Notice bibliographique
Résumé
Five articles (one in French and four in English) and two book reviews comprise this first 2023 regular issue (26, 1) of the Canadian Journal of Applied Linguistics.The papers address a wide variety of topics that range from the impact of language proficiency testing on newcomers' settlement efforts, the efficacy of reading comprehension tests, the effects of language policy on one's access to language education, to the role of video feedback and lexical knowledge on language teaching and learning.McLeod considered the utility and fairness of the English language proficiency testing practices in determining immigration, asylum and resettlement, and citizenship outcomes in Canada, the United Kingdom, Australia, and the United States.After a careful examination of the ways in which each country assesses migrants' proficiency, the paper highlights the factors the governments have used to determine migration targets and influence the effectiveness of test results.The paper concludes with a discussion of the Canada-based challenges and offers directions for future research and advocacy initiatives.Maintaining the focus on Canada and testing, Turcotte, Prévost, and Caron report on the development and evaluation of two French-medium reading comprehension tests (with each centering either on a narrative or informational text) to determine their effectiveness for teaching and research purposes.After 401 French-speaking children took the tests, the results were examined using factorial and multilevel analyses.The findings demonstrated that while both tests were similar in the factorial structure, some items on the informational text test may require modification.Using a combined lens of critical discourse analysis, interpretive analysis, and critical sociocultural analysis, Kunnas examined various publicly available provincial (Ontario) and regional policies, curricula, and other related documents to determine the kind of student that French Immersion programs attract and ultimately serve.The analysis shows a clear preference for an "elite" student, characterized as being White, Canadian born, middle class, and English speaking, and has prompted the author to call for more democratic policies, systems, and funding that are inclusive of English language learners and students with special educational needs.To determine the effectiveness of video-based technology as a feedback tool, Park recruited eight tertiary-level language teachers from the UK and South Korea to first supply corrective information on their learners' pre-recorded oral production and to then reflect on the experience.Using the Video Enhanced Observation (VEO) application, the teachers watched the students' videos and commented on all (linguistic and non-linguistic) areas they deemed necessary.The comments were tagged on a timeline that both the teachers and learners could access.The teachers proved highly receptive to this type of technology, praising its numerous affordances, including the user-friendly interface, and the positive impact it brought to their feedback practice.Ait Hammou, Larouz, Fagroud, and Akki investigated the extent to which lexical knowledge at the level of lexical sophistication (operationalized in terms of lexical diversity, CJAL *
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,040 |
| Méta-épidémiologie (sens strict) | 0,004 | 0,001 |
| Méta-épidémiologie (sens large) | 0,004 | 0,003 |
| Bibliométrie | 0,008 | 0,003 |
| Études des sciences et des technologies | 0,006 | 0,003 |
| Communication savante | 0,012 | 0,003 |
| Science ouverte | 0,004 | 0,003 |
| Intégrité de la recherche | 0,015 | 0,012 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,088 | 0,060 |
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 source (Gemma direct ou Codex distillé), 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 ».