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
03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire . [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications) , Special issue Jan 2003 , 121–135. 03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email : arbiol@cict.fr ). Multimodalité et enseignement multimédia . [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66. 03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email : larisa@research.haifa.ac.il ). Code-switching and learning in the classroom . International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5 , 5 (2002), 267–78. 03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email : darteaga@unlv.edu ). Focusing on phonology to teach morphological form in French . The Modern Language Journal (Malden, MA, USA), 87 , 1 (2003), 58–70. 03–390 Bax, Stephen (Canterbury Christ Church UC, UK; Email : s.bax@cant.ac.uk ). CALL – past, present, and future . System (Oxford, UK), 31 , 1 (2003), 13–28. 03–391 Black, Catherine (Wilfrid Laurier University; Email : cblack@wlu.ca ). Internet et travail coopératif: Impact sur l'attitude envers la langue et la culture-cible . [Internet and cooperative work: Impact on the students' attitude towards the target language and its culture.] The Canadian Journal of Applied Linguistics (Canada), 6 , 1 (2003), 5–23. 03–392 Breen, Michael P. (U. of Stirling, Scotland; Email : m.p.breen@stir.ac.uk ). From a Language Policy to Classroom Practice: The intervention of identity and relationships . Language and Education (Clevedon, UK), 16 , 4 (2002), 260–282. 03–393 Brown, David (ESSTIN, Université Henri Poincaré, Nancy). Mediated learning and foreign language acquisition . Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 167–182. 03–394 Charnock, Ross (Université Paris 9, France). L'argumentation rhétorique et l'enseignement de la langue de spécialité: l'exemple du discours juridique . [Rhetorical argumentation and the teaching of language for special purposes: the example of legal discourse.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 121–136. 03–395 Coffin, C. (The Centre for Language and Communications at the Open University, UK; Email : c.coffin@open.ac.uk ). Exploring different dimensions of language use . ELT Journal (Oxford, UK), 57 , 1 (2003), 11–18. 03–396 Crosnier, Elizabeth (Université Paul Valéry de Montpellier, France; Email : elizabeth.crosnier@univ.montp3.fr ). De la contradiction dans la formation en anglais Langue Etrangère Appliquée (LEA) . [Some contradictions in the teaching of English as an Applied Foreign Language (LEA) at French universities.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 157–166. 03–397 De la Fuente, María J. (Vanderbilt U., USA). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition . Computer Assisted Language Learning (Lisse, NE), 16 , 1 (2003), 47–81. 03–398 Dhier-Henia, Nebila (Inst. Sup. des Langues, Tunisia; Email : nebila.dhieb@fsb.mu.tn ). “Explication de texte” revisited in an ESP context . ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 233–251. 03–399 Eken, A. N. (Sabanci University, Turkey; Email : eken@sabanciuniv.edu ). ‘You've got mail’: a film workshop . ELT Journal , 57 , 1 (2003), 51–59. 03–400 Fernández-García, Marisol (Northeastern University, Boston, USA) and Martínez-Arbelaiz, Asunción. Learners' interactions: A comparison of oral and computer-assisted written conversations . ReCALL , 15 , 1 (2003), 113–136. 03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email : Adela@robcham.freeserve.co.uk ). Beyond interaction: The study of collaborative activity in computer-mediated tasks . ReCALL , 15 , 1 (2003), 94–112. 03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom . TESOL Quarterly , 37 , 2 (2003), 213–245. 03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email : cgwyn@interlinx.qc.ca ) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms . The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes , 59 , 4 (2003), 503–545. 03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email : hinks@speech.kth.se ). Speech technologies for pronunciation feedback and evaluation . ReCALL , 15 , 1 (2003), 3–20. 03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts . TESOL Quarterly , 37 , 2 (2003), 275–302. 03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level . Language Teaching research (London, UK), 7 , 1 (2003), 3–33. 03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email : kskim@kuic.kyonggi.ac.kr ). Direction-giving interactions in Korean high-school English textbooks . ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179. 03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany . Prospect (NSW, Australia), 18 , 1 (2003), 68–81. 03–409 Knutson, Sonja. Experiential learning in second-language classrooms . TESL Canada Journal (BC, Canada), 20 , 2 (2003), 52–64. 03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task . TESOL Quarterly , 37 , 2 (2003), 303–336. 03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers . TESOL Quarterly , 37 , 2 (2003), 213–245. 03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email : tuijunt@cc.jyu.fi ) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application . ReCALL , 15 , 1 (2003), 51–67. <jats:bo
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.
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 | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.005 |
| 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 it