/LING
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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) native language (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: native language
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt15 - : BERTHA CHELA-FLORES: Native language interference and the syllable structure in English: Fortition and lenition processes 181
2
paper CL_LiteraturayLingüísticatxt189 - : Carrell states that, "Although Goodman did not characterize his theory as top - down model, and continues to resist this characterization himself (Goodman 1981), several other reading experts (Anderson 1978; Cziko 1978) have recently characterized it basically as a concept-driven, top - down pattern in which 'higher level processes interact with, and direct theflow of information through, lower- level processes' (Stanovich 1980:34). In any event, the impact that Goodman's psycholinguistic theory had on both first or native language reading, and later on, on second or foreign language reading, was to make the reader an active participant in the reading process, making and confirming predictions, primarily from his or her background knowledge of the various linguistic levels (graphophonic, syntactic, and semantic) in the broadest sense of these terms (Carrell, 1990:3 )".
3
paper CO_ColombianAppliedLinguisticsJournaltxt154 - : While discourse is co-constructed by interlocutors in conversations, and there are more opportunities to negotiate meaning if the information is not shared or given between the interlocutors (Bloor & Bloor, 1992), meaning is not co-created in writing, thus it requires additional and diverse grammatical strategies to effectively exploit the Theme position of a sentence to create coherent texts (Eggins, 2004; Schleppegrel, 2004). This is probably why more scholars are interested in comparing Theme and thematic progression of learner English writing and native-speaker writing. The studies focus on Themes, thematic progression, or both Theme and thematic progression. Some studies were corpus based and other studies used data collected specifically for studying Theme and thematic progression. The English learners that were investigated came from a number of different native language backgrounds: Chinese, Dutch, Finnish, German, Iran, Norwegian, Polish and Swedish . I will review these studies by
4
paper CO_Lenguajetxt177 - : ^5However, this is not to imply that residents can only receive services based on their native language, but there does appear to be a clear distinction between the patron who frequents a local sandwich shop with food typical of the area and the patron who frequents a church—offering free food—that includes an exterior sign with a translation of a quote attributed to Bertolt Brecht: “Compartir comida es compartir el alma .” = “To share food is to share the soul.”
5
paper CO_Lenguajetxt115 - : in their native language nor in previous English courses:
6
paper CO_Lenguajetxt128 - : The first step in the focus groups was to gauge the Pijao’s view of indigeneity and language. There was a general trend towards weaker views of indigeneity. The older age groups mentioned ceremony, direct descent from community, maintenance of territory, and cultural knowledge, whereas the youngest group mentioned that only descent and staying in the territory were important. In terms of whether or not it is important for indigenous people to have an indigenous language in order to be considered indigenous, every member of the 65+ and 51-65 focus groups emphatically answered ‘yes’ and then reiterated the importance of having a native language during the conversations that followed:^[82]^1
7
paper CO_Íkalatxt281 - : Factor 1: Learner's role, Factor 2: Error correction and evaluation, Factor 3: The role of grammar, Factor 4: Teacher's role, Factor 5: The role of native language, Factor 6: Group/pair work
Evaluando al candidato native language:
1) factor: 6
2) reading: 4 (*)
3) thematic: 4
7) theme: 4 (*)
8) indigenous: 3
9) focus: 3 (*)
10) processes: 3
11) goodman: 3
native language
Lengua: eng
Frec: 209
Docs: 110
Nombre propio: 1 / 209 = 0%
Coocurrencias con glosario: 3
Puntaje: 3.683 = (3 + (1+4.95419631038688) / (1+7.71424551766612)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| native language |
: & Wong (2003) mention encouraging parents to read with their children in their native language. : Asher, J. J. (1981). The total physical response: Theory and practice. In H. Winitz (Ed.), Native language and foreign language acquisition (pp. 324-331). New York: New York Academy of Sciences. : Hirst, L., & Slavik, C. (1990). Cooperative approaches to Language Learning. En J. Reyhner (Ed.), Effective Language Education Practices and Native Language Survival (pp. 133-142). Choctaw, Oklahoma: Native American Language Issues. : Liu, Ch. y Jin, S-H. 2015. Auditory detection of non-speech and speech stimuli in noise: Effects of listeners' native language background. The Journal of the Acoustical Society of America, 138, 2782-2790. : McCarty, T. L., Romero, M. E. y Zepeda, O. (2006). Reclaiming the gift: Indigenous youth counter-narratives on native language loss and revitalization. American Indian Quarterly, 30(1/2), 28-48. doi: [242]https://doi.org/10.1353/aiq.2006.0005 : Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In E. Llurda (Ed.), Non- Native language teachers: Perceptions, challenges and contributions to the profession (pp. 283-303). US: Springer. : Rodríguez, D., Carrasquillo, A., y Soon Lee, K. (2014). The Bilingual Advantage: Promoting Academic Development, Biliteracy, and Native Language in the Classroom. New York, NY: Teachers College Press . : Rolin-Ianziti, J., & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. The Canadian Modern Language Review, 58(3), 402-426. |