The present study explored whether listening to songs and singing can improve second language pronunciation and vocabulary learning at beginning stages of language acquisition. One hundred and eight Chinese students underwent a 4-min training session to learn 14 words from a meaningful French song about the parts of the body in either one of two conditions: in Experiment 1, listening to rhythmic speech vs listening to the same words but in a song (50 participants), and in Experiment 2, listening to vs singing a song (58 participants). Accentedness ratings of pretest and posttest recordings revealed that (a) the song listening group reduced accentedness significantly more than the rhythmic speech listening group (Experiment 1); and (b) singing and listening to a song yielded similar significant improvements after training (Experiment 2).
The mammalian circadian clock plays a crucial role in regulating the 24-hour physiological and behavioral processes. This work presents an improved model for the mammalian circadian clock by integrating physiologically plausible modifications into the Kim-Forger model, and investigates the oscillatory dynamics of the mammalian circadian clock induced by the core delayed negative feedback loop using bifurcation theory. The modifications involve introducing time delays in PER protein transcription, translation, and translocation, replacing the first-order law for PER degradation rate with the Michaelis-Menten law, and revising the transcription rate of $Per$ genes. The modified model accurately captures circadian oscillations and overcomes the unrealistic constraints of the Kim-Forger model. In addition, by utilizing the time delay as a control parameter, the theoretical results reveal that the delay induces a supercritical Hopf bifurcation, leading to the emergence of circadian oscillations with enhanced robustness, longer periods, increased amplitudes, and phase delays. Finally, numerical simulations are presented to assess the efficacy of the modified model and to validate the theoretical analysis.
Abstract. To effectively motivate students' English learning motivation, based on the ARCS motivation incentive model, the end link of college English classroom was taken as the research object, and the instructional design based on the ARCS motivation incentive model in the end link of college English teaching was explored. The research results showed that the teaching method fully motivated and maintained the motivation of students' learning outside the classroom, and then realized the final learning purpose. It can be seen that improving teachers' awareness focusing on the end link of the classroom, especially based on the motivation and incentive mechanism, linking the teaching opportunities inside and outside the classroom, we can formulate suitable teaching strategies and dig out the great potential usefulness of English teaching.
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