Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Full frame distilled prediction
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.
- Candidate categories
- Insufficient payload (model declined to judge)
- Consensus categories
- none
- Domain
- Candidate signal: noneConsensus signal: none
- Study design
- Candidate signal: QualitativeConsensus signal: Qualitative
- Genre
- Candidate signal: EmpiricalConsensus signal: Empirical
- Teacher disagreement score
- 0.099
- Threshold uncertainty score
- 0.999
- Validation status
machine_predicted_unvalidated·codex-gemma-dda1882f352a
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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) | 0.002 | 0.000 |
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
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.
- Teacher spread
- 0.210 · how far apart the two teachers sit on this one work
- Validation status
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
Abstract
This article reports on an investigation of listening strategy applications by grade 7 students learning French ( N = 36). I examine the types of strategies used and the differences in strategy use by more skilled and less skilled listeners as revealed while these students listened to authentic texts in French. Think‐aloud data were coded and analyzed both quantitatively and qualitatively. Significant differences were found in the use of the category of metacognitive strategies as well as in individual strategies for comprehension monitoring, questioning for elaboration, and translation. These differences were reinforced by a qualitative analysis of representative protocols. The article concludes with a discussion of both an emerging model of the skilled listener and a pedagogic program for developing listening skills.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Language Learning
- Topic
- EFL/ESL Teaching and Learning
- Field
- Arts and Humanities
- Canadian institutions
- Canadian Medical Protective AssociationUniversity of Ottawa
- Funders
- not available
- Keywords
- PsychologyActive listeningThink aloud protocolMetacognitionListening comprehensionElaborationComprehensionCognitive psychologySecond languageLinguisticsCognitionCommunicationComputer science
- Has abstract in OpenAlex
- yes