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

1) Candidate: definitions


Is in goldstandard

1
paper corpusSignosTxtLongLines311 - : Not surprisingly, in our classroom research we observed history teachers working hard to define these technical terms for students. The following excerpt is from a Year 11 lesson in which the teacher is reviewing definitions of '-isms', which have been assigned to students to prepare:

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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 corpusSignosTxtLongLines399 - : Abstract: In this paper we present a method for identifying collocations in an automatic way in verb definitions extracted from the explanatory dictionary of the Royal Spanish Academy, in order to test that collocations can be identified by applying simple heuristics considering only semantic criteria in well-structured textual contexts, as lexicographic definitions are presented. The method identifies candidates for collocations located at the beginning of the definitions that have a special feature: the base of the candidate collocation belongs to the lexical family of the defined verb (1,347 cases ). The evaluation of the obtained word combinations was performed both manually and automatically following various statistical and syntactic-semantic criteria. The results of our experiment show that 61% of the extracted verb combinations are collocations, obtaining a recall of 36%.

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paper corpusSignosTxtLongLines426 - : In this respect, in spite of their distinct names in different disciplines, and considering the further definitions by Werth and Zarefsky, one can draw a parallel line between rhetorical space in Rhetorical Studies and discourse in Linguistics, the latter one defined as “a combination of text and its relevant context” (Werth, 1999: 47), where the context refers to “the situational context surrounding the speech event itself” (Werth, 1999: 83 ), and the text to both oral and written discourse. In the first case, it takes the form of transcription of speeches, which are normally used for this type of studies.

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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 corpusSignosTxtLongLines523 - : The third and final factor, LSP, also represents a key component of the twenty-first-century Spanish curricula by bridging the gap between what students learn in the classroom and how they use this knowledge outside of the classroom. LSP has been approached from different perspectives, but one of the definitions that best exemplifies the nature of this volume states it as follows:

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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 - : However, as both ^[71]Wiley (2001) and ^[72]Fairclough and Beaudrie (2016) indicate, defining HL learners is not an easy task. According to ^[73]Carreira (2004), most HL learner definitions focus on three main factors: membership in an HL community, personal connection to the HL through family background, and proficiency in the HL . ^[74]Fishman (2001), for instance, identifies HL learners as speakers of languages other than English who have a personal connection to a particular cultural or ethnic group. Similarly, ^[75]Hornberger and Wang (2008) refer to HL learners as “individuals who have familial or ancestral ties to a particular language that is not English” (^[76]Hornberger & Wang, 2008: 27). In contrast, ^[77]Valdés (2001) refers to HL learners as individuals raised in homes where a language other than English is spoken and who are to some degree bilingual in English and the heritage language. Similarly, ^[78]Polinsky and Kagan (2007) consider HL learners to be those individuals whose

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paper corpusSignosTxtLongLines577 - : Although, as noted, the discourse style of the proposals relies on features that make texts cognitively dense (e.g. the presence of nouns, prepositional phrases as nominal post-modifiers and dependent clauses, particularly relative clauses, non-finite relative clauses, that-noun complement clauses), this study also brings in the issue of colloquialisation in written texts in the Internet. The proposals contained linguistic features associated with academic written registers, such as verb phrases, action verbs, lexical verbs, modals and semi-modals (^[157]Biber & Gray, 2016), as well as colloquial features (deictics, person pronouns, intensifiers) encapsulated in nominal structures. These colloquial features even appeared in definitions of scientific terms were and descriptions scientific facts and procedures to construct “a mutual frame of reference” (^[158]Hyland, 2010: 213 ), as also happens in other digital genres such as science blogs and popularisations, online comments and reviews in

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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:

Evaluando al candidato definitions:


1) learners: 5 (*)
2) modality: 5 (*)
4) verb: 4 (*)
7) collocations: 4 (*)
9) clauses: 4 (*)
10) context: 3
18) werth: 3

definitions
Lengua: eng
Frec: 57
Docs: 35
Nombre propio: / 57 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.854 = (5 + (1+4.85798099512757) / (1+5.85798099512757)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
definitions
: American Speech-Language-Hearing Association (ASHA) (1980). Committee on Language, Speech and Hearing Services in Schools, Definitions for communicative disorders and differences, ASHA, 22,317-8.
: Bitzer, L. (1968). The rhetorical situation. In W. A. Covino (Ed.), Rhetoric: Concepts, definitions, boundaries (pp. 1-14). Boston, M.A.: Allyn and Bacon.
: Bolger, D. J., Balass, M., Landen, E. & Perfetti, C. A. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45(2), 122-159.
: Dörnyei, Z. & Scott, M. L. (1997). Review article communication strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173-210.
: In order to analyze MREs, we investigate how the so-called instances of plurality of actions described in Newman (1990) (Section 1 [B]) relate to them. The definitions of these types of actions have been adapted as follows:
: Parodi, G., Ibáñez, R. & Venegas, R. (2010). Discourse Genres in PUCV-2006 Corpus of Academic and Professional Spanish. Criteria, Definitions and Examples. En G. Parodi (Ed.), Discourse genres in Spanish: Academic and professional connections (pp. 37–63). Amsterdam: Benjamins.
: The term ‘heritage learner’ has been quite controversial. One of the most commonly referenced definitions is the one proposed by ^[45]Valdés (2001: 38), i.e.,
: Valdés, G. (2003). Expanding Definitions of Giftedness: The Case of Young Interpreters from Immigrant Communities. Mahwah, NJ: Lawrence Erlbaum Associates.