L’incidence d’un enseignement centré sur la forme sur la performance orale
Bibliographic record
Abstract
The present study examines the timing effect of form-focused instruction within a task on language performance. One hundred and ten university-level, French as a second language students of B1 and B2 proficiency performed a ranking task. Two groups received instruction on the subjunctive prior to completing the task, two groups received instruction during the task, and two groups received instruction after the task. Performance was analyzed along the lines of structural complexity, accuracy, fluidity, and lexical complexity. The group receiving instruction prior to task completion displayed the most structural complexity, overall accuracy, and fluidity. Instruction during the task resulted in the greatest degree of lexical complexity and accuracy with respect to the use of the subjunctive. The post-task instruction group did not stand out in any respect. The results of the study demonstrate that form-focus instruction given prior to task completion does not necessarily yield negative effects on performance, contrary to some theoretical predictions or pedagogical recommendations regarding Task-Based Language Teaching.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.042 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".