Don't Leave Home Without Theml
Notice bibliographique
Résumé
Anyone involved in ESLIEFL teacher-training is aware that a signifi-cant number of graduates of these programmes will take up positions teaching English abroad. What is more, it is extremely common for teachers to receive appointments abroad, and for them to be given little or no information about exactly who or what they will be teaching, and under what circumstances, before they actually arrive at their destination. What is more, it is not uncommon for teachers to be hired to teach EFL, but to learn on their arrival, that they are also expected to train teachers of EFL. This is a reality that has existed for many years, and has not shown much sign of improving. The purpose of this Symposium was to provide some assistance to teachers who find themselves in exactly this situation: they know that they are going to teach English abroad, but know very little else about their responsibilities. Despite the lack of information, they want to take with them the most useful material that they can, particularly given that books, photocopying facilities, etc., will likely be limited where they are teach-ing. They are also acutely aware that they will be limited in the amount that they will be able to take. A panel of six experienced teachers/teacher-trainers was assembled to participate in this Symposium, and they were asked to prepare a list of the ten items that they would take with them if they had accepted a position to teach English abroad, and all they knew was that they were going to be teaching adults. Each panelist submitted their annotated list of ten items, and presented their reasons for choosing this list. 2 As will become evident below, the lists and the panelists ' reasons for inclusion or exclusion of different items varied greatly. However, this variation itself is very useful, and will, it is hoped, provide teachers with food for thought as well as providing a very valuable annotated list of some sixty highly regarded and important books. Patrick Allen, Ontario Institute for Studies in Education In compiling my list, I have concentrated on three types of material: (a) books which provide background information on grammar, vocabulary and discourse; (b) 'focused input ' designed to encourage error correction and consciousness-raising in the classroom; (c) materials which provide
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 | 0,001 | 0,004 |
| 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 | 0,004 | 0,001 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,003 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,603 | 0,419 |
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 ».