An analysis of formal errors in a corpus of l2 English produced by Chinese students

This paper describes the investigation of a small corpus of writing of English for academic purposes produced by L1 speakers of Mandarin. The investigation involved the development of a tagset for the identification of formal errors in the corpus, and the subsequent analysis of these errors with a view to creating remedial grammar materials for Chinese students studying in the medium of English. Some past approaches to error analysis are discussed, the process of developing the tagging system is described, and error types are identified, categorised, quantified, described and (as far as possible) explained

Perform a gyro test of general relativity in a satellite and develop associated control technology

The progress accomplished in the Stanford Gyro Relativity program during the period November 1974 to October 1975 was described. Gyro developments were continued in the main laboratory dewar, concentrating on the operation of a three axis gyro readout and on improvements to the methods of canceling trapped fields in the rotor; these efforts culminated in the first successful observation of the London moment in the spinning gyro rotor in March 1975. Following a review meeting at that time, a new goal was formulated for the next 12 to 18 months, namely to operate a gyroscope in the new ultra-low field facility with readout resolution approaching 1 arc-second. The following other tasks were also completed: (1) sputtering work, (2) magnetometry, (3) construction and installation of the North Star simulator, (4) analysis of torques on the gyro, especially in inclined orbits, (5) equivalence principle accelerometer, and (6) analysis of a twin-satellite test of relativity

Spin Dynamics of the LAGEOS Satellite in Support of a Measurement of the Earth's Gravitomagnetism

LAGEOS is an accurately-tracked, dense spherical satellite covered with 426 retroreflectors. The tracking accuracy is such as to yield a medium term (years to decades) inertial reference frame determined via relatively inexpensive observations. This frame is used as an adjunct to the more difficult and data intensive VLBI absolute frame measurements. There is a substantial secular precession of the satellite's line of nodes consistent with the classical, Newtonian precession due to the non-sphericity of the earth. Ciufolini has suggested the launch of an identical satellite (LAGEOS-3) into an orbit supplementary to that of LAGEOS-1: LAGEOS-3 would then experience an equal and opposite classical precession to that of LAGEOS-1. Besides providing a more accurate real-time measurement of the earth's length of day and polar wobble, this paired-satellite experiment would provide the first direct measurement of the general relativistic frame-dragging effect. Of the five dominant error sources in this experiment, the largest one involves surface forces on the satellite, and their consequent impact on the orbital nodal precession. The surface forces are a function of the spin dynamics of the satellite. Consequently, we undertake here a theoretical effort to model the spin ndynamics of LAGEOS. In this paper we present our preliminary results.Comment: 16 pages, RevTeX, LA-UR-94-1289. (Part I of II, postscript figures in Part II

A systematic review of transfer studies in third language acquisition

The present systematic review examines what factors determine when, how and to what extent previous linguistic experience (from the L1, L2 or both languages) affects the initial stages and beyond of adult L3 acquisition. In doing so, we address what a bird’s eye view of the data tells us regarding competing theoretical accounts of L3 morphosyntactic transfer. Data couple together to suggest that some factors are more influential than others. As discussed, the systematic review transcends the field of adult multilingualism precisely because of what it reveals, as a prima facie example in behavioral research, in terms of how different types of methodological considerations impact the way data are interpreted to support or not particular claims

Focus on form: A critical review

‘Focus on form’ (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners’ attention is attracted to linguistic forms as they engage in the performance of tasks. It contrasts with a structure-based approach – ‘focus on forms’ (FonFs) – where specific linguistic forms are taught directly and explicitly. However, there is perhaps no construct in second language acquisition (SLA) that has proved so malleable and shifted in meaning so much. This review article begins by considering how Long’s original definition of it has stretched over time and then offers an updated definition of the construct based on the view that the term is best used to refer to specific kinds of ‘activities’ or ‘procedures’ rather than to an ‘approach’. A classification of different types of focus-on-form activities/procedures is then presented. There follows a discussion of focus on form from a psycholinguistic and discoursal perspective along with a review of research relevant to these perspectives. The article addresses a number of criticisms that have been levelled against focus on form, with special consideration paid to how focus on form can be utilized in instructional contexts where more traditional (i.e. FonFs) approaches have been the norm

Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom

Within limited-input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more (Bird, 2010; Rogers, 2015), but others for shorter spacing (Suzuki, 2017). Further, little is known about the role of cognitive individual differences (e.g., language analytic ability) in mediating practice distribution effects for L2 grammatical knowledge development and retention (Suzuki & DeKeyser, 2017). To address this gap, this classroom-based study investigated whether distribution of practice and language analytic ability moderated the effectiveness of explicit, input-based grammar instruction for young first language (L1) English learners of French (aged 8 to 11). The study revealed minimal differences between longer (7-day) versus shorter (3.5-day) spacing of practice for learning an L2 French verb inflection subsystem, at either post- or delayed post-test. Minimal group-level gains and substantial within-group variation in performance at post-tests was observed. Accuracy of practice during training and language analytic ability were significantly associated with post-test performance under both practice schedules. These findings indicated that within an ecologically valid classroom context, differences in distribution of practice had limited impact on learner performance on our tests; rather, individual learner differences were more critical in moderating learning. This highlights the importance of considering individual learner differences in the development of resources and the potential of digital tools for dynamically adapting instruction to suit individuals

Second Language Processing Shows Increased Native-Like Neural Responses after Months of No Exposure

Although learning a second language (L2) as an adult is notoriously difficult, research has shown that adults can indeed attain native language-like brain processing and high proficiency levels. However, it is important to then retain what has been attained, even in the absence of continued exposure to the L2—particularly since periods of minimal or no L2 exposure are common. This event-related potential (ERP) study of an artificial language tested performance and neural processing following a substantial period of no exposure. Adults learned to speak and comprehend the artificial language to high proficiency with either explicit, classroom-like, or implicit, immersion-like training, and then underwent several months of no exposure to the language. Surprisingly, proficiency did not decrease during this delay. Instead, it remained unchanged, and there was an increase in native-like neural processing of syntax, as evidenced by several ERP changes—including earlier, more reliable, and more left-lateralized anterior negativities, and more robust P600s, in response to word-order violations. Moreover, both the explicitly and implicitly trained groups showed increased native-like ERP patterns over the delay, indicating that such changes can hold independently of L2 training type. The results demonstrate that substantial periods with no L2 exposure are not necessarily detrimental. Rather, benefits may ensue from such periods of time even when there is no L2 exposure. Interestingly, both before and after the delay the implicitly trained group showed more native-like processing than the explicitly trained group, indicating that type of training also affects the attainment of native-like processing in the brain. Overall, the findings may be largely explained by a combination of forgetting and consolidation in declarative and procedural memory, on which L2 grammar learning appears to depend. The study has a range of implications, and suggests a research program with potentially important consequences for second language acquisition and related fields