/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) english (*)
(*) Términos presentes en el nuestro glosario de lingüística

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1) Candidate: english

Is in goldstandard

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paper corpusSignosTxtLongLines130 - : Hibbert, C. (1998). The English: a Social History 1066-1945 . London: Pladin. [ [34]Links ]

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paper corpusSignosTxtLongLines183 - : Lavid, J. & Arús, J. (en prensa). Construing processes of consciousness in English and Spanish: Theoretical and applied perspectives . En M. Carretero, J. Lavid, S. Pérez & E. Sánchez (Eds.), Estudios en Homenaje a Angela Downing. Madrid: Departamento de Filología Inglesa de la Universidad Complutense de Madrid. [ [90]Links ]

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paper corpusSignosTxtLongLines233 - : En el Reino Unido, por ejemplo, surge en la década de los 70 el movimiento Plain English Campaign, con el objetivo de luchar contra el legalese o gobbledygook, esto es, el inglés incomprensible empleado en el discurso burocrático y jurídico . Esta iniciativa, emprendida por los grupos de defensa del consumidor^[29]4, tiene como finalidad prioritaria garantizar el derecho de los ciudadanos a comprender los documentos que les afectan directamente, por lo que, en un primer momento, se aplicó sobre todo a algunos formularios administrativos y documentos comerciales emitidos por bancos, compañías de seguros y empresas multinacionales.

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paper corpusSignosTxtLongLines242 - : “At the present time English, to a much greater extent than any other language, is the language in which the fate of most of the world’s millions is decided. English has, in the twentieth century, become the international language par excellence” (Phillipson, 1992: 5 ).

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paper corpusSignosTxtLongLines244 - : Comprehension of academic texts written in English: Relation between level of comprehension achieved and variables involved

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paper corpusSignosTxtLongLines277 - : Fawcett, R. (2007b). Modelling "selection" between referents in the English nominal group: An essay in scientific inquiry in linguistics . En C. Butler, R. Hidalgo Downing & J. Lavid (Eds.), Functional Perspectives on Grammar and Discourse: Papers In Honour of Angela Downing (pp. 165-204). Amsterdam: John Benjamins.

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paper corpusSignosTxtLongLines277 - : Fawcett, R. (en prensa) The many types of themes in English: Their syntax, semantics and discourse functions [en línea] . Disponible en: [62]http://www.isfla.org/Systemics/Print/index.html

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paper corpusSignosTxtLongLines295 - : In short, Halliday's (1978) suggestion is that, in the scope of language education, we interpret 'culture' from a linguistic viewpoint: just as in language education the term 'language' does not mean the whole, abstract concept of 'English' or 'French' or 'Chinese', but a particular variety of a language, such as commercial Chinese, academic French, or beginner's literacy in English, the cultural context for language teaching/learning should not be seen as:

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paper corpusSignosTxtLongLines300 - : This research was conducted in the department of Agricultural and Biosystems Engineering (ABE) (Harms, 2003). Specifically, the formal sites for this research were two linked courses: first-year writing (English 104, which included a traditional classroom and computer lab) and introduction to engineering graphics and design (Engineering 170, which included a traditional classroom, a computer lab, and a mechatronics lab (where students worked on a robot project). Both English 104 and Engineering 170 are three credit courses (each about 1/10 of a student's yearly program): English 104 met two times per week for 80 minute sessions, while Engineering 170 met up to four times per week for lecture, group work-time, and lab time . Harms also gathered data by spending time in the ABE department.

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paper corpusSignosTxtLongLines300 - : In the learning community, the linked courses were selected and designed to help students overcome the perception that first-year writing is an encapsulated activity unrelated to the engineering curriculum and to foster an environment in which the students were encouraged to make useful or meaningful connections between the disciplines of writing and engineering. The first two thirds of the course was designed to have them write about agriculture and engineering, presumably what they knew best. Unit 1 was titled 'Who are you? Where do you come from? What does it mean to be at the university?' Unit 2 was titled 'Where are you going? What do you want to become?' They wrote about their farming backgrounds and their future career in engineering. But significantly, as it turned out, they wrote genres that were, with one exception, from English: a personal narrative paper on identity, a future career plan, and a dream resume (see [25]Figure 1 ).

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paper corpusSignosTxtLongLines300 - : During the so-called learning community portion of the course, the students were afforded a ZPD through the introduction the genres of technical communication. Allen is one student who wrote about his perception of the split in English 104 in his end of semester reflection for English 104:

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paper corpusSignosTxtLongLines309 - : "We need to reanalyze virtually all of English grammar at the discourse level in order to be able to teach our students rules of grammar that will serve them when they read and write English for academic purposes" (Celce-Murcia, 2002: 156 ).

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paper corpusSignosTxtLongLines309 - : "I suspect that familiarity with the conceptual semantics of the relevant scientific field in any language is more relevant to successful understanding of a scientific text in English than in general English proficiency, at least beyond a very rudimentary skill in the language. If this is true, that teachers of science may be better prepared to teach scientific English than are teachers of the English language, at least in they sense that the could acquire the necessary language concepts in far less time than language teachers would require to master the necessary scientific ones" (Lemke, 2002: 28 ).

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paper corpusSignosTxtLongLines313 - : instead of their Romanian equivalents: 'account manager', 'area sales manager', 'chief executive officer', HR Trainee', 'IT manager', 'marketing manager', 'program officer', 'regional representative'. Departments in both multinational and Romanian organizations also have English names: 'Controlling Department', 'Corporate Affairs', 'HR Department', 'IT Department', 'PR manager', etc .

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paper corpusSignosTxtLongLines313 - : Verbs are often created from English verbs or nouns using Romanian verbal classifiers, like derivative suffixes: -a: forcasta (cf . forecast), targheta^[32]8 (cf. target), printa (cf. print); -iza: sponsoriza (cf. sponsor), globaliza (cf. global / globalize), computeriza (cf. computer / computerise), -ui^[33]9: a brandui (cf. brand), a bipui (cf. the interjection bip), a chatui (cf. chat), a serui (cf. share), a zipui (cf. zip) or inflectional suffixes: downloadati fisierul [download the file]: femeia care îl body-guard-eaza pe N. [the woman that *body-guards N.] (GALR, 2005). The affix-(a)re is specialized for abstract nouns, and is used as a means of completing the lexical family of the loanword: auditare, forcastare, printare, targhetare, etc.

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paper corpusSignosTxtLongLines313 - : Avram (1997: 164) observed that, in Romanian, the opposition tu-vous is linguistically achieved by means of a subclass of personal pronouns that help "establish an attitude that is marked by respect and distance." In her opinion, this opposition has the following distribution (in English, the translation for these forms is invariably 'you'): non-deferent form of address (tú ; we can also add the first name); a form of address that expresses 'politeness among peers and close friends or politeness towards subordinates' (dumneata); a form of address that expresses 'distant politeness, in official relationships, especially towards superiors' (dumneavoastra).

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paper corpusSignosTxtLongLines313 - : In the last two decades, Romanian has undergone a number of changes due to pressure from English (especially at the level of vocabulary and at the pragmatic level too). As a result, one may say that managers from multinational companies brought with them the issue of political correctness, the use of expressions or actions intended to make amends for unfair representations. In Romanian, as we show above, the dominant grammatical gender when talking about both feminine and masculine participants is the masculine. This fact is a reasonable explanation for the discursive uses of category nouns such as 'employee', 'associate', and 'colleague' since in Romanian there is no cultural code as far as 'politically correct' forms of address are involved. The English influence may actually be visible in general salutation formulas, when the recipient is unknown:

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paper corpusSignosTxtLongLines353 - : The first subsystem in the network as proposed in [28]Figure 3, the choice between operative and receptive voice, accounts for the difference between ‘I threw the ball and the ball was thrown’. The second option, analysed from below, is realized by the verbal group in passive voice. In English, it consists of the auxiliary ‘be’ plus the main verb in past participle form. In Spanish, in addition to this form, the passive voice can be realized with what has been called the ‘reflex’ or ‘se’ passive (Cano, 1981; Alarcos, 1987, 1999; Seco, 1996; Arús, 2006; Real Academia de la Lengua Española, 2010), realized with the use of the ‘se’ clitic and the verbal group in agreement with nominal group realizing the Medium. (4b) and (4c) offer the two possible translations from the English (4a):

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paper corpusSignosTxtLongLines368 - : Attribution of responsibility by Spanish and English speakers: How native language affects our social judgments

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paper corpusSignosTxtLongLines368 - : Native Spanish (n = 45) or native English speakers (n = 40) were randomly assigned to one of four conditions of literal wording in each respective language: 1) agentive: the main character in the scenario broke the vase ; 2) somewhat agentive: the vase was broken by the main character in the scenario; 3) somewhat non-agentive: the vase was broken; 4) non-agentive: the vase broke. The experiments thus used a 2 (language) x 4 (agentive) mixed factorial design. There were approximately 10 participants per group. The two independent variables, language and agentive wording, were treated as between-subjects factors.

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paper corpusSignosTxtLongLines402 - : The presence of English on the Internet in Spanish: Job advertisements in www .monster.es

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paper corpusSignosTxtLongLines402 - : Abstract: In this paper we present the results of a corpus-based synchronic study on the presence of English in 208 jobs ads placed on the Spanish website www.monster.es published during the month of November 2011. The aims of this study were to identify the presence of anglicisms used in job ads, determine their presence and quantity and establish to what extent the presence of English depends on the following extra linguistic factors: industry activity, job level (high, intermediate or low ) and type of organization (international or domestic). The results indicate that the percentage of job ads that contained at least one English word (87.5%) was significantly higher for the job ads written exclusively in Spanish (12.5%). Using the U de Mann-Whitney and Kruskal-Wallis test as well the Spearman (rS) correlation test, we verify the extent to which English was used, was found to depend on the industry activity, job level, and (inter)national orientation. These findings support observations

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paper corpusSignosTxtLongLines402 - : Korzilius, H, van Meurs, F. & Hermans, J. (2006). The use of English in job advertisements in a Dutch national newspaper: On what factors does it depend ? En R. Crijns & C. Burgers (Eds.), Werbestrategien in Theorie und Praxis: Synchrone, diachrone und interkulturelle Perspektive (pp. 147-174). Tostedt: Attikon Verlag. [ [59]Links ]

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paper corpusSignosTxtLongLines408 - : Visual recognition and semantic categorization of novel words in English as a foreign language ( L2): The role of incidental reading and vocabulary exercises

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paper corpusSignosTxtLongLines408 - : El presente estudio corresponde a un diseño experimental de medidas repetidas que permitió comparar el efecto de LI y LEV en el aprendizaje léxico con la utilización de las tareas de reconocimiento visual y categorización semántica. Se utilizaron 28 seudopalabras (p. ej., balter, gink) que fueron seleccionadas a partir de una serie de criterios en la página de The English Lexicon Project (http://elexicon .wustl.edu) (Balota, Yap, Hutchison, Cortese, Kessler, Loftis, Neely, Nelson, Simpson & Treiman, 2007). Estos incluían longitud (4-6 letras), vecindad ortográfica (6-11 vecinos ortográficos), frecuencia de bigrama promedio (2.036-3.802), y tiempos de reacción (655-1050ms) y precisión (0.17-0.97) en tareas de decisión léxica. Al mismo tiempo, se seleccionaron otras 42 seudopalabras equivalentes a las utilizadas en el experimento que cumplían la función de distractores en los ejercicios de vocabulario de la condición LEV. Las 28 seudopalabras que los sujetos debían aprender se repartieron en

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paper corpusSignosTxtLongLines415 - : [2]vol.49 número90 [3]Communication strategies used by different level L2 English learners in oral interaction [4]Extracción abierta de información a partir de textos de Internet en español utilizando reglas sobre categorías de palabras en secuencias: Problemas del método, sus causas y posibles mejoras [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

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paper corpusSignosTxtLongLines420 - : The main objective of this paper is to determine the kind of usage made by students –as well as their perception– of an often misused and even undervalued tool: the dictionary. This study shows that learners seldom reflect upon the kind of information they need in a dictionary, in the same way that a single specialised lexicographical work rarely contains all the information needed to solve all the terminological/conceptual/usage-related doubts that may arise. This is the reason why we have analysed how learners of English for Engineering perceive their own lexicographical usage, needs and expectations when explicitly asked about these aspects by means of two questionnaires: one of them dealing with the critical analysis of already-existing works and the other about lexicographical usage and needs . The results obtained show that no single text has all the quality, quantity, clarity and user-friendliness features to be expected in a scientific-technical e-dictionary. This is the reason why

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paper corpusSignosTxtLongLines420 - : specific improvements have been signalled to optimise these aspects according to the principles of specialised pedagogical lexicography (Fuertes-Olivera & Arribas-Baño, 2008; Fuertes-Olivera, 2009) –so enriching in the teaching-learning process of English for Specific Purposes (ESP)– and to the criteria of prospective users: the students . Hence, this study aims at promoting learners’re-discovery of the electronic specialised dictionary as a useful learning and professional tool with the final objective of creating e lexicographical products that enhance the active and efficient use of dictionaries.

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paper corpusSignosTxtLongLines451 - : We paid special attention to the existing literature on the issues of teaching English pronunciation to Spanish speakers. Unfortunately, such resources are scarce. The fullest courses are ‘English Phonetics and Phonology for Spanish Speakers’ by ^[60]Mott (2005) and ‘A Course in English Phonetics for Spanish Speakers’ by ^[61]Finch and Ortiz Lira (1982), but they teach British English to Castilian Spanish speakers. Such books like ‘Teaching English Sounds to Spanish Speakers' by ^[62]Schneider (1971), ‘English Pronunciation for Spanish Speakers: Vowels’ by ^[63]Dale (1985), ‘English Pronunciation for Spanish Speakers: Consonants’ by ^[64]Dale and Poms (1986 ) teach American English, but are limited to some aspects of pronunciation and do not consider Mexican Spanish peculiarities.

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paper corpusSignosTxtLongLines454 - : A detailed analysis of the results reveals that, in general, the users of the English fora are less systematic in the organisation of their posts: most messages are only partially similar with no greetings or farewells, and when such salutations are included, especially in the women’s fora, they are imaginative, humorous, and contain many emoticons . Example 1 from the NHS erectile dysfunction forum exemplifies how posts in English in men’s fora usually go straight to the point; we rarely find a salutation or greeting:

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paper corpusSignosTxtLongLines454 - : We often find no salutations in posts in English in women’s fora, as in Example 2:

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paper corpusSignosTxtLongLines454 - : On the other hand, sign-offs usually include some kind of request and/or politeness indicator. For instance, in English men’s fora, we find that most farewells imply a desperate need for help, as the following example illustrates:

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paper corpusSignosTxtLongLines454 - : In women’s fora in English, sign-offs usually consist in questions posed to the thread, as in these examples:

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paper corpusSignosTxtLongLines454 - : Regarding pronouns in the plural, the use of first person forms such as ‘we’ and ‘us’ in online communities may express solidarity with the support group (^[99]Arguello et al., 2006). The lexical analysis of this corpus evidences that in English, however, first person plural forms rank low on the frequency list in both genders: ‘we’ at position 150 and ‘us’ at 901 out of a total of 1,927 . In Spanish, by contrast, and especially in women’s groups, we find the possessive nos, an inclusive engagement marker, in very remarkable positions, at position number 70 out a total of 2,138 words on the frequency list. This may corroborate the findings of other cross-cultural studies which suggest that Spanish nationals use the Spanish language in positive politeness-oriented ways which emphasises in-group involvement and relations (^[100]Mur-Dueñas, 2007; ^[101]Lorenzo-Dus & Bou-Franch, 2013).

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paper corpusSignosTxtLongLines454 - : Interestingly, the findings bring to the fore the impact of humour in these fora. Traditionally, and as ^[112]Lakoff (2004) has remarked, women are said to have no sense of humour. In online discussion groups, scholars such as ^[113]Guiller and Durndell (2006) have identified more instances of humour in men’s participation in online discussion groups. In their study, more males than females sent messages containing humour. This is in stark contrast to the findings of this study with regard to messages in English: women utilise wordplay and humour while in men’s erectile dysfunction groups there is a complete absence of humorous wordplay . It seems that the traditional assumption that women have no sense of humour is somehow overturned in online support groups. Indeed, studies such as ^[114]Orgad’s (2006) found similar wordplay and humour in online support groups for breast cancer. In Orgad’s research, US women adopted a cheerful and triumphant attitude despite suffering painful and difficult

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paper corpusSignosTxtLongLines464 - : La prueba estandarizada de inglés Test of English as a Foreign Language (TOEFL iBT) es una evaluación multinivel (A1 a C1, MCER), de cuatro secciones: Comprensión auditiva, y lectora, producción oral, y escrita . En este estudio, se utilizaron las dos tareas independientes de la sección oral: El relato de una experiencia personal, y la elección justificada de una opción dada. En cada una, había 15 segundos de preparación, durante los cuales los aprendientes podían tomar notas y planear su respuesta, y 45 segundos para grabar la respuesta. Las mismas tareas fueron utilizadas con los tres grupos de la muestra.

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paper corpusSignosTxtLongLines465 - : Aprendiz Identidad por la cual se atribuye a un individuo i) la adquisición y el desarrollo de conocimientos, habilidades, destrezas, etc., en situaciones específicas y/o a lo largo de su vida, así como la conexión de procesos cognitivos y afectivos, que actúan de mediadores en experiencias pasadas, presentes y futuras de igual naturaleza, y ii) la pertenencia a determinadas comunidades de práctica como resultado de todo lo anterior. “...I didn't learn English just by talking to others, as I said before, I practiced listening with music but I used another way when I discovered the wonderful world of series: Glee, Teen wolf, Game of thrones, New girl, Friends, and many many, many more, are series that I used to practice listening by watching them in original version . At first with Spanish subtitles but then with English subtitles.” (TIP-EV)

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paper corpusSignosTxtLongLines465 - : Bernhard, J. K., Cummins, J., Campoy, F. I., Ada, A. F., Winsler, A. & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities . Teachers College Record, 108(11), 2380-2405. [ [158]Links ]

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paper corpusSignosTxtLongLines471 - : adquisición o criterios de evaluación (^[43]Capel, 2010). Dependiendo del propósito, las referencias para asignar niveles serán distintas. Así, el English Vocabulary Profile (^[44]Capel, 2010) añade datos procedentes de corpus de aprendices a la información de frecuencia obtenida a partir de corpus del inglés o listas de vocabulario para determinar cuál es el léxico que los hablantes no nativos son efectivamente capaces de producir en un determinado nivel . El DICI-A, por su parte, toma como punto de referencia un corpus de hablantes nativos (^[45]Spina, 2016) y para determinar el nivel de las colocaciones que incluye emplea un conjunto de parámetros: la frecuencia y la dispersión de la colocación en el corpus, su función (expresiones con significado descriptivo frente a marcas de organización textual y elementos pragmáticos) y el tema al que la colocación en cuestión se asocia.

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paper corpusSignosTxtLongLines480 - : [2]vol.51 número98 [3]Similitud verbal: Análisis comparativo entre lingüística teórica y datos extraídos de corpus [4]Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

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paper corpusSignosTxtLongLines481 - : Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection

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paper corpusSignosTxtLongLines481 - : still prefer and trust (^[187]Halter, 2006; ^[188]Rich & Hannafin, 2008; ^[189]Tripp & Rich, 2012b). The finding, that students’ limited progress in their English OPs as a result of VASRs could be improved by means of a well-structured protocol and the instructor’s feedback, also provides evidence to the effectiveness of teaching English OP according to the philosophy of experiential learning: that learners’ growth of knowledge depends on the instructor’s guidance to reflect on their experience (^[190]Joyce et al ., 2002).

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paper corpusSignosTxtLongLines482 - : [2]vol.51 número98 [3]Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection [4]Estrategias didácticas para desarrollar el discurso narrativo en preescolares con Trastorno Específico del Lenguaje (TEL ) [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

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paper corpusSignosTxtLongLines488 - : Clearly, British political, economic and technological power in the 19^th and early 20^th centuries fuelled the rise of English as a global language, and the degree of cultural and economic contact with Great Britain ensured a continuous flow of loanwords from English to other languages. While the dominance of English might have seen itself threatened by the subsequent decline of the British Empire after the two World Wars, the erosion of British influence happened to coincide with the rise of a new English-speaking giant: the United States . This nation, which produced so many advances in science and technology, led the charge towards the globalization and informatisation that characterise 21^st-century society. In a sense, the transfer of power from Britain to the United States paralleled the shift from mechanical to information technology.

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paper corpusSignosTxtLongLines488 - : The current position of English as the world’s lingua franca is driven by two major forces originating in the United States: the Hollywood effect, with English-medium products propagated through technologies such as films, recorded music, and broadcast media looming large in the cultural landscape ; and the Silicon Valley phenomenon, in which American computer- and Internet-based technologies dominate international communications and the global dissemination of knowledge (^[36]Xue & Zuo, 2013).

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paper corpusSignosTxtLongLines488 - : However, initiatives like this raise several important questions. Namely, are all the Anglicisms contained in this glossary superfluous or unnecessary? Do some of them, on the contrary, fill vocabulary gaps in the language? Have these words been properly verified in a corpus to gauge their current use? And, are the proposed alternatives in Spanish likely to be used, and consequently prosper, in the language? Some of the examples proposed as alternatives to English are: itinerancia (roaming ), plantar ideas (seeding), mecadotécnia callejera (street marketing), marca paraguas (umbrella brand), encubrimiento (cloacking), migas de pan (breadcrumbs), pago sin contacto (contactless payment), suplantador (phishing). Many of these lexical items may not prosper in Spanish because of their polysemic nature and lack of semantic specificity. Likewise, the glossary does not mention the gender of the nouns presented. This is particularly important in those instances that are clear adaptations from English

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paper corpusSignosTxtLongLines493 - : En “The development of narrative discourse in french by 5 to 10 years old children: some insights from a Conversational Interaction Method”, Edy Veneziano estudia si niños pequeños pueden producir textos narrativos más complejos y orientados a aspectos mentales, tras participar en una conversación en torno a las causas de los eventos de la historia. Los resultados muestran que, tras tomar parte en este método, los niños produjeron textos más coherentes y orientados a la mente, mejora que no se encontró en el grupo control. En la misma línea, “The Relationships Between Oral and Written Sentence Generation in English Speaking Children: The Role of Language and Literacy Skills”, por Julie E . Dockrell y Vincent Connelly, aborda la interacción entre oraciones escritas y orales producidas por niños en dos sesiones diferentes. Si bien el desempeño en ambas modalidades mejoró, el progreso en la prueba oral fue considerablemente mayor y se determinó que el desempeño en la oralidad

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paper corpusSignosTxtLongLines500 - : This paper explores the notion of constructions in FunGramKB and revises the criteria that have been used in order to determine what factors can modify the internal configuration of the lexical templates of verbal predicates (^[48]Fumero & Díaz, 2017). As such, a new criterion will be suggested and a revised version of the alphabetical catalogue of level 1 (L1) constructions by Fumero and Díaz (2017) will be presented. At a more specific level, the current research will strive to contribute to the analysis of the family of locative constructions in the English language by describing the peculiarities underlying each locative construction and how they can be formalised in the CLS so that the parser will be able to decode the syntactic behaviour of verbal predicates when analysed in terms of the parsing requirements of the syntactic rules of the Grammar Development Environment in ARTEMIS .

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paper corpusSignosTxtLongLines501 - : Simultaneous learning of English and Spanish in China: A Q-method study on motivation

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paper corpusSignosTxtLongLines523 - : “Who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[40]Valdés, 2000: 1 ).

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paper corpusSignosTxtLongLines524 - : “who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[29]Valdés, 2000: 1 ).

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paper corpusSignosTxtLongLines524 - : More recently, heritage learners of all languages have been defined as “heritage speakers are bilingual native speakers of their heritage language, except that the degree of ultimate attainment in the heritage language is variable” (^[30]Montrul, 2016: 249). Montrul, like Valdés, focuses on the language abilities of the students as a principal component of the definition. However, ^[31]Fishman (2001) expands this definition beyond the scope of linguistic proficiency to include passive language skills as well as personal and familial connections to the culture. For Fishman, heritage languages present two main characteristics in the United States context: (1) they are those other than English, and (2) they are languages that “have a particular family relevance to the learners” (^[32]Fishman, 2001: 81 ). Given the increasing numbers of SHLs in the university setting, research has been forthcoming regarding how to best help these learners improve their language skills as well as how to better

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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 corpusSignosTxtLongLines534 - : apply to how the non-triviality of poetic topics affected opinions on the development of reading skills. While most students acknowledged that interesting topics increased their motivation to read in English, those participants who disagreed expressed a concern regarding the complexity of the topics dealt with, as evidenced in the following comment: ‘Developing reading skills with poetry is counterproductive as the topics are generally complicated and they do not invite you to continue reading’ .

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paper corpusSignosTxtLongLines534 - : The active, self-discovery approach which learning English through poetry encourages (item 16) was highlighted by five students, especially in relation to the pleasure of disentangling rhetorical figures: ‘I enjoy trying to understand and decipher the metaphors in poetry’ . The demands of the interpretative process, however, might also justify the three negative opinions reported: ‘To understand a poem in English you have to read it several times. This is really boring and I usually get fed up’ or ‘The language and the content of poetry is difficult and therefore I lose interest in the class’.

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paper corpusSignosTxtLongLines535 - : Davies, M. (2008). The corpus of contemporary American English (COCA): 520 million words, 1990-present [on line] . Retrieved from: [123]http://corpus.byu.edu/coca/. [ [124]Links ]

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paper corpusSignosTxtLongLines539 - : Dried-meats Descriptive Cards in Spanish and English: A Corpus Based Study of the Rhetoric Structure

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paper corpusSignosTxtLongLines543 - : ^1“Any text in spoken English is organized into what may be called “information unit” The distribution of the discourse into information units is obligatory in the sense that the text must consist of a sequence of such units […] the speaker is free to decide where each information unit begins and ends and how it is organized internally […] is realized phonologically by “tonality” the distribution of the text into tone groups: one information unit is realized as one tone group” (Halliday, 1967: 199-200 ).

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paper corpusSignosTxtLongLines577 - : Spanish has been defined as “a major international language with a long social history of literacy, and it is a Romance language, with interesting linguistic similarities to, and differences from, English” (^[79]Biber, Davies, Jones & Tracy-Ventura, 2008: 1 ). Drawing on previous linguistic descriptions of English and Spanish spoken and written texts (^[80]Biber et al., 1999; ^[81]Parodi, 2010, ^[82]2015), and on the broad framework of genres in the Internet (^[83]Herring, 2013; ^[84]Kelly & Miller, 2016; ^[85]Miller & Kelly, 2017), this study sought to identify the linguistic features characterising crowdfunding projects. The broad research questions that guided the investigation were the following:

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paper corpusSignosTxtLongLines577 - : Previous rhetorical and linguistic studies contend that colloquial features associated with conversation can be traced across genres and new forms of communication in Web 2.0 (^[150]Luzón, 2013; ^[151]Mancera & Pano, 2013; ^[152]Barbieri, 2018; ^[153]Mancera, 2018; ^[154]Moya & Carrió-Pastor, 2018a, 2018b). One linguistic difference between Spanish and English that needs to be addressed in the analysis of crowdfunding proposals concerns the issue of structural elaboration vs. structural compression. In English academic writing “phrasal (non-clausal) modifiers embedded in noun phrases are the major type of structural complexity” (^[155]Biber & Gray, 2010: 3), rendering a compressed style that packages information into nominal compounds that condense information in chunks and is thus “efficient for expert readers, who can quickly extract large amounts of information from relatively short, condensed texts” (^[156]Biber & Gray, 2016: 326 ). Yet, the Spanish proposals differed in that phrasal

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paper corpusSignosTxtLongLines579 - : The analysis of the rhetorical organization of lecture introductions can provide models of their structure that students non-native to English can be familiarized with, resulting in their creation of “mental maps” which can assist the listeners in processing the lecture content (^[26]Lee, 2009: 43 ). Four genre analyses of lecture introductions have been produced to date - ^[27]Thompson (1994), ^[28]Lee (2009), ^[29]Shamsudin and Ebrahimi (2012) and ^[30]Yaakob (2013). The former three used relatively small corpora, consisting of 18, 10 and 6 lectures respectively, and the only study employing a more sizeable corpus was that of ^[31]Yaakob (2013), who analyzed 89 lecture introductions from the BASE corpus . Just one of these studies - that of ^[32]Shamsudin and Ebrahimi (2012), used a discipline-specific corpus (engineering), but, as noted above, consisting of just 6 lectures.

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paper corpusSignosTxtLongLines587 - : Martin, J. R. (2001). Technicality and abstraction: Language for the creation of specialized texts. En A. Burns & C. Coffin (Eds.), Analysing English in a global context: A reader (pp . 211-228). Londres, Nueva York: Routledge in association with Macquarie University and The Open University. [ [184]Links ]

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paper corpusSignosTxtLongLines59 - : Twenty students in the first semester of their fourth year in the English Education program at the University of Atacama were divided into two groups: those that participated with high frequency and those who participated less . The purpose of this study was to create an affective profile (considering the variables of anxiety, motivation, self-esteem, and learning styles), that could possibly distinguish one groups from the other. After administering surveys that measured the affective variables in question, it was discovered that while no significant difference existed in the students' levels of global motivation and the learning styles that deal with possibilities and ideas, significant differences were found in the students levels of anxiety, self-esteem, and the learning styles focusing on the physical senses, introversion/extroversion, and tasks.

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paper corpusSignosTxtLongLines592 - : ^[46]Gomes-Koban, Calet and Defior (2019: 379) note similar limitations of extrapolating insights from English reading research to Spanish:

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paper corpusSignosTxtLongLines595 - : Arús, J. ([2006] 2010). On Theme in English and Spanish: A comparative study . En E. Swain (Ed.), Thresholds and Potentialities of Systemic Functional Linguistics: Multilingual, Multimodal and Other Specialised Discourses (pp. 23-48). Trieste: EUT. [ [210]Links ]

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paper corpusSignosTxtLongLines596 - : The articles have been organised considering these textual compilations and the metadiscourse elements under focus. The first two articles -by Alonso-Almeida and by Álvarez-Gil and Domínguez Morales- aim to shed light on the use of modal verbs in academic writing. In the first article, the author reports on the use of modal verbs with dynamic senses in historical texts from a diachronic perspective. The second article focuses on a corpus of academic articles in the field of tourism in order to describe the use of modal verbs to indicate the authors’ stance towards the information they offer in the introduction and conclusion sections of their papers. The next two studies -by Skorczynska and Carrió-Pastor and by del Saz- have been conducted within the frame of the *IAMET project, which is a competitive project granted by the Spanish Ministry of Economy and Competitivity (Proyecto: FFI2016-77941-P) entitled: Identification and analysis of rhetoric elements in Spanish and in English: study of

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paper corpusSignosTxtLongLines598 - : After this clarification, and turning again to the definitions of modality presented above, we highlight in all of them the evaluative and qualifying use of the proposition that the modal particle accompanies to make it more precise. Thus, the speaker’s perception according to that proposition is captured in the modal form used to express, for example, obligation or probability. This evaluative dimension of modality implies that its analysis can be framed within what are called perspective studies or, in English, stance, as noted by ^[49]Alonso-Almeida (2015a: 2):

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paper corpusSignosTxtLongLines600 - : The articles selected are part of the corpus compiled for the research project “Identification and analysis of rhetoric elements in Spanish and in English: study of metadiscoursive strategies”, financed by the Spanish Ministry of Economy, Industry and Competitiveness (FFI2016-77941-P ). In its first stage, this project was concerned with the annotation and identification of metadiscoursal devices in the three main disciplines under analysis. All the texts were electronically extracted from scientific journals included in the Social Science Citation Index and Science Citation Index Expanded (Web of Science) from the years 2016-2018. Since the sources of these texts were selected bearing in mind the need to ensure the highest quality of research reported and of English language use, just those texts written by native-proficiency speakers of English were chosen. Native proficiency was determined by the personal details included (name, surname, affiliation). The three sub-corpora yielded a total

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paper corpusSignosTxtLongLines600 - : I would like to express my sincere gratitude to the anonymous reviewers of this paper for their enlightening and pertinent comments, which have helped me greatly improve the final version of it. This article is also a contribution to the research project “Identification and analysis of rhetoric elements in Spanish and in English: a study of metadiscoursive strategies” (FFI2016-77941-P ) .

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paper corpusSignosTxtLongLines601 - : English L2 connectives in academic bilingual discourse: A longitudinal computerised analysis of a learner corpus

Evaluando al candidato english:

3) corpus: 14 (*)
4) learners: 14 (*)
7) learning: 11
9) speakers: 11 (*)
11) heritage: 10 (*)
13) engineering: 9
15) texts: 8 (*)
16) oral: 8 (*)
18) linguistic: 8 (*)

english
Lengua: eng
Frec: 1642
Docs: 264
Nombre propio: 70 / 1642 = 4%
Coocurrencias con glosario: 7
Frec. en corpus ref. en eng: 755
Puntaje: 7.647 = (7 + (1+6.55458885167764) / (1+10.6821167649501)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

english

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