Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures
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 The usefulness of explicit knowledge of the second language is a matter of controversy in the field of second language acquisition. In this regard, it has been argued that explicit representations might be useful for some structures but not for others (R. Ellis, 2006; Roehr & Ganem-Gutierrez, 2009). The goal of this study was to examine whether explicit knowledge about the Spanish subjunctive is related to using this structure accurately in discrete-point measures, as well as in measures of oral and written production. The participants were 46 learners of Spanish as a second language, who were in their fifth semester and had received explicit instruction about the subjunctive during three terms. The results show that the participants had developed somewhat low levels of explicit knowledge of the subjunctive, and that explicit knowledge of this structure was significantly correlated to its correct use in discrete-point grammar exercises and in writing, but not in speaking. Resume L’utilite des connaissances explicites de la langue seconde est un sujet a controverse dans le domaine de l’acquisition de la langue seconde. A cet egard, on a soutenu que des representations explicites pourraient etre utiles pour certaines structures, mais pas pour d’autres (R. Ellis, 2006 ; Roehr et Ganem-Gutierrez, 2009). Le but de cette etude a ete d’examiner si les connaissances explicites du subjonctif en espagnol etaient liees a l’utilisation correcte de cette structure dans les mesures a des instants discrets et dans les mesures de production orale et ecrite. Les participants etaient 46 apprenants d’espagnol langue seconde, a leur cinquieme semestre, qui avaient recu de l’enseignement explicite sur le subjonctif pendant trois semestres. Les resultats ont demontre que les participants ont developpe des niveaux assez bas de connaissances explicites du subjonctif. De meme, les resultats ont indique qu’il y avait une correlation significative entre les connaissances explicites de cette structure et son utilisation correcte dans les exercices de grammaire a mesure a instants discrets et dans la production ecrite, mais pas dans la production orale.
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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 | 0.005 |
| 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 | 0.000 | 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