Referring in a second language: Studies on reference to person in a multilingual world

The introduction and tracking of reference to people or individuals, known as referential movement, is a central feature of coherence, and accounts for “about every third word of discourse”. Located at the intersection of pragmatics and grammar, reference is now proving a rich and enduring source of insight into second language development. The challenge for second language (L2) learners involves navigating the selection and positioning of reference in the target language, continually shifting and balancing the referential means used to maintain coherence, while remaining acutely sensitive to the discourse and social context. The present volume focuses on how L2 learners meet that challenge, bringing together both eminent and up-and-coming researchers in the field of L2 acquisition. The chapters address a range of problems in second language acquisition (SLA) (e.g., form-function mapping, first language [L1] influence, developmental trajectories), and do so in relation to various theoretical approaches to reference (e.g., Accessibility Theory, Givenness Hierarchy). The global outlook of these studies relates to the L2 acquisition of English, French, Japanese, Korean, and Spanish and covers a diverse range of situational contexts including heritage language learning, English as a medium of instruction, and the development of sociolinguistic competence

Does EAP affect written L2 academic stance? A longitudinal learner corpus study

This study explores the longitudinal development of L2 academic 'stance' features resulting from instruction in English for Academic Purposes (EAP) at a university in Hong Kong. We analysed the frequency and wordings of hedges, boosters, attitude markers and self-mention within a 205,682 word longitudinal corpus of essays and reports collected over a semester's instruction via pre-, mid- and post-instruction submissions, alongside data on submission grade. Data was analysed for frequency and wording differences alongside mixed-effect models to confirm the impact of instruction on the data. Results show significant longitudinal variation in the frequency of hedging, boosting, marking attitude and self-mention devices as the result of instruction, with a rise in the use of hedging and an overall reduction in the use of boosting and self-mention, serving to leave students with a more careful, narrower, less polarising and less personal range of expressions with which to convey their stance over time. We also present longitudinal genre-specific effects on stance features between essays and reports, and show how a longitudinal increase in hedges and boosters results in texts that receive a higher grade from teacher-raters. Our findings recommend explicit instruction of stance features as crucial in raising students' awareness of how to achieve persuasive academic writing. (C) 2017 Elsevier Ltd. All rights reserved

Design of an Integrated Electronic Speed Controller for Compact Robotic Vehicles

Abstract Adopting a system-on-chip approach, this paper presents an integrated FPGA-based Electronic Speed Control (ESC) for driving brushless DC electric motors. This allows for sensing, computation, and higher control bandwidth than traditional off-the-shelf ESCs (typically 50Hz). In addition to a more compact and flexible package, this provides greater system awareness and facilitates a faster control loop rate, which are useful for agile robotic systems, such as UAVs. This design has been tested in conjunction with a custom, compact quadrotor system. It provides reduced payload and increased robustness compared to traditional controllers

The History of Financial Advice:A Finder's Guide to the Collection at the Library of Mistakes

A guide to around 100 of the most influential works of financial advice published in the last 300 years in the UK and the US, housed in Edinburgh's 'Library of Mistakes'

Bolting and flowering control in sugar beet: relationships and effects of gibberellin, the bolting gene B and vernalization

Using a co-dominant genotypic PCR marker we show for the first time that, in sugar beet, the GA and B-gene pathways are independent for bolt initiation. We show that vernalization permits GA-dependant stem elongation and that the B-allele influences subsequent flowering

Cross-linguistic patterns in the acquisition of quantifiers.

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some…not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation.This is the author accepted manuscript. The final version is available from the National Academy of Sciences via http://dx.doi.org/10.1073/pnas.160134111