The Influence of Attention to Language Form on the Production of Weak Forms by Polish Learners of English

The paper discusses a study whose aim was to examine the impact of attention to language form and task type on the realisation of English function words by Polish learners of English. An additional goal was to investigate whether style-induced pronunciation shifts may depend on the degree of foreign accent. A large part of the paper concentrates on the issue of defining ‘weakness’ in English weak forms and considers priorities in English pronunciation teaching as far as the realisation of function words is concerned. The participants in the study were 12 advanced Polish learners of English, who were divided into two groups: 6 who were judged to speak with a slight degree of foreign accent and 6 who were judged to speak with a high degree of foreign accent. The subjects’ pronunciation was analysed in three situations in which we assume their attention was increasingly paid to speech form (spontaneous speech, prepared speech, reading). The results of the study suggest that increased attention to language form caused the participants to realise more function words as unstressed, although the effect was small. It was also found that one of the characteristics of English weak forms, the lack of stress, was realised correctly by the participants in the majority of cases. Finally, the results of the study imply that, in the case under investigation, the effect of attention to language form is weakly or not at all related to the degree of foreign accent

Teacher mediation in L2 classroom task-based interaction

Guided by the holistic view of the sociocultural theory towards learning and focusing on teacher assistance to learners' process of working through tasks, the current study investigated teacher task-related assistance and language mediation, and how language mediation is adjusted according to learner's responsivity in classroom interaction. Sixteen Chinese learners of English residing in Canada carried out meaning-focused tasks in an intact classroom, taught by an experienced teacher over a four-week period. Approximately 12 h of audio-recorded classroom interactions were transcribed and analysed qualitatively using microanalysis method to examine characteristics of teacher task-related and language mediation. The results indicate that the teacher provided both task-related assistance, which addressed different task issues (e.g., task clarification, modeling, eliciting, and direction), and language mediation that featured diverse characteristics and varying degree of collaboration, which led us to identify two levels of mediation: low and highly collaborative. These results are discussed in terms of the role of teacher task-related assistance and language mediation on assisting and mediating learner's appropriation of language form and process of working through tasks

Formulaic Sequences as Fluency Devices in the Oral Production of Native Speakers of Polish

In this paper we attempt to determine the nature and strength of the relationship between the use of formulaic sequences and productive fluency of native speakers of Polish. In particular, we seek to validate the claim that speech characterized by a higher incidence of formulaic sequences is produced more rapidly and with fewer hesitation phenomena. The analysis is based on monologic speeches delivered by 45 speakers of L1 Polish. The data include both the recordings and their transcriptions annotated for a number of objective fluency measures. In the first part of the study the total of formulaic sequences is established for each sample. This is followed by determining a set of temporal measures of the speakers’ output (speech rate, articulation rate, mean length of runs, mean length of pauses, phonation time ratio). The study provides some preliminary evidence of the fluency-enhancing role of formulaic language. Our results show that the use of formulaic sequences is positively and significantly correlated with speech rate, mean length of runs and phonation time ratio. This suggests that a higher concentration of formulaic material in output is associated with faster speed of speech, longer stretches of speech between pauses and an increased amount of time filled with speech

Telomere Length as a Quantitative Trait: Genome-Wide Survey and Genetic Mapping of Telomere Length-Control Genes in Yeast

Telomere length-variation in deletion strains of Saccharomyces cerevisiae was used to identify genes and pathways that regulate telomere length. We found 72 genes that when deleted confer short telomeres, and 80 genes that confer long telomeres relative to those of wild-type yeast. Among identified genes, 88 have not been previously implicated in telomere length control. Genes that regulate telomere length span a variety of functions that can be broadly separated into telomerase-dependent and telomerase-independent pathways. We also found 39 genes that have an important role in telomere maintenance or cell proliferation in the absence of telomerase, including genes that participate in deoxyribonucleotide biosynthesis, sister chromatid cohesion, and vacuolar protein sorting. Given the large number of loci identified, we investigated telomere lengths in 13 wild yeast strains and found substantial natural variation in telomere length among the isolates. Furthermore, we crossed a wild isolate to a laboratory strain and analyzed telomere length in 122 progeny. Genome-wide linkage analysis among these segregants revealed two loci that account for 30%–35% of telomere length-variation between the strains. These findings support a general model of telomere length-variation in outbred populations that results from polymorphisms at a large number of loci. Furthermore, our results laid the foundation for studying genetic determinants of telomere length-variation and their roles in human disease

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

Experienced teachers' perspectives on priorities for improved intelligible pronunciation: the case of Japanese learners of English

The current study was designed as an exploratory investigation of the usefulness of experienced teachers’ perspectives as a means to identify teaching and learning priorities for a particular group of L2 learners (i.e. native speakers of Japanese [NJs] learning English in EFL settings) to acquire intelligible pronunciation. A total of 120 experienced teachers (61 native speakers of English [NEs] and 59 NJs) rated 25 problematic features on a 5-point scale ranging from “very important to teach” to “not very important to teach.” The ordered ranking suggests the teachers’ opinion is that the syllabus needs to include not only (a) pronunciation problems which are generally problematic in other ESL/EFL classrooms but also (b) sound features which are highly specific to NJs. The construct validity of the experienced teachers’ judgment will be discussed in light of relevant findings in L2 pronunciation research

The effect of Ku on telomere replication time is mediated by telomere length but is independent of histone tail acetylation

Peer reviewedPublisher PD

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

Experience effects on the development of late second language learners’ oral proficiency

The aim of this study is to evaluate the effects of language experience—operationalized as length of residence—on late second language learners. Data collected from 65 participants consists of three groups of Japanese learners of English (n = 13 Short-, Mid-, Long-LOR Groups, respectively) and two groups of baseline speakers (n = 13 for inexperienced Japanese speakers and native English speakers, respectively). The global quality of their spontaneous speech production was initially judged by 10 native speaking raters of English based on accentedness (linguistic nativelikeness) and comprehensibility (ease of understanding), and then submitted to segmental, prosodic, temporal, lexical, and grammatical analyses. According to the results, LOR was generally predictive of improved L2 comprehensibility as a result of the continuous development of good prosody, optimal speech rate, and proper lexicogrammar usage, while a great amount of L2 experience was required to enhance accentedness, which entailed refined segmental accuracy, vocabulary richness, and grammatical complexity. These results, in turn, suggest L2 learners continue to improve L2 oral proficiency over an extensive period of L2 immersion (e.g., 6 years of LOR), and they do so by paying selective attention to certain linguistic domains closely linked to comprehensibility—but not necessarily relevant to accentedness—for the purpose of successful L2 communication