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Lista de candidatos sometidos a examen:
1) explanations (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: explanations
Is in goldstandard
1
paper corpusSignosTxtLongLines593 - : Although there are studies about discursive and lexicogrammatical resources displayed in explanations produced by school students, less research has been developed about them in Spanish on disciplinary genres written by primary school students. In this article we will describe, compare and relate discursive organization, resources linked to writing -length measured in amount of words and clauses, lexical diversity and syntax complexity- and those resources specific to academic language -academic vocabulary, scientific vocabulary, nominalizations and causal links- included in scientific explanations produced by Chilean fourth-graders of three schools from different socio-economical groups. Three hundred twenty-six explanations were transcribed and analyzed using CLAN (Computerized Language Analysis) for the automated and semi-automated measures. The explanations were compared according to the following variables: sex, socio-economical group, and topic of the explanation .Tand ANOVA
Evaluando al candidato explanations:
1) resources: 3
explanations
Lengua: eng
Frec: 38
Docs: 22
Nombre propio: / 38 = 0%
Coocurrencias con glosario:
Puntaje: 0.477 = ( + (1+2) / (1+5.28540221886225)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| explanations |
: Andrade, V., Freire, S. & Baptista, M. (2017). Constructing scientific explanations: A system of analysis for students’ explanations. Research in Science Education, 49(3), 787-807. DOI:10.1007/s11165-017-9648-9 : Borer, H. (2003). Exo-skeletal vs. endo-skeletal explanations: Syntactic projections and the lexicon. En J. Moore & M. Polinsky (Eds.), The nature of explanation in linguistic theory (pp. 31-67). Stanford: CSLI Publications. : 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. : Figueroa, J., Meneses, A. & Chandía, E. (2018). Academic language and the quality of written arguments and explanations of Chilean 8th graders. Reading and Writing, 31(3), 703-723. Doi: 10.1007/s11145-017-9806-5 : Gläser, J. & Laudel, G. (2013). Life with and without coding: Two methods for early stage data analysis in qualitative research aiming at causal explanations. Forum: Qualitative Social Research, 14(2), 1-25. : Lazaraton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry. Language Learning, 54(1), 79-117. : León, J.A., Otero, J., Escudero, I., Campanario, J.M. & Pérez, O. (1999). Levels of causal explanations in psychology and physics domains. An expert/novice study. Ponencia presentada en el VI European Congress of Psychology. Roma, Italia. : McNeill, K. & Krajcik, (2012). Supporting grade 5-8 students in constructing explanations in Science. The claim, evidence, and reasoning framework for talk and writing. Boston, MA: Pearson Education. : McNeill, K., Lizotte, J., Krajcik, J. & Marx, R., (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153-191. DOI: 10.1207/s15327809jls1502_1 : Ohlsson, S. (2002). Generating and understanding qualitative explanations. En J. Otero, J.A. León & A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 91-128). Mahwah, N.J.: Erlbaum. : Piaget, J. (1927b). L’explication de l’ombre chez l’enfant [Children’s explanations of shadows]. Journal de Psychologie, 24, 230-242. : Seah, L. H. (2015). Understanding the conceptual and language challenges encountered by grade 4 students when writing scientific explanations. Research in Science Education. 46(3), 413-437. DOI:10.1007/s11165-015-9464-z : Trofimovich, P., Gatbonton, E. & Segalowitz, N. (2007). A dynamic look at L2 phonological learning: Seeking processing explanations for implicational phenomena. Studies in Second Language Acquisition, 29(3), 407-448. : Unsworth, L. (1998). "Sound" explanations in school science: A functional linguistic perspective on effective apprenticing texts. Linguistics and Education, 9(2), 199-226. : Zembal-Saul, C., McNeill, K. & Hershberger, K. (2013). What’s your evidence? Engaging K-5 students in constructing explanations in Science. Boston, MA: Pearson Education. |