Bibliographic record
Abstract
05–01 Ainsworth, Judith (Wilfrid Laurier U, Canada). Hôtel Renaissance: using a project case study to teach business French . Journal of Language for International Business (Glendale, AZ, USA) 16 .1 (2005), 43–59. 05–02 Bärenfänger, Olaf (U of Leipzig, Germany). Fremdsprachenlemen durch Lernmanagement: Grundzüge eines projektbasierten Didaktikkonzepts [Foreign language learning through learning management: main features of a didactic project-based concept]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 251–267. 05–03 Benati, Alessandro (U of Greenwich, UK; a.benati@gre.ac.uk ). The effects of processing instruction, traditional instruction and meaning-output instruction on the acquisition of the English past simple tense . Language Teaching Research (London, UK) 9 .1 (2005), 67–93. 05–04 Carless D. (Hong Kong Institute of Education, Hong Kong). Issues in teachers' reinterpretation of a task-based innovation in primary schools . TESOL Quarterly (Alexandria, VA, USA) 38 .4 (2004), 639–662. 05–05 Curry, M. J. & Lillis, T. (U of Rochester, New York, USA). Multilingual scholars and the imperative to publish in English: negotiating interests, demands, and rewards . TESOL Quarterly (Alexandria, VA, USA) 38 .4 (2004), 663–688. 05–06 Dufficy, Paul (U of Sydney, Australia; p.dufficy@edfac.usyd.edu.au ). Predisposition to choose: the language of an information gap task in a multilingual primary classroom . Language Teaching Research (London, UK) 8 .3 (2004), 241–261. 05–07 Evans, Michael & Fisher, Linda (U of Cambridge, UK; mje1000@hermes.cam.ac.uk ). Measuring gains in pupils' foreign language competence as a result of participating in a school exchange visit: the case of Y9 pupils at three comprehensive schools in the UK . Language Teaching Research (London, UK) 9 .2 (2005), 173–192. 05–08 Gunn, Cindy (The American U of Sharjah, UAE; cgunn@ausharjah.edu ). Prioritizing practitioner research: an example from the field . Language Teaching Research (London, UK) 9 .1 (2005), 97–112. 05–09 Hansen, J. G. & Liu, J. (U of Arizona, USA). Guiding principles for effective peer response . ELT Journal (Oxford, UK) 59 .1 (2005), 31–38. 05–10 Hatoss, Anikó (U of Southern Queensland, Australia; hatoss@usq.edu.au ). A model for evaluating textbooks . Babel – Journal of the AFMLTA (Queensland, Australia) 39 .2 (2004), 25–32. 05–11 Kabat, Kaori, Weibe, Grace & Chao, Tracy (U of Alberta, Canada). Challenge of developing and implementing multimedia courseware for a Japanese language program . CALICO Journal (TX, USA), 22 .2 (2005), 237–250. 05–12 Kuo, Wan-wen (U of Pennsylvania, USA). Survival skills in foreign languages for business practitioners: the development of an online Chinese project . Journal of Language for International Business (Glendale, AZ, USA) 16 .1 (2005), 1–17. 05–13 Liu, D., Ahn, G., Baek, K. & Han, N. (Oklahoma City U, USA). South Korean high school English teachers' code switching: questions and challenges in the drive for maximal use of English in teaching . TESOL Quarterly (Alexandria, VA, USA) 38 .4 (2004), 605–638. 05–14 Lotherington, Heather (York U, Canada). What four skills? Redefining language and literacy standards for ELT in the digital era . TESL Canada Journal (Burnaby, Canada) 22 .1 (2004), 64–78. 05–15 Lutjeharms, Madeline (Vrije U, Belgium). Der Zugriff auf das mentale Lexikon und der Wortschatzerwerb in der Fremdsprache [Access to the mental lexicon and vocabulary acquisition in a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 10–24. 05–16 Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca ). Research on form-focused instruction in immersion classrooms: implications for theory and practice . French Language Studies (Cambridge, UK) 14 .3 (2004), 321–341. 05–17 Mackey, Alison (Georgetown U, USA; mackeya@georgetown.edu ), Polio, Charlene & McDonough, Kim The relationship between experience, education and teachers' use of incidental focus-on-form techniques . Language Teaching Research (London, UK) 8 .3 (2004), 301–327. 05–18 MacLennan, Janet (U of Puerto Rico). How can I hear your voice when someone else is speaking for you? An investigation of the phenomenon of the classroom spokesperson in the ESL classroom . TESL Canada Journal (Burnaby, Canada) 22 .1 (2004), 91–97. 05–19 Mangubhai, Francis (U of Southern Queensland, Australia; mangubha@usq.edu.au ), Marland, Perc, Dashwood, Ann & Son, Jeong-Bae. Similarities and differences in teachers' and researchers' conceptions of communicative language teaching: does the use of an educational model cast a better light? Language Teaching Research (London, UK) 9 .1 (2005), 31–66. 05–20 Meskill, Carla & Anthony, Natasha (Albany State U of New York, USA; cmeskill@uamail.albany.edu ). Foreign language learning with CMC: forms of online instructional discourse in a hybrid Russian class . System (Oxford, UK) 33 .1 (2005), 89–105. 05–21 Paribakht, T. S. (U of Ottawa, Canada; parbakh@uottowa.ca ). The role of grammar in second language lexical processing . RELC Journal (Singapore) 35 .2 (2004), 149–160. 05–22 Ramachandran, Sharimllah Devi (Kolej U Teknikal Kebangsaan, Malaysia; sharimllah@kutkm.edu.my ) & Rahim, Hajar Abdul. Meaning recall and retention: the impact of the translation method on elementary level learners' vocabulary learning . RELC Journal (Singapore) 35 .2 (2004), 161–178. 05–23 Roessingh, Hetty & Johnson, Carla (U of Calgary, Canada). Teacher-prepared materials: a principled approach . TESL Canada Journal (Burnaby, Canada) 22 .1 (2004), 44–63. 05–24 Rogers, Sandra H. (Otago Polytechnic English Language Institute, New Zealand; sandrar@tekotago.ac.nz ). Evaluating textual coherence: a case study of university business writing by EFL and native English speaking students in New Zealand . RELC Journal (Singapore) 35 .2 (2004), 135–147. 05–25 Sheen, Young Hee (Teachers College, Columbia U, USA; ys335@columbia.edu ). Corrective feedback and learner uptake in communicative classrooms across instructional settings . Language Teaching Research (London, UK) 8 .3 (2004), 263–300. 05–26 Sparks, Richard L. (College of Mt. St. Joseph, USA) Ganschow, Leonore, Artzer, Marjorie E., Siebenhar, David & Plageman, Mark. Fore
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 | 0.000 |
| 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 | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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 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".