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1) positive (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: positive


Is in goldstandard

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paper CL_LiteraturayLingüísticatxt262 - : Evidencing a 'non-native' accent —however loaded the prefix 'non-' may sound— might have a slightly positive effect: it signals to a NS that modified input is required (Gass and Varonis, 1984 ); nevertheless, it can certainly have pernicious effects due to lowered levels of intelligibility, such as 'negative social evaluation and discrimination' (Lippi-Green, 1997: 385).

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paper CL_LiteraturayLingüísticatxt262 - : As can be seen, the positive concepts that speaking RP enjoys do not go hand in hand with reality: the actual population of RP speakers continues to dwindle and not more than 2% or 3% speak it in the British Isles, as reported by Crystal (1997 ), yet traditional views of accent seem to prevail. This might be the case because, as Jenkins (1998) points out, there is still scant research on English used in non-native contexts. A paradigmatic change in this respect is certainly no easy task and will only be possible when 'we have adequate descriptions of EIL varieties', (Jenkins, 2006: 61).

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paper CL_LiteraturayLingüísticatxt101 - : Studies like Hartwell's show that there is no benefit gained from the systematic teaching of grammar. "After two years, no differences were detected in writing performance or language competence; after three years small differences appeared, but these were offset by the less positive attitudes they showed towards their English studies" ([29]1987: 349 ). Hartwell goes on further to describe an instance where one of his students put an -s at the end of children. When asked why he did this, the student replied that the manual handed out in class said to put an -s at the end of words to make them plural. Hartwell, in looking at this case and others, believes that the systematic teaching of grammar interferes with writing well and writing creatively. His study revealed that writers are indeed hindered from this type of teaching.

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paper CL_LiteraturayLingüísticatxt213 - : Positive feedback, on theone hand, is regarded as important and crucial for adult second language acquisition (krashen: 1977,1994 ) whereas, on the other, some other researches have considered it to be insufficient for second language learning.

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paper CL_LiteraturayLingüísticatxt591 - : raters has probably to do with cultural issues, since in the Domini can world moro is a very appreciated food. If a Dominican speaker had rated this word it would have probably had a very high score. This would be so because food is a rich sensorial experience linked to culture (Fa- ber & Vidal Claramonte, “Food terminology.” 155). Regarding arousal there are more negative terms (7) than positive: 5 out of 12 . As the data were not illuminating the situation about Yunior's emotional identity, we got the mean for positive and negative emotional terms as much for valence (6.94 / 3.50) as for arousal (5.74 / 4.41). The means depicted a clear pattern in the use of code-switches when compared in the three stories (see Graphic 1 at the end of this section).

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paper CO_ColombianAppliedLinguisticsJournaltxt138 - : Finally, this research allowed me to see and understand important aspects related to my research questions and to the kind of activities, methodologies implemented and assessment made in the English class. On the other hand, it is also important to mention the positive impact that this project had on the students and in the school context: Through project work the students enhanced their emerging critical thinking skills and their writing process ; besides, interactions among classmates improved, and they saw that learning English was something useful for their lives, which fostered their confidence to write and speak in English. Finally, they became more reflective, organized and critical about what they think, what they say, and about what happens around them.

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paper CO_ColombianAppliedLinguisticsJournaltxt194 - : Although Grosse highlighted several areas for improvement, such as fewer traditional exams, more journal use, and better relationships between schools and universities, her general assessment was positive: that there were many strengths and similarities in the syllabi she reviewed . Not all researchers have come to such seemingly optimistic conclusions, however, about the state of methodology courses in SLTE programs. More recently, Wilbur (2007) similarly analyzed 31 methods course syllabi and administered a questionnaire to course instructors and found that there was an unsettling amount of variety in the contents covered across these courses, in the backgrounds of the instructors who teach these courses, and in the ways in which teacher candidates are evaluated. She suggests that the most effective course of action would be "a national movement to identify the best practices of methods instruction and to identify certain instructors and their courses as a model for others" (Wilbur, 2007,

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paper CO_ColombianAppliedLinguisticsJournaltxt160 - : As it happened with the commonality of gender roles and women's marginalization, the commonality topic of discrimination and prejudice fostered EFL learners' critical ICC. Data illustrate that EFL students were able to produce personal, critical views about social and cultural topics as they discovered, compared, and interpreted issues of race and social struggle in the multicultural stories and connected them to their own lives and stories they had heard from reality. This constituted a major finding in this research, because students not only expressed their opinions, but created positive attitudes similar to those that Byram proposes in his model of ICC: tolerance, curiosity, and readiness . They became aware of intercultural conflicts and injustices as depicted in the literary short stories.

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paper CO_ColombianAppliedLinguisticsJournaltxt157 - : As regards the message form, we can outline how the concept of face (Birner, 2013; Brown & Levinson, 1987; Thomas, 1995) operates here: I discover how Nana threatens the positive face of the external male participant, Mariam's father, referred to in the event through "he" and "his":

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paper CO_ColombianAppliedLinguisticsJournaltxt79 - : Many Turkish EFL learners struggle with giving complaints and criticisms in the EFL classroom. Language instructors must find way to provide students with the linguistic and pragmatic elements of EFL to be able to appropriately complain as EFL users. The purpose of this study is to investigate the complaint speech used by Turkish EFL learners in two different situations: speaking to a commiserating teacher and speaking to a contradicting teacher. Four kinds of data sources were used to collect data in the classroom: twenty native English speakers' role-plays, twenty-five Turkish native speakers' role-plays, and forty students' role-plays. The subjects' complaint speech act sets were a coding scheme borrowed from a previously conducted study by Murphy and Neu (1996). The baseline and the inter-language data were compared to see to what extent they were similar or different, whether or not the Turkish EFL learners made positive and negative transfer, and if there were any features unique to

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paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The final positive transfer was noted in the use of 'candidate solution: request' . Both native speakers of English and Turkish produced a request as the candidate solution and there was no statistically significant difference between them (p = 0.486 > 0.05).

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paper CO_ColombianAppliedLinguisticsJournaltxt97 - : It is understandable why the teacher has been shown to be the main cause of emotions in diverse studies. The teacher is the one who sets the principles of classroom structure, selects materials, groups students and establishes rapport among them, so it is his or her interpersonal skills which are going to set the scene for the promotion of a good learning environment. The daily experience of diverse instructional interactions originates different emotions in students which then impact on their motivation (Turner et al., 2003). The promotion of a positive learning environment is a key component of effective teaching and learning. This entails a huge responsibility on teachers who should try to create a positive learning environment and maintain it during a course in order to provide students with a safe environment in which they feel willing to take risks. As stated by Arnold (2009), "an affectively positive environment puts the brain in the optimal state for learning: minimal stress and

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paper CO_ColombianAppliedLinguisticsJournaltxt97 - : Positive emotions were also experienced during the 12 week period of the study. Positive emotions more reported by students were: happiness, calmness, excitement, confidence, satisfaction and relaxation . These emotions were originated by learning activities that students found motivating, teachers' attitudes that made students feel cared for, the positive learning environment developed by some teachers in classrooms, feeling confident when performing in front of the class, and experiencing feelings of self-efficacy after completing a task activity or exam.

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paper CO_ColombianAppliedLinguisticsJournaltxt233 - : At the beginning of this study Vanessa described her difficulties in speaking in English during class activities as related not only to linguistic aspects but also to her shyness and her perception that classmates would not open up to her, thus self-portraying as a deficient speaker of the language. Towards the end of this study, she referred to her identity as a speaker of English in a more positive way: she described her progress in the language, acknowledged her needs, and the fact that she felt more accepted by her classmates . However, she also expressed still feeling nervous when interacting with classmates who knew more and with whom she did not feel comfortable during conversation. This can be observed in her reflections during the last interview:

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paper CO_ColombianAppliedLinguisticsJournaltxt233 - : In conclusion, through her positioning as an equally competent speaker in most oral tasks during this study, Vanessa seemed to have developed more confidence in her use of English. This allowed her to transform her initial identity as a deficient speaker into a more positive identity: a developing speaker of English, someone who is making progress little by little . Nevertheless, such transformation did not take place in a linear way, since throughout the process she adopted shifting and not necessarily progressive positions (from less to more competent, for example) according to the particular circumstances of negotiation of power-knowledge relations and discourses that she constructed with her peers during class conversations.

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paper CO_CuadernosdeLingüísticaHispánicatxt28 - : A leader, according to Palacio (2005), must fulfill what he says and must serve as an example and a model to follow. In this study, even though there was no coherence in student number one's actions, he tried to be polite and collaborative with his classmates in order to gain followers; nevertheless, most of his classmates did not follow, support, or accept him. Student n°.1 raised antagonism inside the group and some amount of friction among the students. This student did not gain the group's trust. Regarding this point, Blanchard (2005) asserts that there are three keys to achieve positive relationships: the build up of trust, the emphasis of positive aspects, and the re-direction of energy when mistakes are made . Student n°.1 was not able to establish a build up of trust in his group and for that reason he was not favored by the whole class and gained just few friends. This aspect can be evidenced in an observation taken from the teacher's journal:

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paper CO_CuadernosdeLingüísticaHispánicatxt118 - : The use of the strategy of legitimate evaluation, in most of the times, in a positive way the speech of the newspaper El Espectador, since it shows it close to the citizen, as a mediator who is interested in the welfare of a group. That is why its intention is to denounce debate, announce and syndicate what is being done in an inappropriate way for the interests of the country, reinforcing its positive self-representation (us) from the definition of the others: minorities, politicians, representatives of the State, the police .

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paper CO_CuadernosdeLingüísticaHispánicatxt40 - : The following literal testimonies taken from the final survey, the reflections written in the students' artifacts as well as the teacher's diary corroborate this fact. The questions were asked in Spanish in order to make the participants easier to respond openly and in this way, avoid the loss of important information. The positive reactions already stated were: satisfaction, awareness, gratitude, enthusiasm, and identification, as follows:

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paper CO_CuadernosdeLingüísticaHispánicatxt153 - : While both A8 and A22 acknowledged that aspects of their respective cultures had been adapted by the TL community, A22 was far more critical of this adaptation, indicating that the TL community had not previously welcomed Moroccan culture, and in fact had derided it. Furthermore, A22's comments suggest that this cultural appropriation -such as selling Moroccan-style slippers in a Spanish clothing store like Mango- is an example of the dominant TL culture embracing Moroccan culture while having perhaps only a superficial understanding of it. Still, informants also indicated that the positive attitudes they perceived from the TL community were reflected in the way they were treated by Spaniards, as indicated by A11:

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paper CO_FormayFuncióntxt105 - : Rabassa's first work for a commercial publisher was the translation of Rayuela (Hopscotch) by Argentinian author Julio Cortázar: "When the translation came out it got a positive review on the front page of The New York Times Book Review by Donald Keene" (Rabassa 2005:28 ). It was then that Rabassa put into practice his translation method: "I translated the book as I read it for the first time [...] This would become my usual technique with subsequent books" (ibid., p. 27).

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paper CO_Lenguajetxt144 - : ● Co-reference resolution and named-entity recognition: Let us consider this example: “...to keep his great promise about completely eradicating absolute poverty. It is a false argument. If we analyze his fancy speech, it can be realized that this is impossible, blamable and gullible.” This text is clearly negative but it contains positive sequences such as:

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paper CO_Lenguajetxt114 - : 4. Est-ce que vous travaillez ? * 4.1. Si votre réponse à la question précédente est positive : qu'est-ce que vous faites comme travail ?

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paper CO_Lenguajetxt114 - : 8.1. Si votre réponse à la question précédente est positive : où est-ce que vous avez voyagé ?

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paper CO_Lenguajetxt114 - : 11. Est-ce que vous avez étudié le français dans un lieu différent à Multilingua ? * 11.1. Si votre réponse à la question précédente est positive : où est-ce que vous avez étudié le français avant ?

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paper CO_Íkalatxt80 - : In ELT, the situation described above is bound to change in a positive direction after more than six years of the implementation of the PNB, as some statistics and some information from official and independent sources show: From official sources, 120 teachers are involved in the Valle bilingüe program in Cali, with the aim of completing 450 hours of English instruction in two years ; their results, so far, show that 40,5% of these teachers have reached the A2 level and 35,6 % have reached the B1 level, with a lower percentage reaching level B2 and higher. Most of these teachers participate in ELT methodology courses at Universidad del Valle. Universidad de la Sabana in Bogotá reports 225 English teachers participating from 2007 to 2008 in TDP involving English language and methodology. The teachers belong to 19 districts and more than 100 schools in Bogotá. Secretaría de Educación de Antioquia (Antioquia Secretary of Education) also carried out diagnostic tests to 429 English teachers using

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paper CO_Íkalatxt80 - : In the three sections of this article we have firstly explored the background for OLT standards; secondly, we considered reasons why OLT standards are necessary in the Colombian context, presenting arguments from authorized sources from Latin-American and Colombia. Finally, we reviewed models of OLT standards and pointed out which of them would contribute relevant elements to our situation, because of their adequacy to our context. Generally speaking, the implementation of the standards has awakened feelings of different kinds in a not negligible percentage of the members of the academic community. This fact must be recognized as a positive effect and coincides with perceptions presented by Mejia: ''Bilingualism is nowadays a term used by a lot of people, and it has created, to a point, a grade of sensibility in front of different forms of bilingualism and multilingualism [ ...]'' and ''though imaginary and mistaken, it is good for bilingualism to be a topic of conversation in many places''

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paper CO_Íkalatxt11 - : The communication of emotion in marriage is crucial. Marriage is a context where men and women are involved in close interpersonal relationships, but where gender is a highly important factor. Politeness and impoliteness factors play a significant role in the communication of emotions. Elizabeth and John's close relationship is marked by conflict. The love affair between Abigail and John Proctor creates a tense relationship between John and Elizabeth in their marital life, as in this example. From the impoliteness devices set out by Culpeper (1999) a case of positive impoliteness is found in the example. The positive impoliteness resource is the use of taboo words: whore in the source text and ramera in both target texts . Elizabeth is referring toAbigail when she describes her as a prostitute since Abigail had a love affair with her husband. Women, who constituted a kind of threat to men, were accused of sexual promiscuity because it meant a way of subordinating men. This is the reason why

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paper CO_Íkalatxt132 - : A recent study was conducted that examined the effects of peer-editing in the writing process, as illustrated in Díaz (2010). Reporting a series of positive aspects of fostering peer-to-peer interaction when entering a writing process in the classroom, the author regarded peer-writing within the Vygotskyan concept of the Zone of Proximal Development, ZPD. Findings reflected the positive outcomes and the meaning of the experience and behavior that peer-editing can bring into the classroom, as follows: scaffolding when peer editing (which contained students' empowerment in collaboration with more capable peers, and contact ); and thinking when revising (containing clarifying and noticing) (pp. 92–94). In brief, the author concluded that peer-editing worked as (a) a cognitive tool leading students to use learning strategies while revising their partners' papers and (b) a social-interactional tool that helped the novice internalize the expert's strategic processes as the latter provided guidance

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paper CO_Íkalatxt295 - : Finally, I also found that María felt her approach to teaching English gave her students hope about their future because they took part in real social influence in their school and real changes in their lives. By the end of the school year, the students felt that they were more socially aware and believed their future personal and professional lives should have a positive impact on society: “Hoy siento que a pesar de las dificultades que tenemos, ellos han aprendido a ser mejores seres humanos …y lo mejor es que están aprendiendo inglés . [Today, I feel that, despite the difficulties we have, they (the students) have learned to be better human beings […] and the best thing is that they are learning English.]”

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paper CO_Íkalatxt93 - : This article reports the positive and negative effects of an EFL reading comprehension distance web-based course based on four models of interaction (Bouhnik & Marcus, 2006; Moore, 1989). The methodology used was a case study, and researchers used five different data collection instruments and the tools from the platform Moodle to collect them. Some of the positive findings include: language improvement, individualized assistance, a friendly environment, and a different teacher's role . Conversely, some of the negative results are: the number of exercises, anxiety, limited feed-back, lack of interaction among students, and the absence of a tutorial guide. In conclusion, it is suggested that web-based courses balance the number of exercises, give deeper feed-back, encourage interaction among students, and design a tutorial.

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paper CO_Íkalatxt93 - : Great interaction and learning: We found that students had a great interaction with the subject matter of the course. Some of them even supported and verbalized the positive interaction with the content, one of them expressed in the self- assessment instrument:

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paper CO_Íkalatxt93 - : Another positive effect about the platform was its availability. The platform MOODLE was always available for students and they could work at any time or place leading them to economize time, money, handle family, work and study at the same time. The following quotations taken from the self-assessment instrument support this positive effect:

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paper CO_Íkalatxt157 - : By carefully implementing the CSR stages, learners' ability to comprehend texts and effectively work in groups can be significantly enhanced, and this in turn might result in higher levels of motivation and engagement. As illustrated below, teaching students how to collaborate and play a specific role within their group appeared to have helped them develop positive expectations and higher levels of commitment towards their learning:

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paper CO_Íkalatxt309 - : Moreover, pre-service EFL teachers found that revision and feedback provided by the course professor concerning their written texts was positive, and they perceived these practices as beneficial components for the edition process, as expressed in the following excerpt: “We thought we were writing well before the submission . However, the professors suggested we should [sic] correct the text’s structure [sic]. We were not used to receiving feedback on our writing production, so this was useful to enhance our production” (Participant 17). Along the same line, another participant commented: “I improved the way I wrote in English by considering the observations provided by the module professors. Their comments were not focused on the same writing criteria. One reviewed the grammar and the other assessed the way the text was written” (Participant 14).

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paper CO_Íkalatxt224 - : Thus, in order to confirm the impact -whether positive, negative or harmless- of implementing a VLE in an EFL classroom within the context of a Colombian public university, the following specific objectives have been established: to analyze students' perceptions regarding the use of a VLE in their language learning process ; to identify the advantages and disadvantages of using a VLE from both the student and the teachers' perspective; analyze students' attitudes while working on the VLE; to identify and describe extraneous factors that may foster or hinder the implementation of a VLE; and finally, to determine the feasibility of implementing a VLE in an EFL course.

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paper CO_Íkalatxt294 - : Compared with the pretreatment findings (^[104]Hazaea, 2018), the posttreatment findings showed a high level of self-esteem and appreciation of self and other cultures after introducing the levels of cda. This improvement was manifested in the types of discourses evident in the participants’ encounters with written discourse. The positive representation of self and other cultures was manifested in a number of discourses: self guest discourse in relation to other host discourse ; Arab and Saudi identity in relation to American identity; discourse of time adaptation to self and other; discourse of mutual appreciation; discourse of mutual understanding; and discourse of mutual politeness.

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paper CO_Íkalatxt241 - : ction EFL sur trois ans, non seulement a augmenté de façon significative la valeur perçue de l'identité nationale colombienne, mais aussi légèrement augmenté la perception positive de l'identité régionale (Tolima) et de l'identité en tant que conférencier espagnol en outre, contrairement aux études à l'étranger sur l'apprentissage des langues et de l'identité, cette étude a également montré que l'enseignement dans la langue maternelle du pays d'origine ne fait pas intervenir de plus en plus ethnocentrisme trouvés dans des situations étudier à l'étranger

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paper CO_Íkalatxt241 - : Investigation into original national identities until now has been undertaken in the case of learners studying abroad. ^[54]Polanyi (1995), ^[55]Twombly (1995), and ^[56]Talburt and Stewart (1999) examined how the national language identity of students in study abroad situations is used as a means of combating uncomfortable foreign situations with the effect of increasing a positive view of the original national identity, while authors such as ^[57]Acton and Walker de Felix (1986), ^[58]Laubscher (1994), ^[59]Bacon (1995), ^[60]Wilkinson (1998), ^[61]Pellegrino (2005), ^[62]Kinginger and Whitworth (2005), and ^[63]Isabelli-Garcia (2006) noted the same-that study abroad language programmes often have the opposite effect of what one might expect: ‘greater ethnocentrism’, i .e., the original national language identity is strengthened through exposure to foreign languages in a study abroad program. However, as noted above, studies on the effects of EFL on students in their own country in terms

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paper CO_Íkalatxt161 - : On one hand, studies such as Xinping Li's (2005) showed how mainland Chinese University students held positive beliefs towards a learning strategy in conflict with CLL and TBLLT: rote learning for vocabulary acquisition . A hundred EFL learners from a large Chinese university were involved in the research as well as teachers from all over the country. Li's research corroborated that rote learning was the most prevailing language learning strategy in China at that time. The trend can be understood from a cultural perspective since it is consistent with traditional culture and values and coherent with Chinese educational background (Rao, 2006) -linguistic in particular (the Mandarin literacy)-, as well as with Chinese learners' avoidance of new strategies (Li, M. S., 2005). The inclination towards rote learning should also be related to the EFL environment's nature determined by the national situation/examination demand (Hu, 2002; Li, X., 2005; Rao, 2006).

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paper CO_Íkalatxt315 - : Considering the challenges attached to teaching English in rural contexts such as under-resourced schools, precarious economic circumstances, and poverty (see ^[131]Cruz-Arcila, 2017), it would not have been surprising that this study would corroborate these ideas of lack of success in teaching English among rural teachers. This would be expected, for instance, insofar as rural students are usually outperformed by their urban counterparts in all national standardized examinations (^[132]Delgado, 2014). However, from an emic perspective of identification, data from this study show that teachers construct a quite positive image of who they are: they tend to portray themselves as successful professionals . As shown below, the notion of success for them, however, is built on alternative narratives not necessarily in line with policy compliance but rather with a recognition of their work from what the Canadian philosopher Charles ^[133]Taylor (see Taylor, 1994) calls “significant others.”

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paper CO_Íkalatxt230 - : A final challenge had to do with lack of opportunities to provide positive washback. Even though the teachers wanted to give formative feedback for students based on the results of the achievement test, the dynamics of the institute have been a constraint because teachers do not generally continue with the same students during two courses. When grades are reported, teachers and students do not have follow-up conferences where formative feedback can be provided. This interview excerpt shows why the teacher did not have a chance for positive washback on language learning: “In this semester I was not able to do that because we changed, eh, students . When you have two courses in a row with them, you finish the course and you start the course doing that formative assessment.” (IT12 Pereira, Colombia. 03/27/2015)

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paper MX_ElAnuariodeLetrastxt63 - : ^15“Negative face: the want of every ‘competent adult member’ that his actions be unimpeded by other. Positive face: The want of every member that his wants be desirable to at least some others” ^[183](Brown y Levinson, 1987, p . 312).

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paper PE_Lexistxt6 - : La explicación de esta tendencia tan generalizada la encontramos en dos factores fundamentales: el prestigio lingüístico del inglés y las funciones pragmáticas del anglicismo en el español actual. Por diversos motivos de índole sociolingüística, el inglés es una lengua de prestigio para los españoles,^14 al igual que ocurre en multitud de países de todo el mundo. En palabras del especialista en el contacto angloespañol Rodríguez González: "in our times English […] confers a prestige and a positive connotation to its borrowings" (1996: 114 ). En otra de sus obras, este investigador se muestra rotundo al afirmar que "la aureola y el prestigio de esta lengua en el mundo de hoy contribuyen al mantenimiento de la mayoría de los anglicismos en su forma directa y cruda" (2012: 326-327). Por ello, no es de extrañar que se adopte tan frecuentemente como fuente inspiradora de nombres comerciales en todo tipo de establecimientos españoles (Medina López 1991), pues el marketing de las estrategias pub

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paper corpusLogostxt13 - : Abstract: In this article, we aim at examining the myth of Narcissus in the work of the Chilean poet Humberto Diaz-Casanueva (1906-1992). We are interested in emphasizing the originality of his reinterpretation of the Greek myth. In our opinion, the peculiarity of this Narcissus is that he is not in love with his reflection in the mirror, but with the mirror itself. From our point of view, this means that the subject, before the empty mirror, recognizes his own death. This thesis, which may sound purely negative, should be understood in a positive fashion: the poet tries to think of a subjectivity that is not governed by the principle of identity .

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paper corpusRLAtxt217 - : Based on the definition of disagreement, the phenomenon of positive or negative courtesy, and the possibility of expression through 'direct' or 'indirect' acts, ^[43]Rees-Miller (2000) analyses a discussion in a university linguistics class on the basis of the four resulting categories: disagreement not softened (direct ), softened disagreement with positive politeness, softened disagreement with negative politeness, and aggravated disagreement (intensified). To account for the lack of agreement in Chinese, ^[44]Xuehua (2006) proposes five possible strategies to communicate disagreement using a DCT.

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paper corpusRLAtxt217 - : Once all the emails had been analyzed, we applied ^[79]Xuehua's (2006) taxonomy. Table V shows how many e-mails contain one type of strategy, but since the same text can contain multiple strategies, a more detailed analysis of the strategies is needed. The category "strategy" has 459 occurrences in this corpus, with the distribution and the overall percentage also displayed in [80]Table V. The data shows that senior Spanish-major Chinese students preferred to disagree directly (Strategy 1: 52%). Despite being the most face-threatening, this strategy was used in 113 out of 135 emails. Students also employed softened strategies to mitigate the impact of their speech acts. Hinting strategy (Strategy 4) was found to be the most used, with 18% (66/135 emails), followed by negative politeness strategy (Strategy 2: 7% in 25/135 emails) and positive politeness strategy (Strategy 3: 5% in 22/135 emails ).

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paper corpusRLAtxt131 - : had a positive connotation for some students who stated that they chose to study German because it sounded unique and different and because it was not "a sissy language" (Chavez, 2009: 6 ). Also, the respondents described German grammar as "strange", "difficult" and "backwards" in a sense that it had a "backwards syntax of English".

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paper corpusRLAtxt123 - : Mapuche's linguistic perceptions, attitudes and practices can only be understood in the context of minorization of mapuzugun, as it occurs with the progressive loss of linguistic vitality of the native language, who affects the great majority of its objective indicators (speakers, competence levels, functions, use realms, etc.). At the same time, the dynamic cultural activism we observe by the Mapuche today has some positive impact on the reconsideration of language's and culture's value, reinforcing favorable perceptions about own culture and one of its main institutions: the language . These perceptions existed from long ago but occupied a secondary place. They contribute to generate a new image of their language, changing the extended conception that associated it exclusively to its rural origins and Mapuche social spaces. At the same time, the strengthening of cultural pride and linguistic prestige coexists with a declinant linguistic vitality, so, linguistic loyalty tends to become

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paper corpusRLAtxt229 - : The main aspects to be foregrounded in the discussion section will be: (1) CLIL had a positive effect on developing written production in L1, (2) the areas which most benefited from CLIL were: spelling, planning and expressive richness, and (3 ) CLIL had a more positive impact on the most demanding areas of writing.

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paper corpusRLAtxt229 - : Evidence of this phenomenon can be found in previous research in which CLIL students were most ahead of their non-CLIL peers in the most difficult tasks. Thus, ^[71]Prieto-Arranz et al. (2015:133), when evaluating acquisition of oral comprehension in the target language, concluded that "CLIL programs had a positive impact on cognitively demanding listening activities", and ^[72]Pérez-Cañado and Lancaster (2017:9 ) observed that "CLIL students achieved significantly higher scores on complex listening tests". Although both these studies focused on determining what impact CLIL had on listening and not on writing, and the language they evaluated was L2, and not L1, their findings can be applied to this study and may reveal a particular trend which shows CLIL students to be better at solving more cognitively demanding tasks. Another study, which explored learning strategies of CLIL and non-CLIL secondary school students, seemed to concur with this pattern, since differences in favour of CLIL

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paper corpusRLAtxt229 - : Furthermore, CLIL had a positive effect on all subskills in written production, but especially in the most demanding areas of writing: spelling, planning and expressive richness . Thus, the trend in CLIL which showed students performed higher in the most difficult or challenging tasks (^[77]Pérez-Cañado and Lancaster, 2017; ^[78]Prieto-Arranz et al., 2015) has also been recorded in this study.

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paper corpusSignostxt534 - : The analysis of the trainees’ written comments in response to the questionnaires revealed recurrent opinions and rationales which facilitated the interpretation of the numerical data. To focus firstly on the linguistic dimension, the positive view that poetry might help learners to improve reading skills in the EFL class (item 1) was linked to two main ideas: the typical brevity of poems and the perceived non-triviality of its topics, mentioned by five and thirteen students respectively . Regarding length, one student highlighted as an advantage the fact that ‘you do not get tired when reading them’. Shortness, however, appears as a double-edged sword since, for two students who had assigned a low value to this item, the conciseness of poetic texts was considered a disadvantage on the grounds that, ‘Poetry isn't very useful for practising reading as poems are very short’. It appears that, for these learners, reading seemed to be more equated with ‘extensive’ reading. The same principle might

53
paper corpusSignostxt534 - : The positive perception of poetry as a means of encouraging the expression of personal opinions and feelings (item 14) was reported by five participants in terms of the personal enrichment they obtain when given the chance to compare their own emotions with those of others’: ‘Poets express what they feel through their poems and I like knowing how other people feel about topics like love, happiness or death and comparing them with my own . I find it enriching’. When justifying the ability of poetry to help understand the emotions of others’ (item 15), three informants emphasized their empathy with the universality of poetic themes: ‘Since poetry deals with general topics which I have experienced myself, I find it easy to relate to what the poet is feeling’. The negative comments reported for these two items (2 for item 14 and 3 for item 15), once again, stemmed from the perceived difficulty of poetic topics, in this case their metaphorical nature or their multivocality. The following comment

54
paper corpusSignostxt474 - : The student tries to reinforce her positive face with the use of the qualifying adverb buenamente [honestly] and with the quantifier pequeñas [small], while the intention regarding the face of the teacher is exactly the opposite: She accuses her of inflexibility and lack of understanding . Moreover, in the rest of the message she reflects on what one earns, on the prices of university teaching, on “los precios que suben como la espuma a diferencia del sueldo del trabajador” ‘the prices that soar, unlike the pay of the worker.’

55
paper corpusSignostxt529 - : The following extracts taken from one respondent’s (labeled as Student 3 below) final reflective paper in Introduction to Spanish Interpretation and the two different respondents (labelled as Student 4 and Student 5 below) in Introduction to Spanish Translation evidence the positive role service-learning had on vocabulary development:

56
paper corpusSignostxt194 - : In this paper, we present an approach for using empirical data on student-teacher interactions to inform the design of feedback strategies in the Teaching of Spanish as a Foreign Language. Specifically, our study involves two types of positive feedback: Repetition (the teacher repeats the student’s correct answer ) and rephrasing (the teacher exhibits a new structure which rephrases the correct answer given by the student). For corrective feedback, we consider two groups of strategies: (1) Group 1 which covers repetition of the error with a rising intonation, recast (reformulation of student answer including the target form), giving the correct answer and explicit correction. (2) Group 2 which covers meta-linguistic cues or useful information about the error (without repeating the error), clarification requests and elicitation of the student’s answer (without giving the answer). The results of our empirical study suggest that: (1) In the positive feedback case, Repetition is, along with the

57
paper corpusSignostxt465 - : ‟The identity text then holds a mirror up to students in which their identities are reflected back in a positive light. When students share identity texts with multiple audiences (peers, teachers, […] etc.) they are likely to receive positive feedback and affirmation of self in interaction with these audiences” (^[57]Cummins & Early, 2011: 3 ).

58
paper corpusSignostxt271 - : teachers reflected on their lessons to attempt to improve their teaching practices. Although the results of this experience were very positive at first, a follow-up period showed that the success or failure of any educative innovation may be affected by different contextual levels: general, the school system, and the classroom . Specifically, the success should have been reinforced by constant supportive activities between the university and the teachers involved.

59
paper corpusSignostxt421 - : As regards the written text, the repetition of the verb ‘do’ in two different verbal forms (done and to do), highlight all the positive things done by the party in the past and evoke the necessity of continuing to do things in the future with the support of Irish people. In addition, there are several examples of ellipsis in the written text that make the slogan easy to remember and follow: what has been done is not specified (but it is assumed that they have been positive things) and who has done the things is also not mentioned although it is obvious that the answer is in the other two sections of the poster: Fianna Fáil and Ahern .

60
paper corpusSignostxt336 - : However, the baseline can be a random choice of a positive or a negative answer to the question ‘Is this collocation of this particular lexical function?’ In such a case we deal with the probability of a positive and negative response. Since we are interested in only assigning the positive answer to a collocation, we calculate the probability of ‘yes’ class for eight lexical functions in the experiments according to the formula: probability of ‘yes’ = 1 / (the number of all examples / the number of positive examples of a given lexical function ). These probabilities will be results of a classifier that assigns the class ‘yes’ to collocations at random. Since we will compare the probabilities of the random choice with the results obtained in our experiments, we present the former as numbers within the range from 0 to 1 in [49]Table 5 as well as in [50]Table 6.

61
paper corpusSignostxt557 - : However, it has also been observed that the new words from a particular period of time tend to reflect what was culturally prominent then (e.g., Ayto 2006). Therefore, association with a culturally prominent notional field appears to have a positive effect on a word’s success” (^[47]Cook, 2010: 35 ).

Evaluando al candidato positive:


2) teachers: 19
4) learning: 19
6) negative: 16
9) strategy: 13 (*)
10) clil: 11 (*)
11) teacher: 11
12) identity: 11
14) teaching: 10 (*)
16) feedback: 10 (*)
17) learners: 10 (*)

positive
Lengua: eng
Frec: 1269
Docs: 419
Nombre propio: 2 / 1269 = 0%
Coocurrencias con glosario: 5
Frec. en corpus ref. en eng: 204
Puntaje: 5.710 = (5 + (1+7.03342300153745) / (1+10.3106127816595)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
positive
: 26. White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7, 133-61.
: 34. Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. Modern language journal, 79 (3), 372-386.
: According to Turner, Meyer, and Schweinle (2003), a positive classroom climate is essential to the promotion of positive emotions during instructional interactions in classroom settings. This was clearly expressed in the following reference:
: Alfehaid, A. F. (2014). The positive and negative effects of globalization on English language teaching and learning. Arab World English Journal, 5(2), 103-109.
: As previously stated, there are both positive and negative manifestations in regard to the use of technology in language learning. For the implementation of MALL, for example, ^[63]Stockwell & Hubbard (2013) claim,
: Bartram, M., & Walton, R. (1991). Correction mistake management: a positive approach for language teachers. Hove, England: Language Teaching Publications.
: Boxer, D. (1993). Complaints as positive strategies: what the learner needs to know. TESOL Quarterly, 27(2), 277-299.
: Brewer, A. (2016). Mentoring from a positive psychology perspective. Learning for mentors and mentees. Switzerland: Springer. [81]https://doi.org/10.1007/978-3- 319-40983-2
: Chen, L. (2007). Analysing attitude: Positive verbal process sub-functions and media bias. RASK, International Journal of Language and Communication, 25, 25-55.
: Curcó, C. (2007). Positive face, group face and affiliation: An overview of politeness studies on Mexican Spanish. In M.E. Placencia & C. García (Eds.), Research on politeness in the Spanish speaking world (pp. 105-120). Mahwah, NJ: Lawrence Earlbaum.
: Duda, P. y Brown, J. (1984). Lateral asymmetry of positive and negative emotions. Cortex, 20, 253-261.
: Hagoort, P., Brown, C. & Groothusen, J. (1993). The syntactic positive shift (SPS) as an ERP measure of syntactic processing. Language and Cognitive Processes, 8, 439-483.
: Hirschman, R.S. y Safer, M.A. (1982). Hemisphere differences in perceiving positive and negative emotions. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior, 18(4), 569-580.
: Hussein, J. W. (2006). Which one is better: Saying Student Teachers don’t reflect or systematically unlocking their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia. Australian Journal of Teacher Education, 31(2).
: Isabelli, C. (2004). The acquisition of null subject parameter properties in SLA: Some effects of positive evidence in a natural learning context. Hispania, 87, 150-162.
: Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25 (1), 1-36.
: Kay, S., Fiszbein, A. & Opler, L. (1987). The positive and negative syndrome scale (PANSS) for schizophrenia. Schizophrenia Bulletin, 13(2), 261-276 [en línea]. Disponible en: [144]http://www.ncbi.nlm.nih.gov/pubmed/3616518
: Klein, E. 1980. "A semantics for positive and comparative adjectives", en Linguistics and philosophy, 4, pp. 1-45.
: Kronmüller, E., Noveck, I., Rivera, N., Jaume, F. & Barr, D. (2017). The positive side of a negative reference: The delay between linguistic processing and common ground. Royal Society Open Science, 4(2), 160827.
: Lyster and Saito (2010) conducted a meta-analysis of 15 classroom studies of oral corrective feedback (CF). They found that classroom learners were able to benefit from the positive evidence available in recasts as well as from the opportunities recasts provide to infer negative evidence.
: Martin, J.R. (2004). Positive Discourse Analysis: Solidarity and Change. En W. Zhengua (Ed.), Collected Works of J.R. Martin, vol. 6 (pp. 278-298). Shanghai: Shanghai Jiao Tong University Press.
: Martin, J.R. (2004). Positive discourse analysis: Power, solidarity and change. Revista Canaria de Estudios Ingleses, 49, 179-200.
: Master, P. (1998). Positive and negative aspects of the dominance of English. TESOL Quarterly, 32(4), 716-727.
: McRoy, R. (1996). Racial Identity Issues for Black Children in Foster Care. In S. Logan (ed.), The Black Family. Strengths, Self-Help, and Positive Change. Boulder: Westview Press.
: Mosini, V. (2011). Reassessing the paradigm of Economics: Bringing positive Economics back into the normative framework. London: Routledge.
: Post, E. (1944). Recursively enumerable sets of positive integers and their decision problems. I. En M. Davis (Ed.), The undecidable (pp. 305-337). Nueva York: Raven Press.
: Rogers, R., & Wetzel, M. M. (2013). Studying agency in literacy teacher education: A layered approach to positive discourse analysis. Critical Inquiry in Language Studies, 10(1), 62-92. [149]https://doi.org/10.1080/15427587.2013.753845
: Seligman, M. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press.
: Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning environments. In K. R. Harris, S. Graham, & T. Urdan (Eds.), The APA educational psychology handbook (pp. 195-220). Washington, D.C.: American Psychological Association.
: Strapp, C. M., Helmick, A. L., Tonkovich, H. M., Bleakney, D. M. (2011). Effects of negative and positive evidence on adult word learning. Language Learning, 61(2), 506-532.
: Sugai, G. & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered approaches. Exceptionality, 17(4), 223-237. DOI: /10.1080/09362830903235375
: The results also support Lyster and Saito (2010) who conducted a meta-analysis of 15 classroom studies of oral CF. They found that classroom learners are able to benefit from the positive evidence available in recasts as well as from the opportunities recasts provide to infer negative evidence.
: To date, the studies (e.g. Bergman & Kasper, 1992; Erçetin, 1995) have found that the kind of pragmatic transfer made by EFL learners was negative. However, in this study both positive and negative transfer were found in the commiserating and contradicting data sets.
: Trahey, M., & White, L. (1993). Positive evidence in second language classroom. Studies in Second Language Acquisition, 15(2), 181-204.
: Van Der Auwera, Johan y Maud Devos 2012 "Irrealis in Positive Imperatives and in Prohibitives". Language Sciences. 34, 2, 171-183. [64]https://doi.org/10.1016/j.langsci.2011.08.003.
: Vilanova, R. & Ponsa, I. ( 2011). Positive Effect of Increasing Feedback for Student Self-Adjustment of Learning Habits. Journal of Technology and Science Education, 1( 1), 38-48. doi: 10.3926/jotse.2011.9.
: [124]Bickerton[125], Derek. 1999. How to acquire language without positive evidence: what acquisitionists can learn from Creoles? em M. Degraff (ed.), Language creation and language change: creolization, diachrony, and development, Cambridge, The MIT Press: 49-74.
: ___, Hazzard, A., McDermott Sales, J., Sarfati, D. & Brown, T. (2003). Creating Coherence out of Chaos? Children's Narratives of Emotionally Positive and Negative Events. Applied Cognitive Psychology 17, (pp. 1-19).
: develop those tasks. Teachers can also foster a sense of confidence by giving students positive feedback that emphasises success and feelings of efficacy (^[86]Ryan & Deci, 2000).
: negative sense— from oneself. As Leerssen (2007: 17) noted, traditionally, the Other has been perceived as “an oddity, an anomaly, a singularity”. In contrast, auto-stereotypes or representations of one’s own national, ethnic, social or cultural group tend to be predominantly positive.