/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) object (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: object
Is in goldstandard
1
paper corpusSignosTxtLongLines207 - : En la tercera dimensión, los discursos en el sub-corpus Público tienen un promedio positivo debido a la presencia de relative clauses on object y subject positions como se observa en el siguiente texto (en cursivas):
2
paper corpusSignosTxtLongLines217 - : object:
3
paper corpusSignosTxtLongLines250 - : “Frequently the presence of American (or British) lawyers in a procedure normally leads to the de facto use of US (or English) procedures. Similarly, an American attorney, for example, would not object to applying Continental procedures in a French-speaking case” (Lazareff, 1999: 37 ).
4
paper corpusSignosTxtLongLines282 - : Didactic unit 5: The structural strategy is dealt with, the following objectives: to acknowledge the rhetoric organisation (superstructure ) of the tales or stories, to encode the information within the corresponding superstructure to the text object of study and to use the same organisational pattern as a general plan to retrieve the information.
5
paper corpusSignosTxtLongLines328 - : Abstract: The direct object with human reference is marked with the preposition a. However, when the direct object is located in initial position it usually tends to lose the case mark, even though the referent is human and individual, as it is illustrated in the following example: ella la recomendó un cuñado mío . The aim of this article is to determine the syntactic factors involved in the absence of case marking. The methodology of this work is based on the data from four corpora of the Spanish spoken in Mexico. The results of the investigation show that direct objects with human reference without the presence of case mark have certain subject sentence features given their proximity to the topicality and individuation hierarchies.
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paper corpusSignosTxtLongLines328 - : Muchas lenguas del mundo, incluido el español, presentan el fenómeno conocido como Marcación Diferencial de Objeto (Differential Object Marking), el cual se refiere a que no existe una relación uno a uno entre la marca de caso y la función sintáctica, a diferencia de lo que sucede, por ejemplo, en latín, donde todos los complementos directos reciben un sufijo de acusativo, o en inglés, cuyos complementos directos nunca se marcan . Así, en las lenguas que presentan Marcación Diferencial de Objeto, no todos los complementos directos reciben una misma marca, sino que son divididos en grupos diferentes de acuerdo con sus rasgos semánticos y pragmáticos. Generalmente, solo un grupo recibe una marca, mientras que el otro grupo queda sin marcar (Aissen, 2003).
7
paper corpusSignosTxtLongLines416 - : 4) N-ary relation or preposition. This issue comprises two similar phenomena. First, there are prepositions requiring more than one object, such as entre ‘between’:
8
paper corpusSignosTxtLongLines424 - : b. Plurality of the object: there are a plural number of objects in the action .
9
paper corpusSignosTxtLongLines474 - : 9. Object doubling (clitic doubling), which can receive another denomination: Duplication of the complement . Perhaps this device does not become a conscious politeness device; perhaps it is not a strategy of face-flattering politeness, but one of mitigating politeness. In Spanish, the direct complement (DC) and the indirect complement (IC) enable to a varying degree the appearance, alongside the verb, of a co-referential clitic that traditionally has been considered pleonastic or redundant (^[30]Aijón Oliva, 2006).
10
paper corpusSignosTxtLongLines496 - : In contrast to traditional approaches in which teachers were considered as knowledge transmitters and learners were regarded as passive knowledge receivers, CLT is a learner-centered approach which insists on maintaining a social relationship between the learners and teachers. In learner-centered approaches, since learners have a sense of 'ownership', their motivation for learning increases (^[39]Brown, 2007) and they actually engage in an active negotiation between “the self, the learning process, and the object of learning” (^[40]Breen & Candlin, 1980: 110 ).
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paper corpusSignosTxtLongLines510 - : El sistema de tipos de (12) y (13) evidencia que a los ítems léxicos subyacen dos niveles de representación: la estructura argumental y la estructura de Qualia (^[98]Pustejovsky, 1991, ^[99]1998), de la que parte la proyección de los rasgos subléxicos en la sintaxis y en la que se especifica (a) el quale formal, que, en los tipos simples, coincide con el tipo del argumento; (b) el quale télico, que hospeda la información relativa a aquello para lo que está destinado; (c) el quale agentivo, que recoge el evento en virtud del cual se crea el ítem léxico y, por último, (d) el quale constitutivo, donde se especifica de qué manera se relaciona el ítem léxico con las partes que lo componen y define “what that object is logically part of, if such relation exists” (^[100]Pustejovsky, 1998: 98 ). Es en el quale constitutivo de ‘capítulo’ (12) donde he albergado una instrucción subléxica, parte_de (ing. part_of), que define el ítem en términos de las relaciones lógicas que contrae, en este c
12
paper corpusSignosTxtLongLines598 - : Dynamic modals used in the introductions of the texts are ‘can’, ‘may’, ‘will’ and ‘could’. In the conclusions, dynamic senses also appear in this same set of verbs, although with a very different frequency. The LL ratio reveals that the presence of dynamic modals is indeed very significant, as we shall show below. In both sections, the most frequent modal is ‘can. Examples of this modal in context are given in (1) to (3) below, where ‘can’ indicates features that are specific and available to the person or the object being referred to:
Evaluando al candidato object:
1) quale: 5 (*)
4) can: 3
5) dynamic: 3 (*)
6) ítem: 3
7) learning: 3
9) complementos: 3
10) learners: 3 (*)
12) directos: 3
13) presence: 3
object
Lengua: eng
Frec: 144
Docs: 49
Nombre propio: 2 / 144 = 1%
Coocurrencias con glosario: 3
Frec. en corpus ref. en eng: 216
Puntaje: 3.722 = (3 + (1+4.90689059560852) / (1+7.17990909001493)));
Rechazado: muy común;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| object |
: 14b. (∃e) [Kissing(e) & Agent (e, Homer) & Object (e, Marge) & Culminate (e, before : 21b’’. (∃e) [Kissing(e) & Agent (e, Homer) & Object (e, Marge)]. For some event e: e is a kissing, the agent of e is Homer and the object of e is Marge and e’s resultant-state holds now (where e’s resultant-state holds at time t ≡ e terminates at some time at or before t) : 21c’’. (∃e) [Kissing(e) & Agent (e, Homer) & Object (e, Marge) & (∃t) [RS(e,t) & : 22’. (∃I) [I > now & (∃e1) (∃t1) [t1 ∈ I & Kissing(e) & Subject (e1, Homer) & Object (Marge) & Cul (e1, t1) & (∃e2) (∃t2) [Hitting(e2) & Subject (e2, Marge) & Object (e2’, Homer) & Cul(e1, t2) & CAUSE(e1, e2)]]]. : Aissen, J. (2003). Differential Object Marking: Iconicity vs. economy. Natural Language & Linguistic Theory, 21, 435-483. : Betancort, M., Carreiras, M. & Sturt, P. (2011). The processing of subject and object relative clauses in Spanish: An eye-tracking study. The Quarterly Journal of Experimental Psychology, 62(10), 1915-1929. : Jiang, L. & Huang, K. (2015). The efficacy of structural priming on the acquisition of double object construction by Chinese EFL learners. Higher Education Studies, 5(5), 38-49. : Leonetti, M. (2003). Specificity and object marking: The case of Spanish a. Ponencia presentada en el Congreso Semantic and Syntactic Aspects of Specificity in Romance Languaje, Université Konstanz, Konstanz. : Postle, B., D'Esposito, M. & Corkin, S. (2005). Effects of verbal and nonverbal interferente on spatial and object visual working memory. Memory & Cognition, 33(2), 2003-212. : Tolchinsky, L. (2000) Contrasting views about the object and purpose of metalinguistic work and reflection in academic writing. En A. Camps & M. Milian (eds.) Metalinguistic Activity in Learning to Write. Amsterdam: Amsterdam University Press (pp. 29-48). : Xu, F., Carey, S. & Quint, N. (2004). The emergency of kind-based object individuation in infancy. Cognitive Psycholog y, 49, 150-90. |