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

1) Candidate: register


Is in goldstandard

1
paper corpusSignosTxtLongLines158 - : "A register is a semantic concept. It can be defined as a configuration of meanings that are typically associated with a particular situational configuration of field, mode, and tenor. But since it is a configuration of meanings, a register must also, of course, include the expressions, the lexico–grammatical and phonological features, that typically accompany or realize these meanings. And sometimes we find that a particular register also has indexical features, indices in the form of particular words, particular grammatical signals, or even sometimes phonological signals that have the function of indicating to the participants that this is the register in question (…)" (Halliday, 1989: 38 ).

2
paper corpusSignosTxtLongLines158 - : "He (Halliday) employs "genre" in a more limited sense, in the sense which has been common in literary discussions in the past. He sees "generic structure" not as the embodiment of the text as social process, but as a single characteristic of a text, its organizational structure, "outside the linguistic system". It is one of three factors, generic structure, textual structure and cohesion, which distinguish text from non text, and as such can be brought within the general framework of the concept of register (Halliday, 1978: 145 ). (...) In other words, for Halliday, genre is a lower order semiotic concept: register the higher order semiotic concept, thus subsuming genre".

3
paper corpusSignosTxtLongLines171 - : "In a model of this kind…language, register and genre constitute the meaning potential that is immanent, from moment to moment as a text unfolds, for the social subjects involved, at the point in the evolution of the culture where meanings are being made" (Martin, 1997: 10 ).

4
paper corpusSignosTxtLongLines274 - : The aims of this article are a) to contribute to the comprehension of institutional religious discourse based on the analysis of the documents of the Argentinean Conference of Catholic Bishops (CEA); and b) to examine its discourse strategies during the process of transition towards democracy initiated in December, 1983. In order to do this, we look at the system of discourse genres by focusing on three of them that register a significant quantitative variation: the 'political letter' and the 'declaration', which were the most employed genres between 1965 and 1983, though both disappear in the period beginning in 1984 ; and the 'communiqué', which becomes the most employed genre in democracy. Our research question is, does this quantitative variation involve a qualitative change in the discursive strategies used by the Argentinean episcopate? To answer it, we compare the three genres in a synchronic and diachronic way, in both periods, adopting the perspective of German text linguistics. The

5
paper corpusSignosTxtLongLines288 - : Figueiredo, no artigo "Context, register and genre: Implications for language education", discute a validade dos conceitos de contexto, registro e gênero da linguística sistêmico-funcional para o ensino de línguas . A autora analisa uma carta de leitor publicada na revista Newsweek, buscando vislumbrar as possibilidades que se abrem para o ensino de linguagem nessa perspectiva, tendo em conta especialmente o trabalho de Martin (1992, 1997, 2000, 2001).

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paper corpusSignosTxtLongLines295 - : Context, register and genre: Implications for language education

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paper corpusSignosTxtLongLines295 - : system" (Painter, 2001: 176). In other words, the notions of register and genre can be used to make students aware of the sociocultural features of the text-type that is being taught and of which linguistic choices are more likely to be made in its textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001: 178 ).

8
paper corpusSignosTxtLongLines295 - : In pedagogical terms, my goal is to present and discuss theoretical and analytical resources produced within a discursive-functional perspective that may be used to ground the work with genres (including the issues of text production and reception), both by EFL/ESL^[25]1 teachers and students and by language researchers. To do so, the paper is organized in the following sections: 1) 'Systemic functional linguistics and language education', where I present some basic theoretical constructs from SFL (such as the notions of metafunctions, context of situation and register) and their implications for the teaching/learning of languages, in particular second/foreign languages; 2) 'Context, register and genre: Martin's perspective', which introduces Martin's approach to genre analysis, strongly influenced by SFL and by the notions of context and register ; 2.1.) 'An analysis of a reader's letter according to Martin's proposal', where I analyse the register choices and the schematic structure of a

9
paper corpusSignosTxtLongLines295 - : 2. Context, register and genre: Martin's perspective

10
paper corpusSignosTxtLongLines295 - : In short, register corresponds to the context of situation, and genre to the context of culture. For Martin (2001: 155), "a genre is a staged, goal-oriented, purposeful activity in which speakers engage as members of our culture". Virtually everything we do involves some kind of genre. Language, in that sense, functions as the fonology of register, and both register and language function as the fonology of genre, as we can see in [26]Figure 1:

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paper corpusSignosTxtLongLines295 - : Figure 1. Language, register and genre (Martin, 2001: 156 ).

12
paper corpusSignosTxtLongLines295 - : As the three register variables (field, tenor and mode) do not have their own forms of expression (words or structures), they have to make use of the lexico-grammatical structures from language, and this is done in two ways: first, by making certain linguistic choices much more likely than others, so that when we read or hear a text certain patterns start to emerge in a non-random way, in what Martin calls 'probabilistic realization': "these patterns represent a particular register choice telling us it's there" (Martin, 2001: 157 ). Second, the register categories take over a small number of linguistic choices as their own, in what Martin calls 'indexical realization', that is, certain linguistic choices, once made by the text producer, lead the hearer/reader to immediately identify the register in which the text is being produced. However, linguistic realizations should not be taken as register variables. Field, tenor and mode are register categories, whereas lexico-grammatical items are

13
paper corpusSignosTxtLongLines295 - : The combination of the register variables and the linguistic choices made within each of these variables seems to progress in stages, generating a goal-oriented structure that characterizes genres. As Martin (2001) points out, the register variables change according to our communicative goals, and this is exactly what the concept of genre tries to explain: how we do things in our daily lives in culturally specific ways (e .g. how a class, a medical appointment, a job interview, an informal conversation or a research paper are developed and carried out).

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paper corpusSignosTxtLongLines295 - : To sum up, one of the main contentions of this paper is that we cannot fully understand a text if we do not know something about its context. As social beings, all our interactional contexts are social, and involve people doing things with their lives (field), interacting with others (tenor) and using some communicational channel and abstraction to do so (mode). Furthermore, our social contexts involve people participating in staged, goal-oriented activities (genres). The register variables of field, tenor and mode represent the attempt of the school of systemic functional linguistics to understand and explain the distinct situational contexts in which we operate and interact. The discussions about genre represent a more recent attempt from researchers from the same linguistic school to explore the context of culture, especially in terms of language teaching/learning. Referring to the relevance of the notions of context, register and genre to language education, Christie (2004: 34-35 )

15
paper corpusSignosTxtLongLines391 - : Precisamente, Biber y Conrad (2011) proponen un esquema conceptual desgranado en tres niveles –el del ‘registro’, el del ‘género’ y el del ‘estilo’– que permite una aproximación multifocal a los fenómenos de variación aplicando tres perspectivas concurrentes: “We regard register, genre and style as different approaches or perspectives for analyzing text varieties” (Biber & Conrad, 2011: 15 ). Concretamente, en el nivel del ‘registro’ se estudiarían los rasgos que comparten las producciones verbales de un determinado ámbito funcional que responden a un propósito comunicativo concreto (Biber & Conrad, 2011: 6): “In general, a register is a variety associated with a particular situation of use (including particular communicative components)”. Por su parte, la aproximación desde el ‘género’ se interesaría por los rasgos tanto funcionales como convencionales de aquellas variedades textuales más representativas de las prácticas sociales de un ámbito comunicativo determin

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paper corpusSignosTxtLongLines585 - : Matthiessen, C. M. (2009). Multisemiosis and context-based register typology: Registerial variation in the complementarity of semiotic systems . En E. Ventola & A. Moya Guijarro (Eds.), The World Told and the World Shown. Multisemiotic issues (pp. 11-38). Londres & Nueva York: Palgrave Macmillan. [ [119]Links ]

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paper corpusSignosTxtLongLines594 - : To help students better understand SFL and improve their writing, it will be beneficial for teachers to provide their students with written feedback connected to SFL’s constructs (see also ^[55]Humphrey & Macnaught, 2016). For example, teachers can use register variables to contextualize student writing: ‘mode’ to remind their students to avoid fragmentary expressions in writing ; ‘tenor’ to remind their students about the proper strategies to use in interacting with their audience; and ‘field’ to remind their students not to wander off from the topic. Meanwhile, teachers can remind their students about meaning making in their writing: using appropriate linguistic choices (i.e., vocabulary/grammar) in achieving the three dimensions of content (i.e., ideational meaning, interpersonal meaning, and textual meaning) for different types of writing. For example, teachers can remind their students of the choice of proper modal verbs or evaluative words at the interpersonal dimension or of cohesive

Evaluando al candidato register:


1) genre: 19 (*)
2) martin: 12
5) context: 10
6) linguistic: 9 (*)
8) choices: 7
9) variables: 6 (*)
10) teachers: 6
13) remind: 5
15) genres: 5 (*)
17) mode: 5
20) tenor: 4

register
Lengua: eng
Frec: 135
Docs: 51
Nombre propio: 1 / 135 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.924 = (4 + (1+6.4757334309664) / (1+7.08746284125034)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
register
: Biber, D. & Conrad, S. (2009). Register, genre, and style. Cambridge: Cambridge University Press.
: Biber, D. & Finegan, E. (Eds.) (1994). Sociolinguistic perspectives on register. Oxford: Oxford University Press.
: Biber, D. & Tracy-Ventura, N. (2007). Dimensions of register variation in Spanish. En G. Parodi (Ed.), Working with Spanish corpora (en prensa). London: Continuum.
: Biber, D. (1995). Dimensions of Register Variation: A Cross-Linguistic Perspective. Cambridge: Cambridge University Press.
: Biber, D. (2006). University Languages. A corpus-based study of spoken and written register. Ámsterdam: John Benjamins.
: Biber, D., Davies, M., Jones, J. K. & Tracy-Ventura, N. (2008). Spoken and written register variation in Spanish: A multi-dimensional analysis. Corpora, 1(1), 1-37. [195]https://doi.org/10.3366/cor.2006.1.1.1
: Conrad, S. & Biber, D. (2001). Multi-dimensional methodology and the dimensions of register variation in English. En S. Conrad & D. Biber (Eds.), Variation in English: Multi-dimensional studies (pp. 13-42). London: Longman.
: Eggins, S., Martin, J. R. & Wignell, P. (1993). The discourse of history: Distancing the recoverable past. In M. Ghadessy (Ed.), Register analysis: Theory and practice (pp. 75-109). London & New York: Pinter Publishers.
: Ellis, J., & Ure, J. (1969). Language varieties: register. En A. R. Meetham (Ed.), Encyclopedia of Linguistics: information and control (pp. 251-259). Oxford: Pergamon.
: Ghadessy, M. (Ed.). (1993). Register Analysis: theory and practice. London: Pinter.
: Hunston, S. (1993). Evaluation and ideology in scientific writing. In M. Ghadessy (Ed.), Register analysis: Theory and practice (pp. 57-73). London and New York: Pinter Publishers.
: Jiménez, M. A. & Tercedor, M. (2017). Lexical variation, register and explicitation in medical translation: A comparable corpus study of medical terminology in US websites translated into Spanish. Translation and Interpreting Studies, 12(3), 405-426.
: Leckie-Tarry, H. (1995). Language and Context: A Functional Linguistic Theory of Register. London: Frances Pinter.
: Leckie–Tarry, H. (1993). The specification of a text. En M. Ghadessy (Ed.), Register analysis. Theory and practice (pp. 26–41). London: Pinter Publishers.
: Lemke, J. L. (1985). Ideology, intertextuality, and the notion of register. Systemic Perspectives on Discourse, 1, 275-294.
: Martin, J. (1984). Language, register and genre. En C. Frances (Ed.), Children writing: Reader (pp. 21-30). Geelong, Vic.: Deaking University Press.
: Martin, J. R. (1997b). Register and genre: modelling social context in functional linguistics - narrative genres. En E. Pedro (Ed.), Proceedings of the First Lisbon International Meeting on Discourse Analysis. Lisbon: Colibri/APL.
: Martin, J. R. (2001). Language, register and genre. In A. Burns & C. Coffin (Eds.), Analysing English in a global context: A reader (pp. 149-166). London: Routlege/Macquarie University/The Open University.
: Martin, J.R. (1984). Language, register and genre. En F. Christie (Ed.), Children writing: Reader (pp. 21-29). Geelong, Vic.: Deakin University Press.
: Matthiessen, C. (1993). Register in the round: Diversity in a unified theory of register analysis. En M. Ghadessy (Ed.), Register analysis. Theory and practice (pp. 221–292). London: Pinter Publishers.
: Matthiessen, C. (2009). Multisemiotic and context-based register typology: Registerial variation in the complementarity of semiotic systems. En E. Ventola & J. M. Guijarro (Eds.), The world told and the world shown (pp. 11-38). Basingstoke: Palgrave Macmillan.
: Matthiessen, C. (2015). Register in the round: Registerial cartography. Functional Linguistics, 2(1), 1-48.
: Matthiessen, C.M. (1993). Register in the round: Diversity in a unified theory of register analysis. In M. Ghadessy (Ed.), Register analysis. Theory and practice (pp. 221-292). London: Pinter.
: O’Halloran, K. (2007). Critical discourse analysis and the corpus-informed interpretation of metaphor at the register level. Applied Linguistics, 28, 1-24.
: Painter, C. (2001). Understanding genre and register: Implications for language teaching. In A. Burns & C. Coffin (Eds.), Analysing English in a global context: A reader (pp. 167-180). London: Routlege/Macquarie University/The Open University.
: Rose, D. (2014). Analysing pedagogic discourse: An approach from genre and register. Functional Linguistics 1(11), 1-13 [en línea]. Disponible en: [205]https://doi.org/10.1186/s40554-014-0011-4
: Ure, J., & Ellis, J. (1977). Register in descriptive linguistics and linguistic sociology. En O. Uribe-Villas (Ed.), Issues in Sociolinguistics (pp. 197-243). The Hague: Mouton.
: Viera, C. (2017). Genre and register variation: Academic conference presentations in Spanish in the United States. En J. Colomina-Alminana (Ed.), Contemporary Advances in Theoretical and Applied Spanish Linguist Variation (pp. 148-161). Athens, Ohio: Ohio State University Press.