A Systemic Functional Analysis on Texts Written by ESL Learners, and A Text on Daily English Canada Newspaper, and Its Implication for English Teaching and Learning Improvement
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
This study aims to reveal characteristics of English language produced by English as Second Language (ESL) Learners in the form of written text. By using a theme and rheme analysis. Within the Systemic Functional Analysis Framework, the writer compared the features of English language utilized by ESL learners and those by native proficient writer of an English Newspaper called English Daily Cananda for their textual meaning. The Analysis comprises analysis of different aspects of language use in a written text which include the analysis of thematic structure, thematic development, and textual cohesion. The result of the analysis shows the distinctive characteristics amongst the three texts from which teachers of English as Second language classes can draw a conclusion in order to design a lesson plan which is more suitable for the students. It is expected that this analysis can provide a way of understanding the limitation of the resources available in students’ mind, and whether or not the students successfully utilize these resources for social purpose, thus gives contribution and implication towards the future direction of the English as Second Language teaching and learning.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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