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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) roots (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: roots
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt591 - : To fulfill our purpose, study of the code-switches to Spanish, a linguistic analysis of Junot's alter-ego (Yunior) expression in his L1 will be carried out. We agree with Meisel that Spanish is the language that best expresses Yunior's roots: “El hecho de que Junot Díaz usa siempre los términos de parentesco en español es una prueba de que este idioma es el idioma que expresa mejor sus raíces y las de sus personajes (muchos de los cuales son en realidad alter-egos del autor” (407 ). The research will be conducted to study Yunior's emotional identity, because through Cs it can be discovered how characters' language reflects context (Devereaux & Wheeler, “Code-switching and.” 96). The study of the Spanish terms within the English text produced by Yunior (character / narrator), without an English translation, italics or quotations, probably to indicate that “Spanish is not a minority language” (Meisel 401), is in all likelihood related to the character's emotional identity in a multi-cultural
2
paper CO_ColombianAppliedLinguisticsJournaltxt126 - : This research-based article presents an interpretive qualitative study with pre-service teachers of Social Studies, who construct their own meanings from social-studies texts through their roots of knowledge, their shared assumptions, and the intertextuality which are collectively related to the core category: Habitus . Using these strategies, the pre-service teachers employ their own values, understandings and representations of the world to construct meaning. The author of this research collected and analyzed the data through the methodology of Grounded Theory. Pre-service teachers' artifacts and class video recordings were used as major sources to collect data over the period of one semester.
3
paper CO_ColombianAppliedLinguisticsJournaltxt126 - : The results of the study give an account that Pre-service Social Studies teachers make meaning of English texts based on an internalized system of fixed and acquired dispositions, as well as on a range of personal possibilities within these dispositions that outlined schemes of perception, thought and action. That is, pre-service teachers construct the meaning of texts based on their habitus (Bourdieu, 1977). Habitus is the core category that entails three subsidiary categories: Roots of Knowledge, Assumptions: common grounds to construct meaning, and Intertextuality through the Voice of Authorities .
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paper CO_ColombianAppliedLinguisticsJournaltxt126 - : So far, I have presented the first two subsidiary categories: Roots of Knowledge and Shared assumptions: common knowledge that generates fellowship, which enlightens how construction of meaning is developed . The third subsidiary category that attempts to explain the process of construction of meaning is what I have named Intertextuality through the Voice of Authorities.
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paper CO_FormayFuncióntxt34 - : Starting from the papers published in Gaceta de Buenos Aires by Bernardo Monteagudo between 1811 and 1812, in this work we present the shaping of a discourse tradition zone of the Hispanic-Americanism revolution discourse in the nineteenth century. Such discourse focuses on the construction of a particular political subject: the militant spokesperson. To go deeper into the roots of the emergence of such a discourse tradition, our analysis is aimed at highlighting three strategies: The spokesperson, the discourse ethos, and the discourse community . The spokesperson, understood as a particular form of political behaviour, allows to outline the emergence of political modernity based on the subjects involved in a complex set of pre-constructed cultural beliefs related to the enlightened and romantic relationship. The delimitation of the ethos implies considering the image of the subject based on the tone, the framework and the discourse characteristics embodied in various language footprints.
6
paper PE_Lexistxt2 - : 2003 "Locality constraints on the interpretation of roots: The case of Hebrew denominal verbs" . Natural Language and Linguistic Theory. 21, 737-778.
7
paper corpusRLAtxt124 - : Some PUs can be more universally used than others; they can be easily translated, and metaphorical meaning can be more easily deduced. PUs may have their roots in language history (Gláser, 1988: 267 ). The most common idioms can have deep roots, date back many centuries, and be traceable across many languages. Many have translations in other languages and tend to become international. We can trace parallel fixed expressions in different languages, and we can talk about the universality of some human situations and about cultural specificity. A crucial point is that the situations are cultural constants or cultural universals; only the precise metaphors realizing them differ. The real cultural importance is not the lexis or metaphor in use, but the situation for which a shorthand mode of reference has been developed (Moon, 1992b: 18-19).
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paper corpusSignostxt579 - : The study of genres from a rhetorical move perspective has its roots in ^[40]Swales’ work (1981, 1990), and “aims to determine the communicative purposes of a text by categorizing diverse text units according to the particular communicative purpose of each unit” (^[41]Parodi, 2010: 198 ). Swales (^[42]1981, ^[43]1990) studied the rhetorical organization of research article introductions and introduced his Creating a Research Space model (the CARS model), composed of the segments known as moves and steps. A move denotes a text component referring “to a defined and bounded communicative act that is designed to contribute to one main communicative objective, that of the whole text” (^[44]Lorés-Sanz, 2004: 282). Moves are further divided into steps as lower structural segments, each performing a specific communicative purpose linked to that of moves and the overall aim of the genre. Moves and steps form a unique rhetorical organization of a genre contributing to its identification and
Evaluando al candidato roots:
1) discourse: 7 (*)
5) teachers: 5
6) pre-service: 5
7) communicative: 5 (*)
9) moves: 4
10) construct: 4 (*)
11) yunior: 4
16) subsidiary: 3 (*)
17) intertextuality: 3 (*)
19) assumptions: 3 (*)
20) texts: 3 (*)
roots
Lengua: eng
Frec: 111
Docs: 83
Nombre propio: 2 / 111 = 1%
Coocurrencias con glosario: 7
Puntaje: 7.840 = (7 + (1+5.55458885167764) / (1+6.8073549220576)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| roots |
: Unfortunately, Pastos are weak in their mother tongue because they just have a few words left. However, that little left means a community’s own language, where I have my roots and can communicate with my nature and my people. (Indigenous student, survey, 2017) : 1981 Roots of language. Ann Arbor: Karoma. 1984 "The language bioprogram hypothesis". En The Behavioral and Brain Sciences. 7, 2, 173-221. : Acquaviva, P. (2008). Roots and lexicality in Distributed Morphology. Ms.: University College Dublin/Universit\at Konstanz [en línea]. Disponible en: [110]http://ling.auf.net/lingBuzz/000654. : Arad, M. (2003). Locality constraints on the interpretation of roots: The case of Hebrew denominal verbs. Natural Language and Linguistic Theory, 21, 737- 778. : Beaver, John y Koontz-Garboden, Andrew. (2012). Manner and Result in the roots of verbal meanings. Linguistic Inquiry, 43, 331-369. : Bender, Andrea y Sieghard Beller 2006a "Numeral Classifiers and Micronesian Languages: Common Roots and Cultural Adaptations". En Oceanic Linguistics, Vol. 45, N.° 2, December, University of Hawai’i Press, 380-403. [53]https://doi.org/10.1353/ol.2007.0000. : Bickerton, Dereck. (1981). Roots of Language. Ann Harbor, Mich.: Karoma Press. : Borer, H. (2009). Roots and categories. Ponencia presentada en el 19^th Colloquium on Generative Grammar, University of the Basque Country, Vitoria-Gasteiz. : Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy": Non-linguistic roots, non pedagogical results. In G. Braine, Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.: 77-92. : Danziger, E. (2006). The thought that counts: interactional consequences of variation in cultural theories of meaning. In N. Enfield & S. Levinson (Eds.). Roots of Human Sociality: Culture, Cognition and Interaction, (pp. 259-278) Oxford, UK: Berg. : Edge, J. (2011). The reflexive teacher educator in tesol: Roots and wings. Nueva York: Routledge. [119]https://doi.org/10.4324/9780203832899 : Emlen, Nicholas Q. y Dellert, Johannes (2020) “On the Polimorphemic Genesis of Some Proto-Quechua Roots: Establishing and Interpreting Non-Random Form/ Meaning Correspondences on the Basis of a Cross-Linguistic Polysemy Network”. Diachronica. 37, 3, 11-37. : Enfield, Nicholas e Stephen Levinson. 2006. Roots of human sociality: Culture, cognition and interaction, Oxford, Berg. : Harley, H. (2014). On the identity of roots. Theoretical Linguistics, 40(3-4), 225-276. DOI: [123]https://doi.org/10.1515/tl-2014-0010. Berlín: De Gruyter Mouton. : Jahoda, G. (1999). Images of savages. Ancient roots of modern prejudice in western culture. London: Routledge. : King , L. (1994). Roots of Identity: Language and Literacy in MexicoCalifornia: Stanford University Press. : Levinson, S. (2006b). On the human 'interaction engine. En N. Enfield & S. Levinson (Eds.). Roots of Human Sociality: Culture, Cognition and Interaction, (pp. 39-69).Oxford, UK: Berg. : Liddell, S. K. (1996). Numeral Incorporating Roots and Non-incorporating Prefixes in American Sign Language. Sign Language Studies, 92, 201-226. : Maurer, P. (2008). A first step towards the analysis of tone in Santomense. En Susanne Michaelis (Ed.), Roots of Creole Structures (pp. 253-261). : Signs and Roots. On Crímenes y Jardines (2013) by Pablo De Santis : Tikkanen, Bertil. 1999. Concerning the typology of Burushaski and the roots of its prefixes d- and n-. Studia Orientalia, 85: 277-300. : York, S. (1992). Developing roots and wings: A trainer's guide to affirming culture in early childhood programs. Rainier, MD: Gryphon House. : Zeichner, K. & Liston, D. (1996). Historical Roots of Reflective Teaching. Reflective Teaching. An Introduction. New Jersey, USA: Lawrence Erlbaum Associates. |