Differences in diversity, structure, and variability between intertidal and subtidal meiofaunal assemblages

[EN] Meiofaunal assemblages from intertidal and shallow subtidal seabeds were studied at two sites (one dominated by volcanic sands and the other by organogenic sands) at Tenerife (Canary Islands, NE Atlantic Ocean) throughout an entire year (May 2000?April 2001). Specifically, we aimed (i) to test for differences in diversity, structure, and stability between intertidal and subtidal meiofaunal assemblages, and (ii) to determine if differences in the meiofaunal assemblage structure may be explained by environmental factors (granulometric composition, availability of organic matter, and carbonate content in sediments). A total of 103,763 meiofaunal individuals were collected, including 203 species from 19 taxonomic groups (Acari, Amphipoda, Cnidaria, Copepoda, Echinodermata, Gastrotricha, Isopoda, Insecta, Kinorrhyncha, Misidacea, Nematoda, Nemertini, Oligochaeta, Ostracoda, Polychaeta, Priapulida, Sipuncula, Tanaidacea, and Turbellaria). Nematodes were the most abundant taxonomic group. Species diversity was higher in the subtidal than in the intertidal zone at both sites, as a result of the larger dominance of a few species in the intertidal zone. The meiofaunal assemblage structure was different between tidal levels at both sites, the intertidal presenting greater temporal variability (multivariate dispersion) in the meiofaunal assemblage structure than the subtidal. Sediment grain size, here quantified by the different granulometric fractions, explained the variability in meiofaunal assemblage structure to a greater extent than the percentage of carbonates, a variable linked to sediment origin. This study revealed differences in diversity, assemblage structure, and variability between intertidal and subtidal meiofauna.

The lexical approach: collocability, fluency and implications for teaching

[EN] [EN] The lexical approach identifies lexis as the basis of language and focuses on the principle that language consists of grammaticalised lexis. in second language acquisition, over the past few years, this approach has generated great interest as an alternative to traditional grammar-based teaching methods. From a psycholinguistic point of view, the lexical approach consists of the capacity of understanding and producing lexical phrases as non-analysed entities (chunks). A growing body of literature concerning spoken fluency is in favour of integrating automaticity and formulaic language units into classroom practice. in line with the latest theories on SlA, we recommend the inclusion of a language awareness component as an integral part of this approach. The purpose is to induce what Schmidt (1990) calls noticing , i.e., registering forms in the input so as to store themin memory. This paper, which is in keeping with the interuniversity Research Project “Evidentialityin a multidisciplinary corpus of English research papers” of the University of las Palmas de Gran Canaria, provides a theoretical overview on theresearch of this approach taking into account both the methodological foundationson the subject and its pedagogical implications for SLA