程を経ることで第二言語(L2)での意味を認識する。そのため、L2語彙と脳内概念への直接連結するにはかなりの時間と努力を要する。しかし、まだ急速に第一言語(L1)語彙習得過程にある子どもたちはどうだろうか。成人学習者が必要とするL2からL1への翻訳を介さずに、脳内概念とL2語彙へ直接連結することが可能なのではないだろうか。本研究では四年生から六年生の日本人小学生千人以上を対象に、新出L2語彙を対応する絵または日本語へ照合する能力について検証した。結果として、L2語彙に対応する日本語への照合よりもイメージへの照合がより早く行われ、またこの効果が絵を用いて教わった場合により強く見られた。このことから、年齢が低い学習者はL1への翻訳することなしに脳内に存在する概念にアクセス可能であることが示唆できる。
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Herschensohn, Julia. "Missing inflection in second language French: accidental infinitives and other verbal deficits." Second Language Research 17, no. 3 (July 2001): 273–305. http://dx.doi.org/10.1177/026765830101700303.
Abstract:
This article re-examines the morphology/functional category debate in the light of empirical data drawn from the author’s longitudinal study of two intermediate learners of French as a second language (L2). It argues that inflectional deficits -which appear both as nonfinite verbs and as other morphological errors in the interlanguage data -support neither a codependence of syntax and morphology (Eubank, 1993/94) nor a gradual structure-building of L2 functional categories (Vainikka and Young-Scholten, 1998a, 1998b). The French data rather indicate that deficiencies in morphological mapping, not defective syntax (functional categories), are the cause of L2 failed inflection (Schwartz and Sprouse, 1996; Lardière, 1998). The data also support the claim that L2 morpholexical characteristics - the most prone to cross-linguistic variation - are more difficult to master than syntactic differences (Herschensohn, 2000). The first section reviews the theoretical issues, discussing the morphology/functional category link in L1 and then in L2 acquisition. The second section presents relevant data on infinitival forms and other errors from the author’s study. The third section discusses the data, arguing that the infinitival forms of intermediate grammars are not ‘root infinitives’ such as those seen in early stages of L1 acquisition, but rather examples of defective inflection.
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Myles, Florence. "Interaction between linguistic theory and language processing in SLA." Second Language Research 11, no. 3 (October 1995): 235–66. http://dx.doi.org/10.1177/026765839501100303.
Abstract:
This article examines L2 performance in three areas of French morphosyntax by English L1 learners. More particularly, it examines how coindexation as defined within the government-binding framework develops in the L2 grammar. Empirical studies relating the development of two areas of French grammar by English L1 speakers are presented. L2 performance on information questions involving qui and que in which learners have to link the wh-phrase and its trace in order to establish the syntactic function of the wh-phrase in the sentence is examined, as well as performance on the morphological phenomenon of noun-adjective agreement in French where learners have to transmit agreement features from a noun to an adjective which it governs. In both cases, learners are found to increase gradually the structural domain in which they are able to operate as their level of competence in the L2 improves, suggesting that they are faced with a parsing problem when coindexing elements in a sentence. These findings are related to a study of the acquisition of restrictive relative clauses in French L2 by English learners (Hawkins, 1989), and then discussed in the light of the current debate in SLA research about the roles played by linguistic theory, on the one hand, and language processing mechanisms on the other.
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Nishio, A., K. Ohata, T. Takami, T. Gotoh, N. Tsuyuguchi, T. Ichinose, Y. Terakawa, and M. Hara. "Spinal Arteriovenous Malformation Associated with a Radicular Arteriovenous Fistula Suggested a Metameric Disease." Interventional Neuroradiology 9, no. 1 (March 2003): 75–78. http://dx.doi.org/10.1177/159101990300900113.
Abstract:
A spinal intramedullary arteriovenous malformation (AVM) associated with a radicular arteriovenous fistula (AVF) is reported. The patient had mild myelopathy and low back pain. Spinal angiography revealed the AVM fed by the anterior spinal artery via left T10, T11 and right L1 radiculomedullary arteries and the radiculopial arteries of left L1, L2 and right T11, L3 levels and the radicular AVF at the left L4 level. There were three radiculomedullary arteries within four levels in our case. This spinal AVM associated with a radicular AVF is considered a genetic nonhereditary lesion with metameric link.
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Marcos Miguel, Nausica. "Analyzing the relationship and development of proficiency, derivational knowledge, and vocabulary size in Spanish L2 learners." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 224–56. http://dx.doi.org/10.1075/resla.16027.mar.
Abstract:
Abstract One dimension of knowing a word is recognizing its structure. Previous research, mostly on L2 English, has revealed a close link between derivational knowledge (DK) and vocabulary size. Nevertheless, the degree of the relationship as well as the effect of the learner’s L1 vary among these studies. The present study analyzes the development of DK in L1 English learners of L2 Spanish (n = 209) taking university level courses from second to seventh semester at a US institution. The measurements explore the complex nature of DK – i.e., relational, syntactic and distributional knowledge – in both receptive and productive mode. Results showed that proficiency rather than vocabulary size, i.e., knowledge of monomorphemic words, contributes to DK. While a full receptive knowledge of some suffixes can be acquired relatively early, this is not the case for productive knowledge. This study also provides some tools to measure DK without resorting to metalanguage.
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Gerth, Sabrina, Constanze Otto, Claudia Felser, and Yunju Nam. "Strength of garden-path effects in native and non-native speakers’ processing of object–subject ambiguities." International Journal of Bilingualism 21, no. 2 (July 27, 2016): 125–44. http://dx.doi.org/10.1177/1367006915604401.
Abstract:
Aims and objectives: Our study addresses the following research questions: To what extent is L2 comprehenders’ online sensitivity to morphosyntactic disambiguation cues affected by L1 background? Does noticing the error signal trigger successful reanalysis in both L1 and L2 comprehension? Can previous findings suggesting that case is a better reanalysis cue than agreement be replicated and extended to L2 processing when using closely matched materials? Design/methodology/approach: We carried out a self-paced reading study using temporarily ambiguous object-initial sentences in German. These were disambiguated either by number marking on the verb or by nominative case marking on the subject. End-of-trial comprehension questions probed whether or not our participants ultimately succeeded in computing the correct interpretation. Data and analysis: We tested a total of 121 participants (25 Italian, 32 Russian, 32 Korean and 32 native German speakers), measuring their word-by-word reading times and comprehension accuracy. The data were analysed using linear mixed-effects and logistic regression modelling. Findings/conclusions: All three learner groups showed online sensitivity to both case and agreement disambiguation cues. Noticing case disambiguations did not necessarily lead to a correct interpretation, whereas noticing agreement disambiguations did. We conclude that intermediate to advanced learners are sensitive to morphosyntactic interpretation cues during online processing regardless of whether or not corresponding grammatical distinctions exist in their L1. Our results also suggest that case is not generally a better reanalysis cue than agreement. Originality: Our three L2 participant groups’ native languages were carefully chosen so as to create systematic typological contrasts. Our experimental materials and conditions were more closely matched compared to previous studies on German object-initial sentences, and our experimental design allowed us to link participants’ reading profiles to successful comprehension. Significance/implications: L1 influence on L2 processing is more limited than might be expected. Contra previous findings, even intermediate learners show sensitivity to both agreement and case information during processing.
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Evans, Michael. "Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French." Language Teaching 40, no. 3 (June 20, 2007): 211–30. http://dx.doi.org/10.1017/s026144480700434x.
Abstract:
The large and wide-ranging body of research in French as a second language has contributed significantly to the development of several branches of the broad discipline of applied linguistics. However, there have to date been few attempts to provide a comprehensive account of this literature as a distinct, language-specific body of knowledge. The present overview summarises a large number of studies published since the year 2000 under the twin broad categories of research in L2 French acquisition and research in L2 French teaching and learning. The overview of the studies, representing different epistemological approaches and targeting different research objectives, provides an up-to-date account of the main concerns of L2 French researchers working in different countries. The article also draws out salient themes that link this work (such as insights gained from analysis of the impact of different L1 backgrounds on L2 French acquisition) and highlights differences in L2 French research trends (such as different emphases and perspectives adopted in anglophone and francophone studies).
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Liu, Jiaqi, and Jiayan Lin. "A Cross-Linguistic Study of L3 Phonological Acquisition of Stop Contrasts." SAGE Open 11, no. 1 (January 2021): 215824402098551. http://dx.doi.org/10.1177/2158244020985510.
Abstract:
The research reported in this article investigated how students learning Japanese or Russian as a third language (L3) perceived and produced word-initial stops in their respective target language and the link between perception and production. The participants in the study were 39 Chinese university students who spoke Mandarin Chinese as their first language (L1), English as their second language (L2), and Japanese or Russian as their L3. An L3 identification task, an L3 reading task, and an L2 reading task were used to investigate the learners’ perception and production of word-initial stops. The results demonstrated that the phonetic similarity in different stop categories between L1, L2, and L3 contributed to learners’ confusion in perception. On the contrary, L3 learners could perceive the new acoustic feature voicing lead, but found it difficult to produce L3 voiced stops. In addition, the study found a positive relationship between the perception and production of voiceless stops in the initial stage of L3 acquisition, but there was no correlation between the perception and production of voiced stops. Pedagogical implications for L3 speech learning are discussed on the basis of the results.
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Korecky-Kröll, Katharina, Neriman Dobek, Verena Blaschitz, Sabine Sommer-Lolei, Monika Boniecki, Kumru Uzunkaya-Sharma, and Wolfgang U. Dressler. "Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds." Language and Speech 62, no. 3 (September 17, 2018): 546–69. http://dx.doi.org/10.1177/0023830918796691.
Abstract:
Phonological working memory capacity, vocabulary size, and narrative competence are important skills in children’s L1 and L2 acquisition, which may vary as a function of their language background and socioeconomic status (SES). We investigated test data of 56 typically developing 4-year-old kindergarten children from two SES and two language backgrounds: 29 children (15 higher SES, 14 lower SES) were monolingual German-speaking, and 27 children (14 higher SES, 13 lower SES) were successive Turkish–German bilinguals. The tests comprised a non-word repetition task testing phonological working memory, receptive vocabulary tests (in L1 and L2), and a narrative task. We investigated the effects of SES and language background on children’s test performance. Results indicate that SES was a highly significant factor for phonological working memory and vocabulary in the monolingual children, but not in the bilingual children. Although the items of the non-word repetition task followed German phonotactic structure, lower SES (LSES) L2 children did not differ significantly from their monolingual LSES peers, demonstrating that there was no bilingual working memory disadvantage in the LSES group. A significant effect of language background was found for German vocabulary and for all categories of narrative competence, but only two slight SES effects on narrative competence. Significant correlations were found between phonological working memory and vocabulary as well as between vocabulary and narrative competence, but not between phonological working memory and narrative competence. Results suggest that phonological working memory and narrative competence are different domains of language awareness, and that vocabulary may act as the central variable mediating between them.
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LINCK, JARED A., JOHN W. SCHWIETER, and GRETCHEN SUNDERMAN. "Inhibitory control predicts language switching performance in trilingual speech production." Bilingualism: Language and Cognition 15, no. 3 (November 29, 2011): 651–62. http://dx.doi.org/10.1017/s136672891100054x.
Abstract:
This study investigated the role of domain-general inhibitory control in trilingual speech production. Taking an individual differences approach, we examined the relationship between performance on a non-linguistic measure of inhibitory control (the Simon task) and a multilingual language switching task for a group of fifty-six native English (L1) speakers learning French (L2) and Spanish (L3). Better inhibitory control was related to reduced switch costs, but only when switching into or out of the more dominant L1, where inhibitory control has been theorized to be most important (Green, 1998). The results provide evidence of a direct link between inhibitory control abilities and language switching capabilities, and suggest constraints on the conditions under which a domain-general inhibitory control mechanism supports language switching.
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WAGERS, MATTHEW W. "Sources of variability in linguistic memory systems." Bilingualism: Language and Cognition 20, no. 4 (September 29, 2016): 710–11. http://dx.doi.org/10.1017/s1366728916000997.
Abstract:
The target article makes a strong case that L2 comprehenders recover linguistic representations that are qualitatively similar to those recovered by L1 comprehenders. Moreover as they attempt to link non-adjacent elements, they do so using the same basic mechanism: cue-based retrieval in a content-addressable memory (Van Dyke & Lewis, 2003). In this commentary, I will not address the empirical adequacy of the argument, but instead consider some interesting theoretical challenges it poses for our understanding of working memory in sentence processing.
35
OGASA, EIJI. "THE INTERSECTION OF SPHERES IN A SPHERE AND A NEW GEOMETRIC MEANING OF THE ARF INVARIANT." Journal of Knot Theory and Its Ramifications 11, no. 08 (December 2002): 1211–31. http://dx.doi.org/10.1142/s0218216502002104.
Abstract:
Let [Formula: see text] be a 3-sphere embedded in the 5-sphere S5 (i = 1,2). Let [Formula: see text] and [Formula: see text] intersect transversely. Then the intersection [Formula: see text] is a disjoint collection of circles. Thus we obtain a pair of 1-links, C in [Formula: see text], and a pair of 3-knots, [Formula: see text] in S5 (i = 1, 2). Conversely let (L1, L2) be a pair of 1-links and (X1, X2) be a pair of 3-knots. It is natural to ask whether the pair of 1-links (L1, L2) is obtained as the intersection of the 3-knots X1 and X2 as above. We give a complete answer to this question. Our answer gives a new geometric meaning of the Arf invariant of 1-links. Let f : S3 → S5 be a smooth transverse immersion such that the self-intersection C consists of double points. Suppose that C is a single circle in S5. Then f-1(C) in S3 is a 1-knot or a 2-component 1-link. There is a similar realization problem. We give a complete answer to this question.
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Lafay, Anne, Carole Berger, Laura Alaria, Sonia Angonin, Nathalie Dalla-Libera, Sylvie Richard, Thalia Cavadini, and Edouard Gentaz. "Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years." Children 10, no. 11 (November 17, 2023): 1825. http://dx.doi.org/10.3390/children10111825.
Abstract:
Children’s emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer effects on language comprehension and mathematics abilities. The emotion training (eight sessions) focused on the identification, comprehension, and expression of emotions and were co-constructed with teachers. Children were tested before and after the training on emotion, language, and mathematics skills. Results showed an improvement in emotional abilities in young children of L1 (3–4 years) and L2 (4–5 years) in the intervention group compared to those in the non-intervention group. Also, although children’s emotion basic abilities were correlated with their language comprehension and mathematics abilities, the nature of this link was not demonstrated to be causal. Findings are discussed in regard to the influence of the level and in regard to links with academic variables.
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Perez-Guerra, Javier, and Elizaveta Smirnova. "L1 Influence on the Use of the English Present Perfect: A Corpus Analysis of Russian and Spanish Learners’ Essays." Journal of Language and Education 10, no. 1 (March 30, 2024): 101–14. http://dx.doi.org/10.17323/jle.2024.16720.
Abstract:
Background: Mastering verbal tenses, especially those expressing aspect, in a second language presents a challenge as learners frequently link the semantic nuances of verbal forms in their second language (L2) to the characteristics of the verbal systems in their native languages (L1). This study explores the impact of L1 on the usage of the English Present Perfect (PP) among non-native speakers. Purpose: In an effort to contribute to the ongoing research on the mechanisms governing the acquisition of English tenses, this study focuses on the variations that affect the usage of the PP in the writing of English learners. The investigation is particularly centered on university students whose L1 is Russian and Spanish, seeking to delve into the ways in which their first language influences the utilisation of the PP in their English writing. Method: Analysis of L2 English by Russian and Spanish learners, based on corpora of argumentative essays written by undergraduate Russian and Spanish learners of English, controlled by a corpus of essays produced by native speakers of English; frequency and distribution of the PP in learner writings; examination of semantic contexts; identification of error types. Results: The findings indicate that, despite a higher occurrence of the PP in texts produced by Spanish learners compared to Russian learners, the rate of errors in its application is nearly identical in both learner corpora. These errors are likely attributable to challenges in comprehending the functions of the PP and in distinguishing its semantics from those of other English tenses, particularly the Past Simple. Conclusion: The study suggests that the increased prevalence of PP usage by L2 learners may be attributed to positive transfer from their L1 when it exhibits structures analogous to the English PP. Conversely, patterns indicative of, for example, undergeneralisation of semantic contexts suggesting the relevance of an action, or of overgeneralisation of adverbs compatible with the PP can be interpreted as evidence of negative transfer. The results of this study hold significance for language pedagogy, as they highlight potential challenges in acquiring the PP that learners from diverse L1 backgrounds may encounter.
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Mancipe Triviño, Mauricio, and Cynthia Marcela Ramírez Valenzuela. "El papel del lenguaje en la construcción de explicaciones en la clase de ciencias en contextos bilingües a través del enfoque CLIL." Colombian Applied Linguistics Journal 1, no. 21 (April 23, 2019): 105–22. http://dx.doi.org/10.14483/22487085.13095.
Abstract:
This paper covers the issue with respect to elaborating explanations about natural phenomena in the Science class in bilingual contexts (Spanish (L1) – English (L2)), in which the role of the language is analysed from two perspectives: communicative and explanatory. To do so, this article focuses on the categorisation of cognitive-linguistic abilities exhibited by the students throughout the implementation of the designed unit, as well as analysing the expressions used by them from the communicative perspective; this analysis is born from the upcoming and growing concern of bilingualism implementation in Colombia and Latin America. The methodology used follows an interpretative-qualitative analysis with an inductive analysis approach, analysing the collected information during the didactic implementation in recordings, products developed by students and class diaries from a sample of 25 and 19 students belonging to two private secondary schools located in Cajicá and Bogotá, Colombia. The document presents the reflections arisen from the analysis categories built to assess the collected information: socio-linguistic abilities, communication of ideas in both L1 and L2, the conceptual, social, epistemological and didactic aspects of knowledge. It was found a close link between the L2 proficiency and the depth of the explanations elaborated by the students, enabling the more competent students in L2 to communicate better using the scientific language and getting to more complex explanations. Moreover, the implementation re-dimensioned the content perspective applied by some teachers when using the CLIL approach, placing bilingualism in the Science classes in a dimension distant from transmitting information, being a medium that fosters communicative and explanatory processes by nurturing different cognitive-linguistic abilities.
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Michikawa, Asami, Moeko Okada, Tatsuya M. Ikeda, Kiyotaka Nagaki, Kentaro Yoshida, and Shigeo Takumi. "Phenotypic effects of Am genomes in nascent synthetic hexaploids derived from interspecific crosses between durum and wild einkorn wheat." PLOS ONE 18, no. 4 (April 27, 2023): e0284408. http://dx.doi.org/10.1371/journal.pone.0284408.
Abstract:
Allopolyploid speciation is a major evolutionary process in wheat (Triticum spp.) and the related Aegilops species. The generation of synthetic polyploids by interspecific crosses artificially reproduces the allopolyploidization of wheat and its relatives. These synthetic polyploids allow breeders to introduce agriculturally important traits into durum and common wheat cultivars. This study aimed to evaluate the genetic and phenotypic diversity in wild einkorn Triticum monococcum ssp. aegilopoides (Link) Thell., to generate a set of synthetic hexaploid lines containing the various Am genomes from wild einkorn, and to reveal their trait characteristics. We examined the genetic diversity of 43 wild einkorn accessions using simple sequence repeat markers covering all the chromosomes and revealed two genetically divergent lineages, L1 and L2. The genetic divergence between these lineages was linked to their phenotypic divergence and their habitats. L1 accessions were characterized by early flowering, fewer spikelets, and large spikelets compared to L2 accessions. These trait differences could have resulted from adaptation to their different habitats. We then developed 42 synthetic hexaploids containing the AABBAmAm genome through interspecific crosses between T. turgidum cv. Langdon (AABB genome) as the female parent and the wild einkorn accessions (AmAm genome) as the male parents. Two of the 42 AABBAmAm synthetic hexaploids exhibited hybrid dwarfness. The phenotypic divergence between L1 and L2 accessions of wild einkorn, especially for days to flowering and spikelet-related traits, significantly reflected phenotypic differences in the synthetic hexaploids. The differences in plant height and internodes between the lineages were more distinct in the hexaploid backgrounds. Furthermore, the AABBAmAm synthetic hexaploids had longer spikelets and grains, long awns, high plant heights, soft grains, and late flowering, which are distinct from other synthetic hexaploid wheat lines such as AABBDD. Utilization of various Am genomes of wild einkorn resulted in wide phenotypic diversity in the AABBAmAm synthetic hexaploids and provides promising new breeding materials for wheat.
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VERMEER, ANNE. "Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input." Applied Psycholinguistics 22, no. 2 (June 2001): 217–34. http://dx.doi.org/10.1017/s0142716401002041.
Abstract:
Two empirical studies set out to explore the relation between breadth and depth of word knowledge and to link these concepts with language acquisition and frequency of language input. In the first study, the breadth and depth of word knowledge of 50 Dutch monolingual and bilingual kindergartners were investigated using receptive vocabulary, description, and association tasks. The second study examined the relation between the probability of knowing a word and the input frequency of that word in 1,600 Dutch monolingual and bilingual 4- and 7-year-olds. These studies found that there was no conceptual distinction between breadth and depth of vocabulary, and that breadth and depth were affected by the same factors for both monolingual and bilingual speakers. Very high correlations were found between monolingual and bilingual speakers with respect to the probability of knowing a word, which was strongly related to the input frequency in primary education.
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Casentini, Marco, Mara Frascarelli, and Giorgio Carella. "Null subject acquisition in L2 Chinese speakers: a case study on English L1 speakers." Chinese as a Second Language Research 12, no. 1 (April 28, 2023): 1–36. http://dx.doi.org/10.1515/caslar-2023-0001.
Abstract:
Abstract This article investigates the acquisition of null subjects (henceforth NSs) in (radical pro-drop) Chinese by learners whose native language is (non-pro-drop) English – henceforth ELs – working within the ‘topic chain’ information-structural approach. Our main goal is to verify whether a learner’s proficiency level can have an impact on the interpretation and acceptability of embedded NSs when more than one head is proposed for the relevant topic chain in different structural contexts (i.e., complements of bridge and factive verbs). The results of a pilot experimental test suggest that the requirement for a minimal overt link (MOLC) in the relevant chain plays an important role for ELs with a lower proficiency level. Conversely, MOLC restrictions do not affect ELs with a higher proficiency. Furthermore, the results show that ELs can correctly distinguish between complements of bridge and factive verbs already at an HSK 3 level. As for interpretation, results suggest that contextual information cannot supersede structural constraints for ELs. However, since a clash with contextual information seems to not affect acceptability for ELs, contrary to Chinese Native Speakers, we propose that even HSK 5 students have not fully acquired the competence for managing NSs in a radical language such as Chinese.
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L'Homme, Marie-Claude, and Patrick Leroyer. "Combining the semantics of collocations with situation-driven search paths in specialized dictionaries." Terminology 15, no. 2 (November 11, 2009): 258–83. http://dx.doi.org/10.1075/term.15.2.05lho.
Abstract:
The systematic presentation of collocations is increasingly recognized as a very useful addition to specialized reference works. However, few dictionaries or terminological databases actually include this kind of data. More surprisingly still, no method has been designed yet to allow efficient access to and retrieval of specific specialized collocations from electronic reference tools. This article presents two new search paths for accessing and extracting collocations from an English-French specialized lexical database. The paths have been designed according to two specific user-defined situations: (1) translation from L1 to L2; and (2) text production in L2. We exploit a formal semantic encoding of collocations based on Lexical Functions (LFs). LFs allow us to establish an equivalence relationship between collocations that convey the same meaning in different languages without having to link the collocations formally. They also allow us to extract sets of collocations associated with specific meanings.
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Akşit, Zeynep, and Şükran Saygı. "Which components of word knowledge do EFL learners learn?" Language Learning in Higher Education 14, no. 1 (May 1, 2024): 253–68. http://dx.doi.org/10.1515/cercles-2024-2001.
Abstract:
Abstract Vocabulary research provides valuable information on the construct of word knowledge (WK), and suggests ways to develop language learners’ lexicon, arguably, the backbone of communication. The present study explores EFL students’ vocabulary learning behavior; more specifically, the aspects of WK components they intentionally focus on when learning new words. Data was collected from 536 undergraduate students in an EFL context. Our findings revealed that EFL students’ vocabulary size was roughly 5,000 word families, considerably less than the number advocated for academic studies. Regarding the various aspects of WK, the top three components that the participants with larger vocabulary sizes primarily focus on were a word’s meaning in L2, spelling, and pronunciation, whereas for those students with a smaller vocabulary size, the top three choices were meaning in L1, spelling and meaning in L2. This intentional focus on separate aspects of WK, especially the meaning-form link in L2, might instigate further progress for the former group, and the lack thereof may inhibit learning opportunities for the latter. Exploration of the processes of vocabulary learning will guide teaching practice, and materials design. It may also call for adjustments in curricula as our understanding of vocabulary acquisition processes evolves.
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Kelly, Ronan J. "Immunotherapy for Esophageal and Gastric Cancer." American Society of Clinical Oncology Educational Book, no. 37 (May 2017): 292–300. http://dx.doi.org/10.1200/edbk_175231.
Abstract:
PD-L1 upregulation occurs in approximately 40% of gastroesophageal cancers. However, unlike other solid tumors, there is minimal PD-L1 expressed on the cancer cells; rather, expression occurs predominantly on infiltrating myeloid cells. Preliminary clinical data involving single-agent PD-1/PD-L1 inhibitors in metastatic gastroesophageal cancer have reported response rates of 22%–27% for patients with PD-L1+ tumors and 10%–17% for unselected patients. The phase III ONO-4538-12 (ATTRACTION 2) trial has demonstrated an improved overall survival for nivolumab compared with placebo for patients with heavily pretreated gastric cancer. In the future, we will need better biomarkers to select those most likely to respond and/or identify patients who may need combination immunotherapeutics or alternate strategies. A number of subsets of gastric cancer with different immune signatures, most notably tumors positive for Epstein-Barr virus and microsatellite instability, have been identified, with approximately 50% and 94% PD-L1+ staining seen on tumor cells and immune cells in the EBV subtype and approximately 33% and 45% PD-L1+ staining seen on tumor cells and immune cells in MSI high tumors. Both subtypes demonstrate PD-L1+ immune cells with tumor-infiltrating patterns, unlike the more commonly seen PD-L1+ immune cells at the invasive margin. PD-L2 expression has been reported in 52% of esophageal adenocarcinomas but little is known about the expression of other immune checkpoints. Additional factors that suggest gastroesophageal cancers may respond to checkpoint inhibition include the high somatic mutation burden and the link with chronic inflammation. Here we provide a comprehensive review of the checkpoint inhibitor data published to date in advanced esophagogastric cancers and rationalize how the immune microenvironment in these diverse tumors can explain response or resistance to immunotherapeutics.
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NKAYA, KIMBOUALA, Didace MOUHOUELO, and Merveille NGOULOU. "CONGOLESE LANGUAGES VIS-À-VIS FOREIGN LANGUAGES: STATUS, FORMS AND FUNCTIONS." International Journal of Language, Linguistics, Literature and Culture 01, no. 01 (2022): 28–39. http://dx.doi.org/10.59009/ijlllc.2022.0004.
Abstract:
The existence of African native languages deteriorates vis-à-vis foreign languages such as English, French, Portuguese and Spanish. The former colonies keep using the later as their official languages. The status of the African native languages is either Mother Tongue (MT) or first language (L1), facing that of foreign language (FL) and second language (L2). Unfortunately, the functions of most of these languages are limited to oral communication because their scriptural forms do not exist. This study tries to draw the connections between status and the form, using the Larry (MT or vernacular language), the Kituba and Lingala (L1 or vehicular language) as main communicative languages in Brazzaville. Results show that these Congolese languages are gradually getting menaced and losing ground. This is due to the outstanding intellectualism that takes Congolese people – who are African people as well – to use more and more French words and expressions when speaking them daily. The use of the Roman alphabet would help the Congo, as some African countries have done it, to glocalize their languages in the written form in order to link their status, form and function better. Didactically, African children should first learn their MT and L1 orally and writingly before they tackle with the learning of foreign languages.
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Wilk, Magdalena, Jan Janczak, and Veneta Videnova-Adrabinska. "Poly[aqua[μ3-(pyridin-1-ium-3,5-diyl)diphosphonato-κ3O:O′:O′′][μ2-(pyridin-1-ium-3,5-diyl)diphosphonato-κ2O:O′]calcium(II)]." Acta Crystallographica Section C Crystal Structure Communications 68, no. 2 (January 25, 2012): m41—m44. http://dx.doi.org/10.1107/s0108270112001461.
Abstract:
The rigid organic ligand (pyridine-3,5-diyl)diphosphonic acid has been used to create the title novel three-dimensional coordination polymer, [Ca(C5H6NO6P2)2(H2O)]n. The six-coordinate calcium ion is in a distorted octahedral environment, formed by five phosphonate O atoms from five different (pyridin-1-ium-3,5-diyl)diphosphonate ligands, two of which are unique, and one water O atom. Two crystallographically independent acid monoanions,L1 andL2, serve to link metal centres using two different coordination modes,viz.η2μ2and η3μ3, respectively. The latter ligand,L2, forms a strongly undulated two-dimensional framework parallel to the crystallographicbcplane, whereas the former ligand,L1, is utilized in the formation of one-dimensional helical chains in the [010] direction. The two sublattices ofL1 andL2 interweave at the Ca2+ions to form a three-dimensional framework. In addition, multiple O—H...O and N—H...O hydrogen bonds stabilize the three-dimensional coordination network. Topologically, the three-dimensional framework can be simplified as a very unusual (2,3,5)-connected three-nodal net represented by the Schläfli symbol (4·82)(4·88·10)(8).
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Narea, Pilar, Benjamín Hernández, Jonathan Cisterna, Alejandro Cárdenas, Pilar Amo-Ochoa, Félix Zamora, Gerzon E. Delgado, Jaime Llanos, and Iván Brito. "The Methylene Spacer Matters: The Structural and Luminescent Effects of Positional Isomerism of n-Methylpyridyltriazole Carboxylate Semi-Rigid Ligands in the Structure of Zn(II) Based Coordination Polymers." Polymers 15, no. 4 (February 10, 2023): 888. http://dx.doi.org/10.3390/polym15040888.
Abstract:
Two Zn(II) coordination polymers (CPs) based on n-methylpyridyltriazole carboxylate semi-rigid organic ligands (n-MPTC), with n = 3 (L1) and 4 (L2), have been prepared at the water n-butanol interphase by reacting Zn(NO3)2·4H2O with NaL1 and NaL2. This allows us to systematically investigate the influence of the isomeric positional effect on their structures. The organic ligands were obtained by saponification from their respective ester precursors ethyl-5-methyl-1-(pyridin-3-ylmethyl)-1H-1,2,3-triazole-4-carboxylate (P1) and ethyl-5-methyl-1-(pyridin-4-ylmethyl)-1H-1,2,3-triazole-4-carboxylate (P2), resulting in their corresponding sodium salt forms, 3-MPTC, and 4-MPTC. The structure of the Zn(II) CPs determined by single-crystal X-ray diffraction reveals that both CPs have 2D supramolecular hydrogen bond networks. The 2D supramolecular network of [Zn(L1)]n (1) is built up by hydrogen bond interactions between oxygen and hydrogen atoms between neighboring n-methylpyridyltriazole molecules, whereas in [Zn(L2)·4H2O]n (2) the water molecules link 1D polymeric chains forming a 2D supramolecular aggregate. The structures of 1 and 2 clearly show that the isomeric effect in the semi-rigid ligands plays a vital role in constructing the Zn(II) coordination polymers, helped by the presence of the methylene spacer group, in the final structural conformation. The structures of 1 and 2 significantly affect their luminescent properties. Thus, while 2 shows strong emission at room temperature centered at 367 nm, the emission of 1 is quenched substantially.
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Slavkov, Nikolay. "Long-distance wh-movement and long-distance wh-movement avoidance in L2 English: Evidence from French and Bulgarian speakers." Second Language Research 31, no. 2 (November 13, 2014): 179–210. http://dx.doi.org/10.1177/0267658314554939.
Abstract:
This article investigates spoken productions of complex questions with long-distance wh-movement in the L2 English of speakers whose first language is (Canadian) French or Bulgarian. Long-distance wh-movement is of interest as it can be argued that it poses difficulty in acquisition due to its syntactic complexity and related high processing load. Adopting the derivational complexity hypothesis, which has so far been applied to long-distance (LD) wh-movement in L1 acquisition and child second language acquisition, I argue that adult L2 learners also show evidence that questions with LD wh-movement are often replaced by alternative utterances with lower derivational complexity. I propose that such utterances, which are sometimes of equivalent length and with similar meaning to the targeted LD wh-structures, are avoidance strategies used by the learners as an intermediate acquisition resource. That is, such strategies are used as an escape-hatch from the derivational complexity of LD wh-movement. Overall, the results of this research indicate that the link between the number and complexity of derivational steps in a given structure is a fruitful area with strong potential in the second language acquisition field.
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Séguin, Maja. "Exploration of the relationship between word-association and learners’ lexical development with a focus on American L1 and Croatian L2 speakers." ExELL 3, no. 2 (December 1, 2015): 80–101. http://dx.doi.org/10.1515/exell-2017-0003.
Abstract:
AbstractVocabulary acquisition is a dynamic process and there is a constant change in the way words are stored in the mental lexicon. Word association tests are used in linguistic research to observe to which extent mental mapping can be understood. This paper presents the results of a word association game consisting of seven words administered to second language speakers, and native speakers for comparative purposes. The results indicate the possibility of a link between experiences and associations, which leads to the recommendation for teachers to create activities and new experiences that demand the learner’s personal involvement in expanding their vocabulary.
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Sadick Ngula, Richmond. "A Corpus-Based Study of the Phraseological Pattern It + V-link + ADJ + That Clause in L1 and L2 Expert Academic Writing." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 127. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.127.
Abstract:
This study discusses the phraseological pattern It + V-link + ADJ + That Clause as a rhetorical feature of argumentation in Ghanaian scholars’ research articles (RAs) across the disciplines of Sociology, Economics and Law. It looks at the pattern’s occurrence with the adjectives possible, likely and clear in RAs by Ghanaian authors based in Ghana and in RAs by international scholars who are native speakers to determine potential divergent patterns of use between the two groups of scholars in the three disciplinary fields. Because RAs produced by non-native writers are often said to be characterized by overuse, underuse or misuse of rhetorical features (e.g., Martinéz, 2005, Englander, 2006), this study adopts a corpus-based approach to investigate the extent to which Ghanaian scholars’ use of the above collocational pattern involving possible, likely and clear differs from international scholars’ use of the pattern in terms of frequency information, levels of epistemic force, and intensification/mitigation styles. A close inspection of a million-word corpus of RAs, supported by robust statistical analyses, reveals considerable differences in the way the pattern is used between the two groups of scholars across the disciplines studied, which suggest that Ghanaian scholars do not fully apply the preferred stereotypical uses of the pattern found in reputable international RAs. The study has implications for how Ghanaian scholars have acquired rhetorical strategies of academic writing.