Bibliographic record
Abstract
04–660 Chen Eoyang, Eugene (Indiana U., USA & Lingnan U., Hong Kong). English as a postcolonial tool: anti-hegemonic subversions in a hegemonic language . English Today (Cambridge, UK), 19 , 4 (2003), 23–29. 04–661 Heinz, Bettina (Bowling Green State U., USA; Email : bheinz@bgnet.bgsu.edu ). Backchannel responses as strategic responses in bilingual speakers' conversations . Journal of Pragmatics (Amsterdam, The Netherlands), 35 , 7 (2003), 1113–1142. 04–662 Hinkel, Eli (Seattle U., USA; Email : elihinkel@aol.com ). Adverbial markers and tone in L1 and L2 students' writing . Journal of Pragmatics (Amsterdam, The Netherlands), 35 , 7 (2003), 1049–1068. 04–663 Mackie, Ardiss (Okanagan University College, B.C., Canada). Race and desire: toward critical literacies for ESL . TESL Canada Journal (Burnaby, B.C., Canada), 20 , 2 (2003), 23–37. 04–664 MacPherson, Seonaigh (Manitoba U., Canada). TESOL for biolinguistic sustainability: the ecology of English as a Lingua Mundi . TESL Canada Journal (Burnaby, B.C., Canada), 20 , 2 (2003), 1–22. 04–665 Marsh, Jackie (Sheffield U., UK). One-way traffic? Connections between literacy practices at home and in the nursery . British Educational Research Journal (London, UK), 29 , 3 (2003), 369–382. 04–666 Matthews, Mona W. and Kesner, John (Georgia State U., USA). Children learning with peers: the confluence of peer status and literacy competence within small-group literacy events . Reading Research Quarterly (Newark, DE, USA), 38 , 2 (2003), 208–234. 04–667 Spencer-Oatey, Helen and Jiang, Wenying (UK eUniversities Worldwide, UK; Email : hspencer-oatey@ukeu.com ). Explaining cross-cultural pragmatic findings: moving from politeness maxims to sociopragmatic interactional principles (SIPs) . Journal of Pragmatics (Amsterdam, The Netherlands), 35 , 10–11 (2003), 1633–1650. 04–668 Zhu, Huimin (China). Globalization and new ELT challenges in China. An account of the teaching of English and the kinds of English used in a vast, varied, and rapidly changing society . English Today (Cambridge, UK), 19 , 4 (2003), 36–41.
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 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.001 | 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; a candidate call from one teacher head, 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".