This article reports on an experimental study that investigated the effects of different conditions of listener backchannels on the fluency of L2 speakers. The participants were 15 advanced Chinese learners of Korean who performed oral tasks in three different backchannel conditions: (1) verbal + nonverbal (V+NV), (2) nonverbal-only (NV), and (3) no backchannels (NB). The verbal backchannels included “[ŋ~] (Non lexical verbal form)”, “[ne]”, “[ɑ]”, “[ɨm]” while the nonverbal backchannels involved head nodding. Fluency was assessed via three temporal measures: Rate A, Rate B and MLR. The data was statistically analyzed using SPSS 25 package. The results showed that 15 Chinese participants in the NV condition were more fluent than in the V+NV or NB conditions. However, no significant differences were found between the V+NV and NB conditions. These results suggest that nonverbal backchannels may facilitate the fluency of advanced Chinese learners of Korean during oral tasks depending on the nature of backchannel use in their L1 and sociocultural environments. The present research theoretically broadens the scope of both fluency and backchannel studies and provides valuable data and methods for empirical studies on backchannels to Korean.

Chronic/cyclic neutropenia, leukocyte adhesion deficiency syndrome, Papillon-Lefèvre syndrome, and Chédiak-Higashi syndrome are associated with severe periodontitis, suggesting the importance of neutrophils in the maintenance of periodontal health. Various Toll-like receptor (TLR) ligands are known to stimulate neutrophil function, including FcR-mediated phagocytosis. In the present study, the effect of TLR2 activation on the non-opsonic phagocytosis of oral bacteria and concomitant production of reactive oxygen species (ROS) by human neutrophils was evaluated. Neutrophils isolated from peripheral blood were incubated with Streptococcus sanguinis or Porphyromonas gingivalis in the presence of various concentrations of Pam3CSK4, a synthetic TLR2 ligand, and analyzed for phagocytosis and ROS production by flow cytometry and chemiluminescence, respectively. Pam3CSK4 significantly increased the phagocytosis of both bacterial species in a dose-dependent manner. However, the enhancing effect was greater for S. sanguinis than for P. gingivalis. Pam3CSK4 alone induced ROS production in neutrophils and also increased concomitant ROS production induced by bacteria. Interestingly, incubation with P. gingivalis and Pam3CSK4 decreased the amounts of ROS, as compared to Pam3CSK4 alone, indicating the possibility that P. gingivalis survives within neutrophils. However, neutrophils efficiently killed phagocytosed bacteria of both species despite the absence of Pam3CSK4. Although P. gingivalis is poorly phagocytosed even by the TLR2-activated neutrophils, TLR2 activation of neutrophils may help to reduce the colonization of P. gingivalis by efficiently eliminating S. sanguinis , an early colonizer, in subgingival biofilm.

The present study investigates the effect of peer evaluation tasks on learners’ noticing and production of prominence. Attention is placed on the students’ noticing episodes during the task, and whether the student utilizes what is noticed into their re-recordings to achieve more intelligible speech. The results reveal that the students directed their attention to the features of prominence, with metalinguistic reflections evident in their transcriptions and exchanges of evaluative comments. The students’ first and second recordings were then assessed by four native speakers based on five criteria: comprehensibility, rhythm, stress, intonation, and perceived naturalness. The ratings indicated that the students’ second recordings were evaluated lower in intelligibility and were regarded as being unnatural, forced, and overly exaggerated in their production of prominence. Lastly, qualitative analyses of the audio revealed that the post-task recordings involved an increased frequency of stress production, but the exaggerated prosodic qualities in pitch, elongation, and volume may have been contributing factors leading to lower intelligibility.