Myths and facts about loanword development
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
Abstract This study traces the diachronic trajectory and synchronic behavior of English-origin items in Quebec French over a real-time period of 61 years. We test three standard assumptions about such foreign incorporations: (1) they increase in frequency; (2) they originate as code-switches and are gradually integrated into recipient-language grammar; and (3) the processes underlying code-switching and borrowing are the same. Results do not support the assumptions. Few other-language items persist, let alone increase. Linguistic integration is abrupt, not gradual. Speakers consistently distinguish lone other-language items from multiword fragments on each of five linguistic diagnostics tested. They borrow the former, and code-switch the latter. Code-switches are not converted into borrowings; instead the decision to code-switch or borrow is made at the moment the other-language item is accessed. We explore the implications of these findings for understanding the processes by which other-language incorporations achieve the status of native items and their consequences for theories of code-switching and borrowing.
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 | 0.000 | 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 | 0.000 | 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