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
07–398 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. 07–399 August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading? Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264. 07–400 Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu ), Yuangshan Chuang & Chao-chih Liao , Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study . The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339. 07–401 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. 07–402 Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access . Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301. 07–403 Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr ) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation . System (Elsevier) 34.4 (2006), 465–479. 07–404 Chan, Alice (City U of Hong Kong, China; enalice@cityu.edu.hk ), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355. 07–405 Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith , English language learners in a comprehensive high school . Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335. 07–406 Elia, Antonella (U Naples, Italy; aelia@unina.it ), Language learning in tandem via skype . The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280. 07–407 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. 07–408 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. 07–409 Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes . Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–277 07–410 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. 07–411 Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi ) Felicity Kjisik & Joan Nordlund , Language counselling: A critical and integral component in promoting an autonomous community of learning . System (Elsevier) 35.1 (2007), 46–65. 07–412 Lieberman, Moti (American U, USA; aoshima@american.edu ) Sachiko Aoshima & Colin Phillips , Nativelike biases in generation of wh - questions by nonnative speakers of Japanese . Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448. 07–413 Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk ), Strategies for language learning and for language use: Revising the theoretical framework . The Modern Language Journal (Blackwell) 90.3 (2006), 320–337. 07–414 Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools . JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157. 07–415 Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective . Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316. 07–416 Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk ), Supporting independent learning environments: An analysis of structures and roles of language learning advisers . System (Elsevier) 35.1 (2007), 66–92. 07–417 Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students . Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265. 07–418 Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca ), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success . The Modern Language Journal (Blackwell) 90.3 (2006), 387–401. 07–419 Nıxon, Helen & Barbara Comber (U South Australia, Australia; helen.nixon@unisa.edu.au ), Differential recognition of children's cultural practices in middle primary literacy classrooms . Literacy (Oxford University Press) 40.3 (2006), 127–136. 07–420 Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl ), Supporting independent learning environments: An analysis of structures and roles of language learning advisers . System (Elsevier) 35.1 (2007), 93–111. 07–421 Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms . Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291. 07–422 Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes . English for Specific Purposes (Elsevier) 25.4 (2006), 420–437. 07–423 Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields . English for Specific Purposes (Elsevier) 25.4 (2006), 479–489. 07–424 Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za ) & Lionel Wee , Anxiety and identity in the language classroom . RELC Journal (Sage) 37.3 (2006), 299–307. 07–425</
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 | 0,002 | 0,001 |
| 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) | 0,001 | 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