The development of apologies in the Japanese L2 of adult English native speakers

The present paper focuses on the use of seven apologies strategies in the Japanese of 20 adult, high-intermediate English learners/users of Japanese. Nine of these learners had spent a minimum of two years in Japan. The proportions of apology strategies produced by the two groups of learners in response to 8 situations presented to them in a Discourse Completion Test (DCT) were compared with data obtained from a control group of 14 Japanese L1 participants and a control group of 12 British English L1 participants. In total, 1999 tokens of apology strategies were collected. Statistical analyses and an analysis of lexical items allowed us to describe the learners‟ development and the effect of the stay in Japan

On <i>Prophoca</i> and <i>Leptophoca</i> (Pinnipedia, Phocidae) from the Miocene of the North Atlantic realm: redescription, phylogenetic affinities and paleobiogeographic implications

BackgroundProphoca and Leptophoca represent the oldest known genera of phocine seals, dating from the latest early to middle Miocene. Originally, Prophoca rousseaui and Prophoca proxima were described based on fragmentary remains from the Miocene of Belgium. However, several researchers contested the union of Prophoca rousseaui and Prophoca proxima into one genus, without providing evidence. The stratigraphic context of Prophoca remained poorly constrained due to the lack of precise data associated with the original specimens collected in the area of Antwerp (north of Belgium).MethodsProphoca and Leptophoca are redescribed and their phylogenetic position among Phocidae is reassessed using PAUP. Dinoflagellate biostratigraphy has been carried out on sediment samples associated with specimens from Prophoca and Leptophoca to elucidate their approximate ages.ResultsWhereas the species Prophoca rousseaui is redescribed, Prophoca proxima is considered synonymous to Leptophoca lenis, with the proposal of a new combination Leptophoca proxima (Van Beneden, 1877). Sediment samples from specimens of both taxa have been dated to the late Langhian–early Serravallian (middle Miocene). Following a reinvestigation of Leptophoca amphiatlantica, characters from the original diagnosis are questioned and the specimens of Leptophoca amphiatlantica are considered Leptophoca cf. L. proxima. In a phylogenetic analysis, Prophoca rousseaui and Leptophoca proxima constitute early branching stem-phocines.DiscussionLeptophoca proxima from the North Sea Basin is younger than the oldest known find of Leptophoca proxima from North America, which does not contradict the hypothesis that Phocinae originated along the east coast of North America during the late early Miocene, followed by dispersal to Europe shortly after. Morphological features of the appendicular skeleton indicate that Prophoca rousseaui and Leptophoca proxima have archaic locomotory modes, retaining a more prominent use of the fore flipper for aquatic propulsion than extant Phocidae

Predicting language learners' grades in the L1, L2, L3 and L4: the effect of some psychological and sociocognitive variables

This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on the participants' language grades. Analyses of variance revealed no significant effects of the higher-level personality dimensions on grades. Participants with high levels of foreign language anxiety obtained significantly lower grades in the L2 and L3. Gender and social class had no effect. Strong positive correlations between grades in the different languages could point to an underlying sociocognitive dimension. The implications of these findings are discussed

Second language anxiety among Latino American immigrants in Australia

Research into second language anxiety (SLA) has largely focused on second language learners rather than immigrants. However, living in an environment where the target language (TL) is the language of everyday communication may constitute a significant source of anxiety that generalizes beyond the language classroom [Pappamihiel, N. E. 2001. “Moving from the ESL Classroom into the Mainstream: An Investigation of English Language Anxiety in Mexican Girls.” Bilingual Research Journal 25: 31–39. doi:10.1080/15235882.2001.10162783; Rose, Glenda. 2008. “Language Acculturation Anxiety in Spanish Apeaking Adult Immigrants Learning English in the United States.” PhD diss., University of Texas. Available from ProQuest Dissertations and Theses database (UMI No. 3315370); Woodrow, L. 2006. “Anxiety and Speaking English as a Second Language.” RELC Journal 37: 308–328. doi:10.1177/0033688206071315]. This study explored SLA across different social contexts in a sample of 190 adult immigrants from Latin America to Australia who spoke Spanish as their first language (L1) and English as their second language (L2). The aims were to (a) investigate the presence and severity of SLA among L2 long-term immigrants, and (b) examine sources of individual differences in SLA. Results indicated that SLA exists among L2 immigrants at moderate, high and very high levels, and that levels of anxiety vary significantly across social contexts. Self perceived L2 proficiency was found to be the strongest predictor of SLA followed by extroversion and age, with higher scores on all three variables associated with lower SLA. Gender, education level, duration of residency in Australia, and emotional stability did not predict SLA in any of the contexts. These findings suggest that SLA is a significant problem for adult immigrants, permeating most aspects of their everyday lives. Practical implications and recommendations for future research are discussed

The melting curve of iron at extreme pressures: implications for planetary cores

Exoplanets with masses similar to that of Earth have recently been discovered in extrasolar systems. A first order question for understanding their dynamics is to know whether they possess Earth like liquid metallic cores. However, the iron melting curve is unknown at conditions corresponding to planets of several times the Earth's mass (over 1500 GPa for planets with 10 times the Earth's mass (ME)). In the density-temperature region of the cores of those super-Earths, we calculate the iron melting curve using first principle molecular dynamics simulations based on density functional theory. By comparing this melting curve with the calculated thermal structure of Super Earths, we show that planets heavier than 2ME, have solid cores, thus precluding the existence of an internal metallic-core driven magnetic field. The iron melting curve obtained in this study exhibits a steeper slope than any calculated planetary adiabatic temperature profile rendering the presence of molten metallic cores less likely as sizes of terrestrial planets increase

Self-bias and the emotionality of foreign languages

Article first published online: June 13, 2018Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a language’s foreignness versus its non-nativeness. We employed the same self-paradigm (a simple perceptual matching task of associating simple geometric shapes with the labels “you,” “friend,” and “other”), testing unbalanced Spanish–Basque–English trilinguals. We applied the paradigm to three language contexts: native, non-native but contextually present (i.e., non-native local), and non-native foreign. Results showed a smaller self-bias only in the foreign language pointing to the foreign-language-induced psychological/emotional distance as the necessary prerequisite for foreign language effects. Furthermore, we explored whether perceived emotional distance towards foreign languages in Spanish–English bilinguals modulates foreign language effects. Results suggest that none of the different indices of emotional distance towards the foreign language obtained via questionnaires modulated the self-biases in the foreign language contexts. Our results further elucidate the deeply rooted and automatic nature of foreign-language-driven differential emotional processing.This research has been partially funded by grants PSI2015-65689-P and SEV-2015-0490 from the Spanish Government, AThEME-613465 from the European Union, and a 2016 BBVA Foundation Grant for Researchers and Cultural Creators awarded to the last author (J.A.D.)

Melting of tantalum at high pressure determined by angle dispersive x-ray diffraction in a double-sided laser-heated diamond-anvil cell

The high pressure and high temperature phase diagram of Ta has been studied in a laser-heated diamond-anvil cell (DAC) using x-ray diffraction measurements up to 52 GPa and 3800 K. The melting was observed at nine different pressures, being the melting temperature in good agreement with previous laser-heated DAC experiments, but in contradiction with several theoretical calculations and previous piston-cylinder apparatus experiments. A small slope for the melting curve of Ta is estimated (dTm/dP = 24 K/GPa at 1 bar) and a possible explanation for this behaviour is given. Finally, a P-V-T equation of states is obtained, being the temperature dependence of the thermal expansion coefficient and the bulk modulus estimated.Comment: 31 pages, 8 figures, to appear in J.Phys.:Cond.Matte

The effect of two years abroad on the development of apologies in the Japanese L2 of adult English native speakers

Book synopsis: Speech Acts and Politeness are among the main areas of interest in pragmatics. These communicative phenomena can be considered universal and at the same time language and culture-specific. It is this latter dimension that has been at the centre of recent developments in pragmatics, and it is also the focus of this book. The aim of this book is to reflect this development, providing evidence from four main areas crucial to pragmatics across languages and cultures: a description of a variety of speech acts and politeness strategies in different languages and cultures, a cross-cultural comparison of several speech acts and patterns of politeness, an in-depth analysis of issues concerning the learning and teaching of speech acts and politeness in second/foreign languages, as well as some methodological resources in pragmatics. This book is intended for researchers, scholars and students interested in the field of pragmatics, in general, or in the fields of cross-cultural and second/foreign language pragmatics, and specifically for those interested in speech acts and politeness. It will also be useful to any scholar interested in how communication and culture are related

Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands

Aims and objectives: This study examines the language anxiety that occurs in immigrants’ daily lives when speaking the heritage language and the majority language, both in their host country and during visits to their home country. It compares the levels of heritage language anxiety and majority language anxiety across three generations of the Turkish immigrant community in the Netherlands and explores the link between immigrants’ language anxiety, and sociobiographical (i.e. generation, gender, education) and language background variables (i.e. age of acquisition, self-perceived proficiency, frequency of language use). Design: A Likert scale-based questionnaire was administered to 116 participants across three generations who reported their language anxiety levels when speaking the heritage language and the majority language in three social contexts (i.e. family, friendship and speaking with native speakers). Findings: Statistical analyses revealed that heritage language anxiety and majority language anxiety were prevalent in immigrants’ daily life, and that levels of both forms of anxiety differed across generations, and in different daily life situations. First- and second-generation immigrants typically experienced majority language anxiety, while second- and predominantly third-generation immigrants suffered from heritage language anxiety. Relationships emerged between language background variables and both forms of anxiety, but only in certain situations. These findings suggest that language background variables on their own may be insufficient to explain immigrant language anxiety in certain social contexts (i.e. within family). Rather than merely language background factors, a variety of other issues within social, cultural and national currents must be considered when examining language anxiety in the immigrant context. Implications: Taking an interdisciplinary approach that combines language contact and foreign language anxiety/second language anxiety research, this study suggests that the concept of foreign language anxiety/second language anxiety should be expanded beyond the confines of the classroom in order to include daily interactions immigrant or minority communities. Originality: This study contributes to the limited body of evidence on the topic of language anxiety in immigrant contexts and presents a new construct ‘majority language anxiety’