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

1) Candidate: introduction


Is in goldstandard

1
paper corpusSignosTxtLongLines216 - : Según algunos autores (véase para una revisión, Goldman & Bisanz, 2002), el marco organizativo de la narración resulta de vital importancia para comprender la actividad humana. Es el esquema que proporciona un propósito y una dirección a nuestros acontecimientos, y hace que nuestras vidas puedan entenderse como un todo. Concebimos nuestra propia conducta y la de los otros dentro de un marco narrativo y, a través de este marco, reconocemos las consecuencias que pueden tener nuestras acciones. Roland Barthes, uno de los teóricos literarios más relevantes interesados por el estudio de la narración, comienza la introducción de su libro Introduction to the structural analysis of the narrative con la siguiente afrmación:

2
paper corpusSignosTxtLongLines282 - : Esta obra está dirigida tanto a especialistas en los estudios del discurso como a aquellos que se introducen en el análisis de las relaciones discursivas y que cuentan con conocimientos básicos sobre nociones como: cohesión, coherencia, texto y discurso. Asimismo, The texture of discourse no solo es un libro de consulta para investigadores sino un manual para docentes que se dedican a la enseñanza de los fenómenos discursivos relacionados con la conectividad. Esto lo refrenda la destacada trayectoria que Jan Renkema ha seguido en el campo de la investigación y su reconocida experiencia como docente y autor de diversas obras dedicadas al estudio del discurso: Discourse, of course: An overview of research in discourse studies (2009), Introduction to discourse studies (2004) y Discourse studies: An introductory textbook (1993 ) traducido al español como Introducción a los estudios sobre el discurso (1999).

3
paper corpusSignosTxtLongLines282 - : 1. Introduction: The teacher explains the purpose of the activity to the pupils and the reason why acquiring this ability will help them to read better .

4
paper corpusSignosTxtLongLines287 - : Esta obra está dirigida tanto a especialistas en los estudios del discurso como a aquellos que se introducen en el análisis de las relaciones discursivas y que cuentan con conocimientos básicos sobre nociones como: cohesión, coherencia, texto y discurso. Asimismo, The texture of discourse no solo es un libro de consulta para investigadores sino un manual para docentes que se dedican a la enseñanza de los fenómenos discursivos relacionados con la conectividad. Esto lo refrenda la destacada trayectoria que Jan Renkema ha seguido en el campo de la investigación y su reconocida experiencia como docente y autor de diversas obras dedicadas al estudio del discurso: Discourse, of course: An overview of research in discourse studies (2009), Introduction to discourse studies (2004) y Discourse studies: An introductory textbook (1993 ) traducido al español como Introducción a los estudios sobre el discurso (1999).

5
paper corpusSignosTxtLongLines311 - : As we can see, Bernstein is making a distinction here: first between the everyday practical discourse that students bring to education and the academic discourse that education has evolved to research and teach; and secondly, within academic discourse, between the kind of technically integrated knowledge constructed in science and the less technical, more segmental understandings built up in the social sciences and humanities. Bernstein distinguishes these academic knowledge structures along two dimensions which Muller (2007) terms verticality and grammaticality. First, verticality conceptualises how theories progress -via ever more integrative or general propositions that embrace a wider range of empirical phenomena, or via the introduction of a new language which, as Bernstein (1996: 162 ) describes, constructs a "fresh perspective, a new set of questions, a new set of connections, and an apparently new problematic, and most importantly a new set of speakers". Borrowing Bernstein's image

6
paper corpusSignosTxtLongLines419 - : En relación con la configuración discursiva del Caso Clínico descrita desde una perspectiva lingüística, en 1984, Adams-Smith esbozó una estructura discursiva del Caso Clínico en inglés, a partir del examen de seis ejemplares. Observó que comienzan con una breve introducción que, a su juicio, funciona como un abstract, luego presentan el reporte del caso propiamente tal y finalizan por una sección de comentario o discusión. Diez años más tarde, Salager-Meyer (1994), a partir del examen de 10 Casos Clínicos, también en inglés, y con la finalidad de observar los dispositivos de mitigación discursiva en distintas secciones retóricas, asume que el patrón estructural de este género posee tres constituyentes: “a short Introduction, a detailed Case Report, and a brief Comment (sometimes called Discussion) section” (Salager-Meyer, 1994: 153 ). Por su parte, Taavitsainen yPahta (2000), quienes dan una mirada diacrónica al género en lengua inglesa, proponen que un Caso Clínico típico comien

7
paper corpusSignosTxtLongLines453 - : The L2-Constructicon is made up of implicational constructions. One such construction was listed in the Introduction: 'Don’t You X Me!', where X is an echo of what the speaker’s interlocutor has already said . Note that this construction, like all implicational constructions, captures subjective aspects of meaning, usually in the form of negative emotional reactions like irritation or concern. Two other constructions that convey the speaker’s irritation have been discussed in ^[95]Ruiz de Mendoza and Galera (2014). These are 'Do I Look Like I X?' and 'It Wouldn’t Kill You to X'. Like all level 2 constructions, they contain fixed (e.g. 'Look Like') and variable elements (e.g. X). The fixed elements constrain the variable elements from a formal morphosyntactic perspective, but the variable elements are further constrained by non-formal factors too. Since FunGramKB is concerned with conceptualization, we will here explore the meaning part of these two constructions with a view to their

8
paper corpusSignosTxtLongLines525 - : Beaudrie, S. M. & Fairclough, M. (2012). Introduction: Spanish as a heritage language in the United States . In S. M. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 1-17). Washington, DC: Georgetown University Press. [ [220]Links ]

9
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.

10
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.”

11
paper corpusSignosTxtLongLines529 - : * Student 2 (in Introduction to Spanish Translation): “Sentí que mi cerebro pensaba críticamente más cada día porque estaba intercambiando el español y el inglés rápidamente . Creo que usualmente yo tomo el ser bilingüe como nada especial, pero después de esta clase no lo haré nunca más. La traducción me ha hecho notar algo muy importante. Cuando se traduce, no sólo estás convirtiendo las palabras en otro idioma. Las palabras son la clave y la base de otra cultura y, por tanto, otra realidad y mundo.”

12
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:

13
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.”

14
paper corpusSignosTxtLongLines529 - : * Student 4 (in Introduction to Spanish Translation): “Puede expandir mi vocabulario no solamente para mi beneficio, pero para el beneficio de otros también .”

15
paper corpusSignosTxtLongLines529 - : * Student 5 (in Introduction to Spanish Translation): “Al traducir estas formas [sic] puede aprender muchas palabras en español y en inglés .”

16
paper corpusSignosTxtLongLines529 - : Aligning with students’ self-reported developmental goals, two of the nineteen learners (labeled as Student 6 and Student 7 below) from Introduction to Spanish Translation noted the following in their final reflective papers:

17
paper corpusSignosTxtLongLines529 - : * Student 6 (in Introduction to Spanish Translation): “Aprendí que en el idioma español los días y meses no están en mayúscula como en inglés .”

18
paper corpusSignosTxtLongLines529 - : * Student 7 (in Introduction to Spanish Translation): “Aunque mi primera lengua esel español, siempre he tenido problemas con los acentos . Creo que mi comprensión del español es bueno, sin embargo, en esta clase me ayudó a ampliar mis habilidades de aprendizaje en español, y a traducir al inglés.”

19
paper corpusSignosTxtLongLines529 - : * Student 8 (in Introduction to Spanish Translation): “Primero que nada, la clase y los proyectos me hicieron abrazar mi cultura y quién soy . A veces, al estar en un país donde la lengua principal es inglés, uno se siente menos y tal vez aislado de todos. Yo sé cómo se siente porque he pasado por momentos así, pero poco a poco aprendí que uno tiene que aceptar quién es y usar sus diferencias de una manera especial. Estar en esta clase, me hizo ver eso también; que está bien en ser diferente. Esas diferencias pueden ayudar a muchas personas y eso fue lo que nosotros hicimos. Pude aprender de otras culturas y eso para mí es muy importante. Es menester aprender de otras culturas porque no todos los hispanohablantes son iguales; tiene[n] sus propios dialectos, creencias, y tradiciones que juegan un papel en la traducción.”

20
paper corpusSignosTxtLongLines579 - : The boundary markers and the markers/constructions with the initiating function were present in 91% of the lectures and thus proved most useful for the segmentation task. It should be noted that most frequently they appeared in combinations (e.g. OK. So,…; So let’s get started…), and that in 51 lectures they were preceded by a lengthy pause and in another 11 lectures by a filled pause (uhm, hm..). The lecture-initial markers were discounted, and as for determining which marker to use to mark the separation point (as sometimes several such markers appeared in the very lecture introduction), we applied two criteria: 1 . the existence of visual cues, which was useful in about 2/3 of the cases, 2. semantic criteria - the lecture introduction was considered to have ended after the topic announcement and/or contextualization, i.e. before the lecturer’s going into the content of the topic lectured on (typically, providing a definition of a key term, asking students whether they knew what it was,

21
paper corpusSignosTxtLongLines596 - : Introduction to the monographic section: Metadiscourse devices in academic discourse

22
paper corpusSignosTxtLongLines600 - : My taxonomy draws on previous studies, especially Hyland’s framework, and has been driven by direct observation of the data under examination. The labels selected for each function are the ones which, in my opinion, best describe the communicative functions performed at each rhetorical stage in the introduction and post-method sections and are as follows:

23
paper corpusSignosTxtLongLines600 - : The corpus of analysis is made up of 30 multi-authored RAs collected from high-impact internationally refereed journals on the basis of the three criteria stated by ^[127]Nwogu (1997), i.e., representativity, reputation and accessibility. Two articles were selected from five different publications in each of the disciplines (See Appendix I). The corpus of analysis, which did not comply with the IMRD structure (Introduction, Method, Results and Discussion), comprised the introduction and post-methodology sections of RAs in the three disciplines: Engineering, Linguistics and Medicine .

Evaluando al candidato introduction:


2) discourse: 14 (*)
5) translation: 8 (*)
8) discurso: 6 (*)
9) interpretation: 6 (*)
11) introducción: 4 (*)
13) academic: 4
14) constructions: 4 (*)
15) bernstein: 4
17) criteria: 3 (*)
19) pude: 3

introduction
Lengua: eng
Frec: 411
Docs: 206
Nombre propio: 19 / 411 = 4%
Coocurrencias con glosario: 7
Frec. en corpus ref. en eng: 122
Puntaje: 7.705 = (7 + (1+5.83289001416474) / (1+8.68650052718322)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
introduction
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