Noticeability of corrective feedback, L2 development and learner beliefs

Cette étude quasi-expérimentale a pour but de 1) comparer la prise en compte et les effets de trois conditions rétroactives, à savoir la reformulation, l’incitation et un mélange des deux techniques, 2) déterminer le lien entre la prise en compte et l’apprentissage, et 3) identifier l’effet des perceptions des apprenants quant à la rétroaction corrective sur la prise en compte et l’apprentissage. Quatre groupes d’apprenants d’anglais langue seconde ainsi que leurs enseignants provenant d’un CEGEP francophone de l’île de Montréal ont participé à cette étude. Chaque enseignant a été assigné à une condition rétroactive expérimentale qui correspondait le plus à ses pratiques rétroactives habituelles. La chercheure a assuré l’intervention auprès du groupe contrôle. L’utilisation du passé et de la phrase interrogative était ciblée durant l’intervention expérimentale. Des protocoles de pensée à haute voie ainsi qu’un questionnaire ont été utilisés pour mesurer la prise en compte de la rétroaction corrective. Des tâches de description d’images et d’identification des différences entre les images ont été administrées avant l’intervention (pré-test), immédiatement après l’intervention (post-test immédiat) et 8 semaines plus tard (post-test différé) afin d’évaluer les effets des différentes conditions rétroactives sur l’apprentissage des formes cibles. Un questionnaire a été administré pour identifier les perceptions des apprenants quant à la rétroaction corrective. En termes de prise en compte, les résultats indiquent que les participants sont en mesure de remarquer la rétroaction dépendamment de la forme cible (les erreurs dans l’utilisation du passé sont détectées plus que les erreurs d’utilisation de la phrase interrogative) et de la technique rétroactive utilisée (l’incitation et le mélange d’incitation et de reformulations sont plus détectés plus que la reformulation). En ce qui a trait à l’apprentissage, l’utilisation du passé en général est marquée par plus de développement que celle de la phrase interrogative, mais il n'y avait aucune différence entre les groupes. Le lien direct entre la prise en compte et l’apprentissage ne pouvait pas être explicitement établi. Pendant que la statistique inférentielle a suggéré une relation minimale entre la prise en compte du passé et son apprentissage, mais aucune relation entre la prise en compte de la phrase interrogative et son apprentissage, les analyses qualitatives ont montrés à une association entre la prise en compte et l’apprentissage (sur les deux cibles) pour certains étudiants et augmentations sans prise en compte pour d'autres. Finalement, l’analyse factorielle du questionnaire indique la présence de quatre facteurs principaux, à savoir l’importance de la rétroaction corrective, la reformulation, l’incitation et les effets affectifs de la rétroaction. Deux de ces facteurs ont un effet modérateur sur la prise en compte de la rétroaction sans, toutefois, avoir d’impact sur l’apprentissage.

Examining second language development using event-related potentials: a cross-sectional study on the processing of gender and number agreement

This cross-sectional study examines the role of L1-L2 differences and structural distance in the processing of gender and number agreement by English-speaking learners of Spanish at three different levels of proficiency. Preliminary results show that differences between the L1 and L2 impact L2 development, as sensitivity to gender agreement violations, as opposed to number agreement violations, emerges only in learners at advanced levels of proficiency. Results also show that the establishment of agreement dependencies is impacted by the structural distance between the agreeing elements for native speakers and for learners at intermediate and advanced levels of proficiency but not for low proficiency. The overall pattern of results suggests that the linguistic factors examined here impact development but do not constrain ultimate attainment; for advanced learners, results suggest that second language processing is qualitatively similar to native processing.

How Pragmatically Odd! Interface Delays and Pronominal Subject Distribution in the L2 Spanish of English Natives

Sorace (2000, 2005) has claimed that while L2 learners can easily acquire properties of L2 narrow syntax they have significant difficulty with regard to interpretation and the discourse distribution of related properties, resulting in so-called residual optionality. However, there is no consensus as to what this difficulty indicates. Is it related to an insurmountable grammatical representational deficit (in the sense of representation deficit approaches; e.g. Beck 1998, Franceschina 2001, Hawkins 2005), is it due to cross-linguistic interference, or is it just a delay due to a greater complexity involved in the acquisition of interface-conditioned properties? In this article, I explore the L2 distribution of null and overt subject pronouns of English speaking learners of L2 Spanish. While intermediate learners clearly have knowledge of the syntax of Spanish null subjects, they do not have target-like pragmatic knowledge of their distribution with overt subjects. The present data demonstrate, however, that this difficulty is overcome at highly advanced stages of L2 development, thus suggesting that properties at the syntax-pragmatics interface are not destined for inevitable fossilization.

La influencia de factores educativos y familiares sobre el aprendizaje de una segunda lengua, y los efectos sobre la inteligencia y cognición

Actualmente, la investigación científica acerca de la influencia de los factores educativos y familiares en el aprendizaje de una segunda lengua (L2) es limitada. En comparación, los efectos que tiene la L2 en la inteligencia y cognición han sido más estudiados. Por esta razón, el artículo presenta una revisión de la literatura empírica existente que relaciona lo mencionado anteriormente, ampliando así la temática del bilingüismo. Se buscaron artículos en cuatro bases de datos (PSICODOC, ISI Web of knowledge y SCOPUS), usando palabras claves específicas, en el periodo de 1990 hasta el 2012. De 79 artículos encontrados, 34 cumplieron con los criterios de inclusión para la revisión. Asimismo, se tuvieron en cuenta dos libros, de los cuales se revisó un capítulo por cada uno según los mismos criterios. En conjunto, los resultados arrojaron importantes datos teóricos y de investigación que relacionan el éxito en el aprendizaje de una L2 con la inteligencia y cognición, según la influencia de los factores educativos y familiares. En conclusión, se identificaron más factores educativos que familiares; lo cual a concepto de la autora evidencia la limitada investigación que se ha hecho sobre los factores familiares en el bilingüismo actualmente.

Variation, asymmetry and working memory in the process of second language acquisition

Calls for understanding the interface between L2 linguistic knowledge and development (Gregg 1996; Carroll 2001; Towell 2003) provide a context for analysing the role of memory (Paradis 2004), specifically working memory (Baddeley 1986, 2003) in L2 development. Miyake and Friedman (1998) have claimed that Working Memory (WM) may be the key to L2 acquisition, especially in explaining individual variation in L2 acquisition. Recent findings found a robust connection between greater working memory (WM) capacity and rapid, successful acquisition of L2 vocabulary, reading and oral fluency (Service 1992; Harrington and Sawyer 1992; Fortkamp 1999). This study adds to the growing body of research by investigating correlations between WM and variation in grammatical development, focusing on asymmetries in processing L2 English wh-constructions in an immersion setting.

Firmware development and testing for L1/L2 IBL upgrade

Il lavoro di questa tesi riguarda principalmente l'upgrade, la simulazione e il test di schede VME chiamate ReadOut Driver (ROD), che sono parte della catena di elaborazione ed acquisizione dati di IBL (Insertable B-Layer). IBL è il nuovo componente del Pixel Detector dell'esperimento ATLAS al Cern che è stato inserito nel detector durante lo shut down di LHC; fino al 2012 infatti il Pixel Detector era costituito da tre layer, chiamati (partendo dal più interno): Barrel Layer 0, Layer 1 e Layer 2. Tuttavia, l'aumento di luminosità di LHC, l'invecchiamento dei pixel e la richiesta di avere misure sempre più precise, portarono alla necessità di migliorare il rivelatore. Così, a partire dall'inizio del 2013, IBL (che fino a quel momento era stato un progetto sviluppato e finanziato separatamente dal Pixel Detector) è diventato parte del Pixel Detector di ATLAS ed è stato installato tra la beam-pipe e il layer B0. Questa tesi fornirà innanzitutto una panoramica generale dell'esperimento ATLAS al CERN, includendo aspetti sia fisici sia tecnici, poi tratterà in dettaglio le varie parti del rivelatore, con particolare attenzione su Insertable B-Layer. Su quest'ultimo punto la tesi si focalizzerà sui motivi che ne hanno portato alla costruzione, sugli aspetti di design, sulle tecnologie utilizzate (volte a rendere nel miglior modo possibile compatibili IBL e il resto del Pixel Detector) e sulle scelte di sviluppo e fabbricazione. La tesi tratterà poi la catena di read-out dei dati, descrivendo le tecniche di interfacciamento con i chip di front-end, ed in particolare si concentrerà sul lavoro svolto per l'upgrade e lo sviluppo delle schede ReadOut Drivers (ROD) introducendo le migliorie da me apportate, volte a eliminare eventuali difetti, migliorare le prestazioni ed a predisporre il sistema ad una analisi prestazionale del rivelatore. Allo stato attuale le schede sono state prodotte e montate e sono già parte del sistema di acquisizione dati del Pixel Detector di ATLAS, ma il firmware è in continuo aggiornamento. Il mio lavoro si è principalmente focalizzato sul debugging e il miglioramento delle schede ROD; in particolare ho aggiunto due features: - programmazione parallela delle FPGA} delle ROD via VME. IBL richiede l'utilizzo di 15 schede ROD e programmandole tutte insieme (invece che una alla volta) porta ad un sensibile guadagno nei tempi di programmazione. Questo è utile soprattutto in fase di test; - reset del Phase-Locked Loop (PLL)} tramite VME. Il PLL è un chip presente nelle ROD che distribuisce il clock a tutte le componenti della scheda. Avere la possibilità di resettare questo chip da remoto permette di risolvere problemi di sincronizzazione. Le ReadOut Driver saranno inoltre utilizzate da più layer del Pixel Detector. Infatti oltre ad IBL anche i dati provenienti dai layer 1 e 2 dei sensori a pixel dell’esperimento ATLAS verranno acquisiti sfruttando la catena hardware progettata, realizzata e testata a Bologna.

Awareness of L1 and L2 word-formation mechanisms for the development of a more autonomous L2 learner

Unlike traditional approaches, new communicative trends disregard the role of word-formation mechanisms. They tend to focus on syntax and/or vocabulary without analyzing the mechanisms involved in the creation of lexical items. In this paper, based on the analysis of the use of prefixes by L2 learners in oral and written productions, as provided by the SULEC, we emphasize the advantages that word-formation awareness and knowledge may have for the learners in terms of production, creativity, understanding, autonomy, and proficiency. Through the teaching of word-formation learners may more easily decipher, decode and/or encode messages, create words they have never seen before, etc.

Beyond the aspect hypothesis:tense-aspect development in advanced L2 French

The Aspect Hypothesis (AH) claims that the association of any verb category (lexical aspect) with any grammatical aspect (perfective or imperfective) constitutes the endpoint of acquisition. The present book evaluates the explanatory power of the Aspect Hypothesis for the acquisition of French past tenses, which constitutes a serious stumbling block for foreign learners, even at the highest levels of proficiency. The present research applies the Aspect Hypothesis to the production of 61 Anglophone 'advanced learners' in a tutored environment. In so doing, it tests concurrent explanations, including the influence of the input, the influence of chunking, and the hypothesis of cyclic development. It discusses the cotextual and contextual factors that still provoke «non-native glitches» at the final stage of the Aspect Hypothesis. The book shows that the AH fails to account for the complex phenomenon of past tense development, as it adopts a local and linear approach.

The Coefficient of Variance as an index of L2 lexical processing skill

The Coefficient of Variance (mean standard deviation/mean Response time) is a measure of response time variability that corrects for differences in mean Response time (RT) (Segalowitz & Segalowitz, 1993). A positive correlation between decreasing mean RTs and CVs (rCV-RT) has been proposed as an indicator of L2 automaticity and more generally as an index of processing efficiency. The current study evaluates this claim by examining lexical decision performance by individuals from three levels of English proficiency (Intermediate ESL, Advanced ESL and L1 controls) on stimuli from four levels of item familiarity, as defined by frequency of occurrence. A three-phase model of skill development defined by changing rCV-RT.values was tested. Results showed that RTs and CVs systematically decreased as a function of increasing proficiency and frequency levels, with the rCV-RT serving as a stable indicator of individual differences in lexical decision performance. The rCV-RT and automaticity/restructuring account is discussed in light of the findings. The CV is also evaluated as a more general quantitative index of processing efficiency in the L2.

Comparing heritage speakers and late L2-learners of European Portuguese: verb movement, VP ellipsis and adverb placement

This study compares the performance of Portuguese-German heritage children and adult L2 speakers of European Portuguese whose L1 is German with respect to two aspects of grammar, adverb placement and VP-ellipsis, which depend on a core syntactic property of the language, verb movement. The results show that both groups have acquired V-to-I and adverb placement, showing no influence of a V2 grammar. Performance in the VP-ellipsis task is more complex: heritage children produce VP-ellipsis at the level of controls, as opposed to L2 speakers; however, both L2 and heritage speakers show that crosslinguistic influence may produce a preference for pronoun substitution over VP-ellipsis in a task asking for redundancy resolution. Nevertheless, given that overall results show that heritage children perform at the level of L1 children, we take our results to support approaches to heritage bilingualism which suggest the development of an intact grammar in childhood.

Suppression of Brugia malayi (sub-periodic) larval development in Aedes aegypti (Liverpool strain) fed on blood of animals immunized with microfilariae

Preliminary studies were carried out to investigate the role of filarial specific antibodies, raised in an animal model against the filarial parasite, Brugia malayi (sub-periodic), in blocking their early development in an experimental mosquito host, Aedes aegypti (Liverpool strain). In order to generate filarial specific antibodies, Mongolian gerbils, Meriones unguiculatus, were immunized either with live microfilariae (mf) of B. malayi or their homogenate. Mf were harvested from the peritoneal cavity of Mongolian gerbils with patent infection of B. malayi and fed to A. aegypti along with the blood from immunized animals. Development of the parasite in infected mosquitoes was monitored until they reached infective stage larvae (L3). Fewer number of parasites developed to first stage (L1) and subsequently to L2 and L3 in mosquitoes fed with blood of immunized animals, when compared to those fed with blood of control animals. The results thus indicated that filarial parasite specific antibodies present in the blood of the immunized animals resulted in the reduction of number of larvae of B. malayi developing in the mosquito host.

Registro de fallos en accesos a caché (L2) del Pentium 4 mediante performance counters

Nuestro proyecto intentará conseguir la contabilización de los fallos en los accesos a caché de segundo nivel (L2) de un determinado proceso, para lo que trataremos de habilitar los contadores de rendimiento del Pentium 4, configurarlos para obtener la información buscada de acuerdo a los eventos a monitorizar y, por último, obtener esta información y dejarla adisposición de la aplicación de usuario que la requiera.