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

1) Candidate: speaker


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt124 - : 2.2. Commissives are speech acts that commit – in varying degrees – the speaker to some future course of action: promise, pledge, vow, swear, threat .

2
paper CL_LiteraturayLingüísticatxt318 - : Davies (1996) asserts that "The native speaker is a fine myth: we need it as a model, a goal, almost an inspiration . But it is useless as a measure; it will not help us define our goals" (as cited in Medgyes, 2001, p. 157). This idea leads more towards the modern way of viewing the NES teacher versus NNES teacher debate, according to which, we need some type of standard that motivates us to reach our highest potential, but that our ability cannot be measured by that standard alone. If we analyze this in terms of English language teaching (ELT), NNESs should aim for a native-like competency, but their competency does not determine how good of an English teacher they are.

3
paper CL_LiteraturayLingüísticatxt318 - : The communicative language ability model by Bachman and Palmer (1996; as cited in Alderson& Bachman, 2004) is one of the most regularly used communicative models in language testing today (Alderson & Bachman, 2004), and is made up of five components; the first of which is called language knowledge. Language knowledge is the most complex, as it consists of a range of types of knowledge that the speaker may have and can be broken down even further into two more categories: organizational and pragmatic . Organizational knowledge clearly concentrates on organization and consists of grammatical knowledge and textual knowledge. The first type, grammatical knowledge, refers to vocabulary, syntax, phonology, and graphology, whereas the second type, textual knowledge, refers to cohesion and conversational organization (Alderson &Bachman, 2004).

4
paper CO_ColombianAppliedLinguisticsJournaltxt204 - : The description of prospective teachers' selfperceptions of (non) nativeness begins by their self-characterization as "native" or "(non) native" speakers. In their questionnaire responses, all 43 participants indicated that they considered themselves to be native speakers of Spanish and non-native speakers of English. Student teachers in both universities conferred nativespeakership based on birth, prolonged immersion in the language and culture, and the ability to use the language in various settings. The only interview answer that diverged from these nativespeakership criteria was provided by a University A prospective teacher who expressed that: "A native speaker according to the Common European Framework (CEF ) would be in the highest level, C2" (UniA-S3-INT-February, 21)[30]^3 . When asked about the origin of their notions to define a "native speaker," they mentioned university courses, their reflections upon others' and their own language learning experiences.

5
paper CO_ColombianAppliedLinguisticsJournaltxt204 - : As English speakers, they had granted the omnipresent and usually abstract idealized native speaker all the authority to judge them:

6
paper CO_ColombianAppliedLinguisticsJournaltxt204 - : Canagarajah, A. S. (1999). Interrogating the "native speaker fallacy": Non-linguistic roots, no-pedagogical results . In C. Blyth (Ed.), The sociolinguistics of foreign-language classrooms: contributions of the native, the near-native, and the non-native speaker. Issues in language program direction (pp.77-920). Boston: Heinle. [ [36]Links ]

7
paper CO_ColombianAppliedLinguisticsJournaltxt100 - : Mario's narrative agrees with Agar and Hobbs' model of interview analysis, based on three levels of coherence: global, local, and themal (Mishler, 1991). The global coherence (overall plan or goal of the speaker) is created with Mario's convincing account of his oppositional self-representation in the different worlds he lives. Similarly, the texts exhibit local coherence in the way he connects the different themes of his narrative, which at the same time are a justification of his main point. Themal coherence, which refers to how the utterances express the speaker's belief system, is evident in the different utterances in which he portrays himself in an antagonist relationship with others: "I'm different", "I enjoy other things", "I was a rocker", and "school … I'm not interested" . In sum, all this discursive positions provide an opportunity for discovering how Mario's story allows him to create a self-representation in relation to social and cultural expectations (Schiffrin, 1996). From

8
paper CO_ColombianAppliedLinguisticsJournaltxt244 - : The scenarios varied on two contextual factors: the interlocutors’ social distance and their social status. Social distance refers to the degree of familiarity of the two interlocutors with each other and is of two types: + social distance and - social distance (^[58]Kim, 2007). Social status, on the other hand, has to do with the power relationship between the speaker and the hearer and is of three types: higher in status (+ ), equal in status (=), and lower in status (-) (Kim, 2007).

9
paper CO_ColombianAppliedLinguisticsJournaltxt11 - : Was the teacher pretending to make his students like "them", Americans? Kramsch states (p. 80):"Much of the discussion surrounding the native speaker has been focused around two concepts: authenticity and appropriateness . Later on (p.81) she clarifies: "However, two factors are putting the notion of authenticity and appropriateness into question. First, the diversity of authenticities within one national society, depending on such contextual variables as age, social status, gender, ethnicity, what is authentic in one context might be inauthentic in another. Second, the undesirability of imposing on learners a concept of authenticity that might devalue their own authentic selves as learners" (underlined added).

10
paper CO_ColombianAppliedLinguisticsJournaltxt234 - : * Native Speaker: Oh yes, I have one that in Spanish is “las ventajas de ser invisible .”

11
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:

12
paper CO_ColombianAppliedLinguisticsJournaltxt264 - : Different theoretical orientations of politeness have been adopted to analyze this act. Based on the notion of face proposed by ^[70]Goffman (1967), ^[71]Brown and Levinson (1987) construct a universal theory of politeness. These authors define face as a social characteristic of a speaker that can be lost, maintained, or reinforced during linguistic interaction. For Brown and Levinson (1987), in every social interaction every speaker acts in order to show respect for the face wants of the other. This notion of face has two interrelated facets that the speaker can show: a positive face or negative face . Positive face is characterized by the desire of the speaker to be appreciated by the group and be part of the group. On the other hand, negative face is understood as the desire not to be imposed on by others, to be independent and autonomous. This theory is speech-act based and Brown and Levinson suggest that certain speech acts are face threatening acts (FTA) that potentially threaten the

13
paper CO_ColombianAppliedLinguisticsJournaltxt157 - : The next clause describes a relational process by which the speaker points out the evaluation of the event:

14
paper CO_ColombianAppliedLinguisticsJournaltxt157 - : The lines above show how person deixis has changed from first and second person singular to third person singular. The actor is referred to by her proper name and the pronominal form 'she.' We might also see how space deixis becomes explicit by postures and non-verbal behaviour which signal the proximal co-presence of both participants. In regards to turn-taking, it should be pointed out that our stretch is not characterised by such a feature: while one of the participants, Nana, talks, stops and is about to resume her talk, her addressee/hearer, Mariam, not only remains silent, but also avoids gaze with Nana so as to reject a potential right to speak or be handed over the floor in the system. Conversely, it could be suggested that the speaker seeks to establish mutual gaze as a way of reassuring that the hearer fully understands the illocutionary and perlocutionary forces underlying her utterances: that her mother is right and that she should not trust men, not even her own father .

15
paper CO_ColombianAppliedLinguisticsJournaltxt233 - : Shaping your Identity as a Speaker of English: The Struggles of a Beginner Language Learner

16
paper CO_ColombianAppliedLinguisticsJournaltxt233 - : Data analysis indicated that the three participants of this study re-constructed and co-constructed their identities as speakers of English through the adoption of different subject positions during their interactions with classmates in oral tasks, and their positioning directly affected their use of English in those situations. During the course of this study, Vanessa’s identity as a speaker of English went through different changes as she adopted different positions during class oral tasks: as less, equally, and more competent in relation to her classmates .

17
paper CO_ColombianAppliedLinguisticsJournaltxt233 - : At the beginning of this study Vanessa described her difficulties in speaking in English during class activities as related not only to linguistic aspects but also to her shyness and her perception that classmates would not open up to her, thus self-portraying as a deficient speaker of the language. Towards the end of this study, she referred to her identity as a speaker of English in a more positive way: she described her progress in the language, acknowledged her needs, and the fact that she felt more accepted by her classmates . However, she also expressed still feeling nervous when interacting with classmates who knew more and with whom she did not feel comfortable during conversation. This can be observed in her reflections during the last interview:

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paper CO_ColombianAppliedLinguisticsJournaltxt233 - : In conclusion, through her positioning as an equally competent speaker in most oral tasks during this study, Vanessa seemed to have developed more confidence in her use of English. This allowed her to transform her initial identity as a deficient speaker into a more positive identity: a developing speaker of English, someone who is making progress little by little . Nevertheless, such transformation did not take place in a linear way, since throughout the process she adopted shifting and not necessarily progressive positions (from less to more competent, for example) according to the particular circumstances of negotiation of power-knowledge relations and discourses that she constructed with her peers during class conversations.

19
paper CO_ColombianAppliedLinguisticsJournaltxt36 - : Many teachers dealing with cultural aspects in their everyday practice are often not very aware of the implications of such aspects for their learners. They may be native speakers of the foreign or second language and yet not be "intercultural speakers" (Byram, 1998: 113 ). Thus, the first step is to raise their awareness of these issues. Byram (1998) suggest various ways that intercultural consciousness can be developed in bilingual classrooms such as, comparative analysis in pedagogically-appropriate ways of how different language express different cultures; understanding by the teacher of ways in which the explicit introduction of cultural elements from other cultures relativises and challenges what is taken for granted in the national or state curriculum; and that teachers should have developed "intercultural speaker intuitions" (Byram, 1998: 113).

20
paper CO_ColombianAppliedLinguisticsJournaltxt36 - : Graddol (2006: 14), for his part, refers to the increasing "irrelevance of native speakers ...(and) native speaker norms" in his review of the development of English as a global language. The rise of 'New Englishes' (local varieties of English arising from the contact with vernacular languages) in many post colonial contexts in different parts of the world, added to the fact that increasingly fewer interactions involve native speakers of English, has contributed to the recognition of the non-native speaker who is a "fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker" (Graddol, 2006: 87 ).

21
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : The concept of intelligibility has been widely debated by language teachers and researchers. ^[30]Kenworthy (1987) sees intelligibility as being understood by a listener at a given time in each situation. This may suggest that understanding every word a speaker produces guarantees understanding the message he intends to convey . Later, ^[31]Smith (1992) defined intelligibility as the ability to make one’s words and utterances recognized by others thanks to the appropriate production of its sounds. However, this definition seemed insufficient in the context of this study given that the learners’ words and utterances were generally well pronounced and therefore recognized by others, yet their messages were not clearly conveyed; they were not entirely intelligible.

22
paper CO_FormayFuncióntxt284 - : As ^[114]Silva-Corvalán (1994) notes, speakers can also make the communicative choice to highlight the subject referent by means of an expressed subject, for example in situations that are counter to expectation. Example 9 below from the present data demonstrates this function for the LS ese señor ‘that man’. In the preceding discourse, the speaker talks about a man he knows who never went to school and is illiterate. The first mention of the man is made by a noun phrase in object position followed by several cases of anaphora with overt and null SPs. The speaker then uses a noun phrase in subject position (LS) to refer to the man presumably to draw the listener’s attention toward the subject referent at a point in the discourse where unexpected information is introduced: despite the man not being able to read or write, ese señor ha salido adelante ‘that man has done well for himself’^[115]^10:

23
paper CO_FormayFuncióntxt296 - : Auer, P. (1995). The Pragmatics of Code-Switching: A Sequential Approach. En Milroy, L., & Muysken, P. (eds.), One Speaker, Two Languages: Cross-Disciplinary Perspectives on Code-Switching (pp . 115-135). Cambridge University Press. [162]https://doi.org/10.1017/CBO9780511620867.006 [ [163]Links ]

24
paper CO_FormayFuncióntxt170 - : Where the speaker is literally telling the hearer (her husband) to do something: "not to put his ideas into the heads of their children" . But rather than a directive, it is an opinion through an imperative that shows disagreement with the hearer's intention to try to influence the mind of his children, which is one of the typical illocutionary effects of acts that threaten the positive face of the hearer; i.e., a criticism of the hearer's conduct.

25
paper CO_FormayFuncióntxt170 - : The Spanish speaker uses suplicar in his request, which means to beg, ask for with humility and submission ([31]http://www .rae.es/rae.html). This self-abasement lexical strategy is not conveyed with the English verb ask for, thus making the request less polite than the original.

26
paper CO_Íkalatxt217 - : ^[530]Tejada Giráldez (2012) concluded that speakers of high socio-cultural levels in the city of Granada present the following percentages for each realisation of word-final /s/: 1 .4% for ENT#091;sENT#093;; 24.5% for ENT#091;hENT#093;; and 70.5% for /s/ deletion. ^[531]Tejada Giráldez (2012) reported a tendency towards aspiration of /s/ word-internally and towards elision of /s/ word-finally. Furthermore, ^[532]Tejada Giráldez (2012) argued that speakers of higher socio-cultural levels geminate consonants following /s/ deletion in 1.9% of cases and pronounce ENT#091;hENT#093; plus gemination 1.7% of the time. For ^[533]Tejada Giráldez (2012), social variables (e.g. age), have an effect on the preferred realisations in each case; maintenance of /s/ and aspiration increase with the age of the speaker; however, gemination and elision are lower the older the speaker is.

27
paper CO_Íkalatxt81 - : By introducing five variables: speaker, message, audience, place, and purpose, to an activity that was seen as involving at most three, greatly changes the scope of the whole enterprise by making it more complex and thereby opening up a myriad of possibilities. Take for example the role of the speaker; that the first thing that a student learning to write must do is identify and define himself. It is for this purpose that elementary school teachers ask us to write about ourselves, our families, our pets, and our vacations. This basic lesson is often papered over in college where undergraduates are taught, to imitate the sounds, ideas, words and syntactical structures that their professors quote to them and have them read. So that, focusing on the speaker is an attempt to return to that lesson learned in elementary school that teachers ask: ''would you use this word to describe this to a friend in conversation ?'' or ''is there a more effective way to convince your reader to..?''.

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paper CO_Íkalatxt12 - : 7. Bouton, L. F. (1999). Developing nonnative speaker skills in interpreting conversational implicatures in English: Explicit teaching can ease the process (pp . 47-70). In E. Hinkel (Ed.), Culture in second language teaching and learning. Cambridge: Cambridge University Press. [ [52]Links ]

29
paper CO_Íkalatxt35 - : learners show towards the exposure-language. This receptivity has been defined as a ''state of mind, whether permanent or temporary, that is open to the experience of becoming a speaker of another language'' (Allwright and Bailey, 1991:157 ). Another process is intake, which refers to the language that is responded to by the learner or processed in various ways, which requires a certain investment of effort on his/her part. From intake, the learning route leads to proficiency (best termed as proficiency-in-progress) or, what is the same, the automatization of language use by the learners in communicative situations (see van Lier, 1996, for a detailed account of these processes). In our example class, each one of these processes can be seen to take place. For instance, we expected learners to be exposed to the language involved in describing routines by first listening to their teacher presenting the routine and then reading a short text with blanks. This exposure-language would be also

30
paper CO_Íkalatxt185 - : Another dilemma that arises from the notion of a native speaker is the concept of accent:

31
paper CO_Íkalatxt185 - : This term comes from the idea that ''English is seen as the province of the idealized native speaker, something that he or she already possesses and that the outsider imperfectly aspires to'' (Leung, Harris and Rampton, 1997). Therefore, the belief of an idealized native speaker is ingrained on the premise that native speakers are the sole owners of language knowledge, which leads to the notion that people who are native to the language are the ones who have proper word usage and correct pronunciation, as can be seen in the following interview excerpt:

32
paper CO_Íkalatxt185 - : * Native speaker idealization: This is the belief that ''native speakers'' own language knowledge and thereby serve as the reference for achieving appropriate language command and measuring all attempts of practice in the English language class .

33
paper PE_Lexistxt51 - : De Haan, Ferdinand 2005. "Encoding speaker perspective: evidentials" . En Linguistic Diversity and Language Theories. Eds., Sigmungt Frajzyngier, Adam Hodges y David Rood. Amsterdam/Philadelphia: John Benjamins Publishing Company, 379-397. [32]https://doi.org/10.2307/413372. [ [33]Links ]

34
paper PE_Lexistxt125 - : En su análisis seminal, Du Bois se acercó a una serie de narraciones en el sacapulteco, una lengua de la familia maya hablada en Guatemala; a través de la ocurrencia de las FN de los participantes S en los verbos intransitivos, y A y O en los transitivos^[91]^18, concluyó que la aparición de nueva información suele ocurrir en los participantes S y O, con lo que A se reserva para hablar de información dada;^[92]^19 esto es consecuencia de que la información nueva es, cognitivamente, más difícil de procesar, de tal forma que suele restringirse, por lo menos en el habla espontánea, a un solo elemento nuevo por oración. La calidad de la información -si es dada o nueva- la define el autor de la siguiente forma: las referencias dadas (given en el original) son aquellas que refieren “to an entity mentioned previously; or if the referent was notably present in the context of situation, as in the case of the speaker and andressee” (^[93]Du Bois 1987: 816 ); esta se contrapone a la información nueva

35
paper VE_BoletindeLinguisticatxt54 - : 2. Traducción de las autoras (en adelante TA) de: “A complaint is defined here as an illocutionary act in which the speaker (the complainer) expresses his/her disapproval, negative feelings etc. towards the state of affairs described in the proposition (the complainable) and for which he/she holds the hearer (the complainee) responsible, either directly or indirectly. In Leech’s terminology, the complaint is a representative of the conflictive function, which includes acts of treatening, accusing, cursing, and reprimanding. These acts are by their very nature designed to cause ofence and they are therefore highly treatening to the social relationship between speaker and hearer” (Trosborg 1995: 311f ).

36
paper VE_BoletindeLinguisticatxt31 - : 12. De Haan, Ferdinand. En prensa. Encoding speaker perspective: Evidentials . En Zygmunt Frajzyngier; Adam Hodges y David S. Rood (eds.), Linguistic diversity and language theories. Amsterdam: John Benjamins. [ [51]Links ]

37
paper VE_Núcleotxt61 - : (Im)politeness is the result of an “incident” damaging the face both of the interlocutor as well as the own. Authors dealing with this issue (Brown & Levinson, 1987; Culpeper et al., 2003; Haverkate, 1994) coincide broadly in this idea. Now, when speaker and hearer belong to different nations and different languages, translation of discourses underlying oral or written texts, as well as attitudes and behaviours, becomes necessary in order to avoid conflicts and misunderstandings . This is the case of incidents between heads of state where norms are contravened, or facts are misinterpreted. This study focuses on the difficulties of interpreting (im)politeness issues from the point of view of both the offender and the offended.

38
paper corpusRLAtxt119 - : Morrison, G. S., Ochoa, F. y Thiruvaran, T. (2012). Database selection for forensic voice comparison. En International Speech Communication Association (pp. 62-77). Presentado en Proceedings of Odyssey 2012: The Language and Speaker Recognition Workshop, Singapore: 15-28 de junio . [ [60]Links ]

39
paper corpusRLAtxt188 - : Describing the nature of idioms in this way leads us into the broader issue of metapragmatic monitoring of discourse. After all, speakers undoubtedly know -though with various degrees of awareness- what they are doing when they use language (^[40]Verschueren, 1999: 187 )^[41]^2. Along the same lines, ^[42]Gombert (1992: 94) claims that while "pragmatic abilities permit the effective use of language in its (social) context, [...] metapragmatic abilities allow the comprehension and control of this use". That is to say, metapragmatically competent language users (e.g. any average native adult speaker) can not only check and adapt their discourse to the context but also clearly explain their pragmatic decisions if necessary.

40
paper corpusRLAtxt77 - : Como se mencionó, sólo en algunas lenguas los hablantes se ven obligados a entregar datos sobre la fuente de la información expresada en su enunciado. Aikhenvald indica que estas lenguas corresponden aproximadamente a un cuarto de las existentes en el mundo: "in about a quarter of the world's languages every statement must specify the type of source on which it is based, for example, whether the speaker saw it, or heard it, or inferred it firom indirect evidence, or learnt it firom someone else" (2004: 1 ). Este 25% corresponde en su mayoría a lenguas "exóticas", como las de la familia tibeto-burmana o lenguas amerindias como el tagalo o el quechua.

41
paper corpusSignostxt426 - : Local deixis, also called place or spatial deixis, stands for “the linguistic expression of the speaker’s perception of his position in three-dimensional space” (Fillmore, 1997: 27), denoting “the relationship of objects to a speaker”, or “how a speaker is situated in physical space” (Simpson, 1993: 13 ).

42
paper corpusSignostxt426 - : f the speaker. The same is applied to the deictic adverbs of time now and then. Mainly, the deictic now reflects proximal perspective meaning “at the time at which the speaker is speaking”, while its distal pair then “indicates that the events referred to took place at a time anterior to the time of speaking” (Simpson, 1993: 14 ).

43
paper corpusSignostxt426 - : According to Yang (2011: 129), “a text, whether in its written or oral realization, is closely related to the concepts of space and time”, and “every utterance token is spatio-temporary unique, being spoken or written at a particular place and at a particular time. Thus, the second set of analyses deals with the spatial (or local) and time adverbial deictic references based on two-level ‘distance’ range with the speaker as a referent point, or ‘the centre of conceptualization’ (Yang, 2011): distal vs . proximal, where proximal pole is considered to be more close to the speaker and the distal one – closer to the addressee (Stawarska, 2008; Cornish, 2011):

44
paper corpusSignostxt426 - : The results demonstrated in Table 4 reveal a quantitative prevalence of the proximal deictic items over the distal ones, which appeal to the earlier and later images in the addressee’s working memory respectively. In doing so, from the cognitive perspective, Bachelet creates the shared mental space with her audience, “in which the speaker and the addressee are co-present at a given point in time” (Yang, 2011: 130 ). Yang (idem.) further claims that this cognitive dimension of time-space deictic references “is based on linguistic representation of a physical act performed by a human being in the presence of another human being”, which further favors positive associations with an action here and now, than with something happening there and then (Cramer, 2010).

45
paper corpusSignostxt453 - : It is not difficult to see why this construction can easily perform such a meaning override. If we think of the contexts in which “do I look like” could be reasonably used, the following two elements immediately arise: i) the speaker realizes that the hearer has made an erroneous assumption about his physical appearance and/or attitude (as revealed by bodily posture, facial expression, etc.); ii) because of (i), the speaker realizes that the hearer is not acting in the way the speaker would feel comfortable with. Within this context, the speaker decides on using a communicative strategy that can repair the problems in the hearer’s assumptions and associated behavior: iii ) the speaker calls the hearer’s attention to the true nature of the former’s physical appearance and/or attitude (as revealed by bodily posture, facial expression, etc.); iv) in doing (iii) the speaker expects the hearer to change the latter’s erroneous assumption in (i) and his associated behavior in (ii). There are

46
paper corpusSignostxt319 - : Clements (1988) proposes a third and final pragmatic factor in relation to whether adjectives are specified for a resultative feature. He argues that if we only consider the distinction between the copulas and the view of the speaker we could conclude that any copula could go in any copulative sentence. This is certainly not true. In order to explain this variation, Clements (1988) argues that there are certain adjectives that are specified for a resultative feature. This resultative feature allows the speaker to select either a class norm or an individual norm. For example in (23) below, the speaker overrides the <+Nexus> interpretation when using adjective ancho ´wide´, which is <+ Resultative>:

47
paper corpusSignostxt323 - : “[…] the cover term for the self-reflective expressions used to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community” (Hyland, 2005: 37 ).

48
paper corpusSignostxt171 - : "Following a suggestion by Harder (1996), we might think of linguistic structures (of whatever size) as instructions to modify the current discourse space in particular ways. Each instruction involves the focusing of attention within a viewing frame. A discourse comprises a succession of frames each representing the scene being "viewed" and acted on by the speaker and hearer at a given instant" (Langacker, 2001: 151 ).

49
paper corpusSignostxt382 - : Drawing on these distinctions, we can say that political discourse is enacted, among other discourses, by parliamentary discourse, that "displays particular institutionalised discursive features and ritualised interaction strategies" (Ilie, 2010c: 62). Parliamentary discourse is therefore a particular genre of political discourse, which in its turn displays several subgenres (Ilie, 2010a: 8-9), the debate being one of them. A debate is "a formal discussion on a particular topic and which is strictly controlled by an institutional set of rules and a moderator, who in Parliament is the Speaker or the President" (Ilie, 2010a: 10), therefore a mediated discourse, whose major strength is "the necessity of confrontation" and "the existence of opposite sides" (Ilie, 2010a: 10 ).

50
paper corpusSignostxt313 - : In specialized studies (Ionescu-Ruxandoiu & Chitoran, 1975; DSL, 2002), researchers showed that choosing a particular form of address is not accidental, but it is a choice based on the communicative competence of the speakers. This concept presupposes the existence of a set of social and cultural norms and conventions and it mainly refers to "the totality of linguistic, interactional and cultural knowledge that has been internalized by a native speaker and which will allow him to have an appropriate behaviour in specific communicative contexts" (DSL, 2002: 121 ).

51
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 ).

52
paper corpusSignostxt353 - : However, the probe question ‘What did the glass do?’ does not seem to work with (9b), unless with particular speaker purposes such as to achieve a humorous effect as seen below:

Evaluando al candidato speaker:


2) native: 24
4) hearer: 14 (*)
6) discourse: 11 (*)
13) linguistic: 8 (*)
15) acts: 7
16) teacher: 7
17) communicative: 7 (*)
19) teachers: 7
20) refers: 7

speaker
Lengua: eng
Frec: 817
Docs: 307
Nombre propio: 5 / 817 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.706 = (4 + (1+6.53915881110803) / (1+9.67595703294175)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
speaker
: “Metadiscourse is the cover term for the self-reflective expressions used to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community” (^[62]Hyland, 2005: 37-38).
: 3. Performance: the speaker produces longer stretches of discourse by emphasizing monologues rather than dialogues (Richards, 2017, pp. 2-6).
: 3. Smoothness pertains to the ease or regularity (^[40]Housen, Kuiken, & Vedder, 2012) with which a speaker can deliver spoken content. This component regulates the common notion of fluency as the continuity of the verbalisation of a speech (^[41]Koponen & Riggenbash, 2000).
: *Dafouz, E., Nuñez, B., & Sancho, C. (2007). Analysing stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs. International Journal of Bilingual Education and Bilingualism, 647-662.
: 1. Anderson-Hsieh, J., R. Johnson & K. Koehler. (1992). “The Relationship between Native Speaker Judgment of Nonnative Pronunciation and Deviance in Segmental Prosody, and Syllable Structure”. Language Learning, 42:4. 529-55.
: 10. González-Pino, B. y Pino, F. (2000). Serving the heritage speaker across a five-year program. ADFL Bulletin, 32 (1), 27-35.
: 11. Dings, A. (2006). Native/non-native speaker interaction and the co-construction of interactional competence. Paper presented at Second Language Research Forum (October 6-8, Seattle, WA).
: 21. Guerrero, C.H. (2008). Bilingual Colombia: What does It mean to be bilingual within the Framework of the National Plan of Bilingualism? PROFILE, 10, 27-45. Graddol, D. (1999). The Decline of the Native Speaker. AILA Review, 13, 57-68.
: 22. Long, M.. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126-141.
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: Furthermore, although appearing only once in this particular context in the Roswell data, LSs are used in question/answer sequences. According to ^[116]Dumont (2006), this type of usage indicates a «repetition effect between speaker and interlocutor» (p. 286):
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: Olshtain and Weinbach (1993, p. 108) asserted "in the speech act of complaining, the speaker (S) expresses displeasure or annoyance -censure- as a reaction to a past or going action, the consequences of which are perceived by S as affecting her unfavorably."
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: Personal deixis refers to “the identity of the interlocutors in a communication situation” (Fillmore, 1997: 61-62). It “allows distinction among the speaker, the addressee, and everyone else” (Trask, 1999: 68) such as:
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: Table 2 Speaker demographics (females) (adapted from ^[197]Limerick, 2019)
: Toro, J., Trobalon, J., & Sebastián-Gallés, N. (2005). Effects of backward speech and speaker variability in language discrimination by rats. Journal of Experimental Psychology: Animal Behavior Processes, 31 (1), 95-100.
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: ^1Citation/ Para citar este Artículo: Ortiz, J. (2017). Shaping your Identity as a Speaker of English: The Struggles of a Beginner Language Learner. Colomb. appl. linguist. j., 19(2), pp. 250-262.
: internal realities and knowledge. Some of these perspectives are linked to the figure of the native speaker as role model and the accreditation of knowledge production (González & Sierra, 2005).