/LING
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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) environments (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: environments
Is in goldstandard
1
paper corpusSignosTxtLongLines319 - : Ser and estar are the two copula verbs in Spanish. They have specific uses and even though they overlap in some environments they are not interchangeable:
2
paper corpusSignosTxtLongLines396 - : The metaphor of the Chinese wall represents multi-project environments or programmes, which Angling (1988: 198 ) defined as containing “ten, a hundred or a thousand projects”, with the basic unit of the programme no longer being a single task or an activity, but rather a self-contained project. Managing a multi-project programme, then, is to effectively plan and supervise each project following specific guidelines.
3
paper corpusSignosTxtLongLines396 - : Eskerod (1996) was interested in the ‘management by projects’ strategy, rather than in multi-project environments. This strategy was developed in the 1990s as a way to improve companies’ product development capabilities, and it emphasized the need to understand multi-project issues. In her paper, Eskerod (1996) questioned the basic aspects of multi-project environments, that is, planning, scheduling and control, based on the assumptions that only stability, predictability, a top-down decision process, etc. ensure success. The metaphor of the Chinese dragon served to critique Angling’s (1988) metaphor of the Chinese wall, representing the classic view of multi-project environments: “Companies do not need good stonemasons as much as they need an ability to read the signals that tell them that it is time to change their building style” (Eskerod, 1996: 63 ). Projects, from this perspective, cannot be conceived as static stones, since the distance between them is neither static nor well-defined.
4
paper corpusSignosTxtLongLines529 - : Hence, with methodical planning and implementation, service-learning programs have the potential to meaningfully connect heritage language learners from the classroom to the community. The excerpt below is from a student’s (labeled as Student 8 below) final reflective paper in Introduction to Spanish Translation. This extract truly grasps the final message of how educators have the power to transform classrooms into challenging and welcoming environments, encourage learners to express themselves, connect with others, and promote dignity and pride among all:
5
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 environments:
1) multi-project: 6
3) eskerod: 3
4) projects: 3
8) metaphor: 3 (*)
environments
Lengua: eng
Frec: 48
Docs: 25
Nombre propio: / 48 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.756 = (1 + (1+4) / (1+5.61470984411521)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| environments |
: Achugar, M. (2009a). Designing environments for teaching and learning history in multilingual contexts. Critical Inquiry in Language Studies, 6(1-2), 39-62. : Angling, M. (1988). Resource planning and control in multi-project environments. International Journal of Project Management, 6(4), 197-201. : Chuang, M. H. & She, H. C. (2013). Fostering 5th grade students' understanding of science via salience analogical reasoning in on-line and classroom learning environments. Educational Technology & Society, 16(3), 102-118. : Daniel, D. & Reinking, D. (1987). The construct of legibility in electronic reading environments. En D. Reinking (Ed.), Reading and computers: Issues for theory and practice (pp 1-14). New York: Teachers College Press. : Foltz, P., Gilliam, S. & Kendall, S. (2000). Supporting content-based feedback in on-line writing evaluation with LSA. Interactive Learning Environments, 8, 111-128. : Giltrow, J. (2017). Bridge to genre: Spanning technological change. In C. R. Miller & A. Kelly (Eds.), Emerging genres in new media environments (pp. 39-61). London: Palgrave Macmillan. : Graesser, A., Wiemer-Hastings, P., Wiemer-Hastings, K., Harter, D., Person, N. & Tutoring Research Group (2000). Using latent semantic analysis to evaluate the contributions of students in AutoTutor. Interactive Learning Environments, 8, 129-148. : Kintsch, E., Steinhart, D., Stahl, G. & LSA research group (2000). Developing summarization skills through the use of LSA-Based feedback. Interactive Learning Environments, 8(2), 87-109. : Knuth, R.A y D.J. Cunningham. 1993. Tools for constructivism, en T.M. Duffy, J. Lowyck y D.H. Jonassen (Eds.), Designing Environments for Constructive Learning. Berlin: Springer-Verlag. : Kronmüller, E. M. (2008). Listeners’ adaptation to the local and global environments of language use. University of California: Riverside. : Landauer, T. K. & Psotka, J. (2000). Simulating text understanding for educational applications with latent semantic analysis: Introduction to LSA. Interactive Learning Environments, 8(2), 73-86. : LoCastro, V. (1994). Learning strategies and learning environments. TESOL Quarterly, 28(2), 409-414 [en línea]. Disponible en: [323]http://dx.doi.org/10.2307/3587445 : Miller, C. R. & Kelly, A. (Eds.) (2017). Emerging genres in new media environments. London: Palgrave Macmillan. |