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Lista de candidatos sometidos a examen:
1) metalanguage (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: metalanguage
Is in goldstandard
1
paper corpusSignosTxtLongLines268 - : From metalinguistic function to metalanguage: Studies of metalanguage in current linguistics
2
paper corpusSignosTxtLongLines406 - : This learner takes up the metalinguistic terms issuing from the CaRS model (‘topic, debate and contribution’) and explains that locating these helps to make rhetorical inferences (‘understand the author’s position and distinguish it from those of other authors’), which she reports has had a favorable impact on her essay writing. However, only this learner and the learner in example 2 showed any uptake of metalinguistic terms. Other learners show declarative knowledge of rhetorical inferences without connecting them explicitly to the metalanguage or metalinguistic activity. Tellingly, one learner’s answer reveals some impact on cognitive monitoring while simultaneously giving evidence that metalanguage is not a necessary condition for it to occur:
3
paper corpusSignosTxtLongLines453 - : In turn, MPs are sets of one or more logically connected predications (e[1], e[2], e[3], etc.) that carry the generic features of concepts. Consider the MP of the concept +TEAR_01, which inherits from its superordinate concept +BREAK_00. The semantics of the lexical units 'tear', 'tear off', 'rip', Spanish rasgar, despedazar, Italian strappare, etc., are related to +TEAR_01, or to put in other words, +TEAR_01 is lexicalized by one sense of each of these lexical items. The formalized representation of +TEAR_01 via the COREL metalanguage is given in (2):
4
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:
Evaluando al candidato metalanguage:
1) metalinguistic: 4 (*)
2) learner: 4 (*)
3) representation: 4 (*)
4) corel: 4 (*)
5) conceptual: 3
metalanguage
Lengua: eng
Frec: 32
Docs: 10
Nombre propio: / 32 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.880 = (4 + (1+4.32192809488736) / (1+5.04439411935845)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| metalanguage |
: Basturkmen, H., Loewen, S. & Ellis, R. (2002). Metalanguage in focus on form in the communicative classroom. Language awareness, 11(1), 1-13. : Coupland, N. & Jaworski, A. (2004). Sociolinguistic perspectives on metalanguage: Reflexivity, evaluation and ideology. En N. Coupland, A. Jaworski & D. Galasinski (Eds.), Metalanguage: Social and Ideological Perspectives (pp. 15-51). Berlín: Mouton de Gruyter. : Gombert, J. (1993). Metacognition, metalanguage and metapragmatics. International Journal of Psychology, 28(5), 571-580. : Schleppegrell, M. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63(1), 153-170. : Unsworth, L. (2006). Towards a metalanguage for multiliteracies education: Describing the meaning-making resources of language-image interaction. English Teaching: Practice and Critique, 5(1), 55-76. : Williams, G. (2004). Ontogenesis and grammatics: Functions of metalanguage in pedagogical discourse. En G. Williams & A. Lukin (Eds.), Language developement. Functional perspectives on evolution and ontogenesis (pp. 241-267). London: Continuum. |