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
06–235 Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria . English Today (Cambridge University Press) 22.1 (2006), 10–17. 06–236 Bernat, Eva (Macquarie U, Australia; Eva.Bernat@nceltr.mq.edu.au ) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions . TESL-EJ ( www.tesl-ej.org ) 9.1 (2005), 21 pp. 06–237 Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English . English Today (Cambridge University Press) 22.1 (2006), 18–28. 06–238 Chen, Liang (Lehigh U, Pennsylvania, USA; cheng@cse.lehigh.edu ), Indexical relations and sound motion pictures in L2 curricula: the dynamic role of the teacher . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 263–284. 06–239 Cristobel, E. & E. Llurda (U de Lleida, Spain; ellurda@dal.udl.es ), Learners' preferences regarding types of language school: An exploratory market research . System (Elsevier) 34.1 (2006), 135–148. 06–240 Diab, Rula (American U of Beirut, Lebanon; rd10@aub.edu.lb ), University students' beliefs about learning English and French in Lebanon . System (Elsevier) 34.1 (2006), 80–96. 06–241 Frankenberg-Garcia, Ana (Instituto Superior de Línguas e Administração, Lisbon, Portugal; ana.frankenberg@sapo.pt ), A peek into what today's language learners as researchers actually do . The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 335–355. 06–242 Gao, Xuesong (U Hong Kong, China; Xuesong.Gao@hkusua.hku.hk ), Understanding changes in Chinese students' uses of learning strategies in China and Britain: A socio-cultural re-interpretation . System (Elsevier) 34.1 (2006), 55–67. 06–243 Green, Bridget (Mukogawa Fort Wright Institute, USA), A framework for teaching grammar to Japanese learners in an intensive English program . The Language Teacher (Japan Association for Language Teaching) 30.2 (2006), 3–11. 06–244 Harker, Mihye & Dmitra Koutsantoni (The Leadership Foundation for Higher Education, London, UK; mihyeharker@lfhe.ac.uk ), Can it be as effective? Distance versus blended learning in a web-based EAP programme . ReCALL (Cambridge University Press) 17.2 (2005), 197–216. 06–245 Hawkins, Roger (U Essex, Colchester, UK; roghawk@essex.ac.uk ), The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 233–255. 06–246 Hinger, Barbara (U Innsbruck, Austria; barbara.hinger@uibk.ac.at ), The distribution of instructional time and its effect on group cohesion in the foreign language classroom: a comparison of intensive and standard format courses . System (Elsevier) 34.1 (2006), 97–118. 06–247 Jing, Huang (Zhanjiang Teachers U/U of Hong Kong, China), Metacognition training in the Chinese university classroom: An action research study . Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 413–434. 06–248 Kapec, Peter (Fachhochschule Bonn-Rhein-Sieg, Sankt Augustin, Germany; Peter.Kapec@fh-bonn-rhein-sieg.de ) & Klaus Schweinhorst, In two minds? Learner attitudes to bilingualism and the bilingual tandem analyser . ReCALL (Cambridge University Press) 17.2 (2005), 254–268. 06–249 Kervin, Lisa, Students talking about home–school communication: Can technology support this process? Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 150–163. 06–250 Kwon, Minsook (Samjeon Elementary School, Korea), Teaching talk as a game of catch . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 335–348. 06–251 Lyster, Roy (McGill U, Montréal, Canada; roy.lyster@mcgill.ca ), Research on form-focused instruction in immersion classrooms: implications for theory and practice . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 321–341. 06–252 Makarova, Veronika (U Saskatchewan, Canada), The effect of poetry practice on English pronunciation acquisition by Japanese EFL learners . The Language Teacher (Japan Association for Language Teaching) 30.3 (2006), 3–9. 06–253 Mckinney, Carolyn (U Witwatersrand, South Africa), A balancing act: Ethical dilemmas of democratic teaching within critical pedagogy . Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 375–392. 06–254 Morgan-Short, Kara (Georgetown U, USA; morgankd@georgetown.edu ) & Harriet Wood Bowden, Processing instruction and meaningful output-based instruction: effects on second language development . Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 31–65. 06–255 Munro, Murray J. (Simon Fraser U, Canada; mjmunro@sfu.ca ), Tracey M. Derwing & Susan L. Morton , The mutual intelligibility of L2 speech . Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 111–131. 06–256 Myles, Florence (U Newcastle, UK; Florence.Myles@newcastle.ac.uk ), French second language acquisition research: Setting the scene . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 211–232. 06–257 Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; mynardjo@hotmail.com ), Investigating peer tutoring . ELT Journal (Oxford University Press) 60.1 (2006), 13–22. 06–258 Neumeier, Petra (Ludwig-Maximilians-Universität, Munich, Germany; petra.neumeier@lmu.de ), A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning . ReCALL (Cambridge University Press) 17.2 (2005), 163–178. 06–259 Noels, Kimberly, A. (U Alberta, Canada; knoels@ualberta.ca ), Orientations to learning German: Heritage language learning and motivational substrates . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 285–312. 06–260 Ohata, Kota (International Christian U, Tokyo, Japan; ohata@icu.ac.jp ), Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the U.S. TESL-EJ ( www.tesl-ej.org ) 9.3 (2005), 21 pp. 06–261 Peltola, Maija S. (U Turku, Finland; maija.peltola@utu.fi ) & Olli Aaltonen , Long-term memory trace activation for vowels depending on the mother tongue and the linguistic content . Journal of Psychophysiology (Hogrefe & Huber Publishers) 19.3 (2005), 159–164. 06–262</ja
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 | 0,000 | 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 | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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