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

1) Candidate: non-native


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt466 - : Ways of semantic access of «kanji» writing in non-native speakers: phonological or orthographic ? Beliefs and strategies

2
paper CO_ColombianAppliedLinguisticsJournaltxt36 - : Graddol (2006: 14), for his part, refers to the increasing "irrelevance of native speakers ...(and) native speaker norms" in his review of the development of English as a global language. The rise of 'New Englishes' (local varieties of English arising from the contact with vernacular languages) in many post colonial contexts in different parts of the world, added to the fact that increasingly fewer interactions involve native speakers of English, has contributed to the recognition of the non-native speaker who is a "fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker" (Graddol, 2006: 87 ).

3
paper CO_ColombianAppliedLinguisticsJournaltxt204 - : Moussu, L. (2006). Native and non-native Englishspeaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English program administrator beliefs and practices (Unpublished doctoral dissertation ). Purdue University, West Lafayette. [ [69]Links ]

4
paper CO_ColombianAppliedLinguisticsJournaltxt131 - : In a similar fashion, Jenkins (2005) interviewed eighteen Non-Native-Teachers-of-English (NNTE's) about the way they perceived their own English in relation to the standard. She found that informants deemed Standard English as good, correct, proficient and competent. On the other hand, a non-native accent was mostly described as the opposite: not good, incorrect, strong and deficient . Mckay (2003) found similar results studying the attitudes of Chilean teachers towards EIL. In this sense, Jenkins (2007, p. 141) continues to elaborate and emphasizes the difficulty teachers have to '...disassociate notions of correctness from 'nativeness' and to assess intelligibility and acceptability from anything but a NS (Native Speaker) standpoint...' In this respect, the identities of teachers are crucial. Teachers, as individuals who have been engaged for years in the learning of a language, are somehow threatened by the fact that accomplishing the level of perfection they have long aimed at is no

5
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : Both ^[32]Kenworthy (1987) and ^[33]Smith (1992) regarded intelligibility as a one-way process in which non-native speakers struggled to make themselves understood by native speakers through English sounds . However, more recently, authors such as ^[34]Jenkins (2000) , ^[35]Crystal (2004) , or ^[36]Graddol (2006) have questioned the extent to which this language is spoken by native or non-native speakers. Crystal (2004) states that the ratio of native to non-native speakers of English is around 1:3, which has changed the panorama of the phonological field. Because of the considerable number of non-native speakers of English around the world, the standard sounds and patterns of English have changed. Consequently, speakers no longer need to sound native-like to be considered as intelligible.

6
paper CO_ColombianAppliedLinguisticsJournaltxt61 - : Responses to Reading Material. The three non-native students chose to write their reflective essays on the same topic: children returning from living abroad (kikoku shijo ). Their responses revealed that class discussions had created interest which transcended the reading, probably due to the contributions of the female native speaker who had just such a background. Her personal testimony created a deep impression on the language learners who were able to make connections between text comprehension, discussion, and personal responses. Thus they found it easier to write about.

7
paper CO_Lenguajetxt190 - : Muñoz, J., Díaz, L., y Mongeon, C. (2000). N-drop and determiners in native and non-native Spanish: More on the role of morphology in the acquisition of syntactic knowledge . En R.P. Leow y C. Sanz (Eds.), Current research on the acquisition of Spanish (pp. 67-96). Cascadilla Press. [ [110]Links ]

8
paper CO_Lenguajetxt107 - : The current study highlights the role of culture in the learning process of Spanish as a foreign language in Colombia, and how culture can strengthen the learners’ skills while communicating in different real-life situations. As a result, and through some cultural aspects included in the classes, it was possible to encourage an intercultural awareness that helped students to contrast their own culture and the target culture through the language. The inclusion of intercultural competence in foreign and second language teaching was proposed during the late 20^th century, and it basically consists of the planning and implementation of a didactic unit using intercultural principles as part of the teaching-learning process. Nine (9) non-native speakers of Spanish participated in the study: four (4 ) international students coming from Brazil and 5 international teachers coming from The United States, Ireland and Ivory Coast. The results suggest that acquiring cultural skills along communicative

9
paper CO_Íkalatxt312 - : Katic, M., y Safranj, J. (2018). An analysis of dissertation abstracts written by non-native English speakers at a Serbian university: Differences and similarities across disciplines . En M. Chitez, C. Doroholschi, O. Kruse, L. Salski, y D. Tucan (Eds.), University writing in central and Eastern Europe: tradition, transition, and innovation (pp. 231-248). Springer. [ [398]Links ]

10
paper CO_Íkalatxt7 - : This research study aims to find answers to the following research questions. (1) To what extent does the subjects' first language influence the acquisition of an L2 and an L3? (2) What are the main factors that can be associated with transfer? And finally, (3) Do lexical and syntactic transfer have the same source language? It is assumed that the L1 has an important role in L2 and L3 oral production and that it is therefore the main source of transfer. Transfer appears more extensively in low proficiency levels, and linguistic distance is a stronger predictor of CLI than L2 status. It is also presumed that influence from non-native languages is only present if the following conditions are met: the learner's proficiency is high, the languages are typologically close, and there has been recent exposure to the non-native language . Finally, the study aims to demonstrate that syntactic transfer is mainly L1-based, whereas lexical transfer can occur from non-native languages when the three

11
paper CO_Íkalatxt7 - : As demonstrated in previous research (Cenoz, 2001), linguistic distance is a stronger predictor of CLI than L2 status. Thus, the language that most influenced Catalan production was the language that is typologically closer to it, corresponding to the L1 in this study. It should be noted that linguistic distance only plays an important role when the learner has a high proficiency in the source language. Thus, oral production in English was not influenced by German (the language most related to English), since proficiency in German was not high enough for transfer to occur. Some researchers such as Ringbom (1998) and Williams & Hammarberg (1998) have reported that no L3 forms are borrowed from non-native languages unless proficiency is high . It can be concluded that language distance goes hand in hand with source language proficiency in this study.

12
paper corpusLogostxt139 - : For the remaining texts, the non-native speakers are there as objects of description or comparison, that is, they are part of the content that is being discussed and presented through the authors’ voices. We find two ways in which non-natives are thus included: as a collective or as individuals, the latter being less frequent than the former . It is interesting that as a collective, when the non-native speakers are regarded explicitly as users of the English language, their portrayal tends to be heavily focused on how many there are of them through the use of quantifiers such as ‘many’ or the number ‘one billion’, presenting them as one large group with no reference to their diversity (e.g. in terms of language level, purposes for language use, etc.).

13
paper corpusRLAtxt186 - : Writing skills at the graduate and undergraduate level are necessary for academic success. In the case of non-native speaking students, the mastery of academic writing skills encompasses an additional difficulty: the proficient use of the target language . For this reason, it is necessary to assess whether these future university students meet the necessary threshold level in the target language. Hence, the aim of this study was to investigate the writing skills and strategies of non-native Spanish-speaking graduate students that sat a Spanish test for academic purposes. 25 graduate students were interviewed regarding their writing skills and strategies. These skills were assessed by means of an analytic rating scale, and based on the results, students were grouped into three performance levels: low-intermediate, high-intermediate and advanced. Afterwards, the content of the interviews was analyzed by two coders following an inductive approach. The qualitative results suggest that students

14
paper corpusSignostxt579 - : The analysis of the rhetorical organization of lecture introductions can provide models of their structure that students non-native to English can be familiarized with, resulting in their creation of “mental maps” which can assist the listeners in processing the lecture content (^[26]Lee, 2009: 43 ). Four genre analyses of lecture introductions have been produced to date - ^[27]Thompson (1994), ^[28]Lee (2009), ^[29]Shamsudin and Ebrahimi (2012) and ^[30]Yaakob (2013). The former three used relatively small corpora, consisting of 18, 10 and 6 lectures respectively, and the only study employing a more sizeable corpus was that of ^[31]Yaakob (2013), who analyzed 89 lecture introductions from the BASE corpus . Just one of these studies - that of ^[32]Shamsudin and Ebrahimi (2012), used a discipline-specific corpus (engineering), but, as noted above, consisting of just 6 lectures.

Evaluando al candidato non-native:


3) speakers: 12 (*)
5) skills: 8
6) speaker: 6 (*)
7) teachers: 6
8) language.: 6
9) transfer: 6 (*)
11) proficiency: 6 (*)
19) lecture: 4

non-native
Lengua: eng
Frec: 337
Docs: 128
Nombre propio: / 337 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.721 = (4 + (1+5.78135971352466) / (1+8.40087943628219)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
non-native
: *Dafouz, E., Nuñez, B., & Sancho, C. (2007). Analysing stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs. International Journal of Bilingual Education and Bilingualism, 647-662.
: 14. Kachru, B. (1987). The alchemy of English: The speed, functions and models of non-native Englishes, World Englishes. Vol. 8, No. 2, pp.239-241. Reviewed. by J. Fishman.
: 18. Martínez, I. A. (2005). Native and non-native writers' use of first person pronouns in the different sections of biology research articles in English. Journal of Second Language Writing, 14, 174-190.
: 24. Sheorey, R. & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29 (4), 431-449.
: 36. Llurda, E. (ed.) (2005). Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession. New York: NY. Springer.
: 6.Belz, J. (2003a). Identity, deficiency, and L1 use in foreign language study. In C., Blyth (Ed.), The sociolinguistics of foreign language classrooms: Contributions of the native, near-native and the non-native speaker (pp. 209-250). Boston, MA: Heinle & Heinle.
: Akcan, S. (2016). Novice Non-Native English Teachers’ Reflections on their Teacher Education Programmes and their First Years of Teaching. Profile Issues in Teachers’ Professional Development, 18(1), 55-70. [71]https://doi.org/10.15446/profile.v18n1.48608.
: Baitman, B., & Véliz, M. (2013). A comparison of oral evaluation ratings by native English speaker teachers and non-native English speaker teachers. Literatura y Lingüística, 27, 171-200.
: Beckett, G. H., & Stiefvater, A. (2009). ESL graduate student perspective change on a non-native English speaker Teacher. TESL Canada Journal, 27(1), 27-46. [95]https://doi.org/10.18806/tesl.v27i1.1028
: Biesenbach-Lucas, Sigrun. (2007). Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English. Language Learning and Technology, 11(2), 59-81.
: Bodman, J. & Eisenstein, M. (1988), May God increase your bounty: The expression of gratitude in English by native and non-native speakers. Cross Currents 15, 1, 1-21.
: Braine, G. (1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Earlbaum.
: Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy": Non-linguistic roots, non pedagogical results. In G. Braine, Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.: 77-92.
: Carrió, M. L. & Muñiz-Calderón, R. (2015). A contrastive analysis of metadiscourse features in business e-mails written by non-native speakers of English. Procedia-Social and Behavioural Sciences, 173, 214-221.
: Chang, Y. & Swales, J. (1999). Informal elements in English academic writing: Threats or opportunities for advanced non-native speakers. In C.N. Candlin & K. Hyland (Eds.), Writing: Texts processes and practices (pp. 145-147). London: Longman.
: Cheng, L., Myles, J., & Curtis, A. (2004). Targeting language support for non-native English-speaking graduate students at a Canadian university. TESL Canada Journal, 21(2), 50-71.
: Cheng, R. (2013). A non-native student's experience on collaborating with native speakers in academic literacy development: A socio-political perspective. Journal of English for Academic Purposes, 12,12-22.
: Davydova, J. (2011). The present perfect in non-native Englishes: A corpus based study of variation. Boston: Walter de Grouyer GmbH & Co.
: Demirezen, M. (2007). Identity Problems of Non-Native Teachers of English in Teacher Education. The Internet TESL Journal, 13(8). Extraído de [113]http://iteslj.org/Articles/Demirezen-NonNativeTeachers.html
: Dong, Y. R. (1996). Learning how to use citations for knowledge transformation: Non-native doctoral student´s dissertation writing in science. Researh in the Teaching of English, 30(4), 428-457.
: Dong, Y. R. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self-reports by students and their advisors from two U.S. institutions. English for Specific Purposes, 17(4), 369-390. [348]https://doi.org/10.1016/S0889-4906(97)00054-9
: Díaz, N. R. (2009). A comparative study of native and non-native teachers’ scaffolding techniques in SLA at an early age. Estudios Ingleses de la Universidad Complutense, 17, 57-73.
: Economidou-Kogetsidis, María. (2011). "Please answer me as soon as possible'': Pragmatic failure in non-native speakers' e-mail requests to faculty. Journal of Pragmatics, 43(13), 3193-3215.
: Edstrom, A. (2007). The mixing of non-native, heritage, and native speakers in upper-level Spanish courses: A sampling of student opinion. Hispania, 90(4), 755-768. [130]https://doi.org/10.2307/20063610
: Eisenstein, M., & Bodman, J. (1986)., 'I very appreciate': Expressions of gratitude by native and non-native speakers of American English. Applied Linguistics, 7, 167-185.
: Englander, K. (2006). Revisions of scientific manuscripts by non-native English speaking scientists in response to journal editor’s criticism of the language. Journal of Applied Linguistics, 3(2), 129-161.
: Erkmen, B. 2010. Non-native novice EFL teachers' beliefs about teaching and learning. Unpublished doctoral thesis. University of Nottingham.
: Flowerdew, J. (2000). Discourse community, legitimate-peripheral participation, and the non-native English-speaking scholar. tesol Quarterly, 34(1), 127-150. doi:[144]https://doi.org/10.2307/3588099.
: Gass, S. and Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of non-native speech. Language Learning, 34, 65-89.
: Geeslin, K. & Gudmestad, A. (2016). Subject Expression in Spanish: Contrasts between Native and Non-Native Speakers for First and Second-Person Singular Referents. Spanish in Context, 13(1), 53-79. [139]https://doi.org/10.1075/sic.13.1.03gee
: Granger, S. & Tyson, S. (1996). Connector usage in the English essay writing of native and non-native EFL speakers of English. World Englishes, 15 (1), 17-27.
: Hazenberg, Suzanne y Jan H. Hulstun 1996 "Defining a minimal receptive second language vocabulary for non-native university students: an empirical investigation". Applied Linguistics. 17, 2, 145-163. [55]https://doi.org/10.1093/applin/17.2.145.
: Hewings, M. (1995). Tone Choice in the English Intonation of Non-Native Speakers. IRAL, 33(3), 251-265.
: Horiba, Y. (1990). Narrative comprehension processes: A study of native and non-native readers of Japanese. The Modern Language Journal, 74 (2), 188-202.
: Huckin, T. & Olsen, L. A. (1983). English for science and technology: A handbook for non-native speakers. New York: McGraw-Hill.
: Ibáñez, A., Manes, F., Escobar, J., Trujillo, N., Andreucci, P. & Hurtado, E. (2010). Gesture influences the processing of figurative language in non-native speakers: ERP evidence. Neuroscience Letters, 471(1), 48-52.
: Inan, B. (2012). A comparison of classroom interaction patterns of native and non-native EFL teachers. Procedia Social and Behavioral Sciences, 46, 2419-2423.
: Jamieson, D. G. & Morosan, D. E. (1986). Training non-native speech contrasts in adults: Acquisition of the English /ð/-/θ/ contrast by francophones. Perception, & Psychophysics, 40(4), 205-215.
: Jawad, F. M., y Saleh, A. (2018). Genre analysis of ma thesis abstracts by native and (Iraqi) non-native speakers of English. Journal of University of Babylon, 26(1), 37-50. [392]https://www.journalofbabylon.com/index.php/JUBH/article/download/992/748/
: Johnson, K. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
: Kachru, B. (1981). The pragmatics of non-native varieties of English. En L. Smith (Ed.), English for cross-cultural communication (pp. 5-39). London: Macmillan.
: Kachru, B. (1986). The Alchemy of English: The Spread, Functions and Models of Non-Native Englishes. Oxford: Pergamon Press.
: Kamhi-Stein, L. (1999). Preparing non-native professionals in tesol: Implications for teacher education programs. En G. Braine (ed.), Non-native Educators in English language teaching (pp. 145-158). Nueva York: Routledge.
: Keywords: culturally responsive leadership styles, multicultural curriculum transformation, non-native English speaking English teachers, gender/male-centric and Ethno/Euro & Western-centric.
: Kourilova, M. (1998). Communicative characteristics of reviews of scientific papers written by non-native users of English. Endocrine Regulations, 32, 107-114.
: Kramsch, C. (2003). The privilege of the non-native speaker. In C. Blyth (Ed.), The Sociolinguistics of foreign-language classrooms: Contributions of the native, the near-native, and the non-native speaker (pp.251-262). Boston, MA: Heinle.
: Kramsch, C., & Lam, W. S. (1999). Textual identities: The importance of being non-native. In G. Braine (Ed.). Non-native educators in English language teaching (pp.57-72). Mahwah: Lawrence Erlbaum Associates.
: Kärkkäinen, E. (1992). Modality as a strategy in interaction: Epistemic modality in the language of native and non-native speakers of English. Pragmatics and Language Learning, 3, 197-216.
: Lasagabaster, D., &J. M. Sierra (2002). University students' perceptions of native and non-native speaker teachers of English. Language Awareness 11(2): 132-142.
: Levis (2006) suggests a matrix including different communicative contexts where native speakers (NSs) and non-native speakers (NNSs) can be found. The resulting contexts can dictate, in his view, different teaching priorities:
: Liceras, J. (1989). On some properties of the pro-drop parameter: Looking for missing subjects in non-native Spanish. In S. Gass & J. Schacter (Eds.), Linguistic perspectives on second language acquisition (pp. 109-133). Dordrecht: Foris.
: Liu, J. (1999). From their own perspectives: The impact of non-native ESL professionals on theirstudents. In G. Braine (Ed.), Non-native educators in English language teaching. Mahwah: Lawrence Erlbaum Associates, Inc.:159- 176.
: Llurda, E. (2005). Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession. New York, NY: Springer.
: Llurda, E. (2008). The effects of stays abroad on self-perceptions of non-native EFL teachers. In S. Dogancay-Aktuna & J. Hardmann (Eds.), Global English teaching and teacher education: Praxis and possibility (pp. 99-111). Alexandria, VA: TESOL.
: Llurda, E. (Ed.). (2006). Non-native language teachers: Perceptions, challenges and contributions to the profession. Nueva York: Springer Science & Business Media.
: Logan, J. S., & Pruitt, J. S. (1995). Methodological issues in training listeners to perceive non-native phonemes. En W. Strange (Ed.), Speech perception and linguistic experience: issues in cross-language research (pp. 351-378). Baltimore: York Press.
: Lowenberg, P. H. (2000). Non-native varieties and the sociopolitics of English proficiency assessment. In J.K. Hall & W. G. Eggington (Eds.), The sociopolitics of English language teaching (pp. 67-82). Clevedon, UK: Multilingual Matters.
: Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-native language teachers. Perceptions, challenges and contributions to the profession (pp. 63-84). New York: Springer.
: Mahboob, A. (2003). Status of non-native English speaking teachers in the United States (Unpublished doctoral dissertation). Indiana University, Bloomington, IN.
: Mansourizadeh, K. & Ahmad, U. K. (2011). Citation practices among non-native expert and novice scientific writers. Journal of English for Academic Purposes, 10, 152-161.
: Martínez, I. (2005). Native and non-native writers’ use of first person pronouns in the different sections of biology research articles in English. Journal of Second Language Writing 14(3), 174-190.
: Medgyes, P. (1992). Native or non-native: Who's worth more? ELT Journal 46 (4): 340-349.
: Medgyes, P. (1999). The non-native teacher. Germany: Hueber.
: Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce-Murcia, Teaching English as a second or foreign language. Boston: Heinle & Heinle: 429-442.
: Menzel, W., Herron, D., Bonaventura, P. & Morton, R. (2000). Automatic detection and correction of non-native English pronunciations. Proceedings of INSTILL, 49-56.
: Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teacher, 41(3), 315-348. doi: 10.1017/S0261444808005028 .
: Ortega, M. (2008) Cross-linguistic influence in multilingual language acquisition: The role of L1 and non-native languages in English and Catalan oral production. Íkala, revista de lenguaje y cultura 13 (19), pp. 121-142.
: Oyama, Susan. (1976). A sensitive period in the acquisition of a non-native phonological system. Journal of Psycholinguistic Research, 5, 261-285.
: 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.
: Reyes, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher's self-Image: An international survey. System, 22(3), 353-367.
: Starks, D., & Paltridge, B. (1996). A note on using sociolinguistic methods to study non-native attitudes towards English. World Englishes, 15(2), 217-224.
: Sun, Y. (2014). Major trends in the global EFLT field: A non-native english speaking professional perspective. Language Education in Asia, 5(1), 7-19.
: Varonis, E. M., y Gass, S. (1983). Target language input from non-native speakers. Paper presented at the 17th Annual TESOL Convention, Toronto, Canada.
: Voigt, A., y Girgensohn, K. (2015). Peer tutoring in academic writing with non-native writers in a german writing center-Results of an empirical study. Journal of Academic Writing, 5(1), 65-73.
: Watson Todd, R., & Pojanapunya, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System 37:23-33.
: Wennerstrom, A. (1994). Intonational Meaning in English Discourse: A Study of Non-Native Speakers. Applied Linguistics, 15(4), 399-420.
: Woodfield, Helen and Economidou-Kogetsidis, Maria. (2010). 'I just need more time': a study of native and non-native students' request to faculty for an extension. Multilingua, 29, 77-118.
: Zhang, Y., & Elder, C. (2011). Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs? Language Testing 28 (1): 31-50.
: [143]Luchini[144], Pedro Luis y Sara Kennedy. [145]2013. Exploring sources of unintelligibility between non-native English speakers: a case study, The International Journal of English and Literature, 4(3): 79-88.
: _. (1986). The alchemy of English: the spread, functions, and models of non-native Englishes. Oxford, England: Pergamon Press.