temout/ling

/LING

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) sequence (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: sequence

Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt135 - : The didactic sequence included four modules:

2
paper CO_FormayFuncióntxt260 - : This sequence of PP headed by «kug̃» in the example 8c shows one of its more frequent uses: to indicate that something is being carried next to the body . This use ended up generating the interpretation of 'ownership' (such as in the example 8d where the PP plays the role of head of the possessive predicate) or 'in the control of', as in the example 8e:

3
paper CO_Lenguajetxt143 - : In this article I present a theoretical-methodological proposal, which allowed me to analyze how the Colombian State is discursively constructed as a criminal State in a narrative sequence, extracted from the chapter: “Más allá de los fusiles: garrotes y machetes . Masacre del 21 de febrero de 2005” from the book of Catholic priest Javier Giraldo Moreno entitled: Fusil o Toga Toga y Fusil. El Estado contra la Comunidad de Paz de San José de Apartadó (2010). Likewise, in this sub-corpus I investigate the enunciative device and the different strategies used by Father Giraldo, at the levels of the text, gender, discourse and social practice to give plausibility to the aforementioned thesis and credibility to the voices that support it.

4
paper CO_Lenguajetxt97 - : Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction . En, A. Hiebert, & M. Kamil (Eds.). Teaching and Learning Vocabulary: Bringing Research to Practice (pp. 223-242). Mahwah, USA: Erlbaum. [ [40]Links ]

5
paper CO_Íkalatxt131 - : vocabulary, made fewer grammatical mistakes, in sum, they wrote a more coherent text. Yet it could be anticipated that, eventually, the sequence could produce even better results if the following revisions were taken into account: (a ) shorter workshops; (b) more reading exercises; (c) more speaking exercisesin sum, a more communicative approach, which has proven to be more suitable for a wider range of students, especially for those who do not reach the average grasp of grammar expected for their age.

6
paper CO_Íkalatxt249 - : In the WebQuest exploration stage, using the WebQuest entitled The World in Our Hands (^[90]Barón & Martínez, 2012), we trained students to perform individual and group-based tasks, giving them access to synchronous and asynchronous communication channels to address any accessibility and navigability issues encountered during independent work. Once they were familiar with the WebQuest’s pedagogical sequence: introduction, task, process, evaluation, and conclusion (^[91]Dodge, 1995a ), students were instructed to work on it outside the classroom, continuously using metacognitive and vocabulary learning strategies to recycle words and recall information in context and identifying the specific strategies they considered most effective.

7
paper CO_Íkalatxt35 - : This view of EFL teaching and learning is not unique to the PPP approach. A weak version of Task-Based Learning (TBL) also seems to be based on such a view. According to Ellis (2003), this version of TBL conceives tasks as ''a way of providing communicative practice for language items that have been introduced in a more traditional way'' (p. 28). In our opinion, both the PPP sequence and the weak version of the TBL approach appear to share the same grounding assumption: communication cannot be achieved unless learners have already learnt the forms and vocabulary necessary to communicate . Communication, according to this, is the product, the output of carefully organized teaching and appropriately released input. This view of teaching and learning has endured a long time in EFL/ESL teaching and has become a widely used model for organizing teaching and materials in this field with relative success. The reasons for this seem not only grounded on common sense: a learner cannot use a word

8
paper UY_ALFALtxt131 - : A COMPARATIVE SOCIOLINGUISTIC ANALYSIS OF SEQUENCE CONNECTORS: FOCUS ON EDUCATION

9
paper VE_BoletindeLinguisticatxt112 - : It must also be noted that the sequence preposition + que in relatives can only be used when the antecedent is definite, as shown in (10a,b):(10 ) a. El dinero de(1) que disponía...b. Un dinero del/*de que disponía...Moreover, when the article does not occur before the relative operator,minimality effects are manifested, as is shown by the presence of a negation intervening between the relative operator and its trace:(11) a. El dinero del que no disponía...b. *El dinero de que no disponía...

10
paper VE_Núcleotxt38 - : 3 ...the request sequence may include: alerters ( ) preposed supportive moves () the request proper, or Head Act () optionally elaborated with downgraders () or upgraders and postposed supportive moves (). (Blum-Kulka et al. 1989: 17).

11
paper corpusRLAtxt4 - : Vitevitch et al. (1997) have shown that speakers possess a fine-grained knowledge of phonotactic probabilities within their language based on existing forms, as opposed to simply an understanding of either possible or impossible word and syllable structures. The authors state that, "it seems certain that information regarding the probability -and not simply the legality or illegality- of a given phonetic sequence is, in one form or another, represented in memory" (1997: 60 ). This gradient information suggests that speakers do not utilize abstract rules in the forming of syllable types, but rather make generalizations from existing patterns in the lexicon.

12
paper corpusRLAtxt161 - : Participants performed a two forced-choice decision making task (2FCT). The task was defined within a repeated measures designed that comprised 2 (Verbal Instruction: Periphrastic vs. Lexical) x 3 (Animation: IC, INC, DC) conditions. A total of 12 three-minute fMRI runs were performed. During each run, the order of Verbal Instructions was randomized. Following each verbal instruction, subjects were shown the three causal animations (IC, INC, DC) in a randomized order. Thus, participants observed all animations under one verbal instruction before observing all animations under the second verbal instruction. Each run consisted of 6 blocks. Each individual block lasted 27 seconds (Figure 1) and consisted of two phases (verbal instruction and visual event) with the following sequence: (a ) general instructions (2 sec), (b) periphrastic or lexical instruction (7 sec), (c) one of three animation sequences (2 sec) repeated 6 times with a 500 ms blank period between each repetition (15 sec), and (d)

13
paper corpusRLAtxt180 - : In this fragment we see a sequence of RMR which occurs in seconds: our target communicator (speaker 1 ) is using the RMR 'partner to partner' to interact with his associate (a business woman) expressed in professional neutral register. As they seem to be the most frequent and dominant in the meeting, we might call them the axial or 'pivotal' RMR and register around which the others rotate during that encounter. As we see, the register changes into professional-casual when his R-compass detects that the lunch is coming to an end and his phone is ringing. Then, he takes the RMR 'costumer-to-waiter' manifested in social neutral register, which changes in seconds to 'father-to-daughter' expressed in neutral (towards intimate) family register; always according to the majority consensus of our native collaborators.

14
paper corpusSignostxt362 - : one method of recapitulating past experience by matching a verbal sequence of clauses to the sequence of events which (it is inferred) actually occurred [un método de recapitulación de la experiencia pasada adecuando una secuencia verbal de proposiciones a la secuencia de sucesos que (se supone) ocurrieron realmente (la traducción es nuestra)] y que son, por tanto, historias dignas de contarse (Labov, 1972: 360 ).

15
paper corpusSignostxt337 - : The study consisted of a 2 (Verbal Instruction: lexical vs. periphrastic) × 3 (Animation: DC, IC, NC) repeated measures design. A total of 12 three minute fMRI runs were carried out. During each run, the order of Verbal Instructions (lexical vs. periphrastic) was randomized. Within each verbal instruction, the order of the three causal animations (DC, I, and NC) was also randomized. Thus, the participants would receive all animations under one verbal instruction before receiving all animations under the second verbal instruction. Each individual trial lasted for 27 seconds ([28]Figure 2) and consisted of the following sequence of events: (1 ) general instructions (2 s), (2) lexical or periphrastic task instructions (7 s), (3) one of three animation sequences (2 s) repeated 6 times with a 500 ms blank period between each repetition (15 s), and (4) response window (3 s).

16
paper corpusSignostxt415 - : El hecho de que la probabilidad de que estas combinaciones se den en español sea mayor que la frecuencia real de las mismas es lo que nos hace sospechar que no son correctas, y este es el dato que nos proporciona el algoritmo que emplea CorrectMe. Por otro lado, en la propuesta de Nazar y Renau (2012), en la que se utiliza como base de datos el corpus Google Books N-gram, se registran todas las combinaciones de palabras cuya frecuencia es igual o mayor de 40 y su objetivo es “detect any sequence of words that cannot be found in the n-gram data base” (Nazar & Renau, 2012: 28 ). En este corpus de Gooble Books, aparecen las secuencias de (15-20) –es decir: ‘y dialogo’, ‘primeros tiene’, ‘tienen porque’, ‘de social’, ‘se platean’ y ‘las mimas’–, con lo cual no serían susceptibles de ser detectados los errores, y no sería de gran utilidad para la lectura y corrección de pruebas. En este sentido, creemos que el empleo del algoritmo propuesto aquí supone un avance en la

17
paper corpusSignostxt400 - : Such simplifications notwithstanding, the network in Figure 8 elegantly accounts for several key aspects of the systems morphotactics. The downward ordered ‘and’ node at the top of the figure indicates that (for the indicative and subjunctive moods) morphological representations are always activated in this sequence: (i ) clitics, (ii) verb stems, (iii) characteristics; and (iv) verb endings. In processing the sentence se lo presto (thick lines), the first downward ordered ‘and’ stemming from the connection for clitics shows that the form se is activated first and that the form lo is activated afterwards –the downward ‘or’ nodes represent other possible but presently inactive morphotactic patterns. Then, the connection for verb stems leads to a downward unordered ‘or’ node which can then activate any verb stem –the network includes only the stem prest- so as not to clutter the network with too many lines. The connection for characteristics leads to another downward unordered ‘or’ which

18
paper corpusSignostxt543 - : ^1“Any text in spoken English is organized into what may be called “information unit” The distribution of the discourse into information units is obligatory in the sense that the text must consist of a sequence of such units […] the speaker is free to decide where each information unit begins and ends and how it is organized internally […] is realized phonologically by “tonality” the distribution of the text into tone groups: one information unit is realized as one tone group” (Halliday, 1967: 199-200 ).

Evaluando al candidato sequence:

1) verbal: 13 (*)
3) instruction: 8
5) teaching: 6 (*)
6) animations: 6
7) vocabulary: 6 (*)
8) instructions: 5
10) periphrastic: 5 (*)
11) downward: 5
12) lexical: 5 (*)
13) learning: 5
15) task: 4 (*)
16) seconds: 4
17) figure: 4 (*)
19) verb: 4 (*)
20) register: 4 (*)

sequence
Lengua: eng
Frec: 301
Docs: 168
Nombre propio: / 301 = 0%
Coocurrencias con glosario: 9
Frec. en corpus ref. en eng: 170
Puntaje: 9.802 = (9 + (1+6.4093909361377) / (1+8.23840473932508)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

sequence

: 1. It has long been recognized that Cα and side-chain carbons of a given residue in statistical-coil peptides are not sequence dependent (Howarth & Lilley, 1978).
: Anthony, J., Williams, J. M., Durán, L. K. & Laing, S. (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103(4), 857-876.
: Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498-520. [DOI: 10.1037/0022-0663.93.3.498] .
: Ciaramita, M. & Altun, Y. (2006). Broad-coverage sense disambiguation and information extraction with a supersense sequence tagger. Proceedings of the 2006 Conference on Empirical Methods in Natural Language Processing (pp. 594-602). Association for Computational Linguistics.
: Demirdache, Hamida y Oana Lungu. 2008. Sequence of Tense in (French) Child Language, Linguistic Variation Yearbook, 8: 101-130.
: Denardi, D. (2017). Didactic sequence: a dialetic mechanism for language teaching and learning. Revista Brasileira de Lingüística Aplicada, 17(1), 163-184. doi: 10.1590/1984-6398201610012.
: Diessel, H. (2008). Iconicity of Sequence: a Corpus-Based Analysis of the Positioning of Temporal Adverbs in English. Cognitive Linguistics, 19(3), 465-490.
: Greene, Roland A. (1991) Post-Petrarchism: Origins and Innovations of the Western Lyric Sequence. Nueva Jersey: Princeton University Press.
: Heritage, J. (2012). The epistemic engine: Sequence organization and territories of knowledge. Research on Language and Social Interaction, 45(1), 30-52. doi: 10.1080/08351813.2012.646685
: Hosenfeld, C., Arnold, V., Kirchofer, J., Laciura, J., & Wilson, L. (1981). Second language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14(5), 415-422. [245]https://doi.org/10.1111/j.1944-9720.1981.tb01661.x.
: How to reference this article: Soler Pardo, B., Villacañas de Castro, L. S., & Pich Ponce, E. (2013). Creating and implementing a didactic sequence as an educational strategy for foreign language teaching. Íkala, revista de lenguaje y cultura, 18(3), 31–43.
: León, J.A. & Peñalba, G. (2002). Understanding causality and temporal sequence in scientific discourse. En J. Otero, J.A. León & A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 199-221). Mahwah, N.J.: Erlbaum.
: Linares, A. (2010). Using Visual Literacy in a Sequence of Picture Stories to Write Narratives. Bogotá: Universidad Distrital.
: Lucero, E. (2011). Code switching to know a TL equivalent of an L1 word: Request-provision-acknowledgement (RPA) sequence. How Journal, 18, 58-72.
: McNamara, D. S. (2001). Reading both high-coherence and low coherence texts: Effects of text sequence and prior knowledge. Canadian Journal of Experimental Psychology, 55, 51-62.
: SCHEGLOFF, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.
: This sequence meant approaching the texts from thematic progression to global organisation, reaching a certain degree of comprehension through instruction in comprehension strategies before teaching the metacognitive strategies (Sánchez, 1993b).
: Wells, G. (1993). Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5(1), 1-37. doi: [97]10.1016/s0898-5898(05)80001-4
: When a sequence of sounds is produced, the sounds do not occur just one after another as discrete units. Rather, they occur in a single wave of sound, with each individual sound making its own contribution, and they tent to blend into one another where they abut. (Burquest 2001:3-4)
: – Explanation sequence: a temporal sequence of the main phases of a process or a causeand– effect sequence of events. (Droga & Humphrey, 2003, p. 142)