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
07–533 Anh Tuan, Truong & Storch Neomy (U Melbourne, Australia; neomys@unimelb.edu.au ), Investigating group planning in preparation for oral presentations in an EFL class in Vietnam . RELC Journal (Sage) 38.1 (2007), 104–124. 07–534 Bada, Erdogan & Bilal Genc (U Çukurova, Turkey; erdoganbada@gmail.com ), An investigation into the tense/aspect preferences of Turkish speakers of English and native English speakers in their oral narration . The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 141–150. 07–535 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. 07–536 Campbell, Dermot, Ciaron Mcdonnell, Marti Meinardi & Bunny Richardson (Dublin Institute of Technology, Ireland; dermot.campbell@dit.ie ), The need for a speech corpus . ReCALL (Cambridge University Press) 19.1 (2007), 3–20. 07–537 Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr ) & Stephen Bax , Making CALL work: Towards normalisation . System (Elsevier) 34.4 (2006), 465–479. 07–538 Chan, Alice (City U 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. 07–539 Crabbe, David (Victoria U Wellington, New Zealand; david.crabbe@vuw.ac.nz ), Learning opportunities: Adding learning value to tasks . ELT Journal (Oxford University Press) 61.2 (2007), 117–125. 07–540 Elia, Antonella (U Naples, Italy; aelia@unina.it ), Language learning in tandem via skype . The Reading Matrix ( Readingmatrix.com ) 6.3 (2006), 269–280. 07–541 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. 07–542 Griffiths, Carol (AIS St Helens, Auckland, New Zealand; carolgriffiths5@gmail.com ), Language learning strategies: Students' and teachers' perceptions . ELT Journal (Oxford University Press) 61.2 (2007), 91–99. 07–543 Hamid, Md. Obaidul (U Dhaka, Bangladesh; obaid_hamid@yahoo.com ), Identifying second language errors: How plausible are plausible reconstructions? ELT Journal (Oxford University Press) 61.2 (2007), 107–116. 07–544 Hauck, Mirjam (The Open U, UK; m.hauck@open.ac.uk ), Critical success factors in a TRIDEM exchange . ReCALL (Cambridge University Press) 19.2 (2007), 202–223. 07–545 Hellermann, John (Portland State U, Portland, Oregon, USA; jkh@pdx.edu ) & Andrea Vergun , Language which is not taught: The discourse marker use of beginning adult learners of English . Journal of Pragmatics (Elsevier) 39.1 (2007), 157–179. 07–546 Hwu, Fenfang (U Cincinnati, USA; hwuf@ucmail.uc.edu ), Learners' strategies with a grammar application: The influence of language ability and personality preferences . ReCALL (Cambridge University Press) 19.1 (2007), 21–38. 07–547 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. 07–548 Karlström, Petter (Stockholm U, Sweden; petter@dsv.su.se ), Teresa Cerratto-Pargman , Henrik Lindström & Ola Knutsson , Tool mediation in focus on form activities: Case studies in a grammar-exploring environment . ReCALL (Cambridge University Press) 19.1 (2007), 39–56. 07–549 Kim, Yongho (Korea National U of Education) & David Kellogg , Rules out of roles: Differences in play language and their developmental significance . Applied Linguistics (Oxford University Press) 28.1 (2007), 25–45. 07–550 Liaw, Meei-Ling (National Taichung U, China; meeilingliaw@gmail.com ), Constructing a ‘third space’ for EFL learners: Where language and cultures meet . ReCALL (Cambridge University Press) 19.2 (2007), 224–241. 07–551 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. 07–552 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. 07–553 Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students . Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265. 07–554 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. 07–555 Stracke, Elke (U Canberra, Australia; Elke.Stracke@canberra.edu.au ), A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment . ReCALL (Cambridge University Press) 19.1 (2007), 57–78. 07–556 Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za ) & Lionel Wee , Anxiety and identity in the language classroom . RELC Journal (SAGE Publications) 37.3 (2006), 299–307. 07–557 Taguchi, Naoko (Carnegie Mellon U, USA), Task difficulty in oral speech act production . Applied Linguistics (Oxford University Press) 28.1 (2007), 113–135. 07–558 Webb, Stuart (Japan), The effects of repetition on vocabulary knowledge . Applied Linguistics (Oxford University Press) 28.1 (2007), 46–65. 07–559 Yihong, Gao, Zhao Yuan, Cheng Ying & Zhou Yan , Relationship between English learning motivation types and self-identity changes among Chinese students . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 133–155. 07–560 Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk ),
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 | 0,003 | 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 | 0,002 |
| 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