« ÇA N’A RIEN A VOIR NI AVEC MA VIE NI AVEC MON AVENIR, DONC POURQUOI CONTINUER ? » : EXPLORER LES RAISONS AUTO-DECLAREES DU PEU D’ENGOUEMENT DES ELEVES A SUIVRE LE FLS DANS LES ECOLES SECONDAIRES A LETHBRIDGE EN ALBERTA
Bibliographic record
Abstract
En Alberta, les inscriptions aux cours de francais langue seconde (FLS) dans les ecoles secondaires revelent qu’il y a peu d’interet parmi les eleves a apprendre le francais. Bien qu’une frange importante des eleves du secondaire ait deja rencontre la langue francaise a l’ecole primaire, la majorite ne poursuit pas l’apprentissage du FLS. A travers un questionnaire anonyme adresse aux eleves de 11e annee d’une ecole secondaire a Lethbridge, cette etude examine les differentes raisons qui justifieraient ce faible interet. Peu d’eleves ont demontre une motivation integrative et/ou instrumentale. Les donnees suggerent aussi l’importance des rencontres culturelles avec la francophonie. En outre, il est possible que le FLS, tel qu’il est pratique, contienne en lui-meme un defaut qui expliquerait, ne serait-ce qu’en partie, ce faible engouement. En tenant compte de tout cela, nous discutons dans cet article des approches possibles visant a encourager plus d’eleves a suivre les cours de FLS.
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.
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 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.005 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".