The Development of L2 Oral Language Skills in Two L1 Groups: A 7‐Year Study
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
- 0.051
- 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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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) | 0.001 | 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
- 0.267 · 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
Researching the longitudinal development of second language (L2) learners is essential to understanding influences on their success. This 7‐year study of oral skills in adult immigrant learners of English as a second language evaluated comprehensibility, fluency, and accentedness in first‐language (L1) Mandarin and Slavic language speakers. The primary data were judgments at three times from two sets of listeners: native monolingual speakers of English and highly proficient English L2 speakers. The Mandarin L1 speakers showed no change over time on any of the dimensions, while the Slavic language L1 speakers improved significantly in comprehensibility and fluency. Improvement in accent was limited to the first 2 years in the Slavic language group. These outcomes appear to be due to the complex interplay of L1, age, the depth and breadth of learners’ conversations in English, and their willingness to communicate.
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
- Simon Fraser UniversityUniversity of Alberta
- Funders
- not available
- Keywords
- PsychologyFluencyMandarin ChineseLinguisticsStress (linguistics)Slavic languagesFirst languagePronunciationSecond-language acquisitionWillingness to communicateLanguage proficiencySecond languageSecond-language attritionComprehension approachLanguage educationMathematics education
- Has abstract in OpenAlex
- yes