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

1) Candidate: focus


Is in goldstandard

1
paper corpusSignosTxtLongLines109 - : Different approaches have been adopted to analyse professional discourses. We focus on three relevant perspectives in this field: the textual linguistic approach, the rhetorical approach, and the current pragmatic and sociocognitive perspective . To explain the complexity of producing and understanding genres in professional contexts, it is required to throw bridges over the different methodologies. In our paper we consider the analysis categories which enable the integration of the discussed approaches.

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paper corpusSignosTxtLongLines140 - : Narrative focus and informative focus: two dimensions for a manual's description in technical-professional teaching

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paper corpusSignosTxtLongLines251 - : Para efectos del estudio presentado en este artículo, nos centramos en el proceso de explici-tación del conocimiento (Karmiloff-Smith, 1994) llevado a cabo a partir de la realización de Focus Group y de la aplicación de un Cuestionario de Metacomprensión, como se aprecia en la siguiente [27]figura:

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paper corpusSignosTxtLongLines251 - : Como hemos señalado anteriormente, nuestra pauta de análisis de los Focus Group consideraba cuatro teorías sobre la comprensión: teoría lineal, teoría cognitiva, teoría interactiva y teoría transaccional . Estas teorías, propuestas a partir de la revisión bibliográfica, nos permitieron determinar que los docentes manifiestan concepciones relacionadas con solo tres teorías: teoría lineal, teoría interactiva y teoría transaccional. Observamos que la teoría lineal ejerce una influencia importante en sus planteamientos, en tanto se reconoce como central en la comprensión, la identificación y memorización de información extraída del texto. Un hecho interesante de destacar es que los principios de la teoría cognitiva no se explicitaron entre los planteamientos de los docentes, y sin embargo, surgió entre sus propuestas una teoría que hemos considerado como 'emergente' y que hemos definido como 'teoría implícita literaria'. En este ámbito, se pueden identificar resultados coincidentes con

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paper corpusSignosTxtLongLines260 - : Siempre en el nivel fónico, Kim y Avelino (2003: 368) determinaron que "duration plays a significant role in distinguishing focus type". Por contrapartida, consiguieron evidencia empírica para proponer que: "there is not correlation between focus type and peak alignment" y "the shifting of H* peak is not a property related to a specific focus type" (2003: 369 ).

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paper corpusSignosTxtLongLines282 - : El principio discursivo postula que las relaciones de conectividad que se presentan en el discurso pueden ser pensadas en términos de las relaciones que tienen lugar en una cláusula. Es decir, el discurso puede ser visto como una cláusula expandida que sirve, a su vez, para fundar el análisis de las relaciones entre cláusulas. En términos de contenido proposicional, el discurso es una macroproposición expandida. Por su parte, el principio dialógico plantea que el discurso es un espacio en el que se establece una relación discursiva activa y constante entre escritor y lector. En otras palabras, este principio plantea dos aspectos: que el escritor puede anticipar la forma en que el lector reacciona una vez ha leído el texto y que el lector entable un diálogo con el escritor a través del texto. En términos de Renkema (2009: 17): "So with the term 'dialogue' the focus is on mutual efforts by both addresser and addressee: on behalf of the addressee, who is trying to understand the addresser's

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paper corpusSignosTxtLongLines287 - : El principio discursivo postula que las relaciones de conectividad que se presentan en el discurso pueden ser pensadas en términos de las relaciones que tienen lugar en una cláusula. Es decir, el discurso puede ser visto como una cláusula expandida que sirve, a su vez, para fundar el análisis de las relaciones entre cláusulas. En términos de contenido proposicional, el discurso es una macroproposición expandida. Por su parte, el principio dialógico plantea que el discurso es un espacio en el que se establece una relación discursiva activa y constante entre escritor y lector. En otras palabras, este principio plantea dos aspectos: que el escritor puede anticipar la forma en que el lector reacciona una vez ha leído el texto y que el lector entable un diálogo con el escritor a través del texto. En términos de Renkema (2009: 17): "So with the term 'dialogue' the focus is on mutual efforts by both addresser and addressee: on behalf of the addressee, who is trying to understand the addresser's

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paper corpusSignosTxtLongLines295 - : system" (Painter, 2001: 176). In other words, the notions of register and genre can be used to make students aware of the sociocultural features of the text-type that is being taught and of which linguistic choices are more likely to be made in its textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001: 178 ).

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paper corpusSignosTxtLongLines295 - : textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001:178 ).

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paper corpusSignosTxtLongLines313 - : Romanian workplace communication has changed significantly in the past two decades. Multinational companies have implemented Western European and American communicative practices and pattern. Thus, new communicative patterns have emerged in professional Romanian. In this paper we present part of the results of a larger on-going research project, 'Professional Language in Present-day Romanian. Linguistic Patterns and Discursive Structures', which is supported by a governmental, grant (CNCSIS, ID 142). Within the frameworks of sociolinguistics and discourse analysis, we will focus on three aspects that cover various linguistic compartments: new textual patterns, lexico-semantic innovations, and salutation formulas . The data for this paper have been selected from the corpus 'Workplace communication. Tentative typology of Romanian professional written texts'. The corpus contains 126 texts, which were written in various fields of activity (commercial, production, administrative, educational,

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paper corpusSignosTxtLongLines382 - : There are other approaches to the analysis of genres and –whether it is the new rhetoric, systemic functional linguistics or ESP– they have much in common. Miller (1994) argues that genre is a rhetorical action based on recurrent situations. In the new rhetoric studies, ethnographic research or case studies shift the focus from the ‘features’ of the text to the ‘relations’ between text and context. In other words, new rhetoric genre theorists focus on "tying the linguistic and substantive similarities to regularities in human spheres of activities" (Freedman & Medway, 1994: 1 ). Miller (1994: 69) suggests that genres are bearers of "knowledge of the aesthetics, economics, politics, religious beliefs and all the various dimensions of what we know as human culture". This means that one should discuss the regularities in discourse within the broader context of social and cultural behaviour.

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paper corpusSignosTxtLongLines396 - : In this research, the metaphor-based theoretical views on managing projects will be contrasted with the real language use in the project management discipline. Even though the use of metaphor in project management has not attracted much attention from scholars and practitioners, two papers (Angling, 1988; Eskerod, 1996) proposed specific metaphors to better understand and manage projects in multi-project environments. The metaphor of the Chinese wall and the metaphor of the Chinese dragon focus on contrasting aspects of managing projects: the former highlights order and predictability, while the latter, constant change and dynamism . These two opposing conceptualizations of projects provide different views on project management practices, and may have implications for business management, as well as for linguistic representation in discourse.

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paper corpusSignosTxtLongLines469 - : The few studies in the area of CSs which have analysed the task factor have primarily argued for its relationship with the type and quantity of CSs employed by the learners, which seems to be affected by the focus of the task: demands, time given for its realisation, and the learners’ familiarity with the activity, amongst others (^[66]Poulisse & Schils, 1989 ; ^[67]Rabab’ah & Seedhouse, 2004; ^[68]Rabab’ah & Bulut, 2007; ^[69]Numata, 2009; ^[70]Khan & Victori, 2011; ^[71]Ghout-Khenoune, 2012). Depending on the task requirements, cognitive, linguistic, and communicative complexity, learners will need to rely on a higher or lower number of strategies, and the use of certain CSs over others. In an early study by Poulisse and Schils (1989) -which focused on Dutch learners of English when trying to solve lexical problems- the task effects were observed to be more dominant than the learners’ proficiency on their use and particularly choice of CSs. The learners, grouped according to their

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paper corpusSignosTxtLongLines469 - : This study was conducted as part of a larger project which involved the analysis of two other factors. It was a task-based project with a descriptive and cross-sectional design and quantitative and qualitative methods of enquiry. Following the focus of this paper the research question to be addressed is: What are the possible task effects on the learners’ strategic communication ?

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paper corpusSignosTxtLongLines488 - : than ever. The technologies we considered cutting-edge only fifteen years ago are now obsolete, replaced by newer ones with their corresponding jargon. How do slow-changing morphological components evolve in order to keep pace with a fast-moving lexical element such as technology-related borrowings? What are the factors influencing these changes? These are the questions we aim to answer as we focus on a syntactic category closely interconnected with lexis: grammatical gender .

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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 corpusSignosTxtLongLines526 - : first acquired language was the HL but who did not acquire the language completely because of a switch to the dominant language. In educational contexts, proficiency-oriented definitions have been favored for pedagogical purposes. Carreira and Kagan (2011), for example, focus on “learners who have some functional abilities in their HL” in order to “contribute to the design of methodologies and curricula that build upon the linguistic skills of these learners” (^[79]Carreira & Kagan, 2011: 42 ). In the same way, ^[80]Fairclough and Beaudrie (2016) adopt Valdés’ definition arguing that:

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paper corpusSignosTxtLongLines534 - : The analysis of the trainees’ written comments in response to the questionnaires revealed recurrent opinions and rationales which facilitated the interpretation of the numerical data. To focus firstly on the linguistic dimension, the positive view that poetry might help learners to improve reading skills in the EFL class (item 1) was linked to two main ideas: the typical brevity of poems and the perceived non-triviality of its topics, mentioned by five and thirteen students respectively . Regarding length, one student highlighted as an advantage the fact that ‘you do not get tired when reading them’. Shortness, however, appears as a double-edged sword since, for two students who had assigned a low value to this item, the conciseness of poetic texts was considered a disadvantage on the grounds that, ‘Poetry isn't very useful for practising reading as poems are very short’. It appears that, for these learners, reading seemed to be more equated with ‘extensive’ reading. The same principle might

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paper corpusSignosTxtLongLines59 - : Learning style refers to "an individual's natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills and persist regardless of teaching methods and content areas" ([39]Reid, 1995:viii). Many of the multiple elements that comprise an individual learning style are bipolar, representing a continuum from one expreme to another. However, no value judgment is made about where a learner falls on the continuum. Since each style has similar intelligence ranges, a student cannot be stigmatized for having one set of learning strengths. The concept of learning styles thus offers a non-discriminatory approach for understanding individual differences among diverse students ([40]Kinsella, 1995). The learning style dimensions that will be the focus of this research are: 1 ) visual/auditory/hands-on; 2) extroverted/introverted; 3) intuitive/concrete-sequential; 4) closure-oriented/open; and 5) global/analyitic.

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paper corpusSignosTxtLongLines600 - : The decision to analyse how the writers’ voice is conveyed in RAs written by English L1 researchers should be understood as a preliminary stage in an attempt to obtain reliable results for further contrastive analyses. In other words, the decision to focus on the rhetorical choices made by native speakers can be justified on several additional grounds: first, it is well-known that it is imperative for scholars to publish their research in English in order to obtain a higher impact, scope, or visibility (^[90]Flowerdew & Li, 2009 ; Li, 2014; ^[91]McGrath, 2014). However, extensive research has echoed the pressures and problems that non-Anglophone writers face when having to publish their research in English in high-rank journals (^[92]Salager-Meyer, 2014; Li, 2014; ^[93]Martín-Martín, Rey-Rocha, Burgess & Moreno, 2014; ^[94]Moreno, Rey-Rocha, Burgess, López-Navarro & Sachdev, 2012). Such problems are sometimes related to their linguistic competence and proficiency in English, but are also

Evaluando al candidato focus:


1) learners: 16 (*)
2) teoría: 11
3) linguistic: 10 (*)
7) discurso: 8 (*)
8) escritor: 6
10) términos: 6
13) task: 5 (*)
16) learning: 5
17) professional: 5
19) projects: 4

focus
Lengua: eng
Frec: 321
Docs: 118
Nombre propio: 2 / 321 = 0%
Coocurrencias con glosario: 4
Frec. en corpus ref. en eng: 180
Puntaje: 4.779 = (4 + (1+6.2667865406949) / (1+8.33091687811462)));
Rechazado: muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
focus
: Allwright, R. & Kathleen, M. (1991). Focus on the classroom. Cambridge: Cambridge University Press.
: Basturkmen, H., Loewen, S. & Ellis, R. (2002). Metalanguage in focus on form in the communicative classroom. Language awareness, 11(1), 1-13.
: Butler, C. (2005). Focusing on focus: A comparison of functional grammar, role and reference grammar and systemic functional grammar. Language Sciences, 27, 585-618.
: Cohen, A. D. (2010). Focus on the language learner: Styles, strategies and motivation. En N. Schmitt (Ed.), An Introduction to Applied Linguistics (pp. 161-178). Nueva York: Routledge .
: Cooreman, A. & Sanford, A. (1996). Focus and syntactic subordination in discourse. Research paper nº R1-79. Edimburgo: University of Edinburgh, HCRC.
: Data consisted of observations of linked courses (27 hours); four focus groups with six students (3 in 1^st term, 1 in 2^nd term); individual interviews (2) with the six students and the two teachers (4). Data was analyzed qualitatively by identifying themes (Miles & Huberman, 1994).
: Davies, M. (2006). Paralinguistic focus on form. TESOL Quarterly, 40(4), 841-855.
: Derryberry, D. & Tucker, D. M. (1994). Motivating the focus of attention. In P. M. Niedenthal & S. Kitayama (Eds.), Heart’s eye: Emotional influences in perception and attention (pp. 167-196). New York: Academic Press.
: Doughty, C. & Varela, E. (1998). Communicative focus on form. En C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press.
: Doughty, C. (2001). Cognitive underpinnings of focus on form. En P. Robinson (Ed.), Cognition and second language instruction (pp. 206-257). Cambridge: Cambridge University Press.
: Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405-428.
: Farr, M. (2011). Focus influences the presence of conditional perfection: Experimental evidence. En I. Reich, E. Horch & D. Pauly (Eds.), Proceedings of Sinn & Bedeutung 15 (pp. 225-239). Saarbrücken: Saarland University Press.
: Förster, J. & Higgins, E. T. (2005). How global versus local perception fits regulatory focus. Psychological Science, 16, 631-636.
: Gatbonton, E. & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review, 61, 325-353.
: Giordano, p., Longmore, M. & Manning, W. (2006). Gender and the meanings of adolescent romantic relationships: Focus on boys. Americal Sociological Review, 71(2), 260-287.
: Gray, B. (2010). On the use of demonstrative pronouns and determiners as cohesive devices: A focus on sentence-initial this/that in academic prose. Journal of English for Academic Purposes, 9(3), 167-183.
: Hood, S. (2004b). Managing attitude in undergraduate academic writing: A focus on the introductions to research reports. En L. Ravelli & R. Ellis (Eds.), Analysing academic writing: Contextualised frameworks (pp. 24–44). London: Continuum.
: Jones, E. & Carr, E. (2004). Joint attention in children with autism: Theory and intervention. Focus on autism and other developmental disabilities, 1, 13-26.
: Kamiya, N. (2012). Proactive and reactive focus on form and gestures in EFL classrooms in Japan. System, 40(3), 386-397.
: Kim, S. & Avelino, H. (2003). An international study of focus and word order variation in Mexican Spanish. En E. Herrera & P. Martín (Eds.), La Tonía (pp. 357-374). México: El Colegio de México.
: Kitzinger, J., Marková, I. & Kalampalikis, N. (2004). Qu’est-ce que les focus groups? Bulletin de Psychologie, 57(3), 237-243.
: Labarca, A. & Khanji, R. (1986). On communication strategies: Focus on interaction. SSLA, 8, 68-79.
: Lambrecht, K. (1994). Information structure and sentence form. Topic, focus, and mental representations of discourse referents. Cambridge: Cambridge University Press.
: Leeser, M. (2004). The effects of topic familiarity, mode, and pausing on second language learners’ comprehension and focus on form. Studies in Second Language Acquisition, 26(4), 587-616.
: Lightbown, P. (1998). The importance of timing in focus on form. En C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 177-196). Cambridge: Cambridge University Press.
: Long, M. (1991). Focus on form: A design feature in language teaching methodology. En K. de Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign language research in crosscultural perspective (pp. 39-52). Amsterdam: Benjamins.
: Loureda, Ó., Cruz, A. Rudka, M., Nadal, L., Recio, I. & Borreguero Zuloaga, M. (2015). Focus particles in information processing: An experimental study on pragmatic scales with Spanish incluso. En A. M. De Cesare & C. Andorno (Eds.), Linguistik Online, 71(2), 129-152.
: Mella, O. (2000). Grupos focales. Focus Group. Técnica de investigación cualitativa. Santiago: CIDE.
: Mennim, P. (2003). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57(2), 130-138.
: Mur Dueñas, P. (2007). I/We focus on…: A cross-cultural analysis of self-mentions in business management research articles. Journal of English for Academic Purposes, 6(2), 143-162.
: Nadal, L., Recio, I., Rudka, M. & Loureda, Ó. (en prensa). Processing additivity in Spanish: ‘Incluso’ vs ‘además’. En A. De Cesare & C. Andorno (Eds.), Focus on Additivity. Multiperspective and Multifaceted Views. Amsterdam: John Benjamins.
: National Curriculum (2010). What your child will learn. The new approach will focus on providing students with the necessary writing skills. Australia.
: Nikitina, L., Zuraidah, M. D. & Loh, S. C. (2014). Focus on Brazil: Country images held by Malaysian learners of Brazilian Portuguese. Calidoscópio, 12(1), 73-82.
: OECD (Ed.). (2011). PISA: Do students today read for pleasure? PISA in focus, 8, 1-4. OECD Publishing.
: Overall, the current study adopted an exploratory qualitative case study approach (^[56]Eisner, 2017). That is, it did not focus on making generalized findings but on exploring the answers to the aforementioned research questions in an in-depth way in an EFL writing class.
: Overstreet, M. (1998). Text enhancement and content familiarity: The focus of learner attention. Spanish Applied Linguistics, 2(2), 229-258.
: Rooth, M. (1996). Focus. En S. Lappin (Ed.), The handbook of contemporary semantic theory (pp. 271-298). Oxford: Blackwell.
: Roustan, B. & Dohen, M. (2010). Co-production of contrastive prosodic focus and manual gestures: Temporal coordination and effects on the acoustic and articulatory correlates of focus. En Proceeding of the Speech Prosody, Chicago.
: Samraj, B. (2008). A discourse analysis of master's theses across disciplines with a focus on introductions. Journal of English for academic purposes, 7(1), 55-67.
: Schleppegrell, M., Achugar, M. & Oteíza, T. (2004). The grammar of History: Enhancing content-based instruction through a functional focus on language, Tesol Quarterly, 38, 67-93.
: Swain, M. & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99-118). Harlow: Longman.
: Tarp, S. (2008). Lexicography in the Borderland between Knowledge and Non-knowledge. General Lexicographical Theory with particular Focus on Learner’s Lexicography. Tübingen: Niemeyer.
: Therriault, D., Rinck, M. & Zwaan, R. (2006). Assessing the influence of dimensional focus during situation model construction. Memory & Cognition, 34, 78-89.
: Thompson, P. (2005). Points of focus and position intertextual reference in PhD theses. Journal of English for Academic Purposes, 4, 307-323.
: Thus, las may be said to expound the feature ‘high deixis’. Finally, as proposed by García (1975), verb endings tend to bear a greater thematic focus than clitics. In this case, -o is ‘thematic’, while te and -o are ‘non-thematic’[27]^4.
: Ventola, E. (2002). Why and what kind of focus on conference presentations? En E. Ventola, C. Shalom & S. Thompson (Eds.), The Language of Conferencing (pp. 15-50). Frankfurt am Main; Nueva York: Peter Lang .
: White, J. (1998). Getting the learners’ attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 85-113). Cambridge: Cambridge University Press.
: Zondervan, A. (2009). Experiments on QUD and focus as a contextual constraint on scalar implicature calculation. En U. Sauerland & K. Yatsushiro (Eds.), Semantics and pragmatics: From experiment to theory (pp. 94-112). Houndmills (Basingstoke): Palgrave Macmillan.