Artigos de revistas: "L2 Engagement"

1

Stelma, Juup. "Developing intentionality and L2 classroom task-engagement". Classroom Discourse 5, n.º 2 (26 de setembro de 2013): 119–37. http://dx.doi.org/10.1080/19463014.2013.835270.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

2

Phung, Linh. "Task preference, affective response, and engagement in L2 use in a US university context". Language Teaching Research 21, n.º 6 (28 de dezembro de 2016): 751–66. http://dx.doi.org/10.1177/1362168816683561.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

While learners’ engagement has been recognized as important for second language (L2) learning in task-based language teaching (TBLT), how engagement is manifest in learners’ L2 use during task performance and how tasks can be designed to facilitate better engagement have not received enough attention in the L2 research. This study investigates the relationship between learners’ expressed preferences for two communicative L2 tasks and their engagement in L2 use during task performance. Twenty-one learners of English as a second language (ESL) performed two distinct tasks and participated in an interview after finishing them. This article compares behavioral, cognitive, and social measures of learners’ engagement in L2 use while performing the task they preferred more and the task they preferred less as well as their expressed reasons for these preferences. The findings revealed a higher level of cognitive engagement in L2 use (i.e. greater negotiation of meaning and form) during the performance of the task they preferred more. The findings also revealed that the topic as well as opportunities to create ideas and address a genuine communicative need were the most important factors in determining learners’ expressed task preferences. Implications for task design include allowing learners to create content for the tasks they perform and choosing topics that are familiar, personally relevant, and emotionally engaging to learners.

3

García-Castro, Verónica. "The effects of vocabulary knowledge in L2 semantic lexical engagement: The case of adult learners of English as a second language". Indonesian Journal of Applied Linguistics 10, n.º 1 (1 de junho de 2020): 261–70. http://dx.doi.org/10.17509/ijal.v10i1.25068.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

There is evidence that L1 and L2 lexical engagement of novel items occurs in adulthood. However, previous studies have not addressed the effects of individual differences on that engagement. Hence, it is unknown how individual differences may influence semantic lexical engagement gains in L1 and L2 adult learners. This study investigates the effects of pre-existing vocabulary knowledge on L2 semantic lexical engagement of recently learned novel words. A semantic priming experiment, across two consecutive days, was conducted. A group of advanced L2 learners (n=26) and L1 learners (n=26) participated in the study. They were trained on pseudowords acting as verbs (n=7) and nouns (n=7). Vocabulary knowledge was measured via an online vocabulary size test. On day one, participants learned the meaning of the pseudowords via reading 12 repetitions of the novel words embedded into English sentences. Immediately, after the reading session, participants undertook surprise recognition and recall vocabulary post-tests. On day two, participants took part in a semantic lexical decision task (LDT) with priming to test L2 semantic lexical engagement of the novel words learned on day one. The data were analysed through a series of general and linear mixed-effects models. The results showed that L1 and L2 participants engaged the meaning of the recently learned novel words. Previous vocabulary knowledge predicted faster recognition of semantic related and unrelated primes in the LDT task. It is concluded that L1 and L2 adult learners lexically engaged the meaning of the recently learned words and that vocabulary size is a predictor of L2 semantic lexical engagement of novel words within the conditions of this study. The empirical findings provide a new understanding of the role vocabulary knowledge on L1 and L2 semantic lexical engagement of novel words.

4

Deconinck, Julie, Frank Boers e June Eyckmans. "Helping learners engage with L2 words". AILA Review 23 (9 de dezembro de 2010): 95–114. http://dx.doi.org/10.1075/aila.23.06dec.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

The pace at which new words are acquired is influenced by the degree of engagement with them on the part of the learner. Insights from cognitive linguistics into the non-arbitrary aspects of vocabulary can be turned into stimuli for such engagement. The majority of Cognitive Linguists’ proposals for vocabulary teaching aim at helping learners appreciate the way a single word form can develop different meanings. This, however, presupposes knowledge of the ‘basic’ meaning of that word. We report an experiment in which learners under an experimental treatment were stimulated to consider the possibility that the form–meaning link in target words might not be fully arbitrary. The mnemonic effect of this task-induced engagement was assessed in relation to comparison treatments in immediate and delayed post-tests measuring both receptive and productive knowledge. Results show that simply prompting learners to evaluate the form–meaning match of words can foster vocabulary acquisition, although not all target words lends themselves equally well to this type of engagement.

5

Liao, Jianling. "Metadiscourse, Cohesion, and Engagement in L2 Written Discourse". Languages 5, n.º 2 (5 de junho de 2020): 25. http://dx.doi.org/10.3390/languages5020025.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

The current study examines how L2 Chinese writers at different proficiencies employed various metadiscourse devices to shape their written descriptive discourse and also whether various metadiscourse features may distinguish levels of writing proficiency. The study also looks at how L2 learners’ use of metadiscourse devices is related to their linguistic performances in descriptive writing. The findings revealed differential metadiscourse use by learners at different proficiencies on local, global, and textual organizational dimensions. For instance, compared to low-proficiency writers, more proficient writers used significantly more conditional/hypothetical markers, frame markers, and engagement markers. Multiple metadiscourse features also demonstrated significant positive and negative correlations with each other, suggesting patterns of decreases and increases in the use of particular organizational features. Several metadiscourse features characteristic of more advanced writers also displayed positive relationships with linguistic features.

6

Torres, Julio, e Íñigo Yanguas. "Levels of Engagement in Task-based Synchronous Computer Mediated Interaction". Canadian Journal of Applied Linguistics 24, n.º 2 (31 de maio de 2021): 203–28. http://dx.doi.org/10.37213/cjal.2021.31319.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. However, studies have focused on negotiation of meaning and the quantity, focus and resolution of language related episodes (LREs). This study aims to broaden our understanding of the role of audio, video, and text SCMC conditions by additionally examining second language (L2) learners’ levels of engagement during the production of LREs as a result of interactive real-world tasks. We tested 52 dyads of L2 Spanish intermediate learners who completed a decision- making/writing task. Our main analysis revealed that dyads in the audio SCMC condition engaged in more limited LREs vis-à-vis the text SCMC group, and audio SCMC dyads also showed a trend of engaging more in elaborate LREs. The findings imply that interactive SCMC conditions can place differential demands on L2 learners, which has an effect on the ways in which L2 learners address LREs during task-based interaction.

7

Lambert, Craig, Jenefer Philp e Sachiko Nakamura. "Learner-generated content and engagement in second language task performance". Language Teaching Research 21, n.º 6 (25 de dezembro de 2016): 665–80. http://dx.doi.org/10.1177/1362168816683559.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which operated on learner-generated content and teacher-generated content respectively. Learner engagement in L2 use was measured in terms of behavioral, cognitive, and social components: behavioral engagement was measured in terms of effort and persistence in task completion; cognitive engagement in terms of attention to elaborating and clarifying content; and social engagement in terms of participants’ affiliation in the discourse. Results indicate that tasks operating on learner-generated as opposed to teacher-generated content had positive effects on all aspects of engagement in L2 use during task performance. Furthermore, participants’ affective responses to the respective conditions as reflected in a post-performance questionnaire corroborated the results for performance. This indicates that learners were also more affectively engaged in the performance of the tasks in the learner-generated content condition than they were in those in the teacher-generated content condition.

8

Mougeon, Françoise, e Katherine Rehner. "ENGAGEMENT PORTRAITS AND (SOCIO)LINGUISTIC PERFORMANCE". Studies in Second Language Acquisition 37, n.º 3 (5 de setembro de 2014): 425–56. http://dx.doi.org/10.1017/s0272263114000369.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

This study considers, both transversally and longitudinally, advanced second language (L2) learners’ profile portraits, how these correlate with their sociolinguistic and linguistic performance, and how changes in these portraits over time connect to changes in sociolinguistic performance. The results show a strong correlation between high degrees of learner engagement, as captured in the profile portraits, and the three measures of sociolinguistic and linguistic performance. The longitudinal data point to an increase over time both of levels of engagement and of use of informal sociolinguistic variants. By measuring the impact of learners’ evolving engagement on their use of sociolinguistic variants as they progress to a more advanced level of proficiency in their L2, the present study shows that an index of engagement can usefully summarize the multiple effects captured by the learner profile portraits and can shed light on rates of use of certain forms.

9

Fan, Yumei, e Jinfen Xu. "Exploring student engagement with peer feedback on L2 writing". Journal of Second Language Writing 50 (dezembro de 2020): 100775. http://dx.doi.org/10.1016/j.jslw.2020.100775.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

10

Dörnyei, Zoltán. "Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System". Studies in Second Language Learning and Teaching 9, n.º 1 (22 de março de 2019): 19–30. http://dx.doi.org/10.14746/ssllt.2019.9.1.2.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.

11

Gonzalez Mujico, Flordelis, e David Lasagabaster. "Enhancing L2 Motivation and English Proficiency through Technology". Complutense Journal of English Studies 27 (4 de outubro de 2019): 59–78. http://dx.doi.org/10.5209/cjes.62990.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Balancing and mastering the linguistic and academic demands of English teaching in higher education can become a difficult hurdle to surpass. Since curricula that integrates technology appears to provide an array of opportunities that promote engagement and language skills, it is worth examining how and whether L2 motivation, self-regulation and learning can be heightened through digital technologies. This paper describes a 6-week intervention programme conducted on 205 international students enrolled on an English for Academic Purposes course at a British university. Based on L2 imagery techniques and ePortfolios, the intervention proved to be of benefit to learner engagement and language acquisition.

12

Xiao, Yanping, Sanhong Yu, Baogong Zhu, Denis Bedoret, Xia Bu, Loise M. Francisco, Ping Hua et al. "RGMb is a novel binding partner for PD-L2 and its engagement with PD-L2 promotes respiratory tolerance". Journal of Experimental Medicine 211, n.º 5 (21 de abril de 2014): 943–59. http://dx.doi.org/10.1084/jem.20130790.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

We report that programmed death ligand 2 (PD-L2), a known ligand of PD-1, also binds to repulsive guidance molecule b (RGMb), which was originally identified in the nervous system as a co-receptor for bone morphogenetic proteins (BMPs). PD-L2 and BMP-2/4 bind to distinct sites on RGMb. Normal resting lung interstitial macrophages and alveolar epithelial cells express high levels of RGMb mRNA, whereas lung dendritic cells express PD-L2. Blockade of the RGMb–PD-L2 interaction markedly impaired the development of respiratory tolerance by interfering with the initial T cell expansion required for respiratory tolerance. Experiments with PD-L2–deficient mice showed that PD-L2 expression on non–T cells was critical for respiratory tolerance, but expression on T cells was not required. Because PD-L2 binds to both PD-1, which inhibits antitumor immunity, and to RGMb, which regulates respiratory immunity, targeting the PD-L2 pathway has therapeutic potential for asthma, cancer, and other immune-mediated disorders. Understanding this pathway may provide insights into how to optimally modulate the PD-1 pathway in cancer immunotherapy while minimizing adverse events.

13

Almukhaild, Haydab. "Review of Engaging language learners in contemporary classrooms; Authors: Sarah Mercer, Zoltán Dörnyei; Publisher: Cambridge University Press, 2020; ISBN: 9781108445924; Pages: 208". Studies in Second Language Learning and Teaching 10, n.º 4 (4 de dezembro de 2020): 813–18. http://dx.doi.org/10.14746/ssllt.2020.10.4.8.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Learner engagement is key to successful learning experiences in general education and language learning is no exception. When students are engaged, they are focusing on the task at hand, paying attention and enjoying their language learning (Aubrey et al., 2020; Ellis, 2018; Mercer, 2019; Oga-Baldwin, 2019). Yet, as Mercer and Dörnyei affirm in their introduction to the book, “discussions of engagement . . . have been largely absent from the literature of L2 [second language] learning and teaching” (p. 4). Engaging Language Learners in Contemporary Classrooms addresses this gap directly and in great depth, thus making it a ground-breaking contribution to the growing body of second language (L2) literature on learner engagement.

14

Cho, Minyoung. "The effects of prompts on L2 writing performance and engagement". Foreign Language Annals 52, n.º 3 (7 de agosto de 2019): 576–94. http://dx.doi.org/10.1111/flan.12411.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

15

Zhang, Zhe (Victor), e Ken Hyland. "Student engagement with teacher and automated feedback on L2 writing". Assessing Writing 36 (abril de 2018): 90–102. http://dx.doi.org/10.1016/j.asw.2018.02.004.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

16

González Fernández, Beatriz, e Norbert Schmitt. "How much collocation knowledge do L2 learners have?" ITL - International Journal of Applied Linguistics 166, n.º 1 (8 de junho de 2015): 94–126. http://dx.doi.org/10.1075/itl.166.1.03fer.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Many scholars believe that collocations are difficult to learn and use by L2 learners. However, some research suggests that learners often know more collocations than commonly thought. This study tested 108 Spanish learners of English to measure their productive knowledge of 50 collocations, which varied according to corpus frequency, t-score, and MI score. The participants produced a mean score of 56.6% correct, suggesting that our learners knew a substantial number of collocations. Knowledge of the collocations correlated moderately with corpus frequency (.45), but also with everyday engagement with English outside the classroom, in activities like reading, watching movies/TV, and social networking (composite correlation = .56). Everyday engagement also had a stronger relationship with collocation knowledge than years of English study (.45).

17

Maher, Kevin M. "Not Losing the EFL Plot: L2 Engagement through Literature (Reading Circles) and Producing Short Stories (Creative Writing Circles)". International Journal of Applied Linguistics and English Literature 7, n.º 5 (1 de setembro de 2018): 102. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.102.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Reading and writing stories (literature) can be an effective way to engage students’ L2. Pedagogically, teachers are looking for ways to increase L2 input, and amplify L2 output. Because of the communicative nature of acquiring language, teachers are equally looking for collaboration among students to increase the usage of their L2 language. This paper proposes studying literature through Reading Circles and creating plot-focused short stories within a Writing Circles structure. It will theoretically establish the value of literature circles and creative writing circles in the EFL context, and share how language teachers can implement them.

18

Cheng, Mooi Tin. "Towards the Ultimate Target of L2 Acquisition:". Asia Proceedings of Social Sciences 8, n.º 1 (30 de maio de 2021): 43–46. http://dx.doi.org/10.31580/apss.v8i1.1921.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

There has been a significant falling rate in Malaysians’ English proficiency in recent years. This paper studies a proficient English L2 user aiming to investigate the case’s engagement in learning English from birth to primary 6. It is hoped to find out the implications (possible procedures and strategies) for moulding a child into a competent English user in the non-English setting in Malaysia. “Reflexivity”, a qualitative research method, was employed. The sample’s parent reflected and detailed the child’s learning journey with evidence of learning and achievements. Apart from the thorough recount on the child’s engagement with the L2 before formal education, the sample’s writings done in primary school were randomly selected and scrutinized with a text-analysing digital tool “Text Inspector©” whose analysis results were mapped with CEFR levels to examine his progression towards the mastery of the target language. The findings demonstrate that, first, exposing a child to English right after birth greatly triggers the learning process and the effects are significant; second, the provision of rich family literacy greatly complements the lacking of English environment; third, “imitation” can be an essential strategy to expedite the learner’s command of English.

19

Tsao, Jui-Jung, Wen-Ta Tseng, Tsung-Yuan Hsiao, Chaochang Wang e Andy Xuesong Gao. "Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance". SAGE Open 11, n.º 2 (abril de 2021): 215824402110231. http://dx.doi.org/10.1177/21582440211023172.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.

20

Qiu, Xuyan, e Yuen Yi Lo. "Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use". Language Teaching Research 21, n.º 6 (25 de dezembro de 2016): 681–98. http://dx.doi.org/10.1177/1362168816684368.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Previous research has considered the effects of content familiarity and task repetition on second language (L2) performance, but few studies have looked at the effect of these factors on learners’ engagement in task performance. This study explores the influence of content familiarity and task repetition on English as a foreign language (EFL) learners’ engagement in oral performance. Sixty EFL learners performed four narrative tasks with two familiar and two unfamiliar topics. They also repeated the same tasks to the same audience. Their oral production was analysed with various measures of behavioural and cognitive engagement. Stimulated recalls were collected from twenty-one participants to capture their emotional engagement. The participants were behaviourally and cognitively more engaged in tasks with familiar topics as well as having a more positive affective response to them. Repeating the tasks, however, negatively influenced behavioural and cognitive engagement, although the participants felt more relaxed and confident. In addition, the participants were more motivated to repeat unfamiliar topics, although they demonstrated more noticeable declines in their frequency of self-repair (an indicator of cognitive engagement) for these topics. These results provided empirical evidence for the relationship between task design and implementation factors and L2 task engagement. Teachers might base repetition decisions partially on learners’ familiarity with the topic.

21

Ji-Hyun Kim. "Learners’ Beliefs and Engagement of Grammar Correction in L2 Writing Process". English Language Teaching 26, n.º 1 (março de 2014): 21–42. http://dx.doi.org/10.17936/pkelt.2014.26.1.002.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

22

Durbidge, Levi. "Technology and L2 engagement in study abroad: Enabler or immersion breaker?" System 80 (fevereiro de 2019): 224–34. http://dx.doi.org/10.1016/j.system.2018.12.004.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

23

Gaugler, Kevin M., e Carolyn C. Matheus. "Engineering engagement: Perceived L2 development and short‐term service learning abroad". Foreign Language Annals 52, n.º 2 (junho de 2019): 314–34. http://dx.doi.org/10.1111/flan.12393.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

24

Amiryousefi, Mohammad. "The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement". Innovation in Language Learning and Teaching 13, n.º 2 (28 de outubro de 2017): 147–61. http://dx.doi.org/10.1080/17501229.2017.1394307.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

25

Seibert Hanson, Aroline E., e Melisa Dracos. "The digital dilemma". Study Abroad Research in Second Language Acquisition and International Education 4, n.º 2 (24 de julho de 2019): 224–51. http://dx.doi.org/10.1075/sar.18003.sei.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

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 daily technology logs, learner motivation and L2 gains, and guided reflections on host culture engagement and L2 learning goals by eleven US university students studying abroad in Argentina. Motivation and L2 abilities increased significantly, and were positively correlated. Also, L1 and L2 digital contact showed important qualitative relationships with motivation and host culture integration.

26

Aubrey, Scott. "Inter-cultural contact and flow in a task-based Japanese EFL classroom". Language Teaching Research 21, n.º 6 (25 de dezembro de 2016): 717–34. http://dx.doi.org/10.1177/1362168816683563.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Flow represents a state of complete involvement and heightened intensity that leads to improved performance on a task (Csikszentmihalyi, 1975, 1990). The notion of flow has the potential to provide worthwhile insights into the area of task engagement, yet the construct has received relatively little empirical attention by second language acquisition (SLA) researchers. This article uses flow theory to investigate the relationship between flow and engagement in second language (L2) use for inter-cultural and intra-cultural task-based interactions in a Japanese classroom for English as a foreign language (EFL) learners. The study employed a quasi-experimental design in which learners in the inter-cultural group ( n = 18) and the intra-cultural group ( n = 18) completed five dialogic, oral tasks. Tasks were then repeated, during which time the intra-cultural group continued to perform the tasks with Japanese peers, while the inter-cultural group performed the tasks with international interlocutors ( n = 18). Analysis of flow questionnaires and task transcripts showed that inter-cultural contact had a significant positive effect on flow and one aspect of engagement in L2 use (turn-taking). In terms of the relationship between flow and engagement in L2 use, inter-cultural task interactions had a significant positive correlation between flow and turns. The findings are discussed in terms of two pedagogical implications: the provision of inter-cultural contact in language classrooms and the flow-enhancing potential of task design features.

27

Azkarai, Agurtzane, María del Pilar García Mayo e Rhonda Oliver. "The effect of task repetition on the patterns of interaction of ESL children". ITL - International Journal of Applied Linguistics 171, n.º 1 (21 de junho de 2019): 90–112. http://dx.doi.org/10.1075/itl.17034.azk.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Abstract Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners’ engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. However, there is a dearth of literature regarding the impact of TR on the patterns of interaction and on the opportunities to receive feedback for child ESL learners. The aim of the present study is to address this gap examining the interactions of 28 young ESL learners who completed the same spot-the-difference task twice within a 3-month time frame. The findings showed that the majority of pairs represented patterns of interaction with low levels of mutuality (i.e. engagement) and upon TR these patterns barely varied. However, regardless of learners’ patterns of interaction, these ESL learners provided feedback and negotiated during task-based interaction, especially the collaborative pairs.

28

Forster, Yannick, Viktoria Geisel, Sebastian Hergeth, Frederik Naujoks e Andreas Keinath. "Engagement in Non-Driving Related Tasks as a Non-Intrusive Measure for Mode Awareness: A Simulator Study". Information 11, n.º 5 (28 de abril de 2020): 239. http://dx.doi.org/10.3390/info11050239.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Research on the role of non-driving related tasks (NDRT) in the area of automated driving is indispensable. At the same time, the construct mode awareness has received considerable interest in regard to human–machine interface (HMI) evaluation. Based on the expectation that HMI design and practice with different levels of driving automation influence NDRT engagement, a driving simulator study was conducted. In a 2 × 5 (automation level x block) design, N = 49 participants completed several transitions of control. They were told that they could engage in an NDRT if they felt safe and comfortable to do so. The NDRT was the Surrogate Reference Task (SuRT) as a representative of a wide range of visual–manual NDRTs. Engagement (i.e., number of inputs on the NDRT interface) was assessed at the onset of a respective episode of automated driving (i.e., after transition) and during ongoing automation (i.e., before subsequent transition). Results revealed that over time, NDRT engagement increased during both L2 and L3 automation until stable engagement at the third block. This trend was observed for both onset and ongoing NDRT engagement. The overall engagement level and the increase in engagement are significantly stronger for L3 automation compared to L2 automation. These results outline the potential of NDRT engagement as an online non-intrusive measure for mode awareness. Moreover, repeated interaction is necessary until users are familiar with the automated system and its HMI to engage in NDRTs. These results provide researchers and practitioners with indications about users’ minimum degree of familiarity with driving automation and HMIs for mode awareness testing.

29

Mohamed, Ayman A. "EXPOSURE FREQUENCY IN L2 READING". Studies in Second Language Acquisition 40, n.º 2 (19 de maio de 2017): 269–93. http://dx.doi.org/10.1017/s0272263117000092.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

AbstractThe present study brings together methods of extensive reading studies and eye-movement research to track the cognitive effects of exposure frequency on vocabulary processing and learning. Forty-two advanced second language learners of English read a stage 1 graded reader, Goodbye Mr. Hollywood, on a computer screen while their eye movements were recorded. The eye-tracking task was followed by comprehension questions and vocabulary posttests. Target vocabulary consisted of 20 pseudo words and 20 known words with a range of repetition from 1 to 30. Eye-movement data showed that readers spent more time on pseudo words than on familiar words and that fixation times decreased across encounters with more attention given to target words on early encounters. Repeated exposure supported form recognition but was not as significant for meaning recall and recognition. Total times spent on each encounter was positively associated with learning success in all vocabulary measures. The amount of attention, as reflected in total reading times on each pseudo word, positively predicted learning outcomes above and beyond the number of encounters. Results of the study add a cognitive dimension to the concept of engagement in lexical learning in the process of incidental learning from second language reading.

30

Sun, Peijian Paul. "Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language". Sustainability 13, n.º 10 (14 de maio de 2021): 5521. http://dx.doi.org/10.3390/su13105521.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Informed by the expectancy–value theory and the motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language teaching assistants’ (L2 Chinese TAs’) motivational engagement in teaching L2 Chinese as a sustainable and lifelong career in New Zealand. Each TA participated in three rounds of semi-structured interviews in the process of data collection. The findings revealed that (1) the TAs’ expectancy was all student oriented, regardless of their different backgrounds; (2) the different values of L2 Chinese teaching contributed to the TAs’ teaching performance and career choices; and (3) the impact of teaching self-efficacy on the TAs’ profession retention was pivotal, but controversial, when taking their previous majors into account. Implications for the sustainable development of L2 Chinese teachers were discussed.

31

Fernandez, Julieta, e Anna M. Gates Tapia. "An appraisal of the Language Contact Profile as a tool to research local engagement in study abroad". Study Abroad Research in Second Language Acquisition and International Education 1, n.º 2 (27 de outubro de 2016): 248–76. http://dx.doi.org/10.1075/sar.1.2.05fer.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Assessing the type and quantity of out-of-class foreign language (L2) interaction that learners engage in is crucial in study abroad research. This assessment has commonly been performed with the Language Contact Profile (LCP). This article critically appraises the LCP as a measure for providing reliable data to correlate language interaction with language gains. Information about the L2 use of U.S. university students studying in Argentina was obtained using quantitative (LCP) and qualitative (interview, authentic interaction, and observation) measures. The results suggest that some LCP items were ambiguous and limited in their ability to capture fluctuations in students’ local engagement throughout the semester. The LCP also provided internally inconsistent participant reports of out-of-class L2 use. Notably, the results highlight the importance of considering discourse quality when comparing hours of interaction reported by different students, suggesting that numerical comparisons across participants cannot be interpreted to necessarily lead to comparable language gains.

32

Alshahrani, Ali Ayed S. "Bring a Foreign Language and Its Cultures to Saudi EFL University-Level Classrooms". International Journal of English Linguistics 7, n.º 4 (16 de julho de 2017): 83. http://dx.doi.org/10.5539/ijel.v7n4p83.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

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 target language. A sample of 39 students enrolled in an English course during the second semester of the 2014-2015 academic year, as well as two non-native English speakers (NNSs) working at the English Program, agreed to participate in the study. It adopts a combined inductive-deductive research approach to fulfil the research purpose and answer the research questions. The findings of this study underscore the latent use of the Twitter microblogging platform in EFL classes, as well as revealing the positive impact upon Saudi EFL students’ social interaction (engagement), enthusiasm and interest in learning more about L2 culture in English language classes.

33

Philips, Elliot A., Antonio Garcia-España, Anna S. Tocheva, Ian M. Ahearn, Kieran R. Adam, Ruimin Pan, Adam Mor e Xiang-Peng Kong. "The structural features that distinguish PD-L2 from PD-L1 emerged in placental mammals". Journal of Biological Chemistry 295, n.º 14 (27 de dezembro de 2019): 4372–80. http://dx.doi.org/10.1074/jbc.ac119.011747.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Programmed cell death protein 1 (PD-1) is an inhibitory receptor on T lymphocytes that is critical for modulating adaptive immunity. As such, it has been successfully exploited for cancer immunotherapy. Programmed death ligand 1 (PD-L1) and PD-L2 are ligands for PD-1; the former is ubiquitously expressed in inflamed tissues, whereas the latter is restricted to antigen-presenting cells. PD-L2 binds to PD-1 with 3-fold stronger affinity compared with PD-L1. To date, this affinity discrepancy has been attributed to a tryptophan (W110PD-L2) that is unique to PD-L2 and has been assumed to fit snuggly into a pocket on the PD-1 surface. Contrary to this model, using surface plasmon resonance to monitor real-time binding of recombinantly-expressed and -purified proteins, we found that W110PD-L2 acts as an “elbow” that helps shorten PD-L2 engagement with PD-1 and therefore lower affinity. Furthermore, we identified a “latch” between the C and D β-strands of the binding face as the source of the PD-L2 affinity advantage. We show that the 3-fold affinity advantage of PD-L2 is the consequence of these two opposing features, the W110PD-L2 “elbow” and a C–D region “latch.” Interestingly, using phylogenetic analysis, we found that these features evolved simultaneously upon the emergence of placental mammals, suggesting that PD-L2–affinity tuning was part of the alterations to the adaptive immune system required for placental gestation.

34

Day, Patricia M., Yuk-Ying S. Pang, Rhonda C. Kines, Cynthia D. Thompson, Douglas R. Lowy e John T. Schiller. "A Human Papillomavirus (HPV)In VitroNeutralization Assay That Recapitulates theIn VitroProcess of Infection Provides a Sensitive Measure of HPV L2 Infection-Inhibiting Antibodies". Clinical and Vaccine Immunology 19, n.º 7 (16 de maio de 2012): 1075–82. http://dx.doi.org/10.1128/cvi.00139-12.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

ABSTRACTPapillomavirus L2-based vaccines have generally induced low-level or undetectable neutralizing antibodies in standardin vitroassays yet typically protect well againstin vivoexperimental challenge in animal models. Herein we document that mice vaccinated with an L2 vaccine comprising a fusion protein of the L2 amino acids 11 to 88 of human papillomavirus type 16 (HPV16), HPV18, HPV1, HPV5, and HPV6 were uniformly protected from cervicovaginal challenge with HPV16 pseudovirus, but neutralizing antibodies against HPV16, -31, -33, -45, or -58 were rarely detected in their sera using a standardin vitroneutralization assay. To address this discrepancy, we developed a neutralization assay based on anin vitroinfectivity mechanism that more closely mimics thein vivoinfectious process, specifically by spaciotemporally separating primary and secondary receptor engagement and correspondingly by altering the timing of exposure of the dominant L2 cross-neutralizing epitopes to the antibodies. With the new assay, titers in the 100 to 10,000 range were measured for most sera, whereas undetectable neutralizing activities were observed with the standard assay.In vitroneutralizing titers measured in the serum of mice after passive transfer of rabbit L2 immune serum correlated with protection from cervicovaginal challenge of the mice. This “L2-based”in vitroneutralization assay should prove useful in critically evaluating the immunogenicity of L2 vaccine candidates in preclinical studies and future clinical trials.

35

Edstrom, Anne. "Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task". System 52 (agosto de 2015): 26–37. http://dx.doi.org/10.1016/j.system.2015.04.014.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

36

Mac Lochlainn, Conchúr, Mairéad Nic Giolla Mhichíl e Elaine Beirne. "Clicking, but connecting? L2 learning engagement on an ab initio Irish language LMOOC". ReCALL 33, n.º 2 (23 de abril de 2021): 111–27. http://dx.doi.org/10.1017/s0958344021000100.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

AbstractLanguage massive open online courses (LMOOCs) represent an exciting prospect for language teachers and instructors around the globe (Bárcena & Martín-Monje, 2014). In this paper, we report on the dynamics of participation and learner behaviour in an ab initio Irish language course. The course, Irish 101, ran during March 2019, and we used a mixed-methods approach to analyse both typical patterns of behaviour among course participants and learner reflections upon their reasons for doing so. Findings suggest that most learners use the course resources in an assessing and exploratory manner and are far less likely to produce, or to examine, second language (L2) output, either written or spoken. Learners were found to be selective and to demonstrate significant metacognitive awareness (Wenden, 1998) in their interactions and learning methods, displaying agency and exploiting affordances beyond the design of the course itself. Implications for LMOOC design, including the need to question whether courses should emphasise L2 production or resource provision, are considered, in addition to a general need for more granular, dynamic research, so as to better understand the types of learners who engage in LMOOCs and to better cater to diverse learning needs.

37

Degani, Tamar, Hamutal Kreiner, Haya Ataria e Farha Khateeb. "The impact of brief exposure to the second language on native language production: Global or item specific?" Applied Psycholinguistics 41, n.º 1 (4 de novembro de 2019): 153–83. http://dx.doi.org/10.1017/s0142716419000444.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

AbstractBilinguals routinely shift between their languages, changing languages between communicative settings. To test the consequences of such changes in language use, 48 Arabic–Hebrew bilinguals named pictures in Arabic (L1) before and after a brief exposure manipulation, including either reading a list of Hebrew (L2) words aloud or performing a nonlinguistic task. Half of the items post-exposure were new and half were translation equivalents of the words presented during the L2 exposure task. Further, half of the items were very low-frequency L1 words, typically replaced by borrowed L2 words. Results show that across word types bilinguals were less accurate and produced more L2 cross-language errors in their dominant L1 following brief L2 exposure. Error rates were comparable for translation equivalents and new items, but more cross-language errors were observed post-exposure on translation equivalents. These findings demonstrate the engagement of both global whole-language control mechanisms and item-based competitive processes, and highlight the importance of language context and the dynamic nature of bilingual performance.

38

Wu, Manfred Man-fat. "Integration of arts into second language curriculum from a Kantian perspective". Applied Linguistics Review 11, n.º 4 (26 de novembro de 2020): 677–700. http://dx.doi.org/10.1515/applirev-2018-0108.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

AbstractThis paper explores the benefits of incorporating arts in second language (L2) learning from a Kantian approach. From a Kantian perspective, the use of arts in L2 learning enhances learners’ motivation and engagement in their language learning by focusing on learners’ subjective meanings, lowering the burden of cognition of employing categories for reasoning, lowering learners’ instrumentalism in their language learning through a sense of disinterestedness, allowing a free play between imagination and understanding, providing learners with a purposiveness of form which enhances learners’ cognitive capacity, allowing learners to achieve universal assent, and enhancing learners’ morality. The proposed pedagogical suggestions based on the above benefits are emphasizing the subjective meanings of learners, emphasizing the non-reasoning aspect in arts integration in L2 teaching, highlighting the internal rewards of artistic activities learners engaged in the language classroom, using poetry for the enhancement of imagination, using natural beauty and diverse arts forms, using interactivity, and using arts of different cultures and historical eras in L2 teaching.

39

Chen, Tiancheng, e Jing Chen. "Effects of Study-Abroad Experiences on Chinese Students ’ L2 Learning Activities and Study-Abroad Motivations". Chinese Journal of Applied Linguistics 44, n.º 1 (1 de março de 2021): 21–34. http://dx.doi.org/10.1515/cjal-2021-0002.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Abstract This study explores how overseas exchange opportunities might influence Chinese students ’ engagement in L2 learning activities and how far such opportunities may satisfy their motivation to study abroad. The analysis of the data, collected and filtered from carefully designed questionnaires and interviews, showed that students ’ L2 learning activities and study-abroad motivations underwent changes after their overseas experiences. Regarding the former, the overseas environment was the cause of the change because it provided students with more chances to talk with native speakers and increased the frequency of their using L2 in their daily life. Regarding the latter, the decline of the students ’ major study-abroad motivations was partly because they tended to treat L2 learning as a tool for realizing other goals and partly because the students had got other important motivations. In view of these findings, suggestions were raised to help future students get better prepared for their overseas study or short-term exchange life.

40

Liang, Lijuan, e Baoguo Chen. "The impact of language proficiency on the time course and neural basis of L2 semantic access in bilinguals". International Journal of Bilingualism 24, n.º 4 (30 de dezembro de 2019): 840–60. http://dx.doi.org/10.1177/1367006919897851.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Aims: The present study aimed to explore the impact of L2 proficiency on the time course and neural basis of L2 semantic access. Methodology: Two groups of participants with either high or low L2 proficiency performed a picture–word semantic matching task (i.e. consistent vs. inconsistent), with their event-related potentials (ERP) responses being recorded. Two stimulus types, L2 words and L1 words, were investigated in two separate blocks. Here the L1 words were tested as a control condition. Data and Analysis: The ERP epochs time-locked to the onset of the word were analyzed within 300–600 ms both at the surface (i.e. mean amplitude and peak latency) and the source (i.e. source localization) level. Findings/Conclusions: In the L2, a reliable N400 effect (i.e. semantic incongruity effect) was found for both high and low L2 proficiency bilinguals. However, the difference waves showed that the N400 peak latency was much shorter and the mean amplitude within 300–600 ms was much larger in bilinguals with higher L2 proficiency. Source localization analysis found left insula cortex (Brodmann area 13, Low > High) to be responsible for this proficiency effect (i.e. a decrease in the activation of left insula at a higher proficiency level). In the L1, a reliable N400 effect was found for both participant groups, and the two groups were matched in the N400 peak latency and amplitude, and its neural source. Originality: This study provides further evidence for the neural substrates underlying the modulation of L2 proficiency in semantic access by using a more sensitive task (i.e. picture–word matching task), and the current results revealed the engagement of left insula for the first time. Significance/Implications: The current findings suggest that L2 proficiency affects the time course and neural basis of L2 semantic access, probably through a modulation of the strength of “L2 word-to-concept” connections.

41

Qian, Yamin. "Motivation to English Academic Writing: Chinese Students’ Literacy Autobiography". Theory and Practice in Language Studies 9, n.º 5 (1 de maio de 2019): 530. http://dx.doi.org/10.17507/tpls.0905.06.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

This study looks at literacy as a site of power in which some forms of literacy practices have more power. Such power relations is even more complicated in English as a foreign language context, where school literacy, family literacy, and English language come into the picture. Many studies have explored different research methods to examine language learners’ voices in literacy practices, while literacy autobiography (LA) is not frequently used. LA is a reflective, first-person narrative of personal engagement in literacy practices. Through the LAs from a group of third-year university students in China, this qualitative case study examines motivation to in-school writing in general, their L1 and L2 in- and out-of-school writing experiences in particular. The main dataset includes 25 participants’ LAs; critical discourse analysis was used for data analysis. The findings suggest that their motivation to English academic writing is closely intertwined with their L1 academic writing, that it is the pedagogies employed in both L1 and L2 in-school writing that has affected their engagement, and that EFL students’ border-crossing experiences between both temporal and spatial spaces have shaped their engagement in writing. More important, demotivated students are not necessarily slow students in writing classes.

42

Ożańska-Ponikwia, Katarzyna, Angélica Carlet e Maria Pujol Valls. "L2 Gain or L2 Pain? A Comparative Case Study of the Target Language Development among the Erasmus+ Mobility Students and Home Stay Students". Theory and Practice of Second Language Acquisition 5, n.º 1 (30 de junho de 2019): 73–92. http://dx.doi.org/10.31261/tapsla.2019.05.05.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

The Erasmus+ exchange programme has become very popular, with the numbers of student sojourners growing each year. However, it was observed that not all students benefit equally from the study abroad (SA) experience (c.f. Kinginger, 2008, 2009; Marijuan & Sanz, 2018; Mitchell, Tracy-Ventura & McManus, 2017; Regan, Howard & Lemée, 2009). Consequently, the main aim of the present study was to have a closer look at various factors that might contribute to the development of the target language among two small groups of students that self-selected themselves to do their language teaching practicum abroad, as a part of the Erasmus+ mobility program (n=6), or to do it at the local schools in the country of their residence (n=5). Both groups were examined prior their departure and after their arrival with a battery of tests that included: Oxford Placement test, Self-reported proficiency questionnaire, Oral proficiency test based on Cambridge Advanced exam, Language Engagement Questionnaire, Multicultural Personality Questionnaire(MPQ), Big Five Personality Questionnaire and Trait Emotional Intelligence Questionnaire (TEIQue). Our findings demonstrated that the majority of the Erasmus+ mobility program students examined in this study showed some greater linguistic progress when it comes to grammar and speaking in comparison to the home stay students. However, there were two cases that failed to progress after the stay abroad experience. Further analyses and interviews showed that some other factors like attitudes, language engagement and satisfaction from the Erasmus experience might in fact influence and shape target language development while abroad. At the same time, it could be speculated that in the case of researched informants their progress in grammar and speaking could be assigned mostly to the amount and quality of the language input outside of the classroom setting.

43

Navarro-Torres, Christian A., Dalia L. Garcia, Vrinda Chidambaram e Judith F. Kroll. "Cognitive Control Facilitates Attentional Disengagement during Second Language Comprehension". Brain Sciences 9, n.º 5 (27 de abril de 2019): 95. http://dx.doi.org/10.3390/brainsci9050095.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Bilinguals learn to resolve conflict between their two languages and that skill has been hypothesized to create long-term adaptive changes in cognitive functioning. Yet, little is known about how bilinguals recruit cognitive control to enable efficient use of one of their languages, especially in the less skilled and more effortful second language (L2). Here we examined how real-time cognitive control engagement influences L2 sentence comprehension (i.e., conflict adaptation). We tested a group of English monolinguals and a group of L2 English speakers using a recently-developed cross-task adaptation paradigm. Stroop sequences were pseudo-randomly interleaved with a visual-world paradigm in which participants were asked to carry out spoken instructions that were either syntactically ambiguous or unambiguous. Consistent with previous research, eye-movement results showed that Stroop-related conflict improved the ability to engage correct-goal interpretations, and disengage incorrect-goal interpretations, during ambiguous instructions. Such cognitive-to-language modulations were similar in both groups, but only in the engagement piece. In the disengagement portion, the modulation emerged earlier in bilinguals than in monolinguals, suggesting group differences in attentional disengagement following cognitive control recruitment. Additionally, incorrect-goal eye-movements were modulated by individual differences in working memory, although differently for each group, suggesting an involvement of both language-specific and domain-general resources.

44

Schleppegrell, Mary J., e Catherine L. O'Hallaron. "Teaching Academic Language in L2 Secondary Settings". Annual Review of Applied Linguistics 31 (março de 2011): 3–18. http://dx.doi.org/10.1017/s0267190511000067.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Research on instruction in academic language in second language (L2) secondary settings is currently emerging as a focus in applied linguistics. Academic language refers to the disciplinary registers that students encounter in the secondary years, and using academic language calls for advanced proficiency in complex language across subject areas, posing challenges for teacher preparation. In this article we summarize recommendations from syntheses of research on adolescent L2 learners and then present reports of recent studies that describe instructional approaches that illuminate the recommended practices in contexts where students who speak languages other than English are learning school subjects in English. Three key instructional dimensions are highlighted: that teachers need knowledge about how language works in their subject areas, that academic language development calls for careful planning across a unit of instruction, and that students need support for engagement in classroom activities that promote the simultaneous learning of language and content. To prepare teachers for this work, secondary teacher education needs to incorporate a focus on language–content relationships in each disciplinary area. More research is needed to better understand and support academic language development, and we call for collaboration and dialogue between educational researchers and applied linguists concerned with these issues.

45

Moyer, A. "Exceptional Outcomes in L2 Phonology: The Critical Factors of Learner Engagement and Self-Regulation". Applied Linguistics 35, n.º 4 (4 de junho de 2014): 418–40. http://dx.doi.org/10.1093/applin/amu012.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

46

Carabeo, Reynaldo A., e Ted Hackstadt. "Isolation and Characterization of a Mutant Chinese Hamster Ovary Cell Line That Is Resistant to Chlamydia trachomatis Infection at a Novel Step in the Attachment Process". Infection and Immunity 69, n.º 9 (1 de setembro de 2001): 5899–904. http://dx.doi.org/10.1128/iai.69.9.5899-5904.2001.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

ABSTRACT Host factors involved in Chlamydia trachomatispathogenesis were investigated by random chemical mutagenesis of Chinese hamster ovary (CHO-K1) cells followed by selection for clones resistant to chlamydial infection. A clonal mutant cell line, D4.1–3, refractory to infection by the C. trachomatis L2 serovar was isolated. The D4.1–3 cell line appears to be lacking in a previously undescribed temperature-dependent and heparin-resistant binding step that occurs subsequent to engagement of cell surface heparan sulfate by L2 elementary bodies. This novel binding step differentiates the lymphogranuloma venereum (LGV) serovar from other serovars and may contribute the different pathologies associated with LGV and non-LGV strains.

47

Zeng, Yajun, e Christine C. M. Goh. "A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness". Studies in Second Language Learning and Teaching 8, n.º 2 (24 de julho de 2018): 193–218. http://dx.doi.org/10.14746/ssllt.2018.8.2.2.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.

48

Banegas, Darío Luis, e Robert J. Lowe. "Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools". Studies in Second Language Learning and Teaching 11, n.º 3 (13 de setembro de 2021): 401–21. http://dx.doi.org/10.14746/ssllt.2021.11.3.5.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.

49

Lo, Siowai. "Translation for communicative purposes". Translation and Translanguaging in Multilingual Contexts 5, n.º 2 (24 de abril de 2019): 185–209. http://dx.doi.org/10.1075/ttmc.00031.lo.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

Abstract An underexplored aspect of the use of translation in the L2 classroom is its potential to foster in-class communication. This article explores the efficacy of translation tasks as compared to monolingual writing tasks in engendering language-related discussions in class. The study is longitudinal and includes two experiments carried out in an EFL college setting. Data were collected over two semesters and a comparatively stronger presence of language-related episodes (LREs) was found among those who worked on translation tasks. This higher level of engagement in L2 class discussions suggests that translation tasks are advantageous in engendering student-initiated LREs, drawing learners’ attention to lexis and grammar, and fostering communication in the classroom.

50

Lo, Siowai. "Language-related Episodes Patterns Engendered in L2 Classrooms: Pedagogical Translation Tasks Versus Monolingual Writing Tasks". International Journal of Linguistics, Literature and Translation 4, n.º 5 (30 de maio de 2021): 01–19. http://dx.doi.org/10.32996/ijllt.2021.4.5.1.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Resumo:

This classroom-based longitudinal study examines the language-related episodes (LREs) engendered by pedagogical translation tasks and monolingual tasks. Specifically, the study investigated the discourse features and discussion patterns of LREs yielded in discussions of the two different types of tasks in L2 classrooms. The present study was conducted in an authentic class environment and consisted of two experiments. One group participated in class discussions after being assigned L1-L2 translation tasks, while the other took part in class discussions after working on L2 writing tasks. The LREs elicited in the two group’s class discussions over ten sessions of class discussions were scrutinized. Inductive thematic analysis shows that LREs produced in the concerned experimental tasks included ‘concern-based LREs’ and six different types of ‘response-based LREs’. Striking difference was observed in LRE patterns produced by the translation group and the writing group. The findings revealed that pedagogical translation tasks engendered LREs with deeper level of engagement and more enduring discussions than L2 monolingual tasks. The concern-based and response-based LREs arisen in this study contributes to a new framework for LRE categorization.

Artigos de revistas sobre o tema "L2 Engagement"

Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos