An alternative approach to speech act research in the study abroad context
Bibliographic record
Abstract
This research aims to contribute to a description of the breadth of opportunities for L2 contact and pragmatic development offered by the Canadian study abroad (SA) context by taking an alternative approach to speech act research. This study reports on the frequency and range of L2 speech acts and events as described by SA students in interaction logs completed with their mobile phones. Nine undergraduate SA students completed structured electronic surveys (n = 801) regarding their English oral interactions over ten-day period. The participants, from various disciplines, proficiencies and L1 backgrounds, were attending an English-speaking university in Montreal as part of a one- or two-semester academic exchange. Participants completed the two-three minute online survey each time they interacted orally in English, describing the content of each interaction, the interlocutors involved, and the location in addition to rating its difficulty. Results showed frequent exchanges on cultural issues with other international students and a low percentage of native interaction, suggesting that SA students have the opportunity to perform a range of speech acts and events but do so within their own peer community. Implications for the describing pragmatic development in SA speech act research are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.007 | 0.006 |
| Science and technology studies | 0.006 | 0.017 |
| Scholarly communication | 0.011 | 0.005 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".