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
06–235 Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria . English Today (Cambridge University Press) 22.1 (2006), 10–17. 06–236 Bernat, Eva (Macquarie U, Australia; Eva.Bernat@nceltr.mq.edu.au ) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions . TESL-EJ ( www.tesl-ej.org ) 9.1 (2005), 21 pp. 06–237 Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English . English Today (Cambridge University Press) 22.1 (2006), 18–28. 06–238 Chen, Liang (Lehigh U, Pennsylvania, USA; cheng@cse.lehigh.edu ), Indexical relations and sound motion pictures in L2 curricula: the dynamic role of the teacher . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 263–284. 06–239 Cristobel, E. & E. Llurda (U de Lleida, Spain; ellurda@dal.udl.es ), Learners' preferences regarding types of language school: An exploratory market research . System (Elsevier) 34.1 (2006), 135–148. 06–240 Diab, Rula (American U of Beirut, Lebanon; rd10@aub.edu.lb ), University students' beliefs about learning English and French in Lebanon . System (Elsevier) 34.1 (2006), 80–96. 06–241 Frankenberg-Garcia, Ana (Instituto Superior de Línguas e Administração, Lisbon, Portugal; ana.frankenberg@sapo.pt ), A peek into what today's language learners as researchers actually do . The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 335–355. 06–242 Gao, Xuesong (U Hong Kong, China; Xuesong.Gao@hkusua.hku.hk ), Understanding changes in Chinese students' uses of learning strategies in China and Britain: A socio-cultural re-interpretation . System (Elsevier) 34.1 (2006), 55–67. 06–243 Green, Bridget (Mukogawa Fort Wright Institute, USA), A framework for teaching grammar to Japanese learners in an intensive English program . The Language Teacher (Japan Association for Language Teaching) 30.2 (2006), 3–11. 06–244 Harker, Mihye & Dmitra Koutsantoni (The Leadership Foundation for Higher Education, London, UK; mihyeharker@lfhe.ac.uk ), Can it be as effective? Distance versus blended learning in a web-based EAP programme . ReCALL (Cambridge University Press) 17.2 (2005), 197–216. 06–245 Hawkins, Roger (U Essex, Colchester, UK; roghawk@essex.ac.uk ), The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 233–255. 06–246 Hinger, Barbara (U Innsbruck, Austria; barbara.hinger@uibk.ac.at ), The distribution of instructional time and its effect on group cohesion in the foreign language classroom: a comparison of intensive and standard format courses . System (Elsevier) 34.1 (2006), 97–118. 06–247 Jing, Huang (Zhanjiang Teachers U/U of Hong Kong, China), Metacognition training in the Chinese university classroom: An action research study . Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 413–434. 06–248 Kapec, Peter (Fachhochschule Bonn-Rhein-Sieg, Sankt Augustin, Germany; Peter.Kapec@fh-bonn-rhein-sieg.de ) & Klaus Schweinhorst, In two minds? Learner attitudes to bilingualism and the bilingual tandem analyser . ReCALL (Cambridge University Press) 17.2 (2005), 254–268. 06–249 Kervin, Lisa, Students talking about home–school communication: Can technology support this process? Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 150–163. 06–250 Kwon, Minsook (Samjeon Elementary School, Korea), Teaching talk as a game of catch . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 335–348. 06–251 Lyster, Roy (McGill U, Montréal, Canada; roy.lyster@mcgill.ca ), Research on form-focused instruction in immersion classrooms: implications for theory and practice . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 321–341. 06–252 Makarova, Veronika (U Saskatchewan, Canada), The effect of poetry practice on English pronunciation acquisition by Japanese EFL learners . The Language Teacher (Japan Association for Language Teaching) 30.3 (2006), 3–9. 06–253 Mckinney, Carolyn (U Witwatersrand, South Africa), A balancing act: Ethical dilemmas of democratic teaching within critical pedagogy . Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 375–392. 06–254 Morgan-Short, Kara (Georgetown U, USA; morgankd@georgetown.edu ) & Harriet Wood Bowden, Processing instruction and meaningful output-based instruction: effects on second language development . Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 31–65. 06–255 Munro, Murray J. (Simon Fraser U, Canada; mjmunro@sfu.ca ), Tracey M. Derwing & Susan L. Morton , The mutual intelligibility of L2 speech . Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 111–131. 06–256 Myles, Florence (U Newcastle, UK; Florence.Myles@newcastle.ac.uk ), French second language acquisition research: Setting the scene . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 211–232. 06–257 Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; mynardjo@hotmail.com ), Investigating peer tutoring . ELT Journal (Oxford University Press) 60.1 (2006), 13–22. 06–258 Neumeier, Petra (Ludwig-Maximilians-Universität, Munich, Germany; petra.neumeier@lmu.de ), A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning . ReCALL (Cambridge University Press) 17.2 (2005), 163–178. 06–259 Noels, Kimberly, A. (U Alberta, Canada; knoels@ualberta.ca ), Orientations to learning German: Heritage language learning and motivational substrates . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 285–312. 06–260 Ohata, Kota (International Christian U, Tokyo, Japan; ohata@icu.ac.jp ), Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the U.S. TESL-EJ ( www.tesl-ej.org ) 9.3 (2005), 21 pp. 06–261 Peltola, Maija S. (U Turku, Finland; maija.peltola@utu.fi ) & Olli Aaltonen , Long-term memory trace activation for vowels depending on the mother tongue and the linguistic content . Journal of Psychophysiology (Hogrefe & Huber Publishers) 19.3 (2005), 159–164. 06–262</ja
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 | 0.000 | 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 it