Bibliographic record
Abstract
07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com ), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328. 07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34. 07–379Chang, Junyue (Dalian U, China; junyuechang@yahoo.com ), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525. 07–380Deterding, David (Nanyang Technological U, Singapore; david.deterding@nie.edu.sg ) & Andy Kirkpatrick, Emerging South-East Asian Englishes and intelligibility. World Englishes (Blackwell) 25.3 & 4 (2006), 391–409. 07–381Erling, Elizabeth J. (Freie U Berlin, Germany; berling@zedat.fu-berlin.de ) & Suzanne K. Hilgendorf, Language policies in the context of German higher education. Language Policy (Springer) 5.3 (2006), 267–293. 07–382Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au ), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23. 07–383Hammond, Jennifer (U Technology, Sydney, Australia), High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 269–283. 07–384Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk ) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519. 07–385Jeon, Mihyon (York U, Canada) & Jiyoon LeeHiring native-speaking English teachers in East Asian countries. English Today (Cambridge University Press) 22.4 (2006), 44–52. 07–386Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8. 07–387Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55. 07–388Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Taylor & Francis) 12.6 (2006), 639–656. 07–389Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209. 07–390Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328. 07–391Nero, Shondel (St John's U, USA; neros@stjohns.edu ), Language, identity, and education of Caribbean English speakers. World Englishes (Blackwell) 25.3 & 4 (2006), 501–511. 07–392Ouafeu, Yves Talla Sando (U Freiburg im Breigau, Germany; sandoyves@yahoo.com ), Listing intonation in Cameroon English speech. World Englishes (Blackwell) 25.3 & 4 (2006), 491–500. 07–393Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu ), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386. 07–394Schleppegrell, Mary & Luciana C. de Oliveira (U Michigan, USA), An integrated language and content approach for history teachers. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 254–268. 07–395Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71. 07–396Takimoto, Masahiro (Tezukayama U, Japan; takimoto@tezukayama-u.ac.jp ), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614. 07–397Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 63–79.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.421 | 0.267 |
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".