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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) scenario
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: scenario
1
paper CO_ColombianAppliedLinguisticsJournaltxt286 - : * Calculate the agreement coefficient and kappa for consistency. These two statistics help present the extent of the agreement between two test administrations, two raters, or two score-based decisions such as pass and fail. In the aforementioned diagnostic test example, suppose the two teachers assessed each student at the same time, so each student received two scores. If the agreement coefficient is 70%, the two teachers made the same decisions (pass or fail) in 70% of the cases (21 students). The performance of the other 30% (9 students) needs to be revised. If kappa, a detailed calculation for consistency, is 85%, the agreement level between the two teachers is very high (^[90]Fulcher, 2010). Consistency in this scenario can be interpreted as the two teachers using the rubric accurately: They understood the constructs (e .g. grammar accuracy, fluency) and assessed them fairly while they heard students speaking during the interview.
2
paper CO_ColombianAppliedLinguisticsJournaltxt210 - : Brazil has always been a multilingual country, although throughout its history it has systematically tried to get rid of its linguistic and cultural diversity or veil it. However, for the last two decades alone, we have witnessed an ideological change that acknowledges and stimulates Brazilian plurilingualism. In this scenario, Liberali and Megale (2011) point out that there are four Brazilian bilingual education proposals: bilingual education with sign language, indigenous bilingual education, bilingual education in multilingual contexts, and elite or prestigious bilingual education whose name was given due to the favorable financial conditions of students who can attend these schools, in them instruction occurs in two languages simultaneously .
3
paper CO_FormayFuncióntxt229 - : * Scenario: /esi'na:risu/- /si'na:rrau/ (taller 5, grupo 1 ).
4
paper CO_Íkalatxt127 - : In the open RP participants interacted with a Peninsular Spanish NSs in six different scenarios, only one of which is analyzed for the purpose of this study. Before beginning the RP, participants received a card with the following description of the scenario in Spanish:
5
paper corpusRLAtxt217 - : Recently, ^[68]Yan (2016) has partially replicated ^[69]Xuehua's (2006) study with DCT by contrasting the disagreement of 35 Americans and 42 Chinese English students in different scenarios. The second scenario verifies the situation that interests us: "In class when your teacher is explaining how to solve a problem, you find the teacher's solution is not correct and you don't agree with her . What do you say to your teacher?" Yan (2016: 234). In this case, as in Xuehua (2006), no corpus is presented, and the analysis is purely quantitative. The results demonstrate that the most frequently used strategy by the Chinese students is the negative courtesy (54.29%), which contrasts significantly with all the others (direct, implicit, and avoidance strategies receive the same percentage value, 14.29%, while positive courtesy strategies receive 2.86%). The greatest contrast between groups is in the mode of addressing the teacher ('Mr/Ms + last name.'/'Teacher') and not in the type of strategy used.
6
paper corpusRLAtxt229 - : The scenario contained the stimulus "that forms the basis for generating writing content" Cushing (2009: 62 ) and was made up of both visual support -the painting "Guernica" by Picasso- and a short text describing the task. The students were told to imagine they were one of the characters in the picture and to write in the first person what happened on the day Guernica was bombed: their memories of that day, some events, what they did, thought and felt. In this way, students were provided with an engaging topic to write about and given some suggestions and ideas, in order to help them show their creativity, since "writers must be engaged enough in the task to find something to say" (Cushing, 2009: 91). Before writing the story (task 2) students had to write an outline that contained the main parts or events they planned to include (task 1). Both tasks were used to assess the following six subskills: 1) planning strategies, 2) use of text typologies (description, narration, dialogic
7
paper corpusSignostxt453 - : This brief discussion should be enough to help the reader become aware of the inherent complexity of illocutionary meaning, which is nonetheless susceptible to a computational treatment. To illustrate this, let us consider how the ‘offering’ scenario has been handled in the L3-construction. This illocutionary scenario, which comprises eleven constructions related through family resemblance (e .g. 'May I Offer You (NP)', 'Is There Anything I Can (VP)?', 'Do You Need Help With NP?', etc.), has been divided into three constructional dimensions, i.e. ‘Offering-type 1’, ‘Offering-type 2’ and ‘Offering-type 3’. Each of these dimensions comprises several constructions that have been grouped on the basis of their semantic affinity, following the analyses made in ^[111]Del Campo (2013). Therefore, all the constructions participating in a given dimension share the same COREL schema, as shown in (12)-(14) below:
Evaluando al candidato scenario:
2) bilingual: 5 (*)
4) teacher: 5
5) agreement: 4 (*)
7) teachers: 4
9) task: 3 (*)
10) strategies: 3
11) write: 3
13) offering-type: 3
17) constructions: 3 (*)
scenario
Lengua: eng
Frec: 143
Docs: 82
Nombre propio: 1 / 143 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.745 = (4 + (1+5.08746284125034) / (1+7.16992500144231)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| scenario |
: The above is exactly the type of scenario that should make teacher trainers revisit some of their teaching practices. As Jenkins (2000) warns, we continue to teach English as though our students were bound to engage in communication with native speakers in the main. |