Correlations in a Generalized Elastic Model: Fractional Langevin Equation Approach

The Generalized Elastic Model (GEM) provides the evolution equation which governs the stochastic motion of several many-body systems in nature, such as polymers, membranes, growing interfaces. On the other hand a probe (\emph{tracer}) particle in these systems performs a fractional Brownian motion due to the spatial interactions with the other system's components. The tracer's anomalous dynamics can be described by a Fractional Langevin Equation (FLE) with a space-time correlated noise. We demonstrate that the description given in terms of GEM coincides with that furnished by the relative FLE, by showing that the correlation functions of the stochastic field obtained within the FLE framework agree to the corresponding quantities calculated from the GEM. Furthermore we show that the Fox $H$-function formalism appears to be very convenient to describe the correlation properties within the FLE approach

Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers

Markovian embedding of fractional superdiffusion

The Fractional Langevin Equation (FLE) describes a non-Markovian Generalized Brownian Motion with long time persistence (superdiffusion), or anti-persistence (subdiffusion) of both velocity-velocity correlations, and position increments. It presents a case of the Generalized Langevin Equation (GLE) with a singular power law memory kernel. We propose and numerically realize a numerically efficient and reliable Markovian embedding of this superdiffusive GLE, which accurately approximates the FLE over many, about r=N lg b-2, time decades, where N denotes the number of exponentials used to approximate the power law kernel, and b>1 is a scaling parameter for the hierarchy of relaxation constants leading to this power law. Besides its relation to the FLE, our approach presents an independent and very flexible route to model anomalous diffusion. Studying such a superdiffusion in tilted washboard potentials, we demonstrate the phenomenon of transient hyperdiffusion which emerges due to transient kinetic heating effects.Comment: EPL, in pres

Entre histoires et évolutions - La qualité des « Masters FLE/S » en question(s)

International audienceLes formations universitaires de didactique du FLE/S (et des langues, dans une extension plus récente), que je nommerai désormais Masters FLE/S pour plus de commodité, sont aujourd'hui confrontées aux questions qui se posent à l'ensemble des formations de niveau Master dans l'enseignement supérieur français. Ces questions s'y déclinent cependant de manière spécifique, du fait des spécificités mêmes de ces formations, qui découlent en grande partie de leur histoire. La problématique que je souhaite développer ici est une problématique que je me/nous pose à la fois en tant que chercheure réfléchissant à la formation des enseignants et en tant que responsable de ces formations depuis pratiquement dix ans. Elle concerne les modalités d'évolution des Masters FLE/S, en lien avec différents facteurs dont on peut penser qu'ils risquent de les « normaliser » (i.e. de gommer ces spécificités), notamment la situation sociopolitique contemporaine, les reconfigurations actuelles de l'enseignement supérieur et de la formation des enseignants et les évolutions sur le « marché de l'emploi » du FLE. Ce faisant, c'est la question de la qualité des formations des Masters FLE/S qui est ainsi plus particulièrement posée

Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom

The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1736 FL learners (1287 females, 449 males) from around the world. We used 21 items, rated on a Likert scale, reflecting various aspects of FLE (Dewaele & MacIntyre, 2014), and 8 items extracted from the FLCAS (Horwitz et al., 1986). An open question on FLE also provided us with narrative data. Previous research on the database, relying on an average measure of FLE and FLCA (Dewaele & MacIntyre, 2014) revealed significant gender differences. The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class, where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance. However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom. We argue that this heightened emotionality benefits the acquisition and use of the FL

Desarrollo de la competencia escrita con el apoyo de las TIC en contexto universitario = Development of written competence with ICT support in university context

1 archivo PDF (14 páginas). fhduodequinquagintaEn el marco del proyecto de investigación "Desarrollar las competencias de escritura en FLE y FL2 en contexto universitario a través de las TIC", se presentan reflexiones en torno a la importancia de la tecnología en dicho proceso. Se enfoca la atención en el desarrollo de competencias de escritura en francés como lengua extranjera y el uso de las TIC en sus diversas modalidades. Palabras clave: Competencias. Escritura. TIC. FLE. FLS. Within the research Project “Developing skills in writing and FL2 and FLE in university context through ICT” reflections on the importance of technology in this process are presented. It focuses in particular the development of writing skills in French as a foreign language and the use of ICT in its various forms. Key words: Skills. Writing.TIC. FLE. FL

Fluorescent Excitation of Spectral Lines in Planetary Nebulae

Fluorescent excitation of spectral lines is demonstrated as a function of temperature-luminosity and the distance of the emitting region from the central stars of planetary nebulae. The electron densities and temperatures are determined, and the method is exemplified through a detailed analysis of spectral observations of a high excitation PN, NGC 6741, observed by Hyung and Aller(1997). Fluorescence should also be important in the determination of element abundances. It is suggested that the method could be generally applied to determine or constrain the luminosity and the region of spectral emission in other intensively radiative sources such as novae, supernovae, and active galactic nuclei.Comment: 5 pages, 4 figures (fig.4 in color), ApJ (in press

Littératures francophones et formation des enseignants de FLE

Alors qu’en France les littératures francophones sont marginalisées dans les programmes des licences et masters de lettres, elles apparaissent régulièrement dans les cours des «parcours» ou «mention» FLE de licence, tout comme dans ceux des masters de didactique du FLE. Nous nous interrogeons ici, en prenant appui sur une enquête par questionnaire menée auprès d\u27étudiants de master FLE, sur les raisons de cette présence des littératures francophones dans ces cours, qui pourrait sembler de prime abord inattendue, mais renvoie de fait à l’attention qui leur est portée depuis une quinzaine d’années dans le domaine de la didactique du FLE. Quelle place tiennent-elles dans les formations ? Quels objectifs leur sont assignés ? Que connaissent  ces futurs enseignants de FLE de ces littératures ? Quel rôle pensent-ils qu’elles puissent tenir dans leur pratique future