Background. In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning -particularly, the mechanisms through which learners regulate their motivation and learning strategiesremain unclear.Aims. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a Foreign Language (EFL) in China.Sample. The participants were 107 tenth graders (68 females, 39 males) in China.Methods. The data were collected via two questionnaires, one assessing students' motivation toward English vocabulary learning and the other, their English-vocabulary learning strategies, along with a test measuring vocabulary breadth. Results. Structural equation modeling (SEM) indicated that learning strategy partiallymediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive.

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The purpose of this systematic review is to synthesize the findings in the literature on the relative contribution of two types of linguistic knowledge (i. e., vocabulary and grammatical knowledge) to L2 reading comprehension; and to discuss the possible factors that might have led to the complexity and incongruity of the research findings. Nineteen studies were identified for this review through a systematic process of selection, and were analyzed in terms of the relationship of vocabulary and grammatical knowledge with L2 reading comprehension and their relative significance. The result of this review showed that there was no clear evidence supporting which type of linguistic knowledge is more contributive than the other; and the inconclusive findings might be attributed to the variations in the design of the studies. Two factors emerged, including participants’ language proficiency and construct definition, operationalization, and measurement. Some considerations for future research are suggested.

Background Oral mucocele is the most common minor salivary gland lesion with good prognosis after surgical removal. However, its recurrence is not rare, sometimes bothersome. This study aimed to identify the possible predictive variables affecting the recurrence rate of oral mucocele. Material and Methods The histoclinical data of 164 patients diagnosed with oral mucocele were retrospectively obtained by reviewing dental records. The predictive variables for its recurrence were identified by analyzing its recurrence rate according to clinical variables. Results The recurrence rate showed the significant differences according to location and age. Oral mucocele recurred with significantly higher frequency on the ventral mucosa of tongue (50.0%) than on the labial/buccal mucosa (8.8%). Its recurrence was significantly more common in the younger patients (aged < 30 years, 16.0%) than in the older patients (aged > 30 years, 4.4%). However, there was no significant difference in recurrence rates between surgical procedures using scalpels and those using lasers. Conclusions Patients with oral mucocele should be more carefully informed of its possible recurrence, especially when it is found on the ventral surface of the tongue or in a younger population. Key words: Age, laser, oral mucocele, recurrence, tongue.

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