it is axiomatic that l2 teaching and learning is a process that requires dynamic involvement of l2 learners in the acquisition of knowledge and skills. l2 learners need to be assisted in setting individual learning goals. they should also be given the exposure to and guidance in effective language learning strategies (llss) in order to build a high level of confidence in the learning process. t...

according to a basic prediction made by the revised hierarchical model (rhm,kroll & stewart, 1994), there is no l2 conceptual connection at the beginning stages of language learning as l2 learners mostly rely on l1 conceptual connections to retrieve the meaning of the l2 words.with increasing proficiency, however, there would be a direct access from l2 to the conceptual system. available litera...

the present study investigated any probable relationship between theidentity processing styles and l2 literacy of advanced persian efl learners. theparticipants included 160 (female = 109, male = 51) advanced efl iranian learners.the instruments used included a simulation of the toefl ibt test, measuring theparticipants’ l2 literacy-related proficiency, reading, and writing, and the identitysty...

Cultures of murine Friend erythroleukemia (FL) cells, which are chronically infected with leukemia virus, were inoculated with vaccinia virus. The yield of vaccinia virus was determined by assaying plaque-forming units in mouse L2 cells, and the yield of leukemia virus was determined by measuring reverse transcriptase (RNA-dependent DNA nucleotidyltransferase) activity released into the culture...

We investigated whether the L2/HNK-1 carbohydrate epitope, expressed by two unusual glycolipids and several neural adhesion molecules, including L1, neural cell adhesion molecule, J1, and the myelin-associated glycoprotein, is involved in adhesion. Monoclonal L2 antibodies, the L2/HNK-1-reactive, sulfate-3-glucuronyl residue carrying glycolipids (L2 glycolipid) and a tetrasaccharide derived fro...