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Lista de candidatos sometidos a examen:
1) sampling (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: sampling
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt262 - : As for sampling, the size of the respondent sample does not necessarily follow the same pathway as in quantitative studies, where individual differences must be 'ironed out', as Dörnyei (2006: 126 ) puts it. This does not mean that —because of the nature of the study, where respondents' individual experience makes the crux of the phenomenon— a study of this type presents no sampling parameters. In this study, a purposive sample has been employed; it is fairly homogeneous in that all respondents are pre-service English teachers who have taken at least one phonetics/pronunciation course at a Chilean teacher-training college. Within the sample, the researcher has applied selection criteria traditionally associated with quantitative studies: The sample corresponds to a random stratified one in that respondents have been selected on a random basis and belong to different groups or 'strata' (years in their curriculum progression).
2
paper CO_ColombianAppliedLinguisticsJournaltxt152 - : From the corpus, a sample of units was selected by the researchers to test the 'neological feeling' (Sablayrolles, 2000) on readers. This concept refers to the use of native speaker intuition to spot easily recognizable neologisms. With this in mind, a list including 173 very familiar Anglicisms typically found in newspapers was emailed to 33 informants for them to classify their degree of familiarity on a scale of five points, five being 'most familiar.'An accidental sampling method was used to select the informants: equal number of men and women, 25 years of age or older, and Chilean residents with technical or professional degrees unrelated to English were selectedto avoid linguistic bias .
3
paper CO_ColombianAppliedLinguisticsJournaltxt163 - : As suggested above, several pre-service teachers were asked to take part actively in the laboratory practices. Narrative data reported in this paper were selected from seven pre-service teachers enrolled at EDBL 4316 Literacy Development for ELLs. The theoretical sampling criteria for participants' selection included the following: participants had to be U .S. born pre-service teachers from South Texas. All participants were female young adults whose age range varies between 21 and 25. For the sake of confidentiality and clarity in describing the data, we assigned a pseudonym to each participant. Therefore, the participants will henceforth be referred to as Tomoko, Yuki, Wu, Su, Xiaoping, Tomasa, and Yolanda.
4
paper CO_Íkalatxt220 - : El diseño del proyecto de investigación es cuasiexperimental, es decir, en lugar de llevarse a cabo en un laboratorio, se desarrolla en su escenario natural, pero las variables que intervienen en el mismo se aíslan, controlan y manipulan. Este diseño suele ser el más habitual en las investigaciones realizadas en el ámbito educativo (^[146]Cohen, Manion y Morrison, 2007). El tipo de muestreo utilizado es el muestreo intencionado o purposive sampling, es decir, se ha escogido a los participantes en el proyecto de investigación de forma intencionada, por considerarse que poseen las características concretas que se buscan en la población objeto de estudio .
5
paper CO_Íkalatxt230 - : The participants were sixty English teachers who anonymously completed a Likert-scale questionnaire about beliefs and practices. Furthermore, the achievement test analysis included fifty artifacts, and fifteen teachers were interviewed as a follow-up to the questionnaire. Thus, two approaches to sampling were used: convenience and purposive (^[120]Mackey & Gass, 2005 ). Convenience reflects ease in access to informants, in this case for the questionnaire and the interview. The questionnaire was administered during an institutional meeting. When the sixty teachers completed the questionnaire, they were familiar with the guidelines for test design (see “Context” section) and had already designed at least one achievement test. For the interview, the researcher met with fifteen teachers, one at a time, and asked them about their practices and beliefs in achievement test design in general.
6
paper VE_Letrastxt207 - : 39 "a corpus is a collection of texts assumed to be representative of a given language, dialect, or other subset of a language to be used for linguistic analysis" (Francis 1979: p. 110); "A corpus is a collection of pieces of language that are selected and ordered according to explicit linguistic criteria in order to be used as a sample of the language" (Sinclair 1996: en línea); "The term corpus should properly only be applied to a well-organized collection of data, collected within the boundaries of a sampling frame designed to allow the exploration of a certain linguistic feature (or set of features)" (McEnery 2003: p . 449).
7
paper corpusRLAtxt195 - : Luego de entrevistar a un primer grupo de profesionales que aceptaron participar en la investigación, se utilizó la técnica 'muestreo bola de nieve' (Chain Referral Sampling:^[125]Biernacki y Waldorf, 1981 ). Este método consiste en solicitar a los participantes entrevistados recomendar otros profesionales de la misma área disciplinar. Se les pidió a los entrevistados que diversificaran los contactos otorgados de modo de no incorporar a la muestra profesionales que se desempeñaran en los mismos lugares de trabajo. Todo esto con la intención de obtener una muestra amplia y heterogénea de profesionales en cada una de las disciplinas.
Evaluando al candidato sampling:
1) teachers: 8
2) sample: 6
3) participants: 5
5) pre-service: 4
6) profesionales: 4
8) linguistic: 4 (*)
9) selected: 4
10) questionnaire: 4
11) corpus: 4 (*)
12) achievement: 3
14) collection: 3
15) informants: 3
16) purposive: 3
17) respondents: 3
18) criteria: 3 (*)
19) muestreo: 3 (*)
sampling
Lengua: eng
Frec: 68
Docs: 53
Nombre propio: 1 / 68 = 1%
Coocurrencias con glosario: 4
Puntaje: 4.988 = (4 + (1+6.02236781302845) / (1+6.10852445677817)));
Rechazado: mal tf-df: 128;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| sampling |
: 3. Decide on the sample(s) to be included and the strategy of sampling, with regard to the key aspects of sampling that include “representativeness, access, sample size and generalizability of the results” (^[57]Cohen et al., 2007, p. 477). : Baltar, F. & Brunet, I. (2012). Social research 2.0: Virtual snowball sampling method using Facebook. Internet Research 22(1), 57-74. : Biernacki, P., & Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. Sociological Methods & Research, 10 (2), 141-163. : Cochran, W. (2007). Sampling techniques. New York: John Wiley & Sons. : Edstrom, A. (2007). The mixing of non-native, heritage, and native speakers in upper-level Spanish courses: A sampling of student opinion. Hispania, 90(4), 755-768. [130]https://doi.org/10.2307/20063610 : Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. [119]https://doi.org/10.11648/j.ajtas.20160501.11 : Explorable.com (2009). Judgmental Sampling. Retrieved from [60]https://explorable.com/judgmental-sampling. : Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15, 3-10. [115]https://doi. org/10.1016/Í.tics.2Q10.10.001 : Miin-Hwa Lim, J. (2011). Delineating sampling procedures: significance of analysing sampling descriptions and their justifications in TESL experimental research reports. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), 21, 71-92. : Nippold, M. (2010). Language sampling with adolescents. San Diego, CA: Plural Publishing. : Onwuegbuzie, A. & Leech, N. (2007a). Sampling Designs in Qualitative Research: Making the Sampling Process More Public. The Qualitative Report, 12(2), 238-254. |