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Lista de candidatos sometidos a examen:
1) classified (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: classified
Is in goldstandard
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paper corpusSignosTxtLongLines192 - : [87]24 Though there is neither reference to the research nor the article, these cases are classified as research-oriented and article-oriented because the intervening predicates are of the same subtypes as the predicates underlying text-sentences which do explicitly refer to the research or the article, respectively . See below.
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paper corpusSignosTxtLongLines282 - : more active attitude towards the process of comprehension are classified by González and Marcilla (1996) as follows:
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paper corpusSignosTxtLongLines396 - : The corpus key words classified into semantic sub-fields of project management:
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paper corpusSignosTxtLongLines400 - : In RNT, relationships are diagrammed with lines and nodes. Lines represent connections allowing for the flow of activation in and out of the nodes. Nodes are classified according to three dimensions of contrast, namely: type (‘and’ vs . ‘or’), orientation (‘upward’ vs. ‘downward’), and ordering (‘ordered’ vs. ‘unordered’). Biologically speaking, activation takes the form of electrochemical signals traveling through neuron circuits in the brain.
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paper corpusSignosTxtLongLines416 - : We have analyzed in detail the errors typical to the method of Open IE based on heuristic rules over POS-tags. No detailed description or accurate classification of the errors had been reported before, although some types of errors along with some issues were mentioned by Fader et al. (2011), but not distinguished. We have distinguished between errors and their sources. We have classified all information extraction errors into four types based on the component of an extracted fragment where an error occurred: incorrect relation phrase, incorrect arguments, incorrect argument order, and incorrect arguments with correct relation phrase . This classification is complete: it covers all possible errors.
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paper corpusSignosTxtLongLines417 - : The semantic prosody of a lexical item is commonly classified in three different categories: positive, negative and neutral . Other evaluative labels have been used in the literature: favourable and unfavourable, desirable and undesirable, pleasant and unpleasant. Indeed, Xiao and McEnery (2006: 108) point out that:
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paper corpusSignosTxtLongLines455 - : In general, the various WSD methods require two steps: (i) the determination of all the possible meanings for every relevant word in the text, and (ii) the selection of the correct sense of the words in a given context. Since there are already many electronic databases and resources that can efficiently provide the different meanings of words in a given language (i.e., digital treasuries, machine readable dictionaries, ontologies, corpora and others), the majority of the efforts to solve WSD are directed developing methods that allow the automatic selection of the most proper sense of the ambiguous words in a text. These methods can be classified into four groups: supervised, unsupervised, semi-supervised, and knowledge-based approaches (^[35]Borah, Talukdar & Baruah, 2014 ; ^[36]Nandanwar & Mamulkar, 2015).
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paper corpusSignosTxtLongLines455 - : Current approaches for automatic WSD can be classified into four groups according to the methodology employed for selecting the correct sense of the word to be disambiguated: supervised, unsupervised, semi-supervised, and knowledge-based approaches (^[52]Borah et al ., 2014; ^[53]Nandanwar & Mamulkar, 2015).
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paper corpusSignosTxtLongLines480 - : form and meaning. This type of pedagogical practice has been classified by ^[107]Dalili (2011: 2119 ) into six subsections all of which underscore the simultaneous focus on “both form and meaning, both explicit and implicit knowledge/learning, and both accuracy and fluency”. They include process instruction (i.e., structured input with the focus on comprehension of forms), textual enhancement (i.e., visual/typographical enhancement to increase noticing of form as well as meaning communication), interactional feedback (i.e., the usage of conversational devices to direct learners’ self-correction), instructional conversation (i.e., scaffolding through teacher learner meaning-based interactions to overcome form difficulties), focused communicative tasks (i.e., meaning-based communicative tasks which direct learners to the usage of a specific form in their output), and discourse-based approaches (i.e., the use of contextualized grammatical points in authentic corpora). In sum, SFCs, as one type
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paper corpusSignosTxtLongLines511 - : The main objective of this research is to analyze -from a diachronic perspective- the productivity of the processes of noun formation in Mapudungun, based on the hypothesis that the processes observed in periods of less contact with Spanish will exhibit greater linguistic genuineness than those found in periods where contact is more intense. For this purpose, we analyzed the formation process of 2,779 nouns, classified into three groups according to their primary source of record: early period, composed of 274 units documented in Valdivia (1606 ); intermediate period, comprising 855 units documented in Febrés ([1765] 1882); and recent period, which includes 1,650 units documented in Augusta (1916). The analysis reveals that certain processes remain highly productive across the periods (compounding and derivation), others lose productivity (syntactic conversion, semantic changes and borrowing), and others remain unproductive over time (onomatopoeia, reduplication, syntagmatic compounding,
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paper corpusSignosTxtLongLines530 - : More specifically, ^[62]Barreneche and Ramos-Flores (2013) created a database based on their examination of the curricula of over 40 public and private institutes of higher-education that offered different degrees of social-service involvement across the nation. The objective of this effort was to establish whether the outreach component was valuable in foreign language programs. Overall, these universities were classified as falling into one of the following categories: (1 ) mandatory outreach; or (2) tracks where social engagement and service were elective elements. These authors’ observations led them to support the implementation and further development of opportunities related to community service in language classes. Aware of the little recognition that Spanish instructors often get when leading or designing an outreach project, the authors call for the establishment of:
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paper corpusSignosTxtLongLines534 - : The use of literary texts, including poetry, in EFL has primarily been contemplated from a theoretical rather than an empirical perspective (^[33]Paran, 2008; ^[34]Bobkina & Domínguez, 2014). Most available work, generally in the form of handbooks for teachers, has tended to conceptualise the benefits that the use of literature-based lessons might bring to EFL. Such benefits have traditionally been classified into three main categories: linguistic, intercultural and motivational . Although each dimension has generally been explored separately, there is unanimous acceptance in pedagogical texts (^[35]Maley & Duff, 1989; ^[36]Lazar, 2009) and in most recent theoretical takes on the matter (^[37]Hall, 2015) that they should come together in what ^[38]Collie and Slater (2009) have termed an ‘integrated approach’. The significance of this approach to FL learning, which literature is said to facilitate, lies in the fact that linguistic, intercultural, or motivational concerns are treated as
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paper corpusSignosTxtLongLines534 - : Instead of research designs based on a Likert scale questionnaire, more recent empirical studies such as those by ^[73]Duncan and Paran (2017) and ^[74]Bloemert, Paran, Jansen and van de Grift (2019) have surveyed students’ perceptions by means of general, open questions about what students think the benefits of EFL literature lessons are (^[75]Bloemert et al., 2019). This design was used for the purpose of not inadvertently influencing students’ answers. In Duncan and Paran (2017) this led participants to mainly acknowledge literature’s potential to elicit linguistic competence, while cultural and motivational benefits were brought about to a much lesser extent. Following a similar procedure, ^[76]Bloemert et al. (2019), in contrast, reported a much wider spectrum of advantages which they classified into four main approaches: the language approach (linguistic competence ), the text approach (knowledge of the typical stylistic features of literature), the reader approach (personal growth),
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paper corpusSignosTxtLongLines582 - : This work intends to explore how certain process types in Spanish are related to the expression of appraisal in academic texts, our objective is to analyze verbal transitivity and evaluative aspects of student academic writing on history. Our study draws on Systemic Functional Linguistics and, in particular, on the Appraisal System, which explores evaluative meanings in language, here we shall analyze only one of its subsystems, attitude. The analysis is based on student texts belonging to two genres (question-answer and essay), but to only one discipline (history). Within the ideational analysis we explored three types of processes in academic texts: verbal, mental and relational while within the interpersonal framework we classified the clauses that express appraisal according to the three domains of the attitude system: affect, judgment and appreciation . The preliminary results show certain similarities between the two genres, for example, the prevalence of relational processes and the
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paper corpusSignosTxtLongLines592 - : Level of parental education. Using school records, the level of parental education was calculated averaging years of school attendance by both parents as follows. The average values were classified into the three following categories: low (average value lower than high-school: 1-11 years ); middle (average value equivalent to high school diploma, some intermediate or post-high school non-college education, and some years in college) 12-15 years); and high (average value equivalent to college and above: 16 years and above).
Evaluando al candidato classified:
3) approaches: 5
4) errors: 5 (*)
6) linguistic: 5 (*)
7) literature: 5
10) texts: 5 (*)
11) processes: 5
12) incorrect: 4
16) benefits: 4
18) categories: 4
classified
Lengua: eng
Frec: 56
Docs: 38
Nombre propio: / 56 = 0%
Coocurrencias con glosario: 3
Puntaje: 3.940 = (3 + (1+5.4262647547021) / (1+5.83289001416474)));
Candidato aceptado