A Study on Classroom Shame of Japanese Learners among University Students in China
Bibliographic record
Abstract
In the field of second language (L2) research, there is a growing recognition of the vital need to explore the diversity of emotional experiences of learning. This paper explores the problem of foreign language classroom shame (FLCS) in Japanese classes among university students in China. This study investigated China students’ perspectives on L2 shame in learning Japanese. Studies have shown that shame not only affects learners' linguistic confidence, but also affects their sense of identity, self-worth and self-esteem. The data suggest that FLCS may lead learners to engage in certain negative behaviors, such as avoiding interaction and speaking activities, ruminating over failure, giving up learning L2, and to have persistent L2-related anxiety due to fear of shame in the future. This paper argues that the study of this phenomenon in the process of language learning can provide a more comprehensive grasp of the psychology of language learners, and help learners develop a more positive self-perception, promote their willingness to participate in communication activities, and ultimately may bring their language competence to an improved level of proficiency.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| 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 source (direct Gemma or distilled Codex), 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".