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Robust scientific evidence related to two rotavirus (RV) vaccines available worldwide demonstrates their significant impact on RV disease burden. Improving RV vaccination coverage may result in better RV disease control. To make RV vaccination accessible to all eligible children worldwide and improve vaccine effectiveness in high-mortality settings, research into new RV vaccines continues. Although current and in-development RV vaccines differ in vaccine design, their common goal is the reduction of RV disease risk in children5 years old for whom disease burden is the most significant. Given the range of RV vaccines available, informed decision-making is essential regarding the choice of vaccine for immunization. This review aims to describe the landscape of current and new RV vaccines, providing context for the assessment of their similarities and differences. As data for new vaccines are limited, future investigations will be required to evaluate their performance/added value in a real-world setting.PLAIN LANGUAGE SUMMARY

Background More than 10 years after the authorisation of two rotavirus vaccines of demonstrated efficacy and with a strongly positive benefit-risk profile, uptake in Europe remains low. Only 13 countries in Europe provide a fully-funded rotavirus universal mass vaccination (UMV) programme, three provide a partially-funded programme, and one provides full funding for a reduced programme targeting at-risk infants. Around 40% of countries in Europe currently have no existing recommendations for rotavirus vaccine use in children from the national government. Methods We provide an overview of the status of rotavirus vaccine recommendations across Europe and the factors impeding uptake. We consider the evidence for the benefits and risks of vaccination, and argue that cost-effectiveness and cost-saving benefits justify greater access to rotavirus vaccines for infants living in Europe. Results Lack of awareness of the direct and indirect burden caused by rotavirus disease, potential cost-saving from rotavirus vaccination including considerable benefits to children, families and society, and government/insurer cost constraints all contribute to complacency at different levels of health policy in individual countries. Conclusions More than 10 years after their introduction, available data confirm the benefits and acceptable safety profile of infant rotavirus UMV programmes. Europe serves to gain considerably from rotavirus UMV in terms of reductions in healthcare resource utilization and related costs in both vaccinated subjects and their unvaccinated siblings through herd protection.

This is an overview of the Socio-Educational Model of Second Language Acquisition from the first publication on the topic (Gardner & Lambert, Canadian Journal of Psychology, 13, 266–272, 1959) to recent research. Topics include The Attitude Motivation Test Battery, the 10 scales assessed by it, four aggregate variables (e.g., integrativeness, attitudes toward the learning situation, language anxiety and motivation), and representative research on achievement, perseverance, bicultural excursions, classroom behavior, language retention, and the research paradigm. A final section presents recent research on the role of the Socio-Educational Model applied to English as a global language. This section presents a path analysis of the Socio-Educational Model in general, reliability data based on samples from Canada vs Other Countries, and path analysis coefficients from five different countries, Croatia, Poland, Romania, Spain and Brazil.

Prior research has explored victim blaming in the context of hate, often depicting hate crime victims as relatively passive recipients of harassment and violence. In reality, victims often do engage with their perpetrators, and the present research explored the effect that victim behavior might have on observer reactions to Islamophobic hate crimes. Participants completed a measure of Islamophobia and read a scenario in which a White man verbally harassed a victim in the park before physically assaulting him. We manipulated both the victim’s identity (White or South Asian Muslim) and the victim’s response to the perpetrator’s verbal harassment (the victim either ignored the offensive comments, verbally reacted to them, or became physically confrontational). When the victim was portrayed as passive and nonresponding, the South Asian Muslim victim attracted lower victim blame, higher perpetrator blame, and increased certainty that the offense was a hate crime. As the victim’s behavior became more aggressive, victim blaming increased and perpetrator blaming decreased, but only for the South Asian Muslim victim. It appeared that observers scrutinized the behavior of the South Asian Muslim victim in a way they did not for the White victim, such that sympathy toward the Muslim hate crime victim was tied to his “good behavior.” We propose that observers hold expectations of the model hate crime victim, one who is a racialized, religious, or sexual minority who accepts harassment passively and with good behavior; deviation from this script results in a loss of sympathy and an increase in victim blaming. Finally, those higher in Islamophobia displayed reduced perpetrator blame, guilt, and sentences but greater victim blame when the crime targeted a South Asian Muslim as opposed to White victim.

This study investigated a computerized version of the mini-AMTB, a brief form of the Attitude Motivation Test Battery, in CALL. Students in first-year French classes participating in a 10-session independent-study multimedia lab completed the computerized mini-AMTB at the beginning of the fifth and tenth sessions and evaluated their state motivation and anxiety at these times. Results demonstrated that the relationships among the components of integrative motivation (i.e., integrativeness, attitudes toward the learning situation, and motivation) during both sessions mirrored those obtained in other studies using the standard AMTB, that these components correlated predictably with the state measures, and that the measures showed high levels of reliability over the interval between the fifth and tenth session. Other results indicated that achievement on the lab exercises in the fifth session correlated significantly with attitudes toward the learning situation during the fifth session and with an instrumental orientation in the tenth session, while achievement in the tenth session correlated significantly with motivation, integrativeness, and attitudes toward the learning situation in the fifth session and with motivation, integrativeness, and an instrumental orientation assessed during the tenth session. The utility of the mini-AMTB, which requires less than 3 minutes to complete, is discussed.

This study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on students’ motivation and English achievement. The participants consisted of 31 English as a foreign language (EFL) teachers and their students (N = 694) in Catalonia, Spain. The teachers and students rated the frequency of use of 26 strategies in their classes. In addition, the students were tested on their attitudes, motivation, and language anxiety with the mini-Attitude Motivation Test Battery (AMTB; Gardner & MacIntyre, 1993) and completed objective tests of English achievement. The results indicated that the teachers and students agreed on the relative frequency of some strategies but not on the frequency of other strategies and that, although the teachers’ reported use of motivational and traditional strategies was not related to the students’ English achievement, attitudes, motivation, or language anxiety, the students’ perceptions of these strategies tended to be related to their attitudes and motivation at both the individual and class levels. In addition, when the students were the unit of analysis, there was a negative correlation between the students’ ratings of the frequency of traditional strategy use and English achievement. Path analysis indicated that integrativeness, attitudes toward the learning situation, and instrumental orientation predicted the motivation to learn English and that motivation was a positive predictor of English achievement, whereas attitudes toward the learning situation and language anxiety were negative predictors of English achievement. Hierarchical linear modelling analysis confirmed these findings but indicated that the effects of strategies are much more complex than previously thought. Strategy use as reported by the teachers did not influence the regression coefficients for any of the predictors, but strategy use reported by students had a positive effect on the predictability of motivation on English achievement.

In this paper I discuss our socio-educational model of second language acquisition and demonstrate how it provides a fundamental research paradigm to investigate the role of attitudes and motivation in learning another language. This is a general theoretical model designed explicitly for the language learning situation, and is applicable to both foreign and second language learning contexts. It has three important features. First, it satisfies the scientific requirement of parsimony in that it involves a limited number of operationally defined constructs. Second, it has associated with it the Attitude/Motivation Test Battery (AMTB) that yields reliable assessments of its major constructs, permitting empirical tests of the model. Third, it is concerned with the motivation to learn and become fluent in another language, and not simply with task and/or classroom motivation.

This study investigated the effect of the cultural background of immigrant children on affective variables in learning three different languages. Participants were students in secondary multicultural classrooms in Spain. A total of 114 students, aged 12 to 16, answered a questionnaire based on Gardner's Attitude = Motivation Test Battery assessing their attitudes, motivation and anxiety towards learning Catalan, Spanish and English. In addition, the students also completed self-ratings of their language achievement in each of the three languages. The results demonstrated that there were few differences attributable to cultural background. Asian students were lower in instrumental orientation than African students, and had more positive attitudes towards learning the languages than Spanish students. There were many more differences attributable to the language being studied. Overall, affective variables were more positive for both Spanish and English than for Catalan, with little difference between Spanish...

The socioeducational model of second Language acquisition postulates that Language learning is a dynamic process in which affective variable influence Language achievement and achievement and experiences in Language learning can influences some affective variables. Five classes of variable are emphasized: integrativeness, attitudes toward the learning situation, motivation, Language anxiety, and instrumental orientation. The present study of a 1-year intermediate-level French course reveals that some affective characteristics are more amenable to change than others, and that patterns of change over time are moderated by achievement in the course. Related findings demonstrate very few differences on the affective measures from one class section to another, and that day-to-day levels of state motivation are largely invariant, whereas state anxiety might be influenced by environmental events.

The initial impetus for this investigation was a discussion between the two authors about comments and criticisms in the literature concerning the role of attitudes and motivation in second language learning. It was noted that some researchers seemed to feel that such variables were important, while others felt that they were not, and some even felt that the relationships reported in the literature were too inconsistent to draw any firm conclusions. The senior author suggested that someone should do a meta-analysis to see exactly what the empirical data revealed and challenged the junior author to do so. In the following weeks, the enormity of the task became apparent. There were many articles that were identified with many different conceptualizations and measurement strategies, many different cultural settings, many different ages, and so forth, and it was obvious that a multitude of decisions would have to be made. To make the task a bit simpler, it was decided to start with research conducted by Gardner and associates simply because it was readily available and used a fairly standard set of concepts and measurement operations. Much to our surprise, there were more data here than we initially supposed, and in the end it seemed prudent to limit one study to this data set and plan a second meta-analysis to consider research by other investigators. Such an approach, we felt, would permit greater flexibility than trying to organize all studies into one format. Meta-analyses are enormous undertakings, however, and to date we have only managed to complete this one. The second study is underway, delayed somewhat by the vast distance now separating the two authors, let alone a number of logistical issues that make it difficult to identify a common set of constructs in the relevant literature. A major purpose of this investigation was to estimate the magnitude of the contributions that motivation and attitudes make to achievement in the second language in the research conducted by Gardner and his associates. This meta-analysis investigates the relationship of second language achievement to the five attitude/motivation variables from Gardner's socioeducational model: integrativeness, attitudes toward the learning situation, motivation, integrative orientation, and instrumental orientation. Over the years, some interesting questions have been raised in the literature concerning the socioeducational model of second language acquisition and the role played by attitudes, motivation, and orientations in second language achievement. For example, some researchers have proposed specific hypotheses speculating whether the role of attitudes and motivation in language achievement may vary as a function of certain qualities of the learning situation (Is the language available outside of the classroom?), and /or qualities of the learner (Do attitudes and motivation play a stronger role depending upon the age of the learner?). We soon realized that these questions could be answered by this meta-analysis, and thus the focus was expanded to include two questions: (a) What is the best estimate of the correlations in the population between various aspects of second language achievement and the five attitudinal/motivational characteristics in Gardner's model? and (b) Are there other variables, such as the availability of the language in the community or the age of the learners, that influence the magnitude of these associations? These relationships were examined in studies conducted by Gardner and associates using the Attitude/Motivation Test Battery, and three achievement measures including self-ratings, objective tests, and grades. In total, the meta-analysis examined 75 independent samples involving 10,489 individuals. The results demonstrated that the correlations between achievement and motivation are uniformly higher than those between achievement and integrativeness, attitudes toward the learning situation, integrative orientation, or instrumental orientation, and that clearly the population correlations are greater than 0. In general, neither the availability of the language nor age had clear moderating effects on these relationships. [The present article first appeared in Language Learning, 53(1), 2003, 123–163]

The authors used Monte Carlo methods to assess the per-contrast and experimentwise Type I error rates of two post hoc tests of cellwise residuals and four post hoc tests of pairwise contrasts in 3 4 chi-square contingency tables. The six post hoc procedures were evaluated under three sample sizes and under the null hypotheses of independence and homogeneity. Results of the study indicate that the cellwise adjusted residual method provided adequate experimentwise Type I error rate control when appropriate adjustments to the alpha level were made, and the Gardner pairwise post hoc procedure provided several advantages over the other pairwise procedures. This was true for both the independence and homogeneity models.

This study investigated 127 British university students who worked as English monitors (i.e., instructors) in an “Enjoy English” program in Spain. This program gives children the opportunity to improve their English skills through a number of recreational activities. We assessed the monitors' attitudes toward Spain and Spanish people, motivation to learn Spanish, adjustment to Spanish culture, and self-ratings of Spanish proficiency, as well their supervisors' ratings of their personalities and their success as instructors in the program. The monitors were tested at the beginning of the four-week program and again at the end, whereas the supervisors were tested only at the end of the program. The results demonstrated significant changes in the monitors' attitudes and ratings of proficiency in Spanish over the duration of the program. Moreover, these changes defined four dimensions: Integrativeness, Motivation, Adjustment, and Self-confidence with Spanish. Relationships were also found between pretest characteristics of the monitors, supervisors' perceptions of the monitors' personalities, and supervisors' ratings of teaching performance. A multiple regression analysis showed that Teaching Performance was predicted significantly by the number of languages spoken by the monitors and supervisors' ratings of their Agreeableness and Extroversion. These results are discussed in terms of the roles of attitude and motivation in second language learning, factors associated with adjustment to a new culture, and characteristics of successful teachers.

Proteasomes are multicatalytic proteinase complexes which play a central role in intracellular protein degradation. They catalyse key events in cell cycle regulation and in the activation of the transcription factor NFκB. Proteasome inhibitors have been useful for the characterization of proteasome catalytic components and in the elucidation of proteasome functions in animal cells. Potent small peptide inhibitors of proteasomes also represent a novel approach to the treatment of inflammatory diseases (which involve activation of NFκB) and cancer. Such compounds have recently been shown to be effective in a variety of animal models, and at least one is currently in use in clinical trials. Copyright © 2000 European Peptide Society and John Wiley & Sons, Ltd.

Some researchers investigating second language acquisition argue that the sociocultural milieu of the learner influences individual difference variables involved in learning a second language. This study investigated this link by assessing the linguistic nature of the home community, respondents’ recollections of early experiences in second language learning, and their current attitudes and beliefs about language learning and bilingualism. The sample consisted of 109 1st-year university students enrolled in an introductory psychology course. Support was found for a causal model that indicated that early sociocultural experiences, as reflected in respondents’ recollections, influence their current cultural attitudes, motivation to learn a second language, and self-perceptions of second language proficiency.

Much research in second language acquisition (SLA) centres on the relationships among individual difference measures such as language attitudes, motivation, anxiety, self-confidence, language aptitude, learning strategies, field independence, and measures of achievement in the language. Numerous studies have supported the proposed influences of these individual difference variables on achievement, and a number of models have been developed to explain the relationships among subsets of these variables. However, there is a lack of research examining the relationships among all these variables simultaneously. In the present study, we investigate a large number of individual difference measures to determine their underlying dimensions, to contrast their predictive validities, and to evaluate their contributions in a causal model of SLA. Our study was based on a sample of 102 university students enrolled in introductory French. The results indicated substantial links among the affective measures and achievement. Support was found for these connections in the proposed causal model.

By definition, multiple regression (MR) considers more than one predictor variable, and each variable’s beta will depend on both its correlation with the criterion and its correlation with the other predictor(s). Despite ad nauseam coverage of this characteristic in organizational psychology and statistical texts, researchers’ applications of MR in bivariate hypothesis testing has been the subject of recent and renewed interest. Accordingly, we conducted a targeted survey of the literature by coding articles, covering a five-year span from two top-tier organizational journals, that employed MR for testing bivariate relations. The results suggest that MR coefficients, rather than correlation coefficients, were most common for testing hypotheses of bivariate relations, yet supporting theoretical rationales were rarely offered. Regarding the potential impact on scientific advancement, in almost half of the articles reviewed (44 %), at least one conclusion of each study (i.e., that the hypothesis was or was not supported) would have been different, depending on the author’s use of correlation or beta to test the bivariate hypothesis. It follows that inappropriate decisions to interpret the correlation versus the beta will affect the accumulation of consistent and replicable scientific evidence. We conclude with recommendations for improving bivariate hypothesis testing.

This study explored the stability of self-worth among avoidantly and anxiously attached individuals in achievement and social domains. Undergraduate students (n = 180) completed measures of attachment style and were given a list of life events. Participants rated the extent to which their global self-worth would increase or decrease as a result of each event. Avoidantly attached individuals reported relatively stable levels of self-worth, whereas anxiously attached individuals reported heightened self-worth from positive interpersonal events and lowered self-worth from negative interpersonal events. Results suggest that avoidantly attached individuals may not create contingencies of self-worth, whereas anxiously attached individuals may create contingencies of self-worth within the social domain.

This study investigates the distribution of technical and substantive structural equation modeling articles (SEM) that were published in psychological journals from 1987 to 1994. An inspection of more than 1050 abstracts on PsycLit 1987–1995 (PsycINFO, 1973–1995) revealed a number of clear trends: (a) an increase by year of articles concerned with SEM, (b) an increase in the number of journals that publish structural equation modeling articles, (c) a relatively stable output of technical articles across years, and (d) an increase of substantive articles across years. Furthermore, when the substantive articles are classified as either causal models or confirmatory factor analyses, a similar “growth” trend across years occurs for both categories. We further inspected the growth trend by considering the ratio of SEM articles to the total number of psychology articles and by comparing these results to distributions of analysis of variance, multivariate analysis of variance, regression, and factor analyses art...

Recent reviews by Crookes & Schmidt (1991), Dornyei (1994), and Oxford and Shearin (1994) have suggested that research concerned with motivation in second language acquisition would benefit from a consideration of motivational constructs from other research areas. The present study addresses this issue by investigating the relation of a number of new measures of motivation such as persistence, attention, goal specificity, and causal attributions to each other, to existing measures of attitudes and motivation, and to indices of achievement in French courses. A sample of 75 students in a francophone secondary school completed various motivational and attitudinal measures, and subsequently wrote a French essay. Their final grades in the French course were later obtained from the school records. Support was found for a LISREL structural equation model linking different aspects of motivation with language attitudes, French language dominance, and French achievement. It was concluded that the new motivational measures add to our understanding of motivation in language learning.

This study examined some of the cognitive processes underlying stereotyping,as well as the effects of multiple social categories in impression formation.Phase 1 of the study assessed stereotypes (if males, females, 20 year olds, 70year olds, French Canadians and English Canadians in a sample of 60 under-graduates. The results demonstrated that stereotype judgements were relativelyautomatic in that they were made more quickly than non-stereotype judge-ments. Phase 2 of the study examined the impressions formed of "individuals"who were simultaneously identified in terms of gender, age and ethnicity.These individuals tended to be perceived in terms of their gender and age;moreover, this effect was more pronounced on stereotype traits thannon-stereotype traits. Phase 3 examined subjects' memory for the individuals,and it was found that memory was better for age and gender than forethnicity, and that speed for making such judgements followed the samepattern. While the results support the view that individuals are perceived interms of stereotypes, they suggest that certain salient categories will be moreinfluential in a particular context.ResumeCette etude se penche sur certains processus cognitifs qui sous-tendent lesstereotypes ainsi que sur les effets de categories sociales multiples dans laformation des impressions. Dans une premiere etape, l'etude a evalue lesstereotypes chez des sujets masculins et feminins, ages de 20 et de 70 ans,Canadicns et Canadiennes francophones et anglophones dans un echantillonde 60 etudiants de premier cycle. Les resultats reVelent que les jugements parstereotypes sont relativement automatiques en ce sens qu'ils se forment plusrapidement que les jugements non fondes sur les stereotypes. Dans uneseconde etape, on a etudie les impressions formees sur des «individus»identifies simultanement en fonction de leur sexe, de leur age et de leurappartenance ethnique. Ces individus etaient surtout percus en fonction deleur sexe et de leur age; de plus, cet effet 6tait davantage prononce pour lestraits psychologiques stereotypes que pour les traits non stereotypes. Unetroisieme etape a consiste a examiner le souvenir que conservaient les sujetsdes individus. On a constate que le souvenir etait plus marque pour lesCanadian Journal of Behavioural Science, 1995, 27:4, 466-483

The present study investigates whether language preference is associated with different acculturation attitudes. As residents of Montreal, 103 Portuguese immigrants or firstgeneration Canadians of Portuguese descent completed a questionnaire in their preferred language (English, French, or Portuguese) assessing their modes of acculturation, selfreported ethnic identity, self-esteem, individualistic and collectivistic tendencies, and self-reported competence in speaking and reading English, French, and Portuguese. The results indicated that language preference was associated with ethnic identity. Moreover, there was a strong identification with the North American culture by the English respondents and a weaker association with the French-Canadian culture by French respondents. These results indicate that language choice strongly reflects different acculturation attitudes and that research should be directed toward both macro-and microcultural levels in a "dominant" society.

Previous research has shown language anxiety to be associated with broad-based indices of language achievement, such as course grades. This study examined some of the more specific cognitive processes that may be involved in language acquisition in terms of a three-stage model of learning: Input, Processing, and Output. These stages were represented in a set of nine tasks that were employed to isolate and measure the language acquisition stages. A new anxiety scale was also developed to measure anxiety at each of the stages. Generally, significant correlations were obtained between the stage-specific anxiety scales and stage-specific tasks (e.g., output anxiety with output tasks) suggesting that the effects of language anxiety may be both pervasive and subtle.

Language anxiety is a prevalent phenomenon in second language learning. This experiment examines the arousal of anxiety caused by the introduction of a video camera at various points in a vocabulary learning task. Seventy-two students of 1st-year university French were randomly assigned to one of four groups: (a) one group who had anxiety aroused during their initial exposure to the stimuli, (b) a second group who had anxiety aroused when they began to learn the meanings of the words, (c) a third group who had anxiety aroused when they were asked to produce the French word (when prompted with the English), and (d) a control group who did not experience anxiety arousal. Significant increases in state anxiety were reported in all three groups when the video camera was introduced, and concomitant deficits in vocabulary acquisition were observed. It is concluded that the stage at which anxiety arises has implications for any remedial action taken to reduce the effects of language anxiety.

This study focuses on four issues concerningaspects ofthe validity of the Attitudey'Motivation Test Battery. Data were obtained from 92 students of universityJevel French. The first issue deals with whether the various subtests assess the attributes they are presurned to measure. A multitraiU multimethod analysis of three methods indicated that they did. The second issue focuses on the relationship of the subtests to higher order constructs. A factor analysis provided empirical support for the higher order constructs of Integrativeness, Attitudes Toward the Leaming Situation, Language Anxiety, and Motivation. The third issue is concemed with whether the strategy used to measure affective variables influences their conelations with measures of achievement. The conelations obtained suggested that they

A socio-educational model of second language learning suggests that the learning of a second language involves both an ability and a motivational component and that the major basis of this motivation is best viewed from a social psychological perspective. The motivational component is influenced to some extent by factors that affect an individual's willingness to accept "foreign" behavior patterns. Language is an important part of one's own identity, and the extent to which one can incorporate another language successfully is related to a variety of attitudinal variables involving ethnic relations, as well as ability and linguistic factors. The major operative construct in the socio-educational model is motivation, and it is possible that the cultural milieu in which language learning takes place will influence which attitudinal variables serve as basic supports for this motivation. A three-page reference list and three figures are appended. (MSE)

The study examines the effects of both integrative motivation and anxiety on computerized vocabulary acquisition using a laboratory analog procedure as a microcosm of second language learning. An attempt was made to induce anxiety in one group of subjects by videotaping them while learning. Individual differences in integrative motivation were measured by aggregating relevant scales. Subjects higher in integrative motivation showed superior vocabulary acquisition and tended to initiate a translation more quickly than did those lower in integrative motivation. The anxiety manipulation did not appear to influence behavior during the learning trials. A second set of analyses revealed that subjects with more positive attitudes tended to respond more quickly and consistently to the attitude items. The results are discussed in terms of the operational definition of integrative motivation and its relation to anxiety.

This study investigated the factor structure underlying 23 scales assessing both language anxiety as well as other forms of anxiety. Three factors were obtained and identified as Social Evaluation Anxiety, State Anxiety, and Language Anxiety. Correlations were obtained between scores based on these factors and measures of short-term memory (a Digit Span test) and vocabulary production (a Thing Category test). These two measures were administered in both LI (English) and L2 (French) versions. It was shown that Language Anxiety was correlated significantly with both Digit Span and Thing Category scores, but only in L2. Further analyses indicated that the French tasks were more anxiety-provoking than were the English ones and that for LI, digit span was more anxiety-provoking than was vocabulary. These results are interpreted in terms of the deficits created by anxiety during the cognitive processing of L2 stimuli.

FOR MANY STUDENTS, LANGUAGE CLASS CAN be more anxiety-provoking than any other course that they take (1; 13; 20).1 Anecdotal reports and an emerging body of empirical research suggest that language anxiety can have a pervasive impact at all stages of language learning and production (14; 19). In the language classroom, increased levels of anxiety can have a variety of negative effects. Anxious students are less likely to volunteer answers and to participate in oral classroom activities (5). They also tend to avoid difficult linguistic structures that the more relaxed students would be willing to attempt (16). Not surprisingly, therefore, language anxiety has been negatively correlated with language course grades (12) and teacher's ratings of achievement (33). While anxiety is correlated with these more global measures, its negative influence on the specific aspects of the language learning process must also be considered. Anxiety has been found to influence listening comprehension negatively (10). Anxious students will sometimes report that language class moves too quickly, that they feel left behind, and that they require more time for their studies --a fairly common response to anxiety in any instructional setting (32). Word production of anxious students also tends to be smaller than that of

Since Scovel's review of the literature in 1978, several studies have been conducted that consider the role of anxiety in language learning. This paper examines the perspectives from which foreign language anxiety research has been conducted, the instruments that have been used, and the results that have been reported. Three approaches to the study of anxiety are identified as the trait, state, and situation specific perspectives. The instruments chosen to measure anxiety have been quite varied, with several scales specifically intended to assess foreign language anxiety. The literature to be reviewed comes from studies of children, studies that have included anxiety in models of language learning, and finally, studies that are focused directly on the role of anxiety in language learning. With the advances in theory and measurement that have been made in the past decade or so, it is anticipated that foreign language anxiety will receive much more research consideration.

The major purpose of this study was to investigate the effects of integrative motivation and instrumental motivation on the learning of French/English vocabulary. Integrative motivation was defined in terms of a median split on scores obtained on subtests from the Attitude/Motivation Test Battery, while instrumental motivation was situationally determined in terms of monetary reward for doing well. The results demonstrated that both integrative motivation and instrumental motivation facilitated learning. Other results indicated that instrumentally motivated students studied longer than noninstrumentally motivated students when there was an opportunity to profit from learning, but this distinction disappeared when the incentive was removed. Both integratively and instrumentally motivated students spent more time thinking about the correct answer than those not so motivated, suggesting that both elements have an energizing effect. A secondary purpose of this study was to assess the consequences of computer administration of the Attitude/Motivation Test Battery. In this respect the results were most encouraging. Computer administration appeared not to detract from the internal consistency reliability of the subscales used, and moreover there was an indication that an index of reaction time to individual items might provide a way of identifying social desirability responding

Recent advances in hardware and software virtualization offer unprecedented management capabilities for the mapping of virtual resources to physical resources. It is highly desirable to further create a "service hosting abstraction" that allows application owners to focus on service level objectives (SLOs) for their applications. This calls for a resource management solution that achieves the SLOs for many applications in response to changing data center conditions and hides the complexity from both application owners and data center operators. In this paper, we describe an automated capacity and workload management system that integrates multiple resource controllers at three different scopes and time scales. Simulation and experimental results confirm that such an integrated solution ensures efficient and effective use of data center resources while reducing service level violations for high priority applications.

This article examines the affective dimension in second language programme evaluation from the perspective of the socio‐educational model of second language acquisition. While the model has developed from research on individual differences in second language achievement, it could easily be expanded to consider the explicit role played by different types of formal instructional, and possibly by informal, contexts. This would require identifying sub‐categories of the formal context, in terms of the type of programme, the nature of the curriculum, or characteristics of the teacher, and then studying whether they lead to different levels of linguistic and non‐linguistic outcomes. Major factors relevant to the planning of programme interventions as well as to the design of studies to evaluate them include the sociocultural milieu, cognitive and affective individual difference variables, language acquisition contexts and language training outcomes. Particular attention is focused here on the major affe...

This article discusses the major theoretical models and constructs associated with the area of motivation and attitudes in second language acquisition. Three perspectives of motivation, societal, activity-centered, and individual, are reviewed, and it is shown how the perspective focusing on the individual is the most appropriate when considering attitudes and motivation. Six theoretical models from this latter classification are briefly described, emphasizing their similarities, differences, and contributions. In addition, five current issues in this area are discussed. These include the degree of association between motivation and achievement, the direction of causation, the integrative–instrumental dichotomy, second vs. foreign language learning, and motivation vs. motivating.

The Ford GT powertrain (see Figure 1) is an integrated system developed to preserve the heritage of the LeMans winning car of the past. A team of co-located engineers set out to establish a system that could achieve this result for today's supercar. Multiple variations of engines, transaxles, cooling systems, component locations and innovations were analyzed to meet the project objectives. This paper covers the results and achievements of that team.