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Lista de candidatos sometidos a examen:
1) core category (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: core category
Is in goldstandard
1
paper CO_ColombianAppliedLinguisticsJournaltxt81 - : Therefore, the students were progressively constructing the sense of Other. Most importantly they assumed commitments in their role as citizens. The capacity to see the Other and in seeing him/her becoming in some way responsible about his/her condition was a process followed by the voices, and supported by the core category: Visage .
2
paper CO_ColombianAppliedLinguisticsJournaltxt126 - : This research-based article presents an interpretive qualitative study with pre-service teachers of Social Studies, who construct their own meanings from social-studies texts through their roots of knowledge, their shared assumptions, and the intertextuality which are collectively related to the core category: Habitus . Using these strategies, the pre-service teachers employ their own values, understandings and representations of the world to construct meaning. The author of this research collected and analyzed the data through the methodology of Grounded Theory. Pre-service teachers' artifacts and class video recordings were used as major sources to collect data over the period of one semester.
3
paper CO_ColombianAppliedLinguisticsJournaltxt126 - : The results of the study give an account that Pre-service Social Studies teachers make meaning of English texts based on an internalized system of fixed and acquired dispositions, as well as on a range of personal possibilities within these dispositions that outlined schemes of perception, thought and action. That is, pre-service teachers construct the meaning of texts based on their habitus (Bourdieu, 1977). Habitus is the core category that entails three subsidiary categories: Roots of Knowledge, Assumptions: common grounds to construct meaning, and Intertextuality through the Voice of Authorities .
4
paper CO_ColombianAppliedLinguisticsJournaltxt126 - : The data analysis process led me to identify one core category and three subsidiary categories that answer the research question: How does a group of pre-service Social Studies teachers construct meaning based on text-based tasks in an EFL class ? As stated by Strauss and Corbin (1990), a core (or nucleus) category must be the sun standing in orderly systematic relationship to its planet. Although each subsidiary category stands alone, they collectively relate to the core category and also have a relationship among themselves. I called the core category that emerged from the analysis of the data: Habitus (Bourdieu, 1977) and this will be explained in detail after the analysis of three subsidiary categories identified.
5
paper CO_ColombianAppliedLinguisticsJournaltxt126 - : After the previous discussion that asserts the three subsidiary categories explaining the main question about how pre-service Social Studies teachers construct the meaning of text, I will proceed to present the core category: habitus .
6
paper CO_ColombianAppliedLinguisticsJournaltxt126 - : The core category habitus is built on these three subsidiary categories: Roots of Knowledge, Shared Assumptions, and Intertextuality through the Voice of Authorities . Throughout the identification of those subsidiary categories, the core category habitus will be present.
7
paper CO_ColombianAppliedLinguisticsJournaltxt241 - : The core category that emerged from this research study was: Effects of using Skype on oral production . The emerging categories were: Language learning, Social Interaction, and Emotional Influences. These categories are discussed below.
8
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : Data collected from each instrument were systematized and organized in a matrix to analyze the relationships among pieces of data. Following the steps for data reduction and data analysis stated by ^[71]Corbin and Strauss (2008) , I went through open coding, axial coding, and selective coding. During open coding, I assigned codes to the data from the three instruments to make it manageable. During axial coding, commonalities were identified and pieces of data were grouped into five subcategories, which were later reduced to three. During the selective coding stage, the three main categories were put together in a core category that explained the ways in which learners raised awareness: students enhanced awareness of intelligible stress and intonation through a triadic process: a process that fostered language awareness, a process that promoted language awareness, and a process that provoked self-awareness .
9
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : Through the interrelation of the three categories presented above and the literature that supports them, a core category appeared: students enhanced awareness of intelligible stress and intonation through a triadic process . The term triadic process was chosen because the enhancement of the students’ awareness did not occur immediately or quickly. On the contrary, learners took long time to take steps towards awareness of intelligibility and they are still in the process to figure out how to be more intelligible. Developing awareness requires time for strategy use, reflection, and implementation of the target areas in one’s speech. Additionally, the metaphor of the triad was used to illustrate the three areas in which awareness could have been developed, which were interrelated and equally important for the implementation of the current study. In fact, after implementing the strategies and activities proposed for this research study, it was evident that advanced English learners can raise
10
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : Four main dimensions were unveiled in the study. These included teacher and teaching challenges, weaknesses and strengths of in-service English teachers, target goals and limitations in reflective teaching, and difficulties in endorsing self-regulation (see [63]Table 1). These categories integrate the core category of the study: An overview of in-service English teachers: Salient assets and challenges . These core aspects helped identify the profiles and factors associated with the difficulties for the endorsement of reflection, learner-centeredness, self-regulation, and thus integrate the fusion of principles we advocate for, towards a dynamization of the learning and teaching practices in the language classroom.
Evaluando al candidato core category:
1) categories: 11
2) teachers: 9
3) awareness: 9 (*)
7) subsidiary: 7 (*)
8) pre-service: 7
9) construct: 6 (*)
10) coding: 5 (*)
12) habitus: 5
core category
Lengua: eng
Frec: 23
Docs: 8
Nombre propio: / 23 = 0%
Coocurrencias con glosario: 4
Puntaje: 5.237 = (4 + (1+5.90689059560852) / (1+4.58496250072116)));
Candidato aceptado