Researchers have explored how different balances of first language (L1) and target language (TL) use in a foreign language classroom impact students' fluency and proficiency in TL acquisition. Research has shown that the use of the L1 in a foreign language classroom is done in order to determine the most effective way to raise the proficiency of second language learners to the level that is expected within their classrooms (Lee & Muncie, 2006). The use of the L1 is not something that is uncommon, even in the highest levels of foreign language instruction, although some believe it could inhibit learner growth in target language (TL) acquisition (Tanveer, 2007). Some scholars contend that there is a place for the L1 to be used in a second language classroom, rather than relying on complete usage of the TL (Biggs, 1999). Results have been mixed when it comes to whether or not the L1 should be used as much as the TL, and studies have seldom investigated what students and teachers believe regarding that matter. To this end, the present study examines the impact of the use of the L1 vs the use of the TL on 50 students at different levels in the French language classroom. Subjects were all enrolled in French classes ranging from the 101-level to the 201-level, and the 8 student instructors teaching these levels also participated in this study. Both a student survey and a teacher survey were administered at the end of the semester in order to look at the use of the TL vs the use of the L1 among students and teachers in their classrooms. Results show that the utilization of the L1 in foreign language classrooms is preferred by the students but that it is not fully justified. Numerous proponents of L1 use (Atkinson, 1987; Cook 2001; Swain & Lapkin, 2000; Wells, 1999) have cautioned against excessive use, instead recommending that it be used judiciously, and according to learner need. Future researchers might consider surveying students who are learning in an environment where L1 use is similar to student demand on this survey (very high, especially for things like giving instructions), as well as surveying students who are exclusively using TL in their learning environment.

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第21303号 / 医博第4392号 / 新制||医||1030(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 小川 誠司, 教授 生田 宏一, 教授 濵﨑 洋子 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

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京都大学 / 新制・論文博士 / 博士(医学) / 乙第13557号 / 論医博第2286号 / 新制||医||1067(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 生田 宏一, 教授 伊藤 能永, 教授 森信 暁雄 / 学位規則第4条第2項該当 / Doctor of Medical Science / Kyoto University / DFAM

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Background: Treatment options for poorly differentiated (PDTC) and anaplastic (ATC) thyroid carcinoma are unsatisfactory and prognosis is generally poor. Lenvatinib (LEN), a multi-tyrosine kinase inhibitor targeting fibroblast growth factor receptors (FGFR) 1-4 is approved for advanced radioiodine refractory thyroid carcinoma, but response to single agent is poor in ATC. Recent reports of combining LEN with PD-1 inhibitor pembrolizumab (PEM) are promising. Materials and Methods: Primary ATC (n=93) and PDTC (n=47) tissue samples diagnosed 1997-2019 at five German tertiary care centers were assessed for PD-L1 expression by immunohistochemistry using Tumor Proportion Score (TPS). FGFR 1-4 mRNA was quantified in 31 ATC and 14 PDTC with RNAscope in-situ hybridization. Normal thyroid tissue (NT) and papillary thyroid carcinoma (PTC) served as controls. Disease specific survival (DSS) was the primary outcome variable. Results: PD-L1 TPS≥50% was observed in 42% of ATC and 26% of PDTC specimens. Mean PD-L1 expression was significantly higher in ATC (TPS 30%) than in PDTC (5%; p<0.01) and NT (0%, p<0.001). 53% of PDTC samples had PD-L1 expression ≤5%. FGFR mRNA expression was generally low in all samples but combined FGFR1-4 expression was significantly higher in PDTC and ATC compared to NT (each p<0.001). No impact of PD-L1 and FGFR 1-4 expression was observed on DSS. Conclusion: High tumoral expression of PD-L1 in a large proportion of ATCs and a subgroup of PDTCs provides a rationale for immune checkpoint inhibition. FGFR expression is low thyroid tumor cells. The clinically observed synergism of PEM with LEN may be caused by immune modulation.

We propose the fuzzy lexical representations (FLRs) hypothesis that regards fuzziness as a core property of nonnative (L2) lexical representations (LRs). Fuzziness refers to imprecise encoding at different levels of LRs and interacts with input frequency during lexical processing and learning in adult L2 speakers. The FLR hypothesis primarily focuses on the encoding of spoken L2 words. We discuss the causes of fuzzy encoding of phonological form and meaning as well as fuzzy form-meaning mappings and the consequences of fuzzy encoding for word storage and retrieval. A central factor contributing to the fuzziness of L2 LRs is the fact that the L2 lexicon is acquired when the L1 lexicon is already in place. There are two immediate consequences of such sequential learning. First, L2 phonological categorization difficulties lead to fuzzy phonological form encoding. Second, the acquisition of L2 word forms subsequently to their meanings, which had already been acquired together with the L1 word forms, leads to weak L2 form-meaning mappings. The FLR hypothesis accounts for a range of phenomena observed in L2 lexical processing, including lexical confusions, slow lexical access, retrieval of incorrect lexical entries, weak lexical competition, reliance on sublexical rather than lexical heuristics in word recognition, the precedence of word form over meaning, and the prominence of detailed, even if imprecisely encoded, information about LRs in episodic memory. The main claim of the FLR hypothesis – that the quality of lexical encoding is a product of a complex interplay between fuzziness and input frequency – can contribute to increasing the efficiency of the existing models of LRs and lexical access.

This descriptive research paper looks at English teaching in Jamaica, and examines what perceptions upper secondary school teachers have of the teaching mission, the teacher role and the responsibility that comes with the teacher profession. The paper also examines the teachers’ attitudes towards Jamaican Creole and Standard Jamaican English and the relation between these two languages. The paper discusses inequality connected to language diversity in Jamaica and aims to explore attitudes, language ideologies and educational policies, in relation to English teaching in a Jamaican Creole speaking classroom.The study was carried out with a qualitative approach where semi-structured interviews were conducted with five teachers at three public upper secondary schools in Jamaica. The collected data was analyzed with an explorative approach.The main conclusion drawn from this study is that English teaching in a Jamaican Creole speaking classroom is affected by a number of factors. Firstly, the teachers expressed an ambivalence opinion about what language is or should be the first and second language. Secondly, teaching English in Jamaica is difficult due to the absence of a standardized written form of the students’ vernacular. Lastly, the teacher role is not limited to teach a first or second language, the teachers’ role is extended to include a great responsibility for the students’ future life

This study investigates how two non-finite forms, infinitives and conversion nouns, are represented in the mind of L1 and L2 speakers and what is their relationship to other members of the corresponding word family. German native speakers and proficient German learners with Czech as L1 participated in four overt priming experiments involving a grammatical judgement task. We investigated the relationship between infinitives (Experiment 1) and conversion nouns (Experiment 2) and formally identical verbal or noun forms. We further focussed on the relationship between conversion nouns and regular nominal derivation forms with two derivational suffixes: -er and -ung (Experiments 3 and 4). Our results show that the two non-finite forms differ in their relations to other members of a word family and do not constitute a special class of non-finites as suggested in previous literature. While German infinitives seem to be closer related to finite verbal forms, conversion nouns behave in the same way as other regular nominal derivatives within the same word family. As for the German L1 and L2 contrast, no significant difference in the mental representation of the examined forms was found. This finding suggests that with respect to the explored phenomena, proficient learners rely on the same linguistic organisation as L1 speakers.