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Lista de candidatos sometidos a examen:
1) semiotic (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: semiotic


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt504 - : An element for a discursive and narrative’s semiotic of travel logs published in the magazine Le Tour du Monde (1860-1914): structural analysis of the story of Count Henry de la Vaulx entitled “Journey in Patagonia” (1900 )

2
paper CL_LiteraturayLingüísticatxt421 - : By canceling the iconical power of intellectual association, rhythm has a very peculiar side effect: it suspends our intellectual interpretation habits. Of course, a widened -semiotical- notion of interpretation shows that any semiotic event necessary involve all three classical dimensions: Thirdness, Secondness, Firstness . In Peircean terms, any reaction we ex-perience in our minds or even in our bodies, to the extent that is a general category, is an interpretant. So of course we can say that our body move-ments when we react to a musical rhythm are our 'interpretation' of it. And of course, body movements called 'dance', clearly are a culturally defined interpretation. Movements of this or that dance -from tango to salsa, from waltz to rap- are kinds of 'words' of a body language, and a more or less culturally defined general category. But they are interpre-tants made out of a kind of world substance, and not of meaning, and their interpretations don't change rhythm. We know that they

3
paper CO_ColombianAppliedLinguisticsJournaltxt199 - : Following the Hallidayan thought, Kress and van Leeuwen (1906, 2001), Jewitt (2006), and Machin (2007) have developed the multimodal social semiotic view of communication. One central concept in this multimodal approach is semiotic resources. According to van Leeuwen (2005) semiotic resources are:

4
paper CO_ColombianAppliedLinguisticsJournaltxt46 - : Authors like Kress and van Leeuwen (1996, 2001) have paved the way to introduce the discussion on new modalities of textual presentation that they call multimodal discourse. These new types of discourse would require a semiotic treatment as they are produced and interpreted by resorting to several codes: images, layout, letters, colors, sound . Their work centers on understanding the changing portrayals of information brought about by new language processing technologies; particular interest is paid by them to the increasing importance of visual communication and the replacement of the traditional written texts for more visually charged texts. Kress and van Leeuwen (2001) set the ground for a semiotic and discourse account of multimodal texts by investigating communication as "a process in which a semiotic product or event is both articulated or produced and interpreted or used" (p. 20). Previously, Kress and van Leeuwen (1996) had explored these issues by looking at what they called the

5
paper CO_ColombianAppliedLinguisticsJournaltxt78 - : This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language) is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system . The analysis indicates some puzzling teaching-learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

6
paper CO_ColombianAppliedLinguisticsJournaltxt78 - : There are four co-existing semiotic representations of natural numbers: verbal written Spanish numerals (written in English in the left column of [35]Diagram 3 ), gestural CSL hand numerals, visual dot numerals, and Hindu-Arabic decimal numerals.

7
paper CO_CuadernosdeLingüísticaHispánicatxt154 - : Then, from all the businesses, we classified a total of 1004 signs and 81 posters or sets of posters. Our codifications for each sign and poster were divided into subcategories. The first group was based on the country of origin where each sign or poster was from. To achieve this, we paid attention to different semiotic symbols: flags, code of arms, colors, and regionalisms, among others ([80]Table 3 ). Once again, Mexican, Colombian and Ecuadorian signages were the most prominent. However, as previously mentioned, our main objective was to identify the different language choices among each community. Therefore, based on ^[81]Ben-Rafael, Shohamy, Amara and Trumper-Hecht (2001), we included the number of languages on the signage, monolingual (Spanish or English) and bilingual (Spanish-English or English-Spanish), in our classifications. In the case of bilingual signage, we took into consideration the order of the languages and the size of the fonts to decide which language was the most

8
paper CO_CuadernosdeLingüísticaHispánicatxt154 - : Furthermore, Ecuadorians not only differ on the amount of Spanish used in the LL signals of Ecuadorian origin and in the number of businesses and shops with Ecuadorian semiotic symbols, but also they differ in the quality and kind of the symbols: while Colombian and Mexican groups utilize hats, jeans, or chili peppers, Ecuadorians only use patriotic representations of their flag, colors and coat of arms .

9
paper CO_CuadernosdeLingüísticaHispánicatxt36 - : Semiotic considerations: an analysis of the definition of culture

10
paper CO_FormayFuncióntxt250 - : Bezemer, J., Diamantopolou, S., Jewitt, C., Kress, G., & Mavers, D. (2012). Using a Social Semiotic approach to multimodality: Researching learning in schools, museums and hospitals . Documento de trabajo. Consultado en: [157]http://eprints.ncrm.ac.uk/2258/4/NCRM_working_paper_0112.pdf. [ [158]Links ]

11
paper CO_Íkalatxt164 - : Semiotic Modes in the Pedagogic Discourse of History: a Semiotic Potential for Mediation in Classroom

12
paper CO_Íkalatxt164 - : Learning history involves learning to look to the past in a particular way. In classroom discourse, teachers interact with students bringing them into thinking, representing and communicating social world from three dimensions: time–space, causality and evidentiality (Oteíza, 2009). The multimodal perspective on communication considers the semiotic potential of the various resources that are intertwined in discourse to create meaning in context. This research (Fondecyt 1130684) is carried out from the multimodal approach, systemic functional linguistics and appraisal theory, to explore the semiotic options of three case studies: three teachers of history in the 1st year of Secondary School . The corpus consists of the audiovisual record of three introductory lessons within the same curriculum unit: World War ii. After a multimodal discourse analysis, findings indicate that each teacher chose different combinations of semiotic media and modes to teach the same content. Concerning disciplinary

13
paper CO_Íkalatxt106 - : Sociocultural theory is based on Vygotsky's work. Central to his theory is the concept of mediation (also see Wertsch, 1997). Vygotsky (1978) argues that not only physical but also semiotic tools mediate human action: ''the most significant moment in the course of intellectual development, which gives birth to the purely human forms of practical and abstract intelligence, occurs when speech and practical activity, two previously completely independent lines of development, converge'' (p . 24). Language is seen as ''a particularly powerful semiotic tool'' that ''mediates our physical and mental activities'' (Swain, 2000, p. 104). That is, as humans, we do not act directly on the world but our actions are always mediated.

14
paper PE_Lexistxt24 - : 1955 [1897] "Logic as Semiotic: the Theory of Signs" . En Philosophical wri-tings of Peirce. Ed. Justus Buchler. New York: Dover, 98-119.

15
paper corpusRLAtxt66 - : From strictly linguistic studies, the characterization of multisemiotic written specialized texts has been scarce or almost null. Not many corpus-based studies focus on the description of graphs, tables, and diagrams, as well as their layouts, as part of academic texts. The objective of this study is to identify, describe and quantify the occurrence of (multi)semiotic artifacts which are present in a sample of texts (1.043) belonging to the PUCV-2010 Academic Corpus. The corpus was collected in twelve PhD programmes in six Chilean universities and comprises all the documents students are given to read during their formal curricula, with the exception of those included in the final doctoral research (3,160 written texts, which are distributed among Physics, Chemistry, Biotechnology, History, Literature, and Linguistics). As part of the results, nine artifacts were identified and defined, based on the distinction of four semiotic interacting systems: verbal, graphical, mathematical, and

16
paper corpusRLAtxt3 - : El presente trabajo se enmarca en el área de los estudios lingüístico-descriptivos del discurso, atendiendo al fenómeno de la complejidad del grupo nominal en los titulares en prensa escrita en relación con el contexto en el que éstos surgen, proponiendo así un modelo de "text in context -of discourse in relation to grammar and lexis and to those semiotic systems which language itself realizes" (Martin 1985: 249 ).

17
paper corpusSignostxt158 - : "He (Halliday) employs "genre" in a more limited sense, in the sense which has been common in literary discussions in the past. He sees "generic structure" not as the embodiment of the text as social process, but as a single characteristic of a text, its organizational structure, "outside the linguistic system". It is one of three factors, generic structure, textual structure and cohesion, which distinguish text from non text, and as such can be brought within the general framework of the concept of register (Halliday, 1978: 145). (...) In other words, for Halliday, genre is a lower order semiotic concept: register the higher order semiotic concept, thus subsuming genre" .

18
paper corpusSignostxt295 - : From this perspective, genre is seen as one of the levels of context, and the context of culture as the backdrop to the interaction, "constituting a semiotic potential [for social interactions]" (Vian Jr & Lima-Lopes, 2005: 35 ). The organization of semiotic plans proposed by Martin, based on a similar model presented by Halliday, is reflected in the choices made at the level of the context of situation (register) and materialized in language, since genre and register are abstract notions. This way:

19
paper corpusSignostxt171 - : "This chain of inter–stratal realizations bridges the gap between the semiotic in high–level cultural meanings and the material, either in speaking or in writing, through a series of intermediate strata" (Matthiessen, 1993: 226 ).

20
paper corpusSignostxt421 - : Therefore, this article refers to multimodality because it pays attention to the way language combines with other semiotic resources to express meaning. Following Jewitt (2009), Thibault (2000), Ventola and Moya (2009) and Parodi (2012), we are interested in the multimodal nature of present societies and in the characteristics of multimodal texts because they integrate language with other resources. For this reason, the theories of multimodality and multimodal discourse analysis (hereafter MDA) have been developed in recent decades. There is no agreement among the disciplinary community in the terminology used to refer to texts that use more than one mode or semiotic channel of communication, as O’Halloran (2011: 120 ) specifies that “MDA itself is referred to as ‘multimodality’, ‘multimodal analysis’, ‘multimodal semiotics’ and ‘multimodal studies’”.

21
paper corpusSignostxt172 - : Halliday, M.A.K. (1984). Language as code and language as behaviour: A systemic–functional interpretation of the nature and ontogenesis of dialogue. En R. Fawcett, M.A.K. Halliday, S.M. Lamb & A. Makkai (Eds.), The Semiotics of Language and Culture: Vol 1: Language as Social Semiotic (pp . 3–35). London: Pinter. [ [69]Links ]

22
paper corpusSignostxt353 - : Unlike the descriptive categories for the participants in different process types (Actor, Goal, Carrier, etc), the categories of ‘Medium’ and ‘Agent’ remain constant for all process types. Furthermore, while in the system of process type, the variable is one of ‘extension-and-impact’ (Halliday & Matthiessen, 2004), that is whether the action extends from the Actor to a potential Goal, in the system of Agency the variable is one of causation, featuring the presence or absence of an external agent. These complementary systems offer two different perspectives on the semiotic construal of human experience: the transitive and the ergative models . These are encapsulated in one system, that of ‘transitivity’, which includes both the ‘transitive’ and the ‘ergative’ models: ‘Ergativity’ is thus not the name of a system, but of a property of the system of transitivity’ (Halliday & Matthiessen, 2004).

Evaluando al candidato semiotic:


2) multimodal: 10 (*)
3) halliday: 8
5) discourse: 8 (*)
7) texts: 7 (*)
14) genre: 5 (*)
15) leeuwen: 5
17) kress: 5
19) register: 4 (*)
20) interpretation: 4 (*)

semiotic
Lengua: eng
Frec: 303
Docs: 154
Nombre propio: 5 / 303 = 1%
Coocurrencias con glosario: 6
Puntaje: 6.739 = (6 + (1+5.83289001416474) / (1+8.24792751344359)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
semiotic
: 10. Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Londres: Arnold.
: 10.Halliday, Michael. 1978. Language as Social Semiotic. London: Longman.
: 26. Halliday, M.A.K. (1978) Language as social semiotic: The social interpretation
: 4. Fiol, M. (1989). A semiotic analysis of corporate language: Organizational boundaries and joint venturing. Administrative Science Quarterly, 34, 277-303.
: 45. Halliday, M. A. K. (1979). Language as Social Semiotic the Social Interpretation of Language and Meaning. Londres: Edward Arnold.
: Bateman, J. 2009. "Discourse across semiotic modes". En J. Renkema (Ed.), Discourse of course. Amsterdam: Benjamins, pp. 55-66.
: Bereiter, C. (1997). Situated cognition and how to overcome it. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 281-300). Mahwah, NJ: Lawrence Erlbaum.
: Bezemer, J & Kress, G. (2016). Multimodality, Learning and Communication. A Social Semiotic Frame. London: Routledge.
: Bezemer, J. & Kress, G. (2008). Writing in multimodal texts: a social semiotic account of designs for learning. Written Communication, 25(2), 166-195.
: Bezemer, J. & Kress, G. (2010). Changing text: A social semiotic analysis of textbooks. Design for Learning, 3(1-2), 10-29.
: Bezemer, J. & Kress, G. (2016). Multimodality, Learning and Communication. A social semiotic frame. Routledge. https://doi.org/10.4324/9781315687537
: Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 165-195.
: Chafe, W. (1979). Interpretation and involvement in spoken and written language. Ponencia presentada en of the Second World Congress of the International Association for Semiotic Studies, Vienna.
: Clarke, 1987 D.S. Clarke Jr., Principles of Semiotic. Londres: Routledge and Kegan Paul, 1987.
: Errington, J. Joseph (1985). "On the nature of the sociolinguistic sign: Describing the Javanese speech levels". En Elizabeth Mertz and Richard J. Parmentier (eds.) Semiotic Mediation. Orlando, Florida: Academic Press, 287310.
: Feng, D. & Qi, Y. (2014). Emotion prosody and viewer engagement in film narrative: A social semiotic approach. Narrative Inquiry, 24(2), 347-367.
: Fishelov, D. (2013). Types of dialogue: Echo, deaf, and dialectical. Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique, 2013 (195), 249-275. doi: 10.1515/sem-2013-0033
: Greimas, A. J. (1987). On meaning. Selected writings on semiotic theory (pp. 106-120). Minneapolis: U of Minnesota.
: Halliday M., y Hasan, R. (1985). Language, Context, Text: Aspects of Language in a Social Semiotic Perspective. Hong Kong: Oxford University Press.
: Halliday, M. (1978) Language as social semiotic: the social interpretation of language and meaning. London: Edward Arnold.
: Halliday, M. (1978). Language as social semiotic. Londres: Arnold.
: Halliday, M. (1978). Language as social semiotic: The social interpretation of language and meaning. London & Baltimore: Edward Arnold & University Park Press.
: Halliday, M. A. K. & Hasan, R. (1991). Language, context and text: Aspects of language in a social semiotic perspective. Oxford: Oxford University Press.
: Halliday, M. A. K. (1978). Language as a Social Semiotic: The Social Interpretation of Language and Meaning. London: Arnold.
: Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social- semiotic perspective (2nd ed.). Oxford; New York: Oxford University Press.
: Halliday, M.A.K (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.
: Hickman, Maya. 1985. "Metapragmatics in child language". En Mertz, E. & Parmentier, R.J. (eds.), Semiotic mediation: Sociocultural and psychological perspectives. New York: Academic Press, pp. 177-201.
: In this sense, we recognize that LL must be analyzed with a broader, multimodal perspective, as we need to take into consideration the relationship among the different codes (letters, colors and other semiotic symbols). We agree with ^[76]Lytra (2012) who states that
: Jaipal, K. (2011). A semiotic discurse analyses framework: Understanding meaning making in science education contexts. En K. Jaipal, Semiotic Theory an Applications (pp. 191-208). St. Catharines: Editorial Nova Science Publishers, Inc.
: Kress, G. (2007). Meaning, learning and representation in a social semiotic approach to multimodal communication. En A. McCabe, M. O'Donnell & R. Whittaker (Eds.), Advances in language and education (pp. 16-37). London: Continuum.
: Kress, G. (2009). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge.
: Kress, G., & Bezemer, J. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166-195.
: Kress, Gunther. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. New York: Routledge.
: Kristeva, Julia (1987) Desire in Language: A Semiotic Approach to Literature and Art. Ed. Leon S. Roudiez. New York: Columbia University Press.
: Martin, J. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10-21.
: Matthiessen, C. (2009). Multisemiotic and context-based register typology: Registerial variation in the complementarity of semiotic systems. En E. Ventola & J. M. Guijarro (Eds.), The world told and the world shown (pp. 11-38). Basingstoke: Palgrave Macmillan.
: Meeùs, N. (1993). A Semiotic Approach to Music. Contemporary Music Review, 9(1-2), 305-310.
: Monelle, R. (2000). The Sense of Music: Semiotic Essays. New Jersey: Princeton University Press.
: Newfield, D. (2015). The semiotic mobility of literacy: four analytical approaches. En J. Rowsell & K. Pahl (Eds.), Routledge handbook of literacy studies (pp. 267-281). Routledge.
: Parodi, G. & Julio, C. (2017). More than Words: Contending Semiotic Systems and the Role of Disciplinary Knowledge in Specialized Text Comprehension. Ibérica, 33, 11-36.
: Petrilli, S. (2016). Semiotics and education, semioethic perspectives. Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique, 2016(213), 247-279. doi: 10.1515/sem-2016-0078
: Radford, L. (2008). Iconicity and Contraction: A Semiotic Investigation of Forms of Algebraic Generalizations of Patterns In Different Contexts. ZDM -The International Journal on Mathematics Education. DOI 10.1007/s11858-007-0061-0
: Rogers, R. (2011). Discourse Analysis and Education: A Multimodal Social Semiotic Approach. En R. Rogers (Ed.), An Introduction to Critical Discourse Analysis in Education (pp. 233-254). New York: Routledge .
: Schegloff, E. A. & Sacks, H. (1973). Opening up closings. Semiotic. N° 7, pp. 289-327.
: TÓTHNÉ LITOVKINA, A., (1996). “A few aspects of semiotic approach to proverbs, with special reference to two important american publications.” En Semiotica 108: 307-380
: Weninger, C. & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47(4), 694-716. [216]http://dx.doi.org/10.1002/tesq.87
: Witte, S. (1992) Context, text, intertext: Toward a constructivist semiotic of writing. Written Communication, 9, 237-308.
: ___ (1978). Language as social semiotic: The social interpretation of language and meaning. Londres, UK: Arnold.
: ___. (2013b). The multimodal representation of emotion in film: Integrating cognitive and semiotic approaches. Semiotica, (197), 79-100.
: ___. Reading Images. Introduction: A social semiotic theory of representation. New York, Routledge, 2006. Impreso.
: ___. “Word, Dialogue, and the Novel" Desire in Language. A Semiotic Approach to Literature and Art. Ed. Leon S. Roudiez. Trad. Thomas Gora, Alice Jardine y Leon S. Roudiez. New York, Columbia University Press, 1980, pp. 64-91.
: _____ . 1978. Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.
: _____ . 1995a. "Interpersonal meaning, persuasion, and public discourse: Packing semiotic punch", en Australian Journal of Linguistics 15, pp. 33-67.