Notice bibliographique
Résumé
IntroductoryThis paper discusses how the learning of English in Japan,or maybe the English learned by students in Japan, has appeared to the writer in the last quarter of a century.It will be suggested that not much has changed during this time and a number of reasons why this may be so will be suggested.I base the discussion on observations and experiences related to English use by students of English in Japan, and try to draw out from these what can be surmised about the reasons for the situations described.The selection of the situations and other matters taken up is idiosyncratic and entirely the responsibility of the writer,but they are occurrences that have been experienced by the writer.The opinions developed from these situations have been reached through much reading and thinking about the background to what happened (as reported here) however, and they relate especially to situations where there are communication breakdowns and other dissonance in the language classrooms and other language controlled environments I am acquainted with.I have been teaching at an established college for most of the period covered,and much of my experience and the opinions I have formed are colored by experiences in formal settings where the students are recent high school graduates.I have however also taught classes for the general population during these years and have had the opportunity to talk to many long time learners of, mainly, English.In my professional activities (as a member of JALT［Japan Association for Language Teaching］ )I have taken part in a so called " Peer Support Group"that helps budding writers to write up their language research by helping to get the papers (drafts?)they generate under control and into a publishable format.The papers we work with in the peer group are often very raw,before convention has been imposed and softening of edges has taken place.Papers by non-native English speakers initially display many of the shortcomings I discuss below.I have also published on less general aspects of teaching and language learning environments,the classroom environment,large classes,and computer assisted learning, among other topics.Having given oral presentations in these areas, I have had occasion to reflect my opinions in the feedback I have been subjected to through these activities.My inability to distinguish much change over the years can be put down to a number of reasons.One would be that having become inured to what is going on around me I have ⎜ ⎜ 15
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 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,004 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
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 ».