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Lista de candidatos sometidos a examen:
1) combined (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: combined


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt143 - : Por otro lado, las listas léxicas proporcionadas por los reglamentos no son exhaustivas ni extensas y las combinaciones sintagmáticas de los elementos enumerados resultan también escasas y están situacionalmente condicionadas por la operación que la aeronave esté desarrollando. Este es el fundamento para que P. Ragan (1998), especialista en la enseñanza de inglés de aviación, considere que en el ambiente aeronáutico se maneja un registro restringido. Este autor, siguiendo a Halliday (1990b), define dicho concepto como "a very specialized, well-demarcated, and identifiable use of language, communicated in a spoken, written, or combined mode" (Ragan 1998:5), y lo caracteriza como idiosincrásico y predecible:

2
paper CO_ColombianAppliedLinguisticsJournaltxt111 - : For the purpose of understanding the learners' group interaction and participation in English class, this study combined two data analysis methods: Conversational Analysis (CA ) and Transactional Analysis (TA). CA "is the systematic analysis of the talk produced in everyday situations of human interaction" (Hutchby & Wooffitt., 2008, p. 11), and TA is a theory that offers a "useful model for understanding the nature of interpersonal relationships" (Hayes, 2002, p. 294). In order to explore my participants' linguistics choices and describe their peer-to-peer transactions during the group work, I developed a series of steps to understand the way they positioned themselves and their classmates as members of a group in a Collaborative Learning environment. The pedagogical intervention for this study included specific activities that promoted peer interaction, negotiation and collaboration.

3
paper CO_ColombianAppliedLinguisticsJournaltxt242 - : Likewise, [74]Figure 6 displays the information from the focus groups and suggests that the interviewed students considered WCF combined with a writing portfolio to be a valuable tool for two purposes: (1 ) for developing their writing skill, and (2) increasing their confidence as writers of EFL. For the former, they considered that portfolio keeping and error correction had contributed to (a) organization of the text through pre-writing activities, (b) expanded vocabulary, (c) knowledge of textual types, (d) grammar, and (e) mechanics of the language. Regarding the latter, the portfolio contributed considerably towards a feeling of confidence about writing upcoming new versions (drafts) or different types of written pieces. They pointed out that the consistent feedback of the teacher and the possibility of multiple-drafting contributed to their improvement. Moreover, they strongly believed that they acquired knowledge of academic writing appropriate to their level. Nevertheless, portfolio

4
paper CO_FormayFuncióntxt260 - : The example 7g' has a verb that requires only one morpheme, «o=», which indicates the subject argument. But another participant always occurs in the predicate. This participant is always a postpositional phrase. This pp is not an object because, for example, it can not undergo a passive voice change like an object does. Besides this, the adverbial root, in this case «u» 'on the top', that forms the intransitive verb could be combined with a causative prefix «muy-», which occurs with intransitive verbs, nouns, and adverbs (^[78]Gomes, 2006), and the result is a transitive verb:

5
paper CO_FormayFuncióntxt260 - : In the example 10c, the postposition «tog̃» is combined with the postposition «wi» used there with a directional value:

6
paper CO_FormayFuncióntxt260 - : The postposition «wi», indicating direction, can be combined with other postpositions, such as «be» 'in' (example 13e), «tag̃» 'for' (example 13f), «xe» 'near' (example 13g), «tog̃» 'under' (example 13h) and «jeje» 'on' (example 13i):

7
paper CO_FormayFuncióntxt260 - : This temporal use of «em» is quite frequent in Munduruku, and its most common position is at the beginning of the sentence. We still find the use of this postposition with the meaning of place, combined with the indefinite quantifying pronoun «soat» 'everything, all', creating the meaning of 'in many places':

8
paper CO_Íkalatxt234 - : To examine this, a group of nine in-service high school English teachers were offered a PDP. The program was set up as a partnership between a public university and two urban high schools. The guiding purpose of this PDP was to design and implement a new English curriculum based on performance standards set by the Colombian national government for English teaching in elementary and high schools, integrating it with standards that would enhance the social and moral dimensions of schooling. The PDP was housed in two different public high schools and functioned throughout two years. It combined three PD strategies: a study group, workshops and peer coaching .

9
paper CO_Íkalatxt234 - : The PDP combined three strategies: a study group, workshops and peer coaching . The group was composed of nine English teachers from two high schools. We met twice a month for a period of three hours to critically analyze and discuss the English curriculum in the two schools, the English performance standards set by the Colombian government following the Common European Framework of Reference (CEFR), and articles related to the different aspects of the curriculum in which teachers were interested or which they needed to update. Moreover, we shared ideas to implement in classes, exchanged comments with each other about ideas we were planning to carry out or tried out in classes, and shared our classroom experiences and pedagogical materials.

10
paper corpusSignostxt177 - : The LSA algorithm applied follows the pseudo-document methodology described by (Berry, 1992). We have defined the LSA score as the mean of the pseudo-document similarities between the student's answer and each vector representing a reference. Because of the results obtained in previous experiments (Pérez et al., 2005), we have chosen for training the Ziff-Davis part of the North American Collection with 142.580 articles from different journals and magazines in Computer Science. The LSA score is combined with the ERB one using the following linear combination:

Evaluando al candidato combined:


5) postposition: 4 (*)
8) contributed: 3
10) curriculum: 3 (*)
11) peer: 3
12) standards: 3 (*)
13) teachers: 3
14) portfolio: 3
15) interaction: 3 (*)
16) verb: 3 (*)

combined
Lengua: eng
Frec: 162
Docs: 124
Nombre propio: / 162 = 0%
Coocurrencias con glosario: 5
Frec. en corpus ref. en eng: 195
Puntaje: 5.702 = (5 + (1+4.85798099512757) / (1+7.34872815423108)));
Rechazado: muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
combined
: Adelman Reyes, S., y Crawford, J. (2011). Diary of a Bilingual School: How a Constructivist Curriculum, a Multicultural Perspective, and a Commitment to Dual Immersion Education Combined to ... in Spanish and English-Speaking Children. Portland, OR: DiversityLearningk12 LLC.
: Buccino, G., Riggio, L., Melli, G., Binkofski, F., Gallese, V. y Rizzolatti, G. 2005. "Listening to action-related sentences modulates the activity of the motor system: A combined TMS and behavioral study", en Cognitive Brain Research 24 (3), pp. 355-363.
: Czerwionka, L. (2012). Mitigation: The combined effects of imposition and certitude, Journal of Pragmatics, 44, 1163-1182.
: Dean, Deborah y Sirpa Grierson. “Re-envisioning reading and writing through combined text picture book's" Journal of Adolescent & AdultLiterary, vol. 48, no. 6, 2005, pp. 456-468.
: Klenberg, L., Hokkanen, L., Lahti-Nuuttila, P. & Närhi, V. (2017). Teacher ratings of executive function difficulties in Finnish Children with Combined and Predominantly Inattentive Symptoms of ADHD. Applied Neuropsychology: Child, 6(4), 305-314.
: Marini, A. & Andreeta, S. (2016). Age-related effects on language production: A combined psycholinguistic and neurolinguistic perspective. En W. Harris (Ed.), Cognition, Language and Aging (pp. 55-80). Philadelphia: John Benjamins Publishing Company .
: Ruggiero, D. (2015). Bridging the community and institution gap: A sample course with civic engagement and language for specific purposes combined. Journal of Languages for Specific Purposes, 1(2), 35-48.
: We combined media with traditional EFL activities with the purpose of creating an optimum professional development program for the CSTs who participated in this study (^[64]Bersin, 2004).