Empirical Research on Pedagogical Dictionary Use in Recent 30 Years
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 on dictionary use is a relatively new field in lexicography. Among them, the empirical studies which were few before 1990s has gained ground over recent three decades. Using data of 35 articles from International Journal of Lexicography (1987–2017), this study renders an analysis of the empirical research trends in the field of dictionary use. The analysis mainly focuses on the research topics, research methodology, and the changes that have occurred in the field. The results show that while some hot topics (e.g., the effectiveness of dictionary use or of certain dictionary information) have remained popular over the past two decades, some topics, e.g., the exploration of dictionary using process have received an increasing attention, but some others, e.g., the investigation on habits and needs of dictionary use, have witnessed a decrease of interest recently. Furthermore, researchers have improved the methodological standards for recent studies. As for data analysis, more complicated statistic approaches, rather than pure descriptive statistics, have been adopted. Finally, based on the analysis on previous studies, this paper offers suggestions for further research trend.
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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 | 0.001 | 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 | 0.000 | 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) | 0.002 | 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