Metalinguistic awareness in L2 vocabulary acquisition : which factors influence learners’ motivations of form-meaning connections?

Research has shown that prompting learners to elaborate on the appropriateness of form-meaning links can be an efficient vocabulary learning exercise (Deconinck, Boers & Eyckmans, 2017). In this paper we wish to shed more light on the mental processes that occur during this specific elaborative task by investigating the influence of individual learner variables pertaining to prior linguistic knowledge and a number of word-specific features. To this end fifty Dutch-speaking EFL learners rated the congruency they perceived between the form and meaning of 24 English words on a 6-point Likert scale. The motivation of their scores was elicited by means of a think-aloud protocol, the transcriptions of which were analysed with regard to the type of elaborations made. Vocabulary size tests and a language background questionnaire provided us with additional information about the learners. We identified five types of elaborations: cross-lexical associations, sound-symbolic associations, word-form comparisons, morphological associations, and idiosyncratic associations. The data also reveal that the individual learner variables and word-specific features examined in the present study have an influence on the number of elaborations made by the learners. Pedagogical implications and suggestions for further research are discussed

Chain elongators, friends and foes (or the microbial ecology of chain elongation microbiomes)

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Contextual word learning with form-focused and meaning-focused elaboration

Contextual L2 word learning may be facilitated by increasing readers’ engagement with form and meaning of novel words. In the present study, two adult L2 populations, Chinese and Dutch speakers, read English sentences that contained novel vocabulary. These contextual exposures were accompanied either by form-focused elaboration (i.e. word-writing) or by meaning-focused elaboration (i.e. actively deriving word meaning from context). Immediate and delayed offline and online measures of word knowledge showed superior learning outcomes for the word-writing treatment. This finding is aligned with the predictions of the lexical quality hypothesis (Perfetti and Hart 2002), highlighting the added value of more precise encoding of a word’s form, in addition to learning its meaning. The key pedagogical implication of this study is that a simple act of copying novel words, while processing meaningful L2 input, may significantly boost quality of lexical knowledge

Enrichment and characterisation of ethanol chain elongating communities from natural and engineered environments

Chain elongation is a microbial process in which an electron donor, such as ethanol, is used to elongate short chain carboxylic acids, such as acetic acid, to medium chain carboxylic acids. This metabolism has been extensively investigated, but the spread and differentiation of chain elongators in the environment remains unexplored. Here, chain elongating communities were enriched from several inocula (3 anaerobic digesters, 2 animal faeces and 1 caproic acid producing environment) using ethanol and acetic acid as substrates at pH 7 and 5.5. This approach showed that (i) the inoculum’s origin determines the pH where native chain elongators can grow; (ii) pH affects caproic acid production, with average caproic acid concentrations of 6.4 ± 1.6  g·L−1 at pH 7, versus 2.3 ± 1.8  g·L−1 at pH 5.5; however (iii) pH does not affect growth rates significantly; (iv) all communities contained a close relative of the known chain elongator Clostridium kluyveri; and (v) low pH selects for communities more enriched in this Clostridium kluyveri-relative (57.6 ± 23.2% at pH 7, 96.9 ± 1.2% at pH 5.5). These observations show that ethanol-consuming chain elongators can be found in several natural and engineered environments, but are not the same everywhere, emphasising the need for careful inoculum selection during process development