Bibliographic record
Abstract
05–396 Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu ), The perception of word boundaries in a second language . Second Language Research (London, UK) 21 .4 (2005), 325–358. 05–397 Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich , Interaction of native- and second-language vowel system(s) in early and late bilinguals . Language and Speech (Twickenham, UK) 48 .1 (2005), 1–27. 05–398 Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu ) & Robert Griffin , L2 pragmatic awareness: evidence from the ESL classroom . System (Amsterdam, the Netherlands) 33 .3 (2005), 401–415. 05–399 Barron, Anne (Universität Bonn, Germany; a.barron@uni-bonn.de ), Variational pragmatics in the foreign language classroom . System (Amsterdam, the Netherlands) 33 .3 (2005), 519–536. 05–400 Barwell, Richard (U of Bristol, UK; richard.barwell@bris.ac.uk ), Working on arithmetic word problems when English is an additional language . British Educational Research Journal (Abingdon, UK) 31 .3 (2005), 329–348. 05–401 Benazzo, Sandra (CNRS & U of Lille 3, France), L'expression de la causalité dans le discours narratif en français L1 et L2 [The expression of causality in French narrative discourse]. Langages (Paris, France) 155 (2005), 33–51. 05–402 Carroll, Susanne E. (U of Potsdam, Germany; carroll@rz.uni-potsdam.de ), Input and SLA: adults' sensitivity to different sorts of cues to French gender . Language Learning (Malden, MA, USA) 55 .S1 (2005), 177 , 79–138. 05–403 Chamot, Anna Uhl (George Washington U, Washington, DC, USA; auchamot@gwu.edu ), Language learning strategy instruction: current issues and research . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 112–130. 05–404 Chen, Aoju (Max-Planck-Institute for Psycholinguistics, Nijmegen, the Netherlands), Carlos Gussenhoven & Toni Rietveld , Language-specificity in the perception of paralinguistic intonational meaning . Language and Speech (Twickenham, UK) 47 .4 (2004), 311–349. 05–405 Cheng, Gao Yihong, Ying Zhao Yuan & Zhou Yan (Peking U, China; gaoyh@pku ), Self-identity changes and English learning among Chinese undergraduates . World Englishes (Oxford, UK) 24 .1 (2005), 39–51. 05–406 Chew, Kheng-Suan (Hong Kong Baptist U, Hong Kong, China; kschew@hkbu.edu.hk ), An investigation of the English language skills used by new entrants in banks in Hong Kong . English for Specific Purposes (Amsterdam, the Netherlands) 24 .4 (2005), 423–435. 05–407 Chieh-Fang, Hu (Taipei Municipal Teacher's College, Taiwan, China; cfhu@tmtc.edu.tw ) & C. Melanie Schuele , Learning non-native names: the effect of poor native phonological awareness . Applied Psycholinguistics (Cambridge, UK) 26 .3 (2005), 343–362. 05–408 Clachar, Arlene (U of Miami, USA; aclachar@miami.edu ), Creole English speakers' treatment of tense-aspect morphology in English interlanguage written discourse . Language Learning (Malden, MA, UK) 55 .2 (2005), 275–334. 05–409 Clark, Martyn K. & Saori Ishida (U of Hawai'i, Manoa, USA; martync@hawaii.edu ), Vocabulary knowledge differences between placed and promoted EAP students . Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 225–238. 05–410 Dahl, Tove I., Margrethe Bals & Anne Lene Turi (U of Tromsø, Norway; tdahl@psyk.uit.no ), Are students' beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychology (Leicester, UK) 75 .2 (2005), 257–273. 05–411 Dalton-Puffer, Christiane (U of Vienna, Austria; christiane.dalton-puffer@univie.ac.at ), Negotiating interpersonal meanings in naturalistic classroom discourse: directives in content-and-language-integrated classrooms . Journal of Pragmatics 37 .8 (2005), 1275–1293. 05–412 DaSilva, Iddings & Ana Christina (Vanderbilt U, USA), Linguistic access and participation: English language learners in an English-dominant community of practice . Bilingual Research Journal (Tempe, AZ, USA) 29 .1 (2005), 165–183. 05–413 Davis, Adrian (Macao Polytechnic Institute, China), Teachers' and students' beliefs regarding aspects of language learning . Evaluation and Research in Education (Clevedon, UK) 17 .4 (2004), 207–222. 05–414 De Angelis, Gessica (U of Toronto at Mississauga, Canada; gdeangel@utm.utoronto.ca ), Interlanguage transfer of function words . Language Learning (Malden, MA, USA) 55 .3 (2005), 379–414. 05–415 Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu ) & Jon C. Hathorn , Quelque chose…de remarquable in English–French acquisition: mandatory, informationally encapsulated computations in second language interpretation . Second Language Research (London, UK) 21 .4 (2005), 291–323. 05–416 Demagny, Annie-Claude (Université de Paris VIII, France) & Urszula Paprocka-Pietrowska , L'acquisition du lexique verbal et des connecteurs temporels dans les récits de fiction en français L1 et L2 [The acquisition of the lexis of verbs and of temporal connectors in the telling of fictional stories in French as L1 and L2]. Langages (Paris, France) 155 (2005), 52–75. 05–417 Dewaele, Jean-Marc (U of London; j.dewaele@bbk.ac.uk ), Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities . The Modern Language Journal (Malden, MA, USA) 89 .3 (2005), 367–380. 05–418 Fleckenstein, Kristie S. (Ball State U, Muncie, USA; kflecken@bsu.edu ), Faceless students, virtual places: emergence and communal accountability in online classrooms . Computers and Composition (Amsterdam, the Netherlands) 22 .2 (2005), 149–176. 05–419 Goldschneider, Jennifer M. & Robert M. DeKeyser (U of Pittsburgh, USA; RDK1@pitt.edu ), Explaining the ‘natural order of L2 morpheme acquisition’ in English: a meta-analysis of multiple determinants . Language Learning (Malden, MA, UK) 55 .S1 (2005), 27–77. 05–420 Grüter, Theres (McGill U, Québec, Canada; theres.gruter@mail.mcgill.ca ), Comprehension and production of French object clitics by child second language learners and children with specific language impairment . Applied Psycholinguistics<
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 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 | 0.001 | 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) | 0.004 | 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; both teacher heads agree on what is shown here.
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".