Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
06–208 Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it ) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome . Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151. 06–209 Bruton, Anthony (U Seville, Spain; abruton@siff.us.es ), Process writing and communicative-task-based instruction: Many common features, but more common limitations? TESL-EJ ( www.tesl-ej.org ) 9.3 (2005), 33 pp. 06–210 Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34. 06–211 Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk ), What do learners really want from their EFL course? ELT Journal (Oxford University Press) 60.1 (2006), 3–12. 06–212 Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au ), Optimal class sizes in EAP programs . English in Australia ( www.englishaustralia.com.au ) 22.2 (2005), 12 pp. 06–213 Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107. 06–214 Farrell, Thomas S. C . (Brock U, Canada; tfarrell@brocku.ca ) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices . TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 13 pp. 06–215 Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au ), What do meta-analyses tell us about CALL effectiveness? ReCALL (Cambridge University Press) 17.2 (2005), 269–288. 06–216 Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu ), Some functions of triadic dialogue in the classroom: examples from L2 research . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333. 06–217 Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131. 06–218 Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg ), English language education in China: Policies, progress, and problems . Language Policy (Springer) 4.1 (2005), 5–24. 06–219 Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk ), Current perspectives on teaching world Englishes and English as a lingua franca . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181. 06–220 Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu ), Teaching culture in adult ESL: Pedagogical and ethical considerations . TESL-EJ ( www.tesl-ej.org ) 9.1 (2005), 12 pp. 06–221 Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210. 06–222 Kumaravidivelu, B . (San José State U, USA), TESOL methods: changing tracks, challenging trends . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81. 06–223 Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China . English in Australia ( www.englishaustralia.com.au ) 22.1 (2004), 24 pp. 06–224 Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu ), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States . TESL-EJ ( www.tesl-ej.org ) 9.1 (2005), 15 pp. 06–225 Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk ) & Kevin Hogan, School placement and conductive education: the experiences of education administrators . British Journal of Special Education (Blackwell) 32.3 (2005), 149–156. 06–226 Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance . Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126. 06–227 Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe . Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452. 06–228 Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk ) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy . System (Elsevier) 34.1 (2006), 119–134. 06–229 Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg ), Priorities in English language education policy and classroom implementation . Language Policy (Springer) 4.1 (2005), 107–128. 06–230 Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk ), The impact of teachers' comment types on students' revision . ELT Journal (Oxford University Press) 60.1 (2006), 34–41. 06–231 Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu ), Negotiating common ground in computer-mediated versus face-to-face discussion . Language Learning & Technology ( http://llt.msu.edu/intro.html ) 10.1 (2006), 110–138. 06–232 Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu ), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom . Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230. 06–233 Williams, Howard (Columbia U, USA; howwil@aol.com ), Maths in the grammar classroom . ELT Journal (Oxford University Press) 60.1 (2006), 23–33. 06–234 Zacharias, Nugrahenny T . (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia . English in Australia ( www.englishaustralia.com.au ) 22.1 (2004), 9 pp.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle