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

1) Candidate: speakers

Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt466 - : Ways of semantic access of «kanji» writing in non-native speakers: phonological or orthographic ? Beliefs and strategies

2
paper CO_ColombianAppliedLinguisticsJournaltxt152 - : In addition, Diéguez (2004) sustains that Chilean speakers incorporate most Anglicisms into their repertoire for three main reasons: a ) there are no equivalents in Spanish, b) the Anglicisms belong to certain jargons, or c) they are used simultaneously with a Spanish equivalent for meaning clarification. In this study, alternate use of an English word and its equivalent has also been observed.

3
paper CO_ColombianAppliedLinguisticsJournaltxt27 - : Crowell (1998) presents approaches taken to determine quality literature for various cultures, with a special emphasis on the Latino community and its diversity. Crowell (1998) mentions that it is difficult to evaluate Latino literature because of the fact that "Spanish speakers do not share a monolithic culture," and so she makes the following recommendations when selecting literature: look for authentic images ; make sure the books move beyond stereotypes; the books should honor the meaning and significance of an original story; consult someone with more knowledge of a culture to ensure its authenticity; and the books should give a voice to a culture (p. 229).

4
paper CO_ColombianAppliedLinguisticsJournaltxt95 - : Students in both modalities also turned to people outside the course for help, for example friends or even native speakers: "Everybody looked for additional resources, some used the dictionary, others the web, some students asked native speakers for help, they were useful tools to solve questions ." (Miguel, focus group # 2, web-based course, page 11).

5
paper CO_ColombianAppliedLinguisticsJournaltxt267 - : Finally, the article written by Ruth Elena Quiroz Posada and Ana Elsy Díaz Monsalve, and published in Spanish, ‘Quejas y expectativas de estudiantes de licenciatura en lenguas extranjeras frente a las clases de inglés: estudio de caso desde el análisis crítico del discurso’, contains a report on a multiple-case study on the identity of foreign language pre-service teachers as perceived by speakers of other languages in two contexts: Brazil and Chile . With the articles contained in this issue, we have decided to take up the challenge of reconstructing and reconceptualising applied linguistics and thus continue to make the Colombian Applied Linguistics Journal a recognised research and academic forum for both local and international authors.

6
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.

7
paper CO_ColombianAppliedLinguisticsJournaltxt204 - : For five University A and three University B students, it was not just being native speakers that explained their advanced knowledge and skills in Spanish, but also their studies: "I have always had, like, a good level, I mean in relation to others (Spanish speakers ) because, well, we are native speakers but I have already taken courses about my mother tongue for five semesters" (UniA-S3-INTFebruary, 21).

8
paper CO_ColombianAppliedLinguisticsJournaltxt204 - : The perception of themselves as lacking ability and knowledge caused 12 University A and 9 University B student teachers frustration, fear, and insecurity which seem to be connected with their idea of masking their identity in certain situations to pass as native speakers. There was usually the impression that native speakers would act as judges of their performance:

9
paper CO_ColombianAppliedLinguisticsJournaltxt204 - : As English speakers, they had granted the omnipresent and usually abstract idealized native speaker all the authority to judge them:

10
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : In essence, according to Lin, Wang, Akamatsu, and Riazi, (2004) the paradigm shift from doing TESOL (Teaching English to Speakers of Other Languages) to doing TEGCOM (Teaching English for Glocalized Communication), requires a series of central research goals: (a ) a deeper understanding of diverse local pedagogical practices and beliefs that are socioculturally based; (b) a deeper understanding of issues relating to "agency, identity, ownership, appropriation, resistance, and English language learning, teaching, and use in diverse sociocultural contexts " (2004, p.218); (c) a deeper understanding of various cross-cultural encounters in a range of sociocultural settings.

11
paper CO_ColombianAppliedLinguisticsJournaltxt298 - : The systematically solid preparation and overreliance on the domains of grammar, phonetics, and teaching methodology are greatly valued by Peter. Nevertheless, he touches on the cultural dimension of language which, in his view, does not appear to be explored in teacher education programs. Peter’s allusion to ‘cross-cultural studies’, people’s diverse cultural conceptualizations and worldviews, along with different uses of language, appears to be leading into a perceived relationship of metaphor and culture. Without delving into the conceptual differences or subtleties around such terms as ‘intercultural communication’, ‘cross-cultural communication’, and ‘intracultural communication’ ( ^[86]Dervin et al., 2011. ^[87]Matsumoto, 2000 ), what is important to stress is that any attempt at successful communication with speakers of other language backgrounds requires understanding of their diverse social-cultural practices, various forms of interaction, their identity formation ( ^[88]Norton a

12
paper CO_ColombianAppliedLinguisticsJournaltxt110 - : From a descriptive standpoint, it was observed that the two speakers considered three different elements, namely: other people (you, people ), themselves (we, us), and their local context (many Colombian families) in the rationale of their project. C.V. employed different language forms in Spanish to show how kidnapping was part of our local reality -this problem has affected many Colombian families-; how the group wished that this situation would receive more attention -that we weren't insensitive/ careless about it-; and how this problem could affect anyone in Colombia -it could happen to us or to a close friend at any time-. C.V. also used repetition as a linguistic resource to emphasize the phrase "tomar consciencia" and the word "awareness", in English, as key concepts in his discourse.

13
paper CO_ColombianAppliedLinguisticsJournaltxt260 - : Identity of foreign language pre-service teachers to speakers of other languages: insights from Brazil and Chile^[26]1

14
paper CO_ColombianAppliedLinguisticsJournaltxt233 - : The study included two structured interviews with each participant. The first was intended to provide data on the way learners initially described their identities as speakers of English, and included the following topics: a ) students’ life histories; b) discourses about English that students appropriated; and c) perception of their own competence in English. The second interview was implemented at the end of the study; it intended to go deeper into different aspects of their observed interaction and participation in class oral tasks such as: self-assessment of their performance in specific tasks; aspects that benefited or hindered their use of English in those tasks; feelings when interacting with different classmates; and their perceptions about changes or progress in their competence as speakers of English.

15
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).

16
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 ).

17
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : Both ^[32]Kenworthy (1987) and ^[33]Smith (1992) regarded intelligibility as a one-way process in which non-native speakers struggled to make themselves understood by native speakers through English sounds . However, more recently, authors such as ^[34]Jenkins (2000) , ^[35]Crystal (2004) , or ^[36]Graddol (2006) have questioned the extent to which this language is spoken by native or non-native speakers. Crystal (2004) states that the ratio of native to non-native speakers of English is around 1:3, which has changed the panorama of the phonological field. Because of the considerable number of non-native speakers of English around the world, the standard sounds and patterns of English have changed. Consequently, speakers no longer need to sound native-like to be considered as intelligible.

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paper CO_ColombianAppliedLinguisticsJournaltxt79 - : An example of a demand produced by Turkish speakers, on the other hand, is:

19
paper CO_ColombianAppliedLinguisticsJournaltxt101 - : In oral interaction, native speakers make many of these choices unconsciously, and also unconscious is their interpretation of the meanings conveyed . This paper reflects our attempt to integrate phonology with the other areas and to make their relationship explicit to help students understand and use them in the target language. Although Brazil et al. sometimes refer to lexical and grammatical notions for their explanations as regards phonological choices, they do not integrate them into a comprehensive system. On the other hand, Halliday and Greaves provide explanations geared towards an integral view, since their theoretical framework considers the language system as a whole.

20
paper CO_ColombianAppliedLinguisticsJournaltxt230 - : Speaking has been one of the skills learners have least developed in schools in Chile in spite of the importance that the Chilean Government has placed on the English curriculum. Notwithstanding, the 2012 SIMCE^[31]^1 (Sistema de Medición de Calidad de la Educación) results did not achieve the expected standards in regards to reading and speaking skills. These results revealed the low level of English of secondary students indicating that more than 80% are not able to understand simple oral or written texts (Mineduc, 2012). It can be inferred from these results that Chilean learners’ proficiency, in terms of receptive skills, might not be fully developed. Moreover, if reading and listening function as input to develop productive skills, the lack of comprehensible input might affect learners’ second language acquisition (^[32]Ellis, 1997, p. 44). According to Krashen, if there is an appropriate level of input, speakers will succeed in making themselves understood in communication (Krashen,

21
paper CO_CuadernosdeLingüísticaHispánicatxt40 - : Furthermore, the oral exercise or talks with native speakers awoke consciousness on the participants, about the importance of commitment, discipline and personal effort, as something necessary for students to achieve proficiency during the English learning process, some of them wrote in Spanish:

22
paper CO_CuadernosdeLingüísticaHispánicatxt40 - : Some students felt very motivated to speak and practice conversations although they did not know how to speak very well in English, they are still in the fifth of sixteenth levels. Furthermore, in spite they felt nervous to interact with native speakers, some of them spoke a lot and understood many things said by the talkers and ignoring their mistakes, they wanted to continue speaking:

23
paper CO_FormayFuncióntxt127 - : The article examines some illustrative cases of pronominal alternation in Medellin speakers, from the perspective of Communication Accommodation Theory, particularly regarding the notion of convergence. Speakers of this community employ the convergence strategy by adjusting to the pronominal treatment employed by their interlocutor, whenever they interact with: 1 ) non-Spanishspeaking foreigners, 2) Spaniards who do not use the vos form, 3) Colombians who do not use the vos form, 4) residents of other regions of Antioquia, and 5) residents of Medellín belonging to a different socio-economic level.

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paper CO_FormayFuncióntxt198 - : ^[39]2 Siglas para Teaching English to Speakers of Other Languages: enseñanza del inglés a hablantes de otras lenguas .

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paper CO_FormayFuncióntxt288 - : Ethnologue claims that Kamsá has 4,000 speakers out of an ethnic population of 4,770 and classifies Kamsá as «level 5: developing», according to its EGIDS schema (^[34]Simons & Charles, 2018 ). UNESCO claims 3,500 speakers and says that the language is definitely endangered (3 on its scale). The Endangered Language Catalogue provides the figure of 4,773 speakers, based on ^[35]Crevels (2012). These numbers seem much higher than the reality, however, I estimate that there were fewer than 800 fluent speakers of Kamsá in 2012 based on the current age of fluent speakers and the census data for different age groups. My personal observation is that there are few, if any, fluent speakers of Kamsá younger than 60 years old. Many ethnic Kamsás between the ages of 40 and 60 are semi-speakers (in that they are able to have basic conversations and have good comprehension of fluent speech, but are not themselves fluent speakers). According to the Kamsá community’s Plan Salvaguarda published in 2012,

26
paper CO_FormayFuncióntxt136 - : The article studies the conception of language of the speakers of the Kamejeya language: the Yukuna-Matapí peoples of the Colombian Amazon, on the basis of ethnographic and linguistic information . It starts out by presenting the approach to language of indigenous co-researcher Uldarico Matapí, and then goes on to discuss the concept of linguistic ideology from the perspective of M. Rosaldo (1982) and A. Duranti (1993), in order to carry out a reflection on the assumptions underlying any conception of language, including that of anthropologists-linguists. After examining the particularities of certain representations of forms of communication in the Amazon region, the paper takes up Ph. Descola's (1996) idea of animism in order to understand the importance of the shamanistic perception of the world of Kamejeya speakers. The paper defends the view that the sense of sight provides metaphors for knowledge and for the shaman's power, which would thus be framed within the structure of language.

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paper CO_FormayFuncióntxt145 - : AN APPROACH TO THE STUDY OF LINGUISTIC ATTITUDES IN TRILINGUAL SPEAKERS: CREOLE ENGLISH, STANDARD ENGLISH, AND SPANISH

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paper CO_FormayFuncióntxt166 - : VOWEL REDUCTION PHENOMENA BY COLOMBIAN SPANISH SPEAKERS OF L2 ENGLISH: AN ACOUSTIC STUDY

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paper CO_FormayFuncióntxt170 - : Do the FTA on record without redressive action, baldly: When this strategy is used, nothing is done to minimize the threat to the hearer's face. As a result, the speakers' intentions are unambiguous and direct, thus satisfying Grice's maxims of conversation (Grice, 1975). The speakers normally choose to do the FTA in this way, with the direct imperative as the most common bald-on-record syntactic form both in Spanish and English, due to low D, P or R, as in the following request from husband to wife, which does not entail a great sacrifice for the hearer:

30
paper CO_FormayFuncióntxt20 - : Instead of answering Lindas question directly, Betty chooses to inform Linda that her hairstyle is none of Lindas business by responding with "Ask yo momma." Bettys response is taken humorously by Linda and any others present. Since the normal expectation in a conversation is that a speakers question will be answered honestly and sincerely, the unexpected indirection ("Ask yo momma") produces laughter . Linda clearly recognizes Bettys entry into the realm of ritualized insult, as indicated by her response, "Oh, so you going there, huh?"

31
paper CO_Lenguajetxt107 - : The current study highlights the role of culture in the learning process of Spanish as a foreign language in Colombia, and how culture can strengthen the learners’ skills while communicating in different real-life situations. As a result, and through some cultural aspects included in the classes, it was possible to encourage an intercultural awareness that helped students to contrast their own culture and the target culture through the language. The inclusion of intercultural competence in foreign and second language teaching was proposed during the late 20^th century, and it basically consists of the planning and implementation of a didactic unit using intercultural principles as part of the teaching-learning process. Nine (9) non-native speakers of Spanish participated in the study: four (4 ) international students coming from Brazil and 5 international teachers coming from The United States, Ireland and Ivory Coast. The results suggest that acquiring cultural skills along communicative

32
paper CO_Lenguajetxt115 - : The same situation occurred in Gina’s case who said that she had never been interested in the Syrian war because it was “far away from Colombia.” Yet, as she started reading the news about this crisis she had learned that “Damascus or Ash-Sham was the capital of Syria,” and that “there was a civil war there because Bashar al-Assad, the president” had ordered the military forces to attack “opposition leaders” and civilians who requested his resignation (field notes, March 12). The four speakers stated that this was the first time in their lives that they were aware of having learned about a foreign culture and problems of other nations in a more realistic way as mentioned in these samples^[83]^6:

33
paper CO_Lenguajetxt115 - : because “those men use dishonest ways to capture women and force them to have sex with many men against their will” (Field notes, April 16). Speakers equally criticized the lack of social responsibility of the Mexican government and the police who were incompetent to eradicate white slave trade in that country, as these data indicate:

34
paper CO_Lenguajetxt73 - : The purpose of this work is to perform, from a pragmalinguistics perspective, a description of the verbal politeness strategies employed in coloquial and semiconducted debates among a group of speakers of the Spanish of Santiago de Chile belonging to two different age groups: young people and senior citizens . Generally speaking, the results evidence differences in the verbal politeness strategies employed by the two groups in the communicative context of an exchange of ideas. Senior citizens employed a wider variety of strategies of positive politeness; young people, a wider variety of grammatical formalizations that allowed them to reduce impact throughout the argumentative process.

35
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.

36
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.

37
paper CO_Íkalatxt240 - : In order to explore some aspects of the sociolinguistic profile of indigenous students, it was necessary to go beyond the institutional databases and resort to designing our own survey and implementing a series of conversation circles with participants. Findings showed that according to 320 indigenous students surveyed, they speak 22 indigenous languages, which is very significant considering that around 65 languages are spoken in our country. However, only 16% of these students had those languages as their mother tongue and 84% spoke Spanish as their first language. The indigenous language with the most speakers at the university is Embera (17 speakers), followed by Namrik (7 speakers), Inga and Nasayuwe (with 5 speakers each), Kamentsa (2 speakers), and several languages spoken by just one of the surveyed students: Awa, Cubeo, Macuna, Misak, Paez, Pasto, Uitoto, Wanana, and Ye´Pá Mah´Sá .

38
paper CO_Íkalatxt312 - : Katic, M., y Safranj, J. (2018). An analysis of dissertation abstracts written by non-native English speakers at a Serbian university: Differences and similarities across disciplines . En M. Chitez, C. Doroholschi, O. Kruse, L. Salski, y D. Tucan (Eds.), University writing in central and Eastern Europe: tradition, transition, and innovation (pp. 231-248). Springer. [ [398]Links ]

39
paper CO_Íkalatxt101 - : From the perspective of morphosyntax, the Calabar variety exhibits the presence of tense but also predominant loss of inflectional and derivational morphology which is a feature of pidgin languages. The most striking syntactic peculiarity of this variety is that some speakers use the objective singular personal pronoun me for both the subjective and objective positions as well as the objective plural personal pronoun we for both the subjective and objective positions as we can see in 10:

40
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:

41
paper MX_ElAnuariodeLetrastxt45 - : The objective of this paper is to describe the prosodic features of the final intonation contour of minor intonational phrases (ip) and the tonemes of major intonational phrases (IP) in Mexico City’s Spanish variety. The speech data was taken from a spontaneous speech corpus made from speakers from two social networks: neighborhood and labor . Final intonation contours of ip show a predominantly rising movement. These contours are generally produced with greater length in the last syllable of the ip, which represents the most significant difference between both networks in the case of oxitone endings. On the other hand, tonemes are predominantly descendant, although the circumflex accent has an important number of cases within the data set. Tonemes produced by the neighborhood network are produced with larger length than those from the labor network.

42
paper PE_Lexistxt34 - : Sin embargo, no solo fue un proceso de repoblación por parte de los altepeme nahuas del Valle de México, sino que también hubo, tras la conquista militar, un éxodo de los grupos otomianos hacia las fronteras del Imperio con los territorios purépechas, por lo que la región quedó plenamente en poder de los nahuas con una mínima integración de los grupos matlatzincas. Por ello, Lockhart afirma que "Nahuatl speakers were dominant, though apparently far from the most numerous group, by the time the Spanish conquerors arrived" (1991: 202), a lo que, además, agrega que hacia finales del siglo XVI "it would appear that the ordinary language for Spanish-Indian discourse must have been Nahuatl" (1991: 238 ). Como demostración de este predominio náhuatl en el Tolcua, el mismo autor presenta una serie de documentos de Calimaya, a 13 km de la capital del Estado de México, redactados en náhuatl y con una clara influencia del español. Al parecer de Lockhart, estos documentos pertenecen a fechas muy

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paper PE_Lexistxt121 - : Es crucial, para apreciar correctamente hasta qué punto llega la analogía con el caso de Vicuña, que ya a mediados del siglo XIX, se había hecho hegemónica en la lingüística la visión institucionalista del lenguaje (según la denominación de ^[112]Taylor 1990), es decir, la presuposición de que el lenguaje existe “fuera” de sus hablantes como institución social y que, por tanto, es posible estudiarlo de forma “objetiva” mediante procedimientos similares a los de las ciencias naturales, lo cual coincide con el auge del positivismo y el biologicismo en la disciplina (^[113]Swiggers 2011). Al convertir el objeto de estudio en un fenómeno natural, “linguistic differences appeared to be ‘natural’ consequences of spiritual or even biological differences between collectivities of speakers rather than consequences of social action” (^[114]Irvine y Gal 2000: 73 ).

44
paper UY_ALFALtxt236 - : PRELIMINAR STUDY OF THE INTONATION OF BOGOTÁ SPEAKERS WITHOUT HIGHER EDUCATION IN A SVO CORPUS: F0, DURATION AND INTENSITY

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paper UY_ALFALtxt208 - : Jackson-Maldonado, Donna. 2012. Verb morphology and vocabulary in monolinguals, emerging bilinguals, and monolingual children with primary language impairment, en Brian Goldstein (ed.), Bilingual language development and disorders in SpanishEnglish speakers, Baltimore, Brookes: 153-173 . [ [49]Links ]

46
paper VE_BoletindeLinguisticatxt117 - : 2. MT de “Idiolects and communal languages represent different levels of abstraction. The former are first-level abstractions from speech, the latter are extrapolations that can be characterized as ensembles of I-languages (…) However, we cannot speak of language change or evolution, which is identified at the population level, without accepting the existence of a communal language. To be sure, a communal language is an abstraction inferred by the observer. It is an extrapolation from I-languages whose speakers communicate successfully with each other most of the time” (Mufwene 2001: 2 ).

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paper VE_BoletindeLinguisticatxt117 - : 4. MT de “Were the Yabarana a single group, or had non-Indians applied the Yabarana name to distinct groups which nonetheless shared cultural traits and/or occupied adjacent territories? Had the Yabarana label been used—by Indians and/or non-Indians to define a broader linguistic community which had once encompassed various peoples? (…) And finally, should the Yabarana language be regarded as a “contact language,” that is, a language that develops among speakers of diverse languages and which in time comes to have its own native speakers (Pratt 1992: 6 ; Wolfart 1973)?” (Giordani 1997: 8-9).

48
paper VE_BoletindeLinguisticatxt46 - : The gradual obsolescence of the pronoun vos inTachiras speech community has motivated this study, the purpose of which is to determine the social and linguistic factors that still support this formof address.Asurvey has been applied to a group of speakers in the region. The results show that the use of vos and the desire to be addressed with this pronoun are below 1%. Even though this term of address reflects speakers marginal behavior and it has very little prestige among the Andeans, the pronoun vos is still used in the slang of a segment of the Tachiras population: the young men who live in the city seem to use vos as a mark of identity and cohesion .

49
paper VE_Letrastxt139 - : Spanish from Tenerife is one of the radical varieties of Spanish, with its foregrounding features of posteriorization and the descending of postnuclear segments, among which the nasal archiphoneme is to be found. In this work, the realization of /N/ by Spanish speakers from Tenerife was analyzed in four phonological contexts: mid position, end of word before consonant, end of word before vowel, and prepausal . This study is supported on the principles of the Natural Polisystemic Model (Chela-Flores 1987, 1997 y 1998). The corpus consisted of 660 instances of the postnuclear /N/, obtained from a sample of 20 subjects, students of the University of La Laguna, Tenerife. The global results showed high levels of velarization (29,24 %). The contexts that most frequently favored this phenomenon was the prepausal (93,75 %), followed by the prevocalic (50,63 %), end of word before consonant (12,22 %), and finally the mid position (6,25 %). These results demonstrate the velarizing nature of this

50
paper VE_Núcleotxt48 - : Two of the most frequently used quoting procedures in verbal face-to-face interaction are direct and indirect styles (Marcuschi, 1997). This research describes, from a syntactic-pragmatic perspective, the use of both procedures by a sample of six speakers from the Corpus sociolingüístico de Caracas 2004-2008 (Bentivoglio & Malaver, 2006). The following aspects are analyzed: frequency of use of direct and indirect styles, forms of expression in speech, verbs that introduce quotes, speech attribution, discursive functions of both styles in interaction and quoting mechanisms used according to the sex of the speakers. The most relevant findings of the study show that the speakers: i ) tend to use the direct style (93% of all the cases studied), especially through the conjugated verb decir; ii) prefer to quote themselves, and iii) quote mostly to narrate an anecdote (61%) or express a thought (19%). Also, according to the results, young men use the quoting procedures much more than women (75% vs.

51
paper corpusLogostxt41 - : It so happens that different natural languages encode evidentiality, i.e. the phenomenon by which speakers let know what the source of information is for their statements, in different ways, sometimes it is lexical (as is the case in German, English, Spanish and many other European languages), as in:

52
paper corpusRLAtxt131 - : A more recent study by Chavez (2009) explored language learners' stereotypes about the German language. The researcher employed both closed-ended and open-ended questions. As Chavez (2009: 8) noted, stereotypical perceptions of German as "a harsh, throaty, or 'phlegmy' language" are abundant and these images are promoted in the mass media and through the TV programs and the movies. The problem with this stereotype is that the perceived harshness of the language is extrapolated to native speakers of German who are viewed as "aggressive" people (Chavez, 2009: 17 ). The findings of the study indicated that the beginner learners of German had less of the preconceived notions about the target language compared to the learners at more advanced levels. For example, the students in their second, third and fourth year of study tended to have negative perceptions about German pronunciation and they described it as "harsh" or "hacking". However, quite unexpectedly, the "harsh-sounding" characteristic

53
paper corpusRLAtxt235 - : This article analyzes the pragmatic competence in the Spanish interlanguage through the study of a speech act: the requesting. For that, 40 text productions from the Corpus de Aprendices de Español (CAES) (Instituto Cervantes and Universidade de Santiago de Compostela), made by Spanish as a Foreign Language (SFLE) A2 students, were examined quantitatively and qualitatively. The data was compared with a sample from 22 Spanish native speakers with the same social profile: male and female with high level studies and ages from 18 to 40 years old . Results show that Spanish learners know the characteristics of this speech act in the target language, but they do not recognise some linguistic and discourse patterns of its expression. For this reason, we propose some improvements for the teaching of the pragmatic component in the SFL classroom.

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paper corpusRLAtxt4 - : In addition to backing, the opposite phenomenon, fronting, is also attested. Although this fronting phenomenon is known to occur, labial-stop realizations are exceedingly rare and essentially are not realized by speakers (Chela-Flores, 1981:657 ). In fact, a quantitative analysis conducted on men and women from Mérida, Venezue- la (Mora de González, 1989) reveals that labial realizations of velar obstruents account for less than 1% of the occurrences. [25]Table 1 summarizes these data.

55
paper corpusRLAtxt4 - : As is evident from [32]Table 3, /LABIAL/ in the coda word-medially is rare in this corpus which supports the statement by Mowrey and Pagliuca that, "the rate of occurrence of syllable-final /p/ in Spanish is vanishingly small" (1995: 69). However, based on the results of this study, their subsequent statement may be too strong. The authors state, that since the occurrence of syllable-final /p/ is so rare in Spanish, it is in effect, "absent from the core lexicon of Spanish" (1995: 69) and therefore, "it is likely that many speakers never encounter, and hence never lay down motor patterns for, syllable-final /p/" (1995: 69 ).

56
paper corpusRLAtxt155 - : Desde el ECP, un esquema lingüístico es una abstracción conceptual creada a partir de una serie de instanciaciones que han resultado exitosas al hablante/ señante, puesto que han logrado satisfacer sus necesidades comunicativas. Esta abstracción sólo puede ser abordada en instanciaciones discursivas concretas. Las unidades lingüísticas "occur in particular settings, from which they derive much of their import, and are recognized by speakers as distinct entities only through a process of abstraction" (Langacker, 1987: 401 ).

57
paper corpusRLAtxt240 - : INTONATION OF INTERROGATIVE SENTENCES IN NORMAL SPEAKERS AND NON-FLUENT APHASIA PATIENTS: FIRST APPROACH

58
paper corpusRLAtxt240 - : The purpose of this paper is to analyze and describe intonational patterns in interrogatives in the Spanish spoken in the urban areas of the Biobío Region of Chile. Spoken samples of normal speakers and individuals diagnosed with 2 variants of non-fluent aphasia were investigated for the current description. The spoken samples were taken from the Spanish Questionnaire (Central Peninsular Spanish Version), adapted for Spanish by Estebas and Prieto (2008) and some unplanned interviews. The sample includes 342 interrogative statements produced by 20 native speakers:10 of them diagnosed with 2 different variants of non-fluent aphasia and 10 individuals with no neurological damage . All of them signed the informed consent. The basis of analysis is the Autosegmental Metrical Theory, known as AM and the intonational transcription system ToBI (Pierrehumbert, 1980; Estebas y Prieto, 2008; Prieto y Roseano, 2010; Hualde y Prieto, 2015). We found that though many intonational patterns are similar to

59
paper corpusRLAtxt124 - : importance to be familiar with the symbolism of the customs and festivities related to the feast day of a certain saint in order to be able to understand the Slovene PU. abec (271) mentions the example of one proverb that is also included in our Slovene database: i.e., Ce se Martinova gospo ledu plazi, o boicu navadno po blatu gazi ('If Martin's goose crawls over the ice, it usually flounders through the mud at Christmas'). If this proverb is to be fully understood, one has to know that St. Martin's (11 November) is a popular holiday in Slovenia, when must is turned into wine. It is a tradition to eat a dish of goose and drink some new wine. The examples below clearly show that the Slovene PUs with saints' names are highly culture-specific and thus understood only by native speakers of Slovene:

60
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.

61
paper corpusRLAtxt180 - : Results obtained from research based on these four criteria indicate that regis ter varies as a dynamic continuum from intimate and private interaction to pro fessional and public communication, covering a wide range of everyday roles and situations. Depending on those roles and situations, during daily communication native speakers clearly identify four macro-registers (^[40]Giménez-Moreno, 2006): family, amicable, social and professional . Under this framework, native English speakers also identify that each of these registers has at least three communicative versions or tones, as illustrated in [41]Table I: (a) a more relaxed, flexible and informal, (b) a neutral or conventional, and (c) a more ceremonial, rigid and formal.

62
paper corpusSignostxt520 - : Approximative, ponderative and affective ‘su’ of speakers in Santiago, Chile: A grammatical and sociolinguistic study

63
paper corpusSignostxt520 - : This investigation presents a characterization of the colloquial usage of the word su’ of Santiago de Chile speakers within two dimensions: grammatical and sociolinguistic . First, a historical review allows to indicate that the colloquial use of approximative, ponderative and affective ‘su’, with a mostly determining function, has its origins in Latin language and can be found in early Spanish testimonies and subsequently in other Hispano-American countries. After the revision of 108 sociolinguistic interviews, it can be concluded that the use of ‘su’ as an affective determinant constitutes a possessive differentiated value, not described neither in grammars nor in any following studies. Along with this, it is concluded that it is possible to group these usage cases of ‘su’ in five thematic axes: 1) refreshments and liquors, 2) food, 3) home utensils or important possessions, 4) events, processes and activities and 5) human beings. Finally, findings about the sociolinguistic distribution in

64
paper corpusSignostxt360 - : Although the posttest mean score of the participants in the collaborative output group was lower that that of the enhanced input group, the collaborative output groups higher gain score compared with that of the individual output group can be explained from a sociocultural point of view, which confirms the importance of collaborative output tasks for the promotion of L2 learning. Regarding the improvement of the learners in the collaborative output group, the results of the present study indicate that dictogloss, when done collaboratively, could lead L2 learners to improve their knowledge on English subjunctive mood. The justification for this main effect is the existence of different consciousness-raising techniques in a dictogloss task. The results are in favor of Swain and Lapkins (2001) collaborative dialog in which speakers were engaged in two meaning negotiation tasks: dictogloss and jigsaw . Findings from the present study also substantiate Watanabe and Swains (2007) claim that

65
paper corpusSignostxt524 - : More recently, heritage learners of all languages have been defined as “heritage speakers are bilingual native speakers of their heritage language, except that the degree of ultimate attainment in the heritage language is variable” (^[30]Montrul, 2016: 249 ). Montrul, like Valdés, focuses on the language abilities of the students as a principal component of the definition. However, ^[31]Fishman (2001) expands this definition beyond the scope of linguistic proficiency to include passive language skills as well as personal and familial connections to the culture. For Fishman, heritage languages present two main characteristics in the United States context: (1) they are those other than English, and (2) they are languages that “have a particular family relevance to the learners” (^[32]Fishman, 2001: 81). Given the increasing numbers of SHLs in the university setting, research has been forthcoming regarding how to best help these learners improve their language skills as well as how to better

66
paper corpusSignostxt524 - : “(a) the relationship between power and language and the sociopolitical reasons that certain language varieties and practices are frequently constructed as inferior or unacceptable, (b) the ways in which these constructions are propagated, and (c) the consequences for speakers of varieties negatively constructed” (^[93]Leeman, 2005: 42 ).

67
paper corpusSignostxt500 - : must be fulfilled by a form-meaning pairing for it to be regarded as a construction: in a construction, “form consists of a morphosyntactic arrangement of elements”; productivity, that is, the form-meaning pairing is productive if “it gives rise to a pattern whose formal part can be realized by predicates that obey the requirements of the meaning part of the pairing”; bi-univocity, that is, the relationship between form and meaning is bi-univocal in the sense that “form cues for meaning and meaning is realized by form��; and replicability, which accounts for the fact that a construction can be strictly invariably reproduced by other competent speakers with all its meaning implications in similar contexts (^[66]Ruiz de Mendoza-Ibáñez, 2013: 237 ).

68
paper corpusSignostxt330 - : Abstract: The study aims to describe the linguistic forms of personal reference and the narrative functions (orientation, episodes, etc.) developed after childhood.160 oral and written narratives were analyzed, from 80 native peninsular Spanish speakers (40 men and 40 women) belonging to four age/schooling groups: 9, 12, and 16 years old, plus a graduate adult group (25-30 years old ). All participants produced a written and an oral text on a subject elicited by a video on interpersonal conflict in a school. The results show that the effect of age is significant in the structural configuration of the narratives, particularly in the eventive and evaluative components. It is also observed that children in the 9 and 12 year olds groups introduce plenty of information that they do not elaborate effectively. In addition, they use episodes and complications both to introduce and maintain referents. In contrast, older subjects tend to introduce a few referents, which are efficiently maintained

69
paper corpusSignostxt528 - : García, O. & Blanco, G. (2000). Spanish for native speakers: K-12 considerations . In American Association of Teachers of Spanish and Portuguese (Ed.), Spanish for Native Speakers: AATSP Professional Development Series Handbook for Teachers K-16 (pp. 85-89). Fort Worth, TX: Harcourt College. [ [144]Links ]

70
paper corpusSignostxt283 - : The present study attempts to explore expressions of interpersonal meaning more systematically, drawing on SFL theory. The metafunctional nature of this theory not only provides a systematic means for differentiating interpersonal meaning from ideational and textual meanings, but also for exploring how they relate to each other. Within SFL, Appraisal offers the theorization of interpersonal meaning choices in discourse (see Martin, 2000; Martin & Rose, 2003, 2007; Hood, 2004; Hood & Martin, 2005; Martin & White, 2005). A central concept of Appraisal theory is that speakers of a language use evaluative resources "for negotiating our social relationships, by telling our listeners or readers how we feel about things and people (in a word, what our attitudes are)" (Martin & Rose, 2003:19 ). The focus of analysis of this study deals with one of the Appraisal systems outlined by these authors -Engagement, which includes "all the resources by which the textual or authorial voice is positioned

71
paper corpusSignostxt513 - : This research focuses on the function of neologisms and casts serious doubts on the applicability of the traditional dichotomy ‘denominative neologisms’ and ‘stylistic neologisms’. Although this classification is widely mentioned in the literature on neology, both from a theoretical and applied perspective it shows some limitations that call into question that they really work as opposing categories (Llopart-Saumell, 2016). The starting point of this study is a linguistic survey based on the perception of the speakers: participants were asked to classify a set of neologisms in Catalan (in context ) in denominative, stylistic or with both values (denominative and stylistic). Then, we study the degree of coincidence of the results obtained and, finally, we contrast them with sociolinguistic (frequency and stability of use), discursive (context and discursive position) and linguistic data (morpho-semantic) of each of the neologisms. The results point out that those neologisms considered

72
paper corpusSignostxt282 - : The present study attempts to explore expressions of interpersonal meaning more systematically, drawing on SFL theory. The metafunctional nature of this theory not only provides a systematic means for differentiating interpersonal meaning from ideational and textual meanings, but also for exploring how they relate to each other. Within SFL, Appraisal offers the theorization of interpersonal meaning choices in discourse (see Martin, 2000; Martin & Rose, 2003, 2007; Hood, 2004; Hood & Martin, 2005; Martin & White, 2005). A central concept of Appraisal theory is that speakers of a language use evaluative resources "for negotiating our social relationships, by telling our listeners or readers how we feel about things and people (in a word, what our attitudes are)" (Martin & Rose, 2003:19 ). The focus of analysis of this study deals with one of the Appraisal systems outlined by these authors -Engagement, which includes "all the resources by which the textual or authorial voice is positioned

73
paper corpusSignostxt527 - : The students who came to Canada as older children considered themselves to be native speakers, not HLLs, as one student stated:

74
paper corpusSignostxt451 - : We paid special attention to the existing literature on the issues of teaching English pronunciation to Spanish speakers. Unfortunately, such resources are scarce. The fullest courses are ‘English Phonetics and Phonology for Spanish Speakers’ by ^[60]Mott (2005) and ‘A Course in English Phonetics for Spanish Speakers’ by ^[61]Finch and Ortiz Lira (1982), but they teach British English to Castilian Spanish speakers. Such books like ‘Teaching English Sounds to Spanish Speakers' by ^[62]Schneider (1971), ‘English Pronunciation for Spanish Speakers: Vowels’ by ^[63]Dale (1985), ‘English Pronunciation for Spanish Speakers: Consonants’ by ^[64]Dale and Poms (1986 ) teach American English, but are limited to some aspects of pronunciation and do not consider Mexican Spanish peculiarities.

75
paper corpusSignostxt309 - : Además de ser el modelo de aproximación natural al estudio del lenguaje, los programas de géneros textuales cuentan con una razón más, el hecho de ser una unidad lingüística con significado social pleno, un rasgo propio de esta unidad presente en las definiciones: "a term that refers to complex oral or written responses by speakers or writers to the demands of a social context" (Johns, 2002: 3 ).

76
paper corpusSignostxt309 - : En un nuevo giro a la tradición de la lingüística educacional, estos contenidos lingüísticos se integran con el resto de asignaturas de manera que, como se ejemplifica abajo, los productos textuales académicos sirven de soporte natural en su dimensión lingüística a los contenidos históricos, ciencias, etc. La unidad de referencia resulta ser por tanto el género textual entendido en su definición canónica como "a term that refers to complex oral or written responses by speakers or writers to the demands of a social context" (Johns, 2002: 3 ).

77
paper corpusSignostxt600 - : The decision to analyse how the writers’ voice is conveyed in RAs written by English L1 researchers should be understood as a preliminary stage in an attempt to obtain reliable results for further contrastive analyses. In other words, the decision to focus on the rhetorical choices made by native speakers can be justified on several additional grounds: first, it is well-known that it is imperative for scholars to publish their research in English in order to obtain a higher impact, scope, or visibility (^[90]Flowerdew & Li, 2009 ; Li, 2014; ^[91]McGrath, 2014). However, extensive research has echoed the pressures and problems that non-Anglophone writers face when having to publish their research in English in high-rank journals (^[92]Salager-Meyer, 2014; Li, 2014; ^[93]Martín-Martín, Rey-Rocha, Burgess & Moreno, 2014; ^[94]Moreno, Rey-Rocha, Burgess, López-Navarro & Sachdev, 2012). Such problems are sometimes related to their linguistic competence and proficiency in English, but are also

78
paper corpusSignostxt368 - : Attribution of responsibility by Spanish and English speakers: How native language affects our social judgments

79
paper corpusSignostxt368 - : Native Spanish (n = 45) or native English speakers (n = 40) were randomly assigned to one of four conditions of literal wording in each respective language: 1) agentive: the main character in the scenario broke the vase ; 2) somewhat agentive: the vase was broken by the main character in the scenario; 3) somewhat non-agentive: the vase was broken; 4) non-agentive: the vase broke. The experiments thus used a 2 (language) x 4 (agentive) mixed factorial design. There were approximately 10 participants per group. The two independent variables, language and agentive wording, were treated as between-subjects factors.

80
paper corpusSignostxt531 - : “the language major should be structured to produce a specific outcome: educated speakers who have deep translingual and transcultural competence” (Ad Hoc Committee on Foreign Languages of the American Modern Language Association, 2007: 237 ).

81
paper corpusSignostxt526 - : Perhaps one of the greatest challenges facing HL speakers in the interpreting classroom is language proficiency. HL speakers are typically raised in homes in which the heritage language is the dominant language; however, these speakers do not typically demonstrate full parity between the heritage and societal languages.^[125]^4 Instead, HL speakers may be less proficient in the heritage language for two main reasons: (1 ) HL learners receive less input in the heritage language than in the societal language, and (2) many HL speakers do not receive formal schooling in the heritage language (^[126]Potowski, Jegerski & Morgan-Short, 2009). This description of language proficiency is usually referred to as ‘incomplete acquisition’ (e.g., ^[127]Montrul, 2002) or ‘bilingual acquisition’ (e.g., ^[128]Beaudrie, Ducar & Potowski, 2014), which suggests that not all the grammatical features from a monolingual system are acquired.^[129]^5

82
paper corpusSignostxt526 - : Skills in reading comprehension may appear to be of lesser concern in the context of interpreting, given the predominantly oral nature of the task; however, the sight translation mode - i.e., an oral rendition in the target language of a written source text - requires reading comprehension skills and facility with various registers to account for a wide range of text types that may be encountered. ^[139]Carreira and Kagan (2011) note that HL speakers possess stronger aural skills than other language skills. These comments echo those of ^[140]Montrul (2008: 490), who notes that many HL speakers and learners:

83
paper corpusSignostxt380 - : El término deixis se refiere a “the way speakers orient themselves and their listeners in terms of person, time and space in relation to the immediate situation of speaking” (McCarthy & Carter, 1994: 178 ). Es una herramienta lingüística de ‘orientación’ que permite ubicar al remitente en relación con el destinatario de su mensaje (Simpson, 1993). Palabras como ‘aquí’ y ‘allí’, ‘ahora’ y ‘después’, ‘nuestro’ y ‘suyo’ cobran significado en cada situación particular, por lo tanto, no pueden ser comprendidas fuera del contexto de su emisión.

Evaluando al candidato speakers:

3) native: 44
8) learners: 17 (*)
11) linguistic: 13 (*)
14) martin: 12
15) skills: 12
18) communication: 10 (*)
20) oral: 10 (*)

speakers
Lengua: eng
Frec: 1878
Docs: 584
Nombre propio: 6 / 1878 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.665 = (4 + (1+6.89481776330794) / (1+10.8757493514201)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

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

speakers

: 1. Mezcla: «Mixing refers to the coexistence of features with origins in the different input dialects within the new community, usually because speakers have different dialect origins» (^[67]Trudgill & Kerswill, 2005, p. 197).
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: 12. Kendris, T. (2008). Complete English grammar review for Spanish speakers. New York, NY: Barron's Educational Series.
: 12.Holler, Judith y Geoffrey beattie. 2003. Pragmatic aspects of representational gestures. do speakers use them to clarify verbal ambiguity for the listener?. Gesture 3, 2. 127-154.
: 13. Bygate, M. (2001). Speaking. En R. Carter y D. Nunan (Comps.), The Cambridge guide to teaching English to speakers of other languages (pp. 14-20). Cambridge: Cambridge University Press.
: 15.Leder, Steven y Jay Lerman. 1985. Some acoustic evidence for vocal abuse in adult speakers with repaired cleft palate. Laryngoscope 95. 837-840.
: 2. Language input should aim to be genuine, i.e. involving features of naturally occurring language with and between native speakers: speed, rhythm, intonation, pausing, idea density, etc. (Rost, 2002: 125).
: 20. Oxford, R. L. (2001). Language learning strategies. In Carter, Carter R. & Nunan, D. (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
: 20. Valdés, G. (2000). Introduction. En AATSP (Eds.), Professional development series. Vol. 1: Spanish for Native Speakers (pp. 1-20). Forth Worth, TX: Harcourt College Publishers.
: 23. Mairs, J. L.(1989). Stress Assignment in Interlanguage Phonology: an Analysis of the Stress System of Spanish Speakers Learning English. In Gass & Schachter, eds.: 260-84.
: 24. Dudley-Evans, T. (2001). English for specific purposes. En R. Carter y D. Nunan (Comps.), The Cambridge guide to teaching English to speakers of other languages (pp. 131-136) Cambridge: Cambridge University Press.
: 30. Olshtain, Elite y LioraWeinbach. 1987. Complaints.Astudy of speech act behavior among native and nonnative speakers of Hebrew. En Jeff Verschueren y Marcella Bertucelli Papi (eds.), The pragmatic perspective, 195-208. Amsterdam: John Benjamins.
: 33. García, C. (1992). Responses to a request by nonnative English speakers: Deference vs. camaraderie. Multilingua, 11(4): 387-406.
: 46. Hamp-Lyons, L. (2001). English for Academic Purposes. En R. Carter y D. Nunan (Comps.), The Cambridge guide to teaching English to speakers of other languages (pp. 126-130). Cambridge: Cambridge University Press.
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: 7. Ratcliffe, J. (2003, junio). English speakers unite!. Speak Up, 214, 24-26.
: 9. Fairclough, M. (2006). Language placement exams for heritage speakers of Spanish: Learning from students' mistakes. Foreign Language Annals, 39 (4), 595-604.
: 9. Grinevald, Colette. 2003. Speakers and documentation of endangered languages. En Peter Austin (ed.), Language documentation and description, Vol. 1, 52-72. Londres: The Hans Rausing Endangered Languages Project.
: Abreu, L. (2012). Subject Pronoun Expression and Priming Effects among Bilingual Speakers of Puerto Rican Spanish. In K. Geeslin & M. Díaz-Campos (Eds.), Selected Proceedings of the 14^th Hispanic Linguistics Symposium (pp. 1-8). Cascadilla Proceedings Project.
: Acknowledgement of Responsibility is an important way that Spanish speakers mitigate an apology (Gómez, 2008).
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: Ali, F. (in press). Identity and investment in language learning: a case study of heritage Spanish speakers. Spanish in Context.
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: Alves, U. K., & Magro, V. (2011). Raising awareness of L2 phonology: explicit instruction and the acquisition of aspirated /p/ by Brazilian Portuguese speakers. Letras de Hoje, 46(3), 71-80.
: Anderson, R. (2007). Exploring the grammar of Spanish-speaking children with specific language impairment. En J. Centeno, R. Anderson & L. Obler (Eds.), Communication disorders in Spanish speakers (pp. 113-126). Londres: Multilingual Matters.
: Archanjo, R., Barahona, M., & Finardi, K. R. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colombian Applied Linguistics Journal, 1(21), 62-75. [120]https://doi.org/10.14483/22487085.14086
: Athanasopoulos, P. & Bylund, E. (2013). Does grammatical aspect affect motion event cognition? A cross-linguistic comparison of English and Swedish speakers. Cognitive Science, 37, 286-309.
: Benmamoun, E., Montrul, S. & Polinsky, M. (2013). Heritage languages and their speakers: Opportunities and challenges for linguistics. Theoretical Linguistics, 39(3-4), 129-181.
: Biesenbach-Lucas, Sigrun. (2007). Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English. Language Learning and Technology, 11(2), 59-81.
: Bodman, J. & Eisenstein, M. (1988), May God increase your bounty: The expression of gratitude in English by native and non-native speakers. Cross Currents 15, 1, 1-21.
: Bolger, PA. & G.C. Zapata. (2011). Psycholinguistic Approaches to Language Processing in Heritage Speakers. Heritage Language Journal 8(1), 1-27.
: Bortoni-Ricardo, Stella Maris (1985) The Urbanization of Rural Dialect Speakers: A Sociolinguistic Study in Brazil. Cambridge: Cambridge University Press.
: Bowels, M. & Montrul, S. (2014). Heritage Spanish speakers in university language courses: A decade of difference. ABEL Bulletin, 43(1), 112-122. [122]https://doi.org/10.1632/adfl.43.1.112
: Boxer (1993: 286-287) identified six types of indirect complaint responses among native speakers of American English:
: Bruhn de Garavito, J. (2008). Acquisition of the spanish plural by french L1 speakers: the role of transfer. En J. Liceras, H. Zobl y H. Goodluck (Eds.), The role of features in second language acquisition (pp. 270-298). Doi: 10.4324/9781315085340-9.
: Bryan, N., & Habte-Gabr, E. (2008). Strategies for teaching geography electives in English to native Spanish speakers at a Colombian university. Latin American Journal of Content & Language Integrated Learning. 1(1). 1-14.
: Burgo, C. (2019). Mixed classrooms: How do Spanish heritage speakers feel about the mix? In G. Thompson & S. Alvord (Eds.), Contact, community and connections. Current approaches to Spanish in multilingual populations (pp. 305-322). Delaware: Vernon Press .
: Campanaro, T. G. (2013). Spanish heritage speakers and second language learners in mixed classrooms: Perceptions of students and instructors. (Unpublished Master's thesis). Master of Arts in Applied Linguistics. University of Alberta. Edmond, Alberta.
: Campion, C. (2004). Spelling proficiency of native speakers of Spanish: A look at the influence of morpheme structures in spelling errors. The UCI undergraduate research journal. 19-26.
: Carlet, A. (2017). L2 perception and production of English consonants and vowels by Catalan speakers: the effects of attention and training task in a cross-training study (tesis de doctorado). Universidad Autónoma de Barcelona, España.
: Carpenter, A. C. (2015). Phonetic training significantly mitigates the stress ‘deafness’ of French speakers. International Journal of Linguistics, 7(3), 94-108.
: Carreira, M. (2014a). Professional opportunities for heritage language speakers. In T. G. Wiley, J. K. Peyton, D. Christian, S. C. K. Moore & N. Liu (Eds.), Handbook of Heritage, Community, and Native American Languages in the United States (pp. 66-75). New York, NY: Routledge .
: Carrió, M. L. & Muñiz-Calderón, R. (2015). A contrastive analysis of metadiscourse features in business e-mails written by non-native speakers of English. Procedia-Social and Behavioural Sciences, 173, 214-221.
: Chang, Y. & Swales, J. (1999). Informal elements in English academic writing: Threats or opportunities for advanced non-native speakers. In C.N. Candlin & K. Hyland (Eds.), Writing: Texts processes and practices (pp. 145-147). London: Longman.
: Chen, Miao-Tzu. (2006). An interlanguage study of the speech act of disagreement made by Chinese EFL Speakers in Taiwan. Unpublished Master's Thesis, Koashiung: National Sun Yatsen University.
: Chen, R. (1993). Responding to compliments. A contrastive study of politeness strategies between American English and Chinese speakers. Journal of Pragmatics, 20, 49-75.
: Chen, X. (2010). Discourse-grammatical features in L2 speech: A corpus-based contrastive study of Chinese advanced learners and native speakers of English. (Unpublished doctoral dissertation). City University of Hong Kong, Hong Kong.
: Chen, Yudong. (2007). A comparison of Spanish produced by Chinese L2 learners and native speakers. An acoustic phonetics approach. Tesis doctoral, Urbana-Champaign: University of Illinois.
: Cheng, R. (2013). A non-native student's experience on collaborating with native speakers in academic literacy development: A socio-political perspective. Journal of English for Academic Purposes, 12,12-22.
: Cheng, Winnie and Tsui, Amy. (2009). Ahh ((laugh)) well there is no comparison between the two I think': How do Hong Kong Chinese and native speakers of English disagree with each other? Journal of Pragmatics, 41(11), 2365-2380.
: Chenoweth, N., Chun, A. & Luppescu, S. (1983). Attitudes and preferences of nonnative speakers to corrective feedback. Studies in Second Language Acquisition, 6, 79-87.
: Citation/ Para citar este Artículo: Archanjo, R., Barahona, M. & Finardi, K. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colomb. Appl. Linguist. J., 21(1), pp. 66-79.
: Citation/ Para citar este artículo: Viafara J. (2016). as Spanish and English Speakers. Colomb. Appl. Linguist. J., 18(2), pp. 11-24.
: Colombi, C. (2009). A systemic functional approach to teaching Spanish for heritage speakers in the United States. Linguistics and Education, 20(1), 39-49. doi: [51]10.1016/j.linged.2009.01.004
: Crandall, J., & Kaufman, D. (2002). Content based instruction in higher education settings. Alexandria, USA: Teachers of English to Speakers of Other Languages, Inc.
: Crawford, J. (2005). First, do no harm: Accountability systems for English language learners. Paper presented at the 39^th Annual Teachers of English to Speakers of Other Languages Convention. San Antonio, TX.
: Crossley, S. A., Salsbury, T. & McNamara, D. S. (2010a). The development of polysemy and frequency use in English second language speakers. Language Learning, 60, 573-605.
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: erroneously constructing such expressions in the manner of their L1; furthermore, speakers of v-framed languages may omit manner expression all together as this is characteristic of their L1 (Carroll, Murcia-Serra, & Watorerk, 2000).
: One of the basic functions of language is to segment the flux of happenings in the world into units which speakers refer to events (Rappaport, Doron & Sichel, 2010: 1).