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This study quantifies second language (L2) knowledge of aural single words and aural phrasal verbs (PVs) and investigates their relationship with L2 listening comprehension. An aural first language (L1) meaning recall test format was used to measure knowledge of 81 single-word and 81 PV target items (with equivalent frequencies of occurrence) among 224 Chinese tertiary-level learners of English as a Foreign Language (EFL). Participants' L2 listening was measured with a version of the Test of English for International Communication (TOEIC). Participants' aural single-word and aural PV knowledge were compared, and their relationship with L2 listening were examined using correlation and multiple regression analysis. These analyses also included comparison between participants of relatively high (Independent Users) and relatively low (Basic Users) L2 listening proficiency. Although regression modelling showed that single-word test scores were most predictive of L2 listening comprehension, it also showed that PV test scores made a substantial contribution to the model's predictive capacity. In combination, single-word and PV test scores could predict 42.7% of the variance observed in the listening scores. The theoretical and practical implications of these results are discussed.

This study explores the constructs that underpin three different measures of vocabulary knowledge and investigates the degree to which these three measures correlate with, and are able to predict, measures of second language (L2) listening and reading. Word frequency structured vocabulary tests tapping "receptive/orthographic (RecOrth) vocabulary knowledge," "productive/orthographic (ProOrth) vocabulary knowledge and productive/phonological (ProPhon) vocabulary knowledge" and tests measuring L2 listening and L2 reading were administered to 250 tertiary-level Chinese learners of English as a foreign language (EFL). Results showed that ProPhon vocabulary knowledge correlated most strongly with L2 listening (r = 0.71) and ProOrth vocabulary knowledge correlated most strongly with L2 reading (r = 0.57). Factor analysis indicated that all subcomponents of the ProPhon vocabulary knowledge test loaded onto one factor and those of the RecOrth and ProOrth vocabulary knowledge tests loaded onto another. Regression modelling showed that ProPhon vocabulary knowledge explained 51% of the variance in L2 listening scores and that ProOrth vocabulary knowledge explained 33% of the variance in the L2 reading scores. Discussion addresses the varying importance of different dimensions of vocabulary knowledge in L2 listening and reading.

Two-dimensional materials with a negative Poisson's ratio have garnered significant attention because of their unique properties. In this study, we propose a novel two-dimensional auxetic material, the α-Li2O monolayer, and perform an extensive investigation using first-principles calculations. Our results demonstrate excellent dynamic stability and thermal stability for this material, indicating the potential for experimental synthesis of the α-Li2O monolayer. Notably, this material exhibits an indirect wide band gap of approximately 4.12 eV. The valence band maximum is dominated by oxygen p-orbitals, while the conduction band minimum mainly consists of oxygen p-orbitals and lithium s-orbitals. Furthermore, our calculations reveal that the α-Li2O monolayer possesses large in-plane negative Poisson's ratios, with a value of − 0.12 in the x direction. Intriguingly, the α-Li2O monolayer demonstrates a transition from negative to positive Poisson's ratios in the y direction, occurring very near the equilibrium lattice position. Moreover, the maximum negative Poisson's ratio of the α-Li2O monolayer is found to be − 0.58. These remarkable properties suggest broad prospects for the α-Li2O monolayer structure in applications within the fields of nanoelectronics and nanomechanics. [ABSTRACT FROM AUTHOR]

This paper reports on the impact of computer-mediated input, output and feedback on the development of second language (L2) word recognition from speech (WRS). A quasi-experimental pre-test/treatment/post-test research design was used involving three intact tertiary level English as a Second Language (ESL) classes. Classes were either assigned to a control group (n = 31) or to one of two alternative treatment levels which used a web-based computer application enabling self-determined opportunities to repeatedly listen to and reconstruct spoken target text into its written form. Treatment group one (n = 30) received text feedback after each of their efforts at target text reconstruction, whereas treatment group two (n = 35) did not. Results indicated that word recognition gain scores of those who used the application, regardless of treatment level, were significantly higher than those of the control group. The relationship between the quantity of self-determined exposure to input and word recognition improvements was moderate but not linear, with those choosing moderate levels of speech input deriving the greatest measurable improvement. Neither increased levels of modified output nor the provision of text feedback were associated with significant improvements in word recognition gain scores. Implications for computer-mediated approaches for the development of L2 WRS are described and areas for future empirical research are suggested.

This paper provides an example of close analysis of student attempts to fill the gaps that comprise a "cloze" test. Such analysis may assist diagnosis of the difficulties that groups of students experience with specific text in particular contexts and illustrate the impact of those difficulties. The paper briefly touches on the international, academic role of English, outlines its contemporary role in universities in the People's Republic of China and then describes a small quantitative study of student difficulty with specialist English that illustrates the impact of those difficulties on text accessibility. One hundred and fourteen Chinese undergraduate students completed a 50 item "cloze" test which was conceptually scored before close analysis of patterns in clear student error. The impact of the pattern of difficulty that emerged from the Chinese results is illustrated in a number of ways. The rank and proportional difficulty of the identified language features is presented in numerical form and compared with that emerging from previous use of the test in secondary school contexts. The proportional difficulty is then used to guide insertion of words from an unfamiliar language into the base text to provide an indication of the difficulty being experienced by the 'average' Chinese undergraduate in reading this passage prepared for a mid-level secondary school audience. The present case provides the opportunity of 'proof of concept' for extension of "cloze" techniques from holistic estimation of readability to identification of specific features of specialist writing styles that may cause difficulty for particular groups of readers. The results of this study suggest that such close analysis of error patterns may provide an illuminative lens on student difficulty with specific language styles within English and that, in this particular case, focus on general academic English may not be sufficient preparation for upper level discipline courses that make use of more specific styles.

Didymella macrostoma P2 was isolated from rapeseed ( Brassica napus ), and it is an endophyte of rapeseed and an antagonist of three rapeseed pathogens, Botrytis cinerea , Leptosphaeria biglobosa , and Sclerotinia sclerotiorum . However, whether P2 has a suppressive effect on infection of rapeseed by the clubroot pathogen Plasmodiophora brassicae remains unknown. This study was conducted to detect production of antimicrobials by P2 and to determine the efficacy of the antimicrobials and P2 pycnidiospores in suppression of rapeseed clubroot. The results showed that cultural filtrates (CFs) of P2 in potato dextrose broth and the substances in pycnidiospore mucilages exuded from P2 pycnidia were inhibitory to P. brassicae . In the indoor experiment, seeds of the susceptible rapeseed cultivar Zhongshuang No. 9 treated with P2 CF and the P2 pycnidiospore suspension (P2 SS, 1 × 10 7 spores/ml) reduced clubroot severity by 31 to 70% on the 30-day-old seedlings compared with the control (seeds treated with water). P2 was reisolated from the roots of the seedlings in the treatment of P2 SS; the average isolation frequency in the healthy roots (26%) was much higher than that (5%) in the diseased roots. In the field experiment, seeds of another susceptible rapeseed cultivar, Huayouza 50 (HYZ50), treated with P2 CF, P2 CE (chloroform extract of P2 CF, 30 μg/ml), and P2 SS reduced clubroot severity by 29 to 48% on 60-day-old seedlings and by 28 to 59% on adult plants (220 days old) compared with the control treatment. The three P2 treatments on HYZ50 produced significantly ( P < 0.05) higher seed yield than the control treatment on this rapeseed cultivar, and they even generated seed yield similar to that produced by the resistant rapeseed cultivar Shengguang 165R in one of the two seasons. These results suggest that D. macrostoma P2 is an effective biocontrol agent against rapeseed clubroot., Competing Interests: The author(s) declare no conflict of interest.