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

1) Candidate: significant


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt417 - : The mythical mother's presence associated with northern spaces, holder of a native and in gestation language, is a significant topic in Soledad Farina's following books (Antofagasta, Chile, 1943): El Primer Libro (1985 ), Albricia (1988), En Amarillo Oscuro (1994) y Pac Pac Pec Pec (2012). Our application is in line with a long term research whose final objective is the understanding of the various imaginary process in search of identities, in social and cultural contexts. Eventually, these contexts contribute not only to the imaginary gestation of visions and texts, but also to the sense that we give them as objects belonging to a cultural territory related to the Andean Culture in general and to Peru and the North of Chile (Norte Grande) specifically.

2
paper CL_LiteraturayLingüísticatxt398 - : In this study, data on the phonetic and diatopic variation of /b/ phoneme produced by Chilean professionals is presented. The results showed five variants of /b/, although only three were statistically significant: [b], [β] y [ [art11-u .jpg] ]. Of these three, the plosive variant [b]was the most stable. The bilabial approximant [β[T]] predominates across the country followed by the labiodental approximant [ [art11-u.jpg] ]. These results also suggest a dialectal variation of the labiodentalism between northen and center areas, and between southern and southernmost zones.

3
paper CL_LiteraturayLingüísticatxt212 - : Figures #1 and #2 highlight those metacognitive strategies used in greater proportion for this reading task. Significant differences favored metacognitionthinkingforthefollowing strategies: advance organization being the most frequently used throughout the task, self-monitoring and selective attention respectively, whereas metacognitive strategies saliently supported the manipulation of information, and examples are differencing, resorting, elaboration and contextualization .

4
paper CO_ColombianAppliedLinguisticsJournaltxt27 - : It is important for students to develop their own voice as it is "socially constructed within their own reality as they converse with others "(Freire & Macedo, 1987, p. 129). Literature circles allow for dialogue to play a significant role in constructing meaning: "The capacity for language is innate, but it can only be realized in a social setting" (Berthoff, 1987, p . xiv).

5
paper CO_ColombianAppliedLinguisticsJournaltxt27 - : Reflective teaching is important when working with diverse populations. McKeon (1994) cited by Pransky & Bailey (2002/2003) comments that "teachers must be willing to learn not only who their students are, but also who they themselves are as cultural beings and how that strongly colors their teaching" (p. 371). It is recommended that teachers engage in critical dialogue amongst themselves and others in order to create curriculums that best suit the needs of their students Giroux, (1987). Taking time for creative and reflective discourse enables teachers to learn from one another and share in the development of a culturally responsive curriculum for students. Teachers play a significant role in the development of students' self concept: "We know of no one who is more significant in changing a child's view of literacy and organizing the classroom so that the curriculum is in tune with the children than the classroom teacher" Goodman et al ., (1979, p. 41).

6
paper CO_ColombianAppliedLinguisticsJournaltxt220 - : Now we address hypothesis one: There is a correlation between students' academic year and conceptions fo research. Spearman's rho rank-order correlation coefficient was used for the correlation between semesters and conceptions. Only one out of five factors showed a significant correlation with the variable "seniority": the fifth factor "research is about problem solution" (p <0 .02). This p-value is small and therefore significant, "according to the standard values that are commonly used as cut-off points for the significance levels" (Muijs, 2004, p. 78). For more details, see [36]Table 1.

7
paper CO_ColombianAppliedLinguisticsJournaltxt231 - : Nevertheless, if we analyze the number of neologisms in terms of gender, we observe that in newspapers the number of neologisms is similar between women and men (54 and 55 respectively), while in blogs, women use almost twice as many neologisms as men (67 and 35 respectively). This difference may be due to the type of texts or the editorial style of the newspapers. It is critical to underline the significant distinction between written press and blogs: Newspaper writers must comply with style criteria (Manual of Style ) aiming to unify systems and forms of speech that provide a unique personality to the media and make reading easier for its accustomed public. In the case of blogs, the writer becomes their own editor and proofreader without having the pressure of the rules, besides the ones set by himself or herself. This broader freedom may explain the manifestation of a wider amount of neologisms in blogs than in newspapers. This behavior is more noticeable in women.

8
paper CO_ColombianAppliedLinguisticsJournaltxt231 - : When the type of neologism is considered, we notice that in the newspaper format, the most common word formation process is derivation, followed by compounding and loanword use. Meanwhile, in blogs, the most common type is the loanword, followed by derivatives and compounds. In newspapers, similar tendencies for both women and men are observed: derivation is the most used process while the use of loanwords is similar. However, we noticed that the use of compounds is higher among women. In blogs, on the contrary, two significant tendencies stand out: derivation is two times more frequent in men’s texts while loanwords are more frequent in women’s texts . Therefore, we conclude that language mechanisms are more frequent in newspapers when we consider that derivation and compounding are more commonly used by women than loanwords. However, in blogs, the tendency is to use loanwords since both genders use this mechanism.

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paper CO_ColombianAppliedLinguisticsJournaltxt151 - : Although not significant due to the sample, the results from the present study confirm the research question: Do engineering university students perceive the use of interactive graphical and technological strategies in the context of EFL reading as effective ? Hence, those students perceived the use of IGOs in the context of EFL reading as effective and efficient, according to what students expressed themselves.

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paper CO_ColombianAppliedLinguisticsJournaltxt52 - : The Colombian student wrote a specific question for the audience/reader in this case the Canadian peer. This kind of communication required Colombian students to write to address a specific audience that would react as an authentic reader. Students found their writing meaningful and useful as they wrote for genuine purposes not just as a teacher's requirement. In the interview one of the participants highlighted the impact of the blog writing experience in the task of writing in English as a foreign language. She also pointed out the significant fact of composing with the purpose of making herself understood with the other participants (audience) in the group:

11
paper CO_ColombianAppliedLinguisticsJournaltxt65 - : Despite significant exposure to English (nine years of English classes from elementary school to college/university), the TOEFL (Test of English as a Foreign Language) CBT Score Data Summary from 2002-2006 provided by the Educational Testing Service ([28]http://www .ets.org/Media/Research), shows Taiwanese students' scores ranked from the fourth-lowest to the seventh-lowest among the thirty-two countries in Asia. In another ETS survey done in conjunction with National Chengchi University in Taiwan, 32.3% of Taiwan's college students examined for English proficiency function at the level of students in their third year of junior high or first year of high school (Huang, 2003). According to its developer, the LTTC (Language Testing and Training Center), the GEPT elementary level (General English Proficiency Test) is considered competency equivalent to a junior high school graduate's English proficiency. However, the percentage of college graduates who have passed the first stage of the GEPT

12
paper CO_ColombianAppliedLinguisticsJournaltxt298 - : territory in the Chilean context. Motivated by what may be a significant gap in this realm of research in Chile, this study seeks to address the following two research questions:

13
paper CO_ColombianAppliedLinguisticsJournaltxt254 - : Now, taking this construct to the EFL classroom, students’ practice needs to evolve from the analysis of issues which they find personally significant: their cultural context, community problems, and aspirations to rename and reconstruct their own version of the world (^[38]Luke & Woods, 2009 ). This means that the acquisition of literacy encompasses the acknowledgement of social ideology, everyday material relations, and the construction of the concept of justice through the production of texts (^[39]Morrell, 2003) that can be explored and questioned through reading, writing, and creating an inclusive dialogue that problematizes domination and marginalization.

14
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : As learners need time and extended opportunities to access, process, and produce knowledge, in this study, participants from the public sector reported that the limited amount of teaching hours was a severe constraint that their learners faced to achieve significant improvement in their linguistic proficiency. Unfortunately, with the restricted scheduling for English instruction in most public schools, these actions cannot be easily achieved. Such conditions have previously been reported by the British Council (2015) displaying significant differences among public and private education sectors mainly in terms of the offer for a more comprehensive English language education, and the English proficiency outcomes their graduates would achieve:

15
paper CO_ColombianAppliedLinguisticsJournaltxt76 - : This article reports the effects of using the genre-process approach and e-portfolio dossier to improve short story writing among senior year students from a state school in Bogotá. This study originated from a need to generate student interest in the development of writing skills and to find instructional strategies that guide learners through each stage of the process. The results of data analysis from this study reveals significant improvements in students' written production and the emergence of new roles among the learners: they evolved from a passive to an active status which enabled them to become planners, builders and reviewers of their own short story writing process . These new roles helped students reflect on their learning and become better decision makers and critical thinkers. Results from this study also validate the use of e-portfolio dossiers as an effective learning and assessment tool.

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paper CO_ColombianAppliedLinguisticsJournaltxt242 - : Therefore, there were no statistically significant differences when using WCF on these three targeted linguistic errors: subject omission, subject verb agreement and spelling . Therefore, there was no differential effect when using WCF of any kind on these two targeted linguistic errors.

17
paper CO_ColombianAppliedLinguisticsJournaltxt249 - : To explore whether the linguistic interdependence hypothesis with respect to the development of early literacy skills also has a significant effect in the L2^L1 direction, we posed the following research question:

18
paper CO_ColombianAppliedLinguisticsJournaltxt89 - : According to Nation (2004), "intensive reading involves the detailed reading of texts with the two goals of understanding the text and learning language features through a deliberate focus on these items" (p. 20). The text chosen implies difficulty for the reader due to the content or the language, i.e. unfamiliar grammar or vocabulary. Hedgcock, et al. (2009) mention the following significant features of intensive reading:

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paper CO_ColombianAppliedLinguisticsJournaltxt300 - : In 2007, Pennycook maintained that there are three significant relationships between colonialism and ELT: historical, political-economic, and cultural . The first relationship suggests ELT has favored the spread of English as an imperial language, the provision of the English civilization to the world, and the production of docile and compliant workers.

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paper CO_ColombianAppliedLinguisticsJournaltxt232 - : The concept of information structure has been used to study syntactic choice variation between spoken and written academic discourses created by the same authors. Two of these studies (^[63]Carter-Thomas & Rowley-Jolivet, 2001; Rowley-Jolivet & Carter-Thomas, 2005) compared written and spoken versions of the same information by NS only, and by NS and NNS respectively. They identified two significant differences related to information structure: the use of there (more frequent in spoken than written versions ) and the use of passives (more frequent in NNS than NS spoken versions). In each case, they noted a trade-off between the optimum information order and interactive features of speech. In the NS-NNS study, the existential there fulfilled end-weight functions in the written and oral versions. In the OPs, there fulfilled other typical roles: enumerating, organizing discourse, showing elements to the audience (deictic), responding to the communicative context of OPs in which presenters have

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paper CO_ColombianAppliedLinguisticsJournaltxt280 - : When asked about gains associated to specific skills or competences, the students marked on the scale that they had significant gains in the following:

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paper CO_ColombianAppliedLinguisticsJournaltxt82 - : During the 1990's, Anderson, a former student of Bloom's, led a new assembly which met for the purpose of updating the Bloom's taxonomy, hoping to add relevance for 21st century students and teachers. The revision of Bloom's taxonomy included significant changes in three aspects: terminology, structure, and emphasis . [26]Graphic 1 shows the differences between the original Bloom's taxonomy and the revised version.

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paper CO_CuadernosdeLingüísticaHispánicatxt153 - : speakers. Given that a significant portion of these informants' days were spent interacting in their native languages, this would appear to have impacted their degree of enclosure and perhaps in a way that informants were conscious of, as indicated by A20, a first generation, Algerian American informant:

24
paper CO_Lenguajetxt190 - : This study explored different factors that are thought to influence grammatical agreement in a corpus of four Italian learners of Spanish as a Foreign Language (SFL). The study adopted a longitudinal case study design. A generalized linear mixed multinomial Bayesian model was used. The errors were classified as: (i) errors in agreement based on gender [las barrios], (ii) errors derived from not taking into account an insertion of -e- in words ending in consonant [los trenos], (iii) errors in agreement based on number [las casa] , (iv) mixed errors [les joven]. The following factors were found statistically significant: (i ) type of modifier; (ii) animate nouns; (iii) three types of learning strategies; (iv) words endings similarity with those with those of the Italian words; (v) noun frequency and/or familiarity; (vi) instances whose TYPES were more frequent; (vii) instances in which both terms had plurals in “-es”; (vii) cumulated errors until the current instance.

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paper CO_Lenguajetxt183 - : Regarding the effect of language on learning strategy use by university students, it was found that holding high proficiency levels in both English and Turkish, university students reported very closely matched learning strategy use for both languages. They employed learning strategies slightly more frequently in English. The reason for this may be the fact that English is the medium of instruction for these participants. They are used to reading English texts rather than Turkish ones. Also, independent sample T-tests displayed no statistically significant difference between Turkish and English across the categories, as [172]Figure 1 shows:

26
paper CO_Lenguajetxt181 - : Regarding variable SPE for third-person, the regression analysis revealed that two of the four factors were statistically significant: TMA and Switch reference (See [253]Table 7 ).

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paper CO_Lenguajetxt181 - : Although the interaction between TMA and switch reference was not significant for 1sg as presented above, results for third-person pronouns from the interaction term TMA:switch reference did reveal a statistically significant effect (p < 0 .05). As seen in [256]Table 8, while the same/switch distinction is not substantial for present, preterit, and All Other TMAs, there is a stark contrast between same and switch for the Imperfect (% difference of 39%). Thus, overt SPs are much more likely to occur with verbs in the imperfect when there is also a switch in subject referent, consistent with previous studies that have examined this interaction (^[257]Cameron, 1994; ^[258]Shin, 2014)^[259]^10. Put another way, overt SPs are favored in switch reference contexts, especially for imperfects. In fact, 59% of switches in the imperfect are overt, making it one of the few variable contexts in which the production of overt SPs outweighs that of null SPs (59% overt vs. 41% null).

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paper CO_Lenguajetxt181 - : more interdependent regarding 3rd-person pronoun variation. There was a statistically significant effect for the interaction TMA:switch reference for the latter, but not for the former . These findings are consistent with those of ^[269]Shin (2014), who found the same interaction effect in her study of 3sg SPs among Spanish-speakers in NYC. From a theoretical standpoint, the current differential findings for 1sg vs. third-person could be explained with issues of accessibility and reference tracking (see ^[270]Cameron, 1994; ^[271]Shin & Otheguy, 2009). Specifically, 1sg referents are more accessible than third-person referents, thus the need to facilitate reference tracking with an overt pronoun is much greater for the less accessible third-person forms. In fact, as discussed above in SPE in Spanish Previous Research, ^[272]Travis (2005, ^[273]2007) underscores that first-person subject referents, in contrast to third-person, can be considered given since they are part of the physical

29
paper CO_Lenguajetxt7 - : Another difference between the two genres consists in a considerable increase of direct locutions in the E texts (14.8 vs. 1.85), explained by the fact that being prepared at home, the E texts have all sorts of quotations taken from different literary sources while the Q-A texts being written in class, have almost none of these quotations because of the lack of sources at hand. This lack is made up for by indirect quotations which are more numerous for Q-A texts than for E texts. Curiously enough, if we sum up the direct and indirect locutions for each genre, the difference between them is not significant: 44 .45 vs. 41.5.

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paper CO_Lenguajetxt194 - : In this excerpt, Kevin recognizes that, by paying heed to purpose and structure as they did during the writing workshops, he was able to write more formally, that is, organizing a text into different parts to achieve a specific goal. When discussing the purpose of the statement of the problem section, during an individual conference with Kevin, he said that it was to “justify why I consider the problem a problem” (Individual Tutoring Session, Kevin, April 25, 2017). In fact, he achieved this purpose in his third draft in which he finally identified the problem as a lack of significant learning in the classroom, and developed three arguments: students’ lack of understanding of what they say in English, a mismatch between teacher’s goal and students’ attitudes, and class time issues .

31
paper CO_Íkalatxt38 - : [...] the institutional legitimation, always lagging behind in time of the production of the work itself, has had three significant moments: (1 ) the collection of essays entitled Testimonio y literatura (1986) edited by René Jara and Hernán Vidal; (2) the Georg Gugelberger and Michael Kearney collection of essays in two issues of Latin American Perspectives under the title Voices of the Voiceless in Testimonial Literature (1991); (3) the special edition, La voz del otro: Testimonio, subalternidad y verdad narrativa of the Revista de crítica literaria latinoamericana (1992) edited by John Beverley and Hugo Achugar[39]^14 (6).

32
paper CO_Íkalatxt237 - : As for a professional development programme, two significant features shape any type of programme that promotes and favours reflection upon the pedagogical praxis and seeks the improvement of teaching and learning conditions: working with voluntary participants and being an ongoing teacher-centred, self-growth process . ^[49]Fandiño (2010) highlights this fact by stating that professional development entails

33
paper CO_Íkalatxt12 - : Head act. Looking at the significant differences between students and Spanish native speakers, on the ''Paper extension'' vignette, students used the strategy Hedged Performative much less frequently (pretest: 6% ; posttest: 6%) than the natives (42%), a difference significant at the p<.05 level. Not only did students use this strategy much less frequently than natives, they did not increase their frequency of use of this strategy during the semester abroad. Although it was not statistically significant, a similar pattern was found with this strategy in the ''Slower speech'' and ''Leaving for school'' vignettes, where the learners used a Hedged Performative very infrequently in both the pre- and posttest, while the Spanish natives used this strategy 17% and 25% of the time, respectively.

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paper CO_Íkalatxt12 - : The data analysis for a Query Preparatory indicated important differences between Spanish native speakers and learners in frequency of use. In ''Slower speech'' and ''Leaving for school,'' the learners used a Query Preparatory much more frequently than the Spanish native speakers. In the case of ''Slower speech,'' students used this strategy less frequently in the posttest than in the pretest (pre= 51%, post=46%), moving in the direction of the Spanish natives, who did not use this strategy at all. However, the difference between learners and Spanish native speakers was statistically significant in both the pre- and posttests. In the ''Airplane seat'' vignette, the students increased their frequency of use of the Query Preparatory (from 45% to 60%), a non-target like change. Although the results from the other vignettes were not statistically significant, the same pattern was observed: students used a Query Preparatory more frequently than the Spanish natives in both the pre- and posttest .

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paper CO_Íkalatxt12 - : Turning to apologies, our results indicated that study abroad students gained significantly in the performance ratings from pretest to posttest on all apologies analyzed together and two vignettes individually: ''Friend's book'' and ''Babysitting spill .'' We argued above that an increase in the frequency of use of apology strategies (apart from an Expression of Apology) in those two vignettes may have contributed to the significant improvements in pragmatic appropriateness after one semester abroad.

36
paper CO_Íkalatxt201 - : Empirical studies into the effectiveness of the different types of feedback have failed to produce any clear conclusions to date. Early studies did not show any significant difference in improvement in writing accuracy (e.g. ^[66]Lalande, 1982; ^[67]Semke, 1984; ^[68]Robb et al., 1986; ^[69]Chandler, 2003), but were plagued by methodological issues such as variation in the genre of the elicitation tasks; individual student differences (age, motivation, etc.); the amount of writing done; the length of treatment; other classroom activities (e.g. amount of grammar instruction); the number and type of grammatical errors focused on; and post-test measures (type and delay) (^[70]Ferris, 2003; ^[71]Bruton, 2009). The few more recent studies involving tighter methodological controls have obtained sounder, significant results at the delayed post-test level, but the results have been inconsistent: ^[72]Van Beuningen et al . (2008) and ^[73]Bitchener and Knoch (2010) found direct feedback to lead to

37
paper CO_Íkalatxt281 - : 4.34 to 6, the rather favorable principles ranged from 2.67 to 4.33, and the unfavorable ones ranged from 1 to 2.66. Moreover, to see whether there was a significant difference between efl teachers and learners and where the differences lay, an independent-samples t test was run separately for each principle .

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paper CO_Íkalatxt109 - : Error analysis (EA) was established by Stephen Pit Corder and colleagues in the 1960s and ''consists of a set of procedures for identifying, describing and explaining learners' errors'' (Ellis & Barkhuizen, 2005, p. 51). According to Corder (1981), learners' errors are significant in three ways: first, they give information about the language a learner is using ; second, they provide information on how a language is learnt and finally, they provide information to the learner himself or herself since errors can be regarded as a device the learner uses in order to learn. Error analysis also has pedagogical benefits because it gives useful input for designing and carrying out the teaching/learning process.

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paper CO_Íkalatxt333 - : Woodsworth (1999, pp. 39-42) focuses on four periods in the history of translation: Antiquity, the Middle Ages, the Renaissance and Reformation, and the Romantic period to the present day. The author reviews some of the most significant translators and schools from each period: Cicero and Jerome ; the Baghdad School and the School of Translators of Toledo; Luther and Tyndale; and Goethe, Schleiermacher, Novalis and Humboldt respectively. The links between their biographical circumstances and their activity as translators are emphasized, as well as how their translations have influenced society. Finally, Woodsworth (1999, p. 42) comments on the growth of international relations in the twentieth century and its consequences for the development of translation studies.

40
paper MX_ElAnuariodeLetrastxt61 - : This paper describes the prosodic features —with emphasis on the nuclear pitch accent— of the statements documented in the corpus Norma lingüística culta and Habla popular de la Ciudad de México^[32](Lope Blanch, 1971, ^[33]1976). The prosodic description is carried out with the Autosegmental Metrical model and the analysis of sociolinguistic factors. Regarding the nuclear pitch accent L+H *, the statistical analysis showed two significant factors: narrow focus statements and the low level of education . The nuclear accent H * is more prevalent in men and the low level of education. By contrast we observed that the group of adults, the higher education and the broad focus statements favor the descending contour, which has lesser relation with vernacular patterns in Central Mexican Spanish.

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paper PE_Lexistxt9 - : El tercer capítulo se dedica al análisis del sintagma nominal, que reclama de partida su carácter nuclear dentro de la obra: "Together with the restructured verb phrase, the Afro-Yungueño noun phrase represents one of the most significant departures from patrimonial Spanish syntax, and provides some of the most compelling evidence linking the traditional Afro-Bolivian dialect with other Afro-Hispanic speech communities, and with Afro-Iberian creoles languages" (81 ) (tal vez esto último justifica el que, a partir de este momento, provisionalmente, el autor asume a veces conceptos tomados de la Criollística, como "post-creole continuum", p. 81, para referirse a los cambios entre la variedad más vernácula y las formas más próximas al español general de las tierras altas de Bolivia, problema que abordará definitivamente en la última sección del libro: 177-197).

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paper VE_Letrastxt208 - : This paper aims at the analysis of the most significant aspects in the work of three writers who have emerged as referents of the Venezuelan short story during the last decades: Rubi Guerra, Federico Vegas y Miguel Gomes . Two books by each of these authors have constituted the corpus for the interpretation of narrative elements that feature each work. The study is supported on the notions of territoriality, subjects and memory as proposed by Ludmer (2007). With the socio-critical analysis of characters and their motivations as starting point, it is concluded that these authors manage narrative strategies leading to the construction of a territory where an intimate and personal memory offers a common space to the subjects that share a collective experience that identifies and defines them. Also, on the basis of the examples from the stories studied, one can conclude that their narrative coincide in their preference for not establishing a marked boundary between reality and fiction, which

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paper VE_Letrastxt67 - : delinquents’ testimony). A testimony is a narration told in first person by a narrator who is also the protagonist (or the witness) of his/her own story. Its narrative unit is usually a “life” or a particularly significant experience (…), and it involves urgency or a communicative need derived from life experience charged with repression, poverty, exploitation, marginalization, crime, fight (Beverley, 1987:157 ). Consequently, this is a critical approximation to the phenomenon of social subalternity, and to an understanding of literature as a significant practice in which the text produces senses and sometimes stands in a divergent position with respect to the canon, in order to validate orality and political commitment facing social denounce as a weapon.

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paper corpusLogostxt142 - : This article describes the participation of social actors from the gay community in the Chilean cyber press between 2012-2017. These texts were gathered in the socio-historical context of significant milestones for the gay community: the Zamudio Case, Anti-discrimination Law, Civil Union Agreement and discussion on Equal Marriage . The participation of these social actors is explored using the IDEATIONAL system from functional systemic linguistics (FSL). The processes associated with the collective and individual actors that represent the gay community in the corpus shape socio-cultural phenomena linked to the political work and influence of these actors in social changes. The social role of the gay community evidences realignments of power relations which can be synthesized in the ideological category “political gay” and its variants, “victim” and “activist”.

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paper corpusRLAtxt167 - : ^[39]Tedick's (1990) study on ESL graduate students' writing performance found out highly significant differences among three course levels (beginning, interme diate and advanced) for holistic score, mean length of T-units, number of error-free T-units, and mean length of error-free T-units in the students' writing performance. Beginning and intermediate students were not significantly different from one another in terms of mean length of T-units and overall length, but both were significantly different from the advanced group on these measures. The intermediate and advanced groups were not significantly different from one another with regard to holistic scores, number of error-free T-units, and mean length of error-free T-units, but both were significantly different from the beginning group with regard to these measures (1990:131-132 ).

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paper corpusRLAtxt167 - : Differences were statistically significant only in three morphological errors types: -s generalised (M=0 .12; M=0.01; Welch test p<0.05), use of incorrect determiners (M=0.30; M=0.10; Student test p<0.05), and derivational morphology (M=0.08; M=0.01; Welch test p<0.05). These error categories showed significant progress between B2 and C1. The number of these errors steadily and significantly decreases as proficiency increases. From these results, it can be safely assumed that these three morphological categories are indeed mastered by the time students reach a C1-level of proficiency.

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paper corpusRLAtxt108 - : Koutsantoni (2006) describe este género a partir de la estrecha relación que posee con el artículo de investigación, reconociéndolos a ambos como géneros académicos. Así, para esta autora: “Both genres are produced at advanced stages of individuals' enculturation in disciplinary communities present original research aim to persuade the academic community to accept new knowledge claims” (Koutsan-toni, 2006: 19). Hyland (2004b), en otro sentido, define las tesis de grado a partir de un enfoque más social, señalando que: “The dissertation is a high stakes genre at the summit of a student's academic accomplishment. It is perhaps the most significant piece of writing that any student will ever do” (Hyland, 2004b: 134 ).

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paper corpusSignostxt274 - : The aims of this article are a) to contribute to the comprehension of institutional religious discourse based on the analysis of the documents of the Argentinean Conference of Catholic Bishops (CEA); and b) to examine its discourse strategies during the process of transition towards democracy initiated in December, 1983. In order to do this, we look at the system of discourse genres by focusing on three of them that register a significant quantitative variation: the 'political letter' and the 'declaration', which were the most employed genres between 1965 and 1983, though both disappear in the period beginning in 1984 ; and the 'communiqué', which becomes the most employed genre in democracy. Our research question is, does this quantitative variation involve a qualitative change in the discursive strategies used by the Argentinean episcopate? To answer it, we compare the three genres in a synchronic and diachronic way, in both periods, adopting the perspective of German text linguistics. The

49
paper corpusSignostxt599 - : Another significant finding is the three most frequent verb boosters, which were found to be the same in the three corpora: ‘show’, ‘determine’ and ‘demonstrate’ . This pattern is in line with the previous finding of the high number of overlapping verb boosters in the three corpora. In addition, if a mean frequency of verb boosters is calculated for each corpus , the following values are given: 0.090 for Engineering, 0.061 for Medicine and 0.101 for Linguistics. This was used to identify the verb boosters with a significant normalised frequency, that is, a frequency above the mean value (highlighted in bold in [118]Table 4). There are five verbs like that in the Engineering corpus (‘show’, ‘determine’, ‘demonstrate’, ‘prove’ and ‘hold’) and four verbs in the Medicine and Linguistics corpora (‘show’, ‘determine’, ‘demonstrate’ and ‘establish’). As can be seen, a few different verbs appear on these two lists: ‘prove’ and ‘hold’ in Engineering and ‘establ

50
paper corpusSignostxt282 - : In this stage, the level of reading comprehension in Spanish and Euskera and all the significant personal and contextual variables were also measured: intelligence, vocabulary level in Spanish, pupil's attitude towards reading, family language and parents' level of education .

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paper corpusSignostxt600 - : On the contrary, the way researchers make use of the rest of the pragmatic functions is discipline and/or section sensitive. In the introductory parts, the explanation of procedures, the statement of results and the elaboration of arguments are three functions which researchers deploy with different frequencies from a statistical point of view. In the post-method sections, the explanation of procedures, the elaboration of arguments, the expression of limitations, contribution or applications and the signalling of future avenues for work, are enacted with varying different, and statistically significant frequencies, in the three disciplines analysed, as corroborated by the p values in the table below:

52
paper corpusSignostxt494 - : In summary, above mentioned studies strongly suggest that semantic integration is not only based on the context, but on the personal characteristics too. However, language is dynamic and fluent, and all incoming words immediately become part of the context of upcoming words, generating particular expectations (^[64]van Berkum, Brown, Zwitserlood, Kooijman & Hagoort, 2005). This context shapes constraining forces that predict the upcoming words (^[65]DeLong, Urbach & Kutas, 2005). Since the first report of the N400 effect by Kutas and Hillyard (1980b) there was an indication that this effect was not only visible as an N400 amplitude modulation. A special relation was proposed between N400 and the Contingent Negative Variation (CNV), “which builds up in anticipation of significant stimuli and may be prolonged when those stimuli required more detailed processing” (^[66]Kutas & Hillyard, 1980b: 207 ). They even suggested that the effect seen at the N400 could be a phasic augmenting of the

53
paper corpusSignostxt494 - : However, when subtracting EEG elicited by metaphorical endings from the EEG activity for the literal ones, an N400 effect can be seen in the right central-parietal region (see [87]Figure 3A-B). A repeated measure ANOVA showed a significant main effect for the approach (F(1,17) = 12.71; p = .00, partial η^2 = .42), due to a more increased negativity for the analytical approach than for holistic one. Additionally, a significant interaction of approach by scalp site (ROIs: Right, Center, Left ) was observed due to larger effect over the right ROI (F(2,34) = 8.02; p = .00, partial η^2 = .32).

54
paper corpusSignostxt579 - : Given that a structured sequence of utterances can help listeners to process the information in lectures (^[73]Thompson, 1994), it is very important for them to become familiar with the organization and purpose of lecture introductions. A lecture introduction is a subgenre of the lecture genre, as it is comparatively shorter and cannot stand on its own. It constitutes the beginning part of a lecture, which is very significant as its communicative purpose:

55
paper corpusSignostxt454 - : Lastly, we must discuss addressivity, a factor that may enhance accommodation at the structural level. Addressivity (^[102]Werry, 1996), whereby a message is prefaced by the nickname of the intended addressee, is important in online fora and social media such as Twitter to clarify to whom the message is addressed. For instance, in Twitter addressivity is performed by the inclusion of @, a convention to address a post to a particular user (^[103]Danescu-Niculescu-Mizil et al., 2011) which markedly reinforces the conversational style of online writing (^[104]Honeycutt & Herring, 2009). In the fora studied, and especially in the support groups not run by official institutions, there is some addressivity both in English and Spanish because participants need to clarify to whom the advice in their message is directed. The percentage of messages addressed to one participant in men’s fora is not significant: only 2% of the messages include the name of the intended addressee . However, in women’s

56
paper corpusSignostxt371 - : The following hypotheses were formulated in applying the ANOVA test to evaluate significant differences among groups:

57
paper corpusSignostxt371 - : Results from the ANOVA using the SPSS demonstrate that with a 95% confidence level and an error margin of +/- 5% there are statistically significant differences^[32]2 between groups TN and TNI in the number of correct answers: group TNI retains more than group TN . No significant differences were found between group TNV and the other groups.

58
paper corpusSignostxt371 - : Results from the t-student, using the SPSS, indicate that with a 95% confidence level and a margin of error of +/- 5% there are statistically significant differences^[35]3 between groups TN and TNI in the scores for correct answers: Group TNI transfers more than group TN . There are no statistically significant differences between groups TN and TNV, nor between groups TNI and TNV.

Evaluando al candidato significant:


5) statistically: 15
9) differences: 14
10) errors: 13 (*)
13) learners: 12 (*)
14) strategies: 11
15) reading: 11 (*)
16) texts: 11 (*)
20) strategy: 9 (*)

significant
Lengua: eng
Frec: 1221
Docs: 463
Nombre propio: 1 / 1221 = 0%
Coocurrencias con glosario: 5
Frec. en corpus ref. en eng: 432
Puntaje: 5.675 = (5 + (1+6.59991284218713) / (1+10.2550285698187)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
significant
: 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).
: "to silence, marginalize and even eliminate political opponents, to divert audience attention from significant political issues, and for political branding" (Tsakona & Popa, 2011: 14).
: Browder, D., Wakeman, S., Spooner, F, Ahlgrim-Delzell, L. &Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.
: Having found that the group differences were only significant in sessions five and six, these sessions' data were submitted to a Tukey's HSD test. The results of this test are shown in [33]Table 4.
: McLaren-Hankin, Y. (2008). `We expect to report on significant progress in our product pipeline in the coming year’: hedging forward-looking statements in corporate press releases. Discourse Studies, 10(5), 635-654. DOI: 10.1177/1461445608094216
: Mori, Setsuko. (2004). Significant motivational predictors of the reading frequency by EFL learners in Japan. Regional Language Centre Journal, 35, 63-81.
: Results showed the significant benefits of enhanced input and collaborative output. In addition, a linear trend of development was observed in these two groups, while a very small improvement and a nonlinear trend were observed in the individual output group.
: Significant studies in Europe have shown that hard-CLIL experiences have been efficient for improving not only communicative skills in foreign and second language, but also for developing cultural, scientific, reading, logical and cognitive competences (^[72]Eurydice, 2006).