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

1) Candidate: speaking


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt153 - : Cognitive and intersubjective properties of speaking comprehension: Possible elements for a model

2
paper CL_LiteraturayLingüísticatxt124 - : Undoubtedly, results coming from the present paper could be much more revealing if a larger corpus was used. However, I am of the opinion that the present investigation could be used as a stepping stone to a more elaborate study. Broadly speaking, these are some of the conclusions emerging from this investigation:

3
paper CL_LiteraturayLingüísticatxt32 - : A soft, penetrating inner voice seemed to be speaking to me at all times: 'The years can go by now', the voice would say, 'and lines can spread out over your face, and gray hair intermingle with your dark hair, your flesh become dry and your body emaciated by old age . ...What does it all matter to you now? What does it matter to you if your body withers away, since it has known love? With this wonderful memory in your heart you will be able to bear cheerfully a long dreary existence, and even repeat day after day, without weariness all the small gestures that make up your daily life'" (p. 79). No copio el texto en español que es casi idéntico porque es ampliamente conocido.^4 Gligo ofrece otra versión, atribuyendo el rechazo por brevedad a la Paramount Pictures en vez de a Farrar Straus: "La Paramount Pictures demuestra interés, María Luisa, con humor, resume así el veredicto de la firma sobre su obra: 'Muy bonito, pero demasiado corto y no vamos a filmar un poema en prosa. Aclare el

4
paper CL_LiteraturayLingüísticatxt262 - : As can be seen, the positive concepts that speaking RP enjoys do not go hand in hand with reality: the actual population of RP speakers continues to dwindle and not more than 2% or 3% speak it in the British Isles, as reported by Crystal (1997 ), yet traditional views of accent seem to prevail. This might be the case because, as Jenkins (1998) points out, there is still scant research on English used in non-native contexts. A paradigmatic change in this respect is certainly no easy task and will only be possible when 'we have adequate descriptions of EIL varieties', (Jenkins, 2006: 61).

5
paper CL_LiteraturayLingüísticatxt318 - : The process of speaking includes three main phases: conceptualizing the message content, formulating the message linguistically, and articulating the message (Bygate, 1987 ). It is supposed that these three phases work together effortlessly and create clear, coherent speech. Nevertheless, problems can arise at each of the three phases. For instance, when conceptualizing the message content, the speaker can give an inappropriate message. In the second phase, when formulating the message lin guistically, the speaker can choose the wrong word. Finally, when articulating the message, the speaker can pronounce some words incorrectly. These problems can happen to speakers in their L1, so for L2 speakers, these problems become significantly more likely.

6
paper CO_ColombianAppliedLinguisticsJournaltxt120 - : ^[35]1Richards (2006) based on Brown & Yule (1983) classifies speaking functions in: talk as interaction (oriented to building and maintenance of social relationships, e .g. telling and anecdote to a friend), talk as transaction (oriented to the message, e.g. making a hotel reservation), and talk as performance (oriented to transmitting information before an audience, e.g. giving a speech).

7
paper CO_ColombianAppliedLinguisticsJournaltxt187 - : The Output Hypothesis was proposed by Swain (Swain, 1985, 1993; Swain & Lapkin, 1995) to complement Krashen' s input hypothesis. Swain suggests that output, i.e. the learner' s oral production in the target language, plays a fundamental role in the development of oral proficiency. A central notion to this hypothesis is the concept of comprehensible output or "pushed" output. In other words, when speaking in the L2, learners are "pushed" to make themselves understood and thus they are more likely to use more sophisticated linguistic forms . This means that sometimes they may have to reword a previous utterance or use linguistic forms they had never used before. Thus, the Output Hypothesis holds that output can trigger certain cognitive processes that facilitate the acquisition of a second language. These include "noticing the gap," which is defined as learners' awareness of the disparity between their own oral production and the language produced by native speakers or more advanced learners.

8
paper CO_ColombianAppliedLinguisticsJournaltxt217 - : The fact that many learners fear being listened to while speaking a foreign language was also observed by Hilleson (1996) in his xxxxxxxxx I want to talk with them, but I don't want them to hear. Similarly, Liu and Jackson (2008) found that "most of the students were willing to participate in interpersonal conversations, but many of them did not like to risk using/speaking English in class" (p. 71). Findings of the present study align with these results, indicating that learners indeed do want to speak, but apart from their discomfort when being listened to, they also sensed that their lack of vocabulary inhibited them from speaking (more) in class, making them feel unable to express their thoughts and opinions:

9
paper CO_ColombianAppliedLinguisticsJournaltxt217 - : Both observations correspond with Liu and Jackson's (2008) findings of a significant correlation between students' unwillingness to communicate and their self-rated English proficiency. Another student, Lorena, apart from also feeling nervous, expressed a sensation of (self-)fulfilment when speaking German in class:

10
paper CO_ColombianAppliedLinguisticsJournaltxt217 - : As to the first question, experiences were positive for all students participating in the interviews and focus groups. Without being asked for emotional aspects, David described how eTLL helped him losing his fear of speaking:

11
paper CO_ColombianAppliedLinguisticsJournaltxt217 - : Other students, in turn, acknowledged that the experiences made in eTandems helped them to reduce their fear of speaking in class, for example Sofia:

12
paper CO_ColombianAppliedLinguisticsJournaltxt21 - : Coming back to the linguistic affair, it is seen that some of the primary motivations for foreign languages learning in Colombia are based on the premise that a foreign language is prestigious^[40]13. This is due to the fact, that speaking foreign languages bring about expectations or represent benefits, essentially in three views: the academic, the economical and the cultural^[41]14 . The academic view deals with the conception that languages are no more than a subject matter or a component of the academic activity. The second has to do with the idea that by learning a language there are chances to have a better: income, job promotion or business progress. Culture as the third aspect, is considered as the means by which languages give access to socio-cultural aspects namely music, customs, sports, religion etc., of other cultures. Although the three views overlap, there is a higher emphasis on one of the three.

13
paper CO_ColombianAppliedLinguisticsJournaltxt9 - : To establish correlations, the Language Center Rubric (LCR) was equated to the KET speaking component as follows:

14
paper CO_ColombianAppliedLinguisticsJournaltxt244 - : (p. 256). The second frequently-used semantic formula by the three proficiency-level groups was ‘I would like to offer my condolences.’ Persian-speaking EFL learners’ preference for this formal semantic formula probably stems from three facts: first of all, under the influence of their L1, Persian-speaking EFL learners literally translate the semantic formula tæsliæt migæm from Persian into English resulting in formal utterances like ‘Please accept my condolences’ or ‘I would like to offer my condolences .’ Second, Persian-speaking EFL learners must rely on instructional materials to receive input in the L2, as such they oftentimes interact with their textbooks (Morady Moghaddam, 2012) which prescribe the use of formal expressions, which are more appropriate for writing rather than speaking. Third, ^[88]Trosborg (1995) contends that the L2 learners who have not thoroughly mastered the distinctions between written and oral language may transfer characteristics of the written medium which

15
paper CO_ColombianAppliedLinguisticsJournaltxt234 - : Furthermore, ^[37]Brown (2007) asserts that there exist principles for teaching speaking listed as: focusing on fluency and accuracy, providing intrinsically motivating techniques, encouraging the use of authentic language in meaningful contexts, providing appropriate feedback and correction, linking speaking and listening, giving opportunities for oral communication, and encouraging the development of speaking strategies .

16
paper CO_ColombianAppliedLinguisticsJournaltxt241 - : comparison to other alternatives to learning English. Broadly speaking, Skype has revolutionized modern global communications “by making it simple for anyone with an Internet connection to make and receive superior quality phone calls for free” (http://about .skype.com/2005/08).

17
paper CO_ColombianAppliedLinguisticsJournaltxt85 - : At the intersection between axes and dimensions are the macro competences the NQT should attain, which are more finely tuned in the descriptions, generic activities, learning outcomes and specific competences in each curricular activity (course) the design contains. The integrated curriculum contains two major encompassing strands, (a) English language and (b) Methodology. In turn, (a) English language includes the following sub-strands: (i) Integrated skills: reading, writing, speaking and listening, (ii) Linguistic components: lexico-grammar, pronunciation, (iii ) Culture and literature, and (iv) Reflective and critical skills. The (b) Methodology strand includes (i) Reflection workshops, (ii) Field experiences, (iii) Practicum, (iv) Action Research, and (v) Methods. The Methods sub strand includes: (I) Teaching/learning strategies, (II) Classroom management skills, (III) ICTs and other resources, and (IV) Assessment and evaluation.

18
paper CO_ColombianAppliedLinguisticsJournaltxt271 - : According to the conducted literature review, becoming fluent involves the following aspects that are relevant when a person is speaking naturally:

19
paper CO_ColombianAppliedLinguisticsJournaltxt271 - : A study on the development of fluency in students (^[44]Diyyab, 2014) reveals that integrating video recordings with the speaking activities slated for EFL learners offers several advantages: students can observe their own performances and those of their friends ; they can repeatedly self-assess video recordings of their speech delivery; they can develop a critical distance and identify the gaps in their speaking skills, they can view the videos and conceptualise and rehearse improvements; and teachers can use the videos to indicate tips and techniques that would improve the English fluency of their students (^[45]Kirkgoz, 2011).

20
paper CO_ColombianAppliedLinguisticsJournaltxt271 - : The action plan encompassed a total of four sessions with two sessions developed per week ([49]See Appendix 3). Each 90 minute session centred on encouraging students to speak in English, to develop videos, and to subsequently present them to their classmates. Initially, in sessions one and two, the students practised their oral delivery without the video recording tool. During the rest of the intervention, in sessions three and four, students used their smartphone video recording tools. Finally, the recorded video-clips were delivered by the students to the teacher via e-mail or pen drive. Considering all the elements mentioned above, this action research attempted to improve the English language fluency or the participants, particularly with regard to speaking skills, through the use of the smartphone video recording apps. David Nunan’s (2009) concept of speaking fluency is used in this study: ‘the extent to which the speaker uses the language with few hesitations or unnatural pauses,

21
paper CO_ColombianAppliedLinguisticsJournaltxt107 - : This research project aims at identifying and analyzing different identities students construct as learners of a foreign language when interacting within an EFL classroom, and how this identity construction might have possible effects on students' language learning process. This study, which was carried out with undergraduate students from a private university in Bogotá, was the product of permanent observation to the development of students language learning process (specially speaking skill) and how the implicit or explicit student-teacher interaction might constitute an important element to this development, relies under the principles of CCDA (Critical Classroom Discourse Analysis ). The idea of implementing this research methodology has to do with the need of looking beyond fixed categorizations and rather listen to how learners negotiate different identities as they employ diverse cultural and linguistic resources to construct knowledge in classrooms. Throughout the process of data

22
paper CO_ColombianAppliedLinguisticsJournaltxt78 - : We adopted a simplified ethnographic methodology for the observation of a few first grade classrooms for the deaf in three different schools. Broadly speaking, we considered two constituent elements that are part of the environment within which the phenomenon "number system teaching for the deaf" occurs: i ) the settings that were considered when studying the phenomenon, in this particular case, three schools dealing exclusively with deaf people, and ii) the main actors in the phenomenon analyzed, in this case, 16 deaf children, and, as linked actors, three teachers and two linguistic models.[30]^4 The curricular level for the observations was the first grade.

23
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The TNSs produced a complaint speech act set when speaking to a contradicting teacher including the components 'explanation of purpose', 'justification', complaint', 'candidate solution: request and/or demand', and 'criticism' . These components differed from the data produced by those speaking to a commiserating teacher in their use of 'explanation of purpose' and 'candidate solution: request'.

24
paper CO_ColombianAppliedLinguisticsJournaltxt141 - : In terms of audio / video editing tools, 45% of the participants actively used Audacity ([35]http://www.audacity.sourceforge.net/?lang=en) audio editor and recorder in order to improve speaking skills, and 26% used Animoto ([36]http://www .animoto.com) video slide shows as a way to improve speaking and increase autonomy as well. Terantino (2011) claimed that the concept of utilizing videos in the foreign language classroom is not novel by any means. However, the opportunity for student-created videos and social networking provided by YouTube presents a radical new approach to providing linguistic input and encouraging students to engage in the target language. Therefore it is no surprise that in the category of instructional video, 73% of the participants agreed that using YouTube ([37]http://www.youtube.com) was very much a part of their English classes. Participants expressed that YouTube is used in a variety of ways from following instructions [listening] to signing Karaoke [speaking and

25
paper CO_ColombianAppliedLinguisticsJournaltxt269 - : Language skills: Speaking, listening, reading and writing: These traditional skills are identified with specific icons in the textbook . A microphone represents speaking skills, earphones represent listening skills, a book represents reading skills and a pencil represents writing skills. These activities may involve using a skill in isolation, or in combination with another. In such cases, two icons are used.

26
paper CO_ColombianAppliedLinguisticsJournaltxt230 - : In light of the above mentioned conditions, a speaker should handle various levels of complexity, from extra-linguistic to linguistic knowledge, which is almost intuitive for our first language. However it is important when learning a foreign language to be aware of elements such as: vocabulary, genre, grammar, phonology, discourse, pragmatic, and socio-cultural knowledge (^[38]Thornbury, 2010). For speaking purposes, these six dimensions comprise the following characteristics:

27
paper CO_ColombianAppliedLinguisticsJournaltxt230 - : Richards, J. (2015). Developing classroom speaking activities: From theory to practice . Retrieved May 23, 2017, from [66]https://www.researchgate.net/publication/237701015_Developing_Classroom_Speaking_Activities_From_Theory_to_Practice [ [67]Links ]

28
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:

29
paper CO_CuadernosdeLingüísticaHispánicatxt111 - : Considering information issued by the Ministry of Education (MEN)^[32]^1, it seems that most of the regions in Colombia have decided to adopt the line of action suggested by the national administration. Briefly speaking, the main endeavors taken so far have to do with two basic requirements: a ) evaluating teachers for both language competence and didactic competence and, as a consequence of that evaluation, b) (re)training them to overcome possible drawbacks in their professional performance.

30
paper CO_CuadernosdeLingüísticaHispánicatxt8 - : La gramática está presente en los planes de estudio solo para recordar que no debe ser enseñada: su importancia como saber teórico se abandonó. En un número importante de manuales didácticos del área de lengua se presenta como apéndice, como conocimiento subordinado al texto. Sumado a esto existe cierta propensión a la adopción de modas en la enseñanza de la lengua nacional. En las décadas de los 70 y 80 preoVmiinó el Estructuralismo. Los 90 fueron de la Lingüística Textual. En la actualidad existe una combinación de distintas teorías y abordajes^[26]1 y la competencia comunicativa tiene el primer lugar. Esta priorización, pensamos, debería complementarse con la inclusión de la gramática como sustento del desarrollo de dicha competencia. Es preciso tener en cuenta que la competencia comumcativa con base en el modelo speaking de Dell Hymes (1971) es el conocimiento y la capacidad que tiene el hablante de usar la lengua apropiadamente en diferentes situaciones . En otros términos, implica

31
paper CO_FormayFuncióntxt220 - : All Spanish renderings (A, B, and C) are in fact «translations» proper as they have followed DEP. They also share the Translational Norm that relates the translated text to the original and reproduces it as faithfully as possible. A even claims to be a «literal» rendering and B states that it has not maintained the original punctuation marks. The translations were published in different parts of the Spanish speaking world: A in Colombia, B in Argentina and C in Spain . However no dialectal marks could be identified in the different versions. On the other hand, the Translation Range (TR) can be easily verified when comparing the translation of the first sentence in the first paragraph:

32
paper CO_Lenguajetxt15 - : # of years you lived in an English speaking country: ___ (If you are from Colombia )

33
paper CO_Íkalatxt305 - : More specifically, ict contributes to the key fl skills of listening, speaking, reading and writing in a variety of ways, including access to a vast range of information and learning opportunities: personalized work rate as digital resources can be slowed and replayed repeatedly depending on individual needs ; increased personal interest in fl by watching films in dvd format with subtitles and multiple audio tracks in different languages. (2011, p. 221)

34
paper CO_Íkalatxt161 - : If in most cases the implied opposition was rather accurate (e.g. focus on writing vs. focus on speaking), for some items however the dichotomy can be considered simplistic and artificial: "12 ) In the English class students should learn grammar and vocabulary rather than complete specific tasks." This item opposes grammar, vocabulary, and specific tasks when those are complementary constitutive elements of TBLLT. To a lesser extent the remark also applies to: "3) You prefer "accurate English" to "fluent but ungrammatical English"; "2) English teaching should focus on accuracy rather than fluency." Likewise, accuracy and fluency are not opposite but complementary.

35
paper CO_Íkalatxt41 - : As a result of the previous steps, I crafted some worksheets with SLLS and affective factors. The first worksheet addressed anxiety and beliefs, the second worksheet addressed speaking and classroom oral activities, and the last worksheet had three sections: general recommendations to control or reduce your anxiety, good or positive opinions for your English class, and SLLS for your English class . Simultaneously, I implemented nine basic activities to attend to SLLS and affective factors as part of my daily teaching practices:

36
paper CO_Íkalatxt185 - : In this particular case, a student with a high proficiency level embodies the idealized version of the native speaker as the professor uses this person as the model to be followed in class. One of the negative influences the idealization of a native speaker has in the EFL classroom is the fact that professors tend to homogenize students' performance, underestimating individual differences in cultural background, education levels, learning styles, experiences, interests, and needs (Columbia University, n.p.). This kind of belief also tends to neglect the variety and regional expressions used across the territories of English speaking countries, in essence implying the existence of a single correct way of using the language, as is expressed in the following interview excerpt:

37
paper UY_ALFALtxt160 - : ^8Style, and in particular dialect style, can therefore be construed as a special case of the presentation of self, within particular relational contexts - articulating relation goals and identity goals (…). Dialect style as persona management captures how individuals, within and across speaking situation, manipulate the conventionalized social meanings of dialect varieties - the individual through the social (^[161]Coupland 2001: 197-198 ).

38
paper UY_ALFALtxt153 - : This paper explores, using the methodology of historical sociolinguistics, multilingualism and language contact in the mines of Potosí (Bolivia) in the colonial period. Potosí was the destination of massive immigration during its economic heydays and one of the largest cities in the Western hemisphere in 1610. In the mines a special code was developed, with a specialized lexicon that contains words from different languages. This lexicon was so different that the first vocabulary of the mining language was written in 1610, and many have followed from that date onward. Quechua played a key role as intermediary language between two forms of speaking: the indigenous mining language of the yanaconas and mingas, probably a mix of Spanish and Quechua, and the language of the mitayos, possibly a mix of Aymara and Quechua . The similarities between Aymara and Quechua must have contributed to this possibility of an intermediary language

39
paper UY_ALFALtxt159 - : Taguchi, Naoko. 2015. “Contextually” speaking: A survey of pragmatic learning abroad, in class, and online, System, 48: 3-20 . [ [96]Links ]

40
paper UY_ALFALtxt66 - : [195]Johnson, Fern L. 2000. Speaking culturally: Language diversity in the United States, Thousand Oaks, Sage Publications .

41
paper corpusRLAtxt52 - : Vocabulary learning encompasses an array of processes that interact and contribute to deepening gradually the semantic knowledge of words. These processes occur in a cyclical way as learners develop their reading, writing, listening, and speaking proficiency over time (Ellis, 2008). These processes also occur in such a way that the learning of a vocabulary item is not an all-or-nothing event. Learners may acquire a vocabulary item to the point where they may be able to recognize it in reading input but not in listening input, may be able to retrieve the item from memory while writing but not while speaking, may be able to recognize the word or retrieve the phonetic or written form but not recall its meaning, may be able to recall the meaning in the short term but not in the long term, and may be able to recognize one meaning and be unaware of other meanings (Nation, 1990: 31-32 ). The focus of this study is vocabulary acquisition as it relates to the development of the so-called receptive

42
paper corpusRLAtxt191 - : One of the most debated issues in the field of the contribution of bilingual education for the acquisition of language skills has been the so-called dichotomy between receptive and productive skills. This framework emerged in the context of Canadian immersion programmes, in which it was observed that Anglophone learners "perform as well as native French-speaking students on tests of reading and listening comprehension in French" (^[49]Genesee, 1991:186), but "they seldom achieve the same high levels of competence in speaking and writing as they achieve in comprehension" (Genesee, 1991:186 ). Therefore, it was assumed that bilingual education impacted the acquisition of receptive skills more than productive com petences.

43
paper corpusRLAtxt13 - : In EFL or ESP classroom in the English speaking world, however, where teacher and students may come from a wide range of background and cultures, the possibility of varying comprehensions may become a major problem (Urquhart & Weir, 1998:87 ).

44
paper corpusRLAtxt186 - : Writing skills at the graduate and undergraduate level are necessary for academic success. In the case of non-native speaking students, the mastery of academic writing skills encompasses an additional difficulty: the proficient use of the target language . For this reason, it is necessary to assess whether these future university students meet the necessary threshold level in the target language. Hence, the aim of this study was to investigate the writing skills and strategies of non-native Spanish-speaking graduate students that sat a Spanish test for academic purposes. 25 graduate students were interviewed regarding their writing skills and strategies. These skills were assessed by means of an analytic rating scale, and based on the results, students were grouped into three performance levels: low-intermediate, high-intermediate and advanced. Afterwards, the content of the interviews was analyzed by two coders following an inductive approach. The qualitative results suggest that students

45
paper corpusSignostxt534 - : The value of poetry for developing writing and speaking skills (items 2 and 3) was commented on extensively. As with reading, the key issue here was the non-triviality of poetic topics, which ten respondents highlighted as ‘interesting’, ‘different’ or ‘attractive’ to talk or write about. Regarding speaking, one participant commented: ‘English lessons do not motivate you to talk as the topics are usually boring . I think that the topics covered in poetry could be more interesting. It is a different way of learning English’. The low number of respondents who did not appear to appreciate the potential of poetry to foster their writing (1 respondent) and speaking skills (1 respondent) attributed this to the ‘obscurity’ of poetic topics, especially if learners do not have a good level of English. Two further negative opinions worth consideration, which have not been contemplated in research to date, concern the participants' unwillingness to talk or write about the private matters which poems

46
paper corpusSignostxt330 - : Slobin, D. (1990). Learning to think for speaking: Native language, cognition and rhetorical style . En A. Bocaz (Ed.), Actas del Primer Simposio sobre Cognición, Lenguaje y Cultura:Diálogo Transdisciplinario en Ciencias Cognitivas (pp. 129-152). Santiago: Universidad de Chile. [ [70]Links ]

47
paper corpusSignostxt171 - : "This chain of inter–stratal realizations bridges the gap between the semiotic in high–level cultural meanings and the material, either in speaking or in writing, through a series of intermediate strata" (Matthiessen, 1993: 226 ).

48
paper corpusSignostxt493 - : En “The development of narrative discourse in french by 5 to 10 years old children: some insights from a Conversational Interaction Method”, Edy Veneziano estudia si niños pequeños pueden producir textos narrativos más complejos y orientados a aspectos mentales, tras participar en una conversación en torno a las causas de los eventos de la historia. Los resultados muestran que, tras tomar parte en este método, los niños produjeron textos más coherentes y orientados a la mente, mejora que no se encontró en el grupo control. En la misma línea, “The Relationships Between Oral and Written Sentence Generation in English Speaking Children: The Role of Language and Literacy Skills”, por Julie E . Dockrell y Vincent Connelly, aborda la interacción entre oraciones escritas y orales producidas por niños en dos sesiones diferentes. Si bien el desempeño en ambas modalidades mejoró, el progreso en la prueba oral fue considerablemente mayor y se determinó que el desempeño en la oralidad

49
paper corpusSignostxt599 - : “Metadiscourse is the commentary on a text made by its producer in the course of speaking or writing and it is a widely used term in current discourse analysis and language teaching” (^[44]Hyland, 2017:16 ).

Evaluando al candidato speaking:


4) skills: 21
6) learners: 15 (*)
7) learning: 14
9) listening: 9 (*)
11) oral: 9 (*)
12) vocabulary: 9 (*)
13) linguistic: 8 (*)
15) classroom: 8 (*)
16) reading: 8 (*)
20) talk: 7 (*)

speaking
Lengua: eng
Frec: 1267
Docs: 473
Nombre propio: 3 / 1267 = 0%
Coocurrencias con glosario: 8
Frec. en corpus ref. en eng: 109
Puntaje: 8.687 = (8 + (1+6.76818432477693) / (1+10.3083390301394)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
speaking
: They are not used to the language and I didn’t know that. I start (sic) speaking English the whole time because I saw that that day they were going to like: We know that. But they don’t. So, I have problems with the target language use in the classroom. (Interview, May 24, 2017)
: 3. Determinación del contexto situacional mediante una grilla SPEAKING (Hymes, 1986) a partir del análisis de las grabaciones y de material etnográfico adicional (encuestas y notas de campo).
: 12. Cohen, A. D. (2004). Assessing speech acts in a second language. In D. Boxer and A.D. Cohen (Eds.), Studying Speaking to Inform Second Language Learning (pp. 302-327). Clevedon, England: Multilingual Matters.
: 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.
: 13. Jackson-Maldonado, Donna; Donna Thal; Virginia Marchman; Elizabeth Bates y Vera Gutiérrez-Clellen. 1993. Early lexical development in Spanish speaking infant toddlers. Journal of Child Language 20. 523-549.
: 17. Efrizal, D. (2012). Improving students’ speaking through communicative language teaching methods at Mts Ja-alhaq, Sentot Ali Basa Islamic boarding school of Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(20), 127-134.
: 19. Hill, J. y Hill, K. (1986). Speaking Mexicano: the dynamics of syncretic language in Central Mexico. Tucson: University of Arizona Press.
: 20. Cumming, A., Grant, L., Mulcahy-Ernt, P. y Powers, D. (2004). A teacher-verification study of speaking and writing prototype tasks for a new TOEFL. Language Testing, 21(2), 159-197.
: 20. Miller, L. (2000). Negative assessments in Japanese-American workplace interaction. En H. Sp e n c e r - Oatey (Comp.), Cu l t u rally speaking. Managing rapport through talk across cultures (pp. 240-254). Londres: Continuum.
: 22.Tarlow, Allan y John Saxman. 1970. A comparative study of the speaking fundamental frequency characteristics in children with cleft palate. Cleft Palate Journal 7. 696–705.
: 24. Spencer-Oatey, H. (2000). Culturally speaking. Managing rapport through talk across cultures. Londres: Continuum.
: 25. Spencer-Oatey, H. y Xing, J. (2000). A problematic Chinese business visit to Britain: Issues of face. En H. Spencer-Oatey (Comp.), Culturally speaking. Managing rapport through talk across cultures (pp. 272-288). Londres: Continuum.
: 27. Williams, S and Hammarberg, B. (1998). Language switches in L3 production: Implications for a polyglot speaking model. Applied Linguistics 19, 295 – 333.
: 28. Kasper, G. (2000). Data collection in pragmatics research. In H. Spencer-Oatey (Ed.), Culturally speaking: Managing rapport through talk across cultures (pp. 316-369). London, England: Continuum.
: 32. García, C. (1991). A crosscultural study of politeness strategies: Venezuelan and American perspectives. En L. Fiber Luce (comp.), Context: Spanish speaking peoples from a crosscultural perspective (pp. 146-163). Illinois: National Textbook Company.
: 33. Velandia. D. (2007). Tutorial plan to support the English speaking skill of an Inga student of an initial teacher education program. Profile Issues in Teachers'Professional Development, 8, 121-130.
: 36. Nation, I. y Newton, J. (2009). Teaching ESL/EFL listening and speaking. Nueva York: Routledge.
: 36. Spencer-Oatey, Helen (ed.). 2000. Culturally speaking. Managing rapport through talk across cultures. London-New York: Continuum.
: 47. Placencia, M.E. and Marcera Rueda, A. (2011b). Vaya que chungo: Rapport building talk in service encounters: The case of bars in Seville at breakfast time. In Spanish at Work Analyzing Institutional Discourse Across the Spanish Speaking World, 192-207.
: 5.Chafe, Wallace. 1982. Integration and involvement in speaking, writing and oral literature. En Deborah Tannen (ed). Spoken and written language, 35-53. Norwood: Ablex.
: 53. Scarcella, R. (1979). On speaking politely in a second language. In C. A. Yorio, K. Perkins, & J. Schachter (Eds.), On TESOL '79: The learner in focus (pp. 275–287). Washington, DC: TESOL.
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: Another study that explores the advantages of using language to dialogue with the self was conducted by Appel and Lantolf (1994) who examined the role of speaking in what Vygotsky calls inner speech.
: Appel, G. and Lantolf, J. (1994). Speaking as mediation: A study of L1 and L2 text recall tasks. The Modern Language Journal. Vol. 78.
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: Burns, A., & Joyce, H. (1997). Focus on Speaking. Sydney: NCELTR.
: By stating that, Code (1995: x) moves our attention towards “textured locations where it matters who is speaking and where and why”.
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: English period, it was used figuratively to denote the use of grandiloquent words to pad writing and public speaking ( ^[30]Teilanyo, 2003 ). For example, an educated Nigerian who missed a meeting with some friends, gave the excuse below in high-sounding words:
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: Instead of worrying about whether immigrants can learn English – they’ll learn English – you need to make sure your child can speak Spanish. You should be thinking about how can your child become bilingual. We should have every child speaking more than one language. [33](Rohter 2008)
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