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

1) Candidate: reference


Is in goldstandard

1
paper corpusSignosTxtLongLines192 - : [87]24 Though there is neither reference to the research nor the article, these cases are classified as research-oriented and article-oriented because the intervening predicates are of the same subtypes as the predicates underlying text-sentences which do explicitly refer to the research or the article, respectively . See below.

2
paper corpusSignosTxtLongLines216 - : Slobin, D. & Hoiting, N. (1994). Reference to movement in spoken and signed languages: Typological considerations . Ponencia presentada en Twentieth Annual Meeting of the Berkeley Linguistics Society, Universidad de California Berkeley, Berkeley, Estados Unidos de Norteamérica. [ [106]Links ]

3
paper corpusSignosTxtLongLines282 - : The instances that realize the introduction and managing of other voices vary widely in lexico-grammatical form and degree of dialogism. Some of them are openly heteroglossic in the sense that they make an explicit reference to external voices or positions through projections –quotes or reports, as in the following example:

4
paper corpusSignosTxtLongLines283 - : The instances that realize the introduction and managing of other voices vary widely in lexico-grammatical form and degree of dialogism. Some of them are openly heteroglossic in the sense that they make an explicit reference to external voices or positions through projections –quotes or reports, as in the following example:

5
paper corpusSignosTxtLongLines317 - : Como hemos indicado, en este trabajo nos centraremos en dos mecanismos o recursos lingüístico-retóricos que expresan la actitud del emisor: las ‘estrategias de nominación y referencia’, y las ‘estrategias de predicación’, según Reisigl y Wodak (2001). La ‘nominación o referencia’ (naming or reference) es la forma de nombrar a los actores sociales aparecidos en el discurso . Reisigl y Wodak (2001: 47) señalan que escoger una denominación u otra “can serve many different psychological, social or political purposes on the side of the speakers or writers”^[26]2.

6
paper corpusSignosTxtLongLines400 - : Similarly, the ending -o always realizes the meanings ‘speaker’, ‘singular’ and ‘thematic’. Yet, depending on the context, it will also expound the implicit messages ‘feminine’ or ‘non-feminine’, on the one hand, and ‘most active’, ‘less active’ or ‘least active’, on the other. Consider example (4), uttered by a woman in reference to a man called Andrés:

7
paper corpusSignosTxtLongLines405 - : Kupietz, M., Belica, C., Keibel, H. & Witt, A. (2010). The German reference corpus DeReKo: A primordial sample for linguistic research . En N. Calzolari (Ed.), Proceedings of the 7th conference on International Language Resources and Evaluation ( LR EC 2010) (pp. 1848-1854). Malta: European Language Resources Association (ELRA). [ [41]Links ]

8
paper corpusSignosTxtLongLines417 - : Other corpus-based studies (Baker, Gabrielatos, Khosravinik, Krzyzanowski, McEnery & Wodak, 2008; Taylor, 2009) share the idea that the phenomenon of immigration is often represented in the press negatively. In their analysis of a 140-million-word corpus of British news articles about refugees, asylum seekers, immigrants and migrants (RASIM), Baker et al. (2008) establish eight categories of reference to classify their observations[30][1] and state that “these categories are regularly used in ways which negatively reference RASIM” (2008: 286 ), being the newspapers’ attitude towards RASIM negative rather than positive. Later on, Taylor (2009) carried out a corpus-assisted study to explore the representation of foreign migrants in the Italian press. Her work was a para-replication of the Lancaster group’s research into RASIM. Taylor observed that the node items immigrati, clandestini, extracomunitari and stranieri were also frequently constructed negatively in the Italian newspapers.

9
paper corpusSignosTxtLongLines426 - : Thus, the present study departs from a corpus analysis of deictic items and reference chains found in this speech. Among the deictic items under scrutiny, stand out personal references (e.g., nosotros (we) / Ustedes (you, plural) / ellos (they)), demonstratives and locatives, particularly, time and space anchors, like binaries este / ese (this / that), and acá / allá (here / there). These seem to play a role in reconfiguring or disambiguating rhetorical space thereby (dis)connecting the addressees with the message of political kind (Cramer, 2010). Regarding the first group of deictic items, i.e., personal references, Yang (2011: 129) distinguishes between their deictic and social roles, claiming that:

10
paper corpusSignosTxtLongLines429 - : Research findings have also indicated that language can impact thought even after it has been used. It is posited that the acquisition of a language might generate a specific processing mode, which might persist in both linguistic and non-linguistic contexts. A subclass of this view proposes that acquiring a language would cause speakers to pay greater attention to some specific properties of the physical context. For example, three kinds of spatial frames of reference have been identified: the geocentric or absolute frame which places the coordination axes in the larger environment, the object-centric or intrinsic frame which consider the axes within objects, and the ego-centric frame which considers the speaker as the point of reference (Majid, Bowerman, Kita, Haun & Levinson, 2004 ). It has been observed that not all frames of reference are used in all languages. In a series of experiments, Levinson, Kita, Haun and Rasch (2002) found a correlation between linguistically encoded frames of

Evaluando al candidato reference:


2) voices: 4
3) items: 4
6) deictic: 4 (*)
7) berkeley: 3
8) wodak: 3
9) frames: 3 (*)
10) rasim: 3
11) corpus: 3 (*)
13) taylor: 3
14) frame: 3 (*)

reference
Lengua: eng
Frec: 191
Docs: 97
Nombre propio: 1 / 191 = 0%
Coocurrencias con glosario: 4
Frec. en corpus ref. en eng: 212
Puntaje: 4.709 = (4 + (1+5.08746284125034) / (1+7.58496250072116)));
Rechazado: muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
reference
: “…since ser + predicate does not involve any reference to some specific interval, then the use of ser brings about the implication that the property holds independent of time” (Schmitt & Miller, 2007:14).
: Bazerman, C., Little, J. & Bethel, L. (2005). Reference guide to writing across the curriculum [on line]. Retrieved from: [38]http://wac.colostate.edu/books/bazerman_wac/
: Blass, R. (1990). Relevance relations in discourse: A study with special reference to Sissala. Cambridge: Cambridge University Press.
: Bondi, M. (1996). Language Variations across Genres. Quantifiers and Worlds of Reference in (and around) economics textbooks. ASp, 11(14), 33-53.
: Borik, O. & Espinal, M. T. (2015). Reference to kinds and to other generic expressions in Spanish: Definiteness and number. The Linguistic Review, 32(2), 167-225.
: Bowker, L. (1997). You say "flatbed colour scanner", I say "colour flatbed scanner": A descriptive study of the influence of multidimensionality on term formation and use with special reference to the subject field of optical scanning technology. Terminology, 4(2) 275-302.
: Butler, C. (2005). Focusing on focus: A comparison of functional grammar, role and reference grammar and systemic functional grammar. Language Sciences, 27, 585-618.
: C-ORAL-ROM = Cresti, E. & Moneglia, M. (Eds.) (2005). C-ORAL-ROM: Integrated reference corpora for spoken Romance languages. Multimedia edition; tools of analysis; standard linguistic measures for validation in HTL. CD-ROM. Ámsterdam/Filadelfia: Jhon Benjamins.
: Carlson, G. (1977). Reference to kinds in English. Tesis doctoral, University of Massachusetts Amherst, Amherst, USA.
: Celce-Murcia, M., Brinton, D. & Goodwin, J. (2010).Teaching pronunciation hardback with audio CDs (2): A course book and reference guide. Cambridge University Press.
: Chierchia, G. (1998). Reference to Kinds across Languages. Natural Language Semantics, 6, 339-405.
: Clark, H. H. & Marshall, C. R. (1981). Definite reference and mutual knowledge. En A. H. Joshe, B. Webber & I. A. Sag (Eds.), Elements of discourse understanding (pp. 10-63). Cambridge, Inglaterra: Cambridge University Press.
: Consejo de Europa (2002). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press.
: Cornish, F. (2008). How indexicals function in texts: Discourse, text, and one neo-Gricean account of indexical reference. Journal of Pragmatics, 40(6), 997-1018.
: Council of Europe (2001). Common European Framework of Reference for Languages: Learning. Teaching. Assessment. Cambridge (U.K.): Cambridge University Press.
: Council of Europe. (2016). Common European Framework of Reference for Languages [on line]. Retrieved from: [113]https://www.coe.int/en/web/common-european-framework-reference-languages/home
: Gargham, A. (1999) Reference and anaphora. En S. Garrod y M. Pickering (Eds.) Language Processing. Hove, Psychology Press. 335-362.
: Genetics Home Reference [en línea]. Disponible en: [43]http://ghr.nlm.nih.gov/
: Grattan Doyle, H. (1945). Handbook on the Teaching of Spanish and Portuguese, with Special Reference to Latin America. Boston, MA: D. C. Heath & Co.
: Greenberg, J. (1963). Some universals of grammar with particular reference to the order of meaningful elements. En J. Greenberg, (Ed.), Universals of Language. (pp. 58-90). Massachusetts: The MIT Press.
: Haas, L., Milton, S. & Quinn, A. (1997). Surviving the publishing process: A beginner's guide. Reference Quarterly, 36(2), 230-246.
: Halliday, M.A.K. (1994b). The construction of knowledge and value in the grammar of scientific discourse, with reference to Charles Darwin’s The Origin of species. En M. Coulthard (Ed.), Advances in written text analysis (pp. 136-156). Londres: Routledge .
: Hickmann, M. (1995). Discourse organization and the development of reference to person, space and time. En P. Fletcher & B. MacWhinney (Eds.), The Handbook of Child Language (pp. 413-447). Oxford: Blackwell.
: Horton, W. S. & Slaten, D. G. (2012). Anticipating who will say what: The influence of speaker-specific memory associations on reference resolution. Memory & cognition, 40(1), 113-126.
: Howard, P. (1994). A computer-assisted study of collocations in academic prose, with special reference to grammatical structure and stylistic value. Tesis doctoral, Universidad de Leeds, Leeds, West Yorkshire, Inglaterra.
: Knutsen, D. & Le Bigot, L. (2017). Conceptual match as a determinant of reference reuse in dialogue. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(3), 350.
: Krauss, R. M. & Weinheimer, S. (1964). Changes in reference phrases as a function of frequency of usage in social interaction: A preliminary study. Psychonomic Science, 1(1-12), 113-114.
: Kripke, S. (1977). Speaker’s reference and semantic reference. En P. French, T. Uehling & H. Wettstein (Eds.), Contemporary perspective in the philosophy of language. Minneapolis: University of Minnesota Press.
: 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.
: Mayer, R. (2009). The next phase in multimedia learning. En S. Kalyuga (Ed.) Managing cognitive load in adaptive multimedia learning (pp. 10-12). Nueva York: Information Science Reference.
: McCawley, J. (1971). Tense and time reference in English. En C. Fillmore & D. Langendoen (Eds.), Studies in Linguistic Semantics (pp. 97-114). Nueva York: Holt, Rinehart y Winston.
: McDaniel, D. & Cairns, H. (1996). Eliciting judgments of grammaticality and reference. In D. McDaniel, C. McKee & H. Cairns (Eds.), Methods for assessing childrens syntax (pp. 233-254). Cambridge, MA: MIT Press.
: McNally, L. & de Swart, H. (2015). Reference to and via properties: The view from Dutch. Linguistics and Philosophy, 38, 315-362.
: Michaelis, L. (1998). Aspectual grammar and past-time reference. Londres: Routledge.
: Moskovit, L. (1983). When is broad reference clear? College Composition and Communication, 34(4), 454-469.
: Namy, L & Waxman, S. (1998). Words and gestures: Infants' interpretations of different forms of symbolic reference. Child development, 2, 295-308.
: Nolan, B. (2011). Meaning construction and grammatical inflection in the layered structure of the Irish word: An RRG account of morphological constructions. In W. Nakamura (Ed.), New perspectives in Role and Reference Grammar (pp. 64-101). Newcastle upon Tyne: Cambridge Scholars.
: Nolan, B. (2014). Theoretical and computational considerations of linking constructions in Role and Reference Grammar. Review of Cognitive Linguistics 12(2), 410-442.
: Núñez, R. & Cornejo, C. (2012). Facing the sunrise: Cultural worldview underlying intrinsic-based encoding of absolute frames of reference in Aymara. Cognitive Science, 1-27.
: Periñán-Pascual, C. & Mairal, R. (2009). Bringing role and reference grammar to natural language understanding. Procesamiento del Lenguaje Natural, 43, 265-273.
: Rodríguez-Juárez, C. (2017). Accounting for the alternating behaviour of location argumnets from the perspective of role and reference Grammar. ATLANTIS. Journal of the Spanish Association of Anglo-American Studies, 39(2), 169-189.
: Steinberg, E., Kaufer, D. & Geisler, C. (1984). Response to Leonard Moskovit, When is broad reference clear? College Composition and Communication, 35(4), 478-486.
: The deictic 3^rd person pronominal reference is characterized by its exclusive character, i.e., it does not explicitly include possible audience of Bachelet’s speech, and it is directed to, or speak about, ‘third parties’ or ‘others’ (Nikitina, 2012).
: Thompson, P. (2005). Points of focus and position intertextual reference in PhD theses. Journal of English for Academic Purposes, 4, 307-323.
: Using the teacher training program designed by Carriedo and Alonso (1994) as reference to work on the 'main idea comprehension' in the classroom as to improve the pupils' comprehension, the teachers were trained envisaging two main objectives:
: Van Valin Jr, R. D. (2004). Semantic macroroles in role and reference grammar. En R. Kailuweit & M. Hummel (Eds.), Semantische Rolen (pp. 62-82). Tubinga: Nar [en línea]. Disponible en: [159]http://www.acsu.buffalo.edu/~rrgpage/rrg/vanvalin_papers/SemMRsRRG.pdf
: Van Valin, R. (2005). The Syntax-semantics-pragmatics interface: An introduction to Role and Reference Grammar. Cambridge: Cambridge University Press .
: Ventola, E. (1994). Finnish writers´ in academic English. Problems with reference and theme. Functions of Language, 1(2), 261–293.
: Yule, G. & Tarone, E. (1997). Investigating communication strategies in L2 reference: Pros and cons. In G. Kasper & E. Kellerman (Eds.), Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives (pp. 17-30). London & New York: Longman .
: Yule, G. (1982). Interpreting anaphora without identifying reference. Journal of Semantics, 1, 315-322.
: Yurekli, A. (2013). The six-category intervention analysis: A classroom observation reference. ELT Journal, 67(3), 302-312.
: van Valin, R. (1993). A synopsis of role and reference grammar. En R. van Valin (Ed.), Advances in role and reference grammar(pp. 1-164). Amsterdam: Benjamins.
: von Heusinger, K. (2007). Accessibility and definite noun phrases. En M. Schwarz-Friesel, M. Consten & M. Knees (Eds.), Anaphors in text. Cognitive, formal and applied approaches to anaphoric reference (pp. 123-144). Amsterdam/Philadelphia: John Benjamins.