This study investigates the relative effectiveness of two methods for teaching a set of English verb–noun collocations: form-focused instruction (FFI) and concept-based instruction (CBI). The sample comprised 73 Chinese-speaking learners of English taking intermediate English courses, who were randomly assigned to one of three groups: an FFI intervention group, a CBI intervention group, and a control group. In order to determine the effects of the two instructional methods, the participants’ collocational knowledge was measured in three ways: via form recall testing, form recognition testing, and meaning recall testing. Specifically, all of the participants took pretests, immediate posttests, and one-week delayed posttests. The results of a comparison of the learning gains between the three groups showed that the CBI and FFI approaches each had a positive effect on establishing initial form–meaning relationships for verb–noun collocations. The CBI group significantly outperformed the FFI group on both collocational acquisition and retention. This result suggests that CBI’s focus on learning verbal meanings through image schemas and conceptualization practice is associated with a deeper understanding of English verb–noun collocations. The study concludes with pedagogical implications for teaching second language (L2) collocations.
Hepatocellular carcinoma (HCC) is a highly invasive malignancy. Recently, GATOR1 (Gap Activity TOward Rags 1) complexes have been shown to play an important role in regulating tumor growth. NPRL2 is a critical component of the GATOR1 complex. Therefore, this study used NPRL2 knockdown to investigate how GATORC1 regulates the prognosis and development of HCC via the mammalian target of rapamycin (mTOR) and autophagy signaling pathways. We established HepG2 cells with NPRL2 knockdown using small interfering RNA (siRNA) and short hairpin RNA (shRNA) systems. The siRNA‐mediated and shRNA‐mediated NPRL2 down‐regulation significantly reduced the expression of NPRL2 and two other GATPOR1 complex components, NPRL3 and DEPDC5, in HepG2 cells; furthermore, the efficient down‐regulation of NPRL2 protein expression by both the shRNA and siRNA systems enhanced the proliferation, migration, and colony formation in vitro. Additionally, the NPRL2 down‐regulation significantly increased HCC growth in the subcutaneous and orthotopic xenograft mouse models. The NPRL2 down‐regulation increased the Rag GTPases and mTOR activation and inhibited autophagy in vitro and in vivo. Moreover, the NPRL2 level in the tumors was significantly associated with mortality, recurrence, the serum alpha fetoprotein level, the tumor size, the American Joint Committee on Cancer stage, and the Barcelona Clinic Liver Cancer stage. Low NPRL2, NPRL3, DEPDC5, and LC3, and high p62 and mTOR protein expression in the tumors was significantly associated with disease‐free survival and overall survival in 300 patients with HCC after surgical resection. Conclusion: The efficient down‐regulation of NPRL2 significantly increased HCC proliferation, migration, and colony formation in vitro, and increased HCC growth in vivo. Low NPRL2 protein expression in the tumors was closely correlated with poorer clinical outcomes in patients with HCC. These results provide a mechanistic understanding of HCC and aid the development of treatments for HCC.
Many synchronous computer-mediated communication (SCMC) studies have been conducted on the nature of online interaction across a range of pragmatic issues. However, the detailed analyses of resistance to advice have received less attention. Using the methodology of conversation analysis (CA), the present study focuses on L2 peer review activities in a synchronous online context: that of giving and receiving advice based on participants' writing drafts. In L2 peer review activities, advice givers are momentarily positioned as the more knowledgeable party on the issue being discussed, while advice recipients can be viewed as having a subordinate status. I show that advice recipients invoke authority, provide a justification, or initiate inquiries to indicate resistance in a delicate manner. I argue that these resistance strategies cooperate to establish the recipients' identities as competent, independent participants and to assert their primary rights over their manuscripts. The study reveals that L2 SCMC peer response is not only a means for participants to develop rhetorical knowledge, but also to negotiate advice and manage interactional practices.
This study examines the effect of concept‐based instruction (CBI) on teaching English congruent and incongruent verb‐noun collocations for college students at two proficiency levels. Fifty‐eight Chinese learners of English acquired five target verbs (make, do, take, get, and have) and related 14 congruent and incongruent collocations through CBI materials. Participants' collocational knowledge was assessed by two types of form recall tests. Statistical results of the pretests, immediate posttests, and one‐week delayed posttests showed positive effects of CBI on the two groups' acquisition and retention of congruent and incongruent collocations. However, the findings indicated that the accuracy of incongruent collocations appeared to fall behind that of congruent collocations. This study concludes with pedagogical implications for teaching congruent and incongruent verb‐noun collocations through CBI.
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