‘It's vocabulary’/‘it's gender’: learner awareness and incidental learning
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
Research has shown that second language (L2) learners that become aware of linguistic features during grammar-based tasks are better able to process these features on a posttest compared to learners that do not focus on these features. However, much L2 input does not come in the form of grammar-based tasks. This study investigates whether learners who become aware of French grammatical gender during a meaning-based task are better able to process these forms than learners whose experience with the same task does not lead to awareness of the feature. Thirty-six Anglophones with low-level French were exposed to reliable noun-ending clues to grammatical gender whilst completing a crossword task. A think-aloud protocol and two probe questions measured awareness. A pre- to posttest design measured accuracy with French nouns ending in eau (e.g. le cadeau). The results revealed no advantage for learners who became aware of the noun-ending clues during exposure: all learners improved in their ability to judge the gender of words encountered during the task (item learning) but none were able to extend this new knowledge to novel items (system learning). The interpretation of the findings considers the choice of linguistic feature, the role of awareness in item learning and the learning conditions that might be necessary for awareness of form to occur during meaning-based exposure.
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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 | 0.000 | 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 | 0.001 | 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)
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