temout/ling

/LING

Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

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

1
paper corpusSignosTxtLongLines110 - : Chapelle, C., W. Grabe y M. Berns (1993) Communicative language proficiency: Definitions and implications for TOEFL 2000 . Princeton, NJ: Educational Testing Service. [ [114]Links ]

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paper corpusSignosTxtLongLines124 - : 1: Investigations into the neural basis of language center around how the brain processes language .

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paper corpusSignosTxtLongLines124 - : Text 1 Investigations into the neural basis of language center around how the brain processes language .

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paper corpusSignosTxtLongLines124 - : Text 1 Investigations into the neural basis of language center around how the brain processes language .

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paper corpusSignosTxtLongLines140 - : Chafe, W. (1985). Linguistic differences produced by differences between speaking and writing. En D. R. Olson, N. Torrence & A. Hidyard (Eds.), Literature, language and learning: the nature and consequences of reading and writing (pp . 105-123). Cambridge: Cambridge University Press. [ [62]Links ]

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paper corpusSignosTxtLongLines141 - : De Ruiter, J.P. & Wilkins D.P. (1998). The synchronization of gesture and speech in Dutch and Arrente (an Australian Aboriginal language): a cross-cultural comparison . En S. Santi, I. Guaïtella, C. Cavé, & G. Konopczynski (Eds.), Oralité et gestualité. Communication multimodale, interaction (pp. 603-607). Paris: L'Harmattan. [ [86]Links ]

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paper corpusSignosTxtLongLines157 - : Biber, D., Conrad, S., Reppen, R., Byrd, P., Helt, M., Clark, V., Cortés, V., Csomay, E. & Urzúa, A. (2004). Representing language use in the university: Analysis of the TOEFL 2000 Spoken and Written Academic Language Corpus . TOEFL Monograph Series. Princeton, NJ: Educational Testing Service. [ [48]Links ]

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paper corpusSignosTxtLongLines158 - : En LSF, el lenguaje es funcional en tres sentidos distintos aunque estrechamente relacionados: en su interpretación de los textos, del sistema, y de los elementos de las estructuras lingüísticas. La teoría es funcional en el sentido de que está diseñada para dar cuenta de cómo se usa el lenguaje (Halliday, 1994: xiii). Pero en un sentido más estricto, el concepto de función es interno al lenguaje: "In other words, function will be interpreted not just as the use of language but as a fundamental property of language itself, something that is basic to the evolution of the semantic system" (Halliday, 1989: 17 ).

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paper corpusSignosTxtLongLines170 - : Language, embodiment, and brain: Critical review

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paper corpusSignosTxtLongLines171 - : "This contextual understanding is a function of both the lexeme's abstracted meaning and the CDS to which it is applied; it is probably never precisely the same on any two occasions, since the CDS is never precisely the same It is a major reason why language exhibits only partial compositionality" (Langacker, 2001: 164 ).

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paper corpusSignosTxtLongLines172 - : Halliday, M.A.K. (1984). Language as code and language as behaviour: A systemicfunctional interpretation of the nature and ontogenesis of dialogue . En R. Fawcett, M.A.K. Halliday, S.M. Lamb & A. Makkai (Eds.), The Semiotics of Language and Culture: Vol 1: Language as Social Semiotic (pp. 335). London: Pinter. [ [69]Links ]

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paper corpusSignosTxtLongLines189 - : The article focuses on the alternation of two expressions of future in present-day Spanish: morphological future (MF) and periphrastic future (PF). Two groups of quantitative research are compared: (i) those so far carried out by different researchers on spoken and written Spanish corpora; (ii) Sedanos (1994; in press) studies on two corpora of Venezuelan Spanish, one spoken and the other written. The variables taken into account in the latter are the following: (i) temporal distance and (ii) grammatical person in future tense. Even though PF is preferred in spoken Spanish and MF in written Spanish in general terms, the results of this study point to trends not so much determined by the language mode (oral or written) as by the degree of confidence of the speaker/writer in the occurrence of the future event: confidence is associated with PF ; lack of confidence is associated with MF. The results of the present research serve to reiterate the importance of corpus-based variationist

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paper corpusSignosTxtLongLines195 - : However, most research on immediacy has been carried out in U.S. college classrooms, and because an individuals communication behavior and competencies are defined by culture (McCroskey, Sallinen, Fayer, Richmond & Barraclough, 1995), one cannot assume that communication practices that work well in one culture will also work just as well in another culture. For this reason, this study will examine instructional immediacy and foreign language anxiety in two different cultures where little is known about these variables: Chile and Russia .

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paper corpusSignosTxtLongLines195 - : Madsen, H. Brown, B. & Jones, J. (1991). Oral communication apprehension and Hispanics: An exploration of oral communication apprehension among Mexican American students in Texas. In E. Horwitz & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp . 65-86). Englewood Cliffs, NJ: Prentice Hall. [ [54]Links ]

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paper corpusSignosTxtLongLines204 - : A substantial number of school children and youngsters encounters problems with the production of written texts in an autonomous fashion. Although the reasons for this phenomenon are various, it will hereby be focused on the development of the oral language occurring during the school age; that is, from six years of age on. In particular, this study will refer to certain forms of non-literal language: indirect speech acts and ironies . Theoretically, the writing/oral comprehension of non-literal language connection is based on their seeming relationship with the development of a metalinguistic conscience and a theory of the mind. Empirically, this study involves the participation of 141 13-14-year-old students whose oral comprehension was measured by the Instrument for the Measurement of Pragmatic Inferences (IMIP, according to the Spanish acronym), and writing, by an Analytic Assessment Guide. Data were analyzed with the aid of canonical co-relation and the results reveal, on the one hand,

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paper corpusSignosTxtLongLines209 - : Chafe, W. (1985). Linguistic differences produced by differences between speaking and writing. En D. Olson, N. Torrence & A. Hidyard (Eds.), Literature, language and learning: The nature and consequences of reading and writing (pp . 105-123). Cambridge: Cambridge University Press. [ [55]Links ]

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paper corpusSignosTxtLongLines216 - : Slobin, D. (2003). Language and thought online: Cognitive consequences of linguistic relativity . En D. Gentner & S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and thought (pp. 157-192). Cambridge, MA.: The MIT Press. [ [105]Links ]

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paper corpusSignosTxtLongLines221 - : In an oral society, people do not ask: ‘What does this (piece of) text mean?’ but ‘What do you mean?’ With the advent of writing, the text has become dislodged from its author. Now it is the text, and not the author’s intention, which has to be probed. Only writing makes it possible to think about language, and to invent concepts unknown in oral societies, like that of ‘logos’, or, centuries later, that of ‘word’ . With writing, meaning becomes an aspect of the (written) text. The frst forms of writing referred to concrete things out there in some discourse-external reality. The frst cuneiform clay tablets were language-independent. This gave rise to the idea that language can be described as a system of signs, signs being material objects standing for other objects. If it were possible to link the sign and the reality in a permanent way, then a manipulation of signs would manipulate reality. This is why the project of a lingua perfecta was attractive over many centuries. Today’s conceptua

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paper corpusSignosTxtLongLines221 - : las que todo el ruido del deterioro ha sido cuidadosamente fltrado. Una vez más, las palabras de las lenguas naturales son reemplazadas por conceptos, similares a los conceptos mentales de los cognitivistas, pero justificados por el modelo computacional de la mente, tan popular entre muchos lingüistas cognitivos. Se cree que las ontologías, cuya principal tarea es evidenciar la relación isomórfica de los conceptos con el mundo real, son independientes del lenguaje, pues se asume que demuestran las relaciones que se dan entre las cosas representadas por los conceptos y no entre los conceptos mismos. En el apartado Ontologías de nivel superior, del documento Aspectos lingüísticos de la semántica léxica, editado por el proyecto Eagles (Expert Advisory Group on Language Engineering), se lee: “Las ontologías debieran ser independientes del lenguaje, es decir, motivadas independientemente y no dictadas por el patrón de lexicalización de una lengua particular” .

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paper corpusSignosTxtLongLines228 - : Collentine, J. (2003). The development of subjunctive and complex-syntactic abilities among FL Spanish learners. En B. Lafford & R. Salaberry (Eds.), Studies in Spanish second language acquisition: the state of the science (pp . 74-97). Georgetown: Georgetown University Press. [ [33]Links ]

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paper corpusSignosTxtLongLines228 - : Criswell, E., Byrnes H. & Pfster, G. (1991). Intelligent automated strategies of teaching foreign language in context. En M. Swartz & M. Yazdani (Eds.), Intelligent tutoring systems for foreign language learning: The bridge to international communication (pp . 307-319). Berlin: Springer-Verlag. [ [34]Links ]

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paper corpusSignosTxtLongLines233 - : Rápidamente, esta campaña se extiende a otros países anglosajones, como Canadá (donde en 1988 se crea el Plain Language Centre) y Australia, y recibe una denominación más amplia: la de Plain Language Movement^[31]6 . De hecho, el movimiento se ha desarrollado también en países de habla no inglesa; especialmente en países francófonos, como Bélgica, Quebec o Francia.

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paper corpusSignosTxtLongLines233 - : ^6 La página web oficial de este movimiento incluye un apartado específico dedicado al Plain Legal Language, que contiene enlaces y artículos de interés sobre el tema: [54]http://www .plainlanguagenetwork.org/Legal/ [Consulta 30/1/2007].

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paper corpusSignosTxtLongLines242 - : “At the present time English, to a much greater extent than any other language, is the language in which the fate of most of the world’s millions is decided. English has, in the twentieth century, become the international language par excellence” (Phillipson, 1992: 5 ).

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paper corpusSignosTxtLongLines246 - : from the traditional school: reading literature as an illustrate patrimony and writing as a conservation of language: orthography, vocabulary and calligraphy . At the same time, it is observed that in the lessons, literacy events are used, mainly, as a mechanism to reproduce information: copying and accessing information (inter-textual dialogism). These representations inside the school system are interpreted to be part of the retroactive effects on the educational processes of the standard tests being currently applied in the Chilean schools to measure quality of education (interaction dialogism).

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paper corpusSignosTxtLongLines257 - : The influence of non-verbal language (gestures) on memory and learning of students with developmental disorder and intellectual disability: A review

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paper corpusSignosTxtLongLines266 - : "They have moral premises, that is, they are about what is right; they use versions of contested values taken from a particular moral view; they have an implicit or explicit narrative structure, i. e., they all tell stories with heroes, villains, victims, common themes, etc.; they also serve as counterarguments: they undermine arguments on the other side; they have issue-defining frames that set up problem and the solution; they use commonplaces frames -frames known so widely that they resonate immediately, whether true or not; they use language with surface frames that evoke deeper frames" (Lakoff , 2006a: 119 ).

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paper corpusSignosTxtLongLines268 - : "We have to use two different languages in discussing the problem of the definition of truth and, more generally, any problem in the field of semantics. The first of these languages is the language which is 'talked about' and which is the subject matter of the whole discussion; the definition of truth we are seeking applies to the sentences of this language. The second is the language in which we 'talk about' the first language, and in terms of which we wish, in particular, to construct the definition of truth for the first language" (Tarski, 1944: 349 )^[26]2.

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paper corpusSignosTxtLongLines269 - : Matthiessen, C. (1995b). Fuzziness construed in language: A linguistic perspective . Proceedings of FUZZ/IEEE, Yokohama, March, 1995. Yokohama. [ [134]Links ]

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paper corpusSignosTxtLongLines277 - : Systemic-Functional Linguistics posits that the linguistic system is structured as it is because of the functions people have it serve. Needless to say, speakers from different communities do not use language for the same specific ends. For instance, not every human group plans and goes on fishing excursions on yellow boats. However, all human communities use language to organize their experience, to establish and maintain social bonds with the others, and to produce texts (to name but a few purposes). These three uses are respectively defined as the 'experiential', 'interpersonal' and 'textual' functions (or, more precisely, 'metafunctions'). In this context, Fawcett (2008) emphasizes the 'multifunctional principle' of language proposed by Halliday (1967a, 1967b): Every clause fulfills several functions at the same time . This paper will try to prove that the Cardiff Grammar provides a framework by reference to which it is possible to explain 'how' the experiential, interpersonal and

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paper corpusSignosTxtLongLines282 - : The present study attempts to explore expressions of interpersonal meaning more systematically, drawing on SFL theory. The metafunctional nature of this theory not only provides a systematic means for differentiating interpersonal meaning from ideational and textual meanings, but also for exploring how they relate to each other. Within SFL, Appraisal offers the theorization of interpersonal meaning choices in discourse (see Martin, 2000; Martin & Rose, 2003, 2007; Hood, 2004; Hood & Martin, 2005; Martin & White, 2005). A central concept of Appraisal theory is that speakers of a language use evaluative resources "for negotiating our social relationships, by telling our listeners or readers how we feel about things and people (in a word, what our attitudes are)" (Martin & Rose, 2003:19 ). The focus of analysis of this study deals with one of the Appraisal systems outlined by these authors -Engagement, which includes "all the resources by which the textual or authorial voice is positioned

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paper corpusSignosTxtLongLines282 - : [...] a comprehensive map of appraisal resources that we could deploy systematically in discourse analysis, both with a view to understanding the rhetorical effect of evaluative lexis as texts unfold, and to better understanding the interplay of interpersonal meaning and social relations in the model of language and the social we were developing, especially in the area of solidarity (Martin, 2000: 148 ).

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paper corpusSignosTxtLongLines283 - : The present study attempts to explore expressions of interpersonal meaning more systematically, drawing on SFL theory. The metafunctional nature of this theory not only provides a systematic means for differentiating interpersonal meaning from ideational and textual meanings, but also for exploring how they relate to each other. Within SFL, Appraisal offers the theorization of interpersonal meaning choices in discourse (see Martin, 2000; Martin & Rose, 2003, 2007; Hood, 2004; Hood & Martin, 2005; Martin & White, 2005). A central concept of Appraisal theory is that speakers of a language use evaluative resources "for negotiating our social relationships, by telling our listeners or readers how we feel about things and people (in a word, what our attitudes are)" (Martin & Rose, 2003:19 ). The focus of analysis of this study deals with one of the Appraisal systems outlined by these authors -Engagement, which includes "all the resources by which the textual or authorial voice is positioned

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paper corpusSignosTxtLongLines283 - : [...] a comprehensive map of appraisal resources that we could deploy systematically in discourse analysis, both with a view to understanding the rhetorical effect of evaluative lexis as texts unfold, and to better understanding the interplay of interpersonal meaning and social relations in the model of language and the social we were developing, especially in the area of solidarity (Martin, 2000: 148 ).

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paper corpusSignosTxtLongLines295 - : This paper explores, from a systemic functional linguistics perspective, the relation among the concepts of 'context', 'register' (Halliday & Hasan, 1989; Halliday, 2004) 'genre' (Martin, 1992, 1997, 2000) and language education. The reason for exploring these concepts is their connection with two notions that have a direct bearing on language teaching/learning: the appropriateness of linguistic forms to achieve specific communicative purposes (linked to the paradigm of analysing language in use ) and the relation between text and context. To illustrate and apply the SFL theoretical and analytical resources presented, an exemplar of a reader's letter published by Newsweek magazine is analysed. It is suggested that a functional perspective on language teaching/learning helps students 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

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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 - : The aim of this paper is to explore, from the perspective of systemic functional linguistics (SFL), the relation between the concepts of 'context', 'register' (Halliday & Hasan, 1989; Halliday, 2004) genre (Martin, 1992, 1997, 2000) and language education. The reason for exploring these concepts is their connection with two notions that have a direct bearing on language teaching/learning: the appropriateness of linguistic forms to achieve specific communicative purposes (linked to the paradigm of analysing language in use ) and the relation between text and context.

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paper corpusSignosTxtLongLines295 - : Systemic functional linguistics (SFL), developed by Halliday (1978), is both a theory of language and a methodology for analysing texts and their contexts of use. Due to its dual nature, SFL aims to explain how individuals use language and how language is structured for its different usages (Eggins, 1994). By adopting a multifunctional view of language, that is, that language is as it is to accomplish certain social functions, SFL divides the meanings realized by language into three types: 'ideational', 'interpersonal' and 'textual' meanings . According to this perspective, language is seen as 'systemic' because it consists of a set of choice systems, in which each system provides the speaker/writer with a variety of ways to express their intended meaning, and it is 'functional' because it serves functional purposes. The functional aspects of language are simultaneously expressed in the three types of meaning mentioned above.

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paper corpusSignosTxtLongLines295 - : "The grammar of a language as a resource for making and exchanging meanings. A functional grammar is therefore the kind of grammar most likely to have useful things to say to language learners and teachers" (Lock, 1996: 3 ).

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paper corpusSignosTxtLongLines295 - : learning process, in which language functions as 'substance' (learning a language, be it L1 or a foreign language), as 'instrument' (learning through language, which applies to all fields of knowledge and to all educational levels), and as 'object' (learning about language: grammar, genres, registers, word formation, etc .). In Halliday's (1978: 1) words:

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paper corpusSignosTxtLongLines295 - : In second/foreign language classes, the issue of context is a particularly complex one, since the general feeling is that, in a classroom, language functions somehow out of its 'natural', 'real' enviroments of use, such as was the case in traditional methods of language teaching. Before the emergence of communicative approaches to second/foreign language education, traditional textbooks relied on single sentences or even words presented in isolation, out of context. Even the 'situational approach, developed in the 1950s and 1960s (Hornby, 1954; Frisby, 1957; Pittman, 1963) as a result of an interest of certain linguists in the role of context, and which tried to present texts and activities within recognizable situational settings (e.g. 'at the post office', 'at the airport', 'at the restaurant'), made use of 'ready-made' sentences, contrary to "the basic notion of [language] functioning in a context of situation" (Halliday, 1978: 10 ). However, from a social perspective of language use and

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paper corpusSignosTxtLongLines295 - : Beyond the context of situation lies the context of culture, composed of social processes mediated by language. In terms of language education, culture and situation should not be seen as "two things, but rather the same thing seen from two different depths of observation" (Halliday, 1978: 16 ). The culture is the total potential of situation types −in discursive terms, it provides the potential of linguistic resources that can be used in each text produced in each particular situation. In the classroom environment, at the same time that the text instantiates the register, which realizes the context of situation, the potential that lies behind each text −a discursive potential built by teachers and students for exploring language− realizes and construes a context of culture for language learning.

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paper corpusSignosTxtLongLines295 - : "When we talk of the cultural context for language education, we have to go beyond the popular notion of culture as something defined solely by one's ethnic origins. All of us participate in many simultaneous cultures; and language education is the principal means by which we learn to do so" (1978:17 ).

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paper corpusSignosTxtLongLines295 - : In short, Halliday's (1978) suggestion is that, in the scope of language education, we interpret 'culture' from a linguistic viewpoint: just as in language education the term 'language' does not mean the whole, abstract concept of 'English' or 'French' or 'Chinese', but a particular variety of a language, such as commercial Chinese, academic French, or beginner's literacy in English, the cultural context for language teaching/learning should not be seen as:

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paper corpusSignosTxtLongLines295 - : 'English culture' or 'western culture' in general, but something much more specific: the cultural context in language education practice is "a context for language, a system of meanings that is realized in language and hence can be construed in language" (Halliday, 1978: 18 ).

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paper corpusSignosTxtLongLines295 - : To sum up, language plays a three-fold role in language education: in linguistic terms, it is the 'substance' of what is being learned, it is what we have to master in order to perform ; in extralinguistic terms, it is the 'instrument' through which we learn, and in that sense it constitutes a resource for learning; and in 'metalinguistic' terms it is the object of learning, the content we have to learn about. According to Halliday (1978), what unites these aspects of language education is that learners are expected, through a contact with language as substance, instrument and object, to create a system, a meaning potential, from the instantiations of language (texts) they are exposed to. And the key to this transformation is the context of situation, that is, "the coherent pattern of activities from which the discourse gains its relevance" (Halliday, 1978: 22). And it is also from the context of situation that the language learner will be able to construe a higher level system −the context

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paper corpusSignosTxtLongLines295 - : of culture. In language education, learners have to make predictions in two ways: to predict the text from the context, and to predict the context from the text, and this poses a particular difficulty to second or foreing language learners who are still unfamiliar with the total pattern of the new language: they have to learn from texts produced in a language they have little experience of . In Halliday's (1978: 23) words, in language education

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paper corpusSignosTxtLongLines295 - : As I have pointed out above, functional linguists put great emphasis on the relationship between language and context. The main contention here is that it is impossible to understand the meaning of what someone has said or written without knowing something about the context surrounding the text. And the opposite is also true: if we can understand what our interlocutor writes or says, we can also draw conclusions about the context of situation (Martin, 2001). The relation between language and context is one of 'realization': the text 'realizes' the situation and the linguistic system 'realizes' the culture . We must keep in mind, however, that we are referring to a semiotic and not a material relationship, that is, not a relationship of cause and effect but of semiotic construal −the culture is construed by systems of linguistic choice, while the situation is construed by patterns of language use (Halliday, 1978).

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paper corpusSignosTxtLongLines295 - : The uses of language and the diverse social contexts are interrelated and realize each other. The organization of language and of its contexts of use is functional, that is, it serves the three linguistic metafunctions mentioned before: ideational, interpersonal and textual . In that line, Martin's teleological perspective on genre, grounded on a systemic-functional view of language, employs the Hallidayan's constructs of register and metafunctions. However, Martin's proposal discusses and advances the concepts of genre and register, looking not only at the context of situation, but also at the context of culture, where, according to the author, genres are located. About the notion of context of culture in Martin's work, Vian Jr. and Lima-Lopes state that:

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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)

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paper corpusSignosTxtLongLines295 - : In short, register corresponds to the context of situation, and genre to the context of culture. For Martin (2001: 155), "a genre is a staged, goal-oriented, purposeful activity in which speakers engage as members of our culture". Virtually everything we do involves some kind of genre. Language, in that sense, functions as the fonology of register, and both register and language function as the fonology of genre, as we can see in [26]Figure 1:

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paper corpusSignosTxtLongLines295 - : Figure 1. Language, register and genre (Martin, 2001: 156 ).

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paper corpusSignosTxtLongLines295 - : As the three register variables (field, tenor and mode) do not have their own forms of expression (words or structures), they have to make use of the lexico-grammatical structures from language, and this is done in two ways: first, by making certain linguistic choices much more likely than others, so that when we read or hear a text certain patterns start to emerge in a non-random way, in what Martin calls 'probabilistic realization': "these patterns represent a particular register choice telling us it's there" (Martin, 2001: 157 ). Second, the register categories take over a small number of linguistic choices as their own, in what Martin calls 'indexical realization', that is, certain linguistic choices, once made by the text producer, lead the hearer/reader to immediately identify the register in which the text is being produced. However, linguistic realizations should not be taken as register variables. Field, tenor and mode are register categories, whereas lexico-grammatical items are

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paper corpusSignosTxtLongLines295 - : From a functional perspective on language, the concept of genre can be valuable for second/foreign language teachers because it provides a basis for a curriculum oriented to socially grounded, purposeful language activities. But in order to approapriate the socially effective genres that 'inform and persuade', students have to construe a linguistic system flexible enough to be adapted to the different occurrences of any genre, a task that can be made easier with the concept of register. A central theoretical point here is not simply that every text realizes three different aspects of its situational context, but that this is so "because particular areas of the language system are sensitive to particular aspects of the context" (Painter, 2001: 176 ). In other words, situational contexts are impacted by the overall language and cultural system, but the overall system is also influenced by local aspects of discursive events.

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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

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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 corpusSignosTxtLongLines295 - : "The context of culture (genre) should be seen as a more general and more abstract plan than the context of situation (register). As a consequence, while a genre is instantiated through language, this realization is mediated through the realization of the register" (Vian Jr & Lima-Lopes, 2005: 35 ).

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paper corpusSignosTxtLongLines295 - : To sum up, one of the main contentions of this paper is that we cannot fully understand a text if we do not know something about its context. As social beings, all our interactional contexts are social, and involve people doing things with their lives (field), interacting with others (tenor) and using some communicational channel and abstraction to do so (mode). Furthermore, our social contexts involve people participating in staged, goal-oriented activities (genres). The register variables of field, tenor and mode represent the attempt of the school of systemic functional linguistics to understand and explain the distinct situational contexts in which we operate and interact. The discussions about genre represent a more recent attempt from researchers from the same linguistic school to explore the context of culture, especially in terms of language teaching/learning. Referring to the relevance of the notions of context, register and genre to language education, Christie (2004: 34-35 )

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paper corpusSignosTxtLongLines309 - : With the demise of formalism in linguistics, education of mother tongue and foreign language needs revising. Formal trends fall short of the two major challenges in education today: making students fit to operate in a multilingual world and making them proficient for using language -both L1 and L2- in society, that is, having a full grasp of academic and professional genres. This article makes an actual proposal of curriculum innovation that takes genres -with a nod to the systemic functional theory behind it- as the ultimate unit in language programming and that is being embraced in some parts of Europe under the label: 'integrated language curriculum' . A historical review, a cognitive account based on language information processing, and some structure for classroom implementation are also considered.

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paper corpusSignosTxtLongLines309 - : "We were not ready for him. We had something of a grammar but we had no semantics. We had hardly a clear concept even of semantics as a stratum within the organization of language, that came partly that Bernstein was making our own work" (Halliday & Hasan, 2006: 21 ). (Véase Bernstein (1973) para una revisión de los conceptos sobre el lenguaje como socialización).

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paper corpusSignosTxtLongLines309 - : "I suspect that familiarity with the conceptual semantics of the relevant scientific field in any language is more relevant to successful understanding of a scientific text in English than in general English proficiency, at least beyond a very rudimentary skill in the language. If this is true, that teachers of science may be better prepared to teach scientific English than are teachers of the English language, at least in they sense that the could acquire the necessary language concepts in far less time than language teachers would require to master the necessary scientific ones" (Lemke, 2002: 28 ).

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paper corpusSignosTxtLongLines309 - : Lorenzo, F., Casal, S. & Moore, P. (2009). The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project . Applied Linguistics [en línea]. Disponible en: [58]http://applij.oxfordjournals.org/cgi/content/abstract/amp041

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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

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paper corpusSignosTxtLongLines311 - : Maton, K. (2008). Knowledge-building: How can we create powerful and influential ideas? Paper presented at Disciplinarity, Knowledge & Language: An international symposium, December 2008, University of Sydney, Australia .

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paper corpusSignosTxtLongLines313 - : 'Anglicisms' belonging to the vocabulary of a restricted group of people have less chance of being assimilated. Recently borrowed English terms in the field of technology, economics, and business are not yet orthographically adapted; their pronunciation is also similar to the one in the source language: 'broker', 'cash-flow', CD' (pronounced /si: di/), 'PR' (pronounced /pi: ar/ ) 'clearing', 'deadline', 'dealer', 'design', 'display', 'feedback', 'folder', 'forecast', 'franchiser', 'hardware', 'know-how', 'laptop', 'leadership', 'leasing', 'player', 'printe'r, 'replay', 'scanner', 'server', 'shuttle', 'software', 'target', 'template', 'tuner', 'Walkman', etc. Other reasons for the preservation of the original shape of a loanword may be some subjective factors mentioned by Stoichitoiu-Ichim (2006: 231) "the anglophile linguistic trend" and "speakers' better command of English". For many (mostly young) Romanians, the terminology of professions is more prestigious if English terms are used

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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 ).

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paper corpusSignosTxtLongLines329 - : Crain, S. & Steedman, M. (1985). On not being led up the garden path: The use of context by the psychological parser. En D. Dowty, L. Karttunen & A. Zwicky (Eds.), Natural language parsing: Psychological, computational, and theoretical perspectives (pp . 320-358). Nueva York: Cambridge University Press. [ [42]Links ]

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paper corpusSignosTxtLongLines336 - : What evidence have we obtained concerning lexical functions? We presented a sufficient number of collocations annotated with lexical functions to the computer that learned characteristic features of each function. It was demonstrated that the computer was able to assign lexical functions to unseen collocations with a significant average accuracy of 0.759. Is it satisfactory? We can compare our result with computer performance on another task of natural language processing: word sense disambiguation, i .e., identifying the intended meanings of words in context. Today, automated disambiguating systems reach the accuracy of about 0.700 and this is considered a substantial achievement. As an example of such works see (Zhong & Tou Ng, 2010). Therefore, our result is weighty enough to be a trustworthy evidence for the linguistic statement under discussion.

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paper corpusSignosTxtLongLines340 - : En el ámbito de la interdisciplina lingüística Computer Assisted Language Learning (CALL), la importancia de los analizadores automáticos fue muy discutida en la última década por varios investigadores: Nagata, Matthews, Holland, Maisano, entre otros (en Heift & Schulze, 2007 ; Schulze, 2008). Holland, Kaplan y Sams (1995) se refieren a las posibilidades y limitaciones de tutores de lengua basados en analizadores automáticos. Para ello, realizan una comparación entre sistemas CALL convencional y sistemas ICALL (Intelligent Computer Assisted Language Learning) basado en analizadores automáticos y concluyen que en sistemas ICALL el estudiante puede escribir una gran variedad de oraciones y desarrollar de una forma relativamente libre habilidades para el mejoramiento de la producción escrita. La eficacia de los analizadores automáticos en la enseñanza de lenguas fue analizada empíricamente por Jouzulynas (1994, en Heift & Schulze, 2007) quien evaluó su utilidad en el diagnóstico de errores.

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paper corpusSignosTxtLongLines350 - : Por último, queremos destacar que incluso el nivel más alto -el de C2 Maestría- no alcanza la competencia intercultural. El MCER establece que el nivel de C2 Maestría se corresponde con el objetivo más alto de los exámenes en el esquema adoptado por ALTE (Association of Language Testers in Europe) y que se puede ampliar para que incluya la competencia intercultural que es la más desarrollada y que se encuentra por encima de este nivel . Se señala, además, que la competencia intercultural se alcanza por los profesionales de la lengua (Consejo de Europa, 2002). Sin embargo, a pesar de que la competencia intercultural se asocia a un nivel profesional de la lengua, consideramos que hay que ir superando este reto paulatinamente y que en todos los niveles de referencia del español hay que hacer hincapié en las diferencias existentes entre las dos culturas en contacto para que los alumnos aprendan a comunicarse y a actuar adecuadamente según los patrones de la lengua y la cultura meta.

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paper corpusSignosTxtLongLines352 - : The language for teaching and learning Natural Science: A case of missed opportunities for citizenship education

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paper corpusSignosTxtLongLines354 - : Micro and macro-structural comprehension monitoring when reading science texts in a foreign language: Is it just a proficiency matter ?

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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 corpusSignosTxtLongLines358 - : Teachers of Spanish as a second/foreign language and varieties: Identity dialectal, attitudes and teaching practices

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paper corpusSignosTxtLongLines360 - : Leow, R. P. (2007). Input enhancement in classroom-based SLA research: An attentional perspective. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second language education: Evolution in theory, research and practice (pp . 37-52). Stillwater, OK: New Forums. [ [56]Links ]

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paper corpusSignosTxtLongLines360 - : Leow, R. P. (2009b). Modifying the L2 reading text for improved comprehension and acquisition: Does it work? In Z. Han & N. J. Anderson (Eds.), Second language reading research and instruction: Crossing the boundaries (pp . 83-100). Ann Arbor, MI: The University of Michigan Press. [ [58]Links ]

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paper corpusSignosTxtLongLines368 - : Native Spanish (n = 45) or native English speakers (n = 40) were randomly assigned to one of four conditions of literal wording in each respective language: 1) agentive: the main character in the scenario broke the vase ; 2) somewhat agentive: the vase was broken by the main character in the scenario; 3) somewhat non-agentive: the vase was broken; 4) non-agentive: the vase broke. The experiments thus used a 2 (language) x 4 (agentive) mixed factorial design. There were approximately 10 participants per group. The two independent variables, language and agentive wording, were treated as between-subjects factors.

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paper corpusSignosTxtLongLines371 - : learner would focus on the image and the auditory learner on narration. Even though research in other fields have not confirmed redundancy as an efficacy enhancing factor for learning, it may work differently in SLA by helping learners retain and transfer the new linguistic code. The distinction between these two areas of learning has been explored by Schnotz and Baadte (2008: 22) as they claim that “in language learning, things are different because the primary goal of learning is not to learn about a specific domain, but to master a new language��. Thus, Schnotz and Baadte (2008) make the difference between language learning and domain learning where the major distinction is that language learning precedes domain learning, understood as the kind of learning that is institutionalized in the school system: biology, history, geography, etc . On the other hand, in second language learning (particularly in adolescents and adults) the learner already possesses knowledge of the domain (unless it

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paper corpusSignosTxtLongLines382 - : In his overview of the main themes of Romanian jokes, Nedelcu (2006) argues that the vast majority are based on stereotypes about the Roma, such as: promiscuity, excessive birth rate, violation of basic commonsensical cohabitation rules (e.g. playing loud music, holding noisy outdoor weekend parties, breeding horses in flats), the refusal to learn and work, macho attitudes. As far as Hungarians are concerned, the first on Nedelcu’s list of stereotypes is the linguistic issue: "not knowing the Romanian language and being discriminated against" (2006: 191 ).

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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 .

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paper corpusSignosTxtLongLines385 - : En otras palabras, el idiolecto explica la “variation within a language that is associated with individual speakers” (Burridge & Mulder, 1998: 302 ). Se presume que los hablantes tienen una forma única, idiosincrásica de utilizar el lenguaje. Es decir, que no se puede relacionar con factores externos, tales como el sexo, la edad, el dialecto, el sociolecto, etc. (Brown, 1982).

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paper corpusSignosTxtLongLines400 - : Figure 3. Language in relation to other cognitive systems (taken from Lamb, 1999: 140 ).

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paper corpusSignosTxtLongLines400 - : lexicogrammatical representation were actually connected to its own redundant representation in the semantic system, there would be no reason to postulate a separate semantic stratum in the first place. The very idea of realization (a cornerstone of the two approaches discussed in this paper) seeks to reflect two aspects of language structure: (i ) the fact that one and the same constellation of semantic features may be expressed, at least partially, through different lexicogrammatical units; and (ii) the fact the different constellations of semantic features may be expressed by the same lexicogrammatical unit.

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paper corpusSignosTxtLongLines406 - : Pulido, D. (2009). Vocabulary processing and acquisition through reading: Evidence for the rich getting richer. In Z. Han, N.J. Anderson & D. Freeman (Eds.), Second language reading research and instruction: Crossing the boundaries (pp . 65-82). Ann Arbor, MI: The University of Michigan Press. [ [61]Links ]

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paper corpusSignosTxtLongLines408 - : Visual recognition and semantic categorization of novel words in English as a foreign language ( L2): The role of incidental reading and vocabulary exercises

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paper corpusSignosTxtLongLines408 - : Paribakht, T. S. & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. En J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagog y (pp .174-200). Nueva York: Cambridge University Press. [ [49]Links ]

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paper corpusSignosTxtLongLines414 - : This paper focuses on the CSs utilised by Spanish learners of English with different proficiency levels when interacting with an English native speaker (NS) outside the classroom setting. The term ‘second’ language will be indistinctively used to refer to ‘second’ and ‘foreign’ language following Ellis definition (1997: 3): “any language that is learned subsequent to the mother tongue, independently of the conditions in which the language is being learned” . The final aim of this study was to identify the CSs used by these learners in an interactional context and to determine a possible relationship between their proficiency level and CS usage. The identification of these learners’ strategic use of the L2 as related to their proficiency level – thus the identification of their communication problems – may ultimately lead to the improvement of the teaching and learning of English hence helping learners in the transition between their IL and the L2.

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paper corpusSignosTxtLongLines421 - : The written language of the posters analysed shows the characteristics of political discourse, whose main purpose is to persuade the audience to vote for Fianna Fáil: use of ellipsis, positive language, repetitions, and short phrases are the main features of the slogans found in the posters . In this sense, the different slogans and the visual representation of Bertie Ahern and Micheál Martin as secure political leaders suggest the idea of Ireland as a European country that was in a process of socio-economic development in Europe and whose expansion was progressively growing.

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paper corpusSignosTxtLongLines429 - : Two methods have been frequently used to measure language proficiency: self-reports (e .g. Bylund & Athanasopoulos, 2014) and formal tests (e.g. Bylund & Jarvis, 2011(Bylund & Jarvis, 2011)). Scholars have questioned self-report surveys as valid and reliable measures of language proficiency (e.g. Dörnyei, 2001) mainly due to the subjectivity inherent in self-reports, as participants may over or under report their ability. Another criticism against self-reports is participants’ insufficient experience in self-assessment. Considering the criticism leveled at self-report, in the present study, Oxford Quick Placement Test (QPT; Oxford University Press, 2001) was used to divide participants into the three groups.

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paper corpusSignosTxtLongLines429 - : lead to positive affect and maintaining motivational intensity. Given the findings regarding the effect of construal level on various cognitive and social phenomena, the results of this study suggest that learning a new language might play a role in these phenomena. For example, Freitas, Salovey and Liberman (2001) found that individuals who chronically used low-level construals had less interest in negative feedback and greater interest in downward social comparison (DSC). Assuming this, it might be the case that speakers of the languages with relatively lower action construal levels might show a greater interest in DSC and less interest in negative feedback. Considering the observed interaction between learning a second language, psychological distance, and construal level in the present study, perhaps that would be interesting to speculate about possible relations between bilingualism and such construal-mediated variables: Does bilingualism influence creative thinking, inasmuch as it is

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paper corpusSignosTxtLongLines445 - : Language learners’ representations of Spanish-speaking countries: How can they inform language pedagogy ?[23]*

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paper corpusSignosTxtLongLines445 - : The current study has some pedagogical implications as it has demonstrated how exploring language learners’ mental representations about target language countries can help language educators to make teaching of the cultural component of a foreign language program relevant to the educational needs of their students. More importantly, as the current and previous studies have shown (Allen; 2004; Níkleva, 2012; Nikitina, Zuraidah & Loh, 2014), addressing language learners’ beliefs and stereotypes about a TL country enables language educators to practice progressive foreign language pedagogies that strive to link language learners’ prior knowledge and beliefs about a TL country to their new learning experiences and place emphasis on promoting students’ critical thinking through exposing them to more ideas about the complex and vibrant world beyond the classroom walls .

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paper corpusSignosTxtLongLines450 - : La denominada Appraisal Theory constituye una propuesta teórica que se ocupa del componente interpersonal del lenguaje y, más concretamente, de cómo se comunican significados interpersonales que ponen de manifiesto la voluntad del emisor de entablar un diálogo con el receptor, condicionada por las relaciones de poder y de solidaridad entre los participantes en el acto comunicativo. Fue desarrollada principalmente por ^[33]Martin y White (2005) en su obra The Language of Evaluation: Appraisal in English, a partir del modelo de la lingüística sistémico-funcional para el inglés (^[34]Halliday & Matthiessen, 2004 ; ^[35]Hood & Martin, 2005; ^[36]Hood, 2010).

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paper corpusSignosTxtLongLines451 - : Correct pronunciation is a very important aspect of second language (L2) acquisition, indispensable not only for speech generation but also for adequate listening comprehension because the articulatory and auditory systems are interrelated: a learner is hardly able to recognize a sound s/he has never produced since it is absent in the first language or L1 (^[25]Levis, 2005 ). However, less accented speech generation and perfect listening comprehension are included in the requirements for some jobs, for instance, operators in call centers, so it is not a rare case that a learner may need more effective training in pronunciation (^[26]Hunter & Hachimi, 2012; ^[27]Lockwood, 2012).

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paper corpusSignosTxtLongLines451 - : Traditional language courses teach pronunciation and auditory recognition of L2 phonemes commonly using four basic steps:(1 ) presentation/explanation, (2) imitation, (3) adjustment, and (4) recognition (^[28]Celce-Murcia, Brinton & Goodwin, 2010). First, the instructor describes what position the articulatory organs must take and how they must move in order to produce the target sound or sound combination; second, the learner listens to words with the target sound and repeats them; third, the teacher provides feedback and identifies, explains, and corrects errors with relevant exercises until production of the target sound is appropriate depending on the orientation of the course and the learner’s level; fourthly and finally, the learner listens to input and discriminates between a word with the target sound and a word without it.

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paper corpusSignosTxtLongLines453 - : These meaning implications are preserved in the COREL schema in [107]Figure 4, which we here repeat for the reader’s convenience, together with a translation into natural language:

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paper corpusSignosTxtLongLines453 - : Luzondo, A. & Jiménez, R. (2014). FrameNet and FunGramKB: A comparison of two computational resources for semantic knowledge representation. In B. Nolan & C. Periñán (Eds.), Language processing and grammars: The role of functionally oriented computational models (pp . 197-232). Amsterdam: John Benjamins. [ [136]Links ]

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paper corpusSignosTxtLongLines455 - : Agirre, E., Bengoetxea, K., Gojenola, K. & Nivre, J. (2011). Improving dependency parsing with semantic classes. In Proceedings of the 49th Annual Meeting of the Association for Computational Linguistics: Human Language Technologies: Short papers -Volume 2 (pp . 699-703). Association for Computational Linguistics. [ [143]Links ]

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paper corpusSignosTxtLongLines456 - : Aljuaid, H. (2010). Language learning strategies: Perceptions of female Saudi EFL learners . Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching 2010 [en línea]. Disponible en: [276]http://www.ling.lancs.ac.uk/pgconference/v06/HindAljuaid.pdf [ [277]Links ]

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paper corpusSignosTxtLongLines456 - : Bedell, D. & Oxford, R. (1996). Cross-cultural comparisons of language learning strategies in the people’s Republic of China and other countries. En R. Oxford (Ed.), Language Learning Strategies Around the World: Cross Cultural Perspectives (pp . 35-60). University of Hawaii at Manoa: Second Language Teaching and Curriculum Center. [ [281]Links ]

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paper corpusSignosTxtLongLines456 - : Griffiths, C. (2003b). Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategy (LLS ) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation. Tesis doctoral, Universidad de Auckland, Auckland, Nueva Zelanda [en línea]. Disponible en: [306]https://researchspace.auckland.ac.nz/handle/2292/9 [ [307]Links ]

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paper corpusSignosTxtLongLines456 - : Heo, M., Stoffa, R. & Kush, J. C. (2012). Factor analysis of the ESL/EFL strategy inventory for language learning: Generation 1 .5 Korean immigrant college students’ language learning strategies. Language, Culture and Curriculum, 25(3), 231-247 [en línea]. Disponible en: [312]http://dx.doi.org/10.1080/07908318.2012.706302 [ [313]Links ]

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paper corpusSignosTxtLongLines456 - : Risueño, J. J., Vázquez, M. L., Hidalgo, J. & De la Blanca, S. (2016). Language learning strategy use by Spanish EFL students: The effect of proficiency level, gender, and motivation . Revista de Investigación Educativa, 34(1), 133-149 [en línea]. Disponible en: [368]http://dx.doi.org/10.6018/rie.34.1.232981 [ [369]Links ]

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paper corpusSignosTxtLongLines459 - : En esta etapa, como se indica en el punto 2, la cadena de texto se divide en palabras independientes para su procesamiento. Esto se hace con la función tokenize incluida en NLTK (Natural Language Toolkit, disponible en [58]http://www .nltk.org/), la que permite separar las palabras de una cadena de los signos de puntuación de la misma. Luego, se seleccionan solo los elementos que contienen grafemas del español, con sus correspondientes diacríticos si es que fuera el caso. Dicho de otra forma, se seleccionan solo los elementos que contengan las letras de nuestro alfabeto (incluida la eñe), más las vocales tildadas y la vocal ü (con diéresis).

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paper corpusSignosTxtLongLines460 - : “There appears to be very little exploration of children’s fiction as a site where children themselves develop awareness of how language means in a literary text” (^[48]Williams, 2000: 112 ).

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paper corpusSignosTxtLongLines464 - : La prueba estandarizada de inglés Test of English as a Foreign Language (TOEFL iBT) es una evaluación multinivel (A1 a C1, MCER), de cuatro secciones: Comprensión auditiva, y lectora, producción oral, y escrita . En este estudio, se utilizaron las dos tareas independientes de la sección oral: El relato de una experiencia personal, y la elección justificada de una opción dada. En cada una, había 15 segundos de preparación, durante los cuales los aprendientes podían tomar notas y planear su respuesta, y 45 segundos para grabar la respuesta. Las mismas tareas fueron utilizadas con los tres grupos de la muestra.

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paper corpusSignosTxtLongLines464 - : Robinson, P. (2011). Second language task complexity, the cognition hypothesis, language learning and performance. En P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp . 203-236). Amsterdam: John Benjamins . [ [148]Links ]

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paper corpusSignosTxtLongLines465 - : Bernhard, J. K., Cummins, J., Campoy, F. I., Ada, A. F., Winsler, A. & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities . Teachers College Record, 108(11), 2380-2405. [ [158]Links ]

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paper corpusSignosTxtLongLines465 - : Cummins, J. (2005a). Teaching for cross-language transfer in dual language education: Possibilities and pitfalls [en línea] . Disponible en: http:// [164]http://www.tesol.org/docs/default-source/new-resource-library/symposium-on-dual-language-education-3.pdf?sfvrsn=0 [ [165]Links ]

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paper corpusSignosTxtLongLines471 - : Spina, S. (2016). Learner corpus research and phraseology in Italian as a second language: The case of the DICI-A, a learner dictionary of Italian collocations . En B. Sanromán Vilas (Ed.), Collocations Cross-Linguistically. Corpora, Dictionaries and Language Teaching (pp. 219-244). Helsinki : Société Néophilologique de Helsinki. [ [145]Links ]

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paper corpusSignosTxtLongLines471 - : ^5 ^[152]Siyanova y Schmitt (2008) obtienen índices de correlación (Spearmann) entre la ordenación hecha por hablantes nativos de inglés y la basada en frecuencia de corpus que van del 0,58, para un conjunto de 31 colocaciones, al 0,74 para un conjunto de 10 colocaciones de frecuencia alta y se muestran relativamente optimistas en este sentido: “[…] N[ative] S[speaker]s not only have good intuitions of what collocations are very frequent and very infrequent in language but can also distinguish finer shades of frequency” (^[153]Siyanova & Schmitt, 2008: 445 ). ^[154]Siyanova y Spina (2015) emplean una metodología diferente. Según su análisis (esta vez tienen en cuenta la influencia de diversos factores en las respuestas de un grupo de hablantes), la frecuencia de cada una de las colocaciones del experimento no resulta un factor significativo en las estimaciones de sus informantes, pero sí la pertenencia de las colocaciones en cuestión a bandas de frecuencia alta, media, baja y muy baja. Las

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paper corpusSignosTxtLongLines473 - : López, P. (2006). The sex variable in foreign language learning: An integrative approach . Porta Linguarum, 6(1994), 99-114. [ [127]Links ]

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paper corpusSignosTxtLongLines478 - : Kambakis, P. (2016). Variables affecting choice of language learning strategies by Greek learners of English attending elementary school. En Z. Gavriilidou & K. Petrogiannis (Eds.), Language learning strategies in the Greek setting: Research outcomes of a large-scale project (pp . 42-57). Kavala: Saita Publications. [ [115]Links ]

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paper corpusSignosTxtLongLines478 - : Kazamia, V. (2016). Gender and age impact on language learning strategy use: A study of Greek EFL learners . En Z. Gavriilidou & K. Petrogiannis (Eds.), Language learning strategies in the Greek setting: Research outcomes of a large-scale project (pp. 76-100). Kavala: Saita Publications . [ [116]Links ]

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paper corpusSignosTxtLongLines488 - : The form an Anglicism takes when incorporated into another language depends in large part on structural factors: on how the receiving language resembles or differs from the English linguistic system (^[46]Filipovic, 1996 ). It must also be pointed out that external considerations such as the general attitude of a language community towards foreignisms do play a role. Languages such as Italian and Dutch have generally been more receptive to words of foreign origin, and consequently, the technological vocabulary of today’s Italian and Dutch speakers is marked by direct English borrowings such as ‘wifi’, ‘laptop’, ‘podcast’, and ‘wiki’. On the other hand, the lexical protectionism practiced by more conservative languages such as Spanish and French results in fewer unadapted Anglicisms and more transliterations and loan translations (^[47]Maxwell, 2006). For instance, ‘email’ entered Dutch and Italian as ‘email’ and was adapted as courrier électronique in French and correo electrónico

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paper corpusSignosTxtLongLines488 - : These attitudes regarding loanwords are also subject to regional variation. In the case of Spanish, the peninsular European variety of the language tends to be more conservative in its stance towards foreignisms -although it constantly creates pseudo-Anglicisms, such as ‘gin tonic’ instead of ‘gin and tonic’ (^[48]Rodríguez González, 2013) -while its many varieties spoken in America are far more open to the wholesale integration of meaning and form directly from other languages, especially English. In Mexican Spanish, and in many other Latin American varieties of the language, for instance, ‘laptop’ is most commonly used with the feminine article, una/la laptop (^[49]Rodríguez González, 2017 ), and is perfectly acceptable and used by people of all ages. In Peninsular Spanish, however, ordenador portátil, or just portátil, are the most common ways to refer to a ‘portable computer.’

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paper corpusSignosTxtLongLines488 - : These studies have shown the various issues that arise when specifying a gender for foreign borrowings. These loanwords can differ from language to language and “have important implications for attempts to determine the structure of the lexicon” (^[70]Corbett, 1991: 8 ). ^[71]Poplack et al. (1982) identified the following major determinants of gender attribution in Spanish and French, which we will now exemplify using Anglicisms included in the 23^rd edition of the ^[72]DLE (2014). The factor that they found most predictive of gender is the physiological sex of the animate referent: for instance, internauta, a word derived from English ‘internaut’ ‘Internet user,’ can be el internauta or la internauta depending on whether the Internet user is male or female. Another parameter includes the phonological shape of the word, as when certain terminal phonemes of the original language are linked to a specific gender in the host language, e.g., ‘jogging’ < el jogging (loanwords ending in -ing tend

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paper corpusSignosTxtLongLines488 - : The other recommendation to which Muller makes reference is that of using the compound autofoto (^[123]Fundéu, 2013) as a substitute for ‘selfie��. Autofoto is a newly coined term composed of two elements already present in the Spanish language: the prefix auto- ‘self’ and the abbreviation foto (fotografía ‘photograph’ ). This alternative to selfie is akin both in form and meaning to the word autorretrato ‘self-portrait.’ It is somewhat surprising that despite its own recommendations, and perhaps influenced by the decision made by Oxford Dictionaries the year before, the Fundéu selected selfi as the Spanish Word of the Year in 2014 (^[124]Fundéu, 2014b). Commenting on this decision, an article in El País asked rhetorically, ¿Cómo ha conseguido selfi (sin e) ser la palabra del año en español? (^[125]Marcos & González, 2014). In the same article, the deputy director of the Fundéu, Javier Lascuráin, was asked the question ¿Nos arrepentimos entonces de haber propuesto la alternativa au

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paper corpusSignosTxtLongLines488 - : In view of the active role played by Spanish language institutions, which act as “guardians of the Spanish language” (^[133]Mar-Molinero 2008: 30 ), and normative dictionaries, it is expected that there will be a variety of reactions and attitudes with respect to how the increasing number of Anglicisms referring to technological devices will be incorporated into Spanish. In this sense, we can cite the words of Academy member José María Merino, who points out that: La invasión de las nuevas tecnologías es estupenda, pero a lo mejor están restringiendo el código lingüístico. La gente se expresa cada vez peor tras pasar al lenguaje taquigráfico (^[134]Varela, 2014). By describing the presence of new technology-related words as an ‘invasion,’ and comparing their effect on language use as lenguaje taquigráfico or ‘shorthand writing,’ Merino’s words attest not just to the rapid integration of neologisms into the language, but also to the fact that this phenomenon is allowing speakers to expr

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paper corpusSignosTxtLongLines488 - : As we have also discussed, in languages like Spanish where language institutions play an active role, the recommendations made by such institutions are not only formulated but also disseminated in the media and in prestige dictionaries. They therefore exert a strong influence on various aspects of language usage, including the use of foreignisms, while seeking “the promotion of Pan-Hispanic unity” (^[162]del Valle, 2008: 23 ). However, we have seen that current linguistic policy is often inconsistent, and the decision-making behind these policies is not always clear-cut.

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paper corpusSignosTxtLongLines493 - : Written and Spoken Language Development across the Lifespan es el decimoprimer número de la serie Literacy studies de Springer, cuyo propósito desde el año 2008 ha sido reunir en un cuerpo coherente de conocimiento los abundantes estudios sobre la adquisición de la alfabetización provenientes de la psicología, la neurociencia, la lingüística y la educación . El volumen que es objeto de esta reseña, publicado en 2017, ofrece diecinueve artículos escritos por académicos de distintas nacionalidades y especialidades, quienes comparten una mirada común en torno a la alfabetización, inspirada en el trabajo de Liliana Tolchinsky. Esta investigadora argentina ha desarrollado, desde la década de 1980, un fructífero trabajo en torno a la adquisición y el desarrollo del lenguaje, con publicaciones como Culture, schooling and psychological development (^[24]1991), Developmental aspects in learning to write (^[25]2001) y The cradle of culture and what children know about writing and numbers before being

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paper corpusSignosTxtLongLines493 - : En “Perspectives on Spoken and Written Language: Evidence from English Speaking Children”, Judy Reilly y Lara Polse evalúan el desempeño de niños tanto en pruebas estandarizadas de lenguaje como en la producción de narrativas orales y escritas, en dos momentos de su etapa escolar . Los resultados muestran que, incluso en los niños pequeños, la modalidad no es importante para la transmisión de contenidos. Por otro lado, se encontró que, con la edad, la oralidad y la escritura se vuelven crecientemente interdependientes y específicas. Si bien en el grupo más joven solo una medida de la narrativa oral correlacionó con medidas de las pruebas estandarizadas escritas, en el grupo mayor, el lenguaje oral y el escrito estuvieron correlacionados en múltiples niveles de complejidad.

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paper corpusSignosTxtLongLines494 - : Event Related Potentials (ERP) literature on semantic incongruity and N400 has shown that the meaning of a given critical word is constructed by integrating contextually available information. Numerous studies have been conducted in which different kinds of inconsistencies have generated N400 effects (^[45]Kutas & Federmeier, 2011). The N400 component, first reported by Kutas and Hillyard (1980a), is present as response when there is a meaningful element. This component is a negative ERP that starts around 250 ms after the onset of one incongruous stimulus, negatively peaking around 400 ms and most prominent in the central-parietal sites. In language comprehension, the amplitude of this component has been shown to be directly linked with the degree to which the context facilitates understanding of the meaning associated with the word through predictability, with a larger negativity when it is difficult to semantically integrate the target word, given a particular context (for a review, see

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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 corpusSignosTxtLongLines498 - : “if Contextual Configuration is a class of situation type, then genre is language doing the job appropriate to that class of social happenings” (^[65]Hasan, 1989: 108 ).

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paper corpusSignosTxtLongLines500 - : This paper explores the notion of constructions in FunGramKB and revises the criteria that have been used in order to determine what factors can modify the internal configuration of the lexical templates of verbal predicates (^[48]Fumero & Díaz, 2017). As such, a new criterion will be suggested and a revised version of the alphabetical catalogue of level 1 (L1) constructions by Fumero and Díaz (2017) will be presented. At a more specific level, the current research will strive to contribute to the analysis of the family of locative constructions in the English language by describing the peculiarities underlying each locative construction and how they can be formalised in the CLS so that the parser will be able to decode the syntactic behaviour of verbal predicates when analysed in terms of the parsing requirements of the syntactic rules of the Grammar Development Environment in ARTEMIS .

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paper corpusSignosTxtLongLines500 - : In the last step in the parsing process, the CLS has to be automatically transduced into “a purely semantic conceptual representation in COREL” (^[61]Fumero & Díaz, 2017: 37). COREL (Conceptual Representation Language) is the machine-readable metalanguage that is used in the conceptual semantic representation of CLSs “that serves as the input for the reasoning engine” (^[62]Van Valin & Mairal 2014: 217), as shown below in the COREL scheme for the L1-locative construction that appears in the Grammaticon module in FunGramKB:

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paper corpusSignosTxtLongLines501 - : MacIntyre, P. D., MacKay, E., Ross, J. & Abel, E. (2017). The emerging need for methods appropriate to study dynamic systems: Individual differences in motivational dynamics. En L. Ortega & Z. Han (Eds.), Comlexity theory and language development: In celebration of Diane Larsen-Freeman (pp . 97-122). Amsterdam: John Benjamins. [ [180]Links ]

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paper corpusSignosTxtLongLines507 - : Koza, W., Filippo, D., Cotik, V., Stricker, V., Muñoz, M., Rivas, N., Godoy, N. & Martínez, R. (2018). Automatic detection of negated findings in radiological reports for Spanish language: Methodology based on Lexicon-Grammatical information processing . Journal of Digital Imaging. First Online. [ [172]Links ]

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paper corpusSignosTxtLongLines510 - : “Relational nouns can be connected to their arguments/values by a variety of verbs and prepositions, which constitute a semantic complex that is also used, with exactly the same structure but with a different meaning, to operate on non-relational nouns […]. These terms (like “of”, “have” and “with”) are highly polysemous, and any language processing system must encompass mechanisms for disambiguating their intended meaning in any particular utterance” (^[155]De Bruin & Scha, 1988: 26-27 ).

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paper corpusSignosTxtLongLines510 - : De Miguel, E. (2012). Properties and internal structure of the lexicon: Applying the Generative Lexicon Model to Spanish. En M. Sanz & J. M. Igoa (Eds.), Applying Language Science to Language Pedagogy: Contributions of Linguistics and Psycholinguistics to Second Language Teaching (pp . 165-200). Newcastle Upon Tyne: Cambridge Scholars Publishing. [ [188]Links ]

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paper corpusSignosTxtLongLines515 - : The study presents an analysis of the concordant and non-concordant usage of the existential verb haber (there is/are) in two corpora of language learners: CAES and CORANE . The data is compared with that obtained from a previous study on the pluralization of haber by native Spanish speakers based on CORPES. The purposes are to know how learners experience a phenomenon in variation, and to contribute to the systematization of content regarding standards, usage and geolectal variation in SFL/SSL, so we also propose a way of dealing with the verb haber, aimed at SFL/SSL professionals. The results show that concordant usage among learners is minority compared to non-concordant use, although it is high compared to its use among native Spanish speakers.

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paper corpusSignosTxtLongLines523 - : pedagogy experts and language programs directors have focused on separately: community, heritage language (HL ) pedagogy, and language for specific purposes (LSP) (^[26]Wurr & Hillebrandt, 2007, inter alia;^[27]Abbott & Lear, 2010; ^[28]Sánchez-López, 2013; ^[29]Lafford, 2012; ^[30]Lafford, Abbott & Lear, 2014). The eight papers in the present issue of this journal discuss innovative practices and findings in teaching Spanish for specific purposes in a variety of fields, such as academic Spanish, education, intercultural competence, interpretation, and translation.

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paper corpusSignosTxtLongLines523 - : Second, language and literature departments have also worked hard to provide their student population with a meaningful and pragmatic language experience (^[38]Brown & Thompson, 2018). To this end, those individuals who identify ethnically as Hispanic are defined as heritage language learners (HLL) of Spanish, whose degree of proficiency in Spanish and cultural connection to the language differs significantly from that of second language learners (SLL) for linguistic, cognitive, cultural, and social reasons. In ^[39]Valdés’ (2000) words, a heritage language learner is an individual:

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paper corpusSignosTxtLongLines523 - : “Who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[40]Valdés, 2000: 1 ).

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paper corpusSignosTxtLongLines523 - : “Specific purposes teaching refers to a distinctive approach to language education based on identification of the specific language features, discourse practices, and communicative skills of target groups, and on teaching practices that recognize the particular subject matter needs and expertise of learners” (^[41]Hyland, 2009: 201 ).

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paper corpusSignosTxtLongLines523 - : Christine E. Poteau opens the second part of this volume by arguing for attention to four key areas to assist Spanish language teachers for effective intercultural communication: (1 ) the role of intercultural competence development across disciplines and in CSL programs in the state of New Jersey; (2) interdisciplinary approaches to CSL program development; (3) the connection between Spanish L2 and HL learners for LSP courses; and (4) the empirical examination of the benefits of CSL in Interpretation and Translation courses.

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paper corpusSignosTxtLongLines523 - : Lafford, B. A. (2012). Languages for specific purposes in the United States in a global context: Commentary on Grosse and Voght (1991 ) revisited. Modern Language Journal, 96(1), 1-27. [ [49]Links ]

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paper corpusSignosTxtLongLines524 - : Heritage language learners and Spanish for specific purposes: Bridging the gap through community service learning

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paper corpusSignosTxtLongLines524 - : “who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[29]Valdés, 2000: 1 ).

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paper corpusSignosTxtLongLines524 - : More recently, heritage learners of all languages have been defined as “heritage speakers are bilingual native speakers of their heritage language, except that the degree of ultimate attainment in the heritage language is variable” (^[30]Montrul, 2016: 249 ). Montrul, like Valdés, focuses on the language abilities of the students as a principal component of the definition. However, ^[31]Fishman (2001) expands this definition beyond the scope of linguistic proficiency to include passive language skills as well as personal and familial connections to the culture. For Fishman, heritage languages present two main characteristics in the United States context: (1) they are those other than English, and (2) they are languages that “have a particular family relevance to the learners” (^[32]Fishman, 2001: 81). Given the increasing numbers of SHLs in the university setting, research has been forthcoming regarding how to best help these learners improve their language skills as well as how to better

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paper corpusSignosTxtLongLines524 - : A fundamental issue in LSP education that must be adequately addressed to achieve curricular coherence is what ^[45]Doyle calls a “tripartite integrated curricular structure” (Doyle, 2012: 108). Unlike courses in language, linguistics, or literature, LSP courses must find a balance between focusing instruction on topical knowledge--which may be quite technical--content-specific linguistic resources unique to the field, and cultural norms adhered to by a particular discourse community . Many of the curricular and programmatic difficulties, especially the identification of competent staff and the seamless integration into departmental/programmatic intellectual culture, derive from the ‘tripartite’ nature of LSP, regardless of the department or program offering the courses. These considerations come in addition to the obstacles presented by many students’ deficits in overall language proficiency; those who undertake LSP study without a solid foundation in the L2.

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paper corpusSignosTxtLongLines524 - : As the second unofficial national language in the United States (^[51]Alonso, 2007; ^[52]Macías 2014; ^[53]Brown & Thompson, 2018), it comes as no surprise that SSP has grown significantly over the last several decades, beginning with the publication of a Spanish-language journal dedicated to LSP in 1996, Revista Ibérica: “is a scientific journal … that accepts submissions related to topics within the field of language for specific purposes” . Soon thereafter ^[54]Fryer and Guntermann (1998) published a book-length treatment of SSP with AATSP entitled Spanish and Portuguese for Business and the Professions. These publications along with the appearance of academic programs of study such as majors, minors, and certificates explicitly targeting students enrolled in Spanish for specific purposes courses all attest to the deep penetration of SSP in contemporary post-secondary curricula.

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paper corpusSignosTxtLongLines524 - : The 5 Cs seemed to trigger increased interest in not only experiential learning among L2 educators, but more specifically CSL (^[64]Lear & Abbott, 2008). As ^[65]Brown and Purmensky (2014) point out “the benefits of service-learning for language students are quite intuitive given its experiential, goal-oriented, communicative, and interpersonal nature” (Brown & Purmensky, 2014: 78 ). CSL injected into language learning a degree of motivation and immediacy that was nearly impossible to achieve in the classroom as students completed tasks which, however contextualized and meaningful, did not begin to approximate a real-world encounter. CSL has been found to help universities meet many of their overarching goals:

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paper corpusSignosTxtLongLines524 - : As CSL rose to prominence in the field of L2 pedagogy and as the Standards for Foreign Language Learning were being written, increasing attention was also being paid to the needs and skills of SHLs across the country. The field of heritage language pedagogy had existed for many years prior to the publication of the first version of the standards in 1996, but scholarly research in the area proliferated in the late 1990s and 2000s (^[72]Beaudrie, 2012; ^[73]Fairclough, 2015; ^[74]Lynch, 2008; ^[75]Valdés, 2000). Not surprisingly, concomitant increases in SHL textbooks accompanied the surge in research. Researchers uncovered what any perceptive Spanish language educator had surmised previously: SHLs have qualitatively different needs than traditional monolingual Spanish students due to their unique social, cultural, psycholinguistic, and ethno-linguistic identity . Given SHLs socio-cultural and socio-linguistic connections to Spanish, effective approaches to language education with these

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paper corpusSignosTxtLongLines524 - : Indeed, these co-existing trends in language education, namely, the increase in SHLs and corresponding recognition of their unique needs, the need for domain-specific language education in the form of LSP, and the contemporary emphasis on experiential, community-based service learning led many scholars and language educators to a rather obvious conclusion: SSP for SHLs deployed via community service learning had untapped potential and could be a powerful agent for change . The potential for learning transcended language and could result in not only positive linguistic outcomes, but intrapersonal, political, and socio-cultural ones as well. Many applied linguists have closely analyzed the interface between two of the three elements (i.e., SHLs, SSP, and CSL), but to our knowledge there exists scant research that explores the confluence of all three. The need to develop connections between these three areas has created a curricular gap that is explored in the next section.

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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 corpusSignosTxtLongLines524 - : of non-standard varieties of the language and have experienced first-hand linguistic prejudice without fully understanding many of the deleterious ideologies and forces that undergird such biases. Their work with other community members can help them to understand how language varies across communities and why the label ‘standard dialect’ is a social construct not a linguistic or scientific one. As they understand this, students are better positioned to comprehend the social and political significance of terms such as ‘right’, ‘wrong’, ‘good Spanish’, ‘bad Spanish��. Further research found that SHLs involved in CSL using medical Spanish “developed an enhanced sense of respect for local varieties of the language” (^[89]Lowther-Pereira, 2015: 184 ).

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paper corpusSignosTxtLongLines524 - : While many language programs work with SHLs to help them develop a more formal variety of Spanish, often at the expense of the home dialect, their interactions with community members helps them to see the variety of language that is used within different linguistic communities. Even those whose variety is different from the community members they serve can benefit from a contrastive analysis and critical reflection on their language skills helping them to appreciate differences between the community partners. ^[92]Leeman (2005) summarizes the need to reflect on language varieties and dialects by exploring:

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paper corpusSignosTxtLongLines524 - : “(a) the relationship between power and language and the sociopolitical reasons that certain language varieties and practices are frequently constructed as inferior or unacceptable, (b) the ways in which these constructions are propagated, and (c) the consequences for speakers of varieties negatively constructed” (^[93]Leeman, 2005: 42 ).

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paper corpusSignosTxtLongLines524 - : SSP classes can assist students in preparing them to be more observant of the language used in the local community. These courses can incorporate sociolinguistic elements into the curriculum “to help students develop an understanding of how language and linguistic variation work, not just at the formal (i.e., linguistic) level but also with regard to social, political and aesthetic concerns” (^[94]Leeman, 2018: 351). Leeman continues recommending the use of sociolinguistics as a way to empower students and force them to begin to question “common assumptions” about languages and language varieties and “equip students to challenge the status quo” (Leeman, 2018: 353 ). ^[95]Martínez (2003) frames the goal of critical language awareness as one that empowers students to make informed linguistic choices. He provides this effective example:

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paper corpusSignosTxtLongLines524 - : “Critical stances to SHL instruction acknowledge the dynamic interplay between language, power, identity and ideology and aim to develop critical language awareness among students in which students gain an understanding of social hierarchies and language subordination” (^[101]Lowther-Pereira, 2015: 158 ).

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paper corpusSignosTxtLongLines524 - : Beaudrie, S. (2012). Research on university-based Spanish heritage language programs in the United States: The current state of affairs . In S. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 203-221). Washington, DC: Georgetown University Press. [ [116]Links ]

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paper corpusSignosTxtLongLines524 - : Thompson, G. (2015b). Engaging second language learners: Developing cultural knowledge and language proficiency through service-learning . In M. Paradowski (Ed.), Productive Foreign Language Skills for an Intercultural World: A Guide (Not Only) for Teachers (pp. 117-132). New York, NY: Peter Lang. [ [169]Links ]

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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 ]

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paper corpusSignosTxtLongLines525 - : Lafford, B. (2012). Language for specific purposes in the United States in a global context: Commentary on Grosse and Voght (1991 ) revisited. The Modern Language Journal, 96, 1-27. [ [234]Links ]

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paper corpusSignosTxtLongLines525 - : Zapata, G. (2018). A match made in heaven: An introduction to learning by design and its role in heritage language education. In G. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (pp . 1-26). New York, NY: Palgrave Macmillan. [ [266]Links ]

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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 - : Perhaps one of the greatest challenges facing HL speakers in the interpreting classroom is language proficiency. HL speakers are typically raised in homes in which the heritage language is the dominant language; however, these speakers do not typically demonstrate full parity between the heritage and societal languages.^[125]^4 Instead, HL speakers may be less proficient in the heritage language for two main reasons: (1 ) HL learners receive less input in the heritage language than in the societal language, and (2) many HL speakers do not receive formal schooling in the heritage language (^[126]Potowski, Jegerski & Morgan-Short, 2009). This description of language proficiency is usually referred to as ‘incomplete acquisition’ (e.g., ^[127]Montrul, 2002) or ‘bilingual acquisition’ (e.g., ^[128]Beaudrie, Ducar & Potowski, 2014), which suggests that not all the grammatical features from a monolingual system are acquired.^[129]^5

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paper corpusSignosTxtLongLines526 - : Fairclough, M. (2016b). Incorporating additional varieties to the linguistic repertoires of heritage language learners: A multidialectal model . In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom (pp. 143-165). Washington, DC: Georgetown University Press . [ [206]Links ]

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paper corpusSignosTxtLongLines526 - : Fishman, J. A. (2006). Acquisition, maintenance, and recovery of heritage languages: An “American Tragedy” or “New Opportunity” . In G. Valdés, J. Fishman, R. Chávez & W. Pérez (Eds.), Developing Minority Language Resources: The Case of Spanish in California (pp. 12-22). Clevedon, UK: Multilingual Matters . [ [211]Links ]

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paper corpusSignosTxtLongLines526 - : Grosjean, F. (2014). The complementarity principle and its impact on processing, acquisition, and dominance. In C. Silva-Corvalán & J. Treffers-Daller (Eds.), Language Dominance in Bilinguals: Issues of Measurement and Operationalization (pp . 66-84). Cambridge, UK: Cambridge University Press . [ [221]Links ]

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paper corpusSignosTxtLongLines526 - : Hornberger, N. H. & Wang, S. C. (2008). Who are our heritage language learners? Identity and biliteracy in heritage language education in the United States. In D. M. Brinton, O. Kagan & S. Bauckus (Eds.), Heritage Language Education: A New Field Emerging (pp . 3-35). New York, NY: Routledge . [ [226]Links ]

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paper corpusSignosTxtLongLines526 - : Leeman, J. & Serafini, E. J. (2016). Sociolinguistics for heritage language educators and students. In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom (pp . 56-79). Washington, DC: Georgetown University Press . [ [234]Links ]

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paper corpusSignosTxtLongLines526 - : Seleskovitch, D. (1975/2002). Language and memory: A study of note-taking in consecutive interpreting . Trans. By Jacolyn Harmer. In F. Pöchhacker (Ed.), The Interpreting Studies Reader (pp. 120-129). New York, NY: Routledge . [ [270]Links ]

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paper corpusSignosTxtLongLines526 - : Valdés, G., Fishman, J. A., Chávez, R. & Pérez, W. (2006). Secondary Spanish heritage programs in California. In G. Valdés, J. A. Fishman, R. Chavez & W. Pérez (Eds.), Developing Minority Language Resources: The Case of Spanish in California (pp . 140-186). Clevedon, UK: Multilingual Matters . [ [282]Links ]

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paper corpusSignosTxtLongLines526 - : ^4Grosjean’s ([297]1997, [298]2014) Complementarity Principle may explain this phenomenon. This principle posits that bilinguals acquire and use their language for different purposes and in different domains and posits that “the level of fluency attained in a language skill will depend on the need for that language and will be domain-specific. (...). If a language is never used for a particular purpose, it will not develop the linguistic properties needed for that purpose” ([299]Grosjean, 2014: 68 ).

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paper corpusSignosTxtLongLines528 - : “demonstrated a higher degree of cultural sensitivity at the outset of the project and experiences an increase in self confidence and self-esteem related to the purposeful application of their language skills” (^[118]Ruggiero, 2017: 45 ).

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paper corpusSignosTxtLongLines528 - : ^[119]King de Ramírez (2017) also reported on a similar study conducted with a SL mixed class of L2 and HLLs in Arizona. She found that HLLs “learned to bridge gaps with Hispanic coworker and community members” (^[120]King de Ramírez, 2017: 67) rather quickly. Her findings also pointed out to an increased HLLs’ awareness of immigration policy and how these affect families, perhaps their own, or families that they may know. King de Ramírez concluded that having HLLs participate in Spanish CSL “serve the linguistic and social needs of the HLs and may be an alternative to HL-specific language courses” (^[121]King de Ramírez, 2017: 68 ).

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paper corpusSignosTxtLongLines528 - : Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners: Acting Locally while Thinking Globally (pp . 33-52). Bristol, UK: Multilingual Matters. [ [127]Links ]

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paper corpusSignosTxtLongLines528 - : Beaudrie, S. (2012). Research on university-based Spanish heritage language programs in the United States: The current state of affairs . In S. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 203-221). Washington, DC: Georgetown University Press. [ [130]Links ]

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paper corpusSignosTxtLongLines528 - : Carreira, M. (2012). Meeting the needs of heritage language learners: Approaches, strategies, and research . In S. M. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 223-240). Washington, DC: Georgetown University Press . [ [136]Links ]

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paper corpusSignosTxtLongLines528 - : Derby, L., LeLoup, J., Rasmussen, J. & Sales de Souza, I. (2017). Developing intercultural competence and leadership through LSP curricula. In M. Long (Ed.), Language for Specific Purposes: Trends in Curriculum Development (pp . 73-86). Washington, DC: Georgetown University Press . [ [139]Links ]

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paper corpusSignosTxtLongLines528 - : Tocaimaza-Hatch, C. & Walls, L. (2017). Service learning as an ecological resource: Providing learning opportunities for mixed second and heritage language classrooms. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Leaners: Acting Locally while Thinking Globally (pp . 53-71). Bristol, UK: Multilingual Matters . [ [178]Links ]

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paper corpusSignosTxtLongLines529 - : With an overview of the concept of service-learning in Spanish-language courses, this article will examine the following four principal areas to help educators prepare individuals for effective intercultural communication in their prospective fields: (1 ) role of intercultural competence development across disciplines and in service-learning programs, (2) interdisciplinary approaches to service-learning program development, (3) connect two types of learners (heritage and foreign language learners) in Spanish for the Professions courses to linguistic and ethnic minority challenges to seek solutions to growing disparities across professional contexts through active classroom-to-community connections, and (4) empirically examine the benefits of service-learning with a primary focus on heritage language learners in two university courses (Spanish Interpretation and Translation) that involve the establishment of diverse global and local community partnerships that bridge the classroom with the

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paper corpusSignosTxtLongLines529 - : Therefore, with an overview of the concept of service-learning in Spanish-language courses, this article will examine the following four principal areas to help educators prepare individuals for effective cross-cultural communication in their prospective fields: (1 ) role of intercultural competence development in cross-cultural communication across disciplines and in service-learning programs, (2) interdisciplinary approaches to service-learning program development in higher education, (3) connecting heritage, native, and foreign language learners) in Spanish for the Professions courses to linguistic and ethnic minority challenges to seek solutions to growing disparities across professional contexts through active classroom-to-community connections, and (4) empirically examine the benefits of service-learning with a primary focus on heritage language learners in two courses (Introduction to Spanish Interpretation and Introduction to Spanish Translation) that involve the establishment of

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paper corpusSignosTxtLongLines529 - : Despite the fact that intercultural competence development is recognized as a critical element in language learning (^[36]Chui & Dias, 2017; ^[37]Wagner, Perugini & Byram, 2017), ^[38]Kagan (2012) notes that not much attention is paid to “the intercultural side of heritage language learners’ circumstances either within or outside of the classroom” (^[39]Kagan, 2012: 72 ). Each heritage language learner enters the language classroom with unique needs and interests that must form integral components of an educator’s methodologies in order to facilitate learning. For instance, this author notes that an individual that experiences embarrassment (which constitutes the affective dimension) as a result of various factors (e.g., lack of motivation, perceived inadequate language skills, instructional practices, etc.) can impede learning or result in ‘cognitive dissonance’ (^[40]Kagan, 2012). Drawing upon learners’ previous knowledge, linguistic backgrounds, and language varieties can support diverse

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paper corpusSignosTxtLongLines529 - : A challenge faced by educators across the globe is connecting language learning to two intersecting constructs: (1 ) the community and (2) at the interdisciplinary level. These constructs do indeed intersect in that the community challenges learners’ abilities to perform and apply professional skills in a variety of contexts. From challenging learners’ thoughts on language in the community and professions to examining the impactful effect of their work, service-learning offers learners opportunities to critically examine how their perspectives and academic studies can transform a community.

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paper corpusSignosTxtLongLines529 - : Although service-learning programs may seem to easily make these connections accessible to learners, strategic development and implementation are critical pedagogical components that can affect learner attitudes and motivation in both language learning and service-learning. Moreover, these essential pedagogical aspects can also foster individual learner connections of course topics to the community and promote meaningful connections between heritage language learners and the community. Specifically, ^[41]Valdés (2014) asserts that among the many challenges educators face is constructing a pedagogy that “capitalizes on personal connections to the heritage language” (^[42]Valdés, 2014: 27 ), examining heritage language learners’ linguistic proficiencies, and integrating methods that enable learners to enhance these skills.

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paper corpusSignosTxtLongLines529 - : The following research questions were examined in order to identify heritage language learners’ perspectives on the role of service-learning programs on their development of these key areas, evaluate learners’ professional and linguistic goals in language courses, and examine overall learner grammatical and lexical performance and development in service-learning courses:

181
paper corpusSignosTxtLongLines529 - : In order to assess students’ professional goals and self-improvement perspectives for professional language use, the following excerpt of a question on the questionnaire asked students to check all that apply and/or provide a response that best addresses their personal goals (under ‘Other’ as shown below): “I speak Spanish at home, but I would like to…

182
paper corpusSignosTxtLongLines529 - : Kagan, O. (2012). Intercultural competence of heritage language learners: Motivation, identity, language attitudes, and the curriculum . In B. Dupuy & L. Waugh (Eds.), Proceedings of the Third Conference on the Development and Assessment of Intercultural Competence (pp. 72-84). Tucson, AZ: University of Arizona Center for Educational Resources in Culture, Language and Literacy. [ [66]Links ]

183
paper corpusSignosTxtLongLines529 - : Valdés, G. (2014). Heritage language students: Profiles and possibilities . In T. G Wiley, J. K. Peyton, D. Christian, S. C. K. Moore & N. Liu (Eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice (pp. 27-35). New York, NY: Routledge. [ [80]Links ]

184
paper corpusSignosTxtLongLines530 - : Extensive research substantiates the embedding of a service-learning component in the Spanish language classroom due to several observable benefits, such as: enabling deep reflections (^[44]Park, 2007 ; ^[45]Baker, 2011); the development of critical thinking skills (^[46]Eyler & Giles, 1999); authentic interactions (^[47]Stewart, 2007; ^[48]Salgado-Robles, 2014); scenarios for greater civic engagement (^[49]Howard et al. 2000; ^[50]Howard, 2007; ^[51]Ebacher, 2013; ^[52]Knouse & Salgado-Robles, 2015); multiculturalism and bilingualism (^[53]Ebacher, 2013; ^[54]Barreneche & Ramos-Flores, 2013); and the attainment of professional capabilities (^[55]Bugel, 2013). Some of these gains are further explored here by particularly reviewing the contributions of ^[56]Barreneche and Ramos-Flores (2013), ^[57]Bugel (2013), and ^[58]Ebacher (2013) to have an overall understanding of the effects of service-learning opportunities. Additionally, the work of ^[59]Lowther Pereira (2015), ^[60]Petrov (2013),

185
paper corpusSignosTxtLongLines530 - : The authors believe that service-learning opportunities interlinked with linguistics skills (in Spanish) would be sustainable and successful only when the aforementioned resources are fully available. Subsequently, an outreach component in language courses would ensure students’ attainment of “the skills and knowledge necessary to thrive in a global society through [involvement] with the nation's largest linguistic minority group” (^[64]Barreneche & Ramos-Flores, 2013: 226 ), that is, the Hispanic community. Despite the positive impact that service learning is considered to have, both researchers acknowledge the overwhelming amount of work that is still required to facilitate administratively feasible and affordable outreach opportunities in the Spanish classroom.

186
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

187
paper corpusSignosTxtLongLines530 - : Drawing upon the fact that translation is a shared endeavor (^[80]Bugel, 2013) that promotes immersion “in a socioculturally authentic environment [that] best enables foreign language learners to acquire the linguistic, cultural, social, and pragmatic content” (^[81]Stewart, 2007: 86 ), the current research project calls for a socially-based theoretical standpoint. Thus, this investigation is rooted in Activity Theory (AT) while seeking to expand our understanding of the impact of outreach embedded in the professionally-oriented Spanish classroom.

188
paper corpusSignosTxtLongLines530 - : In order to further our knowledge social-service engagement impact on the multicultural and professional profiles of Spanish heritage language learners, the following research questions (RQs) were addressed:

189
paper corpusSignosTxtLongLines530 - : This case study sheds some light on how multiculturalism, developed by experiences afforded by interpreting tasks, can play a determining role in the professional goals of a HLL-that aspires to be a bilingual physician in a rural area in Kansas. Additionally, this work offers some understanding of the heritage language learner’s professional formation evidenced by both: artifacts (i .e., linguistic and translation formal training) and tools (i.e., online and computerized visual resources) interlinked with an outreach endeavor: serving as interpreter at a medical presentation regarding licensing in childcare affairs. Specifically, the artifacts accounted for the development of linguistic knowledge (i.e., specialized lexicon) and professional skills (i.e., interpretation/translation techniques). These results, therefore, call for further implementation of service-learning endeavors particularly embedded in Spanish language and professional courses, especially in those classes with a

190
paper corpusSignosTxtLongLines530 - : Oskoz, A. & Elola, I. (2014). Integrating digital stories in the writing class: Towards a 21st century literacy. In J. G. Guikema & L. Williams (Eds.), Digital Literacies in Foreign Language Education: Research, Perspectives, and Best practices (pp . 179-200). San Marcos, TX: CALICO. [ [126]Links ]

191
paper corpusSignosTxtLongLines531 - : According to ^[56]Byram and Hu (2013), LSP is defined as “the teaching of second and foreign languages with the aim of helping learners enter or make progress in a particular area of work or field of study” (^[57]Byram & Hu, 2013: 391 ). The interdisciplinary field of LSP, which has steadily gained popularity in higher education in the US over the past two decades, has proved to be effective in providing student-centered elements and attracting students. Moreover, based on the 2007 report of the Ad Hoc Committee on Foreign Languages of the American Modern Language Association, the goals of foreign language education at the college level are redefined in accordance with the increasingly interconnected world which our students are being prepared to enter. That is,

192
paper corpusSignosTxtLongLines531 - : “the language major should be structured to produce a specific outcome: educated speakers who have deep translingual and transcultural competence” (Ad Hoc Committee on Foreign Languages of the American Modern Language Association, 2007: 237 ).

193
paper corpusSignosTxtLongLines531 - : Angelelli, C. & Degueldre, C. (2002). Bridging the gap between language for general purposes and language for work: An intensive superior-level language/skill course for teachers, translators and interpreters . In B. L. Leaver & B. Shekhtman (Eds.), From Advanced to Distinguished: Developing Professional-Level Language Proficiency (pp. 91-110). Cambridge, UK: Cambridge University Press. [ [89]Links ]

194
paper corpusSignosTxtLongLines531 - : Lafford, B. A. (2012). Language for specific purposes in the United States in a global context: Commentary on Grosse and Voght (1991 ) revisited. The Modern Language Journal, 96, 1-27. [ [101]Links ]

195
paper corpusSignosTxtLongLines531 - : Martínez, G. & San Martín, K. (2018). Language and power in a medical Spanish for heritage learners program: A learning by design perspective . In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (pp. 107-128). New York, NY: Palgrave Macmillan. [ [108]Links ]

196
paper corpusSignosTxtLongLines533 - : Herramientas computacionales con alto nivel de precisión están en auge para el procesamiento automático de textos escritos. ^[86]Venegas, Zamora y Galdames (2016), por ejemplo, utilizaron patrones léxico-gramaticales y léxico-semánticos utilizando la plataforma WEKA (Waikato Environment for Knowledge Analysis) para clasificar automatizadamente las macromovidas de trabajos finales en el género tesis de licenciatura. La plataforma WEKA es una colección de algoritmos para el análisis de datos y modelado predictivo. ^[87]Cotos, O’Connor, Chapelle, Coetze, Brabanter, Gilbert y Mac Donald (2016) están desarrollando el Automated Functional Language Extraction System (AFLEX), una herramienta computacional capaz de analizar secciones individuales en los artículos de investigación escritos por estudiantes, generar retroalimentación especifica de la disciplina basada en las convenciones retóricas de este género y proveer diferentes pautas guiadas para la escritura . A pesar de que muchas de estas

197
paper corpusSignosTxtLongLines534 - : The positive perception held by EFL learners, including our future teachers, of poetry as a potential facilitator of grammar and vocabulary acquisition challenges two of the arguments most frequently put forward by critics of the use of poetry in EFL. These include, firstly, its detrimental effect on the development of language skills based on poetry's lexical difficulty, and secondly the deviation which poetic language entails from the conventions and rules underlying standard discourse (^[103]Lima, 2010 ). Surprisingly, the two benefits most widely highlighted by authors when advocating the use of poetry as a means of developing grammar and vocabulary, its memorability (^[104]Lazar, 1990) and the creativity of literary texts in contrast to the “bland correctness of specially written ESL textbooks” (^[105]Boggs, 1997: 64), were not mentioned by our informants perhaps due to their lack of an in-depth understanding of the stylistic features of poetic discourse.

198
paper corpusSignosTxtLongLines534 - : Carter, R. (2007). Literature and language teaching 1986-2006: A review . International Journal of Applied Linguistics, 17(1), 3-13. [ [144]Links ]

199
paper corpusSignosTxtLongLines535 - : Lukyanchenko, A., Idsardi, W. J. & Jiang, N. (2010). Opening your ears: The role of L1 in processing of nonnative prosodic contrasts. In G. Granena, J. Koeth, S. Lee-Ellis, A. Lukyanchenko, G. Prieto Botana & E. Rhoades (Eds.), Selected Proceedings of the 2010 Second Language Research Forum: Reconsidering SLA Research, Dimensions, and Directions (pp . 50-62). Somerville, MA: Cascadilla Press . [ [148]Links ]

200
paper corpusSignosTxtLongLines536 - : A linguistically-acceptable description of priming can be “an implicit process in which language production or comprehension is influenced by prior exposure to certain forms or meanings” (^[31]Trofimovich & McDonough, 2011: 12 ). As priming is implicit in nature, priming studies are in fact part of implicit memory research studies. Implicit memory is automatic and procedural and is related to the unconscious effect of prior information on the behavior that would follow (^[32]Cleeremans, 2009). Implicit memory embraces different kinds of learning such as repetition priming, procedural learning and classical conditioning (^[33]Cervantes & Granados Ramos, 2015). Priming is an unconscious phenomenon in which prior experience influences reaction to a stimulus (^[34]Gulan & Valerjev, 2010). Therefore, it is possible to compare priming to stimulus-response conditioning, although in this case, exposure to some stimulus or the prime will lead to a certain reaction to a second prime which is called

201
paper corpusSignosTxtLongLines552 - : El FC se define como “the feedback that learners receive on the linguistic errors they make in their oral or written production in a second language (L2)” (^[35]Sheen & Ellis, 2011: 593 ). ^[36]Lyster y Ranta (1997) distinguen seis categorías de FC, clasificadas a su vez en FC explícito y FC implícito.

202
paper corpusSignosTxtLongLines552 - : Todos estudiaban el mismo bachelor en la University College de Utrecht (Países Bajos), aunque estaban matriculados en diferentes especialidades. El estudio de bachelor está enmarcado en el concepto de Liberal Arts and Sciences que consiste en una aproximación multidisciplinar a diversas áreas de conocimiento de humanidades, ciencia y ciencias sociales. Está dirigido a estudiantes de perfil internacional, por lo que la lengua de comunicación oficial es el inglés. Los datos de esta investigación fueron recogidos en el curso de Spanish Language and Culture I, que es la segunda de un total de tres asignaturas que forman los estudios de lengua y cultura españolas que ofrece el centro . El nivel de competencia lingüística en ELE del alumnado en este curso corresponde a un nivel básico A2 del Marco común europeo de referencia para las lenguas (^[82]Consejo de Europa (MCER), 2002).

203
paper corpusSignosTxtLongLines552 - : Taleghani-Nikazm, C. (2008). Gestures in foreign language classrooms: An empirical analysis of their organization and function . En M. Bowles, R. Foote, S. Perpiñán & R. Bhatt (Eds.), Selected Proceedings of the 2007 Second Language Research Forum 2007 (pp. 229-238). Somerville: Cascadilla Proceedings Project. [ [178]Links ]

204
paper corpusSignosTxtLongLines558 - : Syntatic profile of children with and without Developmental Language Disorder: A descriptive analysis

205
paper corpusSignosTxtLongLines558 - : Bishop, D., Snowling, M., Thompson, P., Greenhalgh, T. & The CATALISE-2 Consortium (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology .Journal of Child Psychology and Psychiatry, 58(10), 1068-1080. [ [141]Links ]

206
paper corpusSignosTxtLongLines558 - : Morgan, G., Restrepo, M. & Auza, A. (2009). Variability in the grammatical profiles of Spanish-speaking children with specific language impairment. En J. Grinstead (Ed.), Hispanic Child Language: Typical and Impaired Development Development (pp . 283-302). Philadelphia, PA: John Benjamins. [ [176]Links ]

207
paper corpusSignosTxtLongLines567 - : Por ello, se toman los resultados no como reflejo exacto de la lengua real, sino como “one specific and interesting manifestation of language in its own right” (^[76]Jucker & Taavitsainen, 2013: 13 ) que proyecta de manera representativa aspectos sociohistóricos y socioculturales (y, por tanto, comunicativos), de la época y los roles estudiados.

208
paper corpusSignosTxtLongLines575 - : Marrero, V. & Aguirre, C. (2003). Plural acquisition and development in Spanish. En S. Montrul & F. Ordóñez (Eds.), Linguistic theory and language development in hispanic languages: Papers from the 5th linguistics symposium and the 4th conference on the acquisition of Spanish and Portuguese (pp . 275-296). Somerville, MA: Cascadilla Press. [ [142]Links ]

209
paper corpusSignosTxtLongLines576 - : Comajoan, Ll. & Pérez Saldanya, M. (2005). Grammaticalization and language acquisition: Interaction of lexical aspect and discourse . En D. Eddington (Ed.), Selected Proceedings of the 6th Conference on the Acquisition of Spanish and Portuguese as First and Second Languages (pp. 44-55). Somerville, MA: Cascadilla Press. [ [112]Links ]

210
paper corpusSignosTxtLongLines576 - : Díaz, L., Bel, A., Ruggia, A., Bekiou, K. & Rosado, E. (2003). Morphosyntactic interfaces in Spanish L2 acquisition: The case of aspectual differences between indefinido and imperfecto. En J. M. Liceras, H. Goodluck & H. Zobl (Eds.), Proceedings of the 6th Generative Approaches to Second Language Acquisition Conference: L2 Links (pp . 76-84). Somerville: Cascadilla Press. [ [114]Links ]

211
paper corpusSignosTxtLongLines577 - : Spanish has been defined as “a major international language with a long social history of literacy, and it is a Romance language, with interesting linguistic similarities to, and differences from, English” (^[79]Biber, Davies, Jones & Tracy-Ventura, 2008: 1 ). Drawing on previous linguistic descriptions of English and Spanish spoken and written texts (^[80]Biber et al., 1999; ^[81]Parodi, 2010, ^[82]2015), and on the broad framework of genres in the Internet (^[83]Herring, 2013; ^[84]Kelly & Miller, 2016; ^[85]Miller & Kelly, 2017), this study sought to identify the linguistic features characterising crowdfunding projects. The broad research questions that guided the investigation were the following:

212
paper corpusSignosTxtLongLines58 - : En esta textura discursiva fragmentada, donde lo "histórico" y lo "ficcional" se entrelazan en un mismo nivel del enunciado, "The phrase became what little narratives and language games were supposed to be: a minimal, self-presupposing analytical entity ."^[49]19, es importante retomar una de las "obsesiones"^[50]20 que se vincula con el plano del discurso existencial de Donoso: la construcción de la identidad, en distintos niveles: individual, social, continental. Instancia paradojal en un texto postmodernista, que sin embargo la recupera.

213
paper corpusSignosTxtLongLines583 - : Flores-Ferrán, N. (2012). Pragmatic variation in therapeutic discourse: An examination of mitigating devices employed by Dominican female clients and a Cuban American therapist. En J. C. Félix Brasdefer & D. A. Koike (Eds.), Pragmatic variation in first and second language contexts: Methodological issues ; Impact: studies in language and society (pp. 81-112). Filadelfia: John Benjamins. [ [147]Links ]

214
paper corpusSignosTxtLongLines59 - : Brown, H.D. (1981) "Affective Factors in Second Language Learning," in The Second Language Classroom: Directions for the 1980's, Alatis, James and Altman, (Eds .), Oxford University Press, New York. [ [61]Links ]

215
paper corpusSignosTxtLongLines592 - : Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children . Journal of Educational Psychology, 95(3), 465-481. DOI:10.1037/0022-0663.95.3.465 [ [200]Links ]

216
paper corpusSignosTxtLongLines595 - : En su introducción a Language Typology: A functional perspective, ^[26]Caffarel et al . (2004a) precisamente orientan el trabajo para la descripción de la metafunción textual en una lengua determinada sugiriendo interrogarse acerca de si existen en ella recursos en la sucesión de cláusulas que desarrollen un ángulo [del campo] sobre el cual se esté hablando y si es la función de Tema la que hace esa contribución. De existir esa función, la siguiente pregunta, según estos autores, es cómo se realiza en las cláusulas y, finalmente, si puede distinguirse entre Tema no marcado y Tema marcado en la lengua en cuestión. Asimismo, sugieren preguntarse por la función de Nuevo y su capacidad de construir un punto en el texto y por el medio de realización de esta función. En este conjunto de orientaciones, surge también la pregunta acerca de si existen en esa lengua modos de combinación entre las funciones de Tema y Nuevo en las cláusulas. Estas preguntas, entonces, sugieren un movimiento en el

217
paper corpusSignosTxtLongLines599 - : “Metadiscourse is the commentary on a text made by its producer in the course of speaking or writing and it is a widely used term in current discourse analysis and language teaching” (^[44]Hyland, 2017:16 ).

218
paper corpusSignosTxtLongLines601 - : organisation, cause-effect relations within clauses, etc. In fact, these recurrent linguistic representations have led historiographers to declare a ‘language turn’ in their discipline: history has been transformed into a science as a result of a ‘literary artefact’ (see ^[33]White, 2010, for the language turn ; ^[34]Schleppegrell & Colombi 2002; ^[35]Coffin, 2006, ^[36]2009; ^[37]Nokes, 2013; ^[38]Achugar & Carpenter, 2014, for a description of the language in history both as an L1 and an L2; and ^[39]Llinares, Morton & Whittaker, 2012, for a precise description of languages in the subjects).

219
paper corpusSignosTxtLongLines601 - : Nikula, T., Dalton-Puffer, C., Llinares, A. & Lorenzo, F. (2016). More than content and language: The complexity of integration in CLIL and Bilingual Education . In T. Nikula, E. Dafouz, P. Moore & U. Smit (Eds.), Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters , 1-26. [ [186]Links ]

220
paper corpusSignosTxtLongLines602 - : Although SFL metalanguage is criticized for being too complex (^[40]Bourke, 2005), its advocates argue that metalanguage is a useful tool to talk about language (^[41]Basturkmen, Loewen & Ellis, 2002; ^[42]Borg, 2015), raises student’ consciousness about partially acquired knowledge (^[43]Bitchener & Storch, 2016) and allows a more in-depth understanding of how “language constructs knowledge” (^[44]Gebhard, Chen, Graham & Gunawan, 2013: 108 ). ^[45]Pessoa (2017) argues that an SFL pedagogy helps teachers by following a clear framework that allows them to make explicit the metalinguistic features needed in successful argumentation. Within the Hong Kong context a number of studies following a similar methodology have been carried out, both in schools and higher level institutions with positive results (^[46]Dreyfus, Humphrey, Mahboob & Martin, 2015; ^[47]Forey, 2014).

221
paper corpusSignosTxtLongLines602 - : Lopez-Ozieblo, R. (Jan 2021). Improving second language writing across the disciplines: Resources for content teachers . In M. Carrió-Pastor & B. Bellés-Fortuño (Ed.), Teaching Language and Content in Multicultural and Multilingual Classrooms. CLIL and EMI Approaches (pp. 191-222). London: Palgrave McMillan. [ [161]Links ]

Evaluando al candidato language:

2) learning: 69
3) linguistic: 61 (*)
4) learners: 60 (*)
5) heritage: 59 (*)
6) context: 45
14) martin: 28
16) speakers: 25 (*)
18) teaching: 23 (*)
19) register: 23 (*)

language
Lengua: eng
Frec: 4264
Docs: 408
Nombre propio: 62 / 4264 = 1%
Coocurrencias con glosario: 6
Frec. en corpus ref. en eng: 724
Puntaje: 6.737 = (6 + (1+8.62205181945638) / (1+12.0583300262057)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

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

language

: “Community engagement provides students with a level of motivation and investment in language learning that would be difficult to achieve in a classroom setting alone” (^[71]Martínez & Schwartz, 2012: 46).
: “the global potential of language for making evaluative meanings, e.g. for activating positive/negative viewpoints, graduating force/focus, negotiating intersubjective stance” (^[60]Martin & White, 2005: 164).
: (i) The 'conceptual level' is language-independent and is therefore shared by all the languages currently supported in the knowledge base. This level is made up of three sub-modules, all of which employ the same formal language (i.e. COREL; ^[57]Periñán & Mairal, 2010) to codify knowledge:
: 2. Language input should aim to be genuine, i.e. involving features of naturally occurring language with and between native speakers: speed, rhythm, intonation, pausing, idea density, etc. (Rost, 2002: 125).
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: Abbott, A. & Martínez, G. (2018). Spanish for the professions and community service learning: Applications with heritage learners. In K. Potowski (Ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 389-401). London, UK: Routledge.
: Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners (pp. 33-52). Bristol, UK: Multilingual Matters.
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: Achugar, M. & Carpenter, B. (2014). Tracking movement toward academic language in multilingual classrooms. Journal of English for Academic Purposes, 14, 60-71.
: Achugar, M. (2008). Counter-hegemonic language practices and ideologies: Creating a new space and value for Spanish in Southwest Texas. Spanish in Context, 5(1), 1-19.
: Achugar, M. (2009a). Designing environments for teaching and learning history in multilingual contexts. Critical Inquiry in Language Studies, 6(1-2), 39-62.
: Achugar, M., Schleppegrell, M. & Oteíza, T. (2007). Engaging teachers in language analysis: A functional linguistics approach to reflective literacy. Teaching English: Practice and Critique, 6(2), 8-24.
: Acosta, V., Ramírez, G. & Hernández, S. (2016). Intervention in fluency problems in pupils with Specific Language Impairment (SLI). Infancia y Aprendizaje, 39(3), 1-15. Doi: 10.1080/02103702.2016.1189118.
: Adetunji, A. (2006). Inclusion and exclusion in political discourse: Deixis in Olusegun Obasanjo’s Speeches. Journal of Language and Linguistics, 5(2), 177-191.
: Ahrens, K., Liu, H., Lee, C., Gong, S., Fang, S. & Hsu, S. (2007). Functional MRI of conventional and anomalous metaphors in Mandarin Chinese. Brain and Language, 100, 163-171.
: Aida, Y. (1994). Examination of Horwitz, Horwitz, and Copes construct of foreign language anxiety: The case of students of Japanese, Modern Language Journal, 78, 155-167.
: Aijmer, K. (2009). Seem and evidentiality. Functions of Language, 16(1), 63-88.
: Aijmer, K. (Ed.) (2009). Corpora and language teaching. Ámsterdam: John Benjamins.
: Aijón Oliva, M. A. & Serrano, M. J. (2012b).Towards a comprehensive view of variation in language: The absolute variable. Language & Communication, 32, 80-94.
: Aissen, J. (2003). Differential Object Marking: Iconicity vs. economy. Natural Language & Linguistic Theory, 21, 435-483.
: Al Otaiba, S., Kosanovich, M. L. & Torgesen, J. K. (2012). Assessment and instruction for phonemic awareness and word recognition skills. In A. G. Kamhi & H. W. Catts (Editors), Language and reading disabilities (pp. 112-140). New York: Pearson.
: Alderson, C. (2005). Diagnosing foreign language proficiency. London: Continuum.
: Alderson, J. (1984). Reading in a foreign language: A reading problem or a language problem? En J. Alderson & A. Urquhart (Eds.), Reading in a foreign language (pp. 1-24). London: Longman.
: Alderson, J. C. & Banerjee, J. (2002). Language testing and assessment (Part 2) Language Teaching, 35, 79-113.
: Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a language problem? En J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 122-135). Nueva York: Ablex.
: Alderson, J. C., Clapham, C. & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93-121.
: Alexandria, W. (2009). Adult English learners’ self assessment of second language proficiency: Contexts and conditions. New York: New York University Press.
: Allen, L. Q. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals, 47(2), 232-239.
: Allopenna, P. D., Magnuson, J. S. & Tanenhaus, M. K. (1998). Tracking the time course of spoken word recognition using eye movements: Evidence for continuous mapping models. Journal of memory and language, 38(4), 419-439.
: Allwright, R. (1975). Problems in the study of the language teachers treatment of learner error. En M. Burt & H. Dulay (Eds.), TESOL75 New Directions in Second Language Learning, Teaching and Bilingual Education (pp. 96-109). Washington, DC.: TESOL.
: Alonso, C. (2007). Spanish: The foreign national language. Profession, 11, 218-228.
: Alston, W.P. (1964). Philosophy of language. Englewood Cliffs, NJ: Prentice Hall.
: Altarriba, J. & Knickerbocker, H. (2011). Acquiring second language vocabulary through the use of images and words. In K. M. P. Trofimovich (Ed.), Applying priming methods to L2 learning, teaching and research (pp. 21-48). Amsterdam: John Benjamins.
: Altmann, G. (1988). Ambiguity, parsing strategies, and computational models. Language and Cognitive Processes, 3(2), 73-97.
: Altmann, G., Garnham, A. & Dennis, Y. (1992). Avoiding the garden path: Eye movements in context. Journal of Memory and Language, 31, 685-712.
: Altmann, H. (2006). The perception and production of second language stress: A cross-linguistic experimental study. Unpublished doctoral dissertation, University of Delaware, Newark, U.S.A.
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