This study attempts to outline the exposure to English language students between the ages of 14 and 16 experience in Swedish schools. Due to the relatively small scope of our study we have limited our parameters and concentrated on two schools with predominantly Swedish pupils. The aim was to establish the nature of English influence on teenagers in Swedish schools and then to examine whether this naturally occurring acquisition of knowledge is utilized in the more formal language learning environment of the classroom.We used a survey to get an overview of our topic and to help us establish patterns and trends of English language exposure amongst our target students. In order to further analyze our topic we conducted two group interviews.Our research shows that English has a great influence on Swedish children though perhaps not as much as we had first anticipated. While receptive acquisition is high, chances to actively produce the language remain low. It is also noted that while different types of English media is in fact utilized in the classroom, it may not be relevant or interesting to the students.

Vitamin D plays an important role in preserving healthy bones, and has additional roles in the body, including modulation of cell growth, differentiation, neuromuscular and immune function, and anti-inflammatory function. The vitamin D receptor (VDR) is a member of the nuclear hormone receptor superfamily and regulates transcription of vitamin D-dependent target genes, such as those for key proteins involved in calcium and phosphorus absorption and bone development. Histone acetylation weakens the association of histones with DNA, and increases the accessibility of transcriptional regulatory proteins to chromatin templates, thereby increasing transcriptional activity of gene expression. Histone deacetylases remove the acetyl groups and condense chromatin structure, thereby preventing transcription. TSA is a potent histone deacetylase inhibitor and can significantly enhance gene expression. Bioactive food component, sulforaphane (SFN) is found in cruciferous vegetables and is known to be a histone deacetylase inhibitor, leading to transcriptional activation of gene expression. The objective of this study is to demonstrate that the bioactive food components modulate vitamin D action in adipocytes. To investigate the effects of TSA and SFN on vitamin D response, 3T3L1 mouse preadipocytes were treated with the combination of various concentrations of 1,25(OH)2 vitamin D, TSA, and SFN. Upon harvesting cells, the amounts of 24-hydroxylase mRNA, marker of vitamin D response, were measured by semiquantitative reverse transcriptase-PCR analysis. The results showed that the cells treated with 1μM TSA increased 1,25(OH)2 vitamin D-induced CYP24 mRNA level nearly 3.5-fold (p < 0.05) at 1nM 1,25(OH)2 vitamin D and nearly 2.5-fold (p < 0.05) in 10 nM 1,25(OH)2 vitamin D, and the cells treated with 5μM SFN increased 1,25(OH)2 vitamin D-induced CYP24 mRNA level nearly 1.4-fold at 1nM 1,25(OH)2 vitamin D and nearly 1.2-fold at 10 nM 1,25(OH)2 vitamin D.

This study explores how native English speakers (NESs) are affected by the backgrounds of non-native English speakers (NNESs) when it comes to being comfortable interacting with then in English. Speech samples of 12 NNESs were gathered from the Level Achievement Tests conducted at Brigham Young University's English Language Center. There were six speakers who spoke Spanish as their first language (L1) and six speakers who spoke Chinese as their L1. In each L1 group, there were two Low proficiency speakers, two Mid proficiency speakers, and two High proficiency speakers. The speech samples were included in a Qualtrics survey which was completed by 122 American NES participants. The NES participants listened to each speech sample and rated their comfort level interacting with each NNES speaker in six different communication situations categorized as either formal or casual. The results were statistically analyzed in order to determine the effect of proficiency level, L1, and communication situation on NES comfort levels in NNES interactions. High proficiency speakers were rated significantly higher than Mid proficiency speakers which were in turn rated higher than Low proficiency speakers. Spanish L1 speakers were rated higher than Chinese L1 speakers. The more casual communication situations were ranked higher than the more formal communication situations. A statistical analysis of the interaction between proficiency level and L1 revealed that Spanish L1 speakers were strongly preferred at higher proficiency levels but Chinese L1 speakers were preferred at lower proficiency levels. These results suggest that Spanish L1 speakers have a greater need to be higher than Low proficiency while Chinese L1 speakers have a greater need to achieve High proficiency. NNESs who anticipate being in formal situations should also aim for High proficiency.

Approximately five percent of the Swedish population suffer from dyslexia. Therefore, this degree project aims to gain an insight into what pedagogical support in Swedish and English teaching can be offered to dyslexic pupils. Firstly, this paper provides an overview of theories and literature on dyslexia in L1 and L2. The researchers’ findings show that dyslectic difficulties in the L1 is most likely to affect – either by limiting or enhancing – the pupils’ abilities to learn a L2. Strategies (spelling, comparing sounds and letters) that pupils learned when they started to read and write in their L1 and the differences in orthographic systems between L1 and L2 influence their reading and writing in L2. This study is also based on interviews of four K-3 teachers in the south of Sweden. The major conclusions of this study are that (i) dyslectic difficulties extend across languages, (ii) variation of the teachers’ knowledge of dyslexia might depend on the length of their professional teaching experience and their willingness and interest to learn more about dyslexia, (iii) K-3 teachers are dependent on special education teachers’ advice on how to support dyslexic pupils, and (iv) K-3 teachers use digital resources and audiobooks to train the reading and writing in L1, but not in L2 since English in K-3 mostly focuses in training pupils’ speaking skills.

This empirical degree project explores the use of Swedish in foreign language learning such as English and the subsequent consequences. For this study, we explored the positions of researchers regarding the topic and investigated how, when and why three teachers in Sweden used the Swedish language during English teaching. The study provides an overview of theories and literature regarding the use of first language during foreign language teaching. Some findings suggest that the first language should not be excluded in second language acquisition but incorporated with limited use. However, it could be problematic to incorporate the Swedish language for the students with different origins. In that scenario, the students would be forced to acquire a foreign language through their second or third language. The study also connects these findings and research to the theoretical background of the socio-cultural views in the classrooms and the zone of proximal development. The method used for this study was a qualitative data collection in the form of semi-structured interviews with three primary teachers. The results show that these teachers reported using the Swedish language with variations thus the common reason for usage of Swedish during English learning would be for instructing purposes. Moreover, research suggests that maximising the target language during foreign language learning would expose the students to utilize the target language and that if the teacher would overuse Swedish during foreign language teaching the students would not sense the need to practise the language. The study also investigates when and how the teachers believe their students are exposed to the English language. The participants agreed upon that the exposure of the English language occurs on daily basis for the students moreover, participants would also agree that most of the exposure would be extramural. Our major conclusion is that incorporating the Swedish language in English learning should be considered with care. Some research suggests that the first language may provide enough scaffolding for the students however, the teachers may find several variations of providing the scaffolding for the students without the incorporation of the Swedish language.

With the increasing pervasiveness of digital cameras, the Internet, and social networking, there is a growing need to catalog and analyze large collections of photos and videos. In this dissertation, we explore unconstrained still-image and video-based face recognition in real-world scenarios, e.g. social photo sharing and movie trailers, where people of interest are recognized and all others are ignored. In such a scenario, we must obtain high precision in recognizing the known identities, while accurately rejecting those of no interest. Recent advancements in face recognition research has seen Sparse Representation-based Classification (SRC) advance to the forefront of competing methods. However, its drawbacks, slow speed and sensitivity to variations in pose, illumination, and occlusion, have hindered its wide-spread applicability. The contributions of this dissertation are three-fold: 1. For still-image data, we propose a novel Linearly Approximated Sparse Representation-based Classification (LASRC) algorithm that uses linear regression to perform sample selection for l1-minimization, thus harnessing the speed of least-squares and the robustness of SRC. On our large dataset collected from Facebook, LASRC performs equally to standard SRC with a speedup of 100-250x. 2. For video, applying the popular l1-minimization for face recognition on a frame-by-frame basis is prohibitively expensive computationally, so we propose a new algorithm Mean Sequence SRC (MSSRC) that performs video face recognition using a joint optimization leveraging all of the available video data and employing the knowledge that the face track frames belong to the same individual. Employing MSSRC results in a speedup of 5x on average over SRC on a frame-by-frame basis. 3. Finally, we make the observation that MSSRC sometimes assigns inconsistent identities to the same individual in a scene that could be corrected based on their visual similarity. Therefore, we construct a probabilistic affinity graph combining appearance and co-occurrence similarities to model the relationship between face tracks in a video. Using this relationship graph, we employ random walk analysis to propagate strong class predictions among similar face tracks, while dampening weak predictions. Our method results in a performance gain of 15.8% in average precision over using MSSRC alone.

The aim of this study is to investigate teachers' ways of working with participation in English inprimary school and to contribute knowledge about which strategies teachers use to encouragestudents to participate. In order to explore the participants’ descriptions, a qualitative approachis used on semi-structured interviews with eight English teachers who teach in different primaryschools. National and international research was used in the background section in order toprovide a context to the present study. The results have been analysed with the help of atheoretical framework combining a sociocultural perspective, a differentiation perspective, andlanguage learning theories. From language learning theories, I use the following three concepts:“Condition-Oriented Ideas”, “Condition-Oriented Ideas” and “Top- Down Language-FocusedReasons”.The results of this study show that relations between teachers and students, students’motivation, materials that are customized to each student, and to have democratic in Englishlessons are very important to make students participate in the English lesson and communicatein English. There are some strategies to help teachers build a good relationship with students, toencourage them, and to make materials that are customized to each student. The results showthat teachers have to listen to students very carefully, and have to spend time with them to showthem that they care about them. Furthermore, teachers have to make activities that increasestudents’ motivation, and teachers have to know the level of each student because that makesteachers able to customize materials adapted to each student’s knowledge level. Each student isspecial in knowledge, experiences, and feelings.The conclusion of this study is that teachers have to find strategies to build good relationswith students. Teachers also have to find strategies to encourage students and to customizeteaching materials for the English lessons. The benefits of student participation are several,including a positive atmosphere in the English classes. In addition, the students achieve betterresults in English language

Lexical inferencing is considered a listening strategy that is commonly employed by advanced EFL (English as a Foreign Language) listeners and a factor that contributes to successful listening comprehension. However, investigations of the factors that influence inferencing success in listening as well as how much each factor contributes to success are scant, as more studies have been conducted exploring lexical inferencing in reading. In addition, even though idiomatic expressions such as smell a rat, jump the gun, and go cold turkey are ubiquitous in the English language, especially in oral communication, and they are considered crucial in both first language (L1) and second language (L2) acquisition, little is known about the effectiveness of inferencing strategies where idiomatic expressions are concerned.Three goals motivated the current study. The first goal was to investigate whether inferencing is an effective strategy in the case where the target item is an idiomatic expression. The second goal was to investigate how four person-level factors, familiarity, listening proficiency, listening vocabulary size and working memory, two sentence-level factors, lexical density and sentence length, and two lexical-level factors, L1–L2 congruency and semantic transparency, influence the inferencing success of English idiomatic expressions in listening. The third goal, related to the second goal, was to determine which of the two lexical component factors, L1–L2 congruency and semantic transparency, is more important to inferencing success. A mixed methods design, the explanatory sequential design (Creswell & Plano Clark, 2018), was employed in this study. Quantitative data were collected from 89 EFL Japanese university students using a Listening Vocabulary Levels Test, a Listening Span Test, and an Idiom Inferencing Elicitation Task. The collected data were examined using mixed-effects logistic regression. Twelve participants were invited to participate in follow-up interviews based on their response patterns on the Idiom Inferencing Elicitation Task. The quantitative results indicated that familiarity, listening comprehension skills, working memory, and L1–L2 congruency were significant factors influencing inferencing success and the qualitative results supported these findings. In addition, the qualitative analyses suggested that depth of vocabulary is another potentially important factor. Furthermore, listening comprehension moderated the L1–L2 congruency effect. The finding that semantic transparency is not an influential factor in successful inferencing of unfamiliar idiomatic expressions provides evidence that the semantic transparency of known idiomatic expressions formed after learners acquire the meaning of the expression is a different construct from the perceived semantic transparency of unfamiliar idiomatic expressions. In addition, even though the sentence-level factors were not statistically significant in successful idiom inferencing in this study, further studies are required in order to see if this result holds true when the characteristics of the listening tasks differ from those of the task used in this study. It is hoped that the findings provide insights into how to help Japanese university EFL learners improve their listening skills, especially in tasks that include unfamiliar idiomatic expressions. / Teaching & Learning

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