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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) communication (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: communication


Is in goldstandard

1
paper corpusSignosTxtLongLines187 - : Se ha redefinido, entonces, “la lengua de especialidad”como “l’ensemble des moyens linguistiques qui sont employés dans le cadre communicationnel d’une spécialité donnée afin d’assurer la communication entre ceux qui y travaillent” (Hoffmann, 1984: 53, traducido al francés por Spillner, 1992: 45 ). O, en tal caso, se ha abandonado definitivamente ese término, porque si el análisis toma en cuenta “des conditions pragmatiques de la situation de communication”, se transforma en “une analyse de la communication spécialisée” (Spillner, 1992: 46). Se han, pues, ampliado los objetos de estudio no solamente en el conjunto de las situaciones encontradas al interior de un campo científico y/o profesional (Gambier, 1998), sino igualmente en la comunicación de este campo con el ‘exterior’ (discursos de divulgación, discursos mediáticos, discursos didácticos, discursos de formación…). Por ello, el análisis se transforma en “un análisis del discurso especializado” (Spillner, 1992), y

2
paper corpusSignosTxtLongLines187 - : Depuis quelque trente ans qu’ils les étudient, les théoriciens ont appris à cohabiter avec ces astres qui dépassent l’entendement quotidien. Ils savent par exemple que leur appellation de trou noir, ou black hole, introduite en 1967 par le physicien américain John Archibald Wheeler, est un peu excessive. «Astre occlus», proposé sans succès il y a quelques années, donne une bien meilleure représentation de leurs propriétés: astre comme objet stellaire, occlus comme refermé sur lui-même. Car un trou noir est essentiellement une région compacte de l’espace partageant ce dernier en deux domaines distincts du point de vue de la communication: un domaine externe qui peut transmettre de l’information –matière, lumière ou énergie– où bon lui semble et un domaine interne qui peut recevoir cette information, la transmettre dans une région limitée, mais en aucun cas la renvoyer vers l’extérieur… En d’autres termes, un trou noir, domaine de l’espace pour lequel la communication au sens u

3
paper corpusSignosTxtLongLines195 - : Madsen, H. Brown, B. & Jones, J. (1991). Oral communication apprehension and Hispanics: An exploration of oral communication apprehension among Mexican American students in Texas . In E. Horwitz & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 65-86). Englewood Cliffs, NJ: Prentice Hall. [ [54]Links ]

4
paper corpusSignosTxtLongLines204 - : Papafragou, A. (2000). Early communication: Beyond speech-act theory . Ponencia presentada en la 24^th Annual Conference on Language Development [en línea]. Disponible en: [70]http://papafragou.psych.udel.edu/papers/bu99proc.pdf [ [71]Links ]

5
paper corpusSignosTxtLongLines242 - : El reconocimiento del discurso inspirado en la LPE y de los estudios basados en géneros, aparecido en el Journal of Research and Problem Solving in Organizacional Communication: Document Design, constituye una fuerte indicación de la necesidad de colaboración a través de las fronteras disciplinares (Bhatia, 1999 ; Nickerson, 1999; van Nus, 1999).

6
paper corpusSignosTxtLongLines300 - : The central question that is necessary to answer in order to have a principled multimedia communication across the curriculum program is: What is the relationship between medium and genre in learning and development in a discipline ? That is the question we will address here in a very preliminary analysis of some data from a case study of a group of students taking courses in two disciplines. The conclusions will also be very preliminary and limited. But perhaps they suggest further lines of theoretical and empirical research.

7
paper corpusSignosTxtLongLines309 - : Communication linguistics: The genre-based multiligual curriculum

8
paper corpusSignosTxtLongLines313 - : The comment we have just made for the previous examples brings to the forefront another issue that is of interest for written professional communication: 'institutional forms of address' . In many written messages, we observed that there was a shift from individual first name address to a category-based form of address:

9
paper corpusSignosTxtLongLines313 - : Business e-mails were approached in an earlier study (Mada, 2004) from various perspectives: the oral-literate continuum and the reduced cue context that is specific to e-mails, the "framing devices" (Herring, 1996: 84) which assist the reader in understanding e‑mail messages, and the role of the "participation framework" (Schiffrin, 1987: 27) in dividing e-mail messages into 'public', 'private' and 'overhearing'. In the present study, we have emphasised the new discourse patterns which have emerged in Romanian business communication via electronic mail: jokes, announcements, invitations, and programmes .

10
paper corpusSignosTxtLongLines382 - : ‘Genres’ are "particular forms (...) of communication which are specialized for trans-national and interregional interaction" (Fairclough, 2006: 3), a way of communicating and interacting, for example a format of the websites of international organizations and corporations, "ways of working, governing or conducting politics" (Fairclough, 2006: 28 ).

11
paper corpusSignosTxtLongLines414 - : areas by drawing on a wider analytical framework. Hence, the definition proposed by Tarone (1981: 288) has been here favoured as it recognises the role of the interlocutor in the process of strategic communication: “the term [CS] ; relates to a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared”. In order to broaden the scope of analysis the taxonomy of CSs proposed by Dörnyei and Körmos (1998) has been followed for its most comprehensive and up-to-date classification of these mechanisms. In addition to the interactional aspect of communication which was incorporated through particularly one of its categories.

12
paper corpusSignosTxtLongLines414 - : Williams, J., Inscoe, R. & Tasker, T. (1997). Communication strategies in an interactional context: the mutual achievement of comprehension . In G. Kasper & E. Kellerman (Eds.), Communication Strategies, Psycholinguistic and Sociolinguistic Perspectives (pp. 304-322). London & New York: Longman. [ [58]Links ]

13
paper corpusSignosTxtLongLines421 - : This paper is framed in the area of political communication and political discourse analysis. Political communication, understood as the “role of communication in the political process” (Kaid, 2004a: 13 ), has its roots in Aristotle and Plato (Wilson, 1990). However, modern political communication is an interdisciplinary field of study that takes into consideration concepts and methodologies from political science, communication, sociology, rhetoric, journalism, history and other fields. In Chilton’s words (2004: 3):

14
paper corpusSignosTxtLongLines421 - : The political poster is a very clear example of a multimodal text due to the fact that it combines more than one mode of communication: the written text and the visual . This justifies that we refer to multimodal discourse analysis in this section. The multimodal text needs to be understood as a whole in which the combination of the different modes serves the purpose of creating meaning in an effective way. Moreover, everything that is part of the multimodal text (font, place in which the image appears on the page, vocabulary and syntactic structures used, etc.) may contribute to the construction of the sense of the text and have some impact on the reader.

15
paper corpusSignosTxtLongLines421 - : Therefore, this article refers to multimodality because it pays attention to the way language combines with other semiotic resources to express meaning. Following Jewitt (2009), Thibault (2000), Ventola and Moya (2009) and Parodi (2012), we are interested in the multimodal nature of present societies and in the characteristics of multimodal texts because they integrate language with other resources. For this reason, the theories of multimodality and multimodal discourse analysis (hereafter MDA) have been developed in recent decades. There is no agreement among the disciplinary community in the terminology used to refer to texts that use more than one mode or semiotic channel of communication, as O’Halloran (2011: 120 ) specifies that “MDA itself is referred to as ‘multimodality’, ‘multimodal analysis’, ‘multimodal semiotics’ and ‘multimodal studies’”.

16
paper corpusSignosTxtLongLines426 - : It is interesting to stress out the ambiguous and inclusive use of the pronoun nosotros (we) by Bachelet in her 2013 victory speech, which is “a piece of political communication intended for a wide distribution” (Mulderring, 2012: 710 ). In this case nosotros (we) includes the entire Chilean audience, while the previous findings from political discourse studies indicate a tendency to exclude possible audience from the circle of this pronoun by politicians (Ivanova, 2013). Similarly to this, the deictic Ustedes (you, plural) also includes public in its scope, therefore, implicating it in policy decisions (Mulderring, 2012).

17
paper corpusSignosTxtLongLines447 - : The interrelation of gestures and vocalisation in early communication functions: Evidence from Basque language

18
paper corpusSignosTxtLongLines454 - : Mo, P. K., Malik, S. H. & Coulson, N. S. (2009). Gender differences in computer-mediated communication: A systematic literature review of online health-related support groups . Patient Education and Counseling, 75(1), 16-24 [on line]. Retrieved from: [148]http://www.kathrynpieplow.pwrfaculty.org/wpcontent/uploads/2010/01/gender_published.pdf [ [149]Links ]

19
paper corpusSignosTxtLongLines454 - : Orgad, S. (2006). The cultural dimensions of online communication: A study of breast cancer patients’ internet spaces . New Media & Society, 8(6), 877-899. [ [154]Links ]

20
paper corpusSignosTxtLongLines469 - : Williams, J., Inscoe, R. & Tasker, T. (1997). Communication strategies in an interactional context: The mutual achievement of comprehension . In G. Kasper & E. Kellerman (Eds.), Communication Strategies, Psycholinguistic and Sociolinguistic Perspectives (pp. 304-322). London & New York: Longman . [ [181]Links ]

21
paper corpusSignosTxtLongLines523 - : Christine E. Poteau opens the second part of this volume by arguing for attention to four key areas to assist Spanish language teachers for effective intercultural communication: (1 ) the role of intercultural competence development across disciplines and in CSL programs in the state of New Jersey; (2) interdisciplinary approaches to CSL program development; (3) the connection between Spanish L2 and HL learners for LSP courses; and (4) the empirical examination of the benefits of CSL in Interpretation and Translation courses.

22
paper corpusSignosTxtLongLines525 - : involved. The author notes that though service activities varied across the different PCIs, community partner expectations of HLs were consistent and included “oral communication skills, translation skills, social networking abilities, and immigration knowledge” (^[135]King de Ramírez, 2017: 61 ). Based on the survey results and student self-reflections, this author found that HLs experienced an increase in awareness of sociocultural issues and learned to bridge cultural differences with Hispanic co-workers and community members. In addition, students reported gains in their linguistic skills (i.e., specialized vocabulary and written and spoken communication skills).

23
paper corpusSignosTxtLongLines529 - : With an overview of the concept of service-learning in Spanish-language courses, this article will examine the following four principal areas to help educators prepare individuals for effective intercultural communication in their prospective fields: (1 ) role of intercultural competence development across disciplines and in service-learning programs, (2) interdisciplinary approaches to service-learning program development, (3) connect two types of learners (heritage and foreign language learners) in Spanish for the Professions courses to linguistic and ethnic minority challenges to seek solutions to growing disparities across professional contexts through active classroom-to-community connections, and (4) empirically examine the benefits of service-learning with a primary focus on heritage language learners in two university courses (Spanish Interpretation and Translation) that involve the establishment of diverse global and local community partnerships that bridge the classroom with the

24
paper corpusSignosTxtLongLines529 - : Therefore, with an overview of the concept of service-learning in Spanish-language courses, this article will examine the following four principal areas to help educators prepare individuals for effective cross-cultural communication in their prospective fields: (1 ) role of intercultural competence development in cross-cultural communication across disciplines and in service-learning programs, (2) interdisciplinary approaches to service-learning program development in higher education, (3) connecting heritage, native, and foreign language learners) in Spanish for the Professions courses to linguistic and ethnic minority challenges to seek solutions to growing disparities across professional contexts through active classroom-to-community connections, and (4) empirically examine the benefits of service-learning with a primary focus on heritage language learners in two courses (Introduction to Spanish Interpretation and Introduction to Spanish Translation) that involve the establishment of

25
paper corpusSignosTxtLongLines544 - : Causino Lamar, M. A., Obler, L. K., Knoefel, J. E. & Albert, M. L. (1994). Communication patterns in end-stage Alzheimer’s disease: Pragmatic analysis . En R. L. Bloom, L. K. Obler, S. DeSanti & J. S. Ehrlich (Eds.) Discourse analysis and applications: Studies in adult clinical populations (pp. 127-235). Hillsdale: Lawrence Erlbaum. [ [96]Links ]

26
paper corpusSignosTxtLongLines552 - : En un sentido amplio, el LNV se entiende como “all those elements of a communication which are not essentially linguistic in nature” (^[63]Smith, 1979: 637 ). Los signos no verbales, además de añadir información al mensaje verbal y complementarlo, permiten comunicar en su ausencia, es decir, pueden sustituir al lenguaje verbal (^[64]Cestero Mancera, 2004).

27
paper corpusSignosTxtLongLines577 - : Luzón, M. J. (2017). Connecting genres and languages in online scholarly communication: An analysis of research group blogs . Written Communication, 34(4), 1-31. [218]https://doi.org/10.1177/0741088317726298 [ [219]Links ]

28
paper corpusSignosTxtLongLines74 - : All written communication should consider at least three basic elements: audience the target readership of the text ; topic the specific subject matter about which the text is written; and purpose the objective toward which the intentions of the producer of the text are directed and their effect on the audience. These three elements shapethe rhetorical problem, or rhetorical situation, that has both characteristics and complexities different from the situational context of speech. This article gathers important considerations, taken from the works of several compositionists, rhetoricians, and language specialists, about these three elements. Moreover, grounds for supporting, on the one hand, that the rhetorical situation is a matter to be considered prior to writing an effective written message and, on the other, that it should be explicitly established in any writing task to be developed by the student writer are held.

Evaluando al candidato communication:


4) courses: 8
5) service-learning: 8 (*)
11) multimodal: 7 (*)
12) learners: 6 (*)
14) discourse: 6 (*)
15) effective: 5
16) intercultural: 5 (*)
17) heritage: 4 (*)
18) strategies: 4
19) discursos: 4
20) interdisciplinary: 4 (*)

communication
Lengua: eng
Frec: 656
Docs: 198
Nombre propio: 6 / 656 = 0%
Coocurrencias con glosario: 7
Frec. en corpus ref. en eng: 163
Puntaje: 7.671 = (7 + (1+5.95419631038688) / (1+9.35974956032233)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
communication
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: “verbal and non verbal communication that may be called into action to compensate for breakdowns in communication due to performance variables or to insufficient competence” (^[26]Canale & Swain, 1980: 30).