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...

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...

Vocal modulation is a critical component of interpersonal communication. It not only serves as a dynamic and flexible tool for self-expression and linguistic information but also plays a key role in social behaviour. Variation in vocal modulation can be driven by individual traits of the individual interlocutors, as well as by factors relating to the dyad, such as the perceived closeness betwee...

Using corpus data of spoken dialogue, we examine the convergence of syntactic complexity levels between interlocutors in natural conversations, as it occurs within spans of topic episodes. The findings of general convergence in the Switchboard and BNC corpora are compatible with an information-theoretic model of dialogue and with Interactive Alignment Theory.