Grammaire de texte en contexte d'ALAO: une annee avec le didacticiel FreeText
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
Cet article présente FreeText, un didacticiel pour apprenants de français langue seconde (FLS) de niveau intermédiaire-avancé dont le concept didactique, élaboré par l'auteur à partir d'une approche en grammaire textuelle, propose une étude de la grammaire en contexte, par l'analyse de marques linguistiques qui caractérisent les textes. Y sont décrites les activités portant sur la compréhension et la production en langue seconde (L2) qui exploitent ce concept didactique dans FreeText, ainsi que les ressources et l'interface du didacticiel. La seconde partie de l'article fait le compte rendu d'une expérience pédagogique visant une première utilisation intensive de FreeText dans un contexte réel d'apprentissage, soit un cours universitaire de FLS. On y détaille le syllabus du cours, dont la démarche s'inscrit dans celle de FreeText et on y fait part des observations effectuées concernant la progression du groupe avec le didacticiel durant une année scolaire. La conclusion fait le point sur certaines compétences développées par les apprenants dans le contexte décrit et suggère quelques modifications qui faciliteraient l'utilisation de ce didacticiel. This article introduces FreeText, a courseware program for intermediate-advanced learners of French as a second language (FSL). Based on an approach to text grammar developed by the author, it features the study of grammar in context through the analysis of various text components. The first part of the article describes how this pedagogical strategy applies to reading comprehension and writing activities, as well as the courseware resources and interface. The second part reports on an experiment in which FreeText was extensively used for the first time in an authentic teaching context involving a university FSL course. Following a description of the course syllabus, which took into account the pedagogical approach advocated by FreeText, an account of observations of how students adapted to this courseware throughout the academic year is provided. The conclusion focuses on certain skills developed by the learners during this period and makes recommendations for changes that could facilitate its use.
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.
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 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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