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
06–652 Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade . Language and Education (Mutilingual Matters) 20.2 (2006), 173–190. 06–653 Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction . JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56. 06–654 Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328. 06–655 Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland . Language and International Communication (Multilingual Matters) 5.3&4 (2005), 237–248. 06–656 Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu ), K. Seon Jeon, David MacGregor & Alison Mackey , Learners' interpretations of recasts . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236. 06–657 Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp ) & Masao Utiyama, Selecting level-specific specialized vocabulary using statistical measures . System (Elsevier) 34.2 (2006), 255–269. 06–658 Coffey, Stephen (Università di Pisa, Italy; coffey@cli.unipi.it ), High-frequency grammatical lexis in advanced-level English learners' dictionaries: From language description to pedagogical usefulness . International Journal of Lexicography (Oxford University Press) 19.2 (2006), 157–173. 06–659 Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu ), The aspect hypothesis: Development of morphology and appropriateness of use . Language Learning (Blackwell) 56.2 (2006), 201–268. 06–660 Cowie, Neil (Okayama U, Japan), What do sports, learning Japanese, and teaching English have in common? Social-cultural learning theories, that's what . JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 23–37. 06–661 Cumbreno Espada, Ana Belen, Mercedes Rico Garcia, alejandro curado fuentes & eva ma dominguez Gomez (U Extremadura, Mérida, Spain; belencum@unex.es ), Developing adaptive systems at early stages of children's foreign language development . ReCALL (Cambridge University Press) 18.1 (2006), 45–62. 06–662 Derwing, Tracey, Ron Thomson (U Alberta, Canada; tracey.derwing@ualberta.ca ) & Murray Munro, English pronunciation and fluency development in Mandarin and Slavic speakers . System (Elsevier) 34.2 (2006), 183–193. 06–663 Djité, Paulin G. (U Western Sydney, Australia), Shifts in linguistic identities in a global world . Language Problems & Language Planning (John Benjamins) 30.1 (2006), 1–20. 06–664 Ellis, Nick (U Michigan, USA), Language acquisition as rational contingency learning . Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24. 06–665 Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz ), Shawn Loewen & Rosemary Erlam , Implicit and explicit corrective feedback and the acquisition of L2 grammar . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368. 06–666 Ghabanchi, Zargham (Sabzevar Teacher Training U, Iran; zghabanchi@sttu.ac.ir ), Marjan Vosooghi, The role of explicit contrastive instruction in learning difficult L2 grammatical forms: A cross-linguistic approach to language awareness . The Reading Matrix ( Readingmatrix.com ) 6.1 (2006), 121–130. 06–667 Gillies, Robyn M. & Michael Boyle (U Queensland, Australia), Teachers' scaffolding behaviours during cooperative learning . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 243–259. 06–668 Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk ), Listening comprehension: The learners' perspective . System (Elsevier) 34.2 (2006), 165–182. 06–669 Holmes, Prue (U Waikato, New Zealand), Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university . Language and International Communication (Multilingual Matters) 6.1 (2006), 18–34. 06–670 Hemard, Dominique (London Metropolitan U; d.hemard@londonmet.ac.uk ), Evaluating hypermedia structures as a means of improving language learning strategies and motivation . ReCALL (Cambridge University Press) 18.1, (2006), 24–44. 06–671 Howard, Martin (U College, Ireland; mhoward@french.ucc.ie ), The expression of number and person through verb morphology in advanced French interlanguage . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 1–22. 06–672 Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie ), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/ deletion in French . Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24. 06–673 Jin, Lixian (De Montfort U, UK) & Martin Cortazzi, Changing practices in Chinese cultures of learning . Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 5–20. 06–674 Laufer, Batia (U Haifa, Israel; batialau@research.haifa.ac.il ) & Tamar Levitzky-Aviad, Examining the effectiveness of ‘bilingual dictionary plus’ – a dictionary for production in a foreign language . International Journal of Lexicography (Oxford University Press) 19.2 (2006), 135–155. 06–675 Long, Mike (U Maryland, USA), Problems with supposed counter-evidence to the Critical Period Hypothesis . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 287–317. 06–676 McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu ), Interaction and syntactic priming: English L2 speakers' production of dative constructions . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207. 06–677 Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca ) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science . Linguistics and Education (Elsevier) 16.2 (2005), 151–172. 06–678 Mori, Setsuko (Kyoto Sangyo U, Japan; setsukomori@mac.com ) & Peter Gobel, Motivation and gender in the Japanese EFL classroom . System (Elsevier) 34.2 (2006), 194–210. 06–679 Oh, Janet (California State U, USA) & Terry Kit-Fong Au, Learning Spanish as a heritage language: The role of sociocultural background variables</jats
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