Teaching listening comprehension in Ukrainian L2 classroom: CLT perspective
Bibliographic record
Abstract
The University of Alberta (U of A) is one of Canada's leading research and teaching institutions which houses 18 faculties.Its programs rank among the finest in the country.The University offers 200 undergraduate and 170 graduate programs, including many unique ones that cannot be found at any other Canadian universities.Therefore, U of A is the aim of many applicants, both Canadian and international.Currently, more than 4,000 international students are here in Edmonton to study at the U of A, with about 1,200 international graduate students.(Why University of Alberta, n.d.).The U of A strives to provide the best funding to international students so they are able to focus on building their intellectual capital rather than worrying about financial issues.There are many researchrelated awards, scholarships and bursaries available to international graduate students at the U of A. However, most student support is handled through departments, by involving them into research and teaching assistantship.Departments provide graduate students with practical teaching and research experience in the classroom or lab while offsetting the costs of education.(Graduate Teaching or Research Assistantships, n.d.).The department of Modern Languages and Cultural Studies offers graduate students the opportunity to hone their teaching skills in a number of language courses, among which is a Ukrainian three-level course -UKR 111-112, UKR 211-212, UKR 311-312.Normally, nativespeaking graduate students are involved in either assisting or teaching UKR 111-112, UKR 211-212 courses.The prevailing majority of UKR 111-112, UKR 211-212 courses teaching assistants (TA) are graduate students who received their undergraduate or/ and graduate education in Ukraine.Starting their language teaching careers at U of A, they, as personal experience show, face a number of challenges.First, the theoretical and practical approaches to second/ foreign language teaching in Ukraine and Canada are different.Consequently, at the beginning of their careers at U of A TAs from Ukraine may experience difficulties in teaching in line with
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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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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; 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".