The relationship between first and second language composition writing

This paper explores the ways in which the transfer of assumptions from L1 writing can sometimes help the process of writing in L2. In learning a second language writing skill,learners have two primary sources to construct a second language system: knowledge and skills from the first language and input from the second language. The present study was conducted to investigate the relative impact of first language literacy skills on second language writing ability. To carry out the research, sixty EFL students from Tabriz Islamic Azad University were chosen and divided into two groups. After being sure about the groups’ homogeneity, they were given two topics to write about: the first group wrote in English about the topics, the second group was asked to write in Persian about the same topics and then translate their writing into English. The data were analyzed by using a t-test and other subsequent analysis. The results may help the teachers to reevaluate their views about the role of first language in second language teaching and they must consider both inter-lingual transfer and intra-lingual input in their analysis of second language literacy development

Regularity and linearity defect of modules over local rings

Given a finitely generated module $M$ over a commutative local ring (or a standard graded $k$-algebra) (R,\m,k) we detect its complexity in terms of numerical invariants coming from suitable \m-stable filtrations $\mathbb{M}$ on $M$. We study the Castelnuovo-Mumford regularity of $gr_{\mathbb{M}}(M)$ and the linearity defect of $M,$ denoted \ld_R(M), through a deep investigation based on the theory of standard bases. If $M$ is a graded $R$-module, then \reg_R(gr_{\mathbb{M}}(M)) <\infty implies \reg_R(M)<\infty and the converse holds provided $M$ is of homogenous type. An analogous result can be proved in the local case in terms of the linearity defect. Motivated by a positive answer in the graded case, we present for local rings a partial answer to a question raised by Herzog and Iyengar of whether \ld_R(k)<\infty implies $R$ is Koszul.Comment: 15 pages, to appear in Journal of Commutative Algebr

Can you teach me to speak? Oral practice and anxiety in a language MOOC

The present chapter examines learners’ beliefs and attitudes with regard to speaking in a learning environment that is neither formal nor informal. The main research question is whether learners perceive Massive Open Online Language Courses (LMOOCs) as a completely informal context that is free of anxiety or rather as a virtual classroom where Foreign Language Classroom Anxiety (FLA) (Horowitz et al., 1986) is present. Data was obtained from over 200 beginner learners on self-reflective questionnaires and forum discussions. Results indicate that learners have a positive attitude towards language learning on LMOOCs, but FLA is present in this asynchronous speaking environment too and needs to be addressed by the course instructors