The role of individual and social variables in task performance.

This paper reports on a data-based study in which we explored - as part of a larger-scale British-Hungarian research project - the effects of a number of affective and social variables on foreign language (L2) learners’ engagement in oral argumentative tasks. The assumption underlying the investigation was that students’ verbal behaviour in oral task situations is partly determined by a number of non-linguistic and non-cognitive factors whose examination may constitute a potentially fruitful extension of existing task-based research paradigms. The independent variables in the study included various aspects of L2 motivation and several factors characterizing the learner groups the participating students were members of (such as group cohesiveness and intermember relations), as well as the learners’ L2 proficiency and ‘willingness to communicate’ in their L1. The dependent variables involved objective measures of the students’ language output in two oral argumentative tasks (one in the learners’ L1, the other in their L2): the quantity of speech and the number of turns produced by the speakers. The results provide insights into the interrelationship of the multiple variables determining the learners’ task engagement, and suggest a multi-level construct whereby some independent variables only come into force when certain conditions have been met

Gamow Shell Model Description of Weakly Bound Nuclei and Unbound Nuclear States

We present the study of weakly bound, neutron-rich nuclei using the nuclear shell model employing the complex Berggren ensemble representing the bound single-particle states, unbound Gamow states, and the non-resonant continuum. In the proposed Gamow Shell Model, the Hamiltonian consists of a one-body finite depth (Woods-Saxon) potential and a residual two-body interaction. We discuss the basic ingredients of the Gamow Shell Model. The formalism is illustrated by calculations involving {\it several} valence neutrons outside the double-magic core: $^{6-10}$He and $^{18-22}$O.Comment: 19 pages, 20 encapsulated PostScript figure

Towards a better understanding of the dynamic role of the distance language learner: learner perceptions of personality, motivation, roles, and approaches

This study investigated the experience of learners enrolled on an Open University (UK) French course, and included personality factors, motivation, and tutor and student roles. The data gathered via multiple elicitation methods gave useful insights into issues of special relevance to distance language education, in particular the lack of fit between an inherently social discipline such as language learning and the distance context, whose main characterizing feature is remoteness from others. Motivation was seen to play a crucial role in success, along with tutor feedback, and personal responsibility for learning. Increased confidence and self?regulation were beneficial outcomes of the process of learning at a distance, and numerous suggestions for learning approaches based on personal experience were offered for language learners new to distance learning. The study concluded that the task for distance practitioners is to build on the insights shown by learners themselves, in order to target support where it is most needed

Structure of the mirror nuclei 9^9Be and 9^9B in a microscopic cluster model

The structure of the mirror nuclei $^9$Be and $^9$B is studied in a microscopic $\alpha+ \alpha+ n$ and $\alpha+ \alpha+ p$ three-cluster model using a fully antisymmetrized 9-nucleon wave function. The two-nucleon interaction includes central and spin-orbit components and the Coulomb potential. The ground state of $^9$Be is obtained accurately with the stochastic variational method, while several particle-unbound states of both $^9$Be and $^9$B are investigated with the complex scaling method.The calculation for $^9$Be supports the recent identification for the existence of two broad states around 6.5 MeV, and predicts the $\frac{3}{2}^{-}_2$ and $\frac{5}{2}^{-}_2$ states at about 4.5 MeV and 8 MeV, respectively. The similarity of the calculated spectra of $^9$Be and $^9$B enables one to identify unknown spins and parities of the $^9$B states. Available data on electromagnetic moments and elastic electron scatterings are reproduced very well. The enhancement of the $E$1 transition of the first excited state in $^9$Be is well accounted for. The calculated density of $^9$Be is found to reproduce the reaction cross section on a Carbon target. The analysis of the beta decay of $^9$Li to $^9$Be clearly shows that the wave function of $^9$Be must contain a small component that cannot be described by the simple $\alpha+ \alpha+ n$ model. This small component can be well accounted for by extending a configuration space to include the distortion of the $\alpha$-particle to $t+p$ and $h+n$ partitions.Comment: 24 page

Distant Voices: Learners' Stories About the Affective Side of Learning a Language at a Distance

Learning a language at a distance has its own special challenges. The remoteness of the learning context can mean isolation for the learner, communication difficulties for the teacher and problems of access for the researcher. Yet distance language learners are likely to be no more skilled in self-regulation than classroom learners, and to require high levels of support. Research tools are needed, therefore, which allow them to talk freely about their learning in order to help distance educators target support appropriately. This paper draws on data from two pilot ethnographic studies of distance language learners using think-aloud protocols to access their thought processes as they tackled two designated language tasks. They were carried out as part of a wider study in each case to investigate aspects of affect including beliefs, motivation and anxiety. The audio-taped voices provided rich insights into the advantages and disadvantages, pleasures and frustrations, comforts and anxieties of learning a language at a distance, and the strategies learners use to manage in a distance environment. The studies underlined the importance of listening to students and using their voices as a basis for discussion on improving aspects of the design and delivery of distance language courses