Selective listening in L2 learners of French

This paper considers the issue raised by Brown (2008) regarding whether nouns are ‘privileged’ in memory over verbs during listening tasks, and whether attention to nouns, at least in the early stages of L2 learning, is a desirable strategy to be taught to learners, as Brown suggests it might be. The question of verb/noun recognition was explored in the present study using data from 30 lower-intermediate learners of French in England. Learners completed a listening task on two occasions, six months apart, producing recall protocols for short oral passages in French. We also explored learners’ attentional strategy use by asking them to report on this in writing immediately after the recall task. An analysis of verbs and nouns recognised indicated that verb recognition was lower than that of nouns, and that progress in verb recognition over six months was negligible. A qualitative analysis of learners’ strategy use indicated that learners with a more balanced verb/noun recognition profile took a broader focus, tending to focus their attention consciously at phrase/sentence level rather than at word level. These findings are discussed in terms of the development of listening skills over time, and the implications of this for L2 listening pedagogy.

Provenance of the oil in par-fried french fries after finish frying

Frozen par-fried French fries are finish-fried either by using the same type of oil used for par frying, or a different type. The nutritive quality of the final oil contained in the product depends on the relative amounts and the fatty acid (FA) composition of the oils used for par frying and finish frying. With the aim of understanding the provenance of the oil in the final product, par-fried French fries—either purchased ready or prepared in the laboratory—were finish fried in oils different from the ones used for par frying. The moisture content, oil content, and FA compositions of the par-fried and finish-fried products were experimentally determined, and the relative amounts of each of the oils present in the final product were calculated using the FAs as markers and undertaking a mass balance on each component FA. The results demonstrate that 89% to 93% of the total oil in the final product originates from the finish-frying step. The study also shows that a significant proportion of the oil absorbed during par frying is expelled from the product during finish frying. Further, the expulsion of par-frying oil was found to occur in the early stages of the finish-frying step. Experiments involving different combinations of par-frying and finish-frying oils showed that the relative proportions of the 2 oils did not depend on the individual fatty acid profiles. This study concludes that any positive health benefits of using an oil having a favorable FA profile for par frying, can potentially be lost, if the oil used for finish frying has a less favorable composition.

Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education

While learners’ attitudes to Modern Foreign Languages (MFL) and to Physical Education (PE) in the UK have been widely investigated in previous research, an under-explored area is learners’ feelings about being highly able in these subjects. The present study explored this issue, among 78 learners (aged 12-13) from two schools in England, a Specialist Language College, and a Specialist Sports College. Learners completed a questionnaire exploring their feelings about the prospect of being identified as gifted/talented in these subjects, and their perceptions of the characteristics of highly able learners in MFL and PE. Questionnaires were chosen as the data collection method to encourage more open responses from these young learners than might have been elicited in an interview. While learners were enthusiastic about the idea of being highly able in both subjects, this enthusiasm was more muted for MFL. School specialism was related to learners’ enthusiasm only in the Sports College. Learners expressed fairly stereotypical views of the characteristics of the highly able in MFL and PE. The relevance of these findings for motivation and curriculum design within both subjects is discussed.

Contested and contesting identities: minority languages vs. the teaching of 'world' languages within the global cultural economy

This paper juxtaposes postmodernist discourses on language, identity and cultural power with historical forms of language inequalities grounded in the nation-state. The discussion is presented in three sections. The first section focuses on the mixed legacies of language-state relations within the pluralist nation-state, colonial and postcolonial language policies. The second section examines the concept of linguistic minority rights beyond the nation-state. This incorporates discussion of transmigration, the breaking up of previous power blocs in Eastern Europe and the role of language in the articulation of emergent 'ethnic' nationalisms. The third section examines the concept of multilingualism within the interactive cultural landscape defined by 'informationalism'. Discussing the collective impact of these variables on the shaping of new cultural, economic and political inequalities, the paper highlights the tensions in which the concept of linguistic minority rights exists in the world today.

Can L2 learners learn new ways to conceptualise events? Evidence from motion event construal among English-speaking learners of French

This study tests Slobin’s (1996) claim that L2 learners struggle with conceptual restructuring in L2 acquisition. We suggest that learners can find themselves in four different reconceptualisation scenarios: the TRANSFER, RESTRUCTURING, CREATIVE/HYBRID and CONVERGENCE SCENARIOS. To test this proposal in the field of event conceptualisation, a comprehensive analysis was made of the frequency distribution of path, manner, caused motion and deictic verbs in narratives elicited from intermediate (N=20) and advanced learners (N=21) of French, as well as native speakers of French (N=23) and English (N=30). The productions of the intermediate level learners were found to correspond to the creative/hybrid scenario because they differed significantly in their motion expressions from English as well as French native speakers, except for path, which was verbalised in target-like ways early on. Advanced learners were found to be able to reconceptualise motion in the L2, as far as manner and path are concerned, but continued to struggle with deictic verbs and caused motion. The clearest evidence for transfer from the L1 was found in verbalisations among intermediate level learners of events which involved a boundary crossing.

Post-frying oil drainage from potato chips and french fries: a comparative study of atmospheric and vacuum drainage

This paper represents a study of the transient changes occurring in temperature, and moisture and oil contents during the so called “post-frying drainage”—which is the duration for which a product is held in the head space of the fryer after it is removed from the oil. Since most of the oil adhering to the product penetrates into the structure during this period, this paper examines the effects of applying vacuum during drainage (1.33 kPa) to maintain the product temperature consistently above the water saturation temperature corresponding to the prevailing pressure (11 °C), which potentially eliminates water condensation and prevents the occluded surface oil from penetrating into the product structure. Draining under vacuum significantly lowers the oil content of potato chips by 38% compared to atmospheric drainage. This phenomenon can be further confirmed by confocal laser scanning microscopy (CLSM) images, which show that the boundary between the core and the crust regions is clearly visible in the case of vacuum drainage, whereas in the case of atmospheric drainage, the oil is distributed throughout the structure. Unfortunately, the same approach did not reduce the oil content of French fries—the oil content of vacuum-drained product was found similar to the product obtained by draining under atmospheric pressure. This is because the reduction in oil content only occurs when there is net moisture evaporation from the product and the evaporation rate is sufficient to force out the oil from the product; this was clearly not the case with French fries. The CLSM images show that the oil distribution in the products drained under atmospheric pressure and vacuum was similar.

Lexical access across languages: a multinomial model of auditory distraction

Recall in many types of verbal memory task is reliably disrupted by the presence of auditory distracters, with verbal distracters frequently proving the most disruptive (Beaman, 2005). A multinomial processing tree model (Schweickert, 1993) is applied to the effects on free recall of background speech from a known or an unknown language. The model reproduces the free recall curve and the impact on memory of verbal distracters for which a lexical entry exists (i.e., verbal items from a known language). The effects of semantic relatedness of distracters within a language is found to depend upon a redintegrative factor thought to reflect the contribution of the speech-production system. The differential impacts of known and unknown languages cannot be accounted for in this way, but the same effects of distraction are observed amongst bilinguals, regardless of distracter-language.

A kinetic model for the formation of acrylamide during the finish-frying of commercial French fries

Acrylamide is formed from reducing sugars and asparagine during the preparation of French fries. The commercial preparation of French fries is a multi-stage process involving the preparation of frozen, par-fried potato strips for distribution to catering outlets where they are finish fried. The initial blanching, treatment in glucose solution and par-frying steps are crucial since they determine the levels of precursors present at the beginning of the finish frying process. In order to minimize the quantities of acrylamide in cooked fries, it is important to understand the impact of each stage on the formation of acrylamide. Acrylamide, amino acids, sugars, moisture, fat and color were monitored at time intervals during the frying of potato strips which had been dipped in varying concentrations of glucose and fructose during a typical pretreatment. A mathematical model of the finish-frying was developed based on the fundamental chemical reaction pathways, incorporating moisture and temperature gradients in the fries. This showed the contribution of both glucose and fructose to the generation of acrylamide, and accurately predicted the acrylamide content of the final fries.

Kinetic model for the formation of acrylamide during the finish-frying of commercial French fries

Acrylamide is formed from reducing sugars and asparagine during the preparation of French fries. The commercial preparation of French fries is a multistage process involving the preparation of frozen, par-fried potato strips for distribution to catering outlets, where they are finish-fried. The initial blanching, treatment in glucose solution, and par-frying steps are crucial because they determine the levels of precursors present at the beginning of the finish-frying process. To minimize the quantities of acrylamide in cooked fries, it is important to understand the impact of each stage on the formation of acrylamide. Acrylamide, amino acids, sugars, moisture, fat, and color were monitored at time intervals during the frying of potato strips that had been dipped in various concentrations of glucose and fructose during a typical pretreatment. A mathematical model based on the fundamental chemical reaction pathways of the finish-frying was developed, incorporating moisture and temperature gradients in the fries. This showed the contribution of both glucose and fructose to the generation of acrylamide and accurately predicted the acrylamide content of the final fries.

Chercher pour or chercher après: arguing the case for contact-induced linguistic innovation in different varieties of French

This paper provides evidence for the claim made in Baetens Beardsmore (1971) that the grammatical collocation "chercher après" «to look for», which is very frequent in Brussels French, is the result of transfer from the contact language, Brussels Dutch. A detailed quantitative analysis of this construction in different varieties of French which have more or less contact with a Germanic language was made to investigate the likelihood of influence from the Germanic substrate. The differences between the meaning of "chercher" and "chercher après" are also analysed in some depth, to find out whether or not the particle is redundant. According to Trudgill (2004) redundant constructions are more often found in contact situations involving long-term, stable contact and child bilingualism. The particle "après" was found to add a particular shade of meaning to "chercher", and is thus not redundant. Therefore no evidence could be obtained from the current data for Trudgill’s (2004) claim.