L'alternance codique chez les professeurs de français langue étrangère pendant des leçons orientées vers le développement des connaissances grammaticales
Bibliographic record
Abstract
Abstract: Cet article est fondé sur une étude de l'utilisation de l'alternance codique chez trois professeurs de français langue étrangère dans des écoles secondaires en Australie. Il nous semble que l'alternance codique devient une stratégie pédagogique surtout dans les leçons où les professeurs traitent un point grammatical. Nous avons choisi de nous concentrer sur l'enseignement du passé composé par ces trois professeurs car ce temps verbal présente des problèmes pour des apprenants australiens. L'étude montre que l'alternance codique intersententielle pourrait aider les apprenants, mais que l'alternance intrasententielle leur donnerait l'idée que ce temps verbal fonctionne de la même façon dans les deux langues. Chez ces trois professeurs, l'alternance codique fonctionne comme un troisième code dans la salle de classe, l'équivalent de l'anglais et du français. Abstract: This article is based on a study of the use of code-switching undertaken by three French as a foreign language (FFL) teachers in Australian secondary schools. It would appear that code-switching becomes a teaching strategy, especially during lessons that involve grammar. We have chosen to concentrate on the teaching of the present perfect by these three teachers; Australian learners seem to experience problems with this verb tense. The study shows that switching between languages can help learners but that switching within the same language may be taken to mean that this verb tense works the same way in both languages. In the case of these three teachers, code-switching functions as a third language in the classroom - that is, the equivalent of English and French.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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; 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".