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

1) Candidate: dimensions


Is in goldstandard

1
paper corpusSignosTxtLongLines156 - : This article reports on the results of the analysis of a sample of fifteen articles extracted from the journal Revista de Pedagogía in order to determine how education researchers interact with their peers and communicate their integrity and their compromise with the discipline. The analysis focused on the interpersonal metadiscourse category and its dimensions as proposed by Hyland (1999a, 2000): hedges, boosters, attitude markers, relational markers and person markers . The results reveal that the variability in the use of interpersonal markers could be linked to the type of research. Hedging constituted the most frequent trait followed by relation and attitude markers. I conclude that education researchers have a tendency not to impose their point of views. They are concerned with personal stance and with assuring that their arguments are accepted by their readers.

2
paper corpusSignosTxtLongLines195 - : When comparing communication behavior between the Chilean and Russian cultures, reflecting upon basic dimensions or aspects of culture provides a point of departure. Hofstede (1984) analyzed a large data base of responses collected over a period of six years covering more than 70 countries and developed a model that identifies four primary dimensions that assist in differentiating cultures: Power Distance Index (PDI ); Individualism (IDV); Uncertainty Avoidance Index (UAI), and Masculinity (MAS).

3
paper corpusSignosTxtLongLines364 - : International Organization for Standardization, which comprises 163 national standards bodies from around the world, and provides businesses, governments, and general society with ‘practical tools for all three dimensions of sustainable development: economic, environmental and social’ .

4
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.

5
paper corpusSignosTxtLongLines426 - : Provided that, Bühler (1990) distinguishes between three dimensions (or, according to Fillmore, 1997, sub-categories) of deixis: personal, local, and temporal .

6
paper corpusSignosTxtLongLines453 - : ^2 ^[165]Periñán and Mairal (2011) explain the methodology behind the creation of the Ontology of FunGramKB. For reasons of space, we shall only provide a brief explanation of this core component. The Ontology of FunGramKB is divided into three separate, albeit interrelated, subontologies in which the metaconcepts #ENTITIES, #EVENTS, and #QUALITIES respectively arrange in cognitive dimensions the following parts of speech: (i ) nouns, (ii) verbs, and (iii) adjectives. This type of organization stems from the fact that subsumption or IS-A is the only taxonomic relation permitted in the knowledge base.This contrasts with the approach adopted in FrameNet, for example, in which several frame-to-frame relations are posited (see ^[166]Ruppenhofer et al., 2010). These, however, have been shown to be problematic for NLP as far as reasoning is concerned (see ^[167]Ovchinnikova, Vieu, Oltramari, Borgo & Alexandrov, 2010). Conceptual, lexical and grammatical information is available through the NLP

7
paper corpusSignosTxtLongLines454 - : Orgad, S. (2006). The cultural dimensions of online communication: A study of breast cancer patients’ internet spaces . New Media & Society, 8(6), 877-899. [ [154]Links ]

8
paper corpusSignosTxtLongLines464 - : Foster, P. & Skehan, P. (2012). Complexity, accuracy, fluency and lexis in task-based performance: A synthesis of the Ealing research. En A. Housen, F. Kuiken & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp . 199-220). Amsterdam: John Benjamins. [ [132]Links ]

9
paper corpusSignosTxtLongLines520 - : This investigation presents a characterization of the colloquial usage of the word su’ of Santiago de Chile speakers within two dimensions: grammatical and sociolinguistic . First, a historical review allows to indicate that the colloquial use of approximative, ponderative and affective ‘su’, with a mostly determining function, has its origins in Latin language and can be found in early Spanish testimonies and subsequently in other Hispano-American countries. After the revision of 108 sociolinguistic interviews, it can be concluded that the use of ‘su’ as an affective determinant constitutes a possessive differentiated value, not described neither in grammars nor in any following studies. Along with this, it is concluded that it is possible to group these usage cases of ‘su’ in five thematic axes: 1) refreshments and liquors, 2) food, 3) home utensils or important possessions, 4) events, processes and activities and 5) human beings. Finally, findings about the sociolinguistic distribution in

10
paper corpusSignosTxtLongLines524 - : Second, through their involvement in CSL, SHLs can increase their critical language awareness. Courses that combine CSL with SSP offer the chance for SHLs to develop greater awareness when the CSL is based on critical language awareness (CLA) pedagogies. These pedagogies encourage students to see how languages are invariably imbedded in and at the mercy of larger socio-political and socio-cultural forces. They challenge students to see how power is brokered through language, how language can be racialized, and how speech communities can be discriminated against for their language. ^[87]Leeman (2018) contends that CLA pedagogies can be used “to promote students’ understanding of the social, political and ideological dimensions of language as a means to promote students’ agency in making linguistic choices with the broader goal of challenging linguistic subordination and promoting social justice both inside and outside the school setting” (^[88]Leeman, 2018: 345-346 ). Many SHLs are speakers

11
paper corpusSignosTxtLongLines59 - : Learning style refers to "an individual's natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills and persist regardless of teaching methods and content areas" ([39]Reid, 1995:viii). Many of the multiple elements that comprise an individual learning style are bipolar, representing a continuum from one expreme to another. However, no value judgment is made about where a learner falls on the continuum. Since each style has similar intelligence ranges, a student cannot be stigmatized for having one set of learning strengths. The concept of learning styles thus offers a non-discriminatory approach for understanding individual differences among diverse students ([40]Kinsella, 1995). The learning style dimensions that will be the focus of this research are: 1 ) visual/auditory/hands-on; 2) extroverted/introverted; 3) intuitive/concrete-sequential; 4) closure-oriented/open; and 5) global/analyitic.

12
paper corpusSignosTxtLongLines596 - : The integrative approach to metadiscourse proposed by ^[63]Hyland (2005) includes two dimensions: the interactive and the interactional . The former includes code glosses, endophoric markers, evidentials, frame markers and transition markers. The latter involves attitude markers, boosters, engagement markers, hedges and self-mention. Readers are an integral part of specialised discourse, and authors seek to promote and guide effective interaction with their readers. The use of metadiscourse devices is, therefore, essential in this regard. In addition, these mechanisms enable to highlight the authors’ epistemological positioning and preferences while they also organise and develop information in a logical way. ^[64]Mur-Dueñas (2011) explains the relation between the interactive and the interactional dimensions of metadiscourse in the following terms:

13
paper corpusSignosTxtLongLines601 - : The texts produced by the students were tagged by test and student and introduced in Coh-Metrix (version 3.0). Coh-Metrix is an automated web tool that generates indices of the discourse and linguistic representations of texts within five major dimensions: “narrativity, syntactic simplicity, word concreteness, referential cohesion, and deep (causal ) cohesion” (^[91]McNamara et al., 2014). For the authors, computerisation therefore replaces other methods used in the past to measure L1/L2 language development, like linguistic analysis provided by hand and other traditional classifications (e.g. Hunt analysis). Other automated tools like Synlex, which has been previously used for the cross-sectional description of bilingual discourse (^[92]Lorenzo, 2017; ^[93]Lu, 2010, for further information on this tool) and other types of software like Trijamod, Childes and Freeling were considered, but they were found less appropriate to the ends of this study.

Evaluando al candidato dimensions:


1) markers: 7 (*)
4) learning: 5
5) linguistic: 4 (*)
9) metadiscourse: 4 (*)
12) shls: 3
13) discourse: 3 (*)
14) promote: 3
15) markers.: 3
20) attitude: 3

dimensions
Lengua: eng
Frec: 98
Docs: 59
Nombre propio: 1 / 98 = 1%
Coocurrencias con glosario: 4
Puntaje: 4.809 = (4 + (1+5.16992500144231) / (1+6.62935662007961)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
dimensions
: Baker, L. & Wigfield, A. (1999). Dimensions of children’'s motivation for reading and their relations to reading activity and reading achievement. Reading research quarterly, 34(4), 452-477.
: Bazerman, Ch. (1998). Emerging perspectives on the many dimensions of scientific discourse. En J. Martin & R. Veel (Eds.), Reading science. Critical and functional perspectives on discourses of science (pp. 15-28). London: Routledge.
: Ben-Zur, H. (1998). Dimensions and patterns in decision-making models and the controlled/automatic distinction in human information processing. European Journal of Cognitive Psychology, 10, 171-189. doi: 10.1080/713752271
: Biber, D. & Tracy-Ventura, N. (2007). Dimensions of register variation in Spanish. En G. Parodi (Ed.), Working with Spanish corpora (en prensa). London: Continuum.
: Biber, D. (1986) Spoken and written textual dimensions in English: Resolving the contradictory findings. Language, 62(2), 384-424.
: Biber, D. (1995). Dimensions of Register Variation: A Cross-Linguistic Perspective. Cambridge: Cambridge University Press.
: Carter, R. (1990) The idea of expertise: An exploration of cognitive and social dimensions of writing. College Composition and Communication, 41, 265-86.
: Chen, W. (2008). Dimensions of subjectivity in natural languages. Ponencia presentada en el 46th Annual Meeting of the Association for Computational Linguistics on Human Language Technologies, 13-16.
: Conrad, S. & Biber, D. (2001). Multi-dimensional methodology and the dimensions of register variation in English. En S. Conrad & D. Biber (Eds.), Variation in English: Multi-dimensional studies (pp. 13-42). London: Longman.
: Gibbons, J. & Turell, M. T. (Eds.) (2008). Dimensions of Forensic Linguistics. Ámsterdam/Filadelfia: John Benjamins.
: Gunter, B., Clifford, B. & Berry, C. (1980). Release from proactive interference with television news items: Evidence for encoding dimensions within televised news. Journal of Experimental Psychology: Human Learning and Memory, 6, 216-223.
: Hofstede, G. (2003). Cultural dimensions [on line]. Retrieved from: [47]http://www.geert-hofstede.com/hofstede
: Housen, A., Kuiken, F. & Vedder, I. (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. Nueva York: John Benjamins.
: Levy, M. & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. NJ: Lawrence Erlbaum.
: Moirand, S. (2003a). Communicative and cognitive dimensions of discourse on science in the French mass media. Discourse Studies, 5(2), 175-206.
: Moreno-Fernández, F. & Otero, J. (2008). The status and future of Spanish among the main international languages: Quantitative dimensions. International Multilingual Research Journal, 2(1-2), 67-83.
: Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13, 423-451.
: Zwaan, R. (1999). Five dimensions of narrative comprehension. The event indexing model. En S. Goldman, A. Graesser & P. van den Broek (Eds.), Narrative comprehension, causality and coherence. Essays in honor of Tom Trabasso (pp. 324-347). Mahwah, N.J.: Erlbaum.
: Zwaan, R., Magliano, J. & Graesser, A. (1995). Dimensions of situation-model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 386-397.
: dimensions established in the project Fondecyt 1020786). In order to verify its descriptive potential, the matrix, based on these components, is applied in an exploratory way to a small set of texts.