Game on! Young learners’ incidental language learning of English prior to instruction

In this paper the incidental language acquisition of 11-year-old Flemish children (n = 30) who have not received any formal English instruction is investigated. The study looks into children’s English proficiency and the learner characteristics that can be associated with it. In order to measure the children’s English proficiency, a receptive vocabulary test and a proficiency test (which measured listening skills, speaking skills, reading skills and writing skills) were used. Information about learner characteristics was gathered through two questionnaires (for children and parents). The results show that a significant proportion of the 11-year-olds can already perform tasks at the A2 level (The Common European Framework of Reference for Languages) without having had any formal instruction. The study confirms that children learn English from the input they receive through different media (especially gaming and computer use). Furthermore, the data reveal a strikingly positive attitude towards English and demonstrate that in some situations Flemish children prefer using English over their L1 with their peers

Learning English through out-of-school exposure : which levels of language proficiency are attained and which types of input are important?

In this study we examined the level of English proficiency children can obtain through out-of-school exposure in informal contexts prior to English classroom instruction. The second aim was to determine the input types that fuel children's informal language acquisition. Language learning was investigated in 780 Dutch-speaking children (aged 10–12), who were tested on their English receptive vocabulary knowledge, listening, speaking, reading and writing skills. Information about learner characteristics and out-of-school English exposure was gathered using questionnaires. The results show large language gains for a substantial number of children but also considerable individual differences. The most beneficial types of input were gaming, use of social media and speaking. These input types are interactive and multimodal and they involve language production. We also found that the various language tests largely measure the same proficiency component

Relationship of Biological Maturation with Muscle Power in Young Female Athletes

International Journal of Exercise Science 14(6): 696-706, 2021. There is still no consensus on how biological maturation (BM) affects the muscle power of upper and lower limbs in young people. The objective was to verify associations between BM and muscle power, as well as to compare the muscle power of upper (ULP) and lower limbs (LLP) among young athletes in different stages of BM. The sample consisted of 79 female athletes (10.9 ± 1.11 years old). Regarding BM, the sample was divided into three groups: delayed BM, synchronized BM, and accelerated BM. BM was identified by subtracting chronological age from bone age (BA). BA was measured by a mathematical model based on anthropometry. The muscular power of the upper limbs was analyzed by the medicine ball launch test, and that of the lower limbs was analyzed by the countermovement jump on a force platform. BM and BA correlated with ULP (BA: r =0.74; BM: r =0.65) and LLP (BA: r = 0.50; BM: r =0.41). In the comparisons of the tests of ULP and LLP, the groups with synchronized and accelerated BM were superior to the group with delayed BM. The advance of BM is associated with the ULP and LLP, as well as the advance of the BM affects muscle power in young female athletes. This occurs due to the increase in body mass resulting from the advancement of BM, which may favor the predominance of lean body mass, assisting in the production of muscle strength

RRM2 enhances MYCN-driven neuroblastoma formation and acts as a synergistic target with CHK1 inhibition

High-risk neuroblastoma, a pediatric tumor originating from the sympathetic nervous system, has a low mutation load but highly recurrent somatic DNA copy number variants. Previously, segmental gains and/or amplifications allowed identification of drivers for neuroblastoma development. Using this approach, combined with gene dosage impact on expression and survival, we identified ribonucleotide reductase subunit M2 (RRM2) as a candidate dependency factor further supported by growth inhibition upon in vitro knockdown and accelerated tumor formation in a neuroblastoma zebrafish model coexpressing human RRM2 with MYCN. Forced RRM2 induction alleviates excessive replicative stress induced by CHK1 inhibition, while high RRM2 expression in human neuroblastomas correlates with high CHK1 activity. MYCN-driven zebrafish tumors with RRM2 co-overexpression exhibit differentially expressed DNA repair genes in keeping with enhanced ATR-CHK1 signaling activity. In vitro, RRM2 inhibition enhances intrinsic replication stress checkpoint addiction. Last, combinatorial RRM2-CHK1 inhibition acts synergistic in high-risk neuroblastoma cell lines and patient-derived xenograft models, illustrating the therapeutic potential

The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English

When students start learning English as a foreign language (EFL), they often already know many words because they have had many opportunities to engage with the English language outside the classroom. Therefore, we have developed a spoken receptive meaning-recognition vocabulary test so that teachers can gain insight into the learners’ degree of spoken receptive vocabulary knowledge. The test was developed in three stages. First, we tested the quality of over 300 items in a pilot test, which we then adapted to a second and a third, final version of the test. Item selection was done on second language (L2) prevalence lists, but other word-related variables (word frequency, age of acquisition, and cognateness) were also considered and their role in the difficulty of the test items was examined. The main predictors of item difficulty were L2 prevalence, age of acquisition, and cognateness, but not word frequency in English corpora. </jats:p