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

1) Candidate: communicative


Is in goldstandard

1
paper corpusSignosTxtLongLines110 - : Chapelle, C., W. Grabe y M. Berns (1993) Communicative language proficiency: Definitions and implications for TOEFL 2000 . Princeton, NJ: Educational Testing Service. [ [114]Links ]

2
paper corpusSignosTxtLongLines132 - : There is not much information concerning text types used in technical/profesional education in Chile, with the purpose of giving the students the access to the specialized knowledge and the professional discourse communities. The objective of this research is to describe from functional, communicative, and textual perspectives three specialized corpus of written texts, collected from three areas of secondary high educational and profesional schools in the city of Valparaíso: Maritime, Metalmecanics, and Administration and Commerse . The results show that a multilevel and complex approach such as this gives rich points of view: twelve text types are detected and two prototypes are clearly observed (dissemination/didactic ones and highly specialized).

3
paper corpusSignosTxtLongLines227 - : communicative purpose according to the strategic functions of the ideological discourse: to legitimate a particular sector and illegitimate the other one .

4
paper corpusSignosTxtLongLines243 - : that administers the registers used in this study. The probabilistic estimation is developed through conditioned probabilities and the variation of the system, in the frame of the multiregister corpus is estimated on a global error of 3%. The principal results indicate that in the context of the textbook direct and congruent configurations are preferred to construct regulation, which reveals that the relation between expert and apprentice is distant. In turn, this constitutes a characteristic of the tenor of the genre, associated with the specific communicative situation in which this genre is used: teaching .

5
paper corpusSignosTxtLongLines282 - : This article analyzes and compares the use and distribution of repairs employed by a five- year-old child and two adults in two different communicative interactions: an interview and in a kindergarten event named 'circle' . The results indicate that, although adults are different individuals, both of them share some certain characteristics of repair moves usage. In contrast, child repair usages exhibit important differences according to each type text. Considering theoretical assumptions (Cole, 1999; Gülich & Kotschi, 1997; Jefferson, 1983; Silva, 2007), these variations can be attributed to the opportunities that each type of interaction poses for participants in order to monitor the text production process on line.

6
paper corpusSignosTxtLongLines285 - : This article analyzes and compares the use and distribution of repairs employed by a five- year-old child and two adults in two different communicative interactions: an interview and in a kindergarten event named 'circle' . The results indicate that, although adults are different individuals, both of them share some certain characteristics of repair moves usage. In contrast, child repair usages exhibit important differences according to each type text. Considering theoretical assumptions (Cole, 1999; Gülich & Kotschi, 1997; Jefferson, 1983; Silva, 2007), these variations can be attributed to the opportunities that each type of interaction poses for participants in order to monitor the text production process on line.

7
paper corpusSignosTxtLongLines295 - : The combination of the register variables and the linguistic choices made within each of these variables seems to progress in stages, generating a goal-oriented structure that characterizes genres. As Martin (2001) points out, the register variables change according to our communicative goals, and this is exactly what the concept of genre tries to explain: how we do things in our daily lives in culturally specific ways (e .g. how a class, a medical appointment, a job interview, an informal conversation or a research paper are developed and carried out).

8
paper corpusSignosTxtLongLines313 - : In specialized studies (Ionescu-Ruxandoiu & Chitoran, 1975; DSL, 2002), researchers showed that choosing a particular form of address is not accidental, but it is a choice based on the communicative competence of the speakers. This concept presupposes the existence of a set of social and cultural norms and conventions and it mainly refers to "the totality of linguistic, interactional and cultural knowledge that has been internalized by a native speaker and which will allow him to have an appropriate behaviour in specific communicative contexts" (DSL, 2002: 121 ).

9
paper corpusSignosTxtLongLines382 - : Swales (1990) proposes genre from the perspective of English for Specific Purposes (ESP). Thus, genre is "a class of communicative events with some shared set of communicative purposes" (Swales, 1990: 58 ) which are recognised by members of the professional or academic community in which the genre occurs, and thereby constitute the rationale for the genre.

10
paper corpusSignosTxtLongLines382 - : When discussing parliamentary debates, van Eemeren and Garssen (2010) start from the premise that there are specific conventionalized communicative practices which are dependent on institutional requirements. Thus, in order to fulfil such institutional needs, it is necessary to implement a specific genre of communicative activity: adjudication, disputation, deliberation, negotiation, consultation and ‘communion-ation’ .

11
paper corpusSignosTxtLongLines442 - : “a grouping of closely related genres serving broadly similar communicative purposes, but not necessarily all the communicative purposes in cases where they serve more than one” (Bhatia, 2004: 59 ).

12
paper corpusSignosTxtLongLines453 - : It is not difficult to see why this construction can easily perform such a meaning override. If we think of the contexts in which “do I look like” could be reasonably used, the following two elements immediately arise: i) the speaker realizes that the hearer has made an erroneous assumption about his physical appearance and/or attitude (as revealed by bodily posture, facial expression, etc.); ii) because of (i), the speaker realizes that the hearer is not acting in the way the speaker would feel comfortable with. Within this context, the speaker decides on using a communicative strategy that can repair the problems in the hearer’s assumptions and associated behavior: iii ) the speaker calls the hearer’s attention to the true nature of the former’s physical appearance and/or attitude (as revealed by bodily posture, facial expression, etc.); iv) in doing (iii) the speaker expects the hearer to change the latter’s erroneous assumption in (i) and his associated behavior in (ii). There are

13
paper corpusSignosTxtLongLines474 - : These variables were selected because appropriateness is a manifestation of politeness, since it considers the circumstances of the communicative situation: The roles of the participants, age, communicative purpose, etc . In this sense, to be appropriate means to be polite at the same time.

14
paper corpusSignosTxtLongLines496 - : “if one accepts a 'weak' interpretation of communicative language teaching, then s/he must accept the value of grammatical explanation, error correction, and drill” (^[46]Nunan, 1987: 141 ).

15
paper corpusSignosTxtLongLines523 - : “Specific purposes teaching refers to a distinctive approach to language education based on identification of the specific language features, discourse practices, and communicative skills of target groups, and on teaching practices that recognize the particular subject matter needs and expertise of learners” (^[41]Hyland, 2009: 201 ).

16
paper corpusSignosTxtLongLines524 - : The 5 Cs seemed to trigger increased interest in not only experiential learning among L2 educators, but more specifically CSL (^[64]Lear & Abbott, 2008). As ^[65]Brown and Purmensky (2014) point out “the benefits of service-learning for language students are quite intuitive given its experiential, goal-oriented, communicative, and interpersonal nature” (Brown & Purmensky, 2014: 78 ). CSL injected into language learning a degree of motivation and immediacy that was nearly impossible to achieve in the classroom as students completed tasks which, however contextualized and meaningful, did not begin to approximate a real-world encounter. CSL has been found to help universities meet many of their overarching goals:

17
paper corpusSignosTxtLongLines524 - : Third, domain-specific language preparation helps SHLs to focus on a specific professional context and its accompanying disciplinary content and vernacular, so they are able to speak the language of that specific field. Further research asserts that the confluence of CSL and SSP classes benefits students by helping them to “acquire specialized vocabulary and develop communicative strategies in their field” (^[97]Lowther-Pereira, 2015: 164 ). Lowther-Pereira (2015) notes that SHLs involvement in CSL through a series of medical SSP courses helped these students to recognize the numbers of Spanish speakers in the local community while improving their language skills. She found that students not only became more committed to improving their language skills through CSL but working in different clinics helped them to see the vast numbers of Spanish speakers who were served by these organizations. She goes on further to conclude from student surveys and her own observations that heritage language

18
paper corpusSignosTxtLongLines579 - : The study of genres from a rhetorical move perspective has its roots in ^[40]Swales’ work (1981, 1990), and “aims to determine the communicative purposes of a text by categorizing diverse text units according to the particular communicative purpose of each unit” (^[41]Parodi, 2010: 198 ). Swales (^[42]1981, ^[43]1990) studied the rhetorical organization of research article introductions and introduced his Creating a Research Space model (the CARS model), composed of the segments known as moves and steps. A move denotes a text component referring “to a defined and bounded communicative act that is designed to contribute to one main communicative objective, that of the whole text” (^[44]Lorés-Sanz, 2004: 282). Moves are further divided into steps as lower structural segments, each performing a specific communicative purpose linked to that of moves and the overall aim of the genre. Moves and steps form a unique rhetorical organization of a genre contributing to its identification and

19
paper corpusSignosTxtLongLines579 - : Given that a structured sequence of utterances can help listeners to process the information in lectures (^[73]Thompson, 1994), it is very important for them to become familiar with the organization and purpose of lecture introductions. A lecture introduction is a subgenre of the lecture genre, as it is comparatively shorter and cannot stand on its own. It constitutes the beginning part of a lecture, which is very significant as its communicative purpose:

20
paper corpusSignosTxtLongLines600 - : My taxonomy draws on previous studies, especially Hyland’s framework, and has been driven by direct observation of the data under examination. The labels selected for each function are the ones which, in my opinion, best describe the communicative functions performed at each rhetorical stage in the introduction and post-method sections and are as follows:

21
paper corpusSignosTxtLongLines93 - : Oatley, K. & Johson-Laird, P.N. (1996). The Communicative Theory of Emotions: Empirical Tests, Mental Models, and Implications for a Social Interaction . En L. Martin & A. Tesser (Eds.), Striving and Feeling. Interactions among Goals, Affect, and Selfregulation. Mahwah, N.J.: Lawrence Erlbaum. [ [50]Links ]

Evaluando al candidato communicative:


3) genre: 9 (*)
6) purpose: 7
7) speaker: 7 (*)
8) purposes: 6
10) moves: 6
11) specialized: 5 (*)
12) repair: 5
14) hearer: 5 (*)
16) adults: 4
17) lecture: 4
19) rhetorical: 4 (*)
20) swales: 4

communicative
Lengua: eng
Frec: 330
Docs: 115
Nombre propio: 2 / 330 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.754 = (5 + (1+6.06608919045777) / (1+8.37068740680722)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
communicative
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: Askehave, I. & Swales, J. (2001). Genre identification and communicative purpose: A problem and a possible solution. Applied Linguistics, 22, 95-212.
: Bachman, L. F. & Palmer, A. S. (1989). The construct validation of self-ratings of communicative language ability. Language Testing, 6, 14-29.
: Bartlett, T. & O’Grady, G. (2019). Language characterology and textual dynamics: A crosslinguistic exploration in English and Scottish Gaelic. Special Issue in Communicative Dynamism, Acta Linguistica Hafniensia, 51(1), 124-159.
: Basturkmen, H., Loewen, S. & Ellis, R. (2002). Metalanguage in focus on form in the communicative classroom. Language awareness, 11(1), 1-13.
: Blake, J., Vitale, G., Osborne, P. & Olshansky, E. (2005). A cross-cultural comparison of communicative gestures in human infants during the transition to language. Gesture, 5, 201-217.
: Breen, M. P. & Candlin, C. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89-112.
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: Canale, M. (1983) From communicative competence to communicative language pedagogy. En J. Richards y R. Schmidt (eds.), Language and communication. London: Longman. 2-27.
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: Dahmardeh, M. (2009). Communicative textbooks: English language textbooks Iranian secondary school. Linguistik Online, 40(4), 45-61.
: Doughty, C. & Varela, E. (1998). Communicative focus on form. En C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press.
: Ellis, R., Basturkmen, H. & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318.
: For example, regarding the rank of imposition, ^[54]Kienpointner (2008: 26): states “the fear of intrusion in English culture or the desire for affiliation in Spanish culture”. Thus emotions become a communicative purpose.
: From a genre analysis viewpoint, an academic lecture is defined as a “a class of communicative events, the members of which share some set of communicative purposes” (^[67]Swales, 1990: 58). It is the main genre in tertiary education:
: Gatbonton, E. & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review, 61, 325-353.
: Gorsuch, G. (2001). Japanese EFL teachers' perceptions of communicative, audiolingual and yakudoku activities: The plan versus the reality. Education Policy Analysis Archives, 9(10), 11-15.
: Gumperz, J. (1981). The linguistic bases of communicative competence. En D. Tannen (Ed.) Analyzing discourse: Text and talk (pp. 71-93). Washington: Georgetown University Press.
: Gómez, A., Racionero, S. & Sordé, T. (2010). Ten years of critical communicative methodology. International Review of Qualitative Research, 3(1), 17-43.
: Habermas, J. (1984). The theory of communicative action V.1. Reason and the rationalization of society. Boston: Beacon Press.
: Hernández-Flores, N. (2008). Politeness and other types of facework: Communicative and social meaning in a television panel discussion. Pragmatics, 18(4) 577-603.
: Hymes, D. (1972) On communicative competence. En J. Pride y A. Holmes (eds.), Sociolinguistics. New York: Penguin. 269-93.
: Igualada, A., Bosch, L. & Prieto P. (2015). Language development at 18 months is related tomultimodal communicative strategies at 12 months. Infant Behavior and Development, 39, 42-52.
: Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers' attitude to the communicative approach. ELT Journal, 50(3), 187-198.
: Keith, H. A. (1985). Liaison interpreting as a communicative language-learning exercise. In N. Thomas & R. Towell (Eds.), Interpreting as a Language Teaching Technique (pp. 1-12). Salford, UK: Centre for Information on Language Teaching and Research.
: Khatib, M. & Ashoori Tootaboni, A. (2017). Exploring EFL learners' beliefs toward communicative language teaching: A case study of Iranian EFL learners. Journal of English Language Teaching and Learning, 9(20), 109-134.
: Kourilova, M. (1998). Communicative characteristics of reviews of scientific papers written by non-native users of English. Endocrine Regulations, 32, 107-114.
: Lee, F. and VanPatten, B. (1995) Making Communicative Language Teaching Happen, McGraw Hill Publishers, New York.
: Lightbown, P. & Spada, N. (1990). Focus on form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12, 429-448.
: Littlemore, J. (2003). The communicative effectiveness of different types of communication strategies. System, 31, 331-347.
: Luckmann, T. (1992). On the communicative adjustment of perspectives, dialogue and communicative genres. The dialogical alternative. Ed. Astri Heen Wold. Oslo: Scandinavian University Press.
: Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.
: Maftoon, P. (2002). Universal relevance of communicative language teaching: Some reservations. The International Journal of Humanities, 9(2), 49-54.
: Maki, Y., Yamaguchi, T., Koeda, T. & Yamaguchi, H. (2013). Communicative competence in Alzheimer’s disease: Metaphor and sarcasm comprehension. American Journal of Alzheimer's Disease & Other Dementias®, 28(1), 69-74.
: Miller, J. L. & Lossia, A. K. (2013). Prelinguistic infants’ communicative system: Role of caregiver social feedback. First Language, 33, 524-544.
: Moirand, S. (2003a). Communicative and cognitive dimensions of discourse on science in the French mass media. Discourse Studies, 5(2), 175-206.
: Mowlaie, B. & Rahimi, A. (2010). The effect of teachers' attitude about communicative language teaching on their practice: Do they practice what they preach? Procedia - Social and Behavioral Sciences, 9, 1524-1528.
: Moyano, E. I. (2016). Theme in English and Spanish: Different means of realization for the same textual function. En B. Clark & J. Arús (Eds.), Special Issue on Communicative Dynamism, English Text Construction, 9(1), 190-220.
: Nishino, T. (2008). Japanese secondary school teachers' beliefs and practices regarding communicative language teaching: An exploratory survey. JALT Journal, 30(1), 27-51.
: Nunan, D. (1987). Communicative language teaching: Making it work. ELT Journal, 41(2), 136-145.
: Peacock, M. (2002). Communicative moves in the discussion section of research articles. English for Specific Purposes, 30, 479-497.
: Politzer, R. L. & McGroarty, M. (1985). An exploratory study of learning behaviours and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19(1), 103-123 [en línea]. Disponible en: [357]http://dx.doi.org/10.2307/3586774
: Qin, W. & Uccelli, P. (2019). Metadiscourse: Variation across communicative contexts. Journal of Pragmatics, 139, 22-39.
: Racionero, S. & Valls, R. (2007). Dialogic learning: A communicative approach to teaching and learning. En J. Kincheloe & R. Horn (Eds.), The praeger handbook of education and psychology (pp. 548-557). Wesport, Connecticut: Greenwood publishers.
: Rajabi, P. & Godazhdar Mombeiny, G. A. (2016). Iranian EFL teachers' attitudes towards communicative language teaching. Modern Journal of Language Teaching Methods, 6(1), 536-550.
: Razagifard, P. & Razzaghifard, V. (2011). Corrective feedback in a computer-mediated communicative context and the development of second language grammar. Teaching English with Technology, 11(2), 1-17.
: Razmjoo, S. A. & Riazi, A. (2006). Do high schools or private institutes practice communicative language teaching? A case study of Shiraz teachers' in high schools and institutes. The Reading Matrix, 6(3), 363.
: Regel, S. & Gunter, T. C. (2017). Don’t get me wrong: ERP evidence from cueing communicative intentions. Frontiers in Psychology, 8, 1465.
: Richards, J. C. (2006). Communicative language teaching today. Cambridge: Cambridge University Press.
: Salager-Meyer, F. (1994). Hedges and textual communicative function in Medical English written discourse. English for Specific Purposes, 13(2), 149-170.
: Savignon, S. J. (2002). Interpreting Communicative Language Teaching. New Heaven: Yale University Press.
: Schwe, H. & Markman, M. (1997). Young children appreciation of the mental impact of the communicative signs. Developmental Psychology, 33, 630-635.
: Serrano, M. J. & Aijón Oliva, M. A. (2011). Syntactic variation and communicative style. Language Sciences, 33, 138-153.
: Seys, D., Kersten, H. & Duker, P. (1990). Evaluating a ward staff program for increasing spontaneous and varied communicative gesturing with individuals who are mentally retarded. Behavioral residential treatment, 4, 247-257.
: Soler, M. & Ramis, M. (2008). Freedom in gender relations. An analysis of communicative acts among adolescents. First ISA Forum. International Sociological Association. Barcelona, España.
: Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-256). New York: Newbury House.
: Tayjasanant, C. & Barnard, R. (2010). Language teachers' beliefs and practices regarding the appropriateness of communicative methodology: A case study from Thailand. The Journal of Asia TEFL, 7(2), 279-311.
: The communicative purpose of CSR reports is indicated at the outset of all CSR reports in the section entitled ‘About this report’, as illustrated in the following extract from the 2009 Sustainability Report by PetroChina:
: They suggest that "...communications in a new media show both reproduction or adaptation of existing communicative genres as well as the emergence of new ones" (in Crowston & Williams, 1998:1).
: Tirassa, M. (1999). Communicative competence and the architecture of the mind / brain. Brain and Language, 68, 419 - 441.
: WIDDOWSON, H. (1979) Conceptual and communicative functions in written discourse. U. London. Applied linguistics Vol. 1 (3).
: Weber, S. (1991). Communicative acts and the constitution of scientific and technical texts. En H. Schröder (Ed.), Subject - oriented texts. Languages for special purposes and text theory (pp. 267-306). Berlin: W. de Gruyter.
: Weir, C. J. (1990). Communicative language testing. Londres: Prentice Hall.
: Wetherby, A., Prizant, B. &Hutchinson, T. (1998). Communicative, social/affective, and symbolic profiles of young children with autism and pervasive developmental disorders. American Journal of Speech-Language Pathology, 7, 79-91.
: Wong, C. (2012). A case study of college level second language teachers' perceptions and implementations of communicative language teaching. Professional Educator,36(2), 18-34.
: Yule, G. & Tarone, E. (1990). Eliciting the performance of strategic competence. In R. Scarcella, E. Andersen & S. Krashen (Eds.), Developing Communicative Competence in a Second Language (pp. 179-194). Boston: Heinle & Heinle.