L2 Interaction Research Articles

Study Abroad and Second Language Use: Constructing the Self

Study Abroad and Second Language Use: Constructing the Self by Valerie Pellegrino Aveni. Cambridge: Cambridge University Press, 2005, xii+188 pp. Reviewed by Jing Xia Arizona State University, Arizona For many foreign language learners, the experience of studying abroad is generally regarded as extremely precious and appealing. Many believe that their foreign language proficiency will dramatically improve after such experiences. However, Valerie Pallegrino Aveni describes in her and her peers’ overseas experi- ences what she has observed in her students: “an excitement and drive to mix with native speakers that vacillated regularly with a complete avoidance of speaking, at times for no apparent reason” (p. 1). In fact, such an experience is not unfamiliar to many overseas language learners. Aveni’s book, targeted at this very learner group, analyzes extensive journal entry data and provides an elaborate account of barriers L2 learners encounter and strategies they employ in Russia. The book presents an empirical study of students’ L2 use in a one-year study abroad program in Russia program. Seventy-six students participated in the program, of which seventeen students’ data were analyzed. The aim of the book is twofold. First, it attempts to record all the variables that affect learners’ L2 use in a foreign environment. Second, it aims to analyze the role of self-presentation and self-preservation from a functional perspective in Second Language Acquisition (SLA). Chapter 1 introduces the relationship between “self” (self-construction) and language use. In this chapter, Aveni sets the background of her work. Second lan- guage is perceived as a means to realize learners’ desire to present themselves in the target language environment. This is a quite broad and uncommon perspective in SLA studies, for it seems that most of the research in SLA investigates cur- riculum or pedagogy’s effect on language proficiency rather than the connection between learner’s language use and self-construction. Under such a perspective, participants’ communication with native speakers is discussed in relation to social, cultural, psychological and cognitive factors. The conflict between learners’ desire to use L2 and barriers they encountered is presented. The following two chapters provide an extensive and in-depth analysis of all the possible factors that might play a role in the conflict introduced in the previ- ous chapter. Chapter 2 addresses social factors affecting L2 use from the learners’ perspective. Aveni argues that learners need to feel secure, respected, and com- fortable before being willing to participate in an L2 interaction. Chapter 3 offers a more elaborate and in-depth account for the factors in L2 use from two angles: social-environmental and learner-internal. With regard to the social-environmental Issues in Applied Linguistics © 2009, Regents of the University of California ISSN 1050-4273 Vol. 17 No. 1, 173-175

Evolutionary and structural analyses of alpha-papillomavirus capsid proteins yields novel insights into L2 structure and interaction with L1

BackgroundPVs (PV) are small, non-enveloped, double-stranded DNA viruses that have been identified as the primary etiological agent for cervical cancer and their potential for malignant transformation in mucosal tissue has a large impact on public health. The PV family Papillomaviridae is organized into multiple genus based on sequential parsimony, host range, tissue tropism, and histology. We focused this analysis on the late gene products, major (L1) and minor (L2) capsid proteins from the family Papillomaviridae genus Alpha-papillomavirus. Alpha-PVs preferentially infect oral and anogenital mucosa of humans and primates with varied risk of oncogenic transformation. Development of evolutionary associations between PVs will likely provide novel information to assist in clarifying the currently elusive relationship between PV and its microenvironment (i.e., the single infected cell) and macro environment (i.e., the skin tissue). We attempt to identify the regions of the major capsid proteins as well as minor capsid proteins of alpha-papillomavirus that have been evolutionarily conserved, and define regions that are under constant selective pressure with respect to the entire family of viruses.ResultsThis analysis shows the loops of L1 are in fact the most variable regions among the alpha-PVs. We also identify regions of L2, involved in interaction with L1, as evolutionarily conserved among the members of alpha- PVs. Finally, a predicted three-dimensional model was generated to further elucidate probable aspects of the L1 and L2 interaction.

Reprise comme ressource interactionnelle en langue seconde

It is a well known fact that L2 learners encounter a variety of difficulties when participating in dynamic verbal exchanges in L2. Especially launching their turn in time, while dealing with formulation issues, proves to be difficult. Not only do they have to identify the precise moment for taking a turn, they also have to establish coherence with previous talk. This article focuses on other-repetition as interactional resource used by intermediate L2 learners in order to organize their turns-at-talk. On the basis of French L2 data and following a micro-analytical approach, two functions of other-repetition in L2 interactions will be illustrated: 1) as a turn expansion device and 2) as a turn entry device. The corpus consists of videotaped peer-group interactions within French L2 classroom setting.

Arrangement of L2 within the Papillomavirus Capsid

Papillomaviruses are a family of nonenveloped DNA tumor viruses. Some sexually transmitted human papillomavirus (HPV) types, including HPV type 16 (HPV16), cause cancer of the uterine cervix. Papillomaviruses encode two capsid proteins, L1 and L2. The major capsid protein, L1, can assemble spontaneously into a 72-pentamer icosahedral structure that closely resembles native virions. Although the minor capsid protein, L2, is not required for capsid formation, it is thought to participate in encapsidation of the viral genome and plays a number of essential roles in the viral infectious entry pathway. The abundance of L2 and its arrangement within the virion remain unclear. To address these questions, we developed methods for serial propagation of infectious HPV16 capsids (pseudoviruses) in cultured human cell lines. Biochemical analysis of capsid preparations produced using various methods showed that up to 72 molecules of L2 can be incorporated per capsid. Cryoelectron microscopy and image reconstruction analysis of purified capsids revealed an icosahedrally ordered L2-specific density beneath the axial lumen of each L1 capsomer. The relatively close proximity of these L2 density buttons to one another raised the possibility of homotypic L2 interactions within assembled virions. The concept that the N and C termini of neighboring L2 molecules can be closely apposed within the capsid was supported using bimolecular fluorescence complementation or "split GFP" technology. This structural information should facilitate investigation of L2 function during the assembly and entry phases of the papillomavirus life cycle.

Characterization of Cyclin L1 and L2 Interactions with CDK11 and Splicing Factors: INFLUENCE OF CYCLIN L ISOFORMS ON SPLICE SITE SELECTION

Although it has been reported that cyclin L1alpha and L2alpha proteins interact with CDK11(p110), the nature of the cyclin L transcripts, the formation of complexes between the five cyclin L and the three CDK11 protein isoforms, and the influence of these complexes on splicing have not been thoroughly investigated. Here we report that cyclin L1 and L2 genes generate 14 mRNA variants encoding six cyclin L proteins, one of which has not been described previously. Using cyclin L gene-specific antibodies, we demonstrate expression of multiple endogenous cyclin L proteins in human cell lines and mouse tissues. Moreover, we characterize interactions between CDK11(p110), mitosis-specific CDK11(p58), and apoptosis-specific CDK11(p46) with both cyclin Lalpha and -beta proteins and the co-elution of these proteins following size exclusion chromatography. We further establish that CDK11(p110) and associated cyclin Lalpha/beta proteins localize to splicing factor compartments and nucleoplasm and interact with serine/arginine-rich proteins. Importantly, we also determine the effect of CDK11-cyclin L complexes on pre-mRNA splicing. Preincubation of nuclear extracts with purified cyclin Lalpha and -beta isoforms depletes the extract of in vitro splicing activity. Ectopic expression of cyclin L1alpha, L1beta, L2alpha, or L2beta or active CDK11(p110) individually enhances intracellular intron splicing activity, whereas expression of CDK11(p58/p46) or kinase-dead CDK11(p110)represses splicing activity. Finally, we demonstrate that expression of cyclins Lalpha and -beta and CDK11(p110) strongly and differentially affects alternative splicing in vivo. Together, these data establish that CDK11(p110) interacts physically and functionally with cyclin Lalpha and -beta isoforms and SR proteins to regulate splicing.

The strictly attractive 1/ l2 interaction between steps of crystal surfaces

Using SSH model for the step structure of crystal surfaces, a strictly attractive 1/ l 2 energy, which originates from the quantum effect of surface atoms’ collective relaxation, was obtained for the first time and shown to generally exist between steps. The repulsive 1/ l step interaction was confirmed to come from the surface electrons’ interaction. These results are crucial for understanding the dynamics of steps and for reconciling the dilemma associated with the equilibrium crystal shape of gold crystallites.

Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty

Three interactive tasks, increasing in the complexity of resource-directing reasoning demands on speaker/storyteller attribution of, and linguistic reference to, the thoughts and intentions of characters in narrative stimuli were performed by Japanese L1 speakers of English. Largely consistent with the claims of the Cognition Hypothesis, results of the present study show; (i) task complexity led to more complex speech assessed using specific measures motivated by the conceptual/linguistic demands of the tasks but did not, however, affect accuracy, fluency and complexity assessed using general measures; (ii) tasks requiring complex reasoning about characters' intentional states led to significantly more interaction, and uptake of premodified input than simpler versions; and (iii) output processing anxiety showed a linearly progressive, negative relationship to use of complex speech as tasks increased in complexity. The role of specific versus general measures of production is discussed, as is the importance of examining interactions of production, interaction and uptake with measures of individual differences when researching the influence of L2 task demands on learning and performance.

The impact of planning time on children’s task-based interactions

Recently, tasks have been advocated for their role in promoting participation in L2 interaction and the provision and use of feedback by language learners (Bygate, M., Skehan, P., Swain, M. (Eds.), 2001. Researching Pedagogical Tasks: Second Language Learning, Teaching and Testing. Pearson Education, Harlow). The relationship between various aspects of pre-task planning time and the quality of learners’ output in terms of fluency, accuracy, and complexity (Ellis, R., 2005. Planning and Task Performance in a Second Language. John Benjamins Publishing Co, Philadelphia, PA) has primarily been investigated with adults. Despite general agreement that age plays an important role in SLA, and that tasks are widely used in classrooms, little research has concerned the benefits of pre-task planning for children. The current study examines the relationship between planning and production, with children carrying out tasks as part of their regular lessons in regular ESL classrooms. Twenty-one dyads of ESL learners, 5–12 years old, performed three communicative tasks over 3 weeks, with 0 min, 2 min and 5 min of planning time. In general, planning had limited benefits when considering use of corrective feedback and linguistic accuracy and fluency. Increased complexity was associated with 5 min of planning time. In general though, there was more talk, and more constructive on-task behavior among children when given little or no planning time.

Negotiating structure and culture: L2 learners’ realization of L2 compliment-response sequences in talk-in-interaction

This study investigates the effects of teaching American learners of German culture-specific complimenting behavior with findings in conversation analysis (CA). Using CA as a tool to analyze dyadic L2 learner interaction, this study focuses on how L2 learners realize sequences underlying L2 compliment-responses in talk-in-interaction. Based on two data examples of NNS–NNS interaction, it will be demonstrated that (1) L2 learners display their structural awareness of the sequential organization of a particular L2 compliment-response and use it in talk-in-interaction; (2) L2 learners employ distinct discourse markers to signal to their co-participants the specific use of L2 sequential patterns; (3) L2 learners display their cultural orientation as they apply the L2 sequences and thus make the “foreign” sequences a locus for negotiating their own cultural identity. While the data suggest that teaching L2 conversational sequences may be effective to heighten L2 learners’ cultural awareness, problematic aspects involved in L2 learners’ negotiating cross-cultural differences in their talk, such as fallacious interpretations of the teaching materials and the need for displaying their own cultural orientation, are equally reflected in the structure of their talk. The data thus show the inherently social nature of L2 interaction in the context of foreign language teaching.

Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon)

This paper outlines some reasons for why gestures are relevant to the study of SLA. First, given cross-cultural and cross-linguistic gestural repertoires, gestures can be treated as part of what learners can acquire in a target language. Gestures can therefore be studied as a developing system in their own right both in L2 production and comprehension. Second, because of the close link between gestures, language, and speech, learners' gestures as deployed in L2 usage and interaction can offer valuable insights into the processes of acquisition, such as the handling of expressive difficulties, the influence of the first language, interlanguage phenomena, and possibly even into planning and processing difficulties. As a form of input to learners and to their interlocutors alike, finally, gestures also play a potential role for comprehension and learning.

Interaction of tSNARE Syntaxin 18 with the Papillomavirus Minor Capsid Protein Mediates Infection

The papillomavirus capsid mediates binding to the cell surface and passage of the virion to the perinuclear region during infection. To better understand how the virus traffics across the cell, we sought to identify cellular proteins that bind to the minor capsid protein L2. We have identified syntaxin 18 as a protein that interacts with bovine papillomavirus type 1 (BPV1) L2. Syntaxin 18 is a target membrane-associated soluble N-ethylmaleimide-sensitive factor-attachment protein receptor (tSNARE) that resides in the endoplasmic reticulum (ER). The ectopic expression of FLAG-tagged syntaxin 18, which disrupts ER trafficking, blocked BPV1 pseudovirion infection. Furthermore, the expression of FLAG-syntaxin 18 prevented the passage of BPV1 pseudovirions to the perinuclear region that is consistent with the ER. Genetic studies identified a highly conserved L2 domain, DKILK, comprising residues 40 to 44 that mediated BPV1 trafficking through the ER during infection via an interaction with the tSNARE syntaxin 18. Mutations within the DKILK motif of L2 that did not significantly impact virion morphogenesis or binding at the cell surface prevented the L2 interaction with syntaxin 18 and disrupted BPV1 infection.

Temporal patterns of native Mandarin Chinese speakers’ productions of English stop-vowel syllable

Second language (L2) production can be a kind of interlanguage, a relatively stable system bearing the nature of both the native language (L1) and L2. Within such a system sound components of a syllable may bear their own interlanguage characteristics and yet interact with the other component sounds. The present study investigates temporal patterns of L1–L2 interaction at the syllable level. Audio recordings were made of English stop-vowel syllables produced by native speakers of Mandarin who were fluent in English (ChE). Native English productions (AmE) of these syllables and native productions of Mandarin (ChM) stop-vowel syllables were acquired as native norms. Temporal measures included stop closure duration, voice-onset time (VOT), vowel duration, and syllable duration. Results show that the internal timing components of ChE often deviate from AmE, with the closure duration, VOT, and vowel duration being intermediate to AmE and ChM. However, at the syllable level, ChE productions tend to follow the overall patterns of AmE. Temporal deviations were often compensated by temporal compensation of other components in the syllable, maintaining a balanced consonant/vowel distribution. These findings have implications for a broader understanding of L2 productions.

Sameness and difference in classroom learning cultures: interpretations of communicative pedagogy in the UK and Korea

This paper is a contribution to the growing sociolinguistic literature on classroom foreign/second language learning and teaching (Duff 1995; Willett, 1995; Bailey and Nunan, 1996; Bremer et al., 1996; Coleman, 1996; Toohey, 1998; Heller, 1999; Rampton, 1999). We report two case studies of mainstream beginner-level FL instruction, using observational and interview data gathered in schools in Seoul, Korea, and in Southern England. In both cases, the public rationales offered for foreign language learning include a mix of ‘internationalist’ and ‘instrumental’ values (MoE, 1995; DES, 1991; DfEE/QCA, 1999). The dominant language-teaching ideologies to which the teachers in the different locations declare allegiance are also similar, involving commitment to various principles of the ‘communicative approach’ to language teaching. (In both settings, for example, the speaking skill is given priority, there is use of group work, etc.) Through analysis of selected lesson excerpts we identify similarities and differences in the classroom interpretations of communicative methodology, and in particular the opportunities available for individual students to engage in L2 interaction. We examine how the identity of the ‘good language learner’ is constructed in the different settings, for example, through differing teacher emphases on individual vs. collective responsibility for learning. Differences between the two classrooms are linked to broader features of the educational setting, but we show that these differences do not reflect common stereotypes about Anglo and Asian teaching styles in any simple way.

Assembly and translocation of papillomavirus capsid proteins.

The major and minor capsid proteins of polyomavirus are preassembled in the cytoplasm and translocated to the nucleus only as a VP1-VP2/VP3 complex. In this study, we describe independent nuclear translocation of the L1 major protein and the L2 minor capsid protein of human papillomavirus type 33 by several approaches. First, we observed that expression and nuclear translocation of L2 in natural lesions precede expression of L1. Second, using a cell culture system for coexpression, we found that accumulation of L2 in nuclear domain 10 (ND10) subnuclear structures precedes L1 by several hours. In contrast, complexes of L2 and mutants of L1 forced to assemble in the cytoplasm are translocated directly to ND10, like L2 expressed alone. Interestingly, accumulation of wild-type L1 is observed only after L2-induced release of the ND10-associated protein Sp100. Third, nuclear translocation of L2 but not of L1 was blocked by the proteasome inhibitor MG132. Our data suggest that L1 and L2 interaction occurs after L2-induced reorganization of ND10 subnuclear domains.

Interaction of human papillomavirus (HPV) type 16 capsid proteins with HPV DNA requires an intact L2 N-terminal sequence

Encapsidation of papillomavirus DNA involves DNA-protein and protein-protein interactions. We sought to define the role of each human papillomavirus (HPV) capsid protein in HPV DNA encapsidation. HPV16 major (L1) and minor (L2) capsid proteins purified from recombinant vaccinia virus-infected cells were compared for their ability to bind nucleic acids. L2 protein, but not L1 protein, could bind HPV DNA. To map the DNA-binding region of L2, a series of truncated or point-mutated L2 protein open reading frames were used to show that only the N terminal of L2 was required for L2-DNA binding. This interaction depends critically on charged amino acids (Lys or Arg) in the first 12 amino acids of the N terminal of the protein. Several techniques were used to show that L2 interaction with DNA did not require specific DNA sequences. We propose that HPV L2 protein may play a major role in papillomavirus capsid assembly by introducing HPV DNA to the virus particles formed by the self assembly of the L1 major structural protein.

Resolving Referential Conflicts in L2 Interaction: The Effect of Proficiency and Interactive Role *

Extending the research done on the effects of different types of task and different participant arrangements used to foster negotiated interaction among L2 learners, we developed a task that presents specific referential conflicts and analyzed the solutions adopted within two different pairings of learners. Pairs in which the higher proficiency member had the dominant role engaged in little interactive cooperation and in some cases changed the task rather than negotiate a solution. Pairs in which the higher proficiency member had the nondominant role engaged in substantial negotiation work, sought each other's perspective and generally shared much more in the interactive turn‐taking and the successful resolution of referential conflicts.

Form factors, N-N OBEP, and L2 interactions

Higher order regularization techniques and their implications or equivalences in terms of nucleon-meson form factors are considered. Concentration is given to the case of a meson field which is regularized to an order equivalent to the use of a dipole form factor. The one boson exchange potentials associated with such a model are examined. The inclusion of an L 2 interaction is studied and it is found that such terms lead to further improvement in fits. The nucleon-meson form factors are compared with those for inelastic N-N scattering and the electromagnetic form factor.