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

1) Candidate: explaining


Is in goldstandard

1
paper corpusSignosTxtLongLines295 - : language teaching/learning, the main problem with this pre-communicative approach was the fact that it equated context with setting. As Halliday (1978: 10) points out, "the context of situation is a theoretical construct for explaining how a text relates to the social processes within which it is located", and consists of three components: the main social activity taking place, the people involved in it (plus the way they relate to one another ), and the roles and functions of the text within this social activity −known technically in systemic functional linguistics as 'field', tenor and mode. The setting, on the other hand, consists immediate of the linguistic event material environment (in a sales encounter, for example, the setting is the shop or company where the event is taking place), and can be seen as a manifestation of the context, but not as the context of situation itself.

2
paper corpusSignosTxtLongLines319 - : In sum, the semantic-aspectual analysis proposed by Luján (1981) offers a more thorough account of the differences in distribution and interpretation of the Spanish copulas than previous traditional analyses. However, there are still shortcomings in that it cannot explain why ser and estar behave as partial synonyms in some contexts but have opposite meanings in other contexts. Next I review other accounts that attempt to explain this puzzle by incorporating pragmatic factors. But before, I review an account that is still very popular for explaining the opposition between ser and estar: the Stage/Individual Level proposal .

3
paper corpusSignosTxtLongLines417 - : Nonetheless, Bednarek (2008) warns that semantic prosody cannot always be identified as a pragmatic element. The author continues explaining that collocational clashes can only result in pragmatic meanings when items exhibit “a very strong preference” (Bednarek, 2008: 127 ) for negative or positive meanings. Consequently, we have to bear in mind that semantic prosody is not a “pragmatic backdrop” (Sorli, 2013: 108). In Sorli’s words, it has to be understood as “a result of empirically identifiable elements of the meaning structure” (Sorli, 2013: 108).

4
paper corpusSignosTxtLongLines417 - : Thus, intuition and introspection may not be enough, but that does not mean that they should be discarded. In fact, Stewart (2010) suggests that there is no empirical evidence that semantic prosody cannot be intuitively or introspectively reached. This author advocates for a role of intuition and introspection in the study of semantic prosody: “[…] we should perhaps think twice before stigmatizing intuition and introspection as inaccurate and unreliable by comparison with corpus data” (Stewart, 2010: 134). The author continues explaining that corpus searches and finds do not simply happen, but are triggered by “moments of intuition and introspection” (Stewart, 2010: 135 ).

Evaluando al candidato explaining:


1) prosody: 4 (*)
2) pragmatic: 4 (*)
3) introspection: 4
4) intuition: 4 (*)
5) semantic: 4 (*)
6) context: 4
7) sorli: 3
9) stewart: 3
10) author: 3

explaining
Lengua: eng
Frec: 49
Docs: 25
Nombre propio: / 49 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.916 = (4 + (1+5.08746284125034) / (1+5.64385618977472)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
explaining
: Achugar, M. (2009b). Remembering and explaining a traumatic past: the Uruguayan military's narrative about the dictatorship. Critical Discourse Studies, 6(4), 283-295.
: Antaki, C. (1994). Explaining and arguing: The social organization of accounts. Londres: Sage.
: Costa, J., Caldeira, M., Gallástegui, J. & Otero, J. (2000). An analysis of question asking on scientific texts explaining natural phenomena. Journal of Research in Science Teaching, 37(6), 602-614.
: Duffy, G. (2003). Explaining reading: A teacher’s resource for teaching concepts, skills and strategies. New York: Guilford Press.
: Essed, P. (1992). Alternative knowledge sources in explanations of racist events. M. McLaughlin, M. Cody & S. Read (Eds.), Explaining one's self to others: Reason giving in a social context (pp. 199-224). Hillside, NJ: Lawrence Erlbaum.
: Giles, H. & Ogay, T. (2006). Communication accommodation theory. In B. B. Whaley & W. Samter (Eds.), Explaining Communication: Contemporary Theories and Exemplars (pp. 293-310). Mahwah, NJ: Erlbaum.
: Goldin-Meadow, S., Nusbaum, H., Kelly, S. & Wagner, S. (2001). Explaining math: Gesturing lightens the load. Psychological Science, 6, 516-522.
: Haspelmath, M. (2004). Explaining the ditransitive person-role constraint: A usage- based approach. Constructions, 2, 1-71.
: Penn, D. C., Holyoak, K. J. & Povinelli, D. J. (2008). Darwin's mistake: Explaining the discontinuity between human and nonhuman minds. Behavioral and Brain Sciences, 31(02), 109-178.
: Rueda, M. & Medina, S. (2018). The role of morphological awareness in explaining reading-writing difficulties. Infancia y Aprendizaje, 41, 702-732.
: Schmidt-Weigand, F., Kohnert, A. & Glowalla, U. (2010b). Explaining the modality and contiguity effects: New insights from investigations students’ viewing behaviour. Applied Cognitive Psychology, 24, 226-237.
: Schüler, A., Scheiter, K., Rummer, R. & Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction, 22(2), 92-102.
: Similarly, Zupnik (1994: 340) defines deixis as ‘a pragmatic phenomenon’, explaining it through “the relationship between the structure of languages and the contexts in which they are used.”
: Wignell, P., Martin, J. R. & Eggins, S. (1989). The discourse of geography: Ordering and explaining the experiential world. Linguistics and Education, 1(4), 359-392.