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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) chinese (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: chinese
Is in goldstandard
1
paper corpusSignosTxtLongLines295 - : In short, Halliday's (1978) suggestion is that, in the scope of language education, we interpret 'culture' from a linguistic viewpoint: just as in language education the term 'language' does not mean the whole, abstract concept of 'English' or 'French' or 'Chinese', but a particular variety of a language, such as commercial Chinese, academic French, or beginner's literacy in English, the cultural context for language teaching/learning should not be seen as:
2
paper corpusSignosTxtLongLines364 - : "private actors are becoming acquainted with the CSR standards in the global market, but the implementation is still subject to Chinese companies’ technological capacity and bargaining power in relation to their international buyers" (Li-Wen, 2010: 66 ).
3
paper corpusSignosTxtLongLines396 - : In this research, the metaphor-based theoretical views on managing projects will be contrasted with the real language use in the project management discipline. Even though the use of metaphor in project management has not attracted much attention from scholars and practitioners, two papers (Angling, 1988; Eskerod, 1996) proposed specific metaphors to better understand and manage projects in multi-project environments. The metaphor of the Chinese wall and the metaphor of the Chinese dragon focus on contrasting aspects of managing projects: the former highlights order and predictability, while the latter, constant change and dynamism . These two opposing conceptualizations of projects provide different views on project management practices, and may have implications for business management, as well as for linguistic representation in discourse.
4
paper corpusSignosTxtLongLines396 - : The metaphor of the Chinese wall represents multi-project environments or programmes, which Angling (1988: 198 ) defined as containing “ten, a hundred or a thousand projects”, with the basic unit of the programme no longer being a single task or an activity, but rather a self-contained project. Managing a multi-project programme, then, is to effectively plan and supervise each project following specific guidelines.
5
paper corpusSignosTxtLongLines396 - : Eskerod (1996) was interested in the ‘management by projects’ strategy, rather than in multi-project environments. This strategy was developed in the 1990s as a way to improve companies’ product development capabilities, and it emphasized the need to understand multi-project issues. In her paper, Eskerod (1996) questioned the basic aspects of multi-project environments, that is, planning, scheduling and control, based on the assumptions that only stability, predictability, a top-down decision process, etc. ensure success. The metaphor of the Chinese dragon served to critique Angling’s (1988) metaphor of the Chinese wall, representing the classic view of multi-project environments: “Companies do not need good stonemasons as much as they need an ability to read the signals that tell them that it is time to change their building style” (Eskerod, 1996: 63 ). Projects, from this perspective, cannot be conceived as static stones, since the distance between them is neither static nor well-defined.
Evaluando al candidato chinese:
1) projects: 7
2) multi-project: 7
4) metaphor: 6 (*)
6) management: 4
7) eskerod: 4
8) managing: 3 (*)
10) angling: 3
12) wall: 3
13) environments: 3 (*)
chinese
Lengua: eng
Frec: 87
Docs: 40
Nombre propio: 5 / 87 = 5%
Coocurrencias con glosario: 3
Frec. en corpus ref. en eng: 351
Puntaje: 3.852 = (3 + (1+5.35755200461808) / (1+6.4594316186373)));
Rechazado: muy común;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| chinese |
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Disponible en: [381]http://dx.doi.org/10.1080/14790718.2010.532555 : Taguchi, T., Magid, M. & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese, and Iranian Learners of English: A Comparative Study. En Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters . : Tsai, Y. R., Ernst, C. & Talley, P. C. (2010). L1 and L2 strategy use in reading comprehension of Chinese EFL readers. Reading Psychology, 31(1), 1-29. : Wang, Q. (2004). The emergence of cultural self-constructs: Autobiographical memory and self-description in European, American and Chinese children. Developmental Psychology, 40(1), 3-15. : Watkins, D. A. & Biggs, J. B. (2001). The paradox of the Chinese learner and beyond. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 3-26). Hong Kong: CERC and HKU. : Wen, X. (2011). Chinese language learning motivation: A comparative study of heritage and non-heritage learners. Heritage Language Journal, 8(3), 333-358. : Wolff, P., Jeon, G. & Yu, L. (2009). Causers in English, Korean, and Chinese and the individuation of events. Language and Cognition, 1(2), 165-194. : Wong, K. F. & Xiao, Y. (2010). Diversity and difference: Identity issues of Chinese heritage language learners from dialect backgrounds. Heritage Language Journal, 7(2), 153-187. : Xu, X., Wang, Y., Forey, G. & Li, L. (2010). Analyzing the genre structure of Chinese call-center communication. Journal of Business and Technical Communication, 24(4), 445-475. : Yali, G. (2010). L2 vocabulary acquisition through reading: Incidental learning and Intentional learning. Chinese Journal of Applied Linguistics, 33(1), 74-93. : Yang, D. & Gai, F. (2010). Chinese learners’ communication strategies research: A case study at Shandong Jiaotong University. Cross-Cultural Communication, : Yang, L. (2010). Doing a group presentation: Negotiations and challenges experienced by five Chinese ESL students of Commerce at a Canadian university. Language Teaching Research, 14, 141-160. : Yang, W. & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23, 31-48. : Zeng, D., Li, J., Wang, F. & Zuo, W. (2009). Sentiment analysis of Chinese documents: From sentence to document level. Journal of the American Society for Information Science and Technology, 60(12), 2474-2487. : Zhang, X. (2017). Understanding Chinese EFL teachers’ beliefs and practices in the textbook-based classroom. Bern: Peter Lang. DOI:10.3726/b11563 : Zhao, T., Hoshino, A., Suzuki, M., Minematsu, N. & Hirose, K. (2012). Automatic Chinese pronunciation error detection using SVM trained with structural features. InProceedings of Spoken Language Technology Workshop (SLT), IEEE, 473-478. : Zhou, X. (1997). Material and relational transitivity in Mandarin Chinese. Tesis doctoral, University of Melbourne, Melbourne, Australia. |