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

1) Candidate: corrective


Is in goldstandard

1
paper CH_corpusRLAtxt201 - : FREQUENCY AND CRITERIA FOR USING CORRECTIVE FEEDBACK: A CASE STUDY ON UNIVERSITY STUDENTS' AND LECTURERS' PERCEPTIONS

2
paper CH_corpusSignostxt194 - : In this paper, we present an approach for using empirical data on student-teacher interactions to inform the design of feedback strategies in the Teaching of Spanish as a Foreign Language. Specifically, our study involves two types of positive feedback: Repetition (the teacher repeats the student’s correct answer) and rephrasing (the teacher exhibits a new structure which rephrases the correct answer given by the student). For corrective feedback, we consider two groups of strategies: (1 ) Group 1 which covers repetition of the error with a rising intonation, recast (reformulation of student answer including the target form), giving the correct answer and explicit correction. (2) Group 2 which covers meta-linguistic cues or useful information about the error (without repeating the error), clarification requests and elicitation of the student’s answer (without giving the answer). The results of our empirical study suggest that: (1) In the positive feedback case, Repetition is, along with the

3
paper CL_LiteraturayLingüísticatxt467 - : Ferris, D. (2015). Written corrective feedback in L2 writing: Connors & Lunsford (1998 ); Lunsford & Lunsford (2008); Lalande (1982). Language Teaching , 48(4), 531-544. doi:10.1017/S0261444815000257 [ [137]Links ]

4
paper CL_LiteraturayLingüísticatxt213 - : According to recent studies, as will be shown later on, it has been proved that error correction is effective, necessary and essential but the obstaclewhich prevents error correction from being totally effective lies in teachers' inconsistency and unsystematic ways of dealing with errors. Whether systematic, consistent or effective the teacher's reaction is to errors, corrective feedback has been widely defined as:

5
paper CL_LiteraturayLingüísticatxt213 - : In this part of the conversation, we clearly see that the clarrñcation request used by the teacher as a type of corrective feedback reformula-ted part of the ill-formed structure used by the student in the sen se that the student was able to comprehend, on the one hand, that there was an underiying message when saying: Sorry ? Say that again please? He realised he was making a mistake. On the other hand, the student did his besttocorrecthisownmistakebutdoesitinsuchawaythatsyntactically in not perfect, that is, he changes the position and order of some of the units; but despite the wrong position of some of the units, he ¡sable to understand and reformulate the tense and aspect he was using. He had previously used a present perfect structure, but then hechanged to past perfect, which was the tense and aspect the teacher was expecting.

6
paper CO_ColombianAppliedLinguisticsJournaltxt242 - : This report describes a mixed-methods study comparing the writing performance of 60 EFL students in three intact groups during their first semester of an English undergraduate program at a university in the South of Chile. Three types of focused, indirect written corrective feedback were used: Group 1, coding (n = 23 ); Group 2, brief grammatical explanation (n = 22); and Group 3, underlining (n = 15). Feedback was given on five targeted linguistic categories. A pre-test was applied before the 16-week treatment took place, as well as a post-test. Students received explicit grammar training and knowledge of genres. Multiple-drafting was used in a writing-portfolio-based class that allowed them to see their progress over time. Frequency and standard deviation of errors (viz., subject omission, spelling, subject verb agreement, capital letters and indefinite articles) were calculated for the pre- and post-test. Qualitative data were collected from group semi-structured interviews and were

7
paper CO_ColombianAppliedLinguisticsJournaltxt242 - : The participants (N = 60) were students of the first year of an English teaching program and were assigned randomly to three intact groups at the beginning of the first semester 2016. This distribution was organized by the university and does not correspond to their level of proficiency or any other variable. Three types of focused, indirect written corrective feedback were divided among groups in the following way: Group 1, coding (n = 23 ); Group 2, brief grammatical explanation (n = 22); and Group 3, underlining (n = 15). Students were aged 18-25; 66% were women and 33% were men, and all spoke Spanish as their L1. They possessed an upper elementary level of English-A2 from the Common European Framework of Reference for Languages (CEFR)-and were enrolled in their first of 11 compulsory English language courses. This was a 10-hour per week course, where the four skills of the language were integrated. However, a two-hour writing session was established within the course in order to develop

8
paper CO_ColombianAppliedLinguisticsJournaltxt187 - : Russell, V. (2009). Corrective feedback, over a decade of research since Lyster and Ranta (1997): Where do we stand today ? Electronic Journal of Foreign Language Teaching, 6(1), 21-31. [ [83]Links ]

9
paper CO_ColombianAppliedLinguisticsJournaltxt142 - : Russell, V. (2009). Corrective feedback, over a decade of research since Lyster and Ranta (1997): Where do we stand today ? Electronic Journal of Foreign Language Teaching, 6 (1), 21-31. [ [86]Links ]

10
paper CO_ColombianAppliedLinguisticsJournaltxt227 - : ^[44]Lyster and Ranta (1997) have provided the most complete taxonomy of corrective feedback. They classified corrective feedback into six categories which include: explicit correction, recast, metalinguistic feedback, elicitation, repetition, and clarification request . To these ends, they suggest that “recast is one type of feedback that refers to the teacher’s reformulation of all or part of a student’s utterance, minus the error” (p. 46). This reformulation can also be considered as “paraphrase.” This paraphrasing indicates that the student’s statement was incorrect avoiding referring to that specific error in particular. However, “some recasts are more noticeable than others since they may focus on one word only, whereas other recasts include modification in grammatical or lexical forms. Recasts also involve translations in response to a student’s use of the L1” (Lyster & Ranta, 1997, p. 47). Thus, the teacher may respond to an error by using more than one type of recast.

11
paper CO_ColombianAppliedLinguisticsJournaltxt176 - : Recast and its nature can be considered from multiple perspectives. The first perspective can be based on its implicit or explicitness. The prevailing view in the recast literature is that recasts constitute an implicit form of negative feedback. According to Ellis (2008), "recasts should not be viewed as necessarily implicit but rather depending on the linguistic signals that encode them and the discoursal context, as more or less implicit/explicit" (p. 230). Corrective recasts are clearly explicit, as is evident in this example from Doughty and Varela (1998):

12
paper CO_Íkalatxt201 - : Direct vs. Indirect Written Corrective Feedback: Student Perceptions

Evaluando al candidato corrective:


1) feedback: 17 (*)
4) error: 8 (*)
5) teacher: 7
7) recasts: 6
8) recast: 5
10) teaching: 5 (*)
13) lyster: 4
15) explicit: 4
16) repetition: 4
19) ranta: 4

corrective
Lengua: eng
Frec: 384
Docs: 46
Nombre propio: 4 / 384 = 1%
Coocurrencias con glosario: 3
Puntaje: 3.732 = (3 + (1+6.02236781302845) / (1+8.58871463558227)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
corrective
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