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Journal articles on the topic 'L1/L2 link'

Author: Grafiati

Published: 7 July 2024

Last updated: 31 July 2025

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1

Smadi, Dema. "Phonetic L2 development and phonetic attrition in L1 Arabic L2 English immigrants’ voiced stop production." Journal of the Acoustical Society of America 156, no. 4_Supplement (2024): A47. https://doi.org/10.1121/10.0035057.

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This study investigates the impact of L2 development in L1 Arabic L2 English speakers on their L1 voiced stop production during a word reading task potentially indicating a use-driven aspect to phonetic attrition in immigrants' speech. The study involved 10 participants who have been residing in the US for durations ranging from 1 to 24 years. Previous research on the influence of L2 exposure on L1 speech found conflicting results: some studies suggest stronger phonetic attrition following prolonged immersion, while others emphasize changes in the early stages of exposure (Flege, 1987; Chang,

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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 (2017): 62. http://dx.doi.org/10.5430/elr.v6n3p62.

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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 th

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3

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 (2019): 1775–86. http://dx.doi.org/10.1044/2019_jslhr-l-18-0315.

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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 assesse

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OGASA, EIJI. "RIBBON-MOVES OF 2-LINKS PRESERVE THE μ-INVARIANT OF 2-LINKS". Journal of Knot Theory and Its Ramifications 13, № 05 (2004): 669–87. http://dx.doi.org/10.1142/s0218216504003366.

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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

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Yamada, Hiroko. "Interpreting Process Analyzed Based on the Multidirectional Reformulation Activities of New Learners." Theory and Practice in Language Studies 8, no. 3 (2018): 267. http://dx.doi.org/10.17507/tpls.0803.01.

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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 di

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Piechurska-Kuciel, Ewa, Katarzyna Ożańska-Ponikwia, and Katarzyna Skałacka. "Can the neuroticism-willingness to communicate relationship across languages be explained by anxiety?" Moderna Språk 115, no. 4 (2021): 176–99. http://dx.doi.org/10.58221/mosp.v115i4.6784.

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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 relate

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Purmohammad, Mehdi. "Linguistic alignment in L1–L2 dialogue." Language and Dialogue 5, no. 2 (2015): 312–33. http://dx.doi.org/10.1075/ld.5.2.07pur.

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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 tha

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Fitzpatrick, Tess, and Cristina Izura. "WORD ASSOCIATION IN L1 AND L2." Studies in Second Language Acquisition 33, no. 3 (2011): 373–98. http://dx.doi.org/10.1017/s0272263111000027.

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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

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Alshmmari, Yousef H. S. M. M., and Abdullah S. A. A. F. Alfarhan. "A Comparative Analysis of Forward and Backward Translation Speeds among Arabic-English Bilinguals." British Journal of Education 11, no. 5 (2023): 30–38. http://dx.doi.org/10.37745/bje.2013/vol11n53038.

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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 determ

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Masrai, Ahmed. "The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren." International Journal of Applied Linguistics and English Literature 7, no. 4 (2018): 121. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.121.

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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

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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.

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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 r

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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 (2021): 1471–89. http://dx.doi.org/10.1044/2021_jslhr-20-00330.

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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 un

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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 (2021): 79–97. http://dx.doi.org/10.37213/cjal.2021.31345.

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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 s

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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 (2023): 611–18. http://dx.doi.org/10.54254/2753-7064/3/20220511.

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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

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Bray, David J., Jack K. Clegg, Marco Wenzel, et al. "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.

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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

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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.

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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 sec

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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.

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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 sec

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Kataoka, Keisuke, Hiroaki Miyoshi, Yasunori Kogure, et al. "Structural Variations Involving Programmed Death Ligands in B-Cell and T-Cell Lymphomas." Blood 128, no. 22 (2016): 4105. http://dx.doi.org/10.1182/blood.v128.22.4105.4105.

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Abstract Immune checkpoint blockade using anti-PD-1 or anti-PD-L1 antibodies is a highly promising therapy that can induce a durable anti-tumor response and a long-term remission in many patients with multiple cancer types. In particular, the excellent efficacy of anti-PD-1 antibody has been reported in advanced cases with classical Hodgkin lymphoma (cHL), of which high frequency of genetic lesions involving PD-L1 and/or PD-L2 somatic alterations is a defining feature, suggesting a close link between the relevant genetic lesions and the efficacy of anti-PD-1/PD-L1 therapy. In addition to cHL,

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Morrison, J. A. "Loss probabilities in a simple circuit-switched network." Advances in Applied Probability 26, no. 2 (1994): 456–73. http://dx.doi.org/10.2307/1427446.

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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

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NICOLADIS, ELENA, SIMONE PIKA, HUI YIN, and PAULA MARENTETTE. "Gesture use in story recall by Chinese–English bilinguals." Applied Psycholinguistics 28, no. 4 (2007): 721–35. http://dx.doi.org/10.1017/s0142716407070385.

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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

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Suni, Minna, and Lea Nieminen. "Complexity and interaction: comparing the development of L1 and L2." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (2011): 215–36. http://dx.doi.org/10.12697/jeful.2011.2.2.11.

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In research into first and second language development, the focus has mainly been either on the formal features of learner language alone (both L1 and L2) or on the interaction between learners and their caretakers (L1) or native speaker peers (L2).These research traditions have been kept a part even though it has been widely acknowledged that both first and second languages are appropriated essentially in social interaction. This paper aims to strengthen the connection between social and formal approaches by combining interactional views with those focusing on the structural complexity of lea

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Bade, Stefanie. "Voice-placing strategies and folk ideas of L2-accented Icelandic." Linguistik Online 134, no. 2 (2025): 83–104. https://doi.org/10.13092/lo.134.12181.

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For a long time, Iceland has been a monoethnic and monolingual speech community, in which the Icelandic language has both served as a main element in the construction and maintenance of national identity and in which a stable evaluation system has been in place for the standard variety. Recently, however, new demographic and sociolinguistic circumstances have emerged due to increasing immigration, and, thus, rising numbers of L2 speakers of Icelandic. Against this background, it is interesting to investigate what ideas L1 speakers connect with L2 accents in Icelandic and how they link differen

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Matsuzaki, Shosaku. "Plane number of links." Journal of Knot Theory and Its Ramifications 24, no. 07 (2015): 1550039. http://dx.doi.org/10.1142/s021821651550039x.

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Let L = L1 ∪ L2 ∪ ⋯ ∪ Ln be a link in ℝ3 such that Li is a trivial link for each i, 1 ≤ i ≤ n. Let P1, P2,…,Pn be mutually distinct flat planes in ℝ3 such that no two of them are parallel. Then there is a link [Formula: see text] in ℝ3 such that L is ambient isotopic to L′ and [Formula: see text] for each i, 1 ≤ i ≤ n.

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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.

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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

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Wu, Ying-Qing. "On the Arf invariant of links." Mathematical Proceedings of the Cambridge Philosophical Society 100, no. 2 (1986): 355–59. http://dx.doi.org/10.1017/s0305004100077355.

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In ([2], p. 310) the problem of relating the Arf invariant of a link to other link invariants, and finding practical ways of computing it, was raised. Murasugi gave a partial solution to this in [9]: if L has two components, then Arf(L), when defined, is given bywhere l1, l2 are the components of L, and ΔL(t1, t2) denotes the Alexander polynomial of L.

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Williams, Clay, and Naeko Naganuma. "Young Learner L2 Vocabulary Acquisition: Does the Revised Hierarchical Model Apply to Child Learners?" JALT Journal 46, no. 1 (2024): 35–54. http://dx.doi.org/10.37546/jaltjj46.1-2.

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Vocabulary learning is a process requiring the connection of mental concepts to new word-labels. The Revised Hierarchical Model claims that beginning learners recognize the meaning of L2 words via a process of translation, needing considerable time and effort to forge direct connections between L2 words and mental concepts. However, might young children, as they are still rapidly acquiring L1 vocabulary, be able to bypass the L2-to-L1 translation required by adult L2 learners, and instead link new L2 words directly to pre-existing mental concepts? This study tested over 1,000 4th-6th graders i

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Herschensohn, Julia. "Missing inflection in second language French: accidental infinitives and other verbal deficits." Second Language Research 17, no. 3 (2001): 273–305. http://dx.doi.org/10.1177/026765830101700303.

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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, n

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Myles, Florence. "Interaction between linguistic theory and language processing in SLA." Second Language Research 11, no. 3 (1995): 235–66. http://dx.doi.org/10.1177/026765839501100303.

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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 phenom

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Nishio, A., K. Ohata, T. Takami, et al. "Spinal Arteriovenous Malformation Associated with a Radicular Arteriovenous Fistula Suggested a Metameric Disease." Interventional Neuroradiology 9, no. 1 (2003): 75–78. http://dx.doi.org/10.1177/159101990300900113.

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A spinal intramedullary arteriovenous malformation (AVM) associated with a radicular arteriovenous fistula (AVF) is reported. The patient had mild myelopathy and low back pain. Spinal angiography revealed the AVM fed by the anterior spinal artery via left T10, T11 and right L1 radiculomedullary arteries and the radiculopial arteries of left L1, L2 and right T11, L3 levels and the radicular AVF at the left L4 level. There were three radiculomedullary arteries within four levels in our case. This spinal AVM associated with a radicular AVF is considered a genetic nonhereditary lesion with metamer

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Marcos Miguel, Nausica. "Analyzing the relationship and development of proficiency, derivational knowledge, and vocabulary size in Spanish L2 learners." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (2018): 224–56. http://dx.doi.org/10.1075/resla.16027.mar.

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Abstract One dimension of knowing a word is recognizing its structure. Previous research, mostly on L2 English, has revealed a close link between derivational knowledge (DK) and vocabulary size. Nevertheless, the degree of the relationship as well as the effect of the learner’s L1 vary among these studies. The present study analyzes the development of DK in L1 English learners of L2 Spanish (n = 209) taking university level courses from second to seventh semester at a US institution. The measurements explore the complex nature of DK – i.e., relational, syntactic and distributional knowledge –

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Evans, Michael. "Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French." Language Teaching 40, no. 3 (2007): 211–30. http://dx.doi.org/10.1017/s026144480700434x.

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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 differen

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Gerth, Sabrina, Constanze Otto, Claudia Felser, and Yunju Nam. "Strength of garden-path effects in native and non-native speakers’ processing of object–subject ambiguities." International Journal of Bilingualism 21, no. 2 (2016): 125–44. http://dx.doi.org/10.1177/1367006915604401.

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Aims and objectives: Our study addresses the following research questions: To what extent is L2 comprehenders’ online sensitivity to morphosyntactic disambiguation cues affected by L1 background? Does noticing the error signal trigger successful reanalysis in both L1 and L2 comprehension? Can previous findings suggesting that case is a better reanalysis cue than agreement be replicated and extended to L2 processing when using closely matched materials? Design/methodology/approach: We carried out a self-paced reading study using temporarily ambiguous object-initial sentences in German. These we

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Liu, Jiaqi, and Jiayan Lin. "A Cross-Linguistic Study of L3 Phonological Acquisition of Stop Contrasts." SAGE Open 11, no. 1 (2021): 215824402098551. http://dx.doi.org/10.1177/2158244020985510.

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The research reported in this article investigated how students learning Japanese or Russian as a third language (L3) perceived and produced word-initial stops in their respective target language and the link between perception and production. The participants in the study were 39 Chinese university students who spoke Mandarin Chinese as their first language (L1), English as their second language (L2), and Japanese or Russian as their L3. An L3 identification task, an L3 reading task, and an L2 reading task were used to investigate the learners’ perception and production of word-initial stops.

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Korecky-Kröll, Katharina, Neriman Dobek, Verena Blaschitz, et al. "Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds." Language and Speech 62, no. 3 (2018): 546–69. http://dx.doi.org/10.1177/0023830918796691.

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Phonological working memory capacity, vocabulary size, and narrative competence are important skills in children’s L1 and L2 acquisition, which may vary as a function of their language background and socioeconomic status (SES). We investigated test data of 56 typically developing 4-year-old kindergarten children from two SES and two language backgrounds: 29 children (15 higher SES, 14 lower SES) were monolingual German-speaking, and 27 children (14 higher SES, 13 lower SES) were successive Turkish–German bilinguals. The tests comprised a non-word repetition task testing phonological working me

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LINCK, JARED A., JOHN W. SCHWIETER, and GRETCHEN SUNDERMAN. "Inhibitory control predicts language switching performance in trilingual speech production." Bilingualism: Language and Cognition 15, no. 3 (2011): 651–62. http://dx.doi.org/10.1017/s136672891100054x.

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This study investigated the role of domain-general inhibitory control in trilingual speech production. Taking an individual differences approach, we examined the relationship between performance on a non-linguistic measure of inhibitory control (the Simon task) and a multilingual language switching task for a group of fifty-six native English (L1) speakers learning French (L2) and Spanish (L3). Better inhibitory control was related to reduced switch costs, but only when switching into or out of the more dominant L1, where inhibitory control has been theorized to be most important (Green, 1998)

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WAGERS, MATTHEW W. "Sources of variability in linguistic memory systems." Bilingualism: Language and Cognition 20, no. 4 (2016): 710–11. http://dx.doi.org/10.1017/s1366728916000997.

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The target article makes a strong case that L2 comprehenders recover linguistic representations that are qualitatively similar to those recovered by L1 comprehenders. Moreover as they attempt to link non-adjacent elements, they do so using the same basic mechanism: cue-based retrieval in a content-addressable memory (Van Dyke & Lewis, 2003). In this commentary, I will not address the empirical adequacy of the argument, but instead consider some interesting theoretical challenges it poses for our understanding of working memory in sentence processing.

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OGASA, EIJI. "THE INTERSECTION OF SPHERES IN A SPHERE AND A NEW GEOMETRIC MEANING OF THE ARF INVARIANT." Journal of Knot Theory and Its Ramifications 11, no. 08 (2002): 1211–31. http://dx.doi.org/10.1142/s0218216502002104.

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Let [Formula: see text] be a 3-sphere embedded in the 5-sphere S5 (i = 1,2). Let [Formula: see text] and [Formula: see text] intersect transversely. Then the intersection [Formula: see text] is a disjoint collection of circles. Thus we obtain a pair of 1-links, C in [Formula: see text], and a pair of 3-knots, [Formula: see text] in S5 (i = 1, 2). Conversely let (L1, L2) be a pair of 1-links and (X1, X2) be a pair of 3-knots. It is natural to ask whether the pair of 1-links (L1, L2) is obtained as the intersection of the 3-knots X1 and X2 as above. We give a complete answer to this question. Ou

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Lafay, Anne, Carole Berger, Laura Alaria, et al. "Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years." Children 10, no. 11 (2023): 1825. http://dx.doi.org/10.3390/children10111825.

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Children’s emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer effects on language comprehension and mathematics abilities. The emotion training (eight sessions) focused on the identification, comprehension, and expr

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Perez-Guerra, Javier, and Elizaveta Smirnova. "L1 Influence on the Use of the English Present Perfect: A Corpus Analysis of Russian and Spanish Learners’ Essays." Journal of Language and Education 10, no. 1 (2024): 101–14. http://dx.doi.org/10.17323/jle.2024.16720.

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Background: Mastering verbal tenses, especially those expressing aspect, in a second language presents a challenge as learners frequently link the semantic nuances of verbal forms in their second language (L2) to the characteristics of the verbal systems in their native languages (L1). This study explores the impact of L1 on the usage of the English Present Perfect (PP) among non-native speakers. Purpose: In an effort to contribute to the ongoing research on the mechanisms governing the acquisition of English tenses, this study focuses on the variations that affect the usage of the PP in the w

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Mancipe Triviño, Mauricio, and Cynthia Marcela Ramírez Valenzuela. "El papel del lenguaje en la construcción de explicaciones en la clase de ciencias en contextos bilingües a través del enfoque CLIL." Colombian Applied Linguistics Journal 1, no. 21 (2019): 105–22. http://dx.doi.org/10.14483/22487085.13095.

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This paper covers the issue with respect to elaborating explanations about natural phenomena in the Science class in bilingual contexts (Spanish (L1) – English (L2)), in which the role of the language is analysed from two perspectives: communicative and explanatory. To do so, this article focuses on the categorisation of cognitive-linguistic abilities exhibited by the students throughout the implementation of the designed unit, as well as analysing the expressions used by them from the communicative perspective; this analysis is born from the upcoming and growing concern of bilingualism implem

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Duan, Ran. "The Occurrence of Language Transfer in Third Language Acquisition: Evidence from Word Order Acquisition by Thai Learners of Chinese." International Journal of Novel Research in Education and Learning 11, no. 6 (2024): 34–43. https://doi.org/10.5281/zenodo.14275922.

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<strong>Abstract:</strong> With the continuous development of global society, the acquisition of second and even multiple languages has become commonplace, leading to the rapid advancement of third language acquisition (TLA) research. This study investigates the acquisition process and phenomena of language transfer among learners whose L1 is Thai, L2 is English, and L3 is Chinese, using word order acquisition in Chinese as the focal point. Through qualitative research, it is revealed that learners compare linguistic features across the three languages to identify similarities and differences,

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Michikawa, Asami, Moeko Okada, Tatsuya M. Ikeda, Kiyotaka Nagaki, Kentaro Yoshida, and Shigeo Takumi. "Phenotypic effects of Am genomes in nascent synthetic hexaploids derived from interspecific crosses between durum and wild einkorn wheat." PLOS ONE 18, no. 4 (2023): e0284408. http://dx.doi.org/10.1371/journal.pone.0284408.

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Allopolyploid speciation is a major evolutionary process in wheat (Triticum spp.) and the related Aegilops species. The generation of synthetic polyploids by interspecific crosses artificially reproduces the allopolyploidization of wheat and its relatives. These synthetic polyploids allow breeders to introduce agriculturally important traits into durum and common wheat cultivars. This study aimed to evaluate the genetic and phenotypic diversity in wild einkorn Triticum monococcum ssp. aegilopoides (Link) Thell., to generate a set of synthetic hexaploid lines containing the various Am genomes f

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L'Homme, Marie-Claude, and Patrick Leroyer. "Combining the semantics of collocations with situation-driven search paths in specialized dictionaries." Terminology 15, no. 2 (2009): 258–83. http://dx.doi.org/10.1075/term.15.2.05lho.

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The systematic presentation of collocations is increasingly recognized as a very useful addition to specialized reference works. However, few dictionaries or terminological databases actually include this kind of data. More surprisingly still, no method has been designed yet to allow efficient access to and retrieval of specific specialized collocations from electronic reference tools. This article presents two new search paths for accessing and extracting collocations from an English-French specialized lexical database. The paths have been designed according to two specific user-defined situa

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VERMEER, ANNE. "Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input." Applied Psycholinguistics 22, no. 2 (2001): 217–34. http://dx.doi.org/10.1017/s0142716401002041.

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Two empirical studies set out to explore the relation between breadth and depth of word knowledge and to link these concepts with language acquisition and frequency of language input. In the first study, the breadth and depth of word knowledge of 50 Dutch monolingual and bilingual kindergartners were investigated using receptive vocabulary, description, and association tasks. The second study examined the relation between the probability of knowing a word and the input frequency of that word in 1,600 Dutch monolingual and bilingual 4- and 7-year-olds. These studies found that there was no conc

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Casentini, Marco, Mara Frascarelli, and Giorgio Carella. "Null subject acquisition in L2 Chinese speakers: a case study on English L1 speakers." Chinese as a Second Language Research 12, no. 1 (2023): 1–36. http://dx.doi.org/10.1515/caslar-2023-0001.

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Abstract This article investigates the acquisition of null subjects (henceforth NSs) in (radical pro-drop) Chinese by learners whose native language is (non-pro-drop) English – henceforth ELs – working within the ‘topic chain’ information-structural approach. Our main goal is to verify whether a learner’s proficiency level can have an impact on the interpretation and acceptability of embedded NSs when more than one head is proposed for the relevant topic chain in different structural contexts (i.e., complements of bridge and factive verbs). The results of a pilot experimental test suggest that

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Akşit, Zeynep, and Şükran Saygı. "Which components of word knowledge do EFL learners learn?" Language Learning in Higher Education 14, no. 1 (2024): 253–68. http://dx.doi.org/10.1515/cercles-2024-2001.

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Abstract Vocabulary research provides valuable information on the construct of word knowledge (WK), and suggests ways to develop language learners’ lexicon, arguably, the backbone of communication. The present study explores EFL students’ vocabulary learning behavior; more specifically, the aspects of WK components they intentionally focus on when learning new words. Data was collected from 536 undergraduate students in an EFL context. Our findings revealed that EFL students’ vocabulary size was roughly 5,000 word families, considerably less than the number advocated for academic studies. Rega

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Kelly, Ronan J. "Immunotherapy for Esophageal and Gastric Cancer." American Society of Clinical Oncology Educational Book, no. 37 (May 2017): 292–300. http://dx.doi.org/10.1200/edbk_175231.

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PD-L1 upregulation occurs in approximately 40% of gastroesophageal cancers. However, unlike other solid tumors, there is minimal PD-L1 expressed on the cancer cells; rather, expression occurs predominantly on infiltrating myeloid cells. Preliminary clinical data involving single-agent PD-1/PD-L1 inhibitors in metastatic gastroesophageal cancer have reported response rates of 22%–27% for patients with PD-L1+ tumors and 10%–17% for unselected patients. The phase III ONO-4538-12 (ATTRACTION 2) trial has demonstrated an improved overall survival for nivolumab compared with placebo for patients wit

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NKAYA, KIMBOUALA, Didace MOUHOUELO, and Merveille NGOULOU. "CONGOLESE LANGUAGES VIS-À-VIS FOREIGN LANGUAGES: STATUS, FORMS AND FUNCTIONS." International Journal of Language, Linguistics, Literature and Culture 01, no. 01 (2022): 28–39. http://dx.doi.org/10.59009/ijlllc.2022.0004.

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The existence of African native languages deteriorates vis-à-vis foreign languages such as English, French, Portuguese and Spanish. The former colonies keep using the later as their official languages. The status of the African native languages is either Mother Tongue (MT) or first language (L1), facing that of foreign language (FL) and second language (L2). Unfortunately, the functions of most of these languages are limited to oral communication because their scriptural forms do not exist. This study tries to draw the connections between status and the form, using the Larry (MT or vernacular

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Wilk, Magdalena, Jan Janczak та Veneta Videnova-Adrabinska. "Poly[aqua[μ3-(pyridin-1-ium-3,5-diyl)diphosphonato-κ3O:O′:O′′][μ2-(pyridin-1-ium-3,5-diyl)diphosphonato-κ2O:O′]calcium(II)]". Acta Crystallographica Section C Crystal Structure Communications 68, № 2 (2012): m41—m44. http://dx.doi.org/10.1107/s0108270112001461.

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The rigid organic ligand (pyridine-3,5-diyl)diphosphonic acid has been used to create the title novel three-dimensional coordination polymer, [Ca(C5H6NO6P2)2(H2O)]n. The six-coordinate calcium ion is in a distorted octahedral environment, formed by five phosphonate O atoms from five different (pyridin-1-ium-3,5-diyl)diphosphonate ligands, two of which are unique, and one water O atom. Two crystallographically independent acid monoanions,L1 andL2, serve to link metal centres using two different coordination modes,viz.η2μ2and η3μ3, respectively. The latter ligand,L2, forms a strongly undulated t

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Bárkányi, Zsuzsanna, and Zoltán G. Kiss. "The Link Between Perception and Production in the Laryngeal Processes of Multilingual Speakers." Languages 10, no. 2 (2025): 29. https://doi.org/10.3390/languages10020029.

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The present paper investigates the link between perception and production in the laryngeal phonology of multilingual speakers, focusing on non-contrastive segments and the dynamic aspect of these processes. Fourteen L1 Hungarian, L2 English, and L3 Spanish advanced learners took part in the experiments. The production experiments examined the aspiration of voiceless stops in word-initial position, regressive voicing assimilation, and pre-sonorant voicing; the latter two processes were analyzed both word-internally and across word boundaries. The perception experiments aimed to find out whether

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