Experimental studies have developed, conducted, and evaluated classroom interventions for foreign language anxiety reduction. However, various characteristics of those classroom interventions make it difficult to synthesize the findings and apply them to practice. We conducted what is, to the best of our knowledge, the first systematic review on educational interventions for FLA. Six criteria were established for inclusion of studies. Using English keywords, we identified 854 potentially eligible studies through ProQuest and Scopus, 40 of which were finally included. All included (...) studies were published from 2007 to 2020. The studies differed in type of intervention, duration of intervention, and scale to measure FLA. Our systematic review resulted in seven features of classroom interventions, categorized as student–student interactions, student-teacher interactions, self-management, and mood boosters; we also categorized interventions as either individual or interactional. (shrink)

頽廃に至っても、いまだ発現する偶然への希望はある。しかし、頽廃、すなわち消尽に至るならば、無と慨嘆の現実しかありえない。希望の存立自体、五分の可能性に生きる偶然なのである。.

In this paper, we discuss uniform versions of some axioms of second order arithmetic in the context of higher order arithmetic. We prove that uniform versions of weak weak König's lemma WWKL and Σ01 separation are equivalent to over a suitable base theory of higher order arithmetic, where is the assertion that there exists Φ2 such that Φf1 = 0 if and only if ∃x0 for all f. We also prove that uniform versions of some well-known theorems are equivalent to (...) or the axiom of the existence of the Suslin operator. (shrink)

神を認めると個人の自由の場がなくなる。では個人は神なしで自分を救済することができるのか?人間にはそれだけの力量はない。田辺元は、この深淵のなかで苦悩する。.

Using anthropological theory, this paper examines human–android interactions (HAI) as an emerging aspect of android science. These interactions are described in terms of adaptive learning (which is largely subconscious). This article is based on the observations reported and supplementary data from two studies that took place in Japan with a teleoperated android robot called Telenoid in the socialization of school children and older adults. We argue that interacting with androids brings about a special context, an interval, and a space/time for (...) reflection and imagination that was not there before. During the interaction something happens. There is adaptive learning and as a result, both children and older adults accepted Telenoid, and the children and older adults accepted each other. Using frames of play and ritual, we make sense and ‘capture’ moments of adaptive learning, and the feedback that elicits a social response from all study participants that results in self-efficacy and socialization. While “ritual” refers to the application of what has been learned and “play” means that there are no obvious consequences of what has been learned. This analysis illuminates new understanding about the uncanny valley, cultural robotics and the therapeutic potential of HAI. This has implications for the acceptance of androids in ‘socialized roles’ and gives us insight into the subconscious adaptive learning processes that must take place within humans to accept androids into our society. This approach aims to provides a clearer conceptual basis and vocabulary for further research of android and humanoid development. (shrink)

In this paper, we investigate the logical strength of completeness theorems for intuitionistic logic along the program of reverse mathematics. Among others we show that is equivalent over to the strong completeness theorem for intuitionistic logic: any countable theory of intuitionistic predicate logic can be characterized by a single Kripke model.

Nakanishi :115–136, 2012) presents a novel argument for the so-called scope theory of English sentential even, based on examples with antecedent-contained deletion. Nakanishi’s argument is based on the assumption that even cannot associate with a focus which has moved out of its LF scope. I show that this assumption is incorrect, defusing Nakanishi’s argument. I propose that when even associates with a focus which has moved out of its surface scope, it actually associates with focused material in the lower copies (...) of movement. I show that a closer look at ACD examples of Nakanishi’s type in fact yields a new argument against the scope theory. I conclude that English sentential even must always be interpreted in its pronounced position. The patterns of focus association with even presented here constitute a new argument for the copy theory of movement. (shrink)

The purpose of this study was to investigate how the subjective impression of English speech would change when pause duration at punctuation marks was varied. Two listening experiments were performed in which written English speech segments were rated on a variety of evaluation items by both native-English speakers and non-native speakers. The ratings were then subjected to factor analysis. In the first experiment, the pauses in three segments were made into the same durations, from 0.075 to 4.8 s. Participants rated (...) the segments on 23 evaluation items on a rating scale from 1 to 10. A varimax rotation after PCA led to two factors that were related to speech style. These two factors could be interpreted as representing speech naturalness and speech rate. Speech segments with a pause duration of 0.6 s received the highest naturalness evaluation, while perceived speech rate decreased as the physical pause duration increased, without any changes in utterance segments. In the second experiment, a full-factorial design of pause durations within and between sentences, i.e., for commas and for periods, was implemented in two speech segments. The original speech segments and speech segments without any pauses were also included as control conditions. From ratings on 12 evaluation items, similar to Experiment 1, two factors representing speech naturalness and speech rate were obtained. The results showed again that the perceived speech rate decreased with an increase only in pause duration. As for speech naturalness, the highest evaluations occurred when pause durations were 0.6 s within sentences, and either 0.6 or 1.2 s between sentences. This recommends fixing all pause durations to 0.6 s as a practical way to train non-native speakers to make their spoken English appear more natural. (shrink)