Intervention exercises have tended to be limited to restricted controlled output instudies related to second language (L2) learners’ acquisition of written academicformulaic sequences (FSs), while measurement of use has been drawn from freeroutput (AlHassan & Wood, 2015; Jones & Haywood, 2004; Peters & Pauwels,2015). The current study reports on an intervention designed to be less controlledthan previous studies and therefore closer to what learners would subsequentlybe required to produce. The intervention required a treatment group to edit targetFSs into given paragraphs. These paragraphs were similar to those they werelater required to produce and from which the data were drawn. Data drawn frompretests established that there was no significant difference in the occurrence oftarget FSs use between the treatment and control groups. Data drawn from posttestswere used to determine whether there was any significant difference in theoccurrence of the target FSs between pre- and posttests for each group. Resultsfrom the treatment group indicate that the intervention appears to have been effectivein increasing learners’ utility with the target FSs.Les exercices d’intervention ont eu tendance à être limités à la production restreinteet contrôlée dans des études liées à l’acquisition de formules académiquesécrites en L2, alors que la mesure de l’emploi a été tirée d’une production plus libre(AlHassan & Wood, 2015; Jones & Haywood, 2004; Peters & Pauwels, 2015). Laprésente étude rend compte d’une intervention conçue de sorte à être moins contrôléeque les études précédentes et donc plus près de ce que les étudiants auraient àproduire par la suite. L’intervention exigeait qu’un groupe expérimental révise lesformules ciblées pour former des paragraphes. Ces paragraphes étaient similairesà ceux qu’ils devaient produire par la suite et à partir desquels les données étaientpuisées. Les données de pré-tests ont établi qu’il n’y avait aucune différence significativedans l’emploi de formules ciblées chez le groupe expérimental et chez legroupe témoin. Les données des post-tests ont déterminé s’il y avait des différencessignificatives dans l’emploi des formules ciblées entre le pré-test et le post-test pourles deux groupes. Les résultats du groupe expérimental indiquent que l’interventionsemble avoir augmenté l’emploi par les étudiants des formules ciblées.
This paper details the planning, design and execution of a successful campaign to perforate five HPHT wells, using Coiled Tubing (CT), in the UK Central North Sea. The project goal was to perforate extended intervals, in live well conditions, in one run and leaving no guns or restrictions downhole. The well conditions presented challenges to the design and operation of CT in this campaign. Challenging factors included: The use of high yield strength CT (130,000ksi grade material). Wellhead pressure up to 9,000 psi. Bottomhole pressure up to 12,500 psi. Estimated BHT 375° F. Estimated FWHT 320° F. Well depths of 21,000 ft MDRKB. Deployment of up to 1,645 ft of 2 7/8″ perforating guns. Perforating gun string retrieval to surface. No rathole to drop guns due to: Penetration of the reservoir water bearing zone, potentially leading to produced water and scaling issues in later well life. Access required across the formation for data acquisition and reperforation operations. Cost and time involved drilling hard HPHT formations. Job design was critical to the success of the operation and consideration given to learnings from similar previous operation. This included selection and analysis of CT material, size, wall thickness and managing potential CT collapse pressure following reservoir perforation. Further analysis, included calculation of CT stretch, circulation pressure, and wellbore solids removal studies. Reverse circulation through the CT was carried out. This would increase the effectiveness of fluid displacement when creating an underbalance situation prior to perforation. In order to maintain pressure barriers specific tooling was required to minimise the risk during this operation. The completion design is discussed with specific attention to the process of eliminating the requirement to deploy and recover perforating guns whilst maintaining control of the surface pressure. The ability to maintain a dual pressure barrier within the completion saved considerable time over the conventional method of recovering long gun strings with pressure at the wellhead. An important element contribution to the success of the operation was the completion of additional equipment tests completed prior to the commencement of operations. The testing demonstrated equipment was fit for purpose and established critical interfaces as well as creating synergies with the multi-vendor delivery team. The fine-tuned operational and procedural aspects of the job and led to several modifications to equipment and procedures. Further testing was completed to confirm functionality the data acquisition, allowing monitoring and recording of pressures, circulation rate and depth control. The job design, planning, qualification of equipment and the use of dedicated competent personnel lead to the successful perforation campaign of five HPHT wells without any accidents, environmental spills or lost time and within budget.
For L2 learners, successful acquisition of formulaic sequences (FSs) is recognised as being valuable for academic writing. Studies suggest that cued output exercises requiring an evaluation effort may prove beneficial. The aim of this study was to examine the value of such exercises. Four classes in a Japanese university EAP programme were each assigned a different intervention over a 4-week period. Each intervention required a different degree of involvement with selected target FSs. Writing samples collected from participants before the intervention established no significant difference in target FS use between the groups. Postintervention data, drawn from the difference in individual participant’s pre- and posttest target FS use, revealed significantly increased use only from the group assigned exercises requiring the greatest involvement, suggesting that such exercises may be important for acquisition. These findings are discussed in relation to other studies concerning cued output and evaluation effort. 第二言語学習者のアカデミック・ライティング学習には、定型表現の習得が有益とされる。判断負荷のかかる手がかり提示型課題の効果を示唆した研究もある。そこで本研究は、そうした練習課題の有効性を検証するため、日本の大学のEAPコースで4週間にわたり、4つの通常授業クラスで各々異なる介入活動を行なった。各介入は、特定の定型表現に対し異なる度合いの関与を必用とした。介入前の授業参加者によるライティング・サンプルにおいては、グループ間の有意差は認められなかったが、介入後のデータでは、一つのグループでのみ、定型表現の使用に大幅な増加が認められた。ここからは、このグループの参加者が行なった練習問題に、より多くの判断作業量が含まれていたことが、定型表現の習得のために重要であった、という可能性が示唆される。こうした調査結果について、手がかり提示型課題と判断作業の問題を扱った他の研究との関係から、考察を行なった。
Intervention exercises have tended to be limited to restricted controlled output in studies related to second language (L2) learners' acquisition of written academic formulaic sequences (FSs), while measurement of use has been drawn from freer output (AlHassan & Wood, 2015;Jones & Haywood, 2004;Peters & Pauwels, 2015). The current study reports on an intervention designed to be less controlled than previous studies and therefore closer to what learners would subsequently be required to produce. The intervention required a treatment group to edit target FSs into given paragraphs. These paragraphs were similar to those they were later required to produce and from which the data were drawn. Data drawn from pretests established that there was no significant difference in the occurrence of target FSs use between the treatment and control groups. Data drawn from posttests were used to determine whether there was any significant difference in the occurrence of the target FSs between pre-and posttests for each group. Results from the treatment group indicate that the intervention appears to have been effective in increasing learners' utility with the target FSs.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.