/LING
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Lista de candidatos sometidos a examen:
1) schema (*)
(*) Términos presentes en el nuestro glosario de lingüÃstica
1) Candidate: schema
Is in goldstandard
1
paper corpusRLAtxt111 - : In order to use the two copulas correctly the child needs to know the basic syntactic and semantic/pragmatic properties of each copula but also the following general distributional facts of the schema ser/estar + Adj as the sentences in (2) illustrate:
2
paper corpusSignostxt453 - : * d. COREL schema: +(e1:
3
paper corpusSignostxt453 - : These meaning implications are preserved in the COREL schema in [107]Figure 4, which we here repeat for the reader’s convenience, together with a translation into natural language:
4
paper corpusSignostxt453 - : Similarly, the COREL schema in (10) below captures the cognitive content of the following related constructional realizations: 'It wouldn’t kill you to X', 'It wouldn’t harm you to X', and 'It wouldn’t do you harm to X':
5
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:
6
paper corpusSignostxt453 - : * c. COREL schema: +((e1: +THINK_00 (x1:
7
paper corpusSignostxt453 - : * c. COREL schema: +((e1: +SAY_00 (x1:
8
paper corpusSignostxt453 - : * c. COREL schema: +((e1: +THINK_00 (x1:
Evaluando al candidato schema:
1) theme: 12 (*)
2) referent: 8 (*)
3) corel: 7 (*)
4) attribute: 4
6) wouldn: 3
7) speaker: 3 (*)
8) ˜offering-type: 3
9) constructions: 3 (*)
10) beneficiary: 3
schema
Lengua: eng
Frec: 86
Docs: 59
Nombre propio: / 86 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.881 = (5 + (1+5.55458885167764) / (1+6.44294349584873)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| schema |
: Anderson, R. (1984). Role of the reader's schema in comprehension, learning, and memory. En R.C. Anderson, J. Osborn, & R.J. Tierney (Eds.), Learning to Read in American Schools: Basal Readers and Content Text (pp. 469- 495). Hillsdale, N.J.: Erlbaum. : Basso, etal (1984) Schema Theory in the Cognitive Processing of Written Discourse. Tesis para optar al grado de Licenciado en LingüÃstica con mención en Lengua Inglesa, Universidad de Chile. : Bazerman, Ch. (1985). Physicists reading physics: Schema-laden purposes and purpose-laden schema. Written Communication, 2, 3-23. : Carrell, P 1988b. Some causes of text-boundedness and schema inference in ESL reading. En P. Carrell, J. Devine & D. Eskey (Eds), Interactive Approaches to Second Language Reading. (pp. 101-113.). Cambridge: Cambridge University Press. : Carrell, P. & Eisterhold, J. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, vol. 17: 4, pp. 553-573. : Carrell, P. (1984). Schema theory and ESL reading classroom implications and applications. Modern Language Journal, 68(4), 332-342. : Carrell, P. L. (1988). Some causes of text-boundedness and schema interference in ESL reading. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 101- 113). New York: Cambridge University Press. : Carrell, P. L., & Eisterhold, J. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 553-573. : Choi, Y.-J. (1996). A study of the relationship of cultural schema and linguistic complexity to the learners' reading comprehension in EFL. Tesis de magistratura. Seúl, Korea: Universidad Nacional de Seúl. : Freebody, P. y Anderson, R. C. (1983). Effects of vocabulary difficulty, text cohesion and schema availability on reading comprehension. Reading Research Quarterly, 18 (3), 233-94. : Freedle, R. & Hale, G. (1979). Acquisition of new comprehension schemata for expository prose by transfer of a narrative schema. En R. Freedle (Ed.). New directions in discourse processing. Norwood: Ablex. : Khodadady, E., & Yazdy, B. H. (2015). English language identity: Schema and factor based approach. Journal of Language Teaching and Research, 6(4), 883-892. : Mandler, J. (1978). A code in the node: The use of a story schema in retrieval. Discourse Processes 1. 14-35. : Piolat, A., Roussey, J. & Gombert, A. (1999) "The development of argumentative schema in writing". En Andriessen, J. y Coirier, P. (Eds) Foundations of Argumentative Text Processing. Amsterdam: Amsterdam University Press. : Rumelhart, D. (1975). Notes on a schema for stories. En D. Bobrow & A. Collins (Eds.), Representation and understanding: Studies in cognitive science (pp. 211-236). New York: Academic Press. : Rumelhart, D. E. (1980). Schema: The building blocks of cognition. En R. Spiro, B. Bruce & W. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33-58). Hillsdale, NJ: LEA. : Sharifian, F. (2005). The Persian cultural schema of shekasteh-nafsi: A study of compliment responses in Persian and Anglo-Australian speakers. Pragmaticsand Cognition, 13(2), 337-361. : Timperley, H. & Robinson, V. (2001). Achieving school improvement through challenging and changing teachers’ schema. Journal of Educational Change, 2, 281-300. : ^[34]2 In (Wong, Ziarko & Wong, 1985) a similar schema is adopted to define a Generalized Vector Space Model, of which the Domain VSM is a particular instance. |