Levels B1 Research Articles

THE RESULTS OF ENGLISH TEACHING AS A FOREIGN LANGUAGE FOR ACADEMIC STAFF IN THE ARTIFICIAL BILINGUALISM ENVIRONMENT

Introduction. In the conditions of the modern globalization, one of the most significant indicators of competitiveness of the universities is the academic mobility of students, graduate students, teachers and research associates that implies their free and competent enough foreign language skills, first of all English. Yet, until recently, comparatively little attention has been paid to foreign language skills of the Russian academic teaching staff. However, in recent years, with regard to the process acceleration of internationalization of the higher education to provide own effective functioning and remain a demanded one in education and training market, domestic higher education institutions are forced to quickly fill in the gaps of foreign language knowledge among academic teaching staff. The aim of this article is to analyse and describe the tuition outcomes for academic teaching staff based on the official exam results from Cambridge English Language Assessment for three years (2015–2017). Methodology and research methods. The research, which is grounded in interdisciplinary approach and lies at the intersection of psychology, linguistics and pedagogics, was conducted on the basis of the statistical analysis and generalization of mean scores of English language testing results, taking into account qualitative and quantitative standards of speech skills: reading, writing, listening, speaking and use of English (for levels B2, C1). Results and scientific novelty. The essential strengthening and development of the Cambridge English system for level increase of proficiency in English among the Russian academic teaching staff is proved. The data of external peer evaluation provided by exam centre Cambridge English Language Assessment including the foreign language training results of academic teaching staff are analysed. The results obtained show that contrary to the wide-spread opinion that productive skills (speaking and writing) take longer to develop and are difficult to acquire, university teachers demonstrate a different trend: the worst developed skill is listening, then comes reading, writing and speaking. Practical significance. The research provided in the article gives additional understanding of specifics of English training for adults, namely academic teaching staff, and features of their cognitive age processes when foreign language skills acquisition. The materials of the presented publication will be useful to teachers of a foreign language and higher education institution authorities while organizing additional learning foreign languages education in the conditions of artificial bilingualism, also, when teaching programmes updating for the purpose of strengthening of its efficiency.

Teoria das representações sociais nos estudos organizacionais no Brasil: análise bibliométrica de 2001 a 2014

Resumo A teoria das representações sociais (TRS), proposta por Serge Moscovici na década de 1960, tem passado por um processo de crescimento e expansão, deixando de ser um corpo de conhecimento da psicologia social para alcançar diversos campos e áreas do conhecimento. Este artigo tem por objetivo apresentar os resultados de uma pesquisa bibliométrica acerca da produção científica que envolve a utilização da TRS no campo dos estudos organizacionais (EO), referente ao período de 2001 a 2014. Foram investigadas publicações em eventos científicos organizados pela Associação Nacional de Programas de Pós-Graduação em Administração (ANPAD) e em periódicos brasileiros classificados nos estratos A1, A2 e B1 do Qualis Capes, para a área Administração, Ciências Contábeis e Turismo, relacionados aos EO. Foram identificados 90 artigos, dos quais 67 foram publicados em 7 eventos científicos (do total de 27 edições) e 23 foram publicados em 6 periódicos. Deste total, 83 são de natureza teórico-empírica e apenas 7 são teóricos. A pesquisa bibliométrica permitiu identificar que a utilização da TRS nos EO ainda é incipiente e que, nos artigos investigados, os autores utilizam a TRS de forma superficial, sem explorar o potencial que essa teoria proporciona para a compreensão dos fenômenos sociais. Além disso, foi possível constatar nos textos investigados algumas inconsistências teóricas e metodológicas no uso da TRS, merecendo destaque o tratamento equivocado dos objetos representacionais, a adaptação reducionista do conceito de representações sociais (RS) e a utilização da TRS como método de pesquisa. Como contribuição, aponta-se a necessidade de evolução e amadurecimento da TRS nos EO, tanto em termos quantitativos como qualitativos.

The Perceptions of EFL Prep School Students on their Listening Skills: A Quantitative Study

Abstract Since the second half of the twentieth century the view of listening skills in English as a Foreign Language (EFL) has tremendously changed. There has been a constant move from a purely linguistic listening perception towards one which includes many aspects and facets in relation to the cultural constructs, topic familiarity, discourse clues and pragmatic conventions (Hinkel, 2006). This quantitative study was an attempt to discover the perceptions of the EFL prep school students of their Listening skills in English courses and if they have any impact on their learning process and whether they can be predictive for their academic success regarding their Listening course scores. The study group of this study consisted of 95 EFL prep school students (62 females, 33 males) in academic year of 2015-2016 fall term at Hacettepe University in Ankara. All students were Turkish, of similar cultural and linguistic background. The students were composed of levels B1 and B2+. For the collection of the data a 5-point Likert type questionnaire with 41 items developed by Lotfi (2012) was administered and the students were asked to write their biographical information like their age, gender, type of high school graduation and Listening scores. The statistical descriptives, MANOVA and Regression tests were run in this study to find out the answers to the research questions. The findings and the results are discussed and presented in the full paper along with the recommendations and limitations of the study.

Back to Basics: How Measures of Lexical Diversity Can Help Discriminate between CEFR Levels

This study contributes to ongoing discussions on how measures of lexical diversity (LD) can help discriminate between essays from second language learners of English, whose work has been assessed as belonging to levels B1 to C2 of the Common European Framework of Reference (CEFR). The focus is, in particular, on how different operationalizations of what constitutes a ‘different word’ (type) impact on the LD measures themselves and on their ability to discriminate between CEFR levels. The results show that basic measures of LD, such as the number of different words, the TTR (Templin 1957), and the Index of Guiraud (Guiraud 1954) explain more variance in the CEFR levels than sophisticated measures, such as D (Malvern et al. 2004), HD-D (McCarthy and Jarvis 2007), and MTLD (McCarthy 2005) provided text length is kept constant across texts. A simple count of different words (defined as lemma’s and not as word families) was the best predictor of CEFR levels and explained 22 per cent of the variance in overall scores on the Pearson Test of English Academic in essays written by 176 test takers.

Effect of arbuscular mycorrhizal fungus, plant growth promoting rhizobacterium, and soil drying on different forms of potassium and clay mineral changes in a calcareous soil under maize planting

ABSTRACT- Greenhouse experiment was conducted in factorial experiment arranged as a completely randomized design (CRD) to evaluate the effect of Glomus intraradices, Pseudomonas fluorescence and soil drying on different forms of potassium (K) and the changes of clay minerals in a calcareous soil after maize planting. Treatments consisted of arbuscular mycorrhizal (AM) fungus at two levels: G0 (not inoculated with fungus) and G1 (inoculated with Glomus intraradices), bacteria at two levels B0 (not inoculated with bacterium) and B1 (inoculated with Pseudomonas fluorescence) and soil drying levels or four irrigation intervals of 2 (S0), 4(S1), 6(S2) and 8(S3) days. As soil drying increased, all forms of K increased and root colonization decreased. Inoculation of plants with microbial inoculants increased root colonization percentage and all forms of K in soil as compared to non microbial treatments. However, the effect of single inoculation with bacterium was less pronounced. Co-inoculation treatments of plants with fungus and bacterium resulted in the maximum amounts of root colonization and K forms as compared to single inoculation of plants with each inoculum. The amount of illite-chlorite minerals increased as soil dryinglevels increased. In non mycorrhizal treatments, there were no smectite minerals, while in mycorrhizal treatments, the quantity of smectite minerals increased as the levels of soil dryingincreased. It might be concluded that biofertilizers and soil drying are effective in minerals weathering and dissolution and K releasing.

Implementing CEFR principles in introductory Norwegian language courses for international students: Opportunities and challenges

AbstractThis article describes some of the opportunities and challenges presented by beginners’ courses in Norwegian for international students offered by the Department of Linguistics and Scandinavian Studies at the University of Oslo. Teaching approaches and course content are examined in relation to CEFR levels A1, A2 and B1 and the CEFR’s main objectives. The aim is to invite the reader to share in dynamic and communicative task- and learner-oriented practices, with a particular focus on the benefits of extensive use of the target language – in this case Norwegian. Various target language strategies and activities can be used to adjust and develop concrete context-relevant descriptors in today’s multicultural and multilingual academic environment. Finally, the article shows how to help students and teachers to benefit from good practice and how to apply systematic and sustainable assessment strategies during the initial stages of learning a new language in the host country.

Spanish language, an indispensable tool of Russian companies oriented abroad: how to meet the demand?

The article is dedicated to the teaching of Spanish as professional language in MGIMO – University and to the analysis of a special methodology the authors suggest in their pioneering manual «Professional Spanish in the field of international relations. Levels B2 – C1» in particular. The manual focuses on the formation of linguistic and communicative competences that are necessary for students studying Spanish as the language of their future professional work in international area.

THE ACQUISITION OF ENGLISH L2 BY IMMIGRANT CHILDREN: EAL AND INTERCULTURAL EDUCATION IN MULTILINGUAL IRELAND

Since the 1990s, Ireland has experienced considerable immigration. Currently, 12% of its schoolchildren come from immigrant backgrounds. The majority of these children learn English as a second (additional) language (ESL/EAL). The Irish Department of Education and Skills (DES) provides a programme of English language support for young ESL learners. To guide this programme, English Language Proficiency Benchmarks were developed by Integrate Ireland Language and Training (IILT), a campus company of Trinity College, Dublin. IILT produced two sets of context-appropriate ‘Benchmarks’, for primary and secondary education, derived from the Council of Europe’s Common European Framework of Reference for Languages (CEFR). This paper focuses on English L2 acquisition in Irish primary schools. It reports on how the primary level Benchmarks describe L2 proficiency development across CEFR levels A1, A2 and B1 in a manner sensitive to age/cognitive stage and curriculum requirements. It discusses assessment resources based on these Benchmarks – a version of the European Language Portfolio (IILT 2004) and the Primary School Assessment Kit (DES 2007). These tools enable assessment of and assessment for learning and promote learner autonomy. Research conducted by the author of this paper (published in 2014) into the relation between learning outcomes expressed in the Benchmarks and immigrant children’s English L2 acquisition is presented. It reports on mixed-methods analysis of data from a longitudinal study of L2 acquisition involving 18 children, aged four to ten years, from ten language backgrounds (including Croatian and Serbian). The children’s acquisition of English oral and literacy skills indicate that the Benchmarks appropriately describe L2 proficiency development. Individual and interactional influences on L2 acquisition and their pedagogical implications are discussed. The paper considers how CEFR-related approaches can support language learning, teaching and assessment in an intercultural educational environment.

Was macht Radionachrichten verständlich(er)?

This study is part of the investigations concerning the listening comprehensibility of radio news that are carried out at the Seminar for Speech Sciences and Phonetics. The slowly spoken news of Deutsche Welle (a German radio station), which pose a special format of radio news, are the object of investigation. These news are produced to make easier the understanding of radio news for lear-ners of German on the levels B2 to C1. This paper examines, whether slowly spoken is to be equated with comprehensibly spoken. As a pilot study six news readings in original tempo and another six in a slow tempo were analysed. Text-linguistic, stylistic and journalistic features of the text were analysed, along with an auditory-phonetic analysis of the following features: pause duration, speech rate, number and interval of intermediate phrase boundaries and number and interval of accents. The slowly spoken news have specific characteristics: a great number of pauses (some of them stereotypical), decelerated articulation (mainly by high tension in articulating and emphatic lengthening) as well as very frequent, sometimes nonsensical accents. According to the perception of speech scientists, especially the increase in accent density and the nonsensical shortening of prosodic units tend to impair the comprehensibility of a reading. Apart from this, an improvement in comprehensibility is not only achieved by a reasonably slow speech rate but, among other things, by simplifying the text of the news.

Glagolski kazalniki epistemične modalnosti in njihova vloga pri razvoju sporazumevalnih jezikovnih zmožnosti

Jezikovna modalnost ali naklonska sestavina jezika, eden izmed najznačilnejših pojavov v procesu sporazumevanja, s širšega zornega kota zadeva odnos, ki ga govorec vpisuje v besede, ko pripoveduje, sprašuje, izraža želje ali poskuša usmeriti pozornost v to, kar govori. Tradicionalno gledano, sodijo pod široko etiketo jezikovne modalnosti raznolike formalne manifestacije: glagolski naklon, modalni glagoli, določeni prislovi in členki, intonacija in podobno.Pričujoča študija se osredotoča na nekatere glagolske kazalnike (marcadores verbales) epistemične modalnosti v španščini in proučuje njihovo vlogo pri razvoju sporazumevalnih zmožnosti. Epistemično modalnost razumemo kot jezikovno izražanje govorčeve zaveze do »faktualnosti« oziroma do objektivne predstavitve izjave. V prvem delu članka se izpostavijo tiste modalne glagolske perifraze in posamezni glagolski časi, ki v določenih kontekstih signalizirajo epistemično modalnost in evidencialnost v tako imenovanih »citatnih« ali »polifoničnih« rabah. Drugi del študije predstavi izsledke analize šestih učbenikov za španščino kot tuji jezik (ravni SEJO B1, B2 in C1), s katero se je želelo ugotoviti, na kakšen način se ti mehanizmi v učbenikih sistematizirajo ter kakšen je njihov prispevek k razvoju sporazumevalnih jezikovnih zmožnosti (po SEJO: jezikovnih, sociolingvističnih in pragmatičnih zmožnosti). Menimo namreč, da eksplicitno poučevanje epistemične modalnosti pri pouku španščine kot tujega jezika bistveno prispeva k usvajanju jezikovne rabe, zato si zasluži večjo pozornost.

The National Examination of English in Lithuania: Searching for Evidence of CEFR Criterial Achievement Levels

Alignment of language tests with the Common European Framework of Reference (CEFR) is a com¬plex process. One of many steps in this process involves the analysis and benchmarking of learner per¬form-ances characteristic of one or another achievement level. It is the analysis of grammatical features of learner essays written during the national English examination in Lithuania that is at the focus of this article. The study aims to investigate to what extent a list of grammatical criterial features (GCFs), proposed by the English Pro¬file Programme (EPP) at the University of Cambridge (Hawkins and Filipovic, 2012), is applicable to Lithua¬nian learners. Bearing in mind the fact that the national examination of English in Lithuania is oriented towards levels B1 and B2, the purpose is to contribute to the empirical validation of the test by providing linguistic evi¬dence from the essays of successful candidates. As the analysis shows, the corpus of examination essays used in this study contains many A2 structures, half of B1 and about one third of B2 structures proposed by the EPP team. The article discusses a number of issues related to the criteriality of individual GCFs and the applicability of a general list of features to specific learner groups. DOI: http://dx.doi.org/10.5755/j01.sal.0.25.8579

Effect of intercropping Chickpea and Dragon’s head (Lallemantia iberica Fish. et Mey) on weeds control and morphological traits in Chickpea

In order to investigate the effects of intercropping on weeds dry matter, morphological traits and yield components of Chickpea, an experiment was carried out as Factorial based on randomized complete block design with three replications at the research station of Tabriz University in 2012. different planting patterns treatments (a1, a2, a3, a4, a5 and a6: Respectively, pure stand of Chickpea, pure stand of Dragon’s head , additive intercropping of optimal density of Chickpea + 25%, 50%, 75% and 100% of optimum density of Dragon’s head) were assigned to main plots and four times of weeds control levels (b1, b2, b3 and b4: complete control, no weeds control, control after 2-4 weeks after emergence, control after 5-7 weeks after emergence) were allocated to the sub plots. Results showed that intercropping and time of weeds control treatments had significant effects on all of the characteristics. Means compression showed that number of pod in main stem, number nod of main stem, numbers of lateral stem, grain yield and harvest index were maximum in pure stand with complete control of weeds and in intercropping with no control of weeds were minimum. As addition of density in plant different patterns and increase of duration of weeds control make decrease this characteristics exception plant height. Plant height of Chickpea in intercropping treatments with no weeds control significantly was higher than pure stand and weeds control treatments.

The Receptive and Productive Knowledge of a Foreign and Second Language​​ - Analysis of the 2013 Italian Language Competition Tasks

The purpose of this paper is to analize the subsets and the tasks of the competition in Italian as a foreign and second language in 2013. We were particularly interested in the share of the subsets and in the balance of receptive and productive tasks in the exams as well as in each particular subset. With the analysis of the subsets, it was found that in some of the four exams the subsets were unevenly represented. With a more detailed analysis of the tasks regarding the balance of receptive and productive tasks it was discovered that at levels A1 and A2 the exams were appropriately balanced, whereas at levels B1 and B2 the balance was not so good. While there were as many as two-thirds of the tasks in the exam for the level B1, which is intended for students that do not come from a bilingual area, productive, there were such only half of the tasks in the exam for the level B2, intended for students living in the bilingual area. In addition, the subset „communication“ consisted of almost exclusively receptive tasks.In the future, the shares of the sections and the balance of receptive and productive tasks will need some further consideration regarding two criteria: the students competing in the competition are the best students in Italian so the share of productive tasks should not fall below 50% and in addition, the difference between students coming from bilingual area and the others should be taken into account. Key words: Italian, foreign / second language, testing, receptive tasks, productive tasks.

EFFECT OF CHILLING AND TWO PGRS ON SEED DORMANCY OF QARE-QAT BERRY (VACCINIUM ARCTOSTAPHYLOS L.)

ISHS XXVIII International Horticultural Congress on Science and Horticulture for People (IHC2010): International Symposium on Berries: From Genomics to Sustainable Production, Quality and Health EFFECT OF CHILLING AND TWO PGRS ON SEED DORMANCY OF QARE-QAT BERRY (VACCINIUM ARCTOSTAPHYLOS L.)

Hyperglycemia In Vitro Up-Regulates Growth-Related Cell Cycle Proteins of Adult Mouse Pancreatic Islets

To study effects of glucose on growth-related proteins of adult islets, we cultured mice islets in medium containing either 5.5 mmol/L (LG) or 20 mmol/L (HG) glucose. Total islet proteins were processed for sodium dodecyl sulfate polyacrylamide gel and Western blotting using antibodies against β-actin (housekeeping), p27kip1 (G1/G0 checkpoint), cyclin D1 (G1/S), cyclin B1 (G2/M), and FoxM1. At day 1, protein levels p27, B1, D1, and FoxM1 of islets on LG and HG were 0.48- and 0.63-fold; 7.09- and 11.58-fold; 1.25- and 1.38-fold; and 1.75- and 1.75-folds, the value of day 0, determinations respectively. At day 3, the proteins of p27, B1, D1, and FoxM1 of islets in LG and HG were 0.84- and 0.84-fold; 3.08- and 17.17-fold; 1.41- and 1.54-fold; and 0.83- and 1.17-fold of those on day 0, respectively. On day 7 the values were 1.19- and 1.09-fold; 3.15- and 14.81-fold; 0.86- and 1.44-fold; and 2.75- and 3.42-fold that of day 0, respectively. At day 1, the ratios of protein in islets after HG verse LG were 1.25, 2.38, 0.94, and 1.00 for p27, B1, D1, and FoxM1, respectively. At days 3 and 7, the protein ratios of HG/LG were 0.81 and 0.82, 5.47 and 2.64, 0.81 and 1.51, and 1.11 and 1.24 for p27, B1, D1, and FoxM1, respectively. In conclusion, adult mouse islets rapidly respond to cultivation by reducing p27 and increasing B1; HG attenuates p27 elevation but enhances B1 and D1 elevations, which favor islet entry into the cell cycle.

Electronic glossing – is it worth the effort?

This article is based on a PhD thesis that investigates how electronic glossing can support active vocabulary learning in English for Academic Purposes (EAP). Electronic glossing is generally acknowledged as contributing to vocabulary learning. Electronic glosses have been investigated in recent years in the areas of incidental vocabulary acquisition and reading comprehension. Despite a considerable number of studies showing the positive effects of electronic glosses on reading comprehension and vocabulary learning, only a few studies have attempted to look into learner attitudes toward this means of vocabulary learning and how electronic glosses support vocabulary acquisition. The aim of this paper is to investigate three questions: When do learners use electronic glosses? How do they use electronic glosses? What attitudes do learners have towards electronic glossing as a means of vocabulary learning? The motivation of the study was the need to design materials for a course in EAP for students of economics. To provide students with appropriate input custom-made exercises were created. These consisted of authentic texts that were annotated with ready-made electronic glosses and included an accompanying reading task. A longitudinal qualitative study with upper-intermediate and advanced learners (levels B2 and C1 according to the Common European Framework of Reference for Languages) in an authentic EAP class was conducted with electronically glossed reading tasks. The study reported here took place in an authentic EAP classroom over a period of four consecutive academic terms. The main research instruments were screen observations during class periods, Likert scale questionnaires and semi-structured interviews on the basis of the questionnaires, conducted after the end of each term. The main result of this study is that electronic glosses are acknowledged as useful and appropriate by learners. Learners are particularly motivated to use the glosses if the words are perceived as relevant to their future careers. When authentic texts are combined with accompanying tasks, glossing enables active vocabulary learning.

LINKING ENGLISH‐LANGUAGE TEST SCORES ONTO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE: AN APPLICATION OF STANDARD‐SETTING METHODOLOGY

ABSTRACTThe Common European Framework of Reference (CEFR) describes language proficiency in reading, writing, speaking, and listening on a 6‐level scale. In this study, English‐language experts from across Europe linked CEFR levels to scores on three tests: the TOEFL® iBT test, the TOEIC® assessment, and the TOEIC Bridge™ test. Standard‐setting methodology (a modified Angoff approach and a modified examinee paper selection approach) was used to construct the linkages. Linkages were established for TOEFL iBT at levels B1, B2, and C1. Linkages were established for TOEIC at levels A1 through C1, with the exception of Reading at the C1 level. The TOEIC Bridge test was linked to its three targeted levels of the CEFR. The report details the methods, procedures, and results of the study.

Investigating the performance of alternative types of grammar items

Some educational contexts almost mandate the application of multiple-choice (MC) testing techniques, even if they are deplored by many practitioners in the field. In such contexts especially, research into how well these types of item perform and how their performance may be characterised is both appropriate and desirable. The focus of this paper is on a modified type of MC item dubbed “multitrak”, which was used to test grammar in the Hungarian national admissions test for English between 1993 and 2004. Multitrak items were evaluated in relation to three better-known MC item types and were shown to provide more information about candidates in the ability range represented by Levels B2 and C1 on the Common European Framework of Reference (CEFR), as well as allowing a focus on more difficult content than the other item types in the study.

THE EFFECT OF ADDITION SOME ORGANIC MATTERS IN BIOLOGICAL OXIDATION OF AGRICULTURAL SULFER AT DEFFERENT LEVELS OF SOIL COMPACTION I: THE VARIATION IN SOME SOIL CHEMICAL PROPERTIES

This study was conducted to evaluate the interactive effect of different levels of agricultural sulfur, organic matter source and compaction on the biological oxidation of sulfur, through studying the variation in some soil chemical properties during different incubation periods. A factorial experiment was conducted according to a complete randomization design with three replicates. to know the effect of three agricultural sulfur levels (0 , 1 , 2) gm so.kg-1soil (S0 , S1 , S2) respectively, with three organic matter treatments those without organic matter addition, dried alfalfa and cow manure which added in one level 6 gm c.kg-1soil (C0 , C1 , C2) respectively . and soil compacted to reach three levels of bulk density 1.25 , 1.35 and 1.45 Mg.m-3 (B1 , B2 , B3) respectively. All the treatments was incubated at 28  2 C0 for 15 , 30 and 45 days (T1 , T2 , T3) respectively with maintenance the soil moisture content for all treatments at about 50% of the available water by weight methods through every incubation period. Some chemical properties was evaluated which included electrical conductivity (ECe), soil reaction (pH) and amount of available sulfate and phosphorus in the soil. The results obtained from this study could be summarized as follows : 1- The addition of sulfur significantly increased ECe, SO4= and available P in the soil with supremacy S2 in decreasing soil pH. 2- Addition of organic matter (C1 , C2) caused an increments in the average of all examined parameters except the pH which was decreased significantly. But C1 showed higher effected than C2. 3- The soil compaction levels B2 showed significantly higher effects in compared with B1 and B3. 4- The interaction between S, C and B treatments showed the highest effects on tested parameters after 30 days of incubation at S2C1B2 treatment.

Energy spectrum of a gapless semiconductor in a longitudinal magnetic field under spatial confinement

The exact solution at zero boundary condition of the problem of the carrier in a spatially confined gapless semiconductor in a magnetic field parallel to the surface is presented. It is shown that, because the energy spectrum of a gapless semiconductor is formed by a strong relativistic spin-orbit interaction, the space confinement leads to the effective attraction of the electron to the surface, which is different for different spin states. As a result, the energy of Landau levels in the case of one-side confinement of a semiconductor can even diminish when the oscillator centre is shifted towards the surface. The manifestation of the considered effect in tunnelling experiments is discussed. By solving the same problem in a gapless semiconductor film it is shown that the most striking effect, which has the same origin, is the confluence of the lowest electronic levels a1 and b1 and inversion of the sign of the g-factor for states with n>1 as the ratio of film width to the magnetic length is reduced. The possibility of the experimental testing of this phenomenon is discussed.