Stylistic and discursive functions of French negative particle<i>ne</i>in an educational context
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
This study examines use/non‐use of negative particle ne by students and teachers in the high schools of four Ontario Francophone communities. The students were recorded in semi‐directed interviews and in the classroom. The teachers recorded themselves in the classroom. In the interviews, ne use is marginal and its non‐use ubiquitous and not influenced by social class, gender or topic formality. Overall, students do not use ne significantly more in the classroom than in the interviews. These findings do not support the hypothesis in some studies that ne use is a hyper‐stylistic variant, which hinged on the prescription of ne use in writing. In the classroom, however, teachers display markedly different levels of ne use/non‐use according to subject taught, speaker age, and addressee/discourse functions performed. Thus, there is some evidence that ne use/non‐use is not entirely devoid of stylistic markedness, at least for teachers in the formal setting of the classroom. Finally, an examination of ne use/non‐use co‐occurring with two phonological variants of post‐verbal negator plus reveals findings that are germane to the debate concerning the possibility of analysing stylistic variation in spoken French as a form of diglossic code‐switching.
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 | 0.001 | 0.016 |
| 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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