Cognitive Underpinnings of Focus on Form

The purpose of this paper is to examine focus on form in cognitive processing terms by postulating plausible, psychologically real, cognitive correlates for a range of L2 learning processes that have become prevalent in the instructed second language acquisition (SLA) literature. Progress in adult SLA is thought often to depend crucially upon cognitive processes such as paying attention to features of target input' noticing interlocutor reactions to interlanguage output' and making insightful comparisons involving differences between input and output utterance details- To be effective' these cognitive comparisons must be carried out under certain conditions of processing meaning, forms, and function, i.e., conditions which promoteprocessingfor language learning. Whereas pedagogically oriented discussions of issues-such as noticing the gap and L2 processing-abound, psycholinguistically motivated rationales for pedagogical recommendations are still rare

Negotiating the L2 Linguistics Environment

Increasingly, the interests of L2 teachers and social interactionist SLA researchers have converged upon the aim of understanding language leaming processes that are engaged as a consequence of the kinds of tasks and participation patterns that teachers (or researchers) choose to use in order to promote SLA. This convergence of practical and empirical interests is well represented in a line of classroom-oriented SLA research known as negotiation studies. In contrast to the increasingly frequent use of negotiation to describe pedagogical constructs such as the negotiated syllabus or the negotiated curriculum, in which the notion of negotiation is more akin to the everyday sense of (teachers and learners) reaching explicitly stated agleement on language leaming (and other) goals, in second Language Acquisition (SLA) research, negotiation has, thus far, referred particularly to the negotiation of meaning, which is an incidental, discourselevel language acquisition process that occurs typically during communicative language leaming tasks. This paper presents the negotiation model and discusses a number of empirical studies in order to convey the unique perspective which SLA brings to the notion ofnegotiation and to assess its relevance for language teaching practice. To this end, the aims are (a) to present the social interactionist perspective on SLA in a historical fashion, tracing its early tendency to emphasize the importance of meaning and communication to SLA through to its increasingly sophisticated recognition that SLA involves the continual mapping by leamers of L2 forms, meanings, and communicative function; (b) to review critically the negotiation studies which sought empirically to establish a connection between interaction and SLA, and (c) to show how the shortcomings ofthe empirical research on negotiation has been the impetus for the promising line ofclassroom SLA research known as focus on form

Optimal psycholinguistic environments for distance foreign langauge learning

Rational choices among the numerous technological options available for foreign language teaching need to be based, in part, on psycholinguistic considerations. Which technological advances help create an optimal psycholinguistic environment for language learning, and which may be innovative but relatively unhelpful? One potential source of guidance is offered by the ten methodological principles of Task-Based Language Teaching (Long, 1985, and elsewhere), each realizable by a variety of pedagogic procedures. Interest in TBLT derives from several sources, including its responsiveness to learners’ precisely specified communicative needs, the potential it offers for developing functional language proficiency without sacrificing grammatical accuracy, and its attempt to harmonize the way languages are taught with what SLA research has revealed about how they are learned. TBLT’s ten methodological principles are briefly defined and motivated, and illustrations provided of how the principles can inform choices among technological options in the particular case of distance education for the less commonly taught languages

Developing and Integrating the Management of Elder Abuse in Primary Practice: A Case Study Using A Web-Based CME Course Format

Introduction: As the population in the United States continues to age, more attention in primary practice settings is now devoted toward managing the care of the elderly. The occurrence of elder abuse is a growing problem. It is a condition many professionals in primary care may be ill prepared with the knowledge or resources to identify and manage. [See PDF for complete abstract

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

A new bovine conjunctiva model shows that Listeria monocytogenes invasion is associated with lysozyme resistance.

AbstractListerial keratoconjunctivitis (‘silage eye’) is a wide spread problem in ruminants causing economic losses to farmers and impacts negatively on animal welfare. It results from direct entry of Listeria monocytogenes into the eye, often following consumption of contaminated silage. An isolation protocol for bovine conjunctival swabbing was developed and used to sample both infected and healthy eyes bovine eyes (n=46). L. monocytogenes was only isolated from one healthy eye sample, and suggests that this organism can be present without causing disease. To initiate a study of this disease, an infection model was developed using isolated conjunctiva explants obtained from cattle eyes post slaughter. Conjunctiva were cultured and infected for 20h with a range of L. monocytogenes isolates (n=11), including the healthy bovine eye isolate and also strains isolated from other bovine sources, such as milk or clinical infections. Two L. monocytogenes isolates (one from a healthy eye and one from a cattle abortion) were markedly less able to invade conjunctiva explants, but one of those was able to efficiently infect Caco2 cells indicating that it was fully virulent. These two isolates were also significantly more sensitive to lysozyme compared to most other isolates tested, suggesting that lysozyme resistance is an important factor when infecting bovine conjunctiva. In conclusion, we present the first bovine conjunctiva explant model for infection studies and demonstrate that clinical L. monocytogenes isolates from cases of bovine keratoconjunctivitis are able to infect these tissues

Ebola virus antibody decay-stimulation in a high proportion of survivors

Neutralizing antibody function provides a foundation for the efficacy of vaccines and therapies1,2,3. Here, using a robust in vitro Ebola virus (EBOV) pseudo-particle infection assay and a well-defined set of solid-phase assays, we describe a wide spectrum of antibody responses in a cohort of healthy survivors of the Sierra Leone EBOV outbreak of 2013–2016. Pseudo-particle virus-neutralizing antibodies correlated with total anti-EBOV reactivity and neutralizing antibodies against live EBOV. Variant EBOV glycoproteins (1995 and 2014 strains) were similarly neutralized. During longitudinal follow-up, antibody responses fluctuated in a ‘decay–stimulation–decay’ pattern that suggests de novo restimulation by EBOV antigens after recovery. A pharmacodynamic model of antibody reactivity identified a decay half-life of 77–100 days and a doubling time of 46–86 days in a high proportion of survivors. The highest antibody reactivity was observed around 200 days after an individual had recovered. The model suggests that EBOV antibody reactivity declines over 0.5–2 years after recovery. In a high proportion of healthy survivors, antibody responses undergo rapid restimulation. Vigilant follow-up of survivors and possible elective de novo antigenic stimulation by vaccine immunization should be considered in order to prevent EBOV viral recrudescence in recovering individuals and thereby to mitigate the potential risk of reseeding an outbreak

Abstracts from the NIHR INVOLVE Conference 2017

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