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
05–587 Allwright, Dick (U of Lancaster; r.allwright@lancaster.ac.uk ), Developing principles for practitioner research: the case of exploratory practice . The Modern Language Journal (Malden, MA, USA) 89 .3 (2005), 353–366. 05–588 De Klerk, Vivian (Rhodes U, South Africa; v.deklerk@ru.ac ), The use of actually in spoken Xhosa English: a corpus study . World Englishes (Oxford, UK) 24 .3 (2005), 275–288. 05–589 E, He An (The Hong Kong Institute of Education, Hong Kong, China), Use of verbs in teacher talk: a comparison study between LETs and NETs . Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9 .2 (2004), 38–54. 05–590 Erdener, V. Doǧu & Denis K. Burnham (U of Western Sydney, Australia; d.erdener@uws.edu.au ), The role of audiovisual speech and orthographic information in nonnative speech production . Language Learning (Malden, MA, USA) 55 .2 (2005), 191–228. 05–591 Hosoda, Yuri (Kanagawa U, Japan), Directives and assessments in Japanese native and nonnative conversation . JALT Journal (Tokyo, Japan) 27 .1 (2005), 5–31. 05–592 Hu, Xiaoling, Nigel Williamson & Jamie McLaughlin (U of Sheffield, UK; x.l.hu@sheffield.ac.uk ), Sheffield corpus of Chinese for diachronic linguistic study . Literary and Linguistic Computing (Oxford, UK) 20 .3 (2005), 281–293. 05–593 Hudson, Richard (U College London, UK) & John Walmsley , The English Patient: English grammar and teaching in the twentieth century . Journal of Linguistics (Cambridge, UK) 41 .3 (2005), 593–622. 05–594 Johnson, Greer Cavallaro (Griffith U, Australia; g.johnson@griffith.edu.au ) , Simon Clarke & Neil Dempster , The discursive (re)construction of parents in school texts . Language and Education (Clevedon, UK) 19 .5 (2005), 380–399. 05–595 Ohta, Amy Snyder (U of Washington, USA; aohta@u.washington.edu ), Interlanguage pragmatics in the zone of proximal development . System (Amsterdam, the Netherlands) 33 .3 (2005), 503–517. 05–596 Pica, Teresa (U of Pennsylvania, Philadelphia, USA; teresap@gse.upenn.edu ), Classroom learning, teaching, and research: a task-based perspective . The Modern Language Journal (Malden, MA, USA) 89 .3 (2005), 339–352. 05–597 Sardinha, Berber (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), A influência do tamanho do corpus de referência na obtenção de palavaras-chave usando o programa computacional WordSmith Tools [The influence of reference corpus size on WordSmith Tools keywords extraction]. The ESPecialist (São Paulo, Brazil) 26 .2 (2005), 183–204. 05–598 Seedhouse, Paul (U of Newcastle upon Tyne, UK; paul.seedhouse@ncl.ac.uk ), ‘Task’ as research construct . Language Learning (Malden, MA, USA) 55 .3 (2005), 533–570. 05–599 Spada, Nina (U of Toronto, Canada; nspada@oise.utoronto.ca ), Conditions and challenges in developing school-based SLA research programs . The Modern Language Journal (Malden, MA, USA) 89 .3 (2005), 328–338. 05–600 Von Staa, Betina (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), Deselvomiento de interpretações literárias lógicas e coerentes [Development of loigical and coherent literary interpretations]. The ESPecialist (São Paulo, Brazil) 26 .2 (2005), 157–181. 05–601 Wong, Jock (Australian National U, Canberra, Australia; jock.wong@anu.edu.au ), ‘Why you so Singlish one?’ A semantic and cultural interpretation of the Singapore English particle one . Language in Society (Cambridge, UK), 34 .2 (2005), 239–275.
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 | 0.001 | 0.002 |
| 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 it