Journal articles on the topic 'L2 link'
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1
Shao, Ming-Lei, Rui-Jun Yan, Jing Wu, Ji-Yeong Lee, Chang-Soo Han, Dong-Ik Shin, and Kyoo-Sik Shin. "Sensor-based exploration for planar two-identical-link robots." Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science 230, no. 4 (December 3, 2015): 655–64. http://dx.doi.org/10.1177/0954406215618684.
Abstract:
We present a new roadmap based on a generalized Voronoi graph for two-identical-link mobile robots to explore an unknown planar environment. It is called the L2-generalized Voronoi graph and is defined in terms of workspace distance measurements using only sensor-provided information, with the robot having the maximum distance from obstacles, and is therefore optimum in a point of view for exploration and obstacle avoidance. The configuration of the robot possesses four degrees of freedom, and hence the roadmap is one-dimensional in an unknown configuration space [Formula: see text]. The L2-generalized Voronoi graph is not always connected, and so is connected with an additional structure called the L2R-edge, where the robot is tangent to a GVD structure with the same orientation for the two links. This roadmap is termed L2 hierarchical generalized Voronoi graph. The L2 hierarchical generalized Voronoi graph includes two structures: the L2 hierarchical generalized Voronoi graph and the L2R edge. Although the condition of two identical links looks somewhat constraining, the L2 hierarchical generalized Voronoi graph is still worth pursuing because the case is very common in the engineering environment.
2
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.
3
Trofimovich, Pavel, and Larisa Turuševa. "Ethnic Identity and Second Language Learning." Annual Review of Applied Linguistics 35 (March 2015): 234–52. http://dx.doi.org/10.1017/s0267190514000166.
Abstract:
ABSTRACTEthnic identity refers to the subjective experience embracing the feelings, experiences, and behaviors through which people position their membership in a single or multiple ethnic groups. The goal of this article is to integrate evidence from social psychology and applied linguistics, by focusing on the identity–language link from the perspective most relevant to second language (L2) development, namely, by considering how ethnic identity might be implicated in L2 learning. We first define and contextualize ethnic identity and its possible relationships to language. We then review recent empirical evidence for the link between ethnic identity and L2 measures, and we speculate on whether this link represents a bidirectional relationship whereby ethnic identity and language are interlocked through self-reinforcing processes and mediated through language users’ experience with language. We conclude by framing research on ethnic identity within sociocognitive views of L2 learning and describe several possible avenues for advancing this area of research.
4
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.
5
Hilton, Heather. "The link between vocabulary knowledge and spoken L2 fluency." Language Learning Journal 36, no. 2 (December 2008): 153–66. http://dx.doi.org/10.1080/09571730802389983.
6
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.
7
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).
8
Lina Farsia. "LITERATURE REVIEW OF THE ETHNIC GROUP AFFILIATION AND L2 PROFICIENCY LINK: EMPERICAL EVIDENCE." Jurnal Penelitian Progresif 1, no. 1 (July 28, 2022): 88–95. http://dx.doi.org/10.61992/jpp.v1i1.66.
Abstract:
There are many factors affecting in a second language (L2) Proficicency. In this literarure review, one of the factors that was examined is the ethic group affiliation. Ethnic group affiliation and L2 proficiency" refers to the relationship between a person's ethnicity and their proficiency in L2. Research has shown that ethnic group affiliation can have an impact on language learning and proficiency, with some ethnic groups performing better or worse than others in learning a second language. Research in this area has important implications for language education policies and programs, as well as for understanding the complex ways in which ethnicity, culture, and language learning intersect.
9
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.
10
Mai, Ziyin. "L2 Chinese: Grammatical development and processing." Second Language Research 32, no. 1 (August 17, 2015): 123–41. http://dx.doi.org/10.1177/0267658315597737.
Abstract:
Two recent books (Jiang, 2014, Advances in Chinese as a second language; Wang, 2013, Grammatical development of Chinese among non-native speakers) provide new resources for exploring the role of processing in acquiring Chinese as a second language (L2). This review article summarizes, assesses and compares some of the findings in these books with reference to current interests in L2 sentence processing and other research findings in L2 Chinese. It is shown that there have been serious attempts to link acquisition and processing of L2 Chinese, and that Chinese offers rich materials to study how L2 learners develop sensitivity to semantic and discourse conditions on L2 structures and acquire new grammatical features associated with them through parsing the input. However, to reach this goal, a more fine-grained approach to L2 Chinese structures and their processability needs to be taken.
11
Zhong, Gui Rong. "L2 Vocabulary Teaching under Multimedia-and-Network Environment." Advanced Materials Research 422 (December 2011): 534–37. http://dx.doi.org/10.4028/www.scientific.net/amr.422.534.
Abstract:
This paper discusses the problems in current L2 vocabulary teaching in Chinese colleges. The author holds that the wide applicafication of the multimedia and network will greatly reform the L2 vocabulary teaching to a real extent because the multimedia and network bears a lot of advantages. The powerful search engine, the rich database, the flexible hypertext link and the various real scenes of communication provided by the multimedia and network are all helpful in L2 vocabulary teaching and learning.
12
Gatbonton, Elizabeth, and Pavel Trofimovich. "The Ethnic Group Affiliation and L2 Proficiency Link: Empirical Evidence." Language Awareness 17, no. 3 (December 1, 2008): 229. http://dx.doi.org/10.2167/la464.0.
13
Gatbonton, Elizabeth, and Pavel Trofimovich. "The Ethnic Group Affiliation and L2 Proficiency Link: Empirical Evidence." Language Awareness 17, no. 3 (July 11, 2008): 229–48. http://dx.doi.org/10.1080/09658410802146867.
14
Mifka-Profozic, Nadia. "Interactive Alignment in L2 Learning: The Link between Social Interaction and Psycholinguistic Phenomena." Education Sciences 13, no. 8 (August 3, 2023): 792. http://dx.doi.org/10.3390/educsci13080792.
Abstract:
To engage successfully in conversational activities, participants need to coordinate and synchronise their talk with the talk of their interlocutors. Apart from a set of social strategies and natural routines involved in sequence organisation, a significant contributor to this goal is a psycholinguistic mechanism identified as interactive alignment. The present study set out to examine whether interactive alignment occurs in L2 speech of upper intermediate second language users who have been learning English at school for around 11 years. The participants were a group of twenty Croatian students in their second year of university study, majoring in English. They worked on two collaborative tasks: one carried out in dialogues and the other one in groups of four. Their interactions were analysed both quantitatively and qualitatively, to closely examine how interaction evolves in unscripted task-based L2 production. With a significantly larger number of alignment occurrences recorded in dialogues than in groups of four, both between speaker and within speaker, this study demonstrates that processes in L2 learning and use are interconnected and interdependent at all levels, involving cognitive, psychological, psycholinguistic, and social dimensions.
15
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.
16
Prasetyo, Hardi. "BOOK REVIEW: EXPLICIT LEARNING IN THE L2 CLASSROOM." LLT Journal: A Journal on Language and Language Teaching 22, no. 2 (October 14, 2019): 276–78. http://dx.doi.org/10.24071/llt.v22i2.1221.
Abstract:
This book provides a theoretically framed and empirically supported approach to support explicit learning (learning with awareness) in L2 development with a link to learning in the classroom setting. It approaches explicit L2 learning from five perspectives: theory, methodology, empirical work, model building, and pedagogy. It is theoretically based on mentalist or psycholinguistics SLA which posit that L2 development is more cognitive in nature. It also reviews studies which were motivated by cognitive accounts of SLA, more specifically studies on explicit L2 learning. It provides teachers with a model of L2 learning process in instructed SLA, and researchers with reviews on data elicitation procedures (online and offline) in SLA research. This book is written with novice teachers and researchers in mind, therefore it is both theoretical and practical in nature.DOI: 10.24071/llt.2019.220212
17
Ożańska-Ponikwia, Katarzyna, and Jean-Marc Dewaele. "Personality and L2 use." EUROSLA Yearbook 12 (August 8, 2012): 112–34. http://dx.doi.org/10.1075/eurosla.12.07oza.
Abstract:
Researchers working on the effects of study abroad are always baffled by the huge individual differences in the development of a target language (TL) among students – who could be considered as temporary immigrants (Kinginger 2011; Regan et al. 2009). Researchers often speculate that these differences are linked to socialization issues, such as the amount of authentic TL interactions that students engage in. What research designs usually lack are the unique psychological characteristics that could predict the frequency with which L2 users’ engage in L2 interactions. The present study investigates this question by looking at the link between personality traits and frequency of use of English L2 as well as self-perceived proficiency in English L2 by 102 adult Polish immigrants living in Ireland and the UK. Participants filled out a Polish version of personality questionnaires (OCEAN and TEIQ) and a sociobiographical questionnaire. Statistical analyses revealed that length of stay was positively correlated with English L2 use and self-perceived proficiency in that language. Linear regression analyses revealed that Openness and Self-esteem were significant predictors of frequency of use of English L2. Openness was the best predictor of self-perceived English L2 proficiency. In sum, our results suggest that progress in the L2 depends not just on the immersion in the L2 but also on the L2 user’s basic inclination to seek out social interactions in the L2.
18
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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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.
21
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.
22
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.
23
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.
24
Vincze, Laszlo, and Peter MacIntyre. "Accent stigmatization as a moderator of the relationship between perceived L2 proficiency and L2 use anxiety." Applied Linguistics Review 8, no. 1 (March 1, 2017): 61–78. http://dx.doi.org/10.1515/applirev-2015-2004.
Abstract:
AbstractBy integrating the social context model of L2 acquisition with the pyramid model of willingness to communicate in L2, this study examined aspects of the psychological process underlying willingness to communicate (WTC) in Slovak among young Hungarian speakers in Southern Slovakia. The data was collected among Hungarian-speaking secondary school students (N=310). The results indicated that frequent and pleasant contact with Slovak speakers was related to higher proficiency in Slovak and lower anxiety to use Slovak, and these increased the willingness to communicate in Slovak. However, it was also demonstrated that accent stigmatization moderated the relationship between perceived L2 proficiency and L2 use anxiety. Anxiety was more closely related to proficiency among those who perceived less accent stigmatization than among those who perceived more stigma because of their Hungarian accent. The theoretical implications of these findings for the role of the intergroup context in developing accent stigmatization, and the link between accent stigmatization, L2 use anxiety and willingness to communicate in the majority language are discussed.
25
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.
26
Georgiou, Georgios P. "Nonverbal Intelligence Does Matter for the Perception of Second Language Sounds." Psych 5, no. 1 (February 8, 2023): 123–32. http://dx.doi.org/10.3390/psych5010012.
Abstract:
Although there has been considerable research on the interplay between intelligence and second language (L2) learning, research focusing on the intelligence and L2 speech perception link is limited. The present study aims to fill this gap. The native language of the participants was Cypriot Greek and they spoke English as an L2. The participants completed a forced-choice psychoacoustic test in which they discriminated L2 sound contrasts and a nonverbal intelligence test which measured their nonverbal intelligence capacities. They were divided into two groups according to their performance in the intelligence test, namely, a low IQ and a high IQ group. The results showed that the high IQ group discriminated the majority of the L2 contrasts better than the low IQ group. In addition, the degree of perceived difficulty for most L2 contrasts differed between the two groups. It is concluded that nonverbal intelligence is associated with the discrimination of L2 sounds. This can be explained by the possibility that either intelligence triggers the more efficient functioning of other domains, such as information processing and attention, leading to increased speech perception skills, or that it directly affects the categorization of speech sounds resulting in the development of more robust L2 categories.
27
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.
28
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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Uchihara, Takumi, and Jon Clenton. "Investigating the role of vocabulary size in second language speaking ability." Language Teaching Research 24, no. 4 (September 10, 2018): 540–56. http://dx.doi.org/10.1177/1362168818799371.
Abstract:
The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these findings, we explore implications for L2 vocabulary assessment in classroom teaching contexts and provide important suggestions for future research on the vocabulary-and-speaking link.
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Deconinck, Julie, Frank Boers, and June Eyckmans. "Helping learners engage with L2 words." AILA Review 23 (December 9, 2010): 95–114. http://dx.doi.org/10.1075/aila.23.06dec.
Abstract:
The pace at which new words are acquired is influenced by the degree of engagement with them on the part of the learner. Insights from cognitive linguistics into the non-arbitrary aspects of vocabulary can be turned into stimuli for such engagement. The majority of Cognitive Linguists’ proposals for vocabulary teaching aim at helping learners appreciate the way a single word form can develop different meanings. This, however, presupposes knowledge of the ‘basic’ meaning of that word. We report an experiment in which learners under an experimental treatment were stimulated to consider the possibility that the form–meaning link in target words might not be fully arbitrary. The mnemonic effect of this task-induced engagement was assessed in relation to comparison treatments in immediate and delayed post-tests measuring both receptive and productive knowledge. Results show that simply prompting learners to evaluate the form–meaning match of words can foster vocabulary acquisition, although not all target words lends themselves equally well to this type of engagement.
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Rogulski, Jan S. "Quasilinear Hamiltonian systems." Proceedings of the Royal Society of Edinburgh: Section A Mathematics 106, no. 3-4 (1987): 195–204. http://dx.doi.org/10.1017/s0308210500018333.
Abstract:
SynopsisWe consider quasilinear systems of 2N partial differential equations with 2N unknown functions depending on n + 1 variables as evolution systems on the space L2(Rn, RN) × L2(Rns, RN) endowed with a symplectic form induced by the standard scalar product on L2(Rn, RN). The necessary and sufficient conditions for such a system to be a Hamiltonian system are derived. The main purpose of this paper is to propose a straightforward link between the symplectic approach formulated by Chernoff, Hughes and Marsden and the multisymplectic formulations of evolution systems created by Kijowski and developed by Gawedzki and Kondracki. A general method of constructing the multisymplectic form and the Hamiltonian form for these systems is given.
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COLLIANDER, JAMES, and SVETLANA ROUDENKO. "MASS CONCENTRATION WINDOW SIZE AND STRICHARTZ NORM DIVERGENCE RATE FOR THE L2-CRITICAL NONLINEAR SHRÖDINGER EQUATION." Journal of Hyperbolic Differential Equations 04, no. 04 (December 2007): 613–27. http://dx.doi.org/10.1142/s0219891607001288.
Abstract:
We observe a link between the window size of mass concentration and the rate of explosion of the Strichartz norm by revisiting Bourgain's mass concentration for the L2-critical nonlinear Schrödinger equations.
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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.
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Mokri, S. S., H. Husain, W. Martono, and A. Shafie. "Real Time Implementation of NARMA-L2 Control of a Single Link Manipulator." American Journal of Applied Sciences 5, no. 12 (December 1, 2008): 1758–63. http://dx.doi.org/10.3844/ajassp.2008.1758.1763.
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HUVENEERS, F. "Subdiffusive behavior generated by irrational rotations." Ergodic Theory and Dynamical Systems 29, no. 4 (August 2009): 1217–33. http://dx.doi.org/10.1017/s0143385708000680.
Abstract:
AbstractWe study asymptotic distributions of the sums yn(x)=∑ k=0n−1ψ(x+kα) with respect to the Lebesgue measure, where α∈ℝ−ℚ and where ψ is the 1-periodic function of bounded variation such that ψ(x)=1 if x∈[0,1/2[ and ψ(x)=−1 if x∈[1/2,1[. For every α∈ℝ−ℚ, we find a sequence (nj)j⊂ℕ such that $y_{n_j}/\sqrt j$ is asymptotically normally distributed. For n≥1, let zn∈(ym)m≤n be such that ‖zn‖L2=max m≤n‖ym‖L2. If α is of constant type, we show that zn/‖zn‖L2 is also asymptotically normally distributed. We give a heuristic link with the theory of expanding maps of the interval.
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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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Batterink, Laura, and Helen J. Neville. "ERPs Recorded during Early Second Language Exposure Predict Syntactic Learning." Journal of Cognitive Neuroscience 26, no. 9 (September 2014): 2005–20. http://dx.doi.org/10.1162/jocn_a_00618.
Abstract:
Millions of adults worldwide are faced with the task of learning a second language (L2). Understanding the neural mechanisms that support this learning process is an important area of scientific inquiry. However, most previous studies on the neural mechanisms underlying L2 acquisition have focused on characterizing the results of learning, relying upon end-state outcome measures in which learning is assessed after it has occurred, rather than on the learning process itself. In this study, we adopted a novel and more direct approach to investigate neural mechanisms engaged during L2 learning, in which we recorded ERPs from beginning adult learners as they were exposed to an unfamiliar L2 for the first time. Learners' proficiency in the L2 was then assessed behaviorally using a grammaticality judgment task, and ERP data acquired during initial L2 exposure were sorted as a function of performance on this task. High-proficiency learners showed a larger N100 effect to open-class content words compared with closed-class function words, whereas low-proficiency learners did not show a significant N100 difference between open- and closed-class words. In contrast, amplitude of the N400 word category effect correlated with learners' L2 comprehension, rather than predicting syntactic learning. Taken together, these results indicate that learners who spontaneously direct greater attention to open- rather than closed-class words when processing L2 input show better syntactic learning, suggesting a link between selective attention to open-class content words and acquisition of basic morphosyntactic rules. These findings highlight the importance of selective attention mechanisms for L2 acquisition.
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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.
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Meritan, Camille. "Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process." Languages 6, no. 4 (November 1, 2021): 182. http://dx.doi.org/10.3390/languages6040182.
Abstract:
Second language (L2) researchers have established that examining learners’ awareness of their own learning process and progress is essential. However, learners exposed to the same input in the classroom may differ in the way that they perform. This difference may be due to the way and depth with which learners process the L2 information. The present study explores self-reflection (i.e., introspective verbal reports) to enhance L2 learning, helping learners develop an awareness of learning as a process. This four-semester-long study investigates whether there is a connection between phonological awareness and self-reflection and explores under which conditions self-reflection could be most beneficial for pronunciation. Sixty learners of French, divided into a Treatment group (with self-reflection) and a Comparison group (without self-reflection), were tracked across semesters. Results on pre/post read-aloud tests surrounding pronunciation lessons—on the vowels /y/-/u/ and the use of liaisons—were contrasted with students’ responses to self-reflection questionnaires to explore their learning process. The study revealed that overall, self-reflection led to better learning outcomes, and that a link between attention and understanding may exist, but when this link is absent, learners using self-reflection may not linearly progress.
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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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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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Macaro, Ernesto, Zöe Handley, and Catherine Walter. "A systematic review of CALL in English as a second language: Focus on primary and secondary education." Language Teaching 45, no. 1 (November 24, 2011): 1–43. http://dx.doi.org/10.1017/s0261444811000395.
Abstract:
After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in the adoption of applications. There then follows an in-depth review of 47 post-2000 studies investigating the efficacy of technology in the teaching of L2 English. It asks what technology has been used and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively on learner attitudes and behaviours and may promote collaboration. On the whole, the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.
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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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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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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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Li, Shaopeng. "Review of Intercultural Communication and Language Pedagogy: From Theory to Practice." Intercultural Communication Education 6, no. 1 (April 30, 2023): 33–35. http://dx.doi.org/10.29140/ice.v6n1.1021.
Abstract:
In second or foreign language (L2) research and education, learners’ development of intercultural communicative competence (ICC) is of prime importance. In practice, more attention is devoted to language-culture reciprocity, in the sense that language puts cultural reality into words and is dynamically shaped by culture (Mirzaei and Forouzandeh, 2013). This has in turn led to increased emphasis being put on teaching language for ICC. Responding to Byram and Masuhara’s (2013) call to make the language-intercultural communication link explicit, the volume under review aims to provide a sound theoretical background and a thorough review of research on intercultural communication, while also presenting the application of theory to L2 pedagogical practice.
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Adrián, María Martínez, and Francisco Gallardo del Puerto. "L2 English Receptive and Productive Vocabulary in Senior Learners." ITL - International Journal of Applied Linguistics 160 (January 1, 2010): 112–31. http://dx.doi.org/10.1075/itl.160.06adr.
Abstract:
Abstract This study aims to analyse the effect of previous foreign language (FL) contact on the acquisition of receptive and productive vocabulary by senior learners in the early stages of English acquisition. Additionally, we also explore the relationship between receptive vocabulary and productive vocabulary as well as the link between lexical competence and reading comprehension. Results confirm that false beginners consistently outperform true beginners, supporting previous research findings (Fukai, 2000; Watt, 1997). Receptive and productive vocabulary were found to be positively correlated, which indicates a direct relationship between the passive and the active knowledge of FL vocabulary. In agreement with previous research (Agustín Llach and Terrazas Gallego, 2009; Laufer, 1992; Quian, 2002), we found a positive correlation between senior learners’ lexical competence and their reading comprehension.
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Lunde, K., B. Biehs, U. Nauber, and E. Bier. "The knirps and knirps-related genes organize development of the second wing vein in Drosophila." Development 125, no. 21 (November 1, 1998): 4145–54. http://dx.doi.org/10.1242/dev.125.21.4145.
Abstract:
The neighboring homologous knirps (kni) and knirps-related (knrl) genes in Drosophila encode transcription factors in the steroid hormone receptor superfamily. During early embryogenesis, kni functions as a gap gene to control expression of segmentation genes within the abdominal region of the embryo. In this study, we present evidence that kni and knrl link A/P positional information in larval wing imaginal discs to morphogenesis of the second longitudinal wing vein (L2). We show that kni and knrl are expressed in similar narrow stripes corresponding to the position of the L2 primordium. The kni and knrl L2 stripes abut the anterior border of the broad central expression domain of the Dpp target gene spalt major (salm). We provide evidence that radius incompletus (ri), a well-known viable mutant lacking the L2 vein, is a regulatory mutant of the kni/knrl locus. In ri mutant wing discs, kni and knrl fail to be expressed in the L2 primordium. In addition, the positions of molecular breakpoints in the kni/knrl locus indicate that the ri function is provided by cis-acting sequences upstream of the kni transcription unit. Epistasis tests reveal that the kni/knrl locus functions downstream of spalt major (salm) and upstream of genes required to initiate vein-versus-intervein differentiation. Mis-expression experiments suggest that kni and knrl expressing cells inhibit neighboring cells from becoming vein cells. Finally, kni and knrl are likely to refine the L2 position by positively auto-regulating their own expression and by providing negative feedback to repress salm expression. We propose a model in which the combined activities of kni and knrl organize development of the L2 vein in the appropriate position.
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Heriani, Dian. "Living Self-produced Digital Video as a Convenience for Experiential Learning in Fostering L2 Speaking Skill: A Study of Psycholinguistic from Vocational College Students View." SALTeL Journal (Southeast Asia Language Teaching and Learning) 5, no. 1 (January 30, 2022): 13–22. http://dx.doi.org/10.35307/saltel.v5i1.87.
Abstract:
Learning a language is formed as a cognition process. Ideally, L2 learner engagement and speaking competence for college-level students build 21st-century communication that needs experiential learning. Meanwhile, college students (one academic semester) actively animate them in complex projects with real speaking experiences that indicate the novice L2 learner views speaking skills in the communication context. In addition, students perform reflective activities that revive them articulate the relevance and implications of the experience for continuing learning to link the academic, employability skills and knowledge they generate through these projects. To fill this study discloses a narrative case study that investigates how vocational college students (N=55) develop their experiential learning as a cognition process in learning English and learn 21st-century communication by self-produced video as novice L2 learners. Drawing on the contribution of psycholinguistics' perceptions (cognitive theory) and language exposure of students' experiential learning, focus on speaking skills through a video project. The study concluded that creating practical activities as experiential learning helps novice L2 learners successfully communicate and be aware of a cognitive area in learning English during online learning.