Bilinguals and Monolinguals' Performance in English Language Learning in Nigeria
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Some linguists argue that bilinguals’ knowledge and competence in their first language contribute to effective second language learning. On the contrary, other linguists who favour monolingualism hold that the first language stands as an obstacle for bilinguals. These opposing views motivated the present undertaking. Thus this study investigates the performance of both bilingual and monolingual learners’ of English Language in a second language situation in Nigeria. Terminal results in English Language tests of 108 Yoruba/English bilinguals and 108 Nigerian English monolinguals at the Senior Secondary School level were compared. Findings revealed that, on the one hand, more bilinguals are found in the pass region than monolinguals; on the other hand, more monolinguals were found in the fail region than bilinguals. These results confirm the position that bilingualism plays supportive role in second language learning, especially in second language situation. Consequently, stakeholders in second language learning might need to strengthen the learning and use of bilinguals’ first language in order to enhance effective second language learning.
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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 | 0.009 | 0.212 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it