Bibliographic record
Abstract
04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk ‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages . Language Learning Journal (Rugby, UK), 27 (2003), 24–32. 04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras . [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23. 04–540 Arkoudis, S. (U. of Melbourne, Australia; Email : sophiaa@unimelb.edu.au ). Teaching English as a second language in science classes: incommensurate epistemologies? Language and Education (Clevedon, UK), 17 , 3 (2003), 161–173. 04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos . [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12. 04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers . Foreign Language Annals , 36 , 3 (2003), 339–346. 04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email : csbarron@hkusua.hku.hk ). Problem-solving and EAP: themes and issues in a collaborative teaching venture . English for Specific Purposes (Amsterdam, The Netherlands), 22 , 3 (2003), 297–314. 04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4 . Francophonie (London, UK), 28 (2003), 10–17. 04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching . ELT Journal (Oxford, UK), 57 , 3 (2003), 278–287. 04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email : mcaballe@guest.uji.es ). How to talk shop through metaphor: bringing metaphor research to the ESP classroom . English for Specific Purposes (Amsterdam, The Netherlands), 22 , 2 (2003), 177–194. 04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening . ELT Journal (Oxford, UK), 57 , 4 (2003), 325–334. 04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email : msf@u.Arizona.edu ). Semantic category effects in second language word learning . Applied Psycholinguistics (Cambridge, UK), 24 , 3 (2003), 369–384. 04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses . TESOL Quarterly (Alexandria, VA, USA), 37 , 3 (2003), 443–466. 04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems . International Journal of Applied Linguistics (Oxford, UK), 12 , 2 (2002), 139–155. 04–551 Hird, Bernard (Edith Cowan U., Australia; Email : b.hird@ecu.edu.au ). What are language teachers trying to do in their lessons? Babel , (Adelaide, Australia) 37 , 3 (2003), 24–29. 04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice . ELT Journal (Oxford, UK), 57 , 3 (2003), 269–277. 04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school . Language, Culture and Curriculum (), 16 , 1 (2003), 70–89. 04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching . TESOL Quarterly (Alexandria, VA, USA), 37 , 3 (2003), 467–487. 04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email : scotkiss@att.canada.ca ). The relationship between school environment and effectiveness in French immersion . The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6 , 1 (2003), 87–104. 04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite . [From Implicit Grammar to Explicit Grammar.] Tema , 2 (2003), 40–47. 04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms . Hispania (Ann Arbor, USA), 86 , 3 (2003), 541–551. 04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email : leeser@uiuc.edu ). Learner proficiency and focus on form during collaborative dialogue . Language Teaching Research , 8 , 1 (2004), 55. 04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms . TESOL Journal , 12 (2003), 13–19. 04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk ) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective . Language Learning Journal (Rugby, UK), 27 (2003), 15–23. 04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration . Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36 , 1 (2003), 15–27. 04–562 Morley, J. and Truscott, S. (University of Manchester; Email : mfwssjcm@man.ac.uk ). The integration of research-oriented learning into a Tandem learning programme . Language Learning Journal (Rugby, UK), 27 (2003), 52–58. 04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email : rhonda.oliver@cowan.edu.au ) and Mackey, Alison. Interactional context and feedback in child ESL classrooms . The Modern Language Journal (Madison, WI, USA), 87 , 4 (2003), 519–533. 04–564 Pachler, N. (Institute of Education, University of London; Email : n.pachler@ioe.ac.uk ). Foreign language teaching as an evidence-based profession? Language Learning Journal (Rugby, UK), 27 (2003), 4–14. 04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb . [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia ), 2 (2003), 9–18. 04–566 Purvis, K. ( Email : purvis@senet.com.au ) and Ranaldo, T. Providing continuity in learning from Primary to Secondary . Babel , <
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 | 0.002 | 0.001 |
| 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 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".