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

1) Candidate: linguists


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt188 - : There are an estimated six thousand languages spoken throughout the world (Grimes, 1992). In Chile, the official language for communication is Spanish. Because of the changes brought about by globalization, people in Chile recognize the need to learn English. In general, many countries, including Chile believe that the development of multiple language proficiency is possible, and indeed, educators, policy makers and parents view it as desirable. Languages are dynamic and their speakers are constantly recreating them. When people become bilingual, their two languages presumably do not remain completely separate. They affect one another in ways, which are sometimes predictable and sometimes surprising. Why is this? Many linguists argue, "competences are indeed permeable whether they are complete language systems or inter-languages" (Smith 1989: 225 ). Some of the processes that most frequently take place when two languages come into contact are language transfer, borrowing and code switching.

2
paper CL_LiteraturayLingüísticatxt139 - : Krashen (1995), among other applied linguists, has established an almost perfect "parallel" between first and second language acquisition, the idea being that all the features that characterize the acquisition of the first language (and the acquisition of a second language at an early age) must be present "the second time", after puberty: a silent period, no systematic error correction, a weak affective filter, "roughly-tuned" input (as opposed to finely-tuned or graded input ).

3
paper CO_ColombianAppliedLinguisticsJournaltxt267 - : A discussion of the idea that the denomination of ‘applied linguistics’ is restricted has been evolving in academic settings. For instance, while applied linguistics and language teaching may well be associated, their relationship implies a specific space of applicability in education in connection with -but also beyond- language practices. Although linguistic knowledge can be applied to activities other than language teaching, public interest in language teaching has been of great importance in terms of contributing to this field. The knowledge that has been scientifically produced by linguists about the nature of human language -how it is learned and what role it plays in the life of people and communities- belongs to two dimensions of knowledge that language teachers are expected to have: the disciplinary and research dimensions .

4
paper CO_Íkalatxt19 - : El Chartered Institute of Linguists es una institución británica que organiza exámenes para la obtención de diplomas como traductores . Se trata del denominado Diploma in Translation, una cualificación de posgrado, principalmente concebida para traductores profesionales o aquellas personas que cuentan con avanzados conocimientos lingüísticos y que desean emprender una carrera profesional en el ámbito de la traducción.

5
paper UY_ALFALtxt53 - : primera y segunda persona del plural son pro-SDs, la tercera del plural es pro-Sφ. Finalmente, concluyen que sólo los pro-SDs se pueden combinar con nombres plenos. En consecuencia, las estructuras relevantes para we linguists y *they linguists son respectivamente las siguientes ([54]Déchaine y Wiltschko 2002: 421):

6
paper corpusSignostxt400 - : “Indeed, it is probably time for linguists to reconsider our traditional assumptions about what makes a model ‘elegant’ […] [I]t may be that we should not condemn as ‘inelegant’ or ‘uneconomical’ rules that the conscious human mind finds somewhat difficult to implement, but which can be performed by a computer in a moment –and also, some might wish to add, whose analogues in human brain can similarly be performed in a trice and, moreover, without requiring conscious attention” (Fawcett, 2003: 13 ).

7
paper corpusSignostxt523 - : And so, I am pleased to guest-edit this collection of essays for Revista Signos. Estudios de Lingüística in hopes of not only providing new fresh data to research into the field of Spanish for specific purposes, but also serving to encourage specialists in LSP in the United States to pursue further investigation on the promising issues raised here. The primary purpose of this special monograph is to advance and disseminate the various lines of research undertaken by LSP practitioners and scholars in the United States, but, in doing so, we also hope to contribute to debate around a growing field of interest among applied linguists: the liaison between the Hispanic community and HL teaching initiatives .

8
paper corpusSignostxt524 - : Crucial to the establishment of any scholarly field is a coherent definition of the field. LSP has been defined by many applied linguists, but, as ^[42]Brown and Thompson (2018) observe, most definitions seem to have the following in common: (1 ) They draw a contrast between LSP and traditional L2 pedagogy, indicating not just a difference in content but pedagogical approach and fundamental understandings of best practices, and (2) they prioritize the identification of unique discursive, linguistic, cultural, and communicative characteristics unique to a particular topical domain. One of the most prominent scholars in the field of LSP offers the following definition:

Evaluando al candidato linguists:


3) teaching: 4 (*)
8) acquisition: 3
13) indeed: 3

linguists
Lengua: eng
Frec: 178
Docs: 107
Nombre propio: 1 / 178 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.526 = (1 + (1+3.4594316186373) / (1+7.48381577726426)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
linguists
: 16. Payne, T. (1997). Describing morphosyntax: A guide for field linguists. Cambridge: Cambridge University Press.
: 29. Guarnieri, M., & Usategui, C. (______) Developing a new language curriculum for nonspecialists: From theory to practice and back. In M. Fay & D. Ferney (Eds.), Current trends in modern languages provision for non-specialist linguists (pp. 193-205). London: CILT.
: 37. Leung, Y.-k. I. (2007). Third language acquisition: Why it is interesting to generative linguists. Second Language Research, 23(1), 95-114.
: 5. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. The International Abstracting Journal for Language Teachers and Applied Linguists, 36, 81-109.
: 7. England, Nora. 2003. Mayan language revival and revitalization politics: Linguists and linguistic ideologies. American Anthropologist 105, 4. 733-743.
: Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching. The International Abstracting Journal for Language Teachers and Applied Linguists, 36, 81-109.
: Campos-Astorkiza, R. (2003). Compensatory lengthening as root number preservation. In E. Hajicová, A. Kotesovcová, & J. Mírovský (Eds.), Proceedings of the XVII International Congress of Linguists. Prague: Matfyzpress, MFF UK.
: Hsieh, Shelley Ching-yu & Elena Kolodkina. (2009). Eyes and hands expressions: Embodiment of lexical meanings. Proceedings of The 18th International Congress of Linguists (CIL 18). Seoul, Korea: Korea University.
: Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., y Rathmann, C. (2014). Ensuring language acquisition for deaf children: What linguists can do. Language , 90(2), e31-e52. [225]https://doi.org/10.1353/lan.2014.0036
: McCarthy, Diana & Korhonen, Anna, "Detecting verbal participation in diathesis alternations", Proceedings of the 36th Annual Meeting of the Association for Computational Linguists, 2, 1998, 1493-1495.
: Mufwene, S. (2006). Language Endangerment: An Embarrassment for Linguists. The Panels Proceedings from the Annual Meeting of the Chicago Linguistic Society, 42(2), 111-140.
: Paikeday, T. (1985). The native speaker is dead!: An informal discussion of a linguistic myth with Noam Chomsky and other linguists, philosophers, psychologists, and lexicographers. Ontario: PPI.
: Payne, T. (1996). Describing morphosyntax: a guide for field linguists. Cambridge: Cambridge University Press .
: Součková, K. (2011). Pluriactionality in Hausa. Utrecht: Netherlands Graduate School for Linguists.
: The first two (i) and (ii) are names given by Traditional Grammarians, whereas (iii) is usually the name given by Cognitive linguists. Finally, the last term (major and minor) is commonly used by Cognitive-functional linguists, more specifically by T. Givón (1984).