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

1) Candidate: definition


Is in goldstandard

1
paper corpusSignosTxtLongLines268 - : "We have to use two different languages in discussing the problem of the definition of truth and, more generally, any problem in the field of semantics. The first of these languages is the language which is 'talked about' and which is the subject matter of the whole discussion; the definition of truth we are seeking applies to the sentences of this language. The second is the language in which we 'talk about' the first language, and in terms of which we wish, in particular, to construct the definition of truth for the first language" (Tarski, 1944: 349 )^[26]2.

2
paper corpusSignosTxtLongLines336 - : The next step in developing a formalism representing semantic relations between the base and the collocate as well as semantic and structural similarity between collocations was done by Mel’čuk. Up to now, his endeavor has remained the most fundamental and theoretically well-grounded attempt to systematize collocational knowledge. This scholar proposed a linguistic theory called the Meaning-Text Theory, which explained how meaning, or semantic representation, is encoded and transformed into spoken or written texts (Mel’čuk, 1974). His theory postulates that collocations are produced by a mechanism called lexical function. Lexical function is a mapping from the base to the collocate; it is a semantically marked correspondence that governs the choice of the collocate for a particular base. The following definition of lexical function is given in (Mel’čuk, 1996: 40):

3
paper corpusSignosTxtLongLines336 - : The fact that the semantic aspect of collocation outweighs the statistical one has an important effect on the definition of collocations. Definition of a concept must contain necessary and sufficient criteria for distinguishing this concept from other concepts. The debate over the most relevant criterion for defining collocations has already lasted over a long period. Should this criterion be statistical or semantic? (Wanner, 2004) gives a good concise overview of this debate.The statistical definition of collocation, i.e. based on probabilistic knowledge, says that collocation is the syntagmatic association of lexical items, quantifiable, textually, as the probability that there will occur, at n removes (a distance of n lexical items) from an item x, the items a, b, c ... (Halliday, 1961). The semantic definition of collocation explains how the collocational meaning is formed: a collocation is a combination of two words in which the semantics of the base is autonomous from the combination

4
paper corpusSignosTxtLongLines336 - : it appears in, and where the collocate adds semantic features to the semantics of the base (Mel’čuk, 1995). For example, in the phrase ‘She fell to the floor’, all the words are used in their typical sense and the verb ‘to fall’ means ‘to drop oneself to a lower position’, but when it is said ‘She fell in love’, we understand that the same verb is not used in its typical, full meaning, but attains a different sense ‘begin to experience something’. WordReference Online Dictionary^[53]5 gives a description of this sense: pass suddenly and passively into a state of body or mind. To illustrate the definition, the dictionary provides the following examples: ‘to fall into a trap’, ‘She fell ill’, ‘They fell out of favor’, ‘to fall in love’, ‘to fall asleep’, ‘to fall prey to an imposter’, ‘fall into a strange way of thinking’ . This meaning of ‘fall’ is more abstract as compared with its typical meaning given in (WordNet, 2005) ‘descend in free fall under the

5
paper corpusSignosTxtLongLines364 - : As a concept, Corporate Social Responsibility (CSR) has evolved over time and its definition is very much contextual, depending on the implementation of it by the particular company and the geographic region in which the company is based. What started out as social reporting of a businessman’s obligations in order to pursue policies and decisions, or undertake actions which were seen as desirable in terms of the objectives and values of society (Bowen, 1953) in the early 1950s progressed to more formalized definitions in the 1960s. Davis and Blomstrom (1966) defined it as an individual’s obligation to consider the effects of his or her decisions and actions on the social system in its entirety, in addition to the needs and interests of others who might potentially be affected by business actions. As CSR practice spread over the course of the 1970s, more definitions, many common, some varied, also emerged with the more intricate details of what CSR should involve:

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paper corpusSignosTxtLongLines371 - : 1. TN: on-screen text containing the verb and a brief definition of its meaning (To sow: ‘To sow is to spread seeds in the ground, which will grow some day and become plants’ ) and narration (a voice that reads the same text).

7
paper corpusSignosTxtLongLines393 - : The formal definition of Full Term Enriching Technique (TERM-Full) is as follows: Let D={d[1], d[2], ... , d[n]} be a document collection with vocabulary V(D) and w a particular term in D where |{D}| |{W}||. Let us consider a subset of V(D)X V(D) of correlated terms as . The RT expansion of D is D´={d´1, d´2, ... , d´n}, such that for all di D, it satisfies the two properties 1) and 2) from Section [43]4.1.1. If RT is calculated by using the same target data set, then we say that D’ is the Full Term Enriched version of D. After the Full Enriching Technique is applied using the same corpus with no external resources the Term Expansion Technique is applied.

8
paper corpusSignosTxtLongLines406 - : A final element of our theoretical framework concerns the distinction between metalanguage and metalinguistic activity. We adhere to Camps, Guasch, Millán and Ribas’ (2004: 104) definition of the latter as:

9
paper corpusSignosTxtLongLines414 - : This paper focuses on the CSs utilised by Spanish learners of English with different proficiency levels when interacting with an English native speaker (NS) outside the classroom setting. The term ‘second’ language will be indistinctively used to refer to ‘second’ and ‘foreign’ language following Ellis definition (1997: 3): “any language that is learned subsequent to the mother tongue, independently of the conditions in which the language is being learned” . The final aim of this study was to identify the CSs used by these learners in an interactional context and to determine a possible relationship between their proficiency level and CS usage. The identification of these learners’ strategic use of the L2 as related to their proficiency level – thus the identification of their communication problems – may ultimately lead to the improvement of the teaching and learning of English hence helping learners in the transition between their IL and the L2.

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paper corpusSignosTxtLongLines414 - : areas by drawing on a wider analytical framework. Hence, the definition proposed by Tarone (1981: 288) has been here favoured as it recognises the role of the interlocutor in the process of strategic communication: “the term [CS] ; relates to a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared”. In order to broaden the scope of analysis the taxonomy of CSs proposed by Dörnyei and Körmos (1998) has been followed for its most comprehensive and up-to-date classification of these mechanisms. In addition to the interactional aspect of communication which was incorporated through particularly one of its categories.

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paper corpusSignosTxtLongLines485 - : The concept of textual genre has been defined in a variety of ways. For example, ^[29]Swales (1990: 58) states that, “In addition to purpose, exemplars of a genre exhibit various patterns of similarity in terms of structure, style, content and intended audience”. However, scholars have tended not to coalesce around a single definition of textual genres. As ^[30]Parodi (2008) notes, it would be inappropriate to limit a definition to a single perspective, since “contextual, social and cognitive limitations and parameters” must be considered (^[31]Parodi, 2008: 26 ).

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paper corpusSignosTxtLongLines496 - : implement methods and techniques of teaching. Furthermore, he states that one reason of the mismatch between the theory of certain methods and their actual practice is rooted in teachers' beliefs. There are many different definitions of the term 'belief' (^[30]Borg, 2006: 586 ) and researchers in this area need firstly to clarify what they exactly mean by this term. This study makes use of a working definition of 'belief' presented in the dictionary of applied linguistics, that is:

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paper corpusSignosTxtLongLines500 - : Of the different modules that constitute FunGramKB, it is the Lexicon and the Grammaticon that we will be focusing on in this research study. We will be specifically revising one of the attributes in the core grammar component in the Lexicon which has to do with the inventory of argumental constructions in which verbs can take part: L1- constructions.^[63]^5 The notion of construction, which is directly linked to the Grammaticon module (where constructional schemata are stored in different Constructicon modules), needs to be clearly and unequivocally defined in FunGramKB, as Periñán-Pascual himself highlights: “A key issue in this module [Grammaticon] is the definition of ‘construction’” (Periñán-Pascual, 2013: 213 ).

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paper corpusSignosTxtLongLines500 - : ^[64]Periñán-Pascual (2013) points out that Goldberg’s broad conception of construction in Construction Grammar (CxG) makes it difficult to provide an accurate definition of the term since from her point of view any single lexical item (or even a suffix such as -ed) could be conceived as a construction: “all levels of grammatical analysis involve constructions” (Goldberg, 2006: 5 ). This implies that, within this broad definition, constructions are conceived as the building blocks in linguistic realization. Periñán-Pascual’s conception of construction differs from CxG and is closer to the LCM in the sense that constructions are viewed from a holistic perspective in which the meaning of the construction is always larger than the meaning of the building blocks conforming it. What is more, Periñán-Pascual (2013) shares ^[65]Ruiz de Mendoza-Ibáñez’s (2013) claim that for any linguistic pattern to be regarded as a construction some essential properties have to be met. Thus, the following criteria

15
paper corpusSignosTxtLongLines524 - : Crucial to the establishment of any scholarly field is a coherent definition of the field. LSP has been defined by many applied linguists, but, as ^[42]Brown and Thompson (2018) observe, most definitions seem to have the following in common: (1 ) They draw a contrast between LSP and traditional L2 pedagogy, indicating not just a difference in content but pedagogical approach and fundamental understandings of best practices, and (2) they prioritize the identification of unique discursive, linguistic, cultural, and communicative characteristics unique to a particular topical domain. One of the most prominent scholars in the field of LSP offers the following definition:

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paper corpusSignosTxtLongLines526 - : first acquired language was the HL but who did not acquire the language completely because of a switch to the dominant language. In educational contexts, proficiency-oriented definitions have been favored for pedagogical purposes. Carreira and Kagan (2011), for example, focus on “learners who have some functional abilities in their HL” in order to “contribute to the design of methodologies and curricula that build upon the linguistic skills of these learners” (^[79]Carreira & Kagan, 2011: 42). In the same way, ^[80]Fairclough and Beaudrie (2016) adopt Valdés’ definition arguing that:

17
paper corpusSignosTxtLongLines596 - : ^[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:

18
paper corpusSignosTxtLongLines598 - : According to ^[32]Palmer (2001: 1), modality “is a category that is closely associated with tense and aspect” in the sense that they affect the clause in which these phenomena appear. A more specific definition given in the same source reads as follows: “Modality is concerned with the status of the proposition that describes the event” (^[33]Palmer, 2001: 1 ). This means that modality realised by modal particles has scope over the proposition, and this, in turn, represents the stance of the author regarding the contents of the proposition. However, the notion of modality is unevenly treated in the scientific literature on the subject. The following are some of the definitions of modality:

19
paper corpusSignosTxtLongLines598 - : Modals in English can be described according to morphological, syntactic and semantic criteria, as suggested by ^[82]Denison (1993). In this context, the definition of modal verbs involves the following parameters: modal verbs do not have finite forms and therefore it is not possible to find expressions such as ‘*to may’ and ‘*to should’ ; time distinction may occur in these forms, as explained above, but these expressions in the past may have a contextual meaning and do not really represent past time; modal verbs do not present third person singular desinence of the present indicative, that is, the forms ‘*she shoulds’, ‘*he cans’, ‘*he shalls’ and ‘*she wills’ are not acceptable; many modal verbs have contracted forms in their negative form (‘can’t’, ‘won’t’, ‘mustn’t’), and some even show reduced phonological forms in the form of a clitic, such as ’ll, ’d, instead of ‘shall/will’ and ‘would’ respectively; these verbs have no imperative forms; modal verb

Evaluando al candidato definition:


4) semantic: 8 (*)
9) lexical: 6 (*)
10) verbs: 6 (*)
11) modal: 6 (*)
13) learners: 6 (*)
15) linguistic: 5 (*)
17) collocation: 5 (*)
19) periñán-pascual: 5
20) modality: 5 (*)

definition
Lengua: eng
Frec: 106
Docs: 57
Nombre propio: / 106 = 0%
Coocurrencias con glosario: 8
Frec. en corpus ref. en eng: 213
Puntaje: 8.869 = (8 + (1+5.7279204545632) / (1+6.74146698640115)));
Rechazado: muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
definition
: Albelda, M. & Estellés, M. (en prensa). Mitigation revisited. An operative and integrated definition of the pragmatic concept, its strategic values and its linguistic expression. Journal of Pragmatics.
: Apel, K. (2014). A Comprehensive definition of morphological awareness implications for assessment. Topics in Language Disorders, 34, 197-209.
: Burns, T. W., O’Connor, D. J. & Stocklmayer, S. M. (2003). Science communication: A contemporary definition. Public Understanding of Science, 12(2), 183-202. [200]https://doi.org/10.1177/09636625030122004
: Castel, V. (2007). Rule types in a Systemic Functional Grammar: An XML definition of the Cardiff Lexicogrammar Generator. En B. Leila & T. Berber Sardinha (Eds.), Proceedings of the 33rd International Systemic Functional Congress (pp. 270-299). San Pablo: PUCSP.
: Denicia, C., Montes, M., Villaseñor, L. & García, R. (2006). A text mining approach for definition question answering. En Proceedings of FinTAL. Berlin: Springer.
: Finally, SHLs can learn appropriate role definition through community service learning. ^[100]Lowther-Pereira (2015) declares:
: Fisher, A. & Scriven, M. (1997). Critical thinking. Its definition and assessment. Point Reyes, CA: Edgepress and Norwich, U.K. Centre for Research in Critical Thinking, University of East Anglia.
: In our study, we will take into consideration Bhatia’s (2004: 203) comprehensive definition of genre:
: In short, ^[42]Brown (2007: 241) offers four interconnected characteristics as a definition of CLT:
: In this study, we use the definition of ‘Anglicism’ provided by ^[65]Gottlieb (2006: 198-199) in his discussion of linguistic influence:
: Jacobs J. y Paris S. (1987) "Children`s metacognition about reading: Issues in definition, measurement and instruction", Educational Psychologist 223, 255-278.
: Jacobs, J. y Paris, S. (1987) "Children´s Metacognition About Reading: Issues in Definition, Measurement, and Instruction" en Educational Psychologist, 22 3&4, Lawrence Erlbaum Associates, Inc. (pp. 255-278).
: Lauwers, P. & Willems, D. (2011). Coercion: Definition, challenges, current approaches, and new trends. Linguistics, 49(6), 1219-1235.
: Lin, D. (1998). An information-theoretic definition of similarity. Proceedings of the 15th International Conference on Machine Learning (pp. 296-304). Madison: Morgan Kaufmann.
: Sager, J. (2000). Essays on definition. Amsterdam: Benjamins.
: Stein, N. (1982). The definition of a story. Journal of pragmatics North-holland publishing company, 6, 487-507.
: The use of ψ-propositions has become subject of criticism (Moore, 1995). This criticism does not really concern the use of a semantic representation as such, but the actual definition of propositions. Four examples will be given why ψ-propositions are rather problematic.
: Thomas, W. (1972). The definition of situation. En J. Manis & B. Meltzer (Eds.), Symbolic interaction (pp. 331-336). Boston: Allyn and Bacon, Inc.
: Zarefsky, D. (2004). Presidential rhetoric and the power of definition. Presidential Studies Quarterly, 34(3), 607-619.