bluuebunny/crossref_metadata_2025_split huggingface dataset:
Conceptual frameworks and L2 pedagogy
Authors: Buescher Kimberly , Strauss Susan 
Published: January 2018

Abstract
Prepositions have historically posed challenges to second language (L2) learners, due largely to the fact that prepositions in the first language (L1) typically do not overlap in meaning, function, or use with L2 prepositions. Three prepositions in French, à, dans, and en, reflect this very issue. This chapter presents results from three instructional workshops involving students and teachers of French at a large public university in the northeastern U.S. We introduced our conceptualization-based framework for the target prepositions, based on discourse analysis of a corpus and designed to provide L2 learners and teachers with a unified and systematic conceptual mapping of the trajector and landmark relationships for each preposition, together with other symbols that graphically illustrate the meanings for each form. The combined Cognitive Linguistic (CL) (Langacker, 2008a, 2008b; Taylor, 2002; Tyler, 2012b) and Sociocultural Theoretical (SCT) (Vygotsky, 2012) Concept-Based Instructional (CBI) (see Haenen, 2001) approach helped early intermediate French L2 learners/teachers better understand these three French prepositions and be able to use them appropriately.
Using metacognitive strategies to induce phase shifts
Authors: Becker Shannon R. , Sturm Jessica L. 
Published: January 2018

Abstract
In this chapter, we critically self-evaluate a previously published study through the lens of Complex Adaptive Systems (CAS) theory. In this way we propose a Complex Adaptive Systems approach to second language (L2) language development in order to examine the effectiveness of explicit listening instruction and metacognition. We do this by conceiving of problems in listening comprehension as attractors in the state space of L2 language development and interpreting explicit instruction as a way of inducing a phase shift. The original study used a traditional pretest-posttest design to evaluate the effectiveness of a teaching method using metacognitive listening strategies and audiovisual media. We present the original design and results, discuss why this method is insufficient for considering language from a usage-inspired complexity perspective, and offer some suggestions for how it may be re-conceptualized via CAS theory. We argue that a complex systems perspective allows for more freedom in interpreting results by taking into account the nonlinear nature of language development and its inherent variability.
Do findings from artificial language learning generalize to second language classrooms?
Authors: Madlener-Charpentier Karin 
Published: January 2018

Abstract
Usage-based approaches assume that language acquisition proceeds predominantly incidentally and implicitly, based on the processing of meaningful input during contextualized social interaction. By contrast, there is a tradition of investigating the mechanisms of second language (L2) processing and learning through tightly controlled artificial language learning studies in the laboratory. This raises the question to what extent and under which conditions findings from such artificial language learning studies generalize to (instructed) L2 acquisition (and may therefore inform L2 pedagogy). I present and discuss convergent and divergent findings across several domains, including brain imaging, learned attention, and frequency effects. The latter are given special attention, as they are crucial to a usage-based perspective. Comparisons between prior laboratory and classroom studies and data from current classroom research (Madlener, 2015) suggest that (1) not all task types used in artificial language learning studies reliably generalize to (classroom) L2 learning and that (2) artificial language learning models some aspects of L2 acquisition more readily than others.
A systemic functional linguistic approach to usage-based research and instruction
Authors: Gentil Guillaume , Meunier Fanny 
Published: January 2018

Abstract
The present chapter illustrates how Systemic Functional Linguistics (SFL) can inform a usage-inspired approach to researching and teaching L2 writing in a postsecondary context. We first outline an SFL perspective to multilingual academic literacy development and then illustrate this perspective by means of longitudinal, corpus data on nominalization use in the English academic writing of francophone university students over four years. By means of quantitative indicators (nominalization frequencies, erroneous forms, measures of L2 proficiency scores and syntactic complexity) and qualitative analyses (of the discourse functions that nominalization serve), we argue that French-speaking writers’ use of nominalization in English indexes both language-specific and language-interdependent aspects of multilingual academic literacy development. We conclude with implications for further SFL-informed research and instruction that aims to promote multilingual academic literacy development by raising crosslinguistic awareness of the forms and functions of nominalization in academic discourse.
Formal linguistics and second language acquisition
Authors: White Lydia 
Published: January 2018

Abstract
This paper motivates formal linguistic approaches to second language (L2) acquisition, particularly approaches grounded in generative grammar, and provides an overview of how such approaches have developed over time. The role of the mother tongue grammar and Universal Grammar (UG) in shaping the acquisition of linguistic representations is examined, starting with early debates on the effects of principles and parameters of UG in L2 (the UG access debate). This focus has been replaced with more nuanced analyses of the nature of interlanguage representations, for example, the nature of the initial state, the status of functional categories and features in L2 grammars, as well as potential problems at the linguistic interfaces. Discrepancies between underlying L2 competence and L2 performance are discussed, focusing on research that addresses the question of how representations are accessed and used in real time processing.
Child L2 acquisition
Authors: Chondrogianni Vasiliki (Vicky) 
Published: January 2018

Abstract
Successive childhood bilingualism or child second language (L2) acquisition is the acquisition of an L2 during childhood after some properties of the first language (L1) are already in place. The study of child L2 development can inform us about the mechanisms and processes involved in second language learning and highlight the ways in which these mechanisms are similar or different from those reported for L1 children and L2 adults. Therefore, it is important to investigate how child L2 development compares with child L1 development and adult L2 acquisition, what the role of the L1 in the acquisition process is, whether and when age of L2 exposure effects are observed in the acquisition of an L2 during childhood, and how input quality and quantity can shape the child L2 acquisition process.
Literacy development in linguistically diverse pupils
Authors: Murphy Victoria A. 
Published: January 2018

Abstract
In this chapter the literacy skills (reading accuracy and comprehension and writing) of minority language learners is in focus. The chapter provides a selective review of some of the theoretical and empirical research which has investigated how minority language learners develop reading and writing skills in their majority language. The chapter begins with a discussion of who minority language learners are and why we should be concerned about their literacy development. A section on the development of reading ensues which presents the Simple View of Reading as a theoretical basis and identifies that minority language learners tend not to have difficulties with decoding aspects of reading, but do tend to have problems with reading comprehension skills, argued to stem from less well-developed vocabulary knowledge. Research examining the development of writing in minority language learners is discussed, again presenting a theoretical framework (Simple View of Writing) and illustrating that as with reading, minority language learners tend not to have difficulties with lower-level features of writing (such as transcription and spelling) but do have difficulties with higher-order features (such as organisation of ideas). Educational implications of this work are examined highlighting the need for theoretically motivated educational interventions across a wider range of contexts than is currently available. The effectiveness of different bilingual education programmes is briefly examined, which supports the development of the home language knowledge in minority language learners. Developing home language proficiency and literacy skills enables the opportunity for students to draw upon their L1 which in turn supports the development of their L2 literacy skills. Linguistic diversity is the global norm, and increasingly children are being educated through the medium of a majority language which is not their home language. More work across different contexts is needed in order to better understand, and support, literacy and academic achievement in linguistically diverse pupils.
CHILDES for bilingualism
Authors: Yip Virginia , Mai Ziyin , Matthews Stephen 
Published: January 2018

Abstract
The CHILDES archive has revolutionized the study of bilingual development. We review the available corpora and their properties, some methods that have been used in creating and analyzing corpus data, and the kinds of analyses that it has made possible. These points are illustrated with corpus data from Cantonese-English and other corpora documenting bilingual development.
Syntactic representations in late learners of a second language
Authors: Bernolet Sarah , Hartsuiker Robert J. 
Published: January 2018

Abstract
Several studies have shown that syntactic structures can be primed between the different languages of a bilingual. Bilingual production models put forward by Hartsuiker, Pickering, and Veltkamp (2004) and Pickering and Hartsuiker (2008) therefore assume that bilinguals share syntactic structures between languages as much as possible. In this paper, we discuss a model for the development of these shared syntactic structures in late learners of a second language (Hartsuiker & Bernolet, 2017). More specifically, we discuss evidence for three central claims of the model, namely that (1) L2 syntactic representations move from being item-specific to being more abstract, (2) L2 representations become more and more integrated with existing L1 representations, and (3) L1 influences on syntactic processing and production in the L2 occur in early and late phases of L2 syntactic development. Summarizing, syntactic representations in L2 learners differ according to the L2 proficiency of the learner and the syntax of his/her native language.
Understanding the nature of bilingual aphasia
Authors: Kiran Swathi , Gray Teresa 
Published: January 2018

Abstract
In this chapter, we review the current state of the science with regards to bilingual aphasia. Four important themes emerge from this research. First, bilingual aphasia is an exponentially complex manifestation of a dynamic interaction between age of acquisition, exposure, proficiency, and impairment after brain damage. Second, findings of language coactivation have implications for bilingual aphasia rehabilitation in terms of whether cross language generalization can be expected or not. Third, few studies on bilingual aphasia have begun to examine this notion of domain general versus domain specific language and cognitive control. Finally, there are structural and functional changes in the bilingual brain, and in the case of brain damage, these changes can impact the extent of language impairment and recovery.
Isoform-specific requirement for GSK3α in sperm for male fertility†
Authors: Bhattacharjee Rahul , Goswami Suranjana , Dey Souvik , Gangoda Mahinda , Brothag Cameron , Eisa Alaa , Woodgett James , Phiel Christopher , Kline Douglas , Vijayaraghavan Srinivasan 
Published: January 2018

AbstractGlycogen synthase kinase 3 (GSK3) is a highly conserved protein kinase regulating key cellular functions. Its two isoforms, GSK3α and GSK3β, are encoded by distinct genes. In most tissues the two isoforms are functionally interchangeable, except in the developing embryo where GSK3β is essential. One functional allele of either of the two isoforms is sufficient to maintain normal tissue functions. Both GSK3 isoforms, present in sperm from several species including human, are suggested to play a role in epididymal initiation of sperm motility. Using genetic approaches, we have tested requirement for each of the two GSK3 isoforms in testis and sperm. Both GSK3 isoforms are expressed at high levels during the onset of spermatogenesis. Conditional knockout of GSK3α, but not GSK3β, in developing testicular germ cells in mice results in male infertility. Mice lacking one allele each of GSK3α and GSK3β are fertile. Despite overlapping expression and localization in differentiating spermatids, GSK3β does not substitute for GSK3α. Loss of GSK3α impairs sperm hexokinase activity resulting in low ATP levels. Net adenine nucleotide levels in caudal sperm lacking GSK3α resemble immature caput epididymal sperm. Changes in the association of the protein phosphatase PP1γ2 with its protein interactors occurring during epididymal sperm maturation is impaired in sperm lacking GSK3α. The isoform-specific requirement for GSK3α is likely due to its specific binding partners in the sperm principal piece. Testis and sperm are unique in their specific requirement of GSK3α for normal function and male fertility.
Upper Tail Large Deviations for Arithmetic Progressions in a Random Set
Authors: Bhattacharya Bhaswar B , Ganguly Shirshendu , Shao Xuancheng , Zhao Yufei 
Published: January 2018

Abstract
Let Xk denote the number of k-term arithmetic progressions in a random subset of $\mathbb{Z}/N\mathbb{Z}$ or $\{1, \dots , N\}$ where every element is included independently with probability p. We determine the asymptotics of $\log \mathbb{P}\big (X_{k} \ge \big (1+\delta \big ) \mathbb{E} X_{k}\big )$ (also known as the large deviation rate) where p → 0 with $p \ge N^{-c_{k}}$ for some constant ck &gt; 0, which answers a question of Chatterjee and Dembo. The proofs rely on the recent nonlinear large deviation principle of Eldan, which improved on earlier results of Chatterjee and Dembo. Our results complement those of Warnke, who used completely different methods to estimate, for the full range of p, the large deviation rate up to a constant factor.
Sources in the Scholastic Legacy
Authors: Haggenmacher Peter 
Published: January 2018

Abstract
This chapter enquires into the sources of international law in the scholastics. In fact the concept of sources of law obtained general currency in legal discourse, and how international law took shape as a legal discipline only after the heyday of scholasticism. But the two main pillars of what was to become classical international law in the eighteenth century—natural law and the law of nations—were both part of the theologians’ teachings of moral philosophy, especially with the Dominicans and later the Jesuits. Examining the two concepts handed down from Antiquity, Thomas Aquinas had assigned them distinct places in his system of legal norms, while fathoming their respective grounds of validity. His endeavours were continued by his sixteenth-century Spanish followers, who set out to explore the ‘internationalist’ dimensions of the Protean concept of ius gentium as well as the ‘fundamentalist’ properties of ius naturae.
Sources in the Scholastic Legacy
Authors: Brett Annabel 
Published: January 2018

Abstract
This chapter observes that the ‘sources of international law’ is a complicated concept for later scholastic authors. This is because they have no doctrine of ‘sources’ and because the phrase ius gentium, as they employ it, is not appropriately translated by ‘international law’. When they write about the ius gentium, they are engaged in an exercise of hermeneutic reconstruction of a law that has already been legislated, a reconstruction that is also a legitimation of their own position in the present. They draw their materials from scholastic authorities, from natural law, and from human practice and history. The possibility of abrogation, however, puts pressure on even their most innovative thinking about the ius gentium. This shows yet again how difficult they find it to conceptualize making international law in the present, and thus to conceive of sources of international law in anything like the modern sense.
Sources of International Law in the Nineteenth-Century European Tradition
Authors: Vec Miloš 
Published: January 2018

Abstract
This chapter analyses the sources of international law in the nineteenth-century European tradition. It includes scholars and theorists from a range of nationalities, different professions and perspectives, focusing on selected authors from various European and American countries and regions between 1815 and 1914. These jurists, philosophers, political writers, and theologians discussed the notion of ‘source’ and elaborated extensively on a theory of sources. Within this canon of sources, no clear hierarchy existed, and no rules for the collision of different kind of sources were posited. The field thus remained very flexible for attaining any results when debating regulatory matters, although the authors claimed to be non-political.
Sources in the Anti-Formalist Tradition
Authors: García-Salmones Rovira Mónica 
Published: January 2018

Abstract
This chapter traces the legal and political principles of two important schools of the twentieth century—the New Haven School and the School of Carl Schmitt—and situates them in their geographical and historical contexts. It analyses commonalities and especially differences in their political and legal projects. The chapter further argues that reaction against a naïve positivism reigning during the past century in international law essentially determined developments in both schools’ understanding of the concept of sources of law. In the discussion of Schmitt, the chapter focuses on sources of domestic law and seeks to understand the relationship between the sources of domestic and international law as Schmitt saw it through the notion of ‘concrete order thinking’. Finally, this chapter also addresses a trait shared by New Haven and Schmitt when connecting sources of law with politics, international organizations, and institutions.
Sources in Interpretation Theories
Authors: Hollis Duncan B. 
Published: January 2018

Abstract
This chapter examines the relationship between international law’s sources and its theories of interpretation. Challenging assumptions that the two concepts are, at best, casual acquaintances, this chapter reveals and explores a much deeper, interdependent relationship. Sources set the nature and scope of international legal interpretation by delineating its appropriate objects. Interpretation, meanwhile, operates existentially to identify what constitutes the sources of international law in the first place. The two concepts thus appear mutually constitutive across a range of doctrines, theories, and authorities. Understanding these ties may offer a more nuanced image of the current international legal order. At the same time, they highlight future instrumental opportunities where efforts to change one concept might become possible via changes to the other. This chapter concludes with calls for further research on whether and how such changes might occur and asks if international lawyers should embrace (or resist) such a mutually constitutive relationship.
Sources in the Meta-Theory of International Law
Authors: Goldmann Matthias 
Published: January 2018

Abstract
This chapter endeavours to identify common assumptions characterizing the sources doctrine in international law. Those are: the autonomy of international law from politics, morality, economics, etc.; the focus on binding, enforceable rules; and State consent as the source of legitimacy of international law. Today, each of these assumptions is being challenged. To address these challenges, the chapter proposes to further develop the sources theory. It elaborates the concept of principles of international law (as they ensure international law’s autonomy), a concept of authority (as non-binding acts may have similar effects as binding law), and to distinguish international legal rules (or authoritative acts) which require democratic legitimacy from those which do not.
Sources and the Legitimate Authority of International Law
Authors: Martí José Luis 
Published: January 2018

Abstract
This chapter considers that political philosophers in recent years are paying growing attention to the legitimacy of international law and international institutions and are asking who has the right to rule and adequate standing to create international laws, and how. It attempts to contribute to this debate in normative political philosophy through the more specific lens of democratic legitimacy. After presenting certain conceptual clarifications, the chapter identifies three basic principles of democratic legitimacy: the principle of ultimate popular control, the principle of democratic equality, and the principle of deliberative contestability, which can be instantiated in six more concrete requirements. The chapter continues by exploring the limitations of two influential views on the democratic legitimacy of international law. Finally, the chapter concludes by expressing some scepticism about the degree to which the current system of sources of international law is democratically legitimate.
Sources and the Enforcement of International Law
Authors: Tzanakopoulos Antonios , Methymaki Eleni 
Published: January 2018

Abstract
This chapter examines the role of domestic courts in the ideal continuum commencing from sources and ultimately ending in the enforcement of the law in a specific case. It asks whether domestic court decisions are a cause (source) or an effect (enforcement) of international law. The chapter argues that the enforcement of international law is reflexive, rather than reactive. There is thus no real continuum, with domestic courts occupying this or that position on it. Rather, domestic court decisions are both part of the cause and of the effect of international law. The enforcement of a rule of law in a specific case constitutes, in accordance with the sources doctrine, yet another brick in the wall of that same ever-changing rule. And given the increasingly important position that domestic courts are assuming in the enforcement of international law, they become ever more important agents of the development of that law.
Sources of International Human Rights Law
Authors: Besson Samantha 
Published: January 2018

Abstract
This chapter discusses the sources of international human rights law (IHRL) in the light of general international law scholarship. It addresses the question of the autonomy of IHRL as a self-contained regime of international law and, accordingly, that of the ‘generality’ of general international law in respect of sources. It argues that there are at least three features of IHRL that account for their specificities in terms of sources and are reflected thereby. These are: their dual moral and legal nature as rights, and the corresponding objectivity that characterize some of their sources; their dual domestic and international legality as legal rights, and the corresponding transnationality of some of their sources; and their universality as moral and legal rights, and the corresponding generality of some of their sources. Finally, the chapter tackles the distinctiveness of the sources of IHRL and draws some implications for the sources of international law in general.