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Lista de candidatos sometidos a examen:
1) semi-structured (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: semi-structured
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt286 - : As for the method, the semi-structured interview has been preferred, for it enjoys the advantages of both unstructured and structured interviews: It offers more potential for richness of data, which is often associated with the unstructured interview, and it offers a great opportunity to handle the data more easily, without necessarily minimising the possibility to get in-depth perspectives from the interviewees . The language used in the interview was Spanish in order to eradicate any possible linguistic barriers that could obscure the meanings sought with the interview.
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paper CO_ColombianAppliedLinguisticsJournaltxt298 - : This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i ) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued
3
paper CO_ColombianAppliedLinguisticsJournaltxt298 - : The methodological approach underpinning this study responds to the ontological relativistic and constructivist claim in qualitative research that multiple, diverse, and often seemingly contradictory but equally valid accounts of a phenomenon contribute to the construction and understanding of a particular reality ( ^[69]Johnson and Onwuegbuzie, 2004 ). ‘The reality’ under scrutiny in this research is English language teachers’ perceptions of the teachability of metaphorical language in Chilean classrooms. In order to uncover these perceptions, a semi-structured interview was used with a set of open-ended questions which broadly addressed three broad dimensions: (i ) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) the preparedness to teach metaphor. The interviews were conducted via Zoom video conferences and were set up for automatic recording for later transcription and analysis.
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paper CO_CuadernosdeLingüísticaHispánicatxt72 - : Ethnographic interviewing, while benefiting from planning and structure, also benefits from flexibility that allows the interviewer in explore new lines of questioning as they appear during the interview (^[69]Fontana & Frey, 2005). The interview was designed a flexible semi-structured which would treat the subject along three lines of questioning:
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paper CO_Íkalatxt309 - : According to [168]Figure 1, participants held mostly positive views of collaborative writing. Their answers in the semi-structured interview revealed that the pre-service EFL teachers gave particular importance to role assignment as this aspect of collaborative writing facilitated a smooth writing process in the L2, evident in the following interview excerpt: “I liked the fact that all the team members performed a different responsibility when writing . Roles were assigned by taking each classmate’s strengths into account” (Participant 03). Role assignment also helped to overcome difficulties such as insecurity, as this participant mentioned: “In my case, I don’t like to write since I tend to make mistakes. I preferred to contribute by carrying out another activity. That is why I was in charge of looking for sources to cite in the essays” (Participant 16). Positive views also referred to the conceptual and procedural content that pre-service EFL teachers learned owing to suggestions made by
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paper CO_Íkalatxt230 - : Semi-structured interview:
Evaluando al candidato semi-structured:
1) interview: 9 (*)
3) teachers: 6
4) perceptions: 4
7) views: 4
9) metaphor: 4 (*)
10) interviews: 3
12) teachability: 3 (*)
13) participant: 3
14) qualitative: 3 (*)
semi-structured
Lengua: eng
Frec: 144
Docs: 97
Nombre propio: 1 / 144 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.773 = (4 + (1+5.32192809488736) / (1+7.17990909001493)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| semi-structured |
: 12. Grindsted, A. (2005). Interactive resources used in semi-structured interviewing. Journal of Pragmatics, 37, 1015-1035. : Leech, B. L. (2002). Asking questions: Techniques for semi-structured interviews. Political Science and Politics, 35(4), 665-668. : Soderland, S. (1999). Learning information extraction rules for semi-structured and free text. Machine Learning, 34(1-3), 233-272 : Wengraf, T. (2001). Qualitative research interviewing: Biographic narrative and semi-structured methods. SAGE. [233]https://doi.org/10.4135/9781849209717 |