/LING
|
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) complementary (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: complementary
Is in goldstandard
1
paper CH_corpusRLAtxt217 - : Therefore, according to Brown and Levinson ([1978] 1987), all human beings use a series of verbal strategies that allow them to preserve their public image while respecting the image of others. This concept can be described in terms of two complementary factors: 'positive' and 'negative' . The first designates the positive self-image that the individual has of himself or herself, which aims to be recognised and reinforced by other members of society. The second concerns the desire everyone has to ensure that his or her actions are not compromised by others.
2
paper CH_corpusSignostxt353 - : Unlike the descriptive categories for the participants in different process types (Actor, Goal, Carrier, etc), the categories of ‘Medium’ and ‘Agent’ remain constant for all process types. Furthermore, while in the system of process type, the variable is one of ‘extension-and-impact’ (Halliday & Matthiessen, 2004), that is whether the action extends from the Actor to a potential Goal, in the system of Agency the variable is one of causation, featuring the presence or absence of an external agent. These complementary systems offer two different perspectives on the semiotic construal of human experience: the transitive and the ergative models . These are encapsulated in one system, that of ‘transitivity’, which includes both the ‘transitive’ and the ‘ergative’ models: ‘Ergativity’ is thus not the name of a system, but of a property of the system of transitivity’ (Halliday & Matthiessen, 2004).
3
paper CH_corpusSignostxt584 - : The objective of this paper is to demonstrate that the grammatical organization of the features that allow characterizing the processes (performed by the lexical bases of the verbs) depends, ultimately, on the strategic organization of discourse. This allows explaining the effective functioning of grammar resources in relation to the strategies of which they are a constitutive part. We hold, then, in principle that there is a potential hierarchical organization of semantic features that appear coded in grammar and a specific text-discursive realization that depends on how that hierarchy is effectively realized in the texts and is part of the resources of the discursive strategies that the discursive subject puts into action when interaction takes place. For that, it is necessary to explain the scope of agentivity of the processes in two co-occurring and complementary planes: grammatical and discursive . Therefore, we postulate a principle of semantic-grammar-based gradualness whose
4
paper CH_corpusSignostxt187 - : This article discusses the evolution of the ways both science and technology have been disseminated since the 80s, especially in the daily written press. In this analysis, this evolution focuses on two complementary perspectives: corpus constitution and construction of what can be observed . The above is carried out through the unreliable methods and theories employed by research projects on the discourse analysis of the dissemination of science and technology in the last decade. In fact, that research has helped move the objects of study in terms of the evolution of the issues found in the mass media and of the media treatment in the French daily press: from the so-called dissemination of science discourses of the 80s, which in Europe would reveal a 19th-century humanist perspective and would seek to explain science to a lay audience, to the discourse studies of science and technology and, more accurately, to the relations between science and society. Today, the scientific world
5
paper CH_corpusSignostxt496 - : * Fluency and accuracy are seen as complementary principles underlying communicative techniques . At times fluency may have to take on more importance that accuracy in order to keep learners meaningfully engaged in language use.
6
paper CH_corpusSignostxt500 - : FunGramKB is grounded on two robust and complementary linguistic models: (i ) the projectionist model of Role and Reference Grammar (RRG)^[39]^2 (^[40]Van Valin & LaPolla, 1997; Van Valin, 2005), which provides the knowledge base with some basic assumptions related to the linking algorithm for the merging of lexical structures into constructional configurations (for example, Aktionsart ascription, macrorole assignment, status of variables, or logical structures, to name but a few); and (ii) the Lexical Constructional Model (LCM) (^[41]Mairal & Ruiz de Mendoza-Ibáñez, 2008; ^[42]Ruiz de Mendoza-Ibáñez & Mairal, 2008; ^[43]Ruiz de Mendoza-Ibáñez, 2013; ^[44]Ruiz de Mendoza-Ibáñez & Galera, 2014), which contributes to providing a layered structure of meaning construction that has helped to “fully integrate constructional meaning into RRG to deepen semantic processing” (^[45]Periñán-Pascual, 2013: 206). The LCM also offers a notion of construction that is more adequate for the computational
7
paper CL_LiteraturayLingüísticatxt542 - : The present paper explores three topics that are complementary to the study of demonyms we have carried out in two previous essays (Kordic Riquelme and Chávez Fajardo: 2017 ; and Chávez Fajardo and Kordic Riquelme (in press). First, we introduce a brief historiography of demonyms. Second, we make reference to the moniker, a separate lexical component that is absolutely independent from the ethnic and post-toponymical demonym. Finally, we point out the relevance of demonyms within the standardizing processes, an aspect which in fact has been poorly addressed, but it essential during the first stages of linguistic regulation.
8
paper CO_ColombianAppliedLinguisticsJournaltxt300 - : Following the footsteps of my colleagues, I am in favor of resorting to ^[89]Kumaravadivelu (2016) , when he argues that teachers are subalterns subjected to center-based methods and centerproduced materials driven by a hegemonic power structure that controls them through curricular plans, teaching methods, standardized tests, and teacher education. This situation demands them to be organic intellectuals^ ^^[90][6] whose work goes beyond the confines of the institutionalized hegemonic order by advocating for the transformation of their subalternatized communities. When challenging hegemonic structures, ELT organic intellectuals find themselves decolonizing structures, discourses, and practices as part of “a long-term process… from below and from within… of resignification and re-construction towards words and knowledges otherwise” (Escobar, 2010, as cited in ^[91]Kumaravadivelu, 2016, p. 79). To him, such decolonization implies two different, but complementary processes: delinking and
9
paper CO_ColombianAppliedLinguisticsJournaltxt228 - : This study draws from two complementary qualitative approaches: child-centred research and arts-based research . In child-centred research, the experiences of children and young adults are valued by providing opportunities for them to express their views through methods which are attractive, comfortable and accommodating to them (Clark, 2011). Arts-based research includes non-traditional forms of data to expand the types of methods used in educational inquiry (^[47]Sullivan, 2013). These methods were selected because they emphasized the voices of participants and encouraged students’ to share about their experiences through age-appropriate means.
10
paper CO_CuadernosdeLingüísticaHispánicatxt98 - : 3. Fluency and accuracy are seen as complementary principles underlying communicative techniques .
11
paper CO_Lenguajetxt183 - : ^[48]Weinstein and Mayer (1986) base their taxonomy on three main types of strategies: rehearsal strategies, elaboration strategies and organizational strategies. Furthermore, they differentiate between basic or complex learning tasks and define the strategies by combining the three main categories with the nature or complexity of the task: basic or complex. Basic tasks involve “rote or verbatim memorization or learning” and complex learning tasks involve “higher-level conceptual or content learning” (^[49]Weinstein et al., 2000, p. 731). This produces a total of six learning strategy categories. Another two complementary groups are added to this typology: comprehension monitoring strategies and affective & motivational strategies . These two groups support the completion of a learning task and complement the first six groups (^[50]Weinstein & Hume, 1998; ^[51]Weinstein et al., 2000).
12
paper CO_Lenguajetxt48 - : This paper aims to propose a methodology for the identification of politeness strategies, based on a corpus of religious texts in English. The methodology involves contextual criteria to define the corpus and its exploration, identification and selection of the Sermon genre for this study. The corpus of analysis examines 10 texts from the general conference Sermon genre produced between 1999 and 2009. The theoretical framework consists of two complementary perspectives: Pragmatics and the communicative and socio-cultural approach of Translation Studies . The methodology of analysis was based on the integration of pragmatic elements such as speech acts and politeness strategies, among others (Haverkate, 1994, Nord, 1991, Hatim & Mason, 1997). Among the major findings in this corpus of this genre, was that there were four politeness strategies, where the instructive function predominated in terms of acts of instruction and recommendation/advice.
13
paper CO_Íkalatxt267 - : Publishing articles in scientific or academic journals is a big professional challenge and a requirement for most university teachers. This article reports on the difficulties faced by some teachers of English to get published in a journal, as found in an exploratory case-study that sought to identify their experiences during the reviewing of their manuscripts. Data were collected through a questionnaire answered by 73 authors and 17 evaluation forms of articles either rejected or containing observations regarding changes required by the reviewers. Complementary information was also taken from the editorial processes concerning those articles under evaluation . The results show the problems found by the authors, the way they solved them, and the critical aspects found by the reviewers. They also allow the identification of implications for the teacher career and for the editorial processes of scientific or periodical publications.
14
paper CO_Íkalatxt49 - : The OASIS development will provide an open source complementary solution to the direction now being pursued in the SemanticWeb approach to ontology design: whereas in the Semantic Web re-usability is pursued across open ontologies, the OASIS solution will show how re-usability can be achieved following the tried and tested results of decades of practical experience in software engineering . Crucially, the open Semantic Web approach entails that small local modules may have global side-effects (for example, by changing class membership); in contrast, the OASIS hyper-ontology will demonstrate how interoperability can be achieved within strict modularity. Side effects in software design are a source of major system instability, development and maintenance costs - avoiding them for ontology design will therefore be a major innovative contribution of considerable benefit.
15
paper CO_Íkalatxt233 - : In order to comply with the aforementioned requirements, administration and faculty have made research a key component of the English teaching program at Luis Amig. Student teachers enrolled in the program can receive research training in two different yet complementary ways: On the one hand, all students must take the regular path of mandatory research coursework stipulated in the curriculum . As far as research training goes, this is the only preparation most students get. On the other hand, in addition to the mandatory courses, students who want to further their research education can undertake an additional path of research-oriented extracurricular activities, which involves joining an in-house research incubator or semillero^[42]^7 and eventually becoming research monitors and/or research assistants.
16
paper CO_Íkalatxt157 - : Action research was chosen as the most suitable methodological approach to answer the research questions previously mentioned. Action research occurs through a dynamic and complementary process, which consists of four essential moments: planning, action, observation and reflection . It gives teachers the opportunity to observe learners, collect and interpret data with the intention of having a broad understanding of the events that occur inside the classroom and reflecting on how students can become better learners (Kemmis & Mc Taggart, 1988, cited in Burns, 1999, p. 34). The main goal in action research is to foster a positive change in educational processes; in other words, to facilitate improvements in teaching practices and to achieve better learning outcomes.
Evaluando al candidato complementary:
2) strategies: 11
3) processes: 7
4) learning: 7
10) corpus: 5 (*)
12) ruiz: 4
13) weinstein: 4
14) structures: 4
17) lexical: 4 (*)
19) semantic: 4 (*)
complementary
Lengua: eng
Frec: 129
Docs: 102
Nombre propio: 1 / 129 = 0%
Coocurrencias con glosario: 3
Puntaje: 3.832 = (3 + (1+5.6724253419715) / (1+7.02236781302845)));
Rechazado: mal tf-df: 126;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| complementary |
: 10. Álvarez, José. 1998b. Split ergativity and complementary distribution of NPs and pronominal affixes in Pemon (Cariban). Opción 25. 69-94. : Berns, J., & Fitzduff, M. (2007). Complementary approaches to coexistence work: What is coexistence and why a complementary approach? Waltham, MA: Brandeis University. : Carston, R. (1997). Enrichment and Loosening: Complementary Processes in Deriving the Proposition Expressed? Linguistische Berichte, 8, 103-127. : Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks: Sage Publications. : Davin. K.J.. & Donato. R. (2013). Student collaboration and teacher-directed classroom dynamic assessment: A complementary pairing. Foreign Language Annals. doi: 10.1111/flan.12012. : Van Lancker Sidtis, D., Choi, J., Alken, A. & Sidtis, J. J. (2015). Formulaic language in Parkinson’s disease and Alzheimer’s disease: Complementary effects of subcortical and cortical dysfunction. Journal of Speech, Language & Hearing Research, 58(5), 1493-1506. : Wei, L. (2011). Multilinguality, Multimodality and Multicompetence: Code- and Mode switching by Minority Ethnic Children in Complementary Schools. Modern Language Journal, 95, 370-384. : Wei, L., & Wu, C. (2009). Polite Chinese children revisited: Creativity and the use of codeswitching in the Chinese complementary school classroom. International Journal of Bilingual Education and Bilingualism, 12(2), 193-211. : Wolcott, H. (1988). Ethnographic research in education. In R. M. Jaeger (Ed.), Complementary methods for research in education (pp. viii, 480). Washington, DC: American Educational Research Association. : Zhang, Y., & Elder, C. (2011). Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs? Language Testing 28 (1): 31-50. |