Habiletés de décontextualisation en situation trilingue : le cas des définitions
Bibliographic record
Abstract
Abstract This article draws upon one aspect of a larger study that aimed at exploring the relationship between decontextualization skills developed by teenagers in a trilingual context involving Arabic (L1), French (L2) and English (L3). We examined the decontextualization skills (DS) of 195 students aged 16–17 years through their written definitions in L1, L2 and L3. Our objective was to investigate whether these skills were related between the three languages and whether language distance and language proficiency had an effect on the results. DS proved to be interdependent across languages and independent of language distance. Language proficiency was a significant predictor of DS without being their mainstay. The interdependence of DS across languages supports the interdependence hypothesis (Cummins, 1991) according to which there is an inherent cognitive/academic proficiency common across languages despite their different surface aspects.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".