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Статті в журналах з теми "L2 link":
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.
Анотація:
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.
Анотація:
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.
Анотація:
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.
Анотація:
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.
Анотація:
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, № 05 (серпень 2004): 669–87. http://dx.doi.org/10.1142/s0218216504003366.
Анотація:
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.
Анотація:
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.
Анотація:
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.
Анотація:
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.
Дисертації з теми "L2 link":
1
Hrnčiřík, Matej. "Modelování L2 protokolů zajišťujících bezsmyčkovost." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2012. http://www.nusl.cz/ntk/nusl-236527.
Анотація:
This thesis informs about currently used technologies, which provide loop protection on data link layer of computer networks. It clarifies issues of Ethernet networks. Chosen protocols are then closely described. There are presented advantages and disadvantages of chosen protocols and they are compared to other technologies. Practical section describes the initial implementation of IS-IS in OMNeT++ environment, which serves as the basic building block of TRILL protocol. An important issue is to verify correctness of implementation.
2
Varli, Dogan. "Modulation Coding In A Radio Link And Data Transfer Application Using L2 VPN Ethernet Over MPLS In A Large Network." Thesis, Högskolan i Gävle, Avdelningen för elektronik, matematik och naturvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20961.
Анотація:
In this thesis work, the locations where we are unable to reach via fiber are considered for wireless transmission links. In the practical part of this thesis different modulation techniques and antenna sizes were analyzed in order to provide the most efficient way of data transmission. The data between this wireless links was transfered using MPLS L2 VPN solution. According to improving technology and increasing internet usage, the communication speed, which is between users and providers, becomes more inevitable for transmitting data without any delays. More than one users might use same connection line for transmitting their packets and it is able to be caused an online traffic and some delays and data loss could occur. In this circumstance, high rate internet demands would lead extra costs for Internet Service Providers (ISPs) and users. In the introduction part, a brief description for the history of communications and basic equipments for Radio Link and Fiber Optic cable are done. In the theory part, detailed information was provided about modulation techniques and multiplexing techniques followed by general information about computer networks and comprehensive information about OSI layers. In the process and result parts, program outputs for Path Loss design which was used for R/L was mentioned in a detailed way. After that, Ethernet Over MPLS L2 VPN was highlighted and a simulation from point-to-point "Ethernet Over MPLS L2 VPN” was conducted in GNS3 software. Furthermore, the simulation for point-to-multipoint case was then applied in a laboratory environment in order to achieve the desired result. In the result part, different R/L simulation results are compared to determine the optimized modulation technique and antenna sizes which could then be merged with simulation results from the previous part.
3
Simonin, Marie-Claire. "Rôle de la langue première dans l'apprentissage du français à l'école maternelle." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH014.
Анотація:
Ce travail de thèse s'inscrit dans les domaines de la linguistique de l'acquisition, de la sociolinguistique et de la didactique des langues. Il s'agit d'une recherche-action qui vise à mieux appréhender l'acquisition du langage chez des enfants bilingues émergents de 3 à 5 ans, c'est-à-dire l'appropriation simultanée et/ou consécutive de deux langues, dans le contexte d'une école maternelle située en éducation prioritaire et dont le public est multilingue (une vingtaine de langues premières). L'objectif de la recherche consiste à observer comment l'enfant peut s'appuyer sur des compétences déjà construites en langue première pour construire des compétences en langue seconde. Le corpus est composé de plusieurs types de données : - un « corpus de travail » multilingue constitué d'outils pédagogiques dans lesquels figurent des traductions audios réalisées grâce à la collaboration des parents; - des captations vidéos d'interactions enfant/adulte permettant d'observer l'appropriation des éléments linguistiques proposés dans les supports; - des enregistrements réalisés tout au long du processus et visant à éclairer les parcours langagiers singuliers des élèves: séances de traductions, entretiens avec les parents, activités en classe.L'analyse qualitative de dix études de cas montre que : - concernant les enfants qui acquièrent le français comme L2, l'utilisation en classe de la L1 favorise leur engagement, ainsi que la compréhension et l'appropriation d'éléments linguistiques de la L2 ; - dans le cas des enfants qui ont deux L1 dont le français, la valorisation de la langue héritée encourage son développementThis thesis is part of linguistics of language acquisition, sociolinguistics and language education. It is a practical research that aims to understand language acquisition by emergent bilingual children from 3 to 5 years old, i.e. the simultaneous and / or consecutive acquisition of two languages, in the context of a kindergarten in priority education and whose public is multilingual (almost twenty first languages). The aim of the research is to observe how the child can rely on skills already acquired in the first language (L1) to build second language (L2) skills. The corpus is composed of several types of data: - a multilingual "corpus of work" consisting of educational tools in which audio translations are produced with the collaboration of the parents; - video recordings of child / adult interactions to observe the acquisition of the linguistic elements proposed in the supports; - recordings made throughout the process in order to highlight in what particular way students build their own language: translation sessions, interviews with parents, classroom activities.Qualitative analysis in ten case studies shows that : - in the case of children who acquire French as their L2, the use of the L1 in class forsters their engagement, as well as the comprehension and appropriation of linguistic elements from the L2 ; - in the case of children who have two L1s, including French, valuing the heritage language encourages its development
4
Oliva, Sabrina <1988>. "Italian L2 for carers." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2566.
Анотація:
Oggigiorno, l'aiuto dei badanti alle famiglie italiane è diventato sempre più diffuso e necessario. I badanti che lavorano in Italia sono per la maggior parte stranieri, spesso non conoscono la lingua e la cultura e per questo hanno difficoltà di comunicazione. L'elaborato analizza i problemi riscontrati tra badanti e famiglie (datori di lavoro) al fine di evidenziare possibili soluzioni che aiutino migliorare la comunicazione tra le parti e quindi la vita e il lavoro di entrambi. i dati raccolti si riferiscono alla realtà locale del Bellunese. infine il lavoro confronta le esigenze dei badanti e delle famiglie dal punto di vista dell'insegnamento della lingua e cultura con il programma offerto dal corso per badanti del CTP di Belluno.
5
Zenari, Elisa <1983>. "Laboratorio di italiano L2 nella scuola primaria." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17767.
Анотація:
Actualmente en el sistema escolar italiano el 9,7% de los alumnos no tiene ciudadanía italiana y no habla italiano como idioma materno. Por lo tanto es imprescindible identificar métodos apropiados de intervención para enseñar el idioma y para satisfacer sus diferentes necesidades como estudiantes de italiano como lengua segunda (L2).
El presente trabajo trata sobre la importancia del laboratorio lingüístico para la enseñanza de la lengua. El ‘Ministero dell’Istruzione, dell’Università e della Ricerca’ (Ministerio de Educación, Universidades e Investigación) considera dicho laboratorio como un ‘factor decisivo’ para los alumnos migrantes, que pueden adquirir, recuperar y fortalecer las habilidades lingüísticas con el fin de evitar una penalización en el éxito escolar por la falta de un profundo conocimiento del idioma italiano.
En nuestro trabajo presentamos un laboratorio lingüístico dirigido a niños entre seis y ocho años, que está caracterizado por combinar la enseñanza del idioma básico de la comunicación con otras actividades más prácticas (cocina, arte, yoga). El objetivo de nuestra tesis es analizar, según las investigaciones en el ámbito neurocientíficos, las razones por las cuales vivir una experiencia concreta en el aula puede considerarse una manera eficaz de aprender una lengua.
El trabajo se divide en dos partes: un marco teórico, donde se presentan datos estadísticos y las bases neurocientíficas que subrayan la importancia de la experiencia en el aprendizaje de un idioma; y una segunda parte práctica, donde se explica el proyecto y se proponen actividades didácticas realizadas en clase.
6
Rizza, Elena <1991>. "Flipping the multilingual classroom: Italian L2 and Physics." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16208.
Анотація:
The aim of this dissertation is to present one of the latest instructional models known as “Flipped Classroom”. Compared with traditional teaching methodologies, the Flipped Classroom aims to reverse the typical scheme of work implemented in class and provides the content of the course through videos - or other multimedia resources - conveniently created by the teacher, which are later processed by students at home. This allows teachers to free class-time and use it for more active, collaborative learning activities, which are particularly useful in heterogeneous classes. First chapter of this project provides with useful definitions about the flipped methodology and its theoretical framework, highlighting strengths and weaknesses, as well as difficulties of application compared with a traditional teacher-centered approach. The second chapter deals with specific issues related to students with immigrant background and analyses difficulties that pupils may find while learning subjects through the national language of education, which is different from their own mother tongue. Then, the third and final chapter focuses on the profile of a multilingual classroom of a secondary school and contains the proposal of three learning units of Physics using the Flipped Classroom. Specifically, the final chapter aims to explain how its implementation may enhance students’ achievements both in physics and in Italian L2.
7
Bayraktar, Hasan. "The Role Of Lexical Cohesion In L2 Reading Comprehension." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613145/index.pdf.
Анотація:
This study aimed at discovering the role of lexical cohesive links in L2 reading comprehension. For this purpose, the researcher carried out lexical cohesion analysis of two TOEFL reading tests consisting of six texts. First, prior to the reading comprehension tests, the students were administered &ldquoa vocabulary familiarity task&rdquo
. Second, the TOEFL reading tests were administered to fifty upper-intermediate and advanced level EFL students at Middle East Technical University, Ankara, Turkey. Third, after each test, a post-reading &ldquo
Lexical links recognition task&rdquo
was given. Finally, the data were analyzed comparing reader performance on each item, both within and across the groups. The researcher analyzed the reading test results besides the results of the accompanying lexical cohesive links tasks to see if there is a &ldquo
significant relationship&rdquo
between the three factors: vocabulary knowledge, reading comprehension level and recognition of lexical cohesive links. The results have indicated that awareness of lexical cohesive links noticeably contributes to reading test scores in L2 and that recognition-level vocabulary knowledge alone may not guarantee better reading comprehension scores. Finally, it is suggested that reading and writing teachers can develop some pedagogic exercises to teach lexical cohesive devices and in this way improve students&rsquo
knowledge of lexical cohesive sub-types, thus enhancing their reading performance.
8
Inghilterra, Rosa <1992>. "Immigrati analfabeti e italiano L2: la sfida didattica." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13034.
Анотація:
Lo scopo dell'elaborato è quello di affrontare l'esigenza dell'insegnamento della lingua italiana nei contesti migratori ad apprendenti adulti analfabeti o con una bassa scolarizzazione. Nella prima parte viene introdotto il tema dell'analfabetismo partendo con una descrizione diacronica e istituzionale di sguardo internazionale. Successivamente viene approfondita la tematica della letto-scrittura da un punto di vista neuroscientifico per capire come avviene il meccanismo di apprendimento di una lingua nel nostro cervello. In seguito viene stretto il focus sulla situazione dei contesti migratori in Italia, con la presentazione del target degli apprendenti: adulti stranieri analfabeti o debolmente scolarizzati che necessitano dell'insegnamento della lingua italiana attraverso una completa scolarizzazione. L'intento è cercare di individuare le problematicità e, di conseguenza, i metodi e le strategie validi per ottenere risultati soddisfacenti, tali da fornire un'adeguata scolarizzazione che permetta l'apprendimento della lingua italiana per il conseguente inserimento nel tessuto sociale.
9
Pesci, Francesca <1987>. "Literacy and Italian L2 Learning in Low Educated Adults." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3438.
10
Giuriola, Ilaria Michela <1983>. "L'insegnamento dell'Italiano L2 a studenti DSA con background migratorio." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17188.
Анотація:
L’interesse verso questo argomento è scaturito dalla mia esperienza personale come facilitatrice linguistica, prima in provincia di Padova e poi di Bolzano. Nell’arco di dieci anni di lavoro, ho potuto notare come il focus principale si sia spostato dall’insegnamento della lingua della comunicazione ad alunni neo-arrivati all’accompagnamento nel percorso scolastico di alunni con background migratorio nati in Italia. Questi ultimi costituiscono, come spiego nel primo capitolo, la maggioranza degli alunni stranieri presenti attualmente nel sistema scolastico italiano. Si tratta di bambini e ragazzi che evidentemente non hanno più bisogno di imparare a parlare in italiano, ma incontrano comunque difficoltà e spesso restano indietro rispetto ai compagni. Lo scopo di questo lavoro è provare ad individuare le principali motivazioni del diffuso insuccesso scolastico degli alunni con background migratorio. Qualora tale insuccesso sia imputabile ad una difficoltà di apprendimento, indagare come le difficoltà influiscono sull’apprendimento della lingua italiana e quali strategie si possono mettere in atto per sostenere gli alunni nel proprio percorso scolastico.
La prima parte della tesi fornisce un inquadramento teorico. Inizialmente illustrerò come lo stato attuale della ricerca evidenzi, attraverso dati e statistiche, che il successo scolastico dei bambini migranti sia inficiato dallo scarso rendimento e da un alto tasso di dispersione. Questa situazione diffusa conferma la necessità di offrire a tutti uguali opportunità di apprendimento e non solo di scolarizzazione: Allemann-Ghionda afferma: “Una tappa cruciale viene superata quando i governi o i rapporti […] riconoscono esplicitamente che le ragioni che spiegano i cattivi risultati degli alunni immigrati risiedono nelle lacune del sistema d’istruzione e nella debolezza delle politiche d’integrazione e non nelle mancanze degli immigrati o delle minoranze” .
Si analizzeranno successivamente i diversi tipi di difficoltà che l’apprendimento della seconda lingua può creare. Nel momento dell’inserimento nella scuola italiana, quando l’acquisizione linguistica è finalizzata ad affrontare la comunicazione di base, possono emergere negli alunni neoarrivati difficoltà di tipo relazionale. Spesso gli alunni attraversano la cosiddetta “fase del silenzio” in cui si verifica la tendenza ad isolarsi dagli altri. Nella fase successiva, quella di alfabetizzazione in L2, gli studenti imparano a parlare, leggere e scrivere nella nuova lingua, e possono emergere difficoltà di lettura e scrittura. La terza fase prevede l’uso scolastico della lingua, ovvero apprendere dei contenuti disciplinari attraverso la nuova lingua, e i problemi principali riguarderanno la comprensione dei testi e lo studio. Considerando quindi i molteplici fattori che possono influenzare l’apprendimento degli studenti stranieri, le loro difficoltà scolastiche sono spesso da valutare in termini di difficoltà di apprendimento, e non di disturbo. La diagnosi di un eventuale disturbo specifico può avvenire solo escludendo gli effetti sull’apprendimento di altri fattori, come quelli socioculturali (ad esempio la lingua, l’inserimento in un nuovo ambiente, lo svantaggio economico ecc.). Benché possano verificarsi in concomitanza con altre condizioni di handicap (per esempio, danno sensoriale, ritardo mentale, serio disturbo emotivo) o con influenze esterne come le differenze culturali, insegnamento insufficiente o inappropriato, i disturbi specifici di apprendimento non sono il risultato di queste condizioni o influenze. Nel caso in cui tali disturbi siano effettivamente presenti in un alunno con background migratorio, la scuola dovrà essere attrezzata per accoglierlo e garantirgli pari opportunità di apprendere sia la lingua italiana che le lingue straniere, senza aggiungere ulteriori barriere.
Частини книг з теми "L2 link":
1
Han, Weifeng. "Chapter 7. “Grammar, I hate” or “I grammar hate”?" In Studies in Bilingualism, 184–203. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.07han.
Анотація:
Cross-module interfaces, such as the syntax-semantics interface, are among the most problematic properties to fully acquire in a second language (L2). First language (L1) monodialectal and bidialectal speakers may show different performances at the interfaces in L2. However, little is known if such a different performance is caused by learners’ diverse L1 dialectal backgrounds. The study is motivated by the need to link speech-language pathology and word order typological studies in a bidialectal/bilingual context. The aim is to investigate L1 bidialectism in the L2 syntax-semantics interface acquisition outcome and to separate language difference from language disorder. A sentence-picture matching task on the topic-comment structure was administered among 37 Mandarin monodialectal and 39 Mandarin – Wu bidialectal child speakers. Results of a generalized linear model showed that L1 bidialectals exhibited better syntactic-semantic awareness in L2 than their L1 monodialectal counterparts. The results showed that mono- and bidialectal speakers have different performance patterns at the syntax-semantics interface involving noncanonical word orders for L2. However, the L2 performance was under the impact of language difference between L1 and L2, it does not qualify for Developmental Language Disorder (DLD). Finally, the study offers both theoretical and clinical implications for the diagnosis and assessment of bilingual DLD.
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Mystkowska-Wiertelak, Anna, and Jakub Bielak. "Investigating the Link Between L2 WtC, Learner Engagement and Selected Aspects of the Classroom Context." In Contemporary Issues in Foreign Language Education, 163–89. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28655-1_10.
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Siegel, Jeff. "Links between SLA and Creole studies." In L2 Acquisition and Creole Genesis, 15–46. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lald.42.03sie.
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Gibbons, John, and Miriam Akoto. "Chapter 9. Use of digital technologies for collaborative writing." In Language Learning & Language Teaching, 202–28. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.09gib.
Анотація:
This chapter provides a brief overview of current technologies for collaborative writing. We begin by sharing the distinctive features of three commonly used platforms in computer-mediated collaborative writing (i.e., Google Docs, wikis, and Etherpad) which have been found to offer L2 learners a safe space to freely work (Ware & Warschauer, 2006) and promote co-authorship and collaboration (Li & Storch, 2017). Next, in line with the increasing implementation of digital multimodal writing tasks, we present another set of multimedia tools (i.e., Canva infographics and Plot storyboards) which allow L2 users to incorporate multimodal publishing and collaboration during L2 writing practices (Krauss, 2012; Maamuujav et. al., 2019). We conclude with pedagogical recommendations for instructors who intend to use any of these tools.
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Li, Chengchen, and Jean-Marc Dewaele. "Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment." In Individual Differences and Task-Based Language Teaching, 84–110. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/tblt.16.03lic.
Анотація:
This study aims to conceptualize and measure task-specific enjoyment and examine its links with general foreign language enjoyment. A 23-item Task Enjoyment Scale was developed based on interview data obtained after the completion of an L2 oral task. The scale was subsequently validated with two cohorts of Chinese university EFL learners. Exploratory factor analysis revealed three dimensions: task enjoyment-self, task enjoyment-task characteristics, and task enjoyment-social. Further confirmatory factor analyses confirmed a 10-item Task Enjoyment Scale representing the three-factor structure. Correlation analyses revealed varying positive relationships between task enjoyment, foreign language enjoyment, and their dimensions. We highlight that task enjoyment may be the foundation of foreign language enjoyment, and that learners may also bring enduring foreign language enjoyment to a specific task, contributing to the temporary experience of task enjoyment, which may be linked to task performance. We conclude that enjoyment, whether task-specific or general, is vital, and a primary non-linguistic goal for L2 teachers is to make L2 tasks/learning as enjoyable as possible.
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Coyle, Yvette, Florentina Nicolás-Conesa, and Lourdes Cerezo. "Chapter 3. Overview of methodological procedures in research on written corrective feedback processing." In Research Methods in the Study of L2 Writing Processes, 60–81. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/rmal.5.03coy.
Анотація:
This chapter offers a critical overview of the methods used in research on written corrective feedback processing. Broadly framed within interventionist and non-interventionist strands of research on the grounds of whether or not feedback and other task or participant-related variables are controlled by the researcher, we describe the research designs, participants, data collection tools, and analytical units used in studies on feedback processing. Our purpose in doing so is twofold. Firstly, we aim to take stock of the ways in which process research has evolved in line with changing theoretical and empirical developments in the field of L2 writing studies. Secondly, we intend to offer an appraisal of the methodological procedures used in existing research. Finally, we suggest future directions for a more inclusive research agenda that can respond to the challenges of new digital and curricular L2 writing scenarios and establish greater uniformity in its analytical approaches.
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Segalowitz, Norman, Elizabeth Gatbonton, and Pavel Trofimovich. "9. Links between Ethnolinguistic Affiliation, Self-related Motivation and Second Language Fluency: Are They Mediated by Psycholinguistic Variables?" In Motivation, Language Identity and the L2 Self, edited by Zoltán Dörnyei and Ema Ushioda, 172–92. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691293-010.
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Demailly, Jean-Pierre. "L2 vanishing theorems for positive line bundles and adjunction theory." In Lecture Notes in Mathematics, 1–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0094302.
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Tsimpli, Ianthi Maria, Lina Mukhopadhyay, Anusha Balasubramanian, and Jeanine Treffers-Daller. "Chapter 4. Microstructural properties in the narrative retellings of young English learners in EMI schools in India." In Studies in Bilingualism, 68–122. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.04tsi.
Анотація:
The present study investigates narrative microstructure in the English oral retellings of primary school children from disadvantaged backgrounds in India. For these children, the combination of rich linguistic diversity and English as the medium of instruction is a challenge since exposure to English is almost exclusively in the school context. Measures of microstructure include syntactic complexity and finiteness marking as well-known indices of English language ability. Microstructural properties are examined in relation to literacy performance in order to identify possible links between the two modalities. Participants’ language background was included to investigate a possible (dis)advantage associated with minority language speakers exposed to English as the medium of instruction. Our findings suggest that finiteness errors and number of function words are associated with performance on reading comprehension. English input in the classroom selectively predicts performance on complex syntax but not other aspects of microstructure measures. Children speaking minority languages at home are not disadvantaged in their English performance compared to children speaking the majority language (Telugu). Finally, error analysis suggests similarities between types of errors found in other studies of child L2 English. This study sheds light on English L2 narrative skills in a multilingual and underprivileged context with learners exposed to low levels of English language input.
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Wang, Zhan. "Chapter 2. On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions." In Task-Based Language Teaching, 27–62. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.5.02wan.
Тези доповідей конференцій з теми "L2 link":
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Celikel, Resat, and Omur Aydogmus. "NARMA-L2 Controller for Single Link Manipulator." In 2018 International Conference on Artificial Intelligence and Data Processing (IDAP). IEEE, 2018. http://dx.doi.org/10.1109/idap.2018.8620842.
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Wahyudi, Siti Salasiah Mokri, and Amir A. Shafie. "Real time implementation of NARMA L2 feedback linearization and smoothed NARMA L2 controls of a single link manipulator." In 2008 International Conference on Computer and Communication Engineering (ICCCE). IEEE, 2008. http://dx.doi.org/10.1109/iccce.2008.4580693.
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Munger, James. "Multiple Gigabit-per-Second Class Data Link Enabling WFIRST at L2." In 34th AIAA International Communications Satellite Systems Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2016. http://dx.doi.org/10.2514/6.2016-5729.
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Miassoedov, Alexei, Hans Alsmeyer, Leonhard Meyer, Martin Steinbrueck, Pavlin Groudev, Ivan Ivanov, and Gert Sdouz. "Results of the QUENCH-L2, DISCO-L2, and COMET-L2 Experiments Performed Within the LACOMERA Project at the Forschungszentrum Karlsruhe." In 14th International Conference on Nuclear Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/icone14-89343.
Анотація:
The LACOMERA project at the Forschungszentrum Karlsruhe, Germany, is a 4 year action within the 5th Framework Programme of the EU which started in September 2002. Overall objective of the project is to offer research institutions from the EU member countries and associated states access to four large-scale experimental facilities QUENCH, LIVE, DISCO, and COMET. These facilities are being used to investigate core melt scenarios from the beginning of core degradation to melt formation and relocation in the vessel, possible melt dispersion to the reactor cavity, and finally corium concrete interaction and corium coolability in the reactor cavity. The paper summarizes the main results obtained in the following three experiments: QUENCH-L2: Boil-off of a flooded bundle. The test is of a generic interest for all reactor types, provided a link between the severe accident and design basis areas, and would deliver oxidation and thermal hydraulic data at high temperatures. DISCO-L2: Fluid-dynamic, thermal, and chemical processes during melt ejection out of a breach in the lower head of a pressure vessel of the VVER-1000/320 type of reactor. COMET-L2: Investigation of long-term melt-concrete interaction of metallic corium in a cylindrical siliceous concrete cavity under dry conditions with decay heat simulation of intermediate power during the first test phase, and subsequently at reduced power during the second test phase.
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Piniel, Katalin, and Agnes Albert. "L2 motivation and self-efficacy’s link to language learners’ flow and antiflow experiences in the classroom." In University of Zagreb Round Table 2016. Filozofski fakultet u Zagrebu, FF-Press, 2017. http://dx.doi.org/10.17234/uzrt.2016.4.
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Rosa, Eduardo Castilho, and Flávio De Oliveira Silva. "Enabling Native Coexistence Between ICN and TCP/IP Architectures Over the Same Domain." In Workshop de Pesquisa Experimental da Internet do Futuro. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/wpeif.2020.12469.
Анотація:
Information-Centric Networking (ICN) has emerged as an alternative to overcome some issues imposed by TCP/IP architecture, such as the lackof mobility, security, and Quality-of-Service (QoS) native support. Seeing asTCP/IP will not disappear anytime soon, given the size of today’s Internet, mechanisms to coexist multiples ICN architectures along with TCP/IP are neces-sary. Through concepts like Network Function Virtualization (NFV), Software-Defined Networking (SDN) and Data Plane Programmability (DPP), we propose in this paper the FIACS, a system capable of allowing pairs of entitiesto communicate transparently with each other by using its L2 access link andnative protocols stacks over the same underline infrastructure.
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Flowers, Jared, and Gloria Wiens. "Prediction of Human Reaching Pose Sequences in Human-Robot Collaboration." In ASME 2023 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/detc2023-115309.
Анотація:
Abstract In Human-Robot Collaboration (HRC), robots and humans must work together in shared, overlapping, workspaces to accomplish tasks. If human and robot motion can be coordinated, then collisions between robot and human can seamlessly be avoided without requiring either of them to stop work. A key part of this coordination is anticipating humans’ future motion so robot motion can be adapted proactively. In this work, a generative neural network predicts a multi-step sequence of human poses for tabletop reaching motions. The multi-step sequence is mapped to a time-series based on a human speed versus motion distance model. The input to the network is the human’s reaching target relative to current pelvis location combined with current human pose. A dataset was generated of human motions to reach various positions on or above the table in front of the human starting from a wide variety of initial human poses. After training the network, experiments showed that the predicted sequences generated by this method matched the actual recordings of human motion within an L2 joint error of 7.6 cm and L2 link roll-pitch-yaw error of 0.301 radians on average. This method predicts motion for an entire reach motion without suffering from the exponential propagation of prediction error that limits the horizon of prior works.
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Leu, Fang-Yie, Yi-Li Huang, and Chien-Nan Chen. "The IPSec Security Problems and a Cross-layer Security Mechanism for PMIPv6 Handover when an IPSec Security Association is Established on an L2 Direct Link." In 2012 Seventh International Conference on Broadband and Wireless Computing, Communication and Applications (BWCCA). IEEE, 2012. http://dx.doi.org/10.1109/bwcca.2012.80.
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Li, Liping, Yurong Chen, Jifang Wang, and Xiaojun Luo. "Chinese Drivers’ Attitudes toward L2+ Level of Driving Automation." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003831.
Анотація:
In addition to SAE 6 levels of driving automation, the industry has introduced Level 2+ driving automation (L2+), which includes features such as Highway Driving Pilot (HDP), Automatic Parking Assist (APA), Valet Parking Assist (VPA) and Remote Parking Assist (RPA). A mixed-methods study was conducted to investigate the daily usage and attitudes of L2+ experienced drivers toward L2+ features. 395 L2+ experienced drivers in China participated in the on-line survey, and 11 of them joined successive validation interviews. The results show that HDP and APA are the most commonly used features. Drivers experience more fun with tech from using parking features, while HDP provide users with relaxing time. Safety concerns are the main reason why drivers do not use L2+ features, which in turn decreases usage and negatively correlates with performance-related reasons for not using them. These findings suggest that drivers hold divergent attitudes towards L2+ features, with a focus on safety or efficiency. Such findings can guide product design and customer education.
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Riga, M., E. Sanchez, and M. Sonza Reorda. "On the functional test of L2 caches." In 2012 IEEE 18th International On-Line Testing Symposium (IOLTS 2012). IEEE, 2012. http://dx.doi.org/10.1109/iolts.2012.6313846.
Звіти організацій з теми "L2 link":
1
McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.
Анотація:
Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.