Learner attention to form in ACCESS task-based interaction

This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for English as a second language (ESL) over a four-week period was analysed for incidence, outcome and characteristics (i.e. focus, initiation, response, and turn length) of language-related episodes (LREs) operationalized as evidence of learner attention to form. The results showed that during ACCESS task-based interactions, learners attended to form as reflected in a large number of LREs. Despite being brief, a majority of these LREs were correctly resolved, self-initiated, self- and other-responded, and focused on the target linguistic item: past-tense verbs. These results are discussed in terms of the potential effects of ACCESS task principles, different task features (i.e. task complexity, pre-task modeling, speaker role and group size), and learners’ approach to tasks on the incidence and characteristics of LREs

Cdk1-Dependent Phosphorylation of Cdc13 Coordinates Telomere Elongation during Cell-Cycle Progression

SummaryElongation of telomeres by telomerase replenishes the loss of terminal telomeric DNA repeats during each cell cycle. In budding yeast, Cdc13 plays an essential role in telomere length homeostasis, partly through its interactions with both the telomerase complex and the competing Stn1-Ten1 complex. Previous studies in yeast have shown that telomere elongation by telomerase is cell cycle dependent, but the mechanism underlying this dependence is unclear. In S. cerevisiae, a single cyclin-dependent kinase Cdk1 (Cdc28) coordinates the serial events required for the cell division cycle, but no Cdk1 substrate has been identified among telomerase and telomere-associated factors. Here we show that Cdk1-dependent phosphorylation of Cdc13 is essential for efficient recruitment of the yeast telomerase complex to telomeres by favoring the interaction of Cdc13 with Est1 rather than the competing Stn1-Ten1 complex. These results provide a direct mechanistic link between coordination of telomere elongation and cell-cycle progression in vivo

Natural Polymorphism in BUL2 Links Cellular Amino Acid Availability with Chronological Aging and Telomere Maintenance in Yeast

Aging and longevity are considered to be highly complex genetic traits. In order to gain insight into aging as a polygenic trait, we employed an outbred Saccharomyces cerevisiae model, generated by crossing a vineyard strain RM11 and a laboratory strain S288c, to identify quantitative trait loci that control chronological lifespan. Among the major loci that regulate chronological lifespan in this cross, one genetic linkage was found to be congruent with a previously mapped locus that controls telomere length variation. We found that a single nucleotide polymorphism in BUL2, encoding a component of an ubiquitin ligase complex involved in trafficking of amino acid permeases, controls chronological lifespan and telomere length as well as amino acid uptake. Cellular amino acid availability changes conferred by the BUL2 polymorphism alter telomere length by modulating activity of a transcription factor Gln3. Among the GLN3 transcriptional targets relevant to this phenotype, we identified Wtm1, whose upregulation promotes nuclear retention of ribonucleotide reductase (RNR) components and inhibits the assembly of the RNR enzyme complex during S-phase. Inhibition of RNR is one of the mechanisms by which Gln3 modulates telomere length. Identification of a polymorphism in BUL2 in this outbred yeast population revealed a link among cellular amino acid availability, chronological lifespan, and telomere length control

Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice

Current knowledge about curriculum development (CD) comes into sharper focus when viewed in the light of experiences gained from developing curricula in different settings. The more distinct the new setting is from previous CD sites, the more interesting the perspective gained about this knowledge. In this paper we discuss a CD project set in Beijing, China. The challenges posed by developing curriculum in this unique setting are numerous. Foremost are those arising from having to negotiate a work-oriented English as a Second Language (ESL) curriculum acceptable to two groups of teachers with different cultural and professional backgrounds who must not only raise the proficiency level of heterogeneous groups of learners in a short period of time but must also participate in an exchange of skills program involving the new curriculum

Persévérance scolaire des élèves inuit: Influence de la perception, de l'attitude et de l'approche pédagogique des enseignants inuit et qallunaat (non inuit)

Rapport de recherche 2012-RP-145358Recherche publiée grâce au soutien du Fonds de recherche du Québec- Sociéte et culture (FRQSC) et du ministère de l’Éducation, du Loisir et du Sport (MELS) et avec la collaboration de la Commission scolaire Kativik (CSK)

Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers’ pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their teaching beliefs, particularly about oral corrective feedback (i.e. teachers’ responses to students’ language errors). The teachers’ responses were subjected to an exploratory factor analysis which revealed several dimensions underlying their beliefs. To examine how these beliefs affect classroom performance, 10 of the teachers were first asked to indicate how they would correct language errors illustrated in hypothetical (videotaped) classroom scenarios and were then observed teaching an authentic ESL class. The classes were video-recorded and 30-minute teacher-fronted communicative segments from the lessons were analysed for the number and type of errors learners made and the teachers addressed. Results indicate a multifarious relationship between stated beliefs and actual teaching practices in that while the teachers corrected fewer errors than they believed they would, they preferred the same corrective techniques in both hypothetical and actual teaching situations. Most notably, the study suggests that the complexities of the language classroom and the pre-service teachers’ lack of experience at integrating theoretical knowledge and practical skills, lead them to behave overall as native-speaking interlocutors, not as language teachers. Implications for teacher training are discussed

APPENDIX – Supplemental material for Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices

<p>Supplemental material, APPENDIX for Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices by Eva Kartchava, Elizabeth Gatbonton, Ahlem Ammar and Pavel Trofimovich in Language Teaching Research</p