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

1) Candidate: contrast


Is in goldstandard

1
paper corpusSignosTxtLongLines282 - : The other type of contractive disclamation is counter. In these cases, these proposal writers decided to introduce other voices to challenge them, ultimately strengthening their own position. Three instances were identified, realized through a conjunctive of time ('yet'), contrast ('however') and an adversative ('but'), as shown in the following examples:

2
paper corpusSignosTxtLongLines283 - : The other type of contractive disclamation is counter. In these cases, these proposal writers decided to introduce other voices to challenge them, ultimately strengthening their own position. Three instances were identified, realized through a conjunctive of time ('yet'), contrast ('however') and an adversative ('but'), as shown in the following examples:

3
paper corpusSignosTxtLongLines311 - : Within vertical discourse Bernstein makes a second distinction between hierarchical and horizontal knowledge structures. A hierarchical knowledge structure, exemplified by natural science disciplines, is "a coherent, explicit and systematically principled structure, hierarchically organised" which "attempts to create very general propositions and theories, which integrate knowledge at lower levels, and in this way shows underlying uniformities across an expanding range of apparently different phenomena" (Bernstein, 1999: 161-162). In contrast, a horizontal knowledge structure, exemplified by disciplines in the humanities and social sciences, is "a series of specialised languages with specialised modes of interrogation and criteria for the construction and circulation of texts" (Bernstein, 1999: 162 ).

4
paper corpusSignosTxtLongLines311 - : discussing and how. In contrast, horizontal knowledge structures such as history may have a hierarchical knower structure: "a systematically principled and hierarchical organisation of knowers based on the construction of an ideal knower and which develops through the integration of new knowers at lower levels and across an expanding range of different dispositions" (Maton, 2010: 162 ). In short, what matters more is who you are. Fields are thus knowledge-knower structures which classify, assign, arrange and hierarchise not only what but also who is considered legitimate (Maton, to appear).

5
paper corpusSignosTxtLongLines313 - : Forms of address are specific ways of building a relationship between sender and receiver. In Romanian, addressing is achieved by means of specialized lexical units that call the attention of the receiver (appellatives) and that may be associated with corresponding grammatical elements (vocative, second person, interrogative, or imperative utterances) or with interjections whose role is to intensify the verbal mobilization (GALR, 2005). What is more, Romanian distinguishes between deferential and non-deferential pronouns (dumneavoastra - tu), just as happens in French (vous - tu), Spanish (usted - tú), German (Sie - du). In other respects, Romanian resembles Portuguese and Italian since these languages have developed a third unit for what we call 'mitigated politeness', creating thus a contrast between 'emphatic deference' (distant respect) and 'non-emphatic deference' (familiar respect) (Niculescu, 1965: 43): dumneavoastra / dumneata .

6
paper corpusSignosTxtLongLines337 - : By manipulating the spatiotemporal contiguities of direct causal events, Fugelsang, Roser, Corballis, Gazzaniga and Dunbar (2005) devised a task to contrast brain activity during three conditions: direct events (i .e., Michottean launching), spatial discontiguity, and temporal discontiguity. The spatial discontiguity included a spatial gap between the two colliding objects while keeping the temporal succession between the objects. The temporal discontiguity consisted in a delay in the movement onset of the second object while maintaining spatial contiguity. Using fMRI, Fugelsang et al. (2005) observed lateralized right posterior regions involved in detecting the spatiotemporal contiguities of direct causal events (e.g., during the Michottean launching). Specifically, the right inferior parietal lobule (RIPL) was hypothesized to be involved in processing the temporal properties of the causal event, whereas the right middle temporal gyrus (RMTG) was hypothesized to process the spatial

7
paper corpusSignosTxtLongLines353 - : Going back to the original examples illustrating the contrast between instigation (9a) and initiation (10a), another reactance demonstrating the difference between the two can be found in (9d) and (10d):

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paper corpusSignosTxtLongLines398 - : “Only structure with full infinitival forms can be regarded as conveying information that is modal, because they indicate the speaker’s assessment of the proposition asserted in terms of greater/lesser degree of certainty. By contrast, structures with zero- complementation are considered non-modal, because they report on the evaluatively charged qualitative characteristic of some perceptual stimulus” (Usonienė, 2000: 203 ).

9
paper corpusSignosTxtLongLines400 - : In RNT, relationships are diagrammed with lines and nodes. Lines represent connections allowing for the flow of activation in and out of the nodes. Nodes are classified according to three dimensions of contrast, namely: type (‘and’ vs . ‘or’), orientation (‘upward’ vs. ‘downward’), and ordering (‘ordered’ vs. ‘unordered’). Biologically speaking, activation takes the form of electrochemical signals traveling through neuron circuits in the brain.

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paper corpusSignosTxtLongLines424 - : In contrast to Siloni’s (2012) analysis, based on Link (1998), we observe that some verbs incorporate lexically this type of multiple reciprocity: a total of 20 predicates out of the 90 verbs under study (22 .22%) express lexically plural reciprocity. These verbs can be grouped into three different types: communication verbs (charlar ‘talk’, conversar ‘converse’, cotillear ‘gossip’, etc.), fighting verbs, which can also include some sort of communication (pelear(se) ‘fight’, reñir ‘fight, squabble’, etc.), and verbs expressing a shift (alternarse ‘alternate’, turnarse ‘take turns’, etc.). It is worth noting that all the members of this group denote non-comprehensive reciprocal situations (see Section 2.2.1) even though comprehensive verbs can also denote MRE (14).

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paper corpusSignosTxtLongLines453 - : There is another important characteristic of this construction that could be added to the initial analysis provided by ^[97]Ruiz de Mendoza and Galera (2014). This feature has to do with the interesting fact that this construction does not need to repeat back literally what someone else said. The reason for this is to be found in the original inferential process followed by speakers, which has later become consolidated through what cognitive linguists call 'entrenchment' (^[98]Langacker, 1999). The variable X is invariably the expression of a state of affairs (i.e. a situation or an event) that the speaker finds unsatisfactory. Even if X is saturated with what in isolation would be axiologically positive, the construction will generally override this meaning component. Contrast:

12
paper corpusSignosTxtLongLines454 - : Interestingly, the findings bring to the fore the impact of humour in these fora. Traditionally, and as ^[112]Lakoff (2004) has remarked, women are said to have no sense of humour. In online discussion groups, scholars such as ^[113]Guiller and Durndell (2006) have identified more instances of humour in men’s participation in online discussion groups. In their study, more males than females sent messages containing humour. This is in stark contrast to the findings of this study with regard to messages in English: women utilise wordplay and humour while in men’s erectile dysfunction groups there is a complete absence of humorous wordplay . It seems that the traditional assumption that women have no sense of humour is somehow overturned in online support groups. Indeed, studies such as ^[114]Orgad’s (2006) found similar wordplay and humour in online support groups for breast cancer. In Orgad’s research, US women adopted a cheerful and triumphant attitude despite suffering painful and difficult

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paper corpusSignosTxtLongLines534 - : Instead of research designs based on a Likert scale questionnaire, more recent empirical studies such as those by ^[73]Duncan and Paran (2017) and ^[74]Bloemert, Paran, Jansen and van de Grift (2019) have surveyed students’ perceptions by means of general, open questions about what students think the benefits of EFL literature lessons are (^[75]Bloemert et al., 2019). This design was used for the purpose of not inadvertently influencing students’ answers. In Duncan and Paran (2017) this led participants to mainly acknowledge literature’s potential to elicit linguistic competence, while cultural and motivational benefits were brought about to a much lesser extent. Following a similar procedure, ^[76]Bloemert et al. (2019), in contrast, reported a much wider spectrum of advantages which they classified into four main approaches: the language approach (linguistic competence ), the text approach (knowledge of the typical stylistic features of literature), the reader approach (personal growth),

14
paper corpusSignosTxtLongLines534 - : The positive perception held by EFL learners, including our future teachers, of poetry as a potential facilitator of grammar and vocabulary acquisition challenges two of the arguments most frequently put forward by critics of the use of poetry in EFL. These include, firstly, its detrimental effect on the development of language skills based on poetry's lexical difficulty, and secondly the deviation which poetic language entails from the conventions and rules underlying standard discourse (^[103]Lima, 2010). Surprisingly, the two benefits most widely highlighted by authors when advocating the use of poetry as a means of developing grammar and vocabulary, its memorability (^[104]Lazar, 1990) and the creativity of literary texts in contrast to the “bland correctness of specially written ESL textbooks” (^[105]Boggs, 1997: 64 ), were not mentioned by our informants perhaps due to their lack of an in-depth understanding of the stylistic features of poetic discourse.

Evaluando al candidato contrast:


1) verbs: 7 (*)
3) humour: 5
6) temporal: 5
9) spatial: 4 (*)
10) online: 4
11) hierarchical: 4
14) poetry: 4
16) romanian: 3 (*)
17) examples: 3
19) discontiguity: 3

contrast
Lengua: eng
Frec: 144
Docs: 71
Nombre propio: 1 / 144 = 0%
Coocurrencias con glosario: 3
Frec. en corpus ref. en eng: 239
Puntaje: 3.786 = (3 + (1+5.4262647547021) / (1+7.17990909001493)));
Rechazado: muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
contrast
: Aijmer, K. & Simon-Vandenbergen, A. (2006). Pragmatic markers in contrast. Ámsterdam: Elsevier.
: Bauer, D. & Cavanius, C. (1983). Improving the legibility of visual display units through contrast reversal. En E. Grandjean & E. Vigliani (Eds.), Ergonomic aspects of visual display terminal (pp. 137-142). London: Taylor and Francis.
: Buracas, G. & Boynton, G. (2007).The effect of spatial attention on contrast response functions in human visual cortex. Journal of Neuroscience, 27(1), 93-97.
: Colston, H. (2002). Contrast and assimilation in verbal irony. Journal of Pragmatics, 34, 111-142.
: Couper-Kuhlen, E. & Thompson, S. (2000). Concessive patterns in conversation. En E. Couper-Kuhlen & B. Kortmann (Eds.), Cause, condition, concession, contrast: Cognitive and discourse perspectives (pp. 381-410). Berlin/Nueva York: Mouton/De Gruyter.
: Domínguez, L. & Arche, M. (2008). Optionality in L2 grammars: The acquisition of SV/VS contrast in Spanish [on line]. Retrieved from: [134]http://www.southampton.ac.uk/~ldo/dominguez_arche_BUCLD%2032.pdf
: Förster, J., Liberman, N. & Kuschel, S. (2008). The effect of global versus local processing styles on assimilation versus contrast in social Judgment. Journal of Personality and Social Psychology, 94, 579-599.
: Jamieson, D. G. & Morosan, D. E. (1986). Training non-native speech contrasts in adults: Acquisition of the English /ð/-/θ/ contrast by francophones. Perception, & Psychophysics, 40(4), 205-215.
: Lavid, J. & Arús, J. (2002). Nuclear transitivity in English and Spanish: A contrastive functional study. Languages in Contrast, 4(1), 75-103.
: López-Arroyo, B., Fernández-Antolín, M. & de Felipe-Boto, R. (2007). Contrasting the rhetoric of abstracts in medical discourse. Implications and applications for English-Spanish translations. Languages in Contrast, 7(1), 1-28. DOI:10.1075/lic.7.1.02lop
: Montrul, S. & Slabakova, R. (2003). Competence similarities between native and near-native speakers: An investigation of the Preterite-Imperfect contrast in Spanish. Studies in Second Language Acquisition, 25, 351-398.
: Ou, S. C. (2011). Training Taiwanese EFL learners to perceive English lexical stress contrast: A pilot study. In Proceedings of the 17th International Congress of Phonetic Sciences (pp. 150-153). Hong Kong, China.
: Rabadán, R. (2016). Proposals in meeting minutes. An English-Spanish corpus-based study. Languages in Contrast, 16(2), 213-238. DOI: 10.1075/lic.16.2.03rab
: negative sense— from oneself. As Leerssen (2007: 17) noted, traditionally, the Other has been perceived as “an oddity, an anomaly, a singularity”. In contrast, auto-stereotypes or representations of one’s own national, ethnic, social or cultural group tend to be predominantly positive.