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

1) Candidate: comprehensive


Is in goldstandard

1
paper CH_corpusRLAtxt180 - : This initial differentiation directs us towards our primary goal which is on a relational and interpersonal level. According to ^[50]Chen, Boucher and Kraus's model (2011: 149) 'the relational self is self-knowledge linked to knowledge about sig nificant others; (...) capable of being contextually or chronically activated'. This dimension of human identity in action dependent on our relation with significant others, which focuses on the study of 'who we act as being', may help us to ap proach the study of 'how we express who we act as being', establishing correlations and assumptions between the relational self and its linguistic expression. From this perspective the deep relationship between relational identities ('who we think we are'), communicative roles ('who we act as being') and linguistic registers ('how we express who we act as being') becomes evident, their joint study being necessary to develop a comprehensive theory of RV, particularly the last two: roles and registers .

2
paper CH_corpusRLAtxt145 - : ^[40]4"AntConc is a freeware, multi-platform, multi-purpose corpus analysis toolkit [...] It hosts a comprehensive set of tools including a powerful concordancer, word and keyword frequency generators, tools for cluster and lexical bundle analysis, and a word distribution plot" (Anthony, 2004: 7 ).

3
paper CH_corpusSignostxt596 - : ^[60]Hyland (2005) adopts an integrative approach to metadiscourse. He acknowledges that there is no unique definition of the term and that the notion: “has always been something of a fuzzy term, often characterised as simply 'discourse about discourse' or 'talk about talk'” (^[61]Hyland, 2005: 16), However, he sees great consensus on metadiscourse as “material which goes beyond the subject matter to signal the presence of the author” (Hyland, 2005: 35) and adopts a comprehensive definition of the term:

4
paper CH_corpusSignostxt282 - : [...] a comprehensive map of appraisal resources that we could deploy systematically in discourse analysis, both with a view to understanding the rhetorical effect of evaluative lexis as texts unfold, and to better understanding the interplay of interpersonal meaning and social relations in the model of language and the social we were developing, especially in the area of solidarity (Martin, 2000: 148 ).

5
paper CH_corpusSignostxt283 - : [...] a comprehensive map of appraisal resources that we could deploy systematically in discourse analysis, both with a view to understanding the rhetorical effect of evaluative lexis as texts unfold, and to better understanding the interplay of interpersonal meaning and social relations in the model of language and the social we were developing, especially in the area of solidarity (Martin, 2000: 148 ).

6
paper CH_corpusSignostxt364 - : SOEs, after the 1994 Company Law was ‘criticized for its inability to cope with the changing economy in China. A comprehensive revision began in 2004, and in October 2005 "The National People’s Congress (NCP) passed the new company law…" which gave "explicit recognition to CSR" (Li-Wen, 2010: 70 ). The fear and awareness common amongst many American companies that CSR might repress profit-maximization has not yet been fully embedded in the attitude of SOEs, which perhaps is another reason for the more rigorous implementation of the practice. CSR reporting has gained more prominence amongst Chinese industries as a tool to help compete with Western countries and encourage them to work in China.

7
paper CH_corpusSignostxt592 - : Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children . Journal of Educational Psychology, 95(3), 465-481. DOI:10.1037/0022-0663.95.3.465 [ [200]Links ]

8
paper CL_LiteraturayLingüísticatxt189 - : At this stage, it is necessary to make the distinction between Reading Comprehension and Comprehensive Reading:

9
paper CL_LiteraturayLingüísticatxt189 - : The fundamental aspects to be considered in order to help students improve their reading and learning, exploiting and maximizing their intellectual capacities in within the task of Comprehensive Reading are: establishing the difference between reading comprehension and comprehensive reading, making use of their previous knowledge, respecting their intellectual styles, systematizing the incorporation of reading strategies, and applying then continuously .

10
paper CO_ColombianAppliedLinguisticsJournaltxt220 - : The overall goal of this study was to identify the conceptions or misconceptions of research held by pre-service EFL teachers of the 2nd, 6th and 10th semesters of the English language major at Southeastern University (a pseudonym) in México. An additional goal was to provide a comprehensive explanation of these undergraduate pre-service EFL teachers' conceptions of research by identifying differences in two variables: 1 ) across different semesters and 2) according to their age. In order to investigate these pre-service EFL teachers' conceptions of research, the following question was addressed:

11
paper CO_ColombianAppliedLinguisticsJournaltxt235 - : An Observation Tool for Comprehensive Pedagogy in Content and Language Integrated Learning (CLIL): Examples from Primary Education

12
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : As learners need time and extended opportunities to access, process, and produce knowledge, in this study, participants from the public sector reported that the limited amount of teaching hours was a severe constraint that their learners faced to achieve significant improvement in their linguistic proficiency. Unfortunately, with the restricted scheduling for English instruction in most public schools, these actions cannot be easily achieved. Such conditions have previously been reported by the British Council (2015) displaying significant differences among public and private education sectors mainly in terms of the offer for a more comprehensive English language education, and the English proficiency outcomes their graduates would achieve:

13
paper CO_Lenguajetxt145 - : This article presents a comprehensive review and analysis of listening in education: How much has been addressed as an educational, pedagogical and didactic topic ? How has it been configured and problematized from the different areas of knowledge? Why has there been a growing interest in investigating, redefining, teaching and learning it in different contexts in the last thirty years? And what motivations or purposes are linked to these approaches? This review accounts for the most important trends, methodologies and findings at the local, regional and global level by classifying and studying 270 research papers on listening in educational contexts. It concludes with a statement about the needs, tendencies and investigative perspectives of listening as an essential component of study in the current educational panorama.

14
paper CO_Íkalatxt154 - : Unlike other forms of professional development, PLCs give each member the chance to be a leader, which means participants are not mere receivers of knowledge but also knowledge producers. The five principles mentioned before provide the path to put into operation any PLC and lead to research on the benefits, characteristics and impact on students' performance as the Center for Comprehensive School Reform and Improvement ([34]http://www . centerforcsri.org/plc/) explains.

15
paper CO_Íkalatxt333 - : The author presents a comprehensive methodological model which covers a wide variety of aspects related to translation, each of them potential objects of study in historical research in their own right: quis ? quid? ubi? quibus auxiliis? cur? quomodo? quando? (D’hulst, 2010, p. 399). He briefly discusses these research questions, linking them with various methodological and conceptual frameworks both within translation studies and other disciplines, such as history (e.g. D’hulst’s suggestion to apply ^[33]Braudel’s (1949) distinction of three time levels - long term, conjuncture and short term).

16
paper CO_Íkalatxt309 - : In order to obtain a more comprehensive view of the results, the nine dimensions in the survey were grouped into three categories corresponding to aspects of collaborative work described in the literature review: peer collaboration, goal setting, and role establishment (which further sub-divided into role assignment and role changes ). Regarding peer collaboration, most participants (86.7%) agreed that they learned much from their peers’ suggestions during the collaborative writing process. In terms of goal setting, almost all (96.7%) agreed that having clear objectives from the beginning was beneficial for completing their work. As for role establishment, a high proportion (76.7%) agreed that it was a good strategy. However, it is noteworthy that a low proportion (36.7%) agreed with role changes during the process; that is, they preferred to maintain the assigned roles throughout the process rather than modifying the functions of group members.

17
paper CO_Íkalatxt258 - : Regarding assessment, the Second Regional Comparative and Exploratory Study (SERCE) sponsored by UNESCO published a comprehensive report titled Escritura: Un estudio de las habilidades de los estudiantes de América Latina y el Caribe . In this report, ^[74]Atorresi (2010) proposed that the assessment of writing artifacts should contribute to the process of constructing the text (coherence, cohesion, and adequacy) and guide students to participate in their learning processes. This long-term exercise aims to foster motivation, auto-regulation, and auto-criticism as teachers recognize the specific learning stages of their students.

Evaluando al candidato comprehensive:


1) reading: 7 (*)
9) learning: 5
12) discourse: 4 (*)
13) educational: 4
16) teachers: 4
18) understanding: 4 (*)
20) relational: 4

comprehensive
Lengua: eng
Frec: 299
Docs: 196
Nombre propio: 3 / 299 = 1%
Coocurrencias con glosario: 3
Puntaje: 3.655 = (3 + (1+5.04439411935845) / (1+8.22881869049588)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
comprehensive
: -----. 1985. A Comprehensive Grammar of the English Language. London: Longman.
: 12. Quirk, R., Greenbaum, S., Leech, G. y Svartik, J. (1985). A comprehensive grammar of the English language. Londres: Longman.
: 16. Wheeler, Max, Alan Yates y Nicolaus Dols. 1999. Catalan. A comprehensive grammar. Londres: Routledge.
: 21. Ravid, Dorit y Liliana Tolschinsky. 2002. Developing linguistic literacy: A comprehensive model. Journal of Child Language 29, 2. 417-447.
: 4. Brown, J. D. (2005). Testing in Language Programs: A Comprehensive Guide to English Language Assessment. New York: McGraw-Hill.
: Aijón Oliva, M. A. & Serrano, M. J. (2012b).Towards a comprehensive view of variation in language: The absolute variable. Language & Communication, 32, 80-94.
: Apel, K. (2014). A Comprehensive definition of morphological awareness implications for assessment. Topics in Language Disorders, 34, 197-209.
: Balota, David A. & Coane, Jennifer H. (2008). Semantic Memory. En J. H. Byrne, H. Eichenbaum, R. Menzel, H. L. Roediger III & D. Sweatt (eds.), Handbook of learning and memory: A comprehensive reference (pp. 512-531). Amsterdam: Elsevier.
: Bergvall, Victoria L. «Toward a comprehensive theory of language and gender». Language in Society, no 28, 1999, pp. 273-293.
: Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York, NY: McGraw-Hill.
: Byrnes, H. (2005). Toward a comprehensive conceptualization of teaching assistant education: Contents, commitments, structures. In, D. J. Tedick (Ed.) Second language teacher education: International perspectives (pp. 135-155). Mahwah, NJ: Lawrence Erlbaum.
: Campbell, L. & Grondona, V. (2012). Languages of the Chaco and Southern Cone. In L. Campbell & V. Grondona (Eds.), The Indigenous Languages of South America: A Comprehensive Guide (pp. 625-668). [208]https://doi.org/10.1515/9783110258035.625.
: Comprehensive reciprocal situations, represented in (5), have some similarities with collective events, that is, the so-called cases of joint participation (Quirk et al. 1985). We have already seen an example of joint action in (3′′); in (6) we see another instance:
: Constenla Umaña, A. (2012). Chibchan Languages. In Campbell, L. & Grondona,V. (Eds.), The Indigenous Languages of South America: A Comprehensive Guide (pp. 391-440). De Gruyter Mouton.
: Currently, there is a deep understanding of language acquisition and language learning as a result of comprehensive research on this topic. The benefits derived from children’s language learning integrated into other contexts are described well by ^[47]Xanthou (2011), who found that
: Fenwick, M. & McCrimmon, A. W. (2015). Test Review: Comprehensive Executive Function Inventory by J. A. Naglieri and S. Goldstein. Canadian Journal of School Psychology, 30(1) 64-77.
: Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
: Heaton, R. K., Miller, S. W., Taylor, M. J. & Grant, I. (2004). Revised comprehensive norms for an expanded Halstead-Reitan battery (norms, manual and computer program). Odessa, FL: Psychological Assessment Resources.
: Holmqvist, K., Nystrom, M., Andersson, R., Dewhurst, R., Jarodzka, H. & van de Weijer, J. (2011). Eye tracking – A comprehensive guide to methods and measures. Oxford: Oxford University Press.
: In our study, we will take into consideration Bhatia’s (2004: 203) comprehensive definition of genre:
: Khan, B. (2005). A comprehensive e-learning model. Journal of e-Learning and Knowledge Society, 1, 33-43.
: Kipper, K. (2005). VerbNet: A broad-coverage, comprehensive verb lexicon. Tesis doctoral, Universidad de Pensilvania, Philadelphia, Estados Unidos.
: Mangialavori Rasia, María Eugenia. 2013a. "Conciliating States and Locations. Towards a More Comprehensive and Indepth Account of the Spanish Copula Estar". Studies in Hispanic and Lusophone Linguistics. 6, 1, pp. 2-42.
: Matthews, Stephen y Virginia Yip. 2011. Cantonese: a comprehensive grammar (2da edición), London/New York, Routledge.
: McNamara, D. & Magliano, J. (2009). Toward a Comprehensive Model of Comprehension. En B. Ross (Ed.), The Psychology of learning and motivation: Advances in research and theory (pp. 297-372). Illinois: Academic Press.
: McNamara, T. & Hill, K. (2011). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395-420.
: McNamara. D. & Magliano, J. (2009). Toward a comprehensive model of comprehension. En B. Ross (Ed.), The Psychology of Learning and Motivation, Vol. 51 (pp. 297-384). Burlington: Academic Press.
: Merriam-Webster’s. (2004). Bombast. The new international Webster’s comprehensive dictionary of the English language. Trident Press International.
: Muysken, P. (2012). Contacts between indigenous languages in South America. In L. Campbell & V. Grondona (Eds.), The Indigenous Languages of South America: A Comprehensive Guide (pp. 235-258). [282]https://doi.org/10.1515/9783110258035.235.
: Naglieri, J. & Goldstein, S. (2013). Comprehensive Executive Function Inventory. CEFI. EE.UU: Multi-Health Systems Inc.
: Nunan, D., & Bailey, K. (2009). Exploring second language classroom research: A comprehensive guide. Boston: Heinle.
: O'Malley and Chamot (1990) define language learning strategies (LLS) as the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. Oxford (1990, p. 8) provides this comprehensive definition of LLS:
: Po-Ching, Y. y Rimmington, D. (2004). Chinese: A comprehensive grammar. Londres y Nueva York: Routledge.
: Quirk, R, Greenbaum, S, Leech, G, & Svartvik, J. (1985). A comprehensive grammar of the English language. Longman.
: Ravid, D. & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29(2), 417-447. DOI: 10.1017/S0305000902009169
: Rietdijk, S., Janssen, T., Van Weijen, D., Van den Bergh, H., & Rijlaarsdam, G. (2017). Improving Writing in Primary Schools through a Comprehensive Writing Program. Journal of Writing Research, 9 (2), 173-225.
: Slavin, R. E. (1999). Comprehensive Approaches to Cooperative Learning. Theory into Practice, 38, 74-79. [209]https://doi.org/10.1080/00405849909543835
: Swain, M. (1985). Communicative Competence: Some Roles of Comprehensive Input and Comprehensive Output in its Development. En S. Gass and C. Madden (Eds.), Input and Second Language Acquisition (pp. 235-256). Rowley, MA: Newbury House.
: Swiggers, Pierre (2011) “19^th century linguistics: practice and theory”. En The languages and linguistics of Europe: a comprehensive guide. Eds., Bernd Kortmann y Johan Van der Auwera. Berlin/Boston: Walter de Gruyter, 805-820.
: The Center for Comprehensive Schools Reform and Improvement. (2013) Retrieved from [77]http://www.centerforcsri.org/plc/
: Van Beuningen, C.G., De Jong, N.H. & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1-41.
: Wright, S. (2011). Language and nation building in Europe. En B. Kortmann & J. van der Auwera (Eds.), The languages and linguistics of Europe: A comprehensive guide, (pp. 775-788). Berlín/Boston: Walter de Gruyter.
: [144]Quirk, Randolph; Sidney Greenbaum; Geoffrey Leech y Jan Svartvik.[145] 1985. A Comprehensive Grammar of the English Language, London/New York, Longman.
: ^9Citation/ Para citar este Artículo: Wewer T. (2017). An Observation Tool for Comprehensive Pedagogy in Content and Language Integrated Learning (CLIL): Examples from Primary Education. Colomb. appl. linguist. j., 19(2), pp. 277-292.