Fundamental limits on constraining primordial non-Gaussianity

Theoretical Physic

Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary

This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners’ beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners’ views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners’ views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners’ language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching

From primordial black holes abundance to primordial curvature power spectrum (and back)

In the model where Primordial Black Holes (PBHs) form from large primordial curvature (C) perturbations, i.e., CPBHs, constraints on PBH abundance provide in principle constraints on the primordial curvature power spectrum. This connection however depends necessarily on the details of PBH formation mechanism. In this paper we provide, for the first time, constraints on the primordial curvature power spectrum from the latest limits on PBH abundance, taking into account all the steps from gravitational collapse in real space to PBH formation. In particular, we use results from numerical relativity simulations and peak theory to study the conditions for PBH formation for a range of perturbation shapes, including non- linearities, perturbation profile and a careful treatment of smoothing and filtering scales. We then obtain updated PBH formation conditions and translate that into primordial spectrum constraints for a wide range of shapes and abundances. These updated constraints cover a range of scales not probed by other cosmological observables. Our results show that the correct and accurate modelling of non-linearities, filtering and typical perturbation profile, is crucial for deriving meaningful cosmological implications

Development of junior high school students' fundamental movement skills and physical activity in a naturalistic physical education setting

Background: There is evidence showing that fundamental movement skills and physical activity are related with each other. The ability to perform a variety of fundamental movement skills increases the likelihood of children participating in different physical activities throughout their lives. However, no fundamental movement skill interventions implemented with junior high school students have yet been reported. Purpose: To investigate the changes in students' locomotor, manipulative, and balance skills and their level of self-reported physical activity during the specific intervention program aiming to increase students' fundamental movement skills in Finnish junior high school physical education. Participants and setting: 446 Finnish Grade 7 students (similar to 13 years old) from Central Finland. Research design: A quasi-experimental intervention study with pre-, middle-, post-, and retention tests was used. The experimental group consisted of 199 students taught by 4 teachers and the control group included 247 students taught by 6 teachers. The intervention consisted of 33 sessions, 25 minutes of each, and included training of fundamental movement skills within naturalistic physical education classes during one academic year. Data collection: There were four waves of measurement for fundamental movement skill tests and self-reports of physical activity. Data analysis: Repeated measures MANOVAs were conducted to analyze interactions between condition (experimental/control) and time (four measurement points). In cases with an interaction between condition and time, follow-up post hoc tests were performed to examine which group means differed from each other. Findings: Results indicated significant condition x time interaction in static balance, dynamic balance, balance skills sum score, movement skills sum score, and self-reported physical activity. The experimental group demonstrated more positive development of these variables compared to the control group. Conclusions: This study revealed that it is possible to develop junior high school students' fundamental skills through physical education. These changes seem to be more obvious when focusing on students' balance skills. Although further longitudinal investigation is needed, the fundamental movement skill intervention seemed also to prevent the typical decline in physical activity within junior high school students

Exploring learner autonomy: language learning locus of control in multilinguals

By using data from an online language learning beliefs survey (n = 841), defining language learning experience in terms of participants’ multilingualism, and using a domain-specific language learning locus of control (LLLOC) instrument, this article examines whether more experienced language learners can also be seen as more autonomous language learners. Statistical analyses revealed small but significant positive correlations between the three multilingualism measures used and LLLOC scores, with higher scores indicating a more internal LLLOC. Participants with a higher linguistic repertoire size and overall language proficiency, who used their languages more frequently, had higher LLLOC scores than those with less languages at lower levels of proficiency and frequency of use. These findings suggest that more experienced language learners might indeed be more autonomous learners, as they subscribe to language learning beliefs that are indicative of a more internal LLLOC