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Journal articles on the topic 'L2 Culture'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Parry, Kate. "Culture, Literacy, and L2 Reading." TESOL Quarterly 30, no. 4 (1996): 665. http://dx.doi.org/10.2307/3587929.

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Nicoletti, Giovanni, Marco Saler, Marco Mario Tresoldi, Angela Faga, Mattia Benedet, and Mario Cristofolini. "Regenerative effects of spring water-derived bacterial lysates on human skin fibroblast in in vitro culture: preliminary results." Journal of International Medical Research 47, no. 11 (2019): 5777–86. http://dx.doi.org/10.1177/0300060519880371.

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Objective: Previous studies have shown regenerative power of the skin with Comano (Trento, Italy) spring water and resident non-pathogenic microflora. This study investigated the action of bacterial lysates that were isolated from Comano spring water on in vitro culture of human skin fibroblasts. Methods: For this study, we selected the following four bacterial lysates: L1 (closest relative: Rudaea cellulosilytica), L2 (closest relative: Mesorhizobium erdmanii), L3 (closest relative: Herbiconiux ginsengi), and L4 (closest relative: Fictibacillus phosphorivorans). Human fibroblasts were culture

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Lin, Wen Yue, Lay Hoon Ang, Mei Yuit Chan, and Shamala Paramasivam. "Analysing Cultural Elements in L2 Mandarin Textbooks for Malaysian Learners." Journal of Language and Education 6, no. 4 (2020): 121–37. http://dx.doi.org/10.17323/jle.2020.10332.

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Culture is an important aspect of foreign or second language education as the teaching of foreign languages straddles two languages, the learner’s first language and the target/foreign language, and the different cultures associated with them. Textbooks for the teaching of foreign languages must inevitably orient to cultural elements from at least two cultural practices and environments. In this study, cultural elements in four Mandarin as a second language textbooks written by Malaysian authors were examined using content analysis. The conception of cultural elements proposed by Zhang and Che

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Seibert Hanson, Aroline E., and Melisa Dracos. "The digital dilemma." Study Abroad Research in Second Language Acquisition and International Education 4, no. 2 (2019): 224–51. http://dx.doi.org/10.1075/sar.18003.sei.

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Abstract The study abroad (SA) experience now involves increased learner access via technology to the home (in the L1) and to the host culture (in the L2). L1 technology use could detract from host culture integration and language learning by allowing SA participants to remain immersed in the L1, while L2 technology use could aid in host culture integration by connecting participants to L2 speakers. Given this, it is urgent to determine the nature of the impact of L1 and L2 technology use abroad on motivation, language gains, and host culture integration. In the present study, we analyzed dail

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Aldera, Abdullah Saad. "Teaching EFL in Saudi Arabian Context: Textbooks and Culture." Journal of Language Teaching and Research 8, no. 2 (2017): 221. http://dx.doi.org/10.17507/jltr.0802.03.

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This article analysed the impact of foreign (L2) cultures on EFL students in Saudi universities. The investigation has been carried out on the basis of theoretical background study, an analysis of the prescribed textbooks and a survey of the L2 learners' attitudes. The research samples include two course books, Access and Interaction1 published by McGraw-Hill Education, and students of English Department, Najran University, KSA. A thorough analysis of the contents of the series showed that the textbooks largely ignore local culture (L1) and include mainly foreign cultures and cultures of other

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Fernández Amaya, Lucía. "Teaching culture: is it possible to avoid pragmatic failure?" Revista Alicantina de Estudios Ingleses, no. 21 (November 15, 2008): 11. http://dx.doi.org/10.14198/raei.2008.21.02.

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The main purpose of learning a second language is communication. Nevertheless, many students are surprised when they realise that, in spite of having a perfect dominion of the L2 grammar rules, they have difficulties at interpersonal level when establishing a conversation with native speakers. Thus, pragmatics constitutes a fundamental element of language ability for L2 learners. However, L2 teachers often overlook pragmatics, due to the difficulty of its teaching, and instead focus on the grammatical aspects of language. The resulting lack of pragmatic competence on the part of L2 students ca

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Clark, M. Diane, and Chong Min Lee. "Culture in L2/Ln Sign Language Pedagogy." Creative Education 09, no. 13 (2018): 1897–909. http://dx.doi.org/10.4236/ce.2018.913139.

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Matsuki, Eriko, Yasushi Hino, and Debra Jared. "Understanding semantic accents in Japanese–English bilinguals: A feature-based approach." Bilingualism: Language and Cognition 24, no. 1 (2020): 137–53. http://dx.doi.org/10.1017/s1366728920000322.

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AbstractA bilingual exhibits a “semantic accent” when they comprehend or use a word in one language in a way that is influenced by its translation. Semantic accents are well-captured by feature-based models: however, few studies have specifically examined the processing of features that contribute to a semantic accent. Japanese–English bilinguals and monolinguals of each language completed three feature-based tasks focusing on culture-specific semantic features. Bilinguals exhibited semantic accents in L1 and L2 in that they had stronger associations than monolinguals between the features spec

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Flowerdew, John, and Lindsay Miller. "On the Notion of Culture in L2 Lectures." TESOL Quarterly 29, no. 2 (1995): 345. http://dx.doi.org/10.2307/3587628.

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Martinsen, Rob A., and Scott M. Alvord. "On the relationship between L2 pronunciation and culture." Spanish in Context 9, no. 3 (2012): 443–65. http://dx.doi.org/10.1075/sic.9.3.04mar.

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The purpose of this study is to determine the relationship between students’ cultural sensitivity and changes in their pronunciation while abroad. The relationship between L2 pronunciation in Spanish and cultural sensitivity is explored in the study-abroad context. A significant correlation is discovered between the students’ score on the Inventory of Cross-cultural Sensitivity and improvements in the accuracy of their pronunciation as judged by a panel of native Spanish speakers. This study provides empirical evidence that cultural factors enhance language learning. Implications for teaching

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DeCoursey, C. A., Pavel Petkov, and Nadya Cherneva. "Appraising English-Speaking International University Student Attitudes towards Their Elite Second-Language Education and Status." English Language and Literature Studies 7, no. 2 (2017): 85. http://dx.doi.org/10.5539/ells.v7n2p85.

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About a third of the global population learns English as a second language (L2). L2 students routinely read English literature. Many L2 readers are members of cultures with painful colonial pasts. The English language functions in part to support western cultural and economic domination. L2 students have a complex identity, as members of their own culture, but also as elites having options in the global economy. This study used content analysis, content clusters and Appraisal analysis to explore how three cultural groups with colonial histories responded to an English-language translation of a

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Zaker, Alireza. "THE ACCULTURATION MODEL OF SECOND LANGUAGE ACQUISITION: INSPECTING WEAKNESSES AND STRENGTHS." Indonesian EFL Journal 2, no. 2 (2017): 80. http://dx.doi.org/10.25134/ieflj.v2i2.640.

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Previous research has highlighted the significant impact of culture on learning a second language (L2). Accordingly, culture is now believed to be a major learning-affecting factor which, along with linguistic competence, facilitates the process of L2 learning. Some have proposed that being surrounded in the L2 environment gives one a better chance of learning an L2. Based on this premise, Schumann in 1978 proposed the acculturation/pidginization model as an environmental-oriented model that emphasizes identification with a community as the primary requirement of second language acquisition. T

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Courchene, Robert. "Teaching Canadian Culture: Teacher Preparation." TESL Canada Journal 13, no. 2 (1996): 01. http://dx.doi.org/10.18806/tesl.v13i2.666.

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With the transformation of cultural content from an add-on to an integral part of the K-Adult ESL classroom, L2 specialists must come to grips with three separate but related issues in the Canadian context: What is Canadian culture? How do we prepare teachers to teach Canadian culture? How do we teach about culture in the classroom? After presenting a new vision of Canadian culture that is to serve as a framework for deciding what to teach in the L2 classroom, I discuss three important pedagogical issues: (a) consciousness raising-making both teachers and students more aware of the origins and

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Malihah, Noor. "The Significance of Introducing Culture in EFL Instruction." Register Journal 1, no. 1 (2016): 43. http://dx.doi.org/10.18326/rgt.v1i1.43-58.

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EFL students many times made mistakes in using the English expressions and led to misinterpretations or even acceptable message of their utterances. This is due to their lack of cultural awareness or their understanding towards L2 culture. Therefore, EFL teachers should think of how to give position to the L1 and L2 culture in their teaching and learning process of EFL instructions.To solve the problems, there are some approaches used to introduce the target language culture, by knowing the obstacles that the learners frequently made. Keywords: EFL; Cultural Awareness; Approaches; Obstacles

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BABAEE CHEGENI, FERYA, UYEN NGO PHUONG, and SERVAT SHIRKHANI. "READING COMPREHENSION OF L1 CULTURE - AND L2 CULTURE- BASED TEXTS: SAME OR DIFFERENT?" i-manager’s Journal on English Language Teaching 10, no. 3 (2020): 57. http://dx.doi.org/10.26634/jelt.10.3.16402.

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Huth, Thorsten. "Negotiating structure and culture: L2 learners’ realization of L2 compliment-response sequences in talk-in-interaction." Journal of Pragmatics 38, no. 12 (2006): 2025–50. http://dx.doi.org/10.1016/j.pragma.2006.04.010.

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Susilo, Susilo. "PRE-SERVICE TEACHERS’ TEACHING SKILLS, ENGLISH PROFICIENCY, INTERCULTURAL SENSITIVITY, EXPOSURE TO FOREIGN CULTURE ACROSS L2 ENVIRONMENTS." International Journal of Language Education 1, no. 1 (2019): 55. http://dx.doi.org/10.26858/ijole.v1i1.6929.

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This was a survey study involving 156 pre-service teachers taken from three local universities in Indonesia, investigating whether or not different L2 learning environment of English teacher education affect the NNES pre-service teachers’ teaching skills, intercultural sensitivity, exposure to foreign culture, and English proficiency. The data were collected through observation scaling checklist, and 2) questionnaire. Descriptive analysis and a series of one-way ANOVA were used to analyze the data. The results showed that: 1) the effect of L2 learning environments on teaching skills was not si

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Steinman, Linda. "Cultural Collisions in L2 Academic Writing." TESL Canada Journal 20, no. 2 (2003): 80. http://dx.doi.org/10.18806/tesl.v20i2.950.

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Learning to write in English for academic purposes presents a significant challenge for non-native speakers. Not only must they deal with the obvious linguistic and technical issues such as syntax, vocabulary, and format, but they must also become familiar with Western notions of academic rhetoric. (West or Western in this article refer primarily to North America.) Collisions of cultures are experienced when the discourse practices L2 writers are expected to reproduce clash with what they know, believe, and value in their L1 writing. For this article I reviewed a range of literature that addre

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Kang, Jennifer Yusun. "Producing culturally appropriate narratives in English as a foreign language." Narrative Inquiry 16, no. 2 (2006): 379–407. http://dx.doi.org/10.1075/ni.16.2.08kan.

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Cross-cultural and second/foreign language (L2) studies on oral narratives have suggested that one’s native language and culture affect discourse production in an L2 and have detected areas of difficulty for L2 learners in producing extended discourse. However, written narrative has received less attention, although it can provide rich data on cross-cultural differences and hold important implications for L2 literacy acquisition and pedagogy. This study was designed to investigate culturally preferred written discourse styles and their effects on L2 writing of personal narratives. It explored

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Moore, Zena. "Technology and Teaching Culture in the L2 Classroom: An Introduction." Journal of Educational Computing Research 20, no. 1 (1999): 1–9. http://dx.doi.org/10.2190/97dl-633h-2udu-ne3x.

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Kapiley, Keerthana, and Ramesh Kumar Mishra. "Iconic culture-specific images influence language non-selective translation activation in bilinguals." Translation, Cognition & Behavior 1, no. 2 (2018): 221–50. http://dx.doi.org/10.1075/tcb.00010.kap.

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Abstract Two experiments using the visual-world paradigm examined whether culture-specific images influence the activation of translation equivalents during spoken-word recognition in bilinguals. In Experiment 1, the participants performed a visual-world task during which they were asked to click on the target after the spoken word (L1 or L2). In Experiment 2, the participants were presented with culture-specific images (faces representing L1, L2 and Neutral) during the visual world task. Time-course analysis of Experiment 1 revealed that there were a significantly higher number of looks to TE

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Rose McGovern, Kathleen. "Conceptualizing Drama in the Second Language Classroom." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 1 (2017): 4–16. http://dx.doi.org/10.33178/scenario.11.1.3.

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Abstract: This paper reviews key literature published in English on drama and second language (L2) pedagogy. The author explores (a) the integral role drama has played in 20th and 21st century L2 teaching methodologies; (b) commonly cited approaches to integrating drama and L2 instruction; (c) uses of drama as a means of exploring culture and power relations within society, and; (d) major definitions and categorizations developed in the existing body of literature. To conclude, the argument is made that researchers must clearly explain and define their approaches to drama in L2 instruction and

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Florin, Luise, Cornelia Sapp, Rolf E. Streeck, and Martin Sapp. "Assembly and Translocation of Papillomavirus Capsid Proteins." Journal of Virology 76, no. 19 (2002): 10009–14. http://dx.doi.org/10.1128/jvi.76.19.10009-10014.2002.

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ABSTRACT The major and minor capsid proteins of polyomavirus are preassembled in the cytoplasm and translocated to the nucleus only as a VP1-VP2/VP3 complex. In this study, we describe independent nuclear translocation of the L1 major protein and the L2 minor capsid protein of human papillomavirus type 33 by several approaches. First, we observed that expression and nuclear translocation of L2 in natural lesions precede expression of L1. Second, using a cell culture system for coexpression, we found that accumulation of L2 in nuclear domain 10 (ND10) subnuclear structures precedes L1 by severa

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Aull, Bethany Anne. "Mobile instant messaging: a bonanza for interlanguage pragmatics." Letrônica 12, no. 4 (2019): 33885. http://dx.doi.org/10.15448/1984-4301.2019.4.33885.

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While mobile communication technologies have been exploited for instructional second and foreign language (L2) research, authentic mobile instant messaging (MIM) interactions remain virtually unexamined. As a result, decidedly little is known about L2 users’ interlinguistic behavior in genuine MIM conversation. This type of communication may nevertheless be of interest to interlanguage pragmatics (ILP) research, particularly for what it may reveal about the intersection of cultures and electronically-mediated communities. This article traces the current state of related research and contemplat

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Baumann, M., L. Brade, E. Fasske, and H. Brade. "Staining of surface antigens of Chlamydia trachomatis L2 in tissue culture." Infection and Immunity 60, no. 10 (1992): 4433–38. http://dx.doi.org/10.1128/iai.60.10.4433-4438.1992.

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Tavakoli, Mansoor, Hadi Yaghoubinejad, and Nourollah Zarrinabadi. "Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?" Current Psychology 37, no. 3 (2016): 477–87. http://dx.doi.org/10.1007/s12144-016-9523-2.

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Hassall, Timothy. "Individual Variation in L2 Study-Abroad Outcomes: A Case Study from Indonesian Pragmatics." Multilingua 34, no. 1 (2014): 33–59. http://dx.doi.org/10.1515/multi-2013-0050.

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Abstract This is a study of two Australian learners of Indonesian during a short stay abroad. It examines their contrasting success in acquiring L2 address terms, in tandem with their contrasting experiences of the L2 culture setting. It thereby helps explain the persistent finding of great individual variation in L2 gains – and in particular pragmatic gains – during study abroad. The study shows that the contrasting success of these two learners is linked to their L2 identity development. At the same time, it dispels a simplistic view of the relationship between identity development and pragm

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HAMMER, KATE. "L1 + L2 to the power of culture: acculturation and language use for cognitive domains in bilinguals." Language and Cognition 10, no. 2 (2018): 266–97. http://dx.doi.org/10.1017/langcog.2017.27.

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abstractThis paper investigates the extent of second language (L2) use in four cognitive domains including mental calculation, planning (action plans), note-taking, and shopping lists. Participants include 149 highly educated L2-competent sequential Polish–English bilinguals who relocated to the UK1 in early adulthood, and underwent processes of acculturation. The independent variables in this study include acculturation level, social network profile, predicted future domicile, and length of residence. The study employed both quantitative and qualitative approaches. Participants completed an o

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Sivukhin, Andrei A. "FORMATIVE ASSESSMENT OF COMMUNICATIVE COMPETENCE OF FUTURE BACHELORS IN LEARNING FOREIGN LANGUAGES AT UNIVERSITY." Theoretical and Applied Linguistics, no. 1 (2017): 115–23. http://dx.doi.org/10.22250/2410-7190_2017_3_1_115_123.

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With Russia joining the Bologna process, learning a foreign language has become an essential element of education. A foreign language is not only the means of communication with a representative of another culture, it is a tool to facilitate professional experience and knowledge exchange at the international level. Therefore, forming L2 communicative competence and controlling the result of that process is a relevant and urgent issue. This paper examines communicative competence and its structural components, as the target for L2-training and L2 skills assessment. For formative assessment of c

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Dr. Syed Shujaat Ali, Mr. Salman Nasir, Dr Mansoor Ali,. "Focusing on English Learners' Concerns: Investigating De-Motivational Sources of ESL Learners in Classroom Setting of a Public Sector University of Pakistan." Psychology and Education Journal 58, no. 1 (2021): 5782–94. http://dx.doi.org/10.17762/pae.v58i1.1987.

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L2 de-motivation has considerable role in diminishing or slowing down the second/L2 (English) learning outcomes. However, L2 de-motivation in general and the context of Pakistan in particular is under-researched. So, the main purpose of the study is to identify various L2 de-motivational factors of the BS Undergraduate L2 learners of the Department of English of a remote and under-researched Kohat University of Science and Technology, Khyber Pakhtunhwa, Pakistan. Drawing upon the questionnaires of the well referenced L2 de-motivation experts and also adding some items related to gender and anx

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Seilhamer, Mark F. "English L2 personas and the imagined global community of English users." English Today 29, no. 3 (2013): 8–14. http://dx.doi.org/10.1017/s0266078413000254.

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I have Danish parents, grown up in France, lived in the UK for 10 years and now living in Holland for the past 9 years. I am a different person in each language, adapting myself to the culture of the people who speak it. I have always wondered how the language could affect the message so much. It also affects my tone of voice and my emotions. [Christina, on July 27th, 2011]I find myself being more self-depreciating and less likely to accept praise when speaking in Japanese than when speaking English. Furthermore, a colleague once told me that even if he can't hear, he can tell which language I

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Pearks Wilkerson, A. J., R. D. Landry, and C. R. Long. "133 EVALUATION OF OOCYTE DONOR SOURCE AND CULTURE MEDIUM ON DOMESTIC CAT EMBRYO DEVELOPMENT RATES." Reproduction, Fertility and Development 23, no. 1 (2011): 171. http://dx.doi.org/10.1071/rdv23n1ab133.

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The use of assisted reproductive technology (ART), including in vitro maturation (IVM) and embryo culture, is well established in several species, including canine and feline culture systems. Embryo production conditions tend to be specific for each species and prepared in unique formulations by laboratory. However, the increasing numbers of commercially available media allows for new comparisons in companion animal systems. Therefore, a goal of this study was to compare the development rates of feline parthenotes cultured in a commercially available bovine embryo culture medium with those cul

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Winfield, M. O., A. Karp, P. A. Lazzeri, and M. R. Davey. "Chromosome 5D instability in cell lines of Triticum tauschii and morphological variation in regenerated plants." Genome 38, no. 4 (1995): 737–42. http://dx.doi.org/10.1139/g95-092.

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Immature embryos of Triticum tauschii cultured on L2 medium with 30 g∙L−1maltose gave rise to compact and highly structured callus that readily regenerated shoots when transferred to MS medium supplemented with zeatin and indole-3-acetic acid. Two cell suspensions were initiated from the callus induced on L2 medium. An analysis of chromosome number in these cell suspensions after 3 months of culture showed that 95 and 75% of the cells had a normal complement. After 5 months, in both lines the majority of cells had chromosome complements of 2n = 13 and many of these aneuploid cells possessed a

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Alshahrani, Ali Ayed S. "Bring a Foreign Language and Its Cultures to Saudi EFL University-Level Classrooms." International Journal of English Linguistics 7, no. 4 (2017): 83. http://dx.doi.org/10.5539/ijel.v7n4p83.

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This study aims to investigate the effects Twitter has as a social networking platform on the development of Saudi EFL psychological variables (attitude, confidence, motivation, interest in L2 culture, social interaction and engagement), actual learning outcomes and the relationship between these psychological variables and their results. Twitter provides a valued accessible window to the target culture and promotes cross-cultural competence and comprehension that is focused on meaning rather than form, as well as repeated exposure to L2 cultural products, practices, perspectives and the targe

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XIE, ZHILONG, and TERESA SIGNORELLI PISANO. "Second language (L2) proficiency, socioeconomic status (SES), and intelligence (IQ) are significant predictors of cognitive control differences among young adult unbalanced Chinese–English bilinguals." Bilingualism: Language and Cognition 22, no. 04 (2018): 866–82. http://dx.doi.org/10.1017/s1366728918000822.

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The current study investigates how second-language (L2) proficiency contributes to cognitive control differences among three groups of unbalanced Chinese–English bilinguals matched for socioeconomic status (SES), intelligence (IQ), education, age, culture, and L1 background. A Flanker task and the Wisconsin Card Sorting Test (WCST) were administered to measure conflict monitoring, inhibition, and mental set shifting. ANOVA analyses revealed faster performance for the High-L2 Group compared to the Low-L2 Group in the congruent, neutral, and incongruent conditions of the Flanker task. However, t

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Arshad, Amna, Syed Kazim Shah, and Muhammad Ahmad. "Investigating cultural contents in English language teaching materials through textbook evaluation." Journal of Language and Cultural Education 8, no. 2 (2020): 127–45. http://dx.doi.org/10.2478/jolace-2020-0017.

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Abstract The shift in the status of English as a lingua franca has challenged native-speaker culture in English language teaching and learning. That is why it is not enough to expose language learners through monoculture language teaching. Rather being communicatively competent, learners may require inter-cultural understanding. Therefore, the aim of this research is to investigate the representation of cultures through different senses in Oxford Progressive English (OPE), Level-10 (Rachel Redford, 2016). As OPE caters the needs of Pakistani language learners, it is hypothesized that learners’

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Favetta, Vanessa, Ronan Carlos Colombo, José Fernando Mangili Júnior, and Ricardo Tadeu de Faria. "Light sources and culture media in the in vitro growth of the Brazilian orchid Microlaelia lundii." Semina: Ciências Agrárias 38, no. 4 (2017): 1775. http://dx.doi.org/10.5433/1679-0359.2017v38n4p1775.

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The Brazilian micro-orchid Microlaelia lundii enchants by its beautiful blooms in winter, but its cultivation is still a challenge, requiring specific care. The objectiv of this work was to evaluate the influence of light sources and culture media on in vitro growth and ex vitro survival of this micro-orchid. M. lundii seedlings were transferred to flasks containing the culture medium ½ MS and Simplified Medium, consisting of 5 mL L-1 of Biofert Plus® NPK fertilizer (09-08-09) and 60 g L-1 of ‘Nanica’ banana pulp. These flasks were placed in a growth chamber composed of seven environments, cha

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Ożańska-Ponikwia, Katarzyna. "The influence of immersion in the L2 culture on perception of the L1 culture-specific emotion oftęsknota." International Journal of Bilingualism 20, no. 2 (2014): 116–32. http://dx.doi.org/10.1177/1367006914537728.

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Frittella, Francesca Maria. "Cultural and Linguistic Translation of the Self: A Case Study of Multicultural Identity Based on Eva Hoffman’s Lost in Translation." Open Cultural Studies 1, no. 1 (2017): 369–79. http://dx.doi.org/10.1515/culture-2017-0034.

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Abstract The present article explores the profound impact of intercultural contact on identity, a topic that is gaining in relevance as multicultural experiences become increasingly common in globalised societies. The focus of the investigation is on the impact of culture and language upon the process of migrant identity (re) building in interaction with the new environment. Theory is applied to the analysis of Eva Hoffman’s memoir Lost in Translation-A Life in a New Language (1998), which offers a profound insight into these complex dynamics. In the first section, intercultural contact is inv

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Jin, Daeyeon. "Constructing Content of History and Culture in Teaching Korean as an L2." Journal of the International Network for Korean Language and Culture 15, no. 3 (2018): 243–70. http://dx.doi.org/10.15652/ink.2018.15.3.243.

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Zapata, Gabriela C. "L2 Spanish university students’ perceptions of the pedagogical benefits of culture portfolios." Language, Culture and Curriculum 32, no. 1 (2018): 94–110. http://dx.doi.org/10.1080/07908318.2018.1457682.

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Chu, Edward Y. W. "What is effective second language exposure and how does it relate to content-based instruction and language across the curriculum?" Journal of Second Language Studies 2, no. 1 (2019): 93–118. http://dx.doi.org/10.1075/jsls.18002.chu.

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Abstract Second language acquisition cannot take place in the absence of exposure to input. However, despite extensive L2 instruction and/or learning content subjects in L2, many struggle to communicate adequately in their L2 in social and/or academic contexts. A clearer delineation of the concept of ‘exposure’, which requires a review of relevant language acquisition theories and findings, is needed. As such, substantial bodies of work in L2 acquisition by well-known language educators, namely Jim Cummins (‘BICS’ and ‘CALP’), Stephen Krashen (‘Comprehensible Input Hypothesis’), Michael Long (

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GuimarÃ£es, Cayley, and Rita Cassia Maestri. "Non-Manual Expression – Sign Language as L2." International Journal for Innovation Education and Research 6, no. 10 (2018): 101–11. http://dx.doi.org/10.31686/ijier.vol6.iss10.1169.

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Sign Language is fundamental for Deaf communication, culture and citizenship. The Brazilian Sign Language (Libras) is a complet linguistic system, of visual-spatial modality, with specificities that present a challenge for teaching and learning as L2. Non-Manual Expression is on atributte of the language for meaning attribution. Meaning attribution occurs from visual symbolic processes where non-manual expressions acquire a central role, and differs from those used in the oral language. This requires adequate educational practices and pedagogical material for the acquisition of Libras as L2. T

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Belenguer, Alvaro, Sylvia H. Duncan, A. Graham Calder, et al. "Two Routes of Metabolic Cross-Feeding between Bifidobacterium adolescentis and Butyrate-Producing Anaerobes from the Human Gut." Applied and Environmental Microbiology 72, no. 5 (2006): 3593–99. http://dx.doi.org/10.1128/aem.72.5.3593-3599.2006.

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ABSTRACT Dietary carbohydrates have the potential to influence diverse functional groups of bacteria within the human large intestine. Of 12 Bifidobacterium strains of human gut origin from seven species tested, four grew in pure culture on starch and nine on fructo-oligosaccharides. The potential for metabolic cross-feeding between Bifidobacterium adolescentis and lactate-utilizing, butyrate-producing Firmicute bacteria related to Eubacterium hallii and Anaerostipes caccae was investigated in vitro. E. hallii L2-7 and A. caccae L1-92 failed to grow on starch in pure culture, but in coculture

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Mori, Yoshiko, and Junko Mori. "Review of recent research (2000–2010) on learning and instruction with specific reference to L2 Japanese." Language Teaching 44, no. 4 (2011): 447–84. http://dx.doi.org/10.1017/s0261444811000292.

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This review aims to identify major issues in and the direction of recent L2 Japanese research by reviewing over 200 empirical studies published in English or Japanese between 2000 and 2010. The first part of this article examines topics in second language acquisition (SLA) research with regard to L2 Japanese, including vocabulary andkanji(Chinese characters transferred into Japanese) learning, syntactic development, reading and writing in L2 Japanese, interlanguage pragmatics and language socialization, affective factors, and multilingualism and the acquisition of Japanese as a heritage langua

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Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter, and Fanli Jia. "Reading comprehension." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status)

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Thonn, Jessica A. "Journeys/Viaggi: Intertwined multi-university English L2 and Italian L2 courses for bilingual and intercultural growth." Language Learning in Higher Education 8, no. 2 (2018): 427–43. http://dx.doi.org/10.1515/cercles-2018-0008.

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Abstract The University of Florence’s Language Center (CLA) and the Florence seat of an American university renowned for its language programs, Middlebury College, twice intertwined their English and Italian B2/C1 foreign language courses to produce an English/Italian reciprocal learning space. In addition to disparate organizational constructs, the two institutions had slightly differing goals. Both institutions sought multiple, peer-speaking opportunities; however, in addition, Middlebury aimed for intercultural exchange with local peers. To achieve these multiple objectives, our joint cours

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Hammer, Kate. "Bilingual bonds." International Journal of Language and Culture 3, no. 2 (2016): 253–79. http://dx.doi.org/10.1075/ijolc.3.2.05ham.

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This paper investigates the perception of ‘being yourself’ when speaking in the second language (L2) in the context of mobility-migration. Participants consist of 149 highly educated sequential Polish-English bilinguals who relocated to the UK at the average age of 23, and underwent processes of acculturation. The independent variables in this study include acculturation level, social network profile, language of attachment in adulthood, language dominance, length of residence, predicted future domicile, gender, and age of L2 acquisition (AoA). The study employs both emic and etic approaches.

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Briggs, Jessica Grace. "A mixed-methods study of vocabulary-related strategic behaviour in informal L2 contact." Study Abroad Research in Second Language Acquisition and International Education 1, no. 1 (2016): 61–87. http://dx.doi.org/10.1075/sar.1.1.03bri.

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This study investigated the vocabulary strategies of n = 241 mixed-L1, adult study abroad learners of English in informal (i.e. out-of-class) second language (L2) contact. A questionnaire determined the extent to which the sample identified with 28 vocabulary strategies. The Opportunities With Language Simulator, an innovative research tool comprising computer simulations of informal L2 contact scenarios, was used as a stimulus in semi-structured interviews with a subsample of n = 36 participants. The questionnaire data revealed that the strategies most identified with pertained to the use of

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Matsumoto, Masanori. "The influence of a study abroad program on Japanese university students’ motivation and the elaboration of motivational L2 selves." Study Abroad Research in Second Language Acquisition and International Education 5, no. 2 (2020): 208–29. http://dx.doi.org/10.1075/sar.19006.mat.

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Abstract Three university students from Japan on a five-week study-abroad program in Australia participated in a case study that investigated the impact of L2 learning experiences on changes in their motivation, especially in relation to development of their ‘Motivational L2 Selves’ as introduced by Dörnyei (2009). The study collected both qualitative and quantitative data in three interviews and weekly learning logs during the program. The results from the learning logs showed an upward trend in the level of motivational intensity as the program proceeded, with the participants’ positive perc

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