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

1) Candidate: framework


Is in goldstandard

1
paper corpusSignosTxtLongLines158 - : "He (Halliday) employs "genre" in a more limited sense, in the sense which has been common in literary discussions in the past. He sees "generic structure" not as the embodiment of the text as social process, but as a single characteristic of a text, its organizational structure, "outside the linguistic system". It is one of three factors, generic structure, textual structure and cohesion, which distinguish text from non text, and as such can be brought within the general framework of the concept of register (Halliday, 1978: 145 ). (...) In other words, for Halliday, genre is a lower order semiotic concept: register the higher order semiotic concept, thus subsuming genre".

2
paper corpusSignosTxtLongLines313 - : In this part of the article, we will address the use of salutation formulas in Romanian workplace written texts. In our analytical framework, we start from the assumption that "linguistic phenomena can be analysed both in the context of language itself and in the larger context of social behaviour" (Gumperz & Hymes, 1972, quoted in Ionescu-Ruxandoiu & Chitoran, 1975: 107 ).

3
paper corpusSignosTxtLongLines329 - : Tanenhaus, M., Spyvey-Knowlton, M. & Hanna, J. (2000). Modeling thematic and discourse context effects on syntactic ambiguity resolution within a multiple constraints framework: Implications for the architecture of the language processing system . En M. Pickering, C. Clifton & M. Crocker (Eds.), Architecture and mechanism of the language processing system (pp. 90-118). Cambridge: Cambridge University Press. [ [67]Links ]

4
paper corpusSignosTxtLongLines363 - : Abstract: This paper seeks to analyze how disagreement is displayed in a context of a plural scene focusing on the analysis of the microcontroversy on the cost of the nuclear energy. Our data comes from the TV debate "Is nuclear power a danger?" aired in the Els matins of Televisió de Catalunya. The study is informed by the four-component framework proposed by Dascal’s (1995a, 1995b): dynamic component (phases and thematic slide ) morphological component (syntactic, semantic and logical chains), pragmatic component (debaters’ positioning regarding their statements) and rhetorical component (persuasive and ideological aspects). In the microcontroversy studied, Dascal’s (1995a, 1995b) work isconfigured with these features: despite its brevity, there are three distinct phases of agonizing intensity; the main topic is debated, together with other more or less related issues, according to the debaters’ needs; the flow of the speech is mainly connected by initial markers, usually modals; the

5
paper corpusSignosTxtLongLines417 - : Regarding the diachronic-synchronic axis, according to Stewart (2010), there is a tendency to use both diachronic and synchronic criteria when approaching semantic prosody, without being aware of the differences that each approach involves. As for the diachronic point of view, semantic prosody is defined as an attached meaning or as a meaning which is transferred from one word to another during the course of time (Stewart, 2010). In his critical evaluation of semantic prosody, Stewart (2010) summarizes how this phenomenon has been approached within a diachronic framework, where we can find a wide range of metaphors describing semantic prosody as a meaning transferable to an item over time:

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paper corpusSignosTxtLongLines492 - : OECD (2016). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematics and Financial Literacy, PISA . París: OECD Publishing. [ [134]Links ]

7
paper corpusSignosTxtLongLines572 - : The study of mitigation, a complex pragmatic phenomenon, has been prioritized in recent decades. It has been approached through linguistic disciplines related to speech, especially pragmatics and discourse analysis. Nevertheless, the sociopragmatic and geolectal variability of mitigation in Spanish has barely been studied. This is the main objective of this paper (which complements the research presented in Authors, this volume), which aims to examine the state of the art on sociolinguistic variation in mitigation strategies, especially within the framework of the Project for the Sociolinguistic Study of Spanish in Spain and America (PRESEEA). The present paper includes the theoretical framework and methodology for the sociodialectal study of mitigation and summarises the main data obtained from a comparison of mitigation in five urban geographic communities: Madrid, Valencia, Las Palmas, Santiago (Chile ), and Puebla (Mexico). The comparison addresses the frequency of mitigation, its

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paper corpusSignosTxtLongLines579 - : The information that students are given in lecture introductions concerns the lecture topic and its structure, scope, aims and general context. By providing students with both a structural and contextual framework for the remainder of the lecture, lecturers can “aid listeners in processing the information” (^[75]Lee, 2009: 44 ).

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paper corpusSignosTxtLongLines579 - : Compared to previous studies, ^[89]Yaakob (2013) used a larger corpus, including 89 lecture introductions taken from the BASE, and introduced two main orientations: CONTENT ORIENTATION and LISTENER ORIENTATION, taken from the study of ^[90]Dubois (1980). The content orientation realizes ^[91]Thompson’s two functions (1994) - SETTING UP THE LECTURE FRAMEWORK and PUTTING TOPIC IN CONTEXT, whereas the listener orientation, realised through seven subfunctions: ‘greeting’, ‘announcement’, ‘check comprehension’, ‘check comprehension feedback’, ‘refer to handout’ and ‘refer to visual’, was identified and added by ^[92]Yaakob (2013 ). As stated earlier, ^[93]Yaakob (2013) explored a mixed corpus of arts and humanities, social, physical and life science.

10
paper corpusSignosTxtLongLines582 - : This work intends to explore how certain process types in Spanish are related to the expression of appraisal in academic texts, our objective is to analyze verbal transitivity and evaluative aspects of student academic writing on history. Our study draws on Systemic Functional Linguistics and, in particular, on the Appraisal System, which explores evaluative meanings in language, here we shall analyze only one of its subsystems, attitude. The analysis is based on student texts belonging to two genres (question-answer and essay), but to only one discipline (history). Within the ideational analysis we explored three types of processes in academic texts: verbal, mental and relational while within the interpersonal framework we classified the clauses that express appraisal according to the three domains of the attitude system: affect, judgment and appreciation . The preliminary results show certain similarities between the two genres, for example, the prevalence of relational processes and the

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paper corpusSignosTxtLongLines593 - : National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas . Committee on a conceptual framework for new K-12 science education standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. [ [217]Links ]

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paper corpusSignosTxtLongLines602 - : 1. Theoretical framework: L2 writing

Evaluando al candidato framework:


1) mitigation: 6 (*)
4) lecture: 5
5) context: 5
6) semantic: 5 (*)
9) component: 4
12) prosody: 4 (*)
16) orientation: 4 (*)
20) academic: 3

framework
Lengua: eng
Frec: 204
Docs: 118
Nombre propio: 1 / 204 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.715 = (4 + (1+5.20945336562895) / (1+7.67948009950545)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
framework
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: Byalistok, E. & Bouchard, E. R. (1985) "A metacognitive framework for the development of first and second language skills" en D. L. Forrest-Presley, G. E. MacKinnon y T. Gary Waller (Eds.) Metacognition, Cognition and Human Performance, Orlando: Academic Press, 207-252.
: Carreira, M. (2016b). A general framework and supporting strategies for teaching in mixed classes. In D. Pascual y Cabo (Ed.), Advances in Spanish as a Heritage Language (pp. 159-176). Philadelphia, PA: John Benjamins.
: Chinn, C. A. & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1-49.
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: Collet, T. (2004). What's a term? An attempt to define the term within the theoretical framework of text linguistics. Linguistica Antverpiensia, 3, 99-1 1.
: Consejo de Europa (2002). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press.
: Council of Europe. (2016). Common European Framework of Reference for Languages [on line]. Retrieved from: [113]https://www.coe.int/en/web/common-european-framework-reference-languages/home
: Cárdenas-Claros, M. (2011).A preliminary framework of help options in computer-based second language listening. Tesis doctoral, School of Education, University of Melbourne, Melbourne, Australia.
: Dore, I. (1993). The UNCITRAL framework for arbitration in contemporary perspective. London: Graham & Trotman / Martinus Nijhoff.
: Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335-349.
: Figure 1 Adapted analytical framework (^[93]Dӧrnyei & Scott, 1997; ^[94]Dӧrnyei & Kӧrmos, 1998).
: Gernsbacher, M. (1996). The structure-building framework: What it is, what it might also be, and why. En B. Britton & A. Graesser (Eds.), Models of understanding texts (pp. 289-311). Mahwah, N.J.: Lawrence Erlbaum.
: HAYES, J. (1996) "A new framework for understanding cognition and affect in writing" en C. M. Ley y S. Ransdell (Eds.), The science of writing, Mahwah: Erlbaum Associates.
: Humphrey, S. (2017). Academic Literacies in the Middle Years A Framework for Enhancing Teacher Knowledge and Student Achievement. New York, London: Routledge.
: Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. New York: Continuum. Kintsch, W. (1998). Comprehension: A framework for cognition. New York: Cambridge University Press. [ [43]Links ]
: Ignatieva, N. & Rodríguez-Vergara, D. (2015). Verbal processes in academic language in Spanish: Exploring discourse genres within the systemic functional framework. Functional Linguistics, 2(2), 1-10.
: Jansen, B. & Pooch, U. (2000). Web user studies: A review and framework for future work. Journal of the American Society of Information Science and Technology, 53(2), 235-246.
: Johnson, H. L. (1971). Business in contemporary society: Framework and Issues. Belmont, CA: Wadsworth.
: Kilgarriff, A. & Rosenzweig, J. (2000). Framework and results for English SENSEVAL. Computers and the Humanities, 34(1-2), 15-48.
: Kong, S. C., Shroff, R. H. & Hung, H. K. (2009). A web enabled video system for self reflection by student teachers using a guiding framework. Australasian Journal of Educational Technology, 25, 544-558.
: Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction (pp. 17-44). Cambridge, MA: MIT Press.
: Lorenzo, F. (2007). An analytical framework of language integration in L2-content based courses. Language and Education, 22, 502-15.
: Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320-337 [en línea]. Disponible en: [325]http://dx.doi.org/10.1111/j.1540-4781.2006.00425.x
: Mairal, R. & Periñán, C. (2009). The anatomy of the lexicon component within the framework of a conceptual knowledge base. Revista Española de Lingüística Aplicada, 22, 217-244.
: Mairal, R. (2015). Constructional meaning representation within a knowledge engineering framework. Review of Cognitive Linguistics, 13(1), 1-27.
: Mairal-Usón, R. & Periñán-Pascual, C. (2009). The anatomy of the lexicon within the framework of an NLP knowledge base. Revista Española de Lingüística Aplicada, 22, 217-244.
: Martinovski, B. (2006). A framework for the analysis of mitigation in courts: Toward a theory of mitigation. Journal of Pragmatics, 38(12), 2065-2086. [173]https://doi.org/10.1016/j.pragma.2006.08.006
: Martínez, R. (2013). A framework for the inclusion of multi-word expressions in ELT. ELT Journal, 67, 184-198.
: 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.
: Minsky, M. (1975). A framework for representing knowledge. En P. H. Winston (Ed.), The psychology of computer vision (pp. 211-277). Nueva York: McGraw-Hill.
: Moreno, A. (1998). The explicit signalling of premise-conclusion sequences in research articles: A contrastive framework. Text, 18(4), 545-585.
: Reichle, E., Rayner, K & Pollatsek, A. (2012). Using E-Z Reader to simulate eye movements in nonreading tasks: A unified framework for understanding the eye-mind link. Psychological Review, 119, 155-185.
: Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287-318). Cambridge: Cambridge University Press.
: Royce, T. (2007). Inter-semiotic complementarity: A framework for multimodal discourse analysis. En T. Royce & W. Bowcher (Eds.), New directions in the analysis of multimodal discourse (pp. 63-109). Mahwah, NJ: Erlbaum.
: Sadler, T. D. & Murakami, C. D. (2014). Socio-scientific Issues based Teaching and Learning: Hydrofracturing as an illustrative context of a framework for implementation and research. Revista Brasileira de Pesquisa em Educação em Ciências, 14(2), 331-342.
: Sinclair, J. (2004b). Meaning in the Framework of Corpus Linguistics. Lexicographica, 20, 20-32.
: Systemic-Functional theory will once more prove to be a suitable framework, not only for linguistic description at a general level, but also for addressing specific issues in particular languages.
: Taft, M. (1994). Interactive-activation as a framework for understanding morphological processing. Language and Cognitive Processes, 9, 271-294.
: Trueswell, J. & Tanenhaus, M. (1994). Toward a lexicalist framework for constraint-based syntactic ambiguity resolution. En C. Clifton, L. Frazier & K. Rayner (Eds.), Perspectives on sentence processing (pp. 155-179). Hillsdale, NJ: Erlbaum.
: van Es, E. A., Tunney, J., Goldsmith, L. T. & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65, 340-356.