abstractsince heubner's (1985) pioneering study, there have been many studies on (mis) use/ non-use of articles by l2 learners from article-less and article languages the present study investigated how persian l2 learners of english produce and interpret english definite descriptions and demonstrative descriptions it was assumed that definite and demonstrative descriptions share the same centra...

Background: The P600 brain wave reflects syntactic processes in response to different first language (L1) syntactic violations, syntactic repair, structural reanalysis, and specific semantic components. Unlike semantic processing, aspects of the second language (L2) syntactic processing differ from the L1, particularly at lower levels of proficiency. At higher L2 proficiency, syntactic violatio...

in this paper, we nd the relationships between module contractibility of abanach algebra and its ideals. we also prove that module contractibility ofa banach algebra is equivalent to module contractibility of its module uniti-zation. finally, we show that when a maximal group homomorphic image ofan inverse semigroup s with the set of idempotents e is nite, the moduleprojective tensor product ...

According  to  a  basic  prediction  made  by  the  Revised  Hierarchical  Model  (RHM),  at  early  stages  of language  acquisition,  strong  L2-L1  lexical  links  are  formed.  RHM  predicts  that  these  links  weaken with  increasing  proficiency,  although  they  do  not  disappear  even  at  higher  levels  of  language development. To test this prediction, two groups of highly proficie...

objective(s):  infection by high-risk papillomavirus is regarded as the major risk factor in the development of cervical cancer. recombinant dna technology allows expression of the l1 major capsid protein of hpv in different expression systems, which has intrinsic capacity to self-assemble into viral-like particles (vlp). vlps are non-infectious, highly immunogenic and can elicit neutralizing a...

Once severely rejected, first language (L1) use is no more considered to be inherently detrimental in foreign language pedagogy. Recent research within sociocultural framework has come up with numerous facilitative roles for L1 use (Anton and DiCamilla, 1999; Swain and Lapkin, 2000; Storch and Wigglesworth, 2003). Also, studies from humanistic perspectives that deal with the teachers’ and learn...