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

1) Candidate: compositions


Is in goldstandard

1
paper CH_corpusSignostxt485 - : competence. ^[77]Fregoso (2008) detects six types of difficulties in writing: graphematic, verbal, lexical, syntactic, semantic and orthographic difficulties. ^[78]Sabaj (2009) focuses on errors contained in participants’ compositions: he found writing errors (orthography, punctuation and vocabulary ) and genre-specific errors (formal aspects, hierarchy of information and structure). On the other hand, there are also works about writing difficulties in textual genres of specific specialized fields, such as ^[79]Reimenerink (2003) and ^[80]Moreno, Rodríguez, Vázquez, Ricardo and Rodríguez (2016) in medicine; ^[81]Rodríguez de Benítez (2014) in tourism, and ^[82]González Salgado (2009) in the judicial field. Some other works are especially focused on the study of language and genres of a specialized field, such as ^[83]Calvi (2006) for the language of tourism.

2
paper CO_ColombianAppliedLinguisticsJournaltxt43 - : The writing part of the test is evaluated by Chinese experienced college English teachers on a 15-point scale. According to the scale description, the compositions are given 14 points or over if they should meet the following standards: 1 ) The content is to the point. 2) Ideas are expressed clearly and cohesion and coherence should be achieved. 3) Moderate diversity of sentence patterns is required. 4) Only minor language errors are allowed.

3
paper CO_ColombianAppliedLinguisticsJournaltxt74 - : Through the use of the portfolio students can not only improve their writing practices but also can become more aware of their mistakes. Grabe and Kaplan (1996) refer to this aspect in their model stating that as part of the linguistic knowledge, the awareness of differences across languages and the awareness of relative proficiency in different languages and registers become highly important for language competence. Moreover, such self-awareness allows students to understand the importance of avoiding and reducing their writing mistakes. Patricia also alludes to the fact that after participating in this project, she realized that the mistakes she used to make during her writing were because she did not focus on the tasks completely and therefore, in many occasions her compositions ended up full of minor mistakes. With regard to compositions, she makes clear her self-awareness on writing practices:

4
paper CO_ColombianAppliedLinguisticsJournaltxt52 - : Baynham (1999) affirms: "Research into drafting and redrafting processes has shown that the writing process is cyclical or recursive, not linear" (p.148). This cyclical process is very different from writer to writer for the mental organization of each one is very different. In a research carried out by Zamel, one of the first persons interested in this approach, she found that planning and generating ideas did not necessarily precede writing but rather were ongoing processes, thus student's writing ESL compositions were involved in the constant interplay of thinking, and rewriting, (cited by Mitchell, 1996: 39 ). Similarly, Zamel's research points out that students were more influenced by what happened before the actual writing began, some students reported having internal dialogues to determine how to proceed; others said that they read their compositions to an imaginary listener to assess its clarity. Finally, nearly all the students stated that outlines were rarely if ever used; however,

5
paper CO_Lenguajetxt191 - : Cet article présente l'analyse statistique des erreurs d'écriture dans un corpus d'étudiants d'anglais langue étrangère (ALE) au niveau universitaire. Il cherche à établir s'il existe une relation entre les principales erreurs dans les compositions écrites et deux facteurs sociodémographiques: le genre et la strate socio-économique . Les participants ont été classés aux niveaux B1 et B2 selon le Cadre Européen Commun de Référence (CECR). Le corpus a été compilé selon les procédures du Computational Corpus Linguistics (CCL) et les erreurs analysées selon la méthode d'analyse des erreurs. Egalement, elles ont été codées selon le système d'annotation d'erreurs de l'Université de Louvain version 1.2. Selon les résultats, les erreurs les plus fréquentes chez les hommes et les femmes appartiennent aux catégories Forme, Orthographe (FS), Grammaire (G) et Lexique (LS). De même, selon les résultats, l'erreur la plus répandue dans les strates 1 et 2 du niveau B2 est l'article de grammai

6
paper CO_Íkalatxt284 - : The teaching of Spanish as a second language and as a heritage language has largely focused on the acquisition of a prestige variety of the language so that students are able to communicate in formal contexts. Hence, less importance has been given to language uses in informal situations. Thus, the purpose of this study is to investigate whether these two populations of students are able to communicate in both registers. To do so, the following lexical strategies were analyzed in thirty informal and thirty formal compositions in college students with intermediate proficiency level: Type of vocabulary, lexical density, lexical diversity, and frequency of use . The results indicate that lexical density and lexical diversity increased in formal discourse, while both type of registers relied on a neutral register and a low frequency of use. Finally, the pedagogical implications of these results are discussed.

7
paper CO_Íkalatxt206 - : In order to verify students' problems in oral communication, a single diagnosis was carried out with a group of third semester students. First, students did a brainstorming activity while looking at the pictures, titles, and subtitles of the short story "David and the great detective." Next, they read and listened to the story. Finally, the students had to retell what they understood of it. Before presenting the oral reports, students created a written draft as a support document for preparing their oral presentations. This is one of students' compositions:

8
paper CO_Íkalatxt206 - : During the students' compositions and oral reports, the researcher detected different mistakes in the students' production, such as: language structure, use of connectors, and conjugation, among others . However, these mistakes generally occur in students' learning processes but do not interrupt their communication, as can be observed in the following student artifact: "The people didn't know what was happening Dorian in house, because he had parties, invite woman beautiful leave and drink too much alcohol, have disorganized life" (Artifact, student 9, 21-05-14).

Evaluando al candidato compositions:


4) lexical: 6 (*)
5) selon: 6
6) erreurs: 5
7) oral: 4 (*)
8) errors: 4 (*)
9) formal: 4
11) mistakes: 3
12) finally: 3
14) diversity: 3 (*)
16) corpus: 3 (*)
17) dans: 3
18) été: 3
19) rodríguez: 3
20) processes: 3

compositions
Lengua: eng
Frec: 109
Docs: 45
Nombre propio: / 109 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.868 = (5 + (1+5.75488750216347) / (1+6.78135971352466)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
compositions
: Alonso, S., & McCabe, A. (2003). Improving text flow in ESL learner compositions. The Internet TESL Journal, 9 (2). Retrieved from [32]http://iteslj.org/Articles/Alonso-ImprovingFlow.html.
: Ander, S., & Yildirim, Õ. (2010). Lexical Errors in Elementary Level EFL Learners' Compositions. Procedia-Social and Behavioral Sciences, 2(1), 5299-5303.
: Ariza, A. (2005). The process-writing approach: an alternative to guide the students' compositions. profile, 6, 37-46.
: Bates, L., Lane, J. and Lange, E. (1993). Writing Clearly: Responding to ESL Compositions. Boston: Heinle & Heinle.
: Cai, J. T. (1998). The influence of Chinese topic-prominent features on Chinese EFL learners' compositions. Foreign Language Teaching and Research, 4, 17-21.
: Cheng, X.T. (2002). Cohesion and coherence in English compositions. Journal of School of Foreign Languages Shandong Teachers' University, 2(11), 94-98.
: Chimombo, M. 1986. "Evaluating compositions with large classes", en ELT Journal 40/1, pp. 20-26.
: Flahive, Douglas E. y Snow, Beckie G. (1980). Measures of syntactic complexity in evaluating ESL compositions. En J. Oller y K. Perkings (eds.)Research in language testing. (171-176). Rowley, MA: Newbury House.
: Homburg, T.J. (1984). Holistic Evaluation of ESL Compositions: Can it be validated objectively? TESOL (Quarterly, 18, 1, 87-107.
: Jafarpur, A. (1991). Cohesiveness as a basis for evaluating compositions. System, 19, 459-465.
: Kerne, A., & Koh, E. (2007). Representing Collections as Compositions to support Distributed Creative Cognition and Situated Creative Learning. New Review of Hypermedia and Multimedia, 13(2), 135-162.
: Lane, S. & Lewandowski, L. (1994). Oral and written compositions of students with and without learning disabilities. Journal of Psychoeducational Assessment, 12(2), 142-153.
: Ojeda Alba, Julieta and Jiménez Catalán, Rosa María. (2010). Vocabulary Gender Patterns in EFL Compositions: a Cross-sectional and longitudinal study. Porta Linguarum Revista Internacional de Didáctica de las Lenguas Extranjeras 13: 9-29.
: Viana, V. (2006). Modals in Brazilian advanced EFL learners' compositions: A corpus-based investigation. Profile: Issues in Teachers´ Professional Development, 7, 77-86.