In früheren Studien zum L2-Wortschatzerwerb wurden die Auswirkungen des visuellen Kontexts auf das Lernen und die Verarbeitung von Wörtern und Kollokationen in der L2 untersucht. Es wurde festgestellt, dass die Erstsprache einen positiven Transfer auf das Lernen einer Zweitsprache hat, wenn die Wörter Ähnlichkeiten aufweisen. Darüber hinaus wurden die Einflüsse der kognitiven Fähigkeiten der Lernenden und ihres Erwerbsalters (AoA) auf das L2-Vokabellernen unter verschiedenen Bedingungen des L2-Vokabellernens festgestellt. Ziel der vorliegenden Arbeit war es, die Auswirkungen des visuellen Kontexts und des Transfers auf das Lernen von L2-Vokabeln weiter zu untersuchen und zu klären, wie die kognitiven Fähigkeiten und das Erwerbsalter diese Auswirkungen in einem bestimmten L2-Lernkontext beeinflussen. Im Detail wurden Effekte der Ereignisdarstellung (d.h. nicht-sprachlicher visueller Kontext) untersucht sowie Transfereffekte aus der Erstsprache in die Zweitsprache im Bezug auf das Lernen von L2-Phrasenwortschatz (d.h. Verb-Nomen-Phrasen) bei erwachsenen Anfängern. Wir führten Kurzzeitexperimente zum L2-Wortschatzerwerb durch, bei denen wir die Reaktionszeiten maßen. Zwei weitere Forschungsfragen untersuchten, ob es Zusammenhänge zwischen der AoA oder den kognitiven Fähigkeiten der Lernenden und ihrem Lernerfolg beim Vokabellernen in einer kurzfristigen L2-Lernumgebung gibt. Die Ergebnisse zeigten, dass erwachsene L2-Anfänger*innen beim L2-Vokabellernen von visuellen Darstellungen profitierten: Sie waren unter Lernbedingungen mit Ereignissen genauer und schneller als unter Lernbedingungen ohne Ereignisse. Diese Effekte konnten in drei Experimenten nicht nur mit jungen Erwachsenen im Alter von 18 bis 31 Jahren nachgewiesen werden, sondern galten auch für Erwachsene im frühen und späten mittleren Alter von 32 bis 65 Jahren. Die vorangegangene Forschung deutete darauf hin, dass die Ähnlichkeit zwischen L1 und L2 das L2-Lernen beeinflussen könnte, jedoch nicht in diesem spezifischen L2-Lernkontext. Darüber hinaus wurde der AoA der Probanden manipuliert, was dazu führte, dass junge Erwachsene in den kognitiven Tests und bei den L2-Lernaufgaben besser abschnitten als die anderen beiden Gruppen. Basierend auf den Ergebnissen unserer Forschung konnten wir herausfinden, welche Faktoren den Erfolg des L2-Wortschatzerwerbs bei erwachsenen L2-Anfängern stark beeinflussen und dass das Lernen von L2-Phrasenwortschatz mit dargestellten Ereignisfotos angewendet werden kann. / Previous studies of L2 vocabulary learning presented visual context effects on L2 word and collocation learning and processing. It was found that L1 has a positive transfer in L2 learning when words have similarities. Furthermore, the influences of learners’ cognitive ability and their age of acquisition (AoA) in L2 vocabulary learning have been found in diverse L2 vocabulary learning conditions. The present dissertation aimed to further investigate the effects of visual context and transfer on L2 learning, as well as how cognitive ability and AoA influence any such effects in a particular L2 vocabulary learning context. In detail, we investigated event depiction (i.e., non-linguistic visual context) effects and L1–L2 transfer effects on L2 phrasal vocabulary (i.e., verb-noun phrases) learning for adult beginners. We conducted short-term L2 vocabulary learning experiments during which we measured reaction times. Two other research questions examined whether there are relationships between learners’ AoA or their cognitive ability and their L2 vocabulary learning success in a short-term L2 learning setting. Results showed adult L2 beginners benefited from visual depictions in L2 vocabulary learning: They were more accurate and faster in event-present learning conditions than in event-absent learning conditions. These effects were not only replicated with young adults aged 18 to 31 in three experiments, but they also extended to early and late middle-aged adults aged 32 to 65. The prior research suggested that the L1–L2 similarity might influence L2 learning, but not in our L2 learning context. In addition, the AoA of subjects was manipulated, which resulted in young adults performing in the cognitive test and L2 learning tasks best compared to the other two groups. Based on the findings of our research, we were able to identify which factors strongly influence L2 vocabulary learning success for L2 adult beginners and that L2 phrasal vocabulary learning with depicted event photographs can be applied.

Studies in third language acquisition (L3) add an exciting dimension to the field of language acquisition and present many interesting lines of research. One issue unique to L3 acquisition is the effect of second language (L2) experience on L3 acquisition. Because L3 learners have already experienced the process of language acquisition, it seems likely that the experiences, knowledge, and skills they may have gained while learning an L2 would transfer to, and even enhance, their ability to acquire an L3. It also seems reasonable to believe that the type of language previously studied would have an effect on learners' abilities to acquire additional languages of a similar type. Many research studies have affirmed these theories showing that L3 learners have an advantage in language learning which is absent in L2 learners. Other studies have shown L2 typology, level of proficiency, and extent of L2 experience to be contributing factors in adult L3 learners who had studied French or Spanish as an L2 for varying lengths of time, and were studying French, Spanish, Korean, Japanese, or Russian as an L3. Participants' L2 experience, including length of study and language type, was compared to their scores on an L3 speaking assessment consisting of pronunciation, grammar, vocabulary, and fluency ratings. A linear stepwise multiple regression analysis showed a modest trend in which length of L2 experience did have an effect on L3 acquisition. Although this trend did not achieve statistical significance, a hypothetical analysis showed that the trend became significant with the omission of three outliers. An analysis of variance demonstrated that type of language experience did not significantly affect L3 acquisition since participants from all five L3 groups received comparable scores on the speaking assessment. Another analysis of variance, however, showed language type to be a highly significant factor in the acquisition of L3 pronunciation. The results of the study suggest that length of L2 exposure does seem to affect L3 acquisition to some extent, although the trend found from the data was modest. The study also concluded that language typology was not a significant contributing factor in L3 acquisition, with the exception of its effect on the acquisition of L3 pronunciation.

Sammandrag Studiens syfte är att undersöka hur lärare på högstadiet diagnosticerar L2-elevers språknivå i svenska (SvA) och lärarnas metodik för att vidareutveckla elevernas språkkunskaper. Upp­gifter från lärare samlas in genom semistrukturerade intervjuer med 3 lärare från 3 skolor. Teorier som används i den här studien är det sociokulturella perspektivet, Piagets teori om barns kog­ni­ti­va utveckling och det metakognitiva stadiet. Därefter analyseras materialet i en tematisk innehållsanalys, där resultatet delas in i två teman som svarar mot studiens två forskningsfrågor: Hur diagnosticerar lärarna SvA-elevernas språknivå vid övergången till högstadiet och hur hjälper lärarna eleverna till ett bättre språk? Resultatet visar på både likheter och skillnader i metoderna för att diagnosticera L2-elevernas språknivå. Alla använder ett slags textanalys, medan en av de tre lärarna även förlitar sig på information från de lärare som eleverna har haft tidigare. Alla tre lärarna använder Gibbons cirkelmodell. Formativ bedömning används som hjälpmedel, men hur det används beskrivs inte närmare. Ett annat resultat är att modersmålet är betydelsefullt i L2-inlärning, dock förekommer det inte i praktiken eftersom modersmålslärare inte är tillgängliga, vilket de tre lärarna ställer sig kritiska till.   Nyckelord: Svenska som andraspråk, L2-elever, språkkunskaper, språknivå, språkutveckling   Keywords: Swedish as a second language, L2-pupils, language knowledge, language level, language development   English title: Teachers’ work in Swedish as a second language. A study of how teachers study and develop pupils’ language skills

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Learning kanji (i.e., the Chinese characters utilized in the Japanese writing system) is unique for learners of Japanese who speak Chinese as their first language (L1) due to their ability to transfer their knowledge of L1 hanzi (i.e., the Chinese characters utilized in the Chinese writing system). The present study is a longitudinal investigation into the effects of affective variables and kanji growth on kanji learning utilizing the self-determination theory (SDT; Deci & Ryan, 1985, 2002). L1 Chinese learners of Japanese as a second language (L2) responded to a questionnaire designed to measure eleven affective variables and took kanji tests three times over one academic semester (N = 229-340). In addition, interviews were conducted with 12 participants to further explore the affective variables influencing kanji learning. The data were analyzed using univariate and multivariate latent growth modeling, multiple regression analyses, and path modeling to answer six research questions. The results showed that: (a) there were no associations between the initial affective status and the initial kanji proficiency; (b) intrinsic motivation and introjected regulation exerted significant positive and negative influences on short-term kanji growth, respectively; (c) growth in kanji proficiency did not cultivate intrinsic motivation, nor did intrinsic motivation lead to growth in kanji proficiency; (d) perceived competence was significantly associated with both the initial status of intrinsic motivation and changes in intrinsic motivation; (e) perceived competence was not associated with either the initial level or the development of kanji proficiency; (f) perceived competence positively affected four variables, intrinsic motivation, identified regulation, external regulation, and mastery goals; (g) perceived autonomy led to lower amotivation and higher intrinsic motivation, but caused lower external regulation; (h) peers' positive influences positively affected all six variables, cultivating higher intrinsic motivation, identified regulation, introjected regulation, external regulation, and mastery goals, as well as causing lower amotivation; (i) peers' negative influences led to lower identified regulation and higher amotivation, and higher introjected regulation, and; (j) attitudes toward L2 community/speakers did not influence any of the SDT kanji learning motivation and mastery goals. The results of the interview study revealed that (a) the participants felt various types of enjoyment in kanji learning, including intrinsic motivation-knowledge, intrinsic motivation-stimulation, and intrinsic motivation-accomplishment; (b) ideal L2 self guided intrinsic motivation; (c) introjected regulation was channeled by ought-to L2 self and feared L2 self, and; (d) feared L2 self was uniquely formulated as a result of the complex interactions of various factors such as pride as L1 hanzi knowledge holders and normative pressure from Chinese peers. Evidence gathered in research targeting English learners is not necessarily applicable to the learning and motivation for learning other languages. The present study contributes to a better understanding of the universality as well as the individuality of the roles of motivation in L2 learning. / Applied Linguistics

[pt] Este estudo, destinado ao ensino de Português como Segunda Língua para Estrangeiros (PL2E), visa à descrição e à sistematização dos usos dos verbos ser e estar articulados a sintagma nominal, sintagma adjetival e sintagma preposicional com base no corpus que compreende 7 episódios da primeira temporada do programa Os Normais, exibida pela Rede Globo de Televisão, no ano de 2001. A análise, orientada por pressupostos funcionalistas, procura evidenciar as condições semântico-sintáticas e sociocognitivas (contextuais) que determinam a seleção entre ser e estar, assumindo como pressuposto básico o caráter significativo e multifuncional dessas formas. Assim, mostramos que os referidos verbos tomam parte na construção do significado das orações em que figuram e que desempenham funções discursivas. Nossa análise permite-nos concluir que são três as ordens de fatores nas quais se baseia a seleção entre ser e estar: a estruturação semântico-sintática da oração; o conjunto de pressupostos que constituem os contextos socicognitivos dos interlocutores; e as funções discursivas a que servem esses verbos. / [en] This study, to be used in the teaching of Portuguese as a Second Language for Foreigners (PSLF), aims at the description and systematization of the uses of the verbs ser and estar connected to a nominal syntagm, to an adjectival syntagm and to a prepositional syntagm. The corpus include 7 episodes of the first season of the sitcom Os Normais, exhibited by the Rede Globo TV Network, in 2001. The analysis, carried out based on funcionalist principles, sought to show the semantic-syntatic and sociocognitive conditions (contextual) that determine the selection between ser and estar, adopting as assumption the meaningful and multifunctional nature from these forms. Therefore, we show that the above-mentioned verbs take part in the construction of the meaning of clauses wherein they occur and that they perform discourse functions. Our analysis enable us to conclude that there are three the types of factors in which the choise between ser and estar is based: the semantic-syntatic structure of the clause; the set of assumptions that constitute the sociocognitve contexts of the speakers; and the discursive functions that these verbs serve.

This work investigates the compact- and TCAD modeling of III-V semiconductor based HBTs for high-power and high-speed applications. It demonstrates an approach for modeling such devices that connects compact- and TCAD modeling of such technologies. Compact model extensions are derived based on TCAD simulation. Compact modeling results for two state-of-the-art technologies are presented.:1. Introduction 2. Physical Models for TCAD Simulation 3. Bulk Calibration of Augmented Drift-Diffusion Solver 4. Device Calibration of aDD Solver 5. Application of the GICCR to III-V HBTs 6. Verification of the HICUM/L2 Model Core 7. Model Application to TSC250 InP/InGaAs HBT 8. Model Application to ETH InP/GaAsSb HBT 9. Conclusion and Outlook

Abstract : In the contemporary world, English has become the international language in which most intercultural communication is conducted (Seidlhofer, 2011). The number of speakers using English as a foreign or second language (L2) outnumbers the number of native speakers of the language six times (Crystal, 2003) and, accordingly, English is used more commonly as a Lingua Franca in the international context than to communicate with its native speakers (Jenkins, 2007). Because of the global spread of English, there are more people who speak English with a non-native accent. Such accents often trigger a set of stereotypes insofar as it could have negative consequences for the speaker in terms of academic success and employability (Lippi-Green, 1994). From decades of research in social psychology and sociolinguistics, it has been established that accent plays a significant role in how native speakers perceive non-native speakers of English (Garrett, 2010). However, little has been done in exploring how non-native speakers of English view their own accent and judge acceptability of other non-native English accents. Therefore, this study addressed the need for further research focusing on non-native students’ attitudes towards Arabic- and Chinese-accented English in an English Intensive Program at an English-speaking university in Montreal. This study employed the verbal guise technique from the field of social psychology to elicit spontaneous reactions to L2 accented speech with two levels of first language (L1) influence. Unlike other verbal guise studies, this study did not include a native speaker sample for comparison. We believed our participants’ potential negative attitudes to L2-accented speech would be attenuated by the reference frame effect. To explain and clarify verbal guise test results, we also conducted semi-structured interviews. The results show that the respondents displayed a relatively low level of solidarity with Chinese and Arabic accents in English. Notwithstanding relatively low solidarity ratings given to the accented voices, they were still higher than the evaluations documented in the literature. In addition, high status ratings were found for non-native speakers despite the fact that they were recognized as such. This suggests that in addition to the positive effect triggered by the lack of inclusion of native speaker accents, there might be some contextual factors at play. We found that the participants were harsher in their ratings when the voices represented the more formal domain of higher education but more lenient when they referred to informal settings. From our data, it is also evident that non-segmentals play an important role in language attitudes. The female speakers who approximated their rhythm patterns and intonation contours to those of a native speaker received higher ratings on all the traits in our data. We believe that, if we want them to serve the needs of international students, these often ambivalent attitudes should be considered in the choice of a classroom pronunciation model, and in the development of pronunciation materials. / Résumé : Dans le monde contemporain, l’anglais est devenu la langue internationale utilisée pour la plupart des communications interculturelles (Seidlhofer, 2011). Le nombre de locuteurs utilisant l’anglais comme langue étrangère ou langue seconde est six fois plus important que le nombre de locuteurs natifs (Crystal, 2003). L’anglais est plus souvent utilisé comme Lingua Franca dans un contexte international que pour communiquer avec des locuteurs natifs (Jenkins, 2007). A cause de cette diffusion globale de l’anglais, la plupart des gens qui parlent anglais ont un accent non-natif. Ces accents déclenchent souvent une panoplie de stéréotypes qui peuvent avoir des conséquences négatives sur l’employabilité ou la réussite professionnelle des locuteurs (Lippi-Green, 1994). Des décennies de recherche en psychologie sociale et sociolinguistique ont reconnu que l’accent joue un rôle significatif sur la perception des locuteurs non-natifs par les locuteurs natifs (Garrett, 2010). Cependant, peu d’études se sont penchées sur la façon dont les locuteurs non-natifs perçoivent leur propre accent et jugent l’acceptabilité des autres accents non-natifs. Par conséquent, la présente étude se concentre sur les attitudes des étudiants internationaux du programme d’anglais intensif d’une université anglophone montréalaise envers les accents arabes et chinois en anglais. Cette étude utilise la technique de locuteur masqué employée dans le domaine de la psychologie sociale pour déclencher des réactions spontanées à un discours de langue seconde accentué par deux niveaux d’influence de la langue maternelle. Contrairement aux autres études utilisant la technique de locuteur masqué, cette étude n’inclus pas de discours de locuteurs natifs à des fins de comparaison. Nous pensons que les attitudes négatives potentielles pourraient être atténuées par l’effet de cadre de référence. Pour expliquer et clarifier les résultats de la technique de locuteur masqué, nous avons également mené des entrevues semi-dirigées. Les résultats montrent que les participants expriment un niveau de solidarité relativement faible envers les accents arabes et chinois en anglais. Pourtant, ce niveau de solidarité est tout de même plus haut que les études reportées dans la littérature. D’autre part, le statut social des locuteurs non-natifs a été évalué positivement malgré que les locuteurs aient été reconnus comme non-natifs. Ceci suggère qu’en plus d’un effet positif déclenché par l’exclusion des accents natifs, certains facteurs contextuels peuvent avoir influencé les résultats. Nous avons trouvé que les personnes interrogées notaient plus sévèrement les voix suggérant un niveau d’éducation élevé, mais étaient plus clémentes envers les voix faisant référence à un contexte informel. De l’analyse des données, il apparait que les non-segmentals jouent un rôle important dans les attitudes langagières. De plus, les locutrices se rapprochant du rythme et de l’intonation des natifs ont reçu des évaluations supérieures sur tous les traits. Nous pensons que ces attitudes souvent ambivalentes devraient être considérées dans le choix du modèle d’enseignement et dans le développement de nouveaux supports d’apprentissage de la prononciation pour les étudiants internationaux.

The new world of academic discourse is complex and necessitates that L1 and L2 graduate students learn a multiplicity of texts, master intertextuality, and actively participate in emerging literacies or genres of their disciplines (Molle & Prior, 2008; Swales, 2004; Warren, 2013). Challenges arise about how doctoral students produce, interpret, and learn texts and genres, and how they act and react around text production in particular multicultural institutional contexts (Hyland, 2000; Prior, 2004). Little is known about how students, particularly those in higher education, establish intertextual connections among different modes of texts (e.g., written, oral, visual) for actively engaging in literacy (Belcher & Hirvela, 2008; Seloni, 2012). The purpose of this study is to examine how L1 and L2 doctoral students use intertextual practices to create meaning and develop their academic literacies during the literacy events of Global Conversations and Literacy Research (GCLR) web seminars. Drawing upon microethnographic discourse analysis, more particularly the constructs of intertextuality (Bloome, & Carter, 2013), I investigate the following questions a) How are the L1 and L2 students engaged in intertextual practices in the literacy events of GCLR web seminars? b) How does the use of intertextuality contribute to L1 and L2 students’ academic literacies? The participants are two L1 and two L2 doctoral students, who are also multilinguals, had different first languages (i.e., Korean, English, Chinese), and actively engaged in the GCLR web seminars. Data drew upon interviews, chat transcriptions, video recordings of the web seminars, and visuals. Data collection and analyses began in September 2014, and continued through November 2015. Microethnographic discourse analysis showed how participants constructed intertextual connections during the literacy events of the GCLR web seminars. The findings show how L1 and L2 doctoral students used intertextuality to socialize into academic discourse, mediate discoursal identities, and develop cultural models. The study has implications for L1 and L2 pedagogy, multilingual’s learning, and research: Future research should investigate academic literacies with intertextual connections to oral, written, and online discourses. Educators and graduate students are encouraged to exploit the full potential of intertextuality through metacognition in emerging academic literacies and mediated discoursal identities.