Online informal language learning: Insights from a Korean learning community

Informal language learning in online communities represents a growing area of interest. In part, this interest is due to the potential for meaningful second language (L2) communication, rather than the “learning about language” argued to be prevalent in L2 classrooms (Thorne, Black, & Sykes, 2009, p. 804). This study reports on a netnographic investigation (Kozinets, 2010) of an online community for learning Korean. Data collection took place over seven weeks and included observation of a Reddit forum, observation of a chatroom, and an open-ended questionnaire. Activity theory (Engeström, 2001) informed the analysis of the community learning activity. Contrary to what has been reported about language learning in many online communities, findings revealed relatively little target-language use and a great deal of learning about language. English was used 93% of the time on the forum, and 81% of the time in the chatroom. Other findings include highly-participatory interactional patterns for learning about linguistic forms, community rules designed to promote learning on a democratically organized web platform, and a stark division of community labor between language learners and language experts

Vermont Seed Saver and Producer Survey: 2020 Summary Report

This report summarizes findings from a 2020 survey of seed producers in the state of Vermont. This survey, which was part of a larger research project aimed to characterize Vermont seed systems, aimed to identify areas of opportunity and concern for seed producers across the state. Data collected include types and valued characteristics of planting material produced from food crops in the state, information on motivations, challenges, and preferences that non-commercial and commercial seed producers perceive in their production of planting material, sourcing and distribution of planting material, forms of exchange that exist between seed producers and the community, and demographic data. Seed producers in this survey produce material mostly from open-pollinated and heirloom varieties, produce most commonly as a hobby or leisure activity, are least motivated by economic considerations, are concerned with both environmental and policy challenges to seed systems, anticipate more challenges to production in the future, gift or barter seeds within informal networks, and maintain a high degree of crop diversity. Diverse planting material serves as the basis of resilient, sustainable agriculture, and through this survey, we have found that seed producers maintain this essential resource in their gardens and fields across the state of Vermont. The first report from the Consortium for Crop Genetic Heritage at the University of Vermont, this summary report gives us valuable insight into the goals, actions, and motivations of seed producers in Vermont, which will allow us to focus energy in the future toward strengthening and supporting seed producers and the seed systems they utilize across the state

The Perception-Production Link in L2 Phonology

In a first or second language (L2), it is thought that in order to accurately produce a sound, one must be able to accurately distinguish that same sound in reception. This intuitive connection, called the perception-production link, also enjoys theoretical support from Flege’s (1995) Speech Learning Model and empirical support from a considerable number of experimental studies. However, reports of perception without production and production without perception present a challenge to the perception-production link. In this brief review, the perception-production link is explained and evidence supporting and challenging the link is summarized. Additionally, empirical research on the link is critically reviewed to highlight issues with research design and interpretation. Finally, the perception-production link’s current status in L2 research is discussed and directions for future research are presented

How captions help people learn languages: A working-memory, eye-tracking study

Captions provide a useful aid to language learners for comprehending videos and learning new vocabulary, aligning with theories of multimedia learning. Multimedia learning predicts that a learner’s working memory (WM) influences the usefulness of captions. In this study, we present two eye-tracking experiments investigating the role of WM in captioned video viewing behavior and comprehension. In Experiment 1, Spanish-as-a-foreign-language learners differed in caption use according to their level of comprehension and to a lesser extent, their WM capacities. WM did not impact comprehension. In Experiment 2, English-as-a-second-language learners differed in comprehension according to their WM capacities. Those with high comprehension and high WM used captions less on a second viewing. These findings highlight the effects of potential individual differences and have implications for the integration of multimedia with captions in instructed language learning. We discuss how captions may help neutralize some of working memory’s limiting effects on learning

Genetic diversity and thermal performance in invasive and native populations of African fig flies

During biological invasions, invasive populations can suffer losses of genetic diversity that are predicted to negatively impact their fitness/performance. Despite examples of invasive populations harboring lower diversity than conspecific populations in their native range, few studies have linked this lower diversity to a decrease in fitness. Using genome sequences, we show that invasive populations of the African fig fly, Zaprionus indianus, have less genetic diversity than conspecific populations in their native range and that diversity is proportionally lower in regions of the genome experiencing low recombination rates. This result suggests that selection may have played a role in lowering diversity in the invasive populations. We next use interspecific comparisons to show that genetic diversity remains relatively high in invasive populations of Z. indianus when compared to other closely related species. By comparing genetic diversity in orthologous gene regions, we also show that the genome-wide landscape of genetic diversity differs between invasive and native populations of Z. indianus, indicating that invasion not only affects amounts of genetic diversity, but also how that diversity is distributed across the genome. Finally, we use parameter estimates from thermal performance curves measured for 13 species of Zaprionus to show that Z. indianus has the broadest thermal niche of measured species, and that performance does not differ between invasive and native populations. These results illustrate how aspects of genetic diversity in invasive species can be decoupled from measures of fitness, and that a broad thermal niche may have helped facilitate Z. indianus's range expansion.Funding provided by: National Science FoundationCrossref Funder Registry ID: http://dx.doi.org/10.13039/100000001Award Number: Dimensions of Biodiversity award number 1737752Data used to generate genome annotations was generated by extracting whole RNA from groups of ~5 adult flies (24 hours after eclosion). Transcripts were assembed using Trinity (Grabherr et al. 2011; Hass et al. 2013) and annotations were generated using the MAKER pipeline (v3.01.02; Holt and Yandell 2011; Campbell et al. 2014). Data on thermal performance we generated in the lab under controlled conditions. All scripts used to fit thermal performance curves are given in this Dryad deposit. Software available for the method used are available at github.com/silastittes/performr

Attitudes toward risk among emergency physicians and advanced practice clinicians in Massachusetts

Objective Risk aversion is a personality trait influential to decision making in medicine. Little is known about how emergency department (ED) clinicians differ in their attitudes toward risk taking. Methods We conducted a cross-sectional survey of practicing ED clinicians (physicians and advanced practice clinicians [APCs]) in Massachusetts using the following 4 existing validated scales: the Risk-Taking Scale (RTS), Stress from Uncertainty Scale (SUS), the Fear of Malpractice Scale (FMS), and the Need for (Cognitive) Closure Scale (NCC). We used Cronbach\u27s α to assess the reliability of each scale and performed multivariable linear regressions to analyze the association between the score for each scale and clinician characteristics. Results Of 1458 ED clinicians recruited for participation, 1116 (76.5%) responded from 93% of acute care hospitals in Massachusetts. Each of the 4 scales demonstrated high internal consistency reliability with Cronbach\u27s αs ranging from 0.76 to 0.92. The 4 scales also were moderately correlated with one another (0.08 to 0.54; all P \u3c 0.05). The multivariable results demonstrated differences between physicians and APCs, with physicians showing a greater tolerance for risk or uncertainty (NCC difference, −3.58 [95% confidence interval, CI, −5.26 to −1.90]; SUS difference, −3.14 [95% CI: −4.99 to −1.29]) and a higher concern about malpractice (FMS difference, 1.14 [95% CI, 0.11–2.17]). Differences were also observed based on clinician age (a proxy for years of experience), with greater age associated with greater tolerance of risk or uncertainty (age older than 50 years compared with age 35 years and younger; NCC difference, −2.84 [95% CI, −4.69 to −1.00]; SUS difference, −4.71 [95% CI, −6,74 to −2.68]) and less concern about malpractice (FMS difference, −3.19 [95% CI, −4.31 to −2.06]). There were no appreciable differences based on sex, and there were no consistent associations between scale scores and the practice and payment characteristics assessed. Conclusion We found that risk attitudes of ED clinicians were associated with type of training (physician vs APC) and age (experience). These differences suggest one possible explanation for the observed differences in decision making

The Subarcsecond Mid-Infrared View of Local Active Galactic Nuclei. IV. The L- and M-band Imaging Atlas

We present the largest currently existing subarcsecond 3-5 $\mu$m atlas of 119 local ($z < 0.3$) active galactic nuclei (AGN). This atlas includes AGN of 5 subtypes: 22 are Seyfert 1; 5 are intermediate Seyferts; 46 are Seyfert 2; 26 are LINERs; and 20 are composites/starbursts. Each AGN was observed with VLT ISAAC in the $L$- and/or $M$-bands between 2000 and 2013. We detect at 3$\sigma$ confidence 92 sources in the $L$-band and 83 sources in the $M$-band. We separate the flux into unresolved nuclear flux and resolved flux through two-Gaussian fitting. We report the nuclear flux, extended flux, apparent size, and position angle of each source, giving $3\sigma$ upper-limits for sources which are undetected. Using WISE W1- and W2-band photometry we derive relations predicting the nuclear $L$ and $M$ fluxes for Sy1 and Sy2 AGN based on their W1-W2 color and WISE fluxes. Lastly, we compare the measured mid-infrared colors to those predicted by dusty torus models SKIRTOR, CLUMPY, CAT3D, and CAT3D-WIND, finding best agreement with the latter. We find that models including polar winds best reproduce the 3-5$\mu$m colors, indicating that winds are an important component of dusty torus models. We find that several AGN are bluer than models predict. We discuss several explanations for this and find that it is most plausibly stellar light contamination within the ISAAC $L$-band nuclear fluxes.Comment: Main Text: 22 pages, 9 figures, 3 tables. Accepted by Ap

Textbook Review: Real Reading 1

Real Reading 1 is a beginner-level reading textbook for an adult English language classroom and is the first in a series of four textbooks designed to teach intensive reading skills and develop vocabulary. Each of its twelve units contain two thematically related chapters and target a specific reading skill, vocabulary skill, and vocabulary learning strategy. In addition to the structured units, four reading fluency practice activities are scattered throughout the book, with additional vocabulary practice activities for each unit at the end of the book. Drawing vocabulary from the General Service Word List, the Academic Word List, and the BillurogluNeufeld List, the textbook targets high-frequency words while also aiming for controlled vocabulary such that “95-98 percent of the words are likely to be known by a typical learner at each level” (p. viii). Nation and Cheung (2009) have found that such a degree of familiarity with a given text is the amount of comprehension necessary for unassisted reading. Cumulatively, Real Reading 1 is an accessible, research-based, and level-appropriate textbook to aid in beginner-level reading and vocabulary development, but it is not without its shortcomings