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

1) Candidate: sentences


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt71 - : Rather than presenting expressions which demonstrate its symbolic character as sentence, such as: «He returned to the store», «She returned to the store» and «He went back to the store», we could present it with other sentences that direct the attention to its meaning potential as representation, as for: «He returned to the store . The assistant did not recognize him. He took out his gun. Then, he pointed his gun at everyone in the store.»

2
paper CL_LiteraturayLingüísticatxt514 - : The duration in sentences without expansion in the female voice of two bordering countries: Colombia (Bogotá-Medellín ) and Venezuela (Caracas-Mérida)

3
paper CL_LiteraturayLingüísticatxt514 - : This research has been conducted as part of the framework of the international AMPER. Te objective was to compare the duration between declarative and interrogative sentences of female voices from two border areas: Colombia and Venezuela . In order to do so, the following was analyzed: the average of the sentences taking into account the stress of the words; the just noticeable differences, and the duration structure. Te results reveal a tendency of a general alignment between the larger duration with tonic vowels. However, Colombia differs from Venezuela because it presents larger duration and the structure differs between modalities.

4
paper CO_ColombianAppliedLinguisticsJournaltxt72 - : Besides utilizing such elements, children wrote ideas by means of different types of sentences that included narrative dialogues, and both interrogative and exclamatory expressions. Sometimes, the children created dialogues among the pictures displayed in the workshops and empowered the illustrations to think, ask and hold conversations on the paper. Children not only expressed an idea, but also created an intertextual communication in which the reader and the characters interacted by means of written words. The use of dialogues and exclamatory sentences are illustrated in the following sample:

5
paper CO_ColombianAppliedLinguisticsJournaltxt179 - : Underline the verbs that are in the simple present in the following sentences:

6
paper CO_ColombianAppliedLinguisticsJournaltxt53 - : In Italian, as in Spanish, both the present tense and the equivalent to the present continuous can be used to express current activity. While in Italian both forms are exchangeable without excluding the progressive meaning, English progressive tense is expressed with the use of be + gerund. The Italian speaker, as the Spanish one as pointed out by Celaya (1992) will probably transfer this usage into English and produce sentences such as:

7
paper CO_ColombianAppliedLinguisticsJournaltxt182 - : Nonetheless, when David came to the point in which he designed the lessons for his high school students in the public schoolwherehe was carrying out his supervised student teaching, his perspective towards Critical Literacy theories drastically changed. At first, David considered that by bringing sentences or strategies students were not used to seeing in class, he would make his lessons critical as he felt he was transforming what was traditionally done in his context:

8
paper CO_ColombianAppliedLinguisticsJournaltxt232 - : Moving adverbials between clauses. The movement of adverbials between clauses was the second sub-mechanism to change clause structure. The difference between this mechanism and topicalization is that the latter happens within clauses while the former happens between clauses. The following sentences illustrate the mechanism:

9
paper CO_ColombianAppliedLinguisticsJournaltxt232 - : Rhematization of modifiers. The following sentences introduce another type of modification made to noun phrases: reduction and movement to clause final (rheme ) position.

10
paper CO_ColombianAppliedLinguisticsJournaltxt108 - : Adriana is retelling the story of "the happiest moment she has ever lived". The activity is one referring group sharing of personal anecdotes framed in the grammar content of superlatives and present perfect. The participants, in regard to active agents, are the student (Adriana) and a female teacher. This teacher presumably draws on a heteronormative discourse to understand Adriana's story. It is certainly obvious for the teacher that Adriana is not being coherent in terms of grammar when she apparently produces sentences which are "wrong" in terms of cohesion between subject (Adriana) and object (the person she was dating): "y que ella estaba en el bar y que ella me estaba viendo"

11
paper CO_ColombianAppliedLinguisticsJournaltxt30 - : As in other instances in this lesson, both the teacher and the students read from the text, to identify structures or to elicit the meanings of lexical items in Spanish, however the purpose of this was to focus on the grammar of the text, as in this case, to correct an error in the text, 'ate' for 'eaten'. Sometimes, the teacher asked the students to dictate to him the words or sentences that he was going to copy on the board, as in the following [32]extract:

12
paper CO_ColombianAppliedLinguisticsJournaltxt30 - : In [33]Extract 5, as the interaction took place while the students were at the board, the teacher read part of the sentence that he had asked the students to dictate to him. In line 6, the teacher read the first part of the sentence in the text, and in lines 7 and 8, two students read the verb, although a student repeated the auxiliary verb the teacher had already read (line 7). As in other instances in this lesson, the focus was on grammar and complete sentences were often not read aloud. Students often bid for answers to identify, and read aloud. [34]Extract 6 below shows them bidding to read aloud sentences incorporating the present perfect tense:

13
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The analysis of the Turkish data yielded a complaint speech act set which includes the components 'justification', 'candidate solution: request and/or demand', 'complaint', and 'explanation of purpose'. Unlike what Murphy and Neu (1996) found in the native English data set, the analysis of our data revealed that a certain number of speakers produced 'criticism' along with 'complaint', a separate speech act. Also, the type of candidate solution seemed to differ in that Turkish speakers came up with both a request and a demand. One of the sentences uttered by the students to request a solution is:

14
paper CO_FormayFuncióntxt260 - : In Munduruku, the verbs «'e, jede, jekawën» mean 'to speak'. Their semantic nuances will not be discussed here. All these verbs are intransitive. Next, we show their use in sentences taken from a narrative about a child who appeared to have a physical disability and who, together with his mother, was the target of gossip among the people of the village:

15
paper CO_FormayFuncióntxt20 - : "Smart talk" is an overall characteristic of African American womens'speech. Black women use language in an assertive, bold, outspoken manner. In a conversation among three women friends, one Woman remarked, "Im glad I dont have a man around ‘cause I can do whatever the hell I want to do." Terry McMillan, in her 1992 novel Waiting to Exhale, creates authenticity in her women characters by the use of "smart talk." McMillans main character, Savannah, punctuates her sentences with this style of speech from the novels beginning: "Sheila, my baby sister, insisted on giving me his [Lionels] phone number because he lives here in Denver and her simpleass husband played basketball with him eleven years ago at the University of Washington ." This feature of Black womens'discourse departs from the so-called "code of feminine politeness" characteristic of European American women. Instead of Marilyn Fryes depiction of women who "live in cages", that is, women who know their "place", African American

16
paper CO_FormayFuncióntxt20 - : Now, lets see some sentences in Láadan:

17
paper CO_Lenguajetxt193 - : This paper intends to present this specific problem in detail and to offer a possible solution. The solution proposes the idea of rejecting the prominence of logic in language and evolving instead towards more semantic (in the sense of the word in linguistics) positions. Thereby, the first section will delve deeper into what the logical conjunction really is, and outline its properties. The second section will give some examples of compound nouns whose underlying conjunctions of sentences seem not to follow one of the most important characteristics of conjunction: the aforementioned conjunction thesis (this point will also be illustrated using expressions found in languages other than English - in particular, Spanish and Portuguese - which will make it evident that the difficulties are not specific to English ). Then, a contemporary basically semantic cognitive and linguistic framework will be described. The framework will be that of the mental model theory (e.g., ^[37]Khemlani et al.,

18
paper CO_Lenguajetxt193 - : Clearly, [III] is a compound noun and it seems to be, in its deep logical structure, a conjunction of two sentences: ‘this object is to transport suits’ and ‘this object is a case’ . This idea can seem novel. But it can be supported by experimental results which have shown that people do not appear to consider conjunction as a logical connective. Most of the time, when individuals link two propositions by means of a conjunction, they tend to think that they are only sorting data and putting different pieces of information together (^[41]Fillenbaum, 1977; see also, e.g., ^[42]Braine et al., 1998). Thus, one might think that the difference between a compound noun and a conjunction of two sentences is not absolutely clear, at least from a psychological point of view.

19
paper CO_Lenguajetxt193 - : In both cases, the situation is akin to that in English. [IV^s] is also the union of two sentences: ‘este ser vivo es un caballo’ (‘this living being is a horse’ ) and ‘este ser vivo vive en el mar’ (‘this living being lives at sea’). On the other hand, exactly the same happens with [IV^p], its two sentences being identical: ‘este ser vivo é um cavalo’ (‘this living being is a horse’) and ‘este ser vivo vive no mar’ (‘this living being lives at sea’). Hence, both in [IV^s] and in [IV^p] the same problem exists: whenever the conjunction is true, one of its conjuncts (‘este ser vivo es un caballo’ in [IV^s] and ‘este ser vivo é um cavalo’ in [IV^p]) is false.

20
paper CO_Lenguajetxt150 - : up/my roommate was sleeping. We didn’t want to wake her up). A run-on sentence occurs when two sentences are incorrectly connected: the end of one sentence and the beginning of the next sentence are not properly marked by a period and a capital letter .

21
paper CO_Lenguajetxt2 - : This article presents the results of an investigation which identifies, categorizes and analyzes each of the conditional sentences in Fuero de Avilés and from this information answers the following questions: What level of integration are conditional sentences put in ?, What is their semantic function? How is the condition stated in this important linguistic testimony? The data are analyzed in light of functional grammar (Dik, 1997) and use a statistical procedure in order to establish the linguistic behavior of these sentences.

22
paper CO_Íkalatxt131 - : Once the initial productions were reviewed by the researchers, the latter decided to strengthen the learning of new vocabulary, verbs, nouns and adjectives that would relate—according to their expectations—to the topic of the final production through the workshops. Longer and richer texts should accordingly result at the end of the sequence, for the texts initially written by the students definitely proved to be very brief, too simple and rather redundant. It was to tackle this insufficiency that researchers probed around the hypothesis that once students were able to assimilate more vocabulary and include more information in their expository–descriptive texts, they would also meet the challenge of building sentences whose structure did not limit itself to the basic Subject–Verb– Predicate pattern but included other punctuation signs or even connectors, at least the simple ones: and, but . Very few initial productions did this, hence the researchers' desire to place emphasis on this aspect.

23
paper CO_Íkalatxt7 - : Lexical interlanguage transfer consists of the use of an entire non-target word in the production of the target language (borrowing), the adaptation of the morphology or phonology of an L1 word to the target language (coinage or lexical invention), the use of a target word with the L1 meaning (deceptive cognate or false friend) or the literal translation from one language to another of idiomatic phrases (calque) (Dewale, 1998; Celaya & Torras, 2001; Ringbom, 2001, 2006). Words intentionally and consciously borrowed from the L1 have also been included in this group. Some examples of what has been considered as lexical transfer can be observed in the following sentences, which are taken from the conversations with the two subjects:

24
paper CO_Íkalatxt260 - : Low-achiever sentences in the OP subcorpus, on the other hand, did not exhibit the application of any of the abovementioned strategies. As can be observed in the following examples, modalized sentences are barely changed:

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paper CO_Íkalatxt260 - : The low achievers’ sentences, on the other hand, did not exhibit the application of any of the strategies discussed so far. Sentences (5w) and (5s) serve as an example to illustrate this situation:

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paper CO_Íkalatxt260 - : OP sentences expressing originally written content by the same author exhibit more than one type of gloss introducing content not originally expressed in essays. Sometimes gloss markers assign a new discursive role to content expressed in writing. Sentences (6w) and (6s) illustrate the use of two glosses: implication and rule instantiation .

27
paper CO_Íkalatxt101 - : In 28(a), the preposition for clearly functions as a past auxiliary element which characteristically precedes the main verbs. Here, for is a modal auxiliary which gives the same grammatical information as represented on the verb. In 28 (b), the sentence has a perfect aspect, which refers to a completed action. This is marked by the use of for which is realised as an auxiliary marker + a perfective aspect. In other words, it is a combination of modal auxiliary and aspectual auxiliary. The examples in 28 obey the subject- auxiliary order in declarative sentences but not auxiliary-subject order in yes-no questions:

28
paper CO_Íkalatxt210 - : As pre-writing activities, some of the participants also pointed out that they considered paragraph structure, indicating that they had to activate prior knowledge concerning the main components of a basic paragraph (topic sentences and supporting details) and how it is written. One of the students acknowledged, "First, you have to write a sentence that includes the general idea of the text. This helps to give context. Then, I write three sentences including details" (Participant 04 07:07 ). Another interviewee reported a similar perspective: "I think about all the information I will put in the text. First, you need a title, then the first general sentence, and afterward three sentences with details" (Participant 05 07:07).

29
paper PE_Lexistxt24 - : Esto último simplemente no es verdad. Al comenzar el segundo Capítulo de Estructuras sintácticas Chomsky indica: "The fundamental aim in the linguistic analysis of a language L is to separate the grammatical sequences which are the sentences of L from the ungrammatical sequences which are not sentences of L, and to study the structure of the grammatical sequences"—"El objetivo fundamental del análisis lingüístico de un lenguaje L es separar las secuencias gramaticales que son oraciones de L de las secuencias agramaticales que no son oraciones de L, y estudiar la estructura de las secuencias gramaticales" [Mi traducción]—(1957: 13 ).

30
paper UY_ALFALtxt150 - : Akabea: “In all cases of this kind [of elliptical use of verbs] the actual sense of these verbs is derived from the circumstances under which the sentences where they occur are spoken. … The use of such elliptical sentences as these shows up the intensely colloquial character of the language in a strong light” (^[72]Man 1878: Ch . 34). Véase los ejemplos (13) y (14) en sección 2.3.

31
paper VE_Núcleotxt5 - : Infinitive impersonal sentences in the directive horoscopes: Spacing and attenuation strategies

32
paper corpusRLAtxt177 - : One of the key aspects in the dialectometric acoustic analysis carried out in Calcu-Dista is how the intonational distances between the different sentences are computed. The distance between two F0 contours (named x and y) is computed by means of the RMS of the difference between the values of F0 in the contour x and y at each measurement point, which is possibly the most simple and best known formula to compute the distance between two curves and had already been proposed and tested by ^[94]Hermes (1998a; 1998b). For two sets of F0 values {fOxl, f0x2, …, f0xN} and {f0y1, f0y2, …, f0yN}, where N is the number of measure ment points of F0 in each of the two sentences, while f0xi and f0yi are the F0 values in semitones^[95]^4 at each measurement point, the RMS is given by the formula shown below:

33
paper corpusRLAtxt219 - : Bloom, L., Lahey, M., Lifter, K. y Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode . Journal of Child Language, 7, 235-261. Reprinted in Bloom, L. (1991). Language development from two to three (261-288). New York: Cambridge University. [ [109]Links ]

34
paper corpusRLAtxt240 - : INTONATION OF INTERROGATIVE SENTENCES IN NORMAL SPEAKERS AND NON-FLUENT APHASIA PATIENTS: FIRST APPROACH

35
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:

36
paper corpusSignostxt311 - : T ... Alright this is pick apart all these sentences here: step by step along the struggle I was studying Markism Leninism paralleled with participatory practical activities . I gradually came to the fact that only socialism and communism can liberate the oppressed Nations and the working people throughout the world from slavery. OK, he had an argument though; he wasn't too sure initially -beginning of the paragraph. IF YOU DO NOT CONDEMN COLONIALISM (.) IF YOU DO NOT SIDE WITH THE COLONIAL PEOPLE, WHAT KIND OF REVOLUTION ARE YOU WAGING? That's his question initially 'cause he looks at all this communist stuff and while he's interested in it he wants to know what is it gonna do for him and his people. 'Cause if it's not gonna do his people any good then (it's an) ideology that he's not interested in. What are you gonna do for these nations that are under colonial power. What are you gonna do for the Vietnamese in France what are you gonna do for the for the various African nations under,

37
paper corpusSignostxt574 - : We present an investigation on syntactic parsing by means of eye tracking techniques, which is framed around the debate of the restriction-based models of connectionist nature. The objective is to determine if gender stereotypes, as shared beliefs, influence syntactic parsing. The participants were 35 university students, who read sentences in which, in one condition, gender stereotypes were fulfilled and in the other condition, they were violated. All the sentences had the structure: subject (S ) + verb (V) + direct object (DO) + indirect object (IO) + adjunct (El padre le compró un vestido a su hija/o para su cumpleaños). The DO corresponds to a noun phrase that, in conjunction with S, suggest a gender stereotype. In IO, the addressee varied in grammatical gender in each case, thus, fulfilling or violating the gender stereotype. Significant differences were found in the total fixation duration of each type of sentence. In addition, there were significant differences in regressions from IO

38
paper corpusSignostxt217 - : In sum, at least three aspects of meaning cannot be explained in terms of truth-conditional semantics. One concerns the illocutionary force of the utterance. The sentences presented in (1a-e) have different meanings in particular circumstances, despite the fact that their abstract sentence meaning (propositional content) is the same. This extra-linguistic information is not captured by propositions. Secondly, implicatures cannot be accounted for in truth-conditional semantics. For instance, in case of a customer asking whether the barman has any white wine, this concerns a request rather than an informative question. The barman will infer that the customer would like to have a glass of wine, whereas a simple answer “I do” (without any subsequent actions) will not have the desired effect. Or take the following sentences:

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paper corpusSignostxt217 - : Consider the following three sentences:

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paper corpusSignostxt217 - : A representation of tense and aspect in a ψ-propositional representation is also problematic. As we have already seen, in situations aspectual information is included in different types of eventualities (state, process, event accomplishment and event achievement). But other instances of tense and aspect provide further evidence for the difference between ψ-propositions and situations, and why the latter is preferable. Consider the following sentences:

41
paper corpusSignostxt503 - : Den Dikken, M. (2001). Specificational copular sentences and pseudoclefts: A case study . En M. Everaert & H. van Riemsdijk (Eds.), The Syntax Companion [en línea]. Disponible en: [106]https://www.gc.cuny.edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Programs/Linguistics/Dikken/pseudocl-001.pdf. [ [107]Links ]

42
paper corpusSignostxt295 - : In second/foreign language classes, the issue of context is a particularly complex one, since the general feeling is that, in a classroom, language functions somehow out of its 'natural', 'real' enviroments of use, such as was the case in traditional methods of language teaching. Before the emergence of communicative approaches to second/foreign language education, traditional textbooks relied on single sentences or even words presented in isolation, out of context. Even the 'situational approach, developed in the 1950s and 1960s (Hornby, 1954; Frisby, 1957; Pittman, 1963) as a result of an interest of certain linguists in the role of context, and which tried to present texts and activities within recognizable situational settings (e.g. 'at the post office', 'at the airport', 'at the restaurant'), made use of 'ready-made' sentences, contrary to "the basic notion of [language] functioning in a context of situation" (Halliday, 1978: 10 ). However, from a social perspective of language use and

43
paper corpusSignostxt319 - : for three minutes and that the cats will return to their original fat and skinny states once that time has passed. But crucially, we are interested in using ser or estar at the time when both cats, the black and the yellow, are equally fat. Thus imagine that we are at the exact moment when the transformation has just taken place. Now, if ser is the inherent/permanent copula while estar is the non-inherent/non-permanent copula the prediction is that Spanish speakers would answer ´the yellow one´ to the question ´Which cat ser fat´ but would answer ´the black one´ to the question ´Which cat estar fat´. However, this is not necessarily so. There is certain flexibility in the answers. Notice that since both cats are fat at the time the question is posed, speakers can use either ser or estar to describe both cats. The following sentences (with either ser or estar) are adequate descriptions according to the context:

44
paper corpusSignostxt463 - : This paper is part of a comprehensive study on the psycholinguistic processing of causality and counter-causality in discourse. The particular aim is to analyze the articulation between the semantic and syntactic information during this process. That is, how the syntactic complexity is related to the processing complexity when readers have to understand pieces of discourse that express particular semantic relationships: causal and counter-causal. One of the main objectives will be to study how the performance pattern changes when the possibility / impossibility to involve world knowledge conditions the process. We present a psycholinguistic experiment, which aims at analyzing the comprehension of causal and counter-causal relations, expressed by sentences with different syntactic structure -coordinates and subordinates- and in two conditions regarding the type of information: every-day items -the speaker may involve their world knowledge- and technical items -this intervention of previous

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paper corpusSignostxt201 - : El artículo de Anita Mittwoch, titulado Unspecified arguments in episodic and habitual sentences, aborda el fenómeno de la saturación léxica, es decir, la propiedad de ciertos predicados que en determinadas circunstancias pueden omitir uno de sus argumentos . Específicamente, se aborda aquellos que cumplen la función del objeto. La autora explica de forma sencilla que esta propiedad se debe a que los objetos de estos predicados no se pueden cuantificar.

46
paper corpusSignostxt334 - : Notice that while many adjectives are compatible with both ser and estar, not all adjectives can appear with both copulas (* stands for ungrammatical and? for infelicitous sentences):

47
paper corpusSignostxt278 - : The aim of this paper is to analyze one of the court sentences that has had a great impact on Spanish History: the sentence on the case of the terrorist attacks of March 11, 2004, in Madrid . The linguistic interest of this sentence is that its author was especially aware that the text would be widely disseminated not only in the legal field but also in the mass media. Our hypothesis is that due to this exceptional context, the M11 court sentence is an example of a real attempt to write a legal text comprehensible to a non-expert audience. Our study of this court sentence focuses on the quantitative and qualitative analysis of a linguistic aspect that clearly shows the effort made by the judge pronouncing the sentence to ensure clarity: the use of anaphoric demonstrative expressions ('this', 'this phenomenon'...). The analysis of this mechanism of reference in the M11 court sentence is contrasted with the same mechanism in six other sentences passed by the same court, the Audiencia Nacional

48
paper corpusSignostxt416 - : Non-contiguous verb phrases (3) and inverse word order (8) mostly cause errors in the order of arguments. This can be approached by adding rules for inverse order detection, e.g., checking for a preposition before the left noun phrase. We have tried a straightforward implementation of this rule, but it raised incorrect extractions in other sentences, as in:

49
paper corpusSignostxt474 - : 4. The use of impersonal sentences: Se dice que van a despedir a mucha gente (‘They say that they’re going to fire a lot of people’ ).

50
paper corpusSignostxt494 - : All of the 50 stem sentences presented to participants in the experiment were structured as neutral definitions (Mosquitoes are____). For each of these stem sentences, two critical words were selected: a word that would make the whole sentence literally congruous (‘Mosquitoes are insects’ ) and a word that would make the sentence literally incongruous but metaphorically congruous (‘Mosquitoes are vampires’). Both sets of critical words (literal and metaphorical) presented the same frequency of use (t(98) = 0.58; p = 0.68) in a corpus of Chilean Spanish (^[76]Sadowsky & Martínez, 2012). As for the length, different word-lengths were equally represented in the compared conditions (Literal, M = 2.82, SD = 0.87 vs Metaphorical, M = 2.52, SD = 0.68), with no statistical differences (t(98) = 1.92; p = 0.58). This generated 100 sentences belonging to two conditions, a literal one and a metaphorical one. Two other conditions were implemented to encourage participants to face linguistic stimuli from

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paper corpusSignostxt203 - : The most relevant issue has been that Linguistics has gone beyond the sentence bound-ary. We now know a lot more about the ways in which sentences can be connected into text or discourse than in the year when the first issue of Revista Signos was published. It has to be said that in the beginning we were too optimistic about ‘text grammars’ (a misleading metaphor). There is much more freedom in combining sentences than in link-ing constituents: coherence is not only semantically based, but also pragmatically . The most important issue nowadays is how to combine referential cohesion, like phoricity and ‘nymic’ relations, and relational coherence, like elaboration, causation and ‘presenta-tional’ relations. A major step forward can be made if we succeed in articulating a theory that leads to a classification model with descriptive adequacy, that explains why readers interpret discourse relations as they do, and that predicts at any point in a discourse the most plausible discourse

52
paper corpusSignostxt454 - : However, when we do find introductory sentences, they usually include imaginative wordplay, humour, emoticons and pictures, as these examples show:

Evaluando al candidato sentences:


5) conjunction: 9 (*)
13) linguistic: 7 (*)
18) teacher: 7

sentences
Lengua: eng
Frec: 763
Docs: 316
Nombre propio: 2 / 763 = 0%
Coocurrencias con glosario: 2
Puntaje: 2.528 = (2 + (1+4.58496250072116) / (1+9.57742882803575)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
sentences
: Caplan, D. & Waters, G. 1999. Verbal working memory and sentences comprehension. Behavioral and Brain Sciences, 22, 77-126.
: Grammatical sentences "sound" right, or "feel" right, and errors feel wrong, even if we do not consciously know what rule was violated. (Krashen, 1982, p. 10)
: 1. Placing new words into a context allows the students to remember vocabulary or sentences by giving them a meaningful context, i.e., isolated words will turn into significant chunks. Hence, they should be easy to recall when spoken communication occurs (Oxford, 1990).
: 5. Write comparison and contrast sentences based off your diagram in the space below. Refer to the comparison and contrast conjunctions on p.99 (Reading & Writing Chapter 5).
: 21. Haverkate, Henk. 1979. Impositive sentences in Spanish: Theory and description in Linguistic Pragmatics. Amsterdam: North Holland.
: Alonso, Laura; Capilla Antoni, Joan; Irene, Castellón; Fernández-Montraveta, Ana & Vázquez, Gloria "The Sensem Project: Syntactico-Semantic Annotation of Sentences in Spanish", Proceedings of the International Conference RANLP, 2005, 39-46
: Altmann, L. J. P & Kemper, S. 2006. "Effects of age, animacy and activation order on sentences production". En Language and cognitive processes, 21 , pp. 322-354.
: Ammon, M. S., & Slobin, D. I. (1979). A cross-linguistic study of the processing of causative sentences. Cognition, 7(1), 3-17. [207]https://doi.org/10.1016/0010-0277(79)90007-6
: Another drawback of representation in ψ-propositions can be found in the use of multiple quantifers. Compare the following two ambiguous sentences and their preferred meaning (after Sanford and Moxey 1995):
: Athanaselis, T., Bakamidis, S. & Dologlou, I. (2006). An automatic method for revising ill-formed sentences based on
: Banfield, Ann. 1982. Unspeakable sentences. Narration and representation in the language of fiction, Londres, Routledge and Kegan Paul.
: Borod, J.C., Andelman, F. , Obler, L., Tweedy, J. y Welkowitz, J. (1992). Right hemisphere specialization for the identification of emotional words and sentences: Evidence from stroke patients. Neuropsychologia, 30(9), 827-844.
: Brucart, J. M. (2012). Copular alternation in Spanish and Catalan attributive sentences. Linguística. Revista de Estudos Linguísticos da Universidade do Porto 7, 1-35.
: Buccino, G., Riggio, L., Melli, G., Binkofski, F., Gallese, V. y Rizzolatti, G. 2005. "Listening to action-related sentences modulates the activity of the motor system: A combined TMS and behavioral study", en Cognitive Brain Research 24 (3), pp. 355-363.
: Caplan, D., Dede, G., Waters, G., Michaud, J. y Tripodis, Y. (2011). Effects of age speed of processing, and working memory on comprehension of sentences with relative clauses. Psychology and Aging, 26(2), 439-50.
: Cheung, H. y Kemper, S. (1992). Competing complexity metrics and adults production of complex sentences. Applied Psycholinguistics, 13, 53-76.
: Christianson, K., & Cho, H. Y. (2009). Interpreting null pronouns (pro) in isolated sentences. Lingua, 119(7), 989-1008. doi: [144]https://doi.org/10.1016Zj.lingua.2008.11.005
: Clifton Jr, C. y Frazier, L. (1989). Comprehending sentences with long-distance dependencies. En G. N. Carlson y M. K. Tanenhaus (eds.), Linguistic structure in language processing (pp. 273-317). Dordrecht: Kluwer.
: Consider the following sentences (after Sanford & Moxey, 1995):
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