Termout.org logo/LING


Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

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

1) Candidate: direct


Is in goldstandard

1
paper corpusSignosTxtLongLines282 - : 3. Direct instruction: The teacher explains, describes and shows the ability to be taught .

2
paper corpusSignosTxtLongLines295 - : This paper explores, from a systemic functional linguistics perspective, the relation among the concepts of 'context', 'register' (Halliday & Hasan, 1989; Halliday, 2004) 'genre' (Martin, 1992, 1997, 2000) and language education. The reason for exploring these concepts is their connection with two notions that have a direct bearing on language teaching/learning: the appropriateness of linguistic forms to achieve specific communicative purposes (linked to the paradigm of analysing language in use ) and the relation between text and context. To illustrate and apply the SFL theoretical and analytical resources presented, an exemplar of a reader's letter published by Newsweek magazine is analysed. It is suggested that a functional perspective on language teaching/learning helps students build systematic links between contextual and linguistic parameters when using language, a goal which is facilitated by SFL's view of language as "sets of related choices or options, each of which is called a

3
paper corpusSignosTxtLongLines295 - : The aim of this paper is to explore, from the perspective of systemic functional linguistics (SFL), the relation between the concepts of 'context', 'register' (Halliday & Hasan, 1989; Halliday, 2004) genre (Martin, 1992, 1997, 2000) and language education. The reason for exploring these concepts is their connection with two notions that have a direct bearing on language teaching/learning: the appropriateness of linguistic forms to achieve specific communicative purposes (linked to the paradigm of analysing language in use ) and the relation between text and context.

4
paper corpusSignosTxtLongLines299 - : According to Simoni (2004), there are two standards for the query-letter genre in Folha de S. Paulo and O Globo Brazilian Journals, direct and indirect, as the answers are quoted or reported in the third movement: 'provide an answer .' Based on relevance theory, the 68 query-letters collected in Simoni's work were reanalyzed in this study, indicating that relevance relations allow us to refine this distinction and the definition of the genre itself. Therefore, query-letters are reader's letters, published in specific sections of a newspaper, containing a query or demand, whose answers or replicas of editorial staffs, specialists or involved entities are quoted or reported. Query-letters with direct answers are reader's letters, containing queries, whose answers of editorial staff or specialists are quoted; and query-letters with indirect answers are reader's letters, containing demands or consultations, whose satisfaction or responses of the involved entities are reported.

5
paper corpusSignosTxtLongLines300 - : First, there is the recent and growing literature on multimodality in the classroom, including Graham and Whalen (2008), Dannels (2009), Ward (2009), Prior and Shipka's (2009) work (2003), and the work of Kress, especially his studies of secondary school science (2001) and English (2005). This teaches us that, as Kress puts it, multi-modality is the norm (Kress, 2003). Second, North American genre theory suggests, following Miller (1984, 1994) that genre can be conceived as social action, "A typified response to a recurring situation" (1984: 163), something that worked once and people have tried again and again successfully. Genres evoke expectations, direct attention, guide action and suggest "what motives we may have" (1984: 163 ). Yet the relationship between media and genres, as Miller suggested at SIGET IV, is complex. 'The nature of genre escapes us when we separate genre and medium,' as Miller put it in her conbribution to Siget IV. The blog, for example, quickly evolved from being

6
paper corpusSignosTxtLongLines328 - : Abstract: The direct object with human reference is marked with the preposition a. However, when the direct object is located in initial position it usually tends to lose the case mark, even though the referent is human and individual, as it is illustrated in the following example: ella la recomendó un cuñado mío . The aim of this article is to determine the syntactic factors involved in the absence of case marking. The methodology of this work is based on the data from four corpora of the Spanish spoken in Mexico. The results of the investigation show that direct objects with human reference without the presence of case mark have certain subject sentence features given their proximity to the topicality and individuation hierarchies.

7
paper corpusSignosTxtLongLines337 - : By manipulating the spatiotemporal contiguities of direct causal events, Fugelsang, Roser, Corballis, Gazzaniga and Dunbar (2005) devised a task to contrast brain activity during three conditions: direct events (i .e., Michottean launching), spatial discontiguity, and temporal discontiguity. The spatial discontiguity included a spatial gap between the two colliding objects while keeping the temporal succession between the objects. The temporal discontiguity consisted in a delay in the movement onset of the second object while maintaining spatial contiguity. Using fMRI, Fugelsang et al. (2005) observed lateralized right posterior regions involved in detecting the spatiotemporal contiguities of direct causal events (e.g., during the Michottean launching). Specifically, the right inferior parietal lobule (RIPL) was hypothesized to be involved in processing the temporal properties of the causal event, whereas the right middle temporal gyrus (RMTG) was hypothesized to process the spatial

8
paper corpusSignosTxtLongLines421 - : There are different vectors that join the slogan with Martin’s photograph and with the name of the party, which makes it clear that the different elements of this multimodal text are connected. For example, the words of the slogan are joined with Martin’s face. Consequently, there is a symbolic identification between the party, the slogan it has and Martin as its political leader. As already mentioned when analyzing [30]Figure 2, this would be another example of a demand visual in which the politician requests a direct answer from the viewer: her/his vote .

9
paper corpusSignosTxtLongLines596 - : “Metadiscourse functions on a referential, informational plane when it serves to direct readers on how to understand the author's purposes and goals, and the primary message by referring to its content and structure. The referring can be on a global or local level. Metadiscourse functions on an expressive or attitudinal plane when it serves to direct readers how to 'take' the author, that is, how to understand the author's perspective or stance toward the content or the structure of the primary discourse” (^[55]Crismore, 1984: 282 ).

10
paper corpusSignosTxtLongLines599 - : According to ^[71]Peacock (2006), expressing accepted truth is similar to conveying evidential or implicit truth. Modals (e.g. ‘will’ or ‘must’) or certain phrases (e.g. ‘of course’, ‘clearly’ or ‘obviously’) are often used to express accepted truth, that is, when a claim made is already widely accepted in a particular discipline. Even though the author’s viewpoint is not meant to be involved in such cases, the boosters mentioned “mark involvement and solidarity with an audience, stressing shared information, group membership, and direct engagement with readers” (^[72]Hyland, 1998a: 350 ). The term “solidarity boosters”, introduced by ^[73]Vassileva (2001: 97), reflects more specifically the inclusion of the reader in a scientific or discourse community and his knowledge of the field (^[74]Myers, 1989; ^[75]Harwood, 2005). The examples mentioned previously could also be considered as solidarity boosters depending on the context in which they have been used. Peacock (^[76]2006: 65

Evaluando al candidato direct:


2) genre: 8 (*)
4) reader: 5 (*)
5) martin: 5
6) temporal: 5
7) answers: 5
8) concepts: 4
10) author: 4
12) relation: 4
13) query-letters: 4
14) spatial: 4 (*)
15) halliday: 4
16) perspective: 4

direct
Lengua: eng
Frec: 149
Docs: 58
Nombre propio: 1 / 149 = 0%
Coocurrencias con glosario: 3
Frec. en corpus ref. en eng: 284
Puntaje: 3.830 = (3 + (1+5.83289001416474) / (1+7.22881869049588)));
Rechazado: muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
direct
: Addis, D., Knapp, K., Roberts, R. & Schacter, D. (2012). Routes to the past: Neural substrates of direct and generative autobiographical memory retrieval. Neuroimage, 59, 2908-2922.
: Banaruee, H., Khatin-Zadeh, O. & Ruegg, R. (2018). Recasts vs. direct corrective feedback on writing performance of High School EFL learners. Cogent Education, 5(1), 23.
: Cameron, R. (1998). A variable syntax of speech, gesture, and sound effect: Direct quotations in Spanish. Language Variation and Change, 10, 43-83.
: In some other cases, authors engage in a less direct dialogistic positioning through modality or counterexpectancies -through conjunctions, either concessives or continuatives (Martin & Rose, 2003), for example:
: Luce, C. & Kirnan, J. P. (2016). Using indirect vs. direct measures in the summative assessment of student learning in Higher Education. Journal of the Scholarship of Teaching and Learning, 16(4), 75-91.
: Luke, A. (2014). On explicit and direct instruction. Australian Literacy Association Hot Topics, 1-4.
: Rajarm, S. & Roediger, H. (1993). Direct comparison of four implicit memory tests. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19(4), 765-776.
: Schmalz, X., Marinus, E. & Castles, A. (2013). Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children. The Quarterly Journal of Experimental Psychology, 66, 338-346.
: Sierra, J. (2009). Escribe, Publica y Difunde tu Propio Libro: La Guía Esencial. San José: Direct Libros.
: Sonbul, S. & Schmitt, N. (2010). Direct teaching of vocabulary after reading: is it worth the effort? ELT Journal, 64(3), 253-260.
: Wilkinson, L., & Janks, H. (1998). Teaching Direct and Reported Speech from a Critical Language Awareness (CLA) Perspective. Educational Review, 50(2): 181-190.
: Wolff, P. (2003). Direct causation in the linguistic coding and individuation of causal events. Cognition, 88(1), 1-48.