/LING
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Lista de candidatos sometidos a examen:
1) empirical (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: empirical
Is in goldstandard
1
paper corpusSignosTxtLongLines158 - : in linguistics characterized by their theoretical and empirical contributions to the field: Systemic Functional Linguistics and Text Linguistics . The concept of genre is fundamental to current linguistics, while it also represents an important challenge to diverse theoretical perspectives due to its intrinsically complex nature. Even if the different theoretical frameworks discuss the issue of genre, it is rare to find an "interschool dialogue" that would draw distinctions, make comparisons and arrive to conclusions that may enlarge our knowledge in this field. The paper is divided in two sections: the first compares and summarizes the main coincidences and differences referred to epistemological origins and general theoretical principles of Systemic Functional Linguistics and Text Linguistics. The second explores the concept of genre in both, based on the analysis of representative examples. The main purpose of this comparison is to advance some conclusions that may illuminate the
2
paper corpusSignosTxtLongLines194 - : 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 students 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 students 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 corpusSignosTxtLongLines311 - : As we can see, Bernstein is making a distinction here: first between the everyday practical discourse that students bring to education and the academic discourse that education has evolved to research and teach; and secondly, within academic discourse, between the kind of technically integrated knowledge constructed in science and the less technical, more segmental understandings built up in the social sciences and humanities. Bernstein distinguishes these academic knowledge structures along two dimensions which Muller (2007) terms verticality and grammaticality. First, verticality conceptualises how theories progress -via ever more integrative or general propositions that embrace a wider range of empirical phenomena, or via the introduction of a new language which, as Bernstein (1996: 162 ) describes, constructs a "fresh perspective, a new set of questions, a new set of connections, and an apparently new problematic, and most importantly a new set of speakers". Borrowing Bernstein's image
4
paper corpusSignosTxtLongLines331 - : An empirical approach to Aktionsart: A corpus-based study
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paper corpusSignosTxtLongLines434 - : This work aims at showing that, due to their mainly procedural meaning, discourse particles are linguistic devices used as instructions to ostensively guide a hearer during information processing. By means of a set of eye-tracking reading experiments, we have analyzed how counter-argumentative connectives and focus operators contribute to constraining inferential computations during reading comprehension. Results, based on these experiments, provide empirical evidence that allows supporting three theoretical arguments concerning discourse particles: a ) discourse particles are not irrelevant devices in communication (cfr. § 2.1); b) discourse particles have a mainly procedural meaning (cfr. § 2.2); and c) the processing patterns to which discourse particles give rise in utterances depend on the interaction of two factors: the properties of discourse particles themselves and the properties of the utterances in which they occur (cfr. § 2.3).
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paper corpusSignosTxtLongLines601 - : In the domain of Corpus Linguistics, recent empirical research using bilingual corpus produced in formal learning environments is mostly cross-sectional and decontextualised: the students’ linguistic competence is only defined as it is at a given time and the language production under examination is not content-bound . However, content plays such an important role in language development that Cummins’ distinction between ‘basic interpersonal communicative skills’ (BICS) and ‘cognitive academic language proficiency’ (CALP) (^[85]Cummins, 2008) is claimed not to be fully comprehensive (^[86]Harwood & Hadley, 2004; ^[87]Dressen-Hammouda, 2008; ^[88]Heine, 2014). For these authors, a third dimension should be added to the dichotomy: specialised academic register specific for each subject.
Evaluando al candidato empirical:
1) discourse: 9 (*)
3) particles: 6
4) theoretical: 5
5) linguistics: 5 (*)
6) academic: 5
8) feedback: 4 (*)
9) bernstein: 4
10) error: 3 (*)
11) repetition: 3
13) correct: 3
15) genre: 3 (*)
16) cfr.: 3
empirical
Lengua: eng
Frec: 132
Docs: 79
Nombre propio: / 132 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.839 = (5 + (1+5.75488750216347) / (1+7.05528243550119)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| empirical |
: Beller, S. (2010). Deontic reasoning reviewed: psychological questions, empirical findings, and current theories. Cognitive Processing, 11, 123-132. : Carpuat, M. & Wu, D. (2007). Improving statistical machine translation using word sense disambiguation. Proceedings of the 2007 Joint Conference on Empirical Methods in Natural Language Processing and Computational Natural Language Learnin (pp. 61-72). : Caruana, R. & Niculescu-mizil, A. (2006). An empirical comparison of supervised learning algorithms. Ponencia presentada en el International Conference on Machine learning, Pittsburgh, Estados Unidos. : Chapell, M. (1996). Brief report: Changing perspectives on aging and intelligence:an empirical update. Journal of Adult Development, 3(4), 233-239. : Ciaramita, M. & Altun, Y. (2006). Broad-coverage sense disambiguation and information extraction with a supersense sequence tagger. Proceedings of the 2006 Conference on Empirical Methods in Natural Language Processing (pp. 594-602). Association for Computational Linguistics. : Clegg, S. (1975). Power, rule, and domination: A critical and empirical understanding of power in sociological theory and organizational life. London: Routledge & Paul. : Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. En B. Street & N. H. Hornberger (Eds.), Encyclopaedia of language and education, 2: Literacy (pp. 71-83). Nueva York: Springer. : Dillon, A. (1992). Reading from paper versus screens: A critical review of the empirical literature. Ergonomics, 35(10), 1297-1326. : Dörnyei, Z. & Scott, M. L. (1995). Communication strategies: An empirical analysis with retrospection. Tesol Quarterly, 29(1), 55-85. : Fogal, G. G. (2015). Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research. Language and Literature, 24(1), 54-72. : Ghiasinejad, S. & Golden, R. (2002). An empirical evaluation of the AUTOCODER system for automatic semantic coding of children summarization data. Poster presentado en the 12th Annual Meeting of the Society for Text and Discourse, Chicago, Estados Unidos de Norteamérica. : Gliozzo, A., Magnini, B. & Strapparava, C. (2004). Unsupervised domain relevance estimation for word sense disambiguation. Proceedings of the Empirical Methods in Natural Language Processing Conference, Barcelona, Spain. : Golden, R. M. & Goldman, S. R. (2006). An empirical feasibility study of the ARCADE system. En R. Sun (Ed.), Proceedings of the 28th Annual Cognitive Science Society Conference (pp.1376-1381). Mahwah, NJ: Lauwrence Erlbaum. : Hacker, D.J. (1998) "Definitions and Empirical Foundations", en D.J. Hacker, J. Dunlosky y A.C. Graesser (Eds.) Metacognition in Educational Theory and Practice, Mahwah, N.J.: Lawrence Erlbaum, 1-23. : Hulstijn, J. H. & Laufer, B. (2001). 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The sociology of science: Theoretical and empirical investigations. Chicago: University of Chicago Press. : Mihalcea, R. & Tarau, P. (2004). TextRank: Bringing order into texts. Ponencia presentada en Conference on Empirical Methods in Natural Language Processing,Barcelona, España. : Owen, E., Schultz, K., Peters, S., Chen, T. & Pon-Barry, H. (2005). Empirical foundations for intelligent coaching systems. Ponencia presentada en la Interservice/industry training, simulation and education conference. Orlando, Florida, Estados Unidos de Norteamérica. : Pennacchiotti, M. & Pantel, P. (2009). Entity extraction via ensemble semantics. En Proceedings of Conference on Empirical Methods in Natural Language Processing. Singapore: ACL. : Recasens, M., Martí, M. & Taulé, M. (2009). First-mention definites: More than exceptional cases. En S. Featherston & S. Winkler (Eds.), The Fruits of Empirical Linguistics (pp. 768-793). Berlin: de Gruyter. : Tessuto, G. (2015). Generic structure and rhetorical moves in English-language empirical law research articles: Sites of disciplinary and interdicursive cross-over. English for Specific Purposes, 37, 13-26. : Teufel, S., Siddharthan, A. & Tidhar, D. (2006). Automatic classification of citation function. Ponencia presentada en the Conference on Empirical Methods in Natural Language Processing, Sydney, Australia. : Tomlin, R. (1995). Modeling individual tutorial interactions: Theoretical and empirical bases of ICALL. En V. Holland, J. Kaplan & M. Sams (Eds.), Intelligent language tutors: Theory shaping technology (pp. 221-241). Hillsdale, N.J.: Erlbaum. : Van Beuningen, C. (2010). Corrective feedback in l2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1-27. : Van de Craen P., Ceuleers, E., Lochtman, K., Allain, L. & Mondt, K. (2007). An interdisciplinary research approach to CLIL learning in primary schools in Brussels. En C. Dalton-Puffer & U. Smit (Eds.), Empirical perspectives in CLIL classroom discourse (pp. 48-64). Frankfurt: Lang. : Vandergrift, L. & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497. : Vickrey, D., Biewald, L., Teyssier, M. & Koller, D. (2005). Word-sense disambiguation for machine translation. Proceedings of the conference on Human Language Technology and Empirical Methods in Natural Language Processing (pp. 771-778). Association for Computational Linguistics. : Wagner, S. (2011). Concessives and contrastives in student writing: L1, L2 and genre differences. In J. Schmied (Ed.), Academic Writing in Europe: Empirical Perspectives (pp. 23-49). Göttingen: Cuvillier. : Wyllys, R. (1981). Empirical and theoretical bases of Zipf’s Law. Library Trends, 30(1), 53-64. : Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 31(1), 121-140. : van den Broek, P. , Rohleder, L. & Narváez, D. (1996). Causal inferences in the comprehension of literary texts. En R. Kreuz & M. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 179-200). Westport, CT: Ablex Publishing Company. |