Form-focused instruction to identify category of clauses: the case of Lebanese university students of ESL

Un área de gramática que desafía a los estudiantes universitarios de primer año de inglés como segundo idioma ESL en la Universidad Libanesa es las oraciones. En una clase de instrucción centrada en la forma, los estudiantes de ESL suelen hacer bien en la construcción de oraciones adjetivas, y de alguna manera en las oraciones de adverbio, así, sin embargo, se enfrentan a dificultades en la construcción de oraciones nominales. Otro desafío mayor aparece cuando se pide a los estudiantes que identifiquen el tipo de la oración, especialmente cuando se usa el mismo pronombre relativo, como “cuándo” o “dónde”, para construir los tres tipos de oraciones: adjetivo, adverbio y sustantivo. Siguiendo el enfoque cuasi-experimental cuantitativo, a través de un pre y un post-test, el presente estudio investigó estos desafíos con ilustraciones del trabajo de los estudiantes, que hace el corpus de este estudio, y proporciona un análisis lingüístico cognitivo y análisis meta-cognitivo, para resolver este problema. Prosigue con la exploración de técnicas de enseñanza basadas en las características lingüísticas idiosincrásicas de cada tipo, en un intento de capacitar a los estudiantes para diferenciar entre los tres tipos.One area of grammar that challenges first year university learners of English as a second language ESL at the Lebanese university is clauses. In a form-focused- instruction class, ESL learners usually do well on constructing adjective clauses and somehow on adverb clauses as well, yet they face difficulty in constructing noun clauses. Another greater challenge appears when learners are asked to identify the type of the clause especially when the same relative pronoun, such as “where” or “when”, is used in constructing the three types of clauses, namely adjective, adverb and noun. Following the quasi-experimental quantitative approach, via a pre- and a post-test, the present study investigated these challenges with illustrations of students’ work, which makes the corpus of this study, and provides a linguistics analysis, cognitive and meta-cognitive analysis, to solve this problem. It proceeds with exploring teaching techniques based on the idiosyncratic linguistic feature of each type in an attempt to enable learners to differentiate between the three types of clauses

Static N=2 Black Holes For Quadratic Prepotentials

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Special Geometry and Space-time Signature

We construct N=2 four and five-dimensional supergravity theories coupled to vector multiplets in various space-time signatures (t,s), where t and s refer, respectively, to the number of time and spatial dimensions. The five-dimensional supergravity theories, t+s=5, are constructed by investigating the integrability conditions arising from Killing spinor equations. The five-dimensional supergravity theories can also be obtained by reducing Hull's eleven-dimensional supergravities on a Calabi-Yau threefold. The dimensional reductions of the five-dimensional supergravities on space and time-like circles produce N=2 four-dimensional supergravity theories with signatures (t-1,s) and (t,s-1) exhibiting projective special (para)-K\"ahler geometry.Comment: 13 page

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