'Theory and practice of metal blowing with powders', 2nd ed., 232 pp., 1978, Moscow, Metallurgiya: book review

Translated from Stal' (1980) (pt.5) p. 384-385LD:5828.4F(M--26209) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Procedural principles of forecasting demand for pump and compressor tubes

Translated from Russian (Stal' 1984 (4) p. 84-85)SIGLEAvailable from British Library Lending Division - LD:5828.4(M--35956)T / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The economic significance of the campaign against the cattle tick in Argentina

Translated from German (Vet.-Med. Nachr. 1963 (4) p. 359-367)SIGLEAvailable from British Library Document Supply Centre- DSC:5828.4(M--50234)T / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Reading text when studying in a second language : an eye‐tracking study

The authors investigated how eye movements are influenced by different reading goals in participants' first (L1) and second language (L2). Participants read or studied the contents of texts while their eye movements were recorded. One group was asked to read L1 and L2 texts as they would read any expository text (informational reading). Another group was asked to study L1 and L2 texts for subsequent tests involving true/false questions (study condition). After reading, all participants, including those in the informational reading condition, completed the true/false tests without being able to further consult the texts, which allowed the authors to investigate the extent to which reading goal and text language affect recognition memory for texts. In general, more reading time was spent on studying than on informational reading, which also resulted in higher test scores in the study condition. The L2-processing cost was larger in the study condition than in the informational reading condition: Participants needed approximately 20% more time to study L2 texts. The results of various eye movement measures suggest that this is caused by slower word recognition processes and a smaller amount of information that can be processed simultaneously in L2. This was true not only for the first reading of the text but also for the rereadings in the study condition. Interestingly, the additional time for L2 studying seemed to compensate for the less efficient processing, as the recognition test scores were the same in L2 as in L1