Notice bibliographique
Résumé
Six articles (one in French and five in English) and two book reviews comprise this first 2024 regular issue (27, 1) of the Canadian Journal of Applied Linguistics.The papers address the topics of reading development among young learners of French (both in first and second language settings), development and validation of a screening procedure for postadmission language support, native speaker comprehensibility ratings of conventional expressions produced by second language learners, and the role of the language educator as it pertains to their views and ideologies with respect to the students they serve as well as the feasibility of implementing a multilingual project in an English L2 setting.Raymond, George, Cadez, Follows, Neveux, Hipfner-Boucher, Genesee, and Chen report on a longitudinal, mixed methods empirical study that examined the development and implementation of a phonological awareness screening and subsequent intervention among primarily English-speaking kindergarteners enrolled in a French immersion (FI) program in Manitoba.Seen as a key literacy-related skill, phonological awareness was measured to identify the likelihood of reading-related struggles that children could face when learning to read in French.Forty of the participating children, who scored below the acceptable threshold on the screening tool, were offered the phonological awareness intervention that lasted between seven to ten weeks.The results show significant gains in the children's phonological awareness skills and confirm previous research findings that showed a predictive link between phonological awareness abilities in one's first language and their reading levels in languages learned subsequently.The uniqueness of this paper is also noteworthy as it details a collective effort of a multidisciplinary team of professionals to promote access and, later, success of FI learners under their care.Maintaining the focus on the development of reading skills among young language learners, Lachance and Fejzo detail the design and validation of a remedial program aimed at promoting prosodic skills, with a specific focus on punctuation in reading, among Grade 1 and 2 speakers of French.Having identified a lack of teaching materials related to promoting reading fluency by way of focus on punctuation, the authors adopted a methodological framework, advanced by Van Der Maren (2003), that allowed them to perform the necessary needs analysis, determine goals specific to the project, design the materials (i.e., a teacher's guide and student's workbook), and have subject matter experts evaluate the results.In addition to the valuable insights on the efficacy of the developed materials, the project also stands to benefit future investigations of prosody and all those interested in developing similar subject-specific materials.With a focus on post-admission language support of students in post-secondary institutions, Devos, Nizonkiza, and Lynch outline the development and validation of a screening-diagnostic assessment procedure to identify learners in need of language support in college technical and business diploma programs.The assessment procedure consisted of a screening portion (that included testing grammar ability and vocabulary knowledge), 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 | 0,004 | 0,025 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,007 | 0,002 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,006 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,104 | 0,047 |
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 ».