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Lista de candidatos sometidos a examen:
1) interpretation (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: interpretation
Is in goldstandard
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paper corpusSignosTxtLongLines262 - : The constitution of Hispanic names assumes a degree of ambiguity in many cases. The structure of the denominative sequences in Hispanic countries presents five fundamental problems that obstruct their interpretation: (1 ) the double sex deduction in personal names, as in Guadalupe; (2) the association of names and/or surnames in one name, as in Jorge Luis, whose components exist separately; (3) the composition of the elements by means of a connector; (4) the name/surname duality; and (5) the accepted omission of some of the elements of the denominative sequences. This study focuses on the automatic detection and analysis of these types of ambiguities (uncertainties). A formal grammar that determines valid interpretations of the nominal chains was developed by means of the automatic labeling of all the elements of which this grammar is composed. Furthermore, graphs of the distribution of the names and surnames are presented, the most important of which reveals that the frequency abides by
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paper corpusSignosTxtLongLines280 - : This paper attempts to establish a relation between the role played by metapragmatic awareness in oral comprehension and the skill to produce written narrative texts. It is also part of a greater project that looks at metalinguistic and/or cognitive abilities that might associate with the development of oral comprehension of non-literal language in school ages and the possible differences in the development of reading and writing in boys and girls with distinct comprehension levels of figurative language. It is believed that metapragmatic awareness starts at six years of age and that it involves verbalized conscience of the difference between language and context plus a reflective control over this relation in a given communicative situation (Gombert, 1992). Verschueren (2002) argues that the indicators of metapragmatic awareness work as (a) mechanisms that seek linguistic forms relative to the context; (b) reflective interpretation signals of the activities language users do ; and (c)
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paper corpusSignosTxtLongLines311 - : Alongside proper names for episodes, a second dimension of technicality in history which we have more recently confronted in our research has to do with '-isms'. As a derivational suffix '-ism' is something that turns a proper name or adjective into a principle, belief or movement, for example 'chauvinism' (coined after Nicolas Chauvin), 'conservatism' (from conservative), 'feminism' (from femina, Latin for woman), 'liberalism' etc. The following text (Dennett & Dixon, 2003: 474) shows technicality of this kind (communism and nationalism in particular) at play in its interpretation of the 'lessons' of the Indochina Wars:
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paper corpusSignosTxtLongLines319 - : Her analysis accounts for the difference in interpretation of (10a) and (10b) below:
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paper corpusSignosTxtLongLines319 - : Schmitt (1992) observes that, if we follow Kratzer´s analysis, both sentences (19a) and (19b) need to project a Davidsonian argument. The problem is that we cannot maintain the generalization that ser + predicate is an ILP and estar + predicate is a SLP because only SLPs are supposed to project a Davidsonian argument according to her analysis. However, both (19a) and (19b) are acceptable although the verb used is ser. She points out that while estar behaves as SL with respect to the Davidsonian argument, ser does not behave as IL in every case. She shows that ser allows an existential interpretation of bare plurals in certain contexts (in Portuguese):
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paper corpusSignosTxtLongLines319 - : Clements (1988) proposes a third and final pragmatic factor in relation to whether adjectives are specified for a resultative feature. He argues that if we only consider the distinction between the copulas and the view of the speaker we could conclude that any copula could go in any copulative sentence. This is certainly not true. In order to explain this variation, Clements (1988) argues that there are certain adjectives that are specified for a resultative feature. This resultative feature allows the speaker to select either a class norm or an individual norm. For example in (23) below, the speaker overrides the <+Nexus> interpretation when using adjective ancho ´wide´, which is <+ Resultative>:
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paper corpusSignosTxtLongLines353 - : In addition to this, the concept of co-participation of the Medium in lexically ergative pairs favors the interpretation of an Agent causing the Medium to do something rather than an Agent doing something to the Medium. Thus, (9a) is interpreted as ‘John causing the glass to break’, rather than ‘John doing something to the glass. However this interpretation is largely dependent on context, more specifically on the implied or stated Agent’s volition, as seen in (16a) to (18a):
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paper corpusSignosTxtLongLines357 - : Bottini, G., Corcoran, R., Sterzi, R., Paulesu, E., Schenone, P., Scarpa, P., Frackowiak, R. S. & Frith, D. (1994). The role of the right hemisphere in the interpretation of figurative aspects of language: A positron emission tomography activation study . Brain, 117, 1241-1253. [ [48]Links ]
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paper corpusSignosTxtLongLines424 - : In this section we provide some data regarding the frequency of the weak interpretations presented in Section 5.2.1. First, note that not all reciprocal verbs admit all these interpretations. Only Paired and One-to-many interpretations are always possible with all lexical reciprocal verbs. The main difference between them is that, in Paired interpretations, the various reciprocal events can be simultaneous since the pairs are always different. This is not the case in One-to-many interpretations: only 1/3 of the verbs analyzed that can participate in a sentence with a One-to-many interpretation present simultaneous subevents .
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paper corpusSignosTxtLongLines496 - : “if one accepts a 'weak' interpretation of communicative language teaching, then s/he must accept the value of grammatical explanation, error correction, and drill” (^[46]Nunan, 1987: 141 ).
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paper corpusSignosTxtLongLines529 - : Beginning with the Introduction to Spanish Interpretation course, the indirect service-learning program in Introduction to Spanish Interpretation required the following two primary components that were completed outside of regularly scheduled classroom sessions: (1 ) interpreting four on-campus interviews (two conducted in Spanish and interpreted into English; two conducted in English and interpreted into Spanish) on the role of intercultural competence in interpretation and (2) preparing bilingual advertisements for a local non-profit organization and translating an organization’s web page from English to Spanish. These data were used to examine learners’ grammatical and lexical performance in written and oral discourse during their indirect service-learning program.
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paper corpusSignosTxtLongLines529 - : * Student 1 (in Introduction to Spanish Interpretation): “Desarrollamos conocimiento y practicamos la interpretación de español a inglés e inglés a español . Obtuvimos una nueva comprensión sobre la importancia de tomar notes durante una interpretación y aprendimos diferentes estrategias para que nuestras notas sean más rápidas de escribir. Nos enseñaron cómo hacer conexiones y aplicar el contenido del curso a la comunidad a través del compromiso activo en el aprendizaje del servicio. También aprendimos la capacidad de examinar el impacto de la cultura de lenguaje en la interpretación.”
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paper corpusSignosTxtLongLines529 - : The following extracts taken from one respondent’s (labeled as Student 3 below) final reflective paper in Introduction to Spanish Interpretation and the two different respondents (labelled as Student 4 and Student 5 below) in Introduction to Spanish Translation evidence the positive role service-learning had on vocabulary development:
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paper corpusSignosTxtLongLines529 - : * Student 3 (in Introduction to Spanish Interpretation): “Colaborar con los pacientes, intérpretes y compañeros hizo que esta experiencia fuera una experiencia enriquecedora . Además, pude ampliar mi vocabulario y conocer un poco más sobre el papel de la cultura. También pude poner en práctica mi conocimiento adquirido en clase.”
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paper corpusSignosTxtLongLines530 - : More specifically, in Spanish heritage language (SHL) contexts, ^[74]Lowther Pereira (2015) has brought up the relevance of creating critical pedagogies in the heritage classroom, that is, a kind of instruction that reflects the dynamic interplayed between language, power, identity and ideology. Based on this observation, ^[75]Lowther Pereira (2015) surveyed the way in which social-learning projects, specifically integrated in SHL teaching contexts, influence the development of sociolinguistic and sociopolitical issues. The researcher worked with 63-advanced HLLs who partook in one of the following community service prospects: “tutoring Latino school children, providing language interpretation and translation services for Latino immigrants and organizing” (^[76]Lowther Pereira, 2015: 161 ). All participants were required to complete two interviews and a background questionnaire, in addition to being asked to keep a journal to reflect on their interactions with the community members that they
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paper corpusSignosTxtLongLines530 - : * 10. Please list the techniques that you have learned when taking Community Translation and Interpretation to engage in translating endeavors more effectively:
Evaluando al candidato interpretation:
3) introduction: 6 (*)
10) resultative: 4 (*)
12) pereira: 3
13) agent: 3
14) argues: 3
15) one-to-many: 3
16) context: 3
17) lowther: 3
18) contexts: 3
20) relation: 3
interpretation
Lengua: eng
Frec: 223
Docs: 114
Nombre propio: 4 / 223 = 1%
Coocurrencias con glosario: 2
Puntaje: 2.696 = (2 + (1+5.12928301694497) / (1+7.8073549220576)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| interpretation |
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