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Lista de candidatos sometidos a examen:
1) literary (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: literary
Is in goldstandard
1
paper corpusSignosTxtLongLines41 - : ^1 Según P. de Man, todo texto se construye a partir de una secuencia de tropos, que confieren al lenguaje un sentido diferente del "literal". De ahí que toda lectura se constituya en un proceso alegórico. Hamacher ([86]1989:182) acota: "The literary texts devoted to this tension are not exhausted in figurative -and in the last analysis, this means metaphorical- discourse and its destruction, but rather, by reiterating its aporia, at the same time they expose another way of reading them: they are allegories ."
2
paper corpusSignosTxtLongLines445 - : According to López de Abiada (2007a), distinct images of Spain and Spaniards began forming in European literary sources in the 14^th century and over the following centuries the perceptions of the country among its European neighbours oscillated from highly negative to highly positive. Literary sources in the 15^th century, especially those written in French, referred to Spain as a “distant and mysterious place, an enchanted and somehow exotic land” (López de Abiada, 2007a: 243 ). In the 16^th century, a great political might and territorial conquests of the Spanish Empire “fastened on Spain an unfavourable reputation” (López de Abiada, 2007a: 243). By the end of the 18^th century, the country’s weakened military prowess and changed political status initiated a shift in perceptions of Spain to a positive direction. Spain regained its image of an exotic land and Spaniards were once again perceived as proud, passionate and romantic people. The novella Carmen written by Prosper Mérimée in the
3
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 ).
4
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.
Evaluando al candidato literary:
1) spain: 5
2) poetry: 4
4) abiada: 3
6) lópez: 3
literary
Lengua: eng
Frec: 76
Docs: 43
Nombre propio: 1 / 76 = 1%
Coocurrencias con glosario:
Frec. en corpus ref. en eng: 109
Puntaje: 0.688 = ( + (1+4) / (1+6.2667865406949)));
Rechazado: muy común;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| literary |
: Biber, D. (1993). Representativeness in corpus design. Literary and Linguistic Computing, 8(4), 243-257. : Bobkina, J. & Domínguez, E. (2014). The use of literature and literary texts in the EFL classroom; between consensus and controversy. International Journal of Applied Linguistics & English Literature, 3(2), 248-260. : Brewer, W. (1980). Literary theory, rhetoric, and stylistics: Implications for psychology. En R. Spiro, B. Bruce & W. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 221-239). Hillsdale, N.J.: Erlbaum. : Doing What Comes Naturally. Change and the Rhetoric ofTheory in Literary and Legal Studies. Duke University Press, Durham and London, 1989. : Gavins, J. (2005). (Re)thinking modality: A text-world perspective. Journal of Literary Semantics, 34, 79-93. : Hiippala, T. (2012). The interface between rhetoric and layout in multimodal artefacts. Literary and Linguistic Computing, 28(3), 461-471. : Isaac, A. (2002). Opening up literary cloze. Language and Education, 16(1), 18-36. : Ivanič, R. (2005). The discoursal construction of writer identity. En R. Beach, J. Green, M. Kamil & T. Shanahan (Eds.), Multidisciplinary perspectives on literary research (pp. 391-416). Cresskill, N. J: Hampton Press. : Ketterer, David. "'Shudder': A Signature Crypt-ogram in 'The Fall of the House of Usher'". Resources for American Literary Study 25.2 (2000): pp. 192-205. : Leerssen, J. T. (2007). Imagology: History and method. In M. Beller & J. T. Leerssen (Eds.), Imagology: The cultural construction and literary representation of national characters: A critical survey (pp. 17-32). Amsterdam-New York, NY: Rodopi. : Lima, C. (2010). Selecting literary texts for language learning. Journal of NELTA, 15(1-2), 110-114. : Louwerse, M. (2004). Semantic variation in idiolect and sociolect: Corpus linguistic evidence from literary texts. Computers and the Humanities, 38, 207-221. : López de Abiada, J. M. (2007a). Spaniards. In M. Beller & J. T. Leerssen (Eds.), Imagology: The cultural construction and literary representation of national characters: A critical survey (pp. 242-247). Amsterdam-New York, NY: Rodopi. : Magliano, J. & Graesser, A.C. (1991). A three-pronged method for studying inference generation in literary texts. Poetics, 20, 193-232. : Martin, J. R., Chistie, F., & Rothery, J. (1987). Social processes in education. En F. Reid (Ed.), The place of genre learning (pp. 67149). Victoria: Centre for Studies of Literary Education. : Mason, P. (2007). America: Native South Americans. In M. Beller & J. T. Leerss (Eds.), Imagology: The cultural construction and literary representation of national characters: A critical survey (pp. 86-89). Amsterdam-New York, NY: Rodopi. : McKee, G., Malvern, D. & Richards, B. (2000). Measuring vocabulary diversity using dedicated software. Literary and Linguistic Computing, 15(3), 323-337. : Miller, J. Hillis. "Narrative". Critical Terms for Literary Study. Eds. Frank Lentricchia y Thomas MacLaughlin. pp. 66-79. Chicago UP, Chicago. 1995. : Ormond, L. (1993). Alfred Tennyson. A Literary Life. Basingstoke: Macmillan. : Pérez Ruiz, J. (2012). Gender differences and listener responses in Spanish foreign language conversations. Languages, Literary Studies and International Studies: An International Journal, 9, 1-24. : Shapin, S. (1984). Pump and circumstance: Robert Boyle’s literary technology. Social Studies of Science, 13, 481-520. : Săftoiu, R. & Popescu, C. (2012). Brands in post-communist Romanian political arena, Word and Text. A Journal of Literary Studies and Linguistics, II(1), 177-192. : Xuanwei, P. (2008). Evaluative meanings in literary texts. The first step towards appraisal stylistics. En N. Nørgaard (Ed.), Systemic Functional Linguistics in Use Odense Working Papers in Language and Communication (pp. 665-684). Denmark: University of Southern Denmark. : Zare Behtash, E., Hashemi Toroujeni, S. M. & Safarzade Samani, F. (2017). An introduction to the medieval English: The historical and literary context, traces of church and philosophical movements in the literature. Advances in Language and Literary Studies, 8(1), 143-151. : van den Broek, P. , Rohleder, L. & Narváez, D. (1996). Causal inferences in the comprehension of literary texts. En R. Kreuz & M. MacNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 179-200). Westport, CT: Ablex Publishing Company. |