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

1) Candidate: goal


Is in goldstandard

1
paper corpusSignosTxtLongLines217 - : goal:

2
paper corpusSignosTxtLongLines295 - : "The study of the context of culture involves the observation of how a language is structured for use. To do so, we have to investigate authentic and complete interactions that will allow us to observe how people "use language to achieve culturally motivated goals" (Eggins, 1994: 25 ), which is done through the analysis of different genres. When analysing the context of culture, we should try to describe how the interaction's general purpose leads us to organize a text in stages, since it is not possible to convey all the meanings simultaneously. A genre, thus, is structured in stages, as Martin proposes (1992: 505), and consists of a social process oriented towards a goal –teleologically oriented, therefore– organized and realized by the register." (2005: 31-32)

3
paper corpusSignosTxtLongLines295 - : Therefore, a functional perspective on language teaching/learning seeks to help students to build systematic links between contextual and linguistic parameters when using language, a goal which is facilitated by SFL's view of language as "sets of related choices or options, each of which is called a system" (Painter, 2001: 176 ). Options within the various systems (e.g. mood options such as declarative, interrogative or imperative) will have implications on the lexico-grammatical structure of the text. According to Painter (2001), it is the functional relations between sociocultural processes and generic structure, and between the register variables and the metafunctional components of the linguistic system, that makes the notions of genre and register useful for language education. 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

4
paper corpusSignosTxtLongLines300 - : How did the students come to perceive the similarities, to see the genres as 'technical' and related to engineering? If we look at the two photos ([29]Figures 2 and [30]3) we see the students are engaged in goal oriented projects in a collaborative and multi-modal way: Taking notes, sketching diagrams, entering and graphing data, rehearsing informally what they will say to the professor, etc . In both courses during the crucial units, the work was focused on specific objects, whether mechanical or discursive, and in both courses the students were assembling materials, discussing them, evaluating them, creating visuals, analyzing data, preparing to orally present, and so on. Prior and Shipka (2003) describe these informal multi-modal/media genres as extremely important, drawing on what Swales terms the hidden or 'occluded genres' that exist in many genre systems.

5
paper corpusSignosTxtLongLines331 - : Abstract: This paper presents a comprehensive study on Aktionsart based on Spanish data extracted from corpora. This work includes a large and diverse set of verbal predicates as well as grammatical constructions, with the primary purpose of providing empirical evidence on one of the most prolific topics in the theoretical approaches to lexical semantics. In particular, the main goal of this paper is twofold: firstly, to identify different restrictions in the interaction of verb + grammatical construction depending on the aspectual category of the verb ; and secondly, to describe how these categories are internally structured. The results clearly show that the different Aktionsart categories use different morphosyntactic patterns. Moreover, it is demonstrated that these categories, far from being structured from necessary and sufficient conditions, present a gradual internal structure, with prototypical verbs which do not accept aspectual shifting and more flexible verbs which can be adapted

6
paper corpusSignosTxtLongLines334 - : Like in Schmitt et al. (2004), the main goal of the AT was to test whether and how Spanish-speaking comprehension of ser and estar differs in three different conditions: a lexical-semantic condition named Polysemic Free, a syntactic condition named De Complement and a discursive-pragmatic condition named Context Only . This study goes one step forward by adjusting the results for a number of factors such as attention and yes-bias, in a unified regression framework. Hence we were able to obtain estimates of the difficulty associated to processing each type of information: lexical-semantic, syntactic, and discursive-pragmatic.

7
paper corpusSignosTxtLongLines382 - : Whether in old or new democracies, the studies focusing on the use of humour in political discourse show that politicians resort to humour, puns and popular sayings in order to create a sense of affiliation with the audience. MPs talk the ordinary people’s language, ‘conversationalising’ a type of institutional talk, in order to attain their main goal: obtaining a high percentage in the national elections .

8
paper corpusSignosTxtLongLines426 - : that “based on the cohesive ties among the various utterances of the discourse, there are several potential referents of the indexicals” and “hearers may choose to include themselves as members of the class of referents” (Zupnik, 1994: 340). Thus, it may facilitate the achievement “of the main goal of political speech: to persuade listeners of the speaker’s viewpoint” (Zupnik, 1994: 340 ).

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paper corpusSignosTxtLongLines524 - : Second, through their involvement in CSL, SHLs can increase their critical language awareness. Courses that combine CSL with SSP offer the chance for SHLs to develop greater awareness when the CSL is based on critical language awareness (CLA) pedagogies. These pedagogies encourage students to see how languages are invariably imbedded in and at the mercy of larger socio-political and socio-cultural forces. They challenge students to see how power is brokered through language, how language can be racialized, and how speech communities can be discriminated against for their language. ^[87]Leeman (2018) contends that CLA pedagogies can be used “to promote students’ understanding of the social, political and ideological dimensions of language as a means to promote students’ agency in making linguistic choices with the broader goal of challenging linguistic subordination and promoting social justice both inside and outside the school setting” (^[88]Leeman, 2018: 345-346 ). Many SHLs are speakers

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paper corpusSignosTxtLongLines559 - : * Goal Connectedness: The model seeks to assess whether some of the sentences in the conclusion section have connection with the general objective . This will reveal that the proposed solution to the problem is discussed.

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paper corpusSignosTxtLongLines559 - : Goal Connectedness (GC) text marked by annotators in conclusion:

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paper corpusSignosTxtLongLines579 - : This study investigates the functional organization and linguistic signals of academic lecture introductions in the discipline of mathematics. The goal of the present study is two-fold: 1 ) to determine the rhetorical model of lecture introductions in the field of mathematics so as to help non-native students of English to overcome difficulties in understanding lectures in this discipline, and 2) to compare our discipline-specific model to the general models determined in the literature. Applying a genre-based approach, we explore the largest corpus used in this type of research to date - a corpus of 100 mathematics lecture introductions delivered at the MIT University (the USA). As the previous models, our model has two obligatory functions - ‘setting up the lecture framework and putting the topic into context’, which confirms the value of the previous research and suggests that discipline does not affect the rhetorical organization at the level of functions. However, another result found

Evaluando al candidato goal:


3) linguistic: 6 (*)
4) lecture: 4
6) genre: 4 (*)
9) context: 4
11) shls: 3
15) functional: 3
16) oriented: 3
17) options: 3
19) choices: 3
20) courses: 3

goal
Lengua: eng
Frec: 124
Docs: 52
Nombre propio: 2 / 124 = 1%
Coocurrencias con glosario: 2
Frec. en corpus ref. en eng: 386
Puntaje: 2.780 = (2 + (1+5.20945336562895) / (1+6.96578428466209)));
Rechazado: muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
goal
: Abbott, A. & Lear, D. (2010). The connections goal area in Spanish community service learning: Possibilities and limitations. Foreign Language Annals, 43, 231-245.
: Long, D., & Golding, J. (1993). Superordinate goal inferences: Are they automatically generated during comprehension? Discourse Processes, 16, 55-74.
: Lutz, M. & Radvansky, G. (1997). The fate of completed goal information in narrative comprehension. Journal of Memory and Language, 29, 469-492.
: Self-directedness and autonomy, an ultimate goal accentuated by ^[55]Heron (2001), can be achieved merely through the shift from practitioner-directed toward client-directed interventions. In his words: