Notice bibliographique
Résumé
07–198 Agulló, G. (U Jaén, Spain; gluque@jaen.es ), Overcoming age-related differences . ELT Journal (Oxford University Press) 60.4 (2006), 365–373. 07–199 Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca ) & Nina Spada , One size fits all? Recasts, prompts, and L2 learning . Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574. 07–200 Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning . Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221. 07–201 Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann , Gender processing in first and second languages: The role of noun termination . Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1090–1101. 07–202 Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell , Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools . Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162. 07–203 Castagnaro, P. (Temple U, Japan), Audiolingual method and behaviorism: From misunderstanding to myth . Applied Linguistics (Oxford University Press) 27.3 (2006), 519–526. 07–204 Chang, Anna Ching-Shyang & John Read (Hsing-Wu College, Taiwan), The effects of listening support on the listening performance of EFL learners . TESOL Quarterly 40.2 (2006), 375–397. 07–205 Cieślicka, Anna (Adam Mickiewicz U, Poznań, Poland), Literal salience in on-line processing of idiomatic expressions by second language learners . Second Language Research (Sage) 22.2 (2006), 115–144. 07–206 Cots J. (U Lleida, Spain; jmcots@dal.udl.es ), Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching . ELT Journal (Oxford University Press) 60.4 (2006), 336–345. 07–207 Curdt-Christiansen, Xiao Lan (Nanyang Technological U, Singapore), Teaching and learning Chinese: Heritage language classroom discourse in Montreal Scots in contemporary social and educational context . Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 189–207. 07–208 Ellis, Nick C. (U Michigan, USA), Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning . Applied Linguistics (Oxford University Press) 27.2 (2006), 164–194. 07–209 Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz ), Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge . Applied Linguistics (Oxford University Press) 27.3 (2006), 431–463. 07–210 Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz ) & Younghee Sheen , Reexamining the role of recasts in second language acquisition . Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600. 07–211 Erlam, R. (U Auckland, New Zealand), Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study . Applied Linguistics (Oxford University Press) 27.3 (2006), 464–491. 07–212 Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca ) & Christophe Mallard , The use of reception strategies by learners of French as a foreign language . The Modern Language Journal (Blackwell) 90.3 (2006), 338–352. 07–213 Folse, Keith S. (U Central Florida, USA), The effect of type of written exercise on L2 vocabulary retention . TESOL Quarterly 40.2 (2006), 273–293. 07–214 Goad, Heather (McGill U, Montreal, Canada) & Lydia White , Ultimate attainment in interlanguage grammars: A prosodic approach . Second Language Research (Sage) 22.3 (2006), 243–268. 07–215 Gullberg, Marianne (Max Planck Institute for Psycholinguistics, Germany; marianne.gullberg@mpi.nl ), Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon) . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 103–124. 07–216 Hall, Joan Kelly, An Cheng & Matthew Carlson (Pennsylvania State U, USA), Reconceptualizing multicompetence as a theory of language knowledge . Applied Linguistics (Oxford University Press) 27.2 (2006), 220–204. 07–217 Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp ), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program . Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632. 07–218 Hawkey, Roger (U Bristol, UK; roger@hawkey58.freeserve.co.uk ), Teacher and learner perceptions of language learning activity . ELT Journal (Oxford University Press) 60.3 (2006), 242–252. 07–219 Hawkins, Roger (U Essex, UK) & Hajime Hattori , Interpretation of English multiple wh -questions by Japanese speakers: A missing uninterpretable feature account . Second Language Research (Sage) 22.3 (2006), 269–301. 07–220 Hayes-Harb, Rachel (U Utah, USA), Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes . TESOL Quarterly 40.2 (2006), 321–339. 07–221 Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu ), Computer-mediated communication in ESL teacher education . ELT Journal (Oxford University Press) 60.3 (2006), 233–241. 07–222 Hong-Nam, Kyungsim (U North Texas, USA; ksh0030@unt.edu ) & Alexandra Leavell , Language learning strategy use of ESL students in an intensive English learning context . System (Elsevier) 34.3 (2006), 399–415. 07–223 Hopp, Holger (U Groningen, the Netherlands), Syntactic features and reanalysis in near-native processing . Second Language Research (Sage) 22.3 (2006), 369–397. 07–224 Jungheim, Nicholas (Waseda U, Japan; jungheim@waseda.jp ), Learner and native speaker perspectives on a culturally-specific Japanese refusal . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 125–143. 07–225 Kim, Youngkyu (Ewha Womens U, Korea), Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a Foreign Language . TESOL Quarterly 40.2 (2006), 341–373. 07–226 Lai, Chun & Yong Zhao (Michigan State U, USA; <jats:emai
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.
Comment cette classification a été obtenuedéplier
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 | 0,002 | 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 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».