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

1) Candidate: specialized


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt190 - : '...it is sometimes of restricted use in discussing specialized forms of argument such as those that occur in certain types of disciplinary writing: commercial, legal, and others' (Werry, Chris, 2001 ).

2
paper CL_LiteraturayLingüísticatxt153 - : Specialized written discourse comprehension in technical-professional domains: ¿Learning from text ?

3
paper CL_LiteraturayLingüísticatxt143 - : Por otro lado, las listas léxicas proporcionadas por los reglamentos no son exhaustivas ni extensas y las combinaciones sintagmáticas de los elementos enumerados resultan también escasas y están situacionalmente condicionadas por la operación que la aeronave esté desarrollando. Este es el fundamento para que P. Ragan (1998), especialista en la enseñanza de inglés de aviación, considere que en el ambiente aeronáutico se maneja un registro restringido. Este autor, siguiendo a Halliday (1990b), define dicho concepto como "a very specialized, well-demarcated, and identifiable use of language, communicated in a spoken, written, or combined mode" (Ragan 1998:5), y lo caracteriza como idiosincrásico y predecible:

4
paper CO_ColombianAppliedLinguisticsJournaltxt6 - : Many teachers insist on having separate training programs in which public and private schools are not mixed. They believe that the two settings need to be treated as two separate worlds. Nancy, highlights that her work conditions are very different from those in private schools (González et al. 2000). As a consequence, teacher education programs should be specific to each setting. Her opinion about the specialized training for her particular reality is:

5
paper CO_ColombianAppliedLinguisticsJournaltxt52 - : This research was conducted at Universidad Distrital Francisco José de Caldas, which is a public university, specifically at the School of Sciences and Education. The mission of this School is to educate professional citizens by providing them with strategies that empower them to construct new alternatives in order to transform subjects and national collectivities. This School, founded in 1973, is specialized in programs of Education, such as: Physics, Spanish and Literature, Social studies, English, among others . They have the responsibility of forming students who in the future will be teachers, especially in Primary and Secondary school. The program I undertook this study with was "Licenciatura en Educación Básica Primaria con Enfasis en Inglés." This program consists of ten semesters. Students are required to do a pedagogical practicum in public schools from sixth semester until they finish the programme. The areas of Pedagogy and English are at the core of this program.

6
paper CO_Lenguajetxt9 - : The manifold professional profiles of specialized translators needed in the language industries can be summarized as follows: specialized translators, interpreters, dubbers, subtitlers, terminologists, technical editors, DTP specialists, project managers, localizers, software testers, etc . It is clear that the possible profiles need at least the following skills:

7
paper CO_Lenguajetxt9 - : The following are the specialized fields as well as genres/text types which translation trainers should emphasize within the aforementioned courses:

8
paper CO_Lenguajetxt30 - : Characterization of Specialized Abbreviations: The Case of Human Genome and Environment Areas

9
paper CO_Íkalatxt62 - : Objective: this paper aims to study the existing interrelation between two specialized languages that are apparently opposed: the literary and medical languages .

10
paper CO_Íkalatxt180 - : Towards training in specialized translation: facts and challenges Vers une formation en traduction spécialisée : réalités et défis

11
paper CO_Íkalatxt46 - : [2]vol.15 número25 [3]The specialized text as a key element in the pedagogy of translation to second languages [4]Dinamismo conceptual en las bases de conocimiento terminológico: el caso de EcoLexicon [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

12
paper CO_Íkalatxt63 - : As discussed by Scarpa (2001), today the classical professional profile (inhouse and freelance translator) is well established in society. New professional profiles (technical writing and localization, among others) are arising out of the integration of the language industries as well as out of the use of translation tools needed to achieve the high levels of productivity and quality demanded by society. The use and benefits of tools are widely accepted now because tools account for the rough of the work, leaving the specialized translator the time necessary to solve true translation problems and less repetitive and mechanical aspects of a translation project (Quiroz, 2005: 338 ). The difference relies on having three skills (or subcompetences): specialized knowledge and the knowledge and use of modern technologies and knowledge of the market.

13
paper CO_Íkalatxt63 - : The manifold professional profiles of specialized translators needed in the language industries can be summarized as follows: specialized translators, interpreters, dubbers, subtitlers, terminologists, technical editors, DTP specialists, project managers, localizers, software testers, etc . These profiles can be inserted into Holmes' scheme, not only in the pure branch (medium restricted, area restricted, rank restricted, text–type restricted, time restricted, and problem restricted) but also in the applied branch (translation training, translation aids, and translation criticism).

14
paper PE_Lexistxt108 - : The Specialized Language of Commerce in Spanish: Design of a Corpus for its Diachronic Study

15
paper corpusRLAtxt80 - : Seghiri, Miriam. 2008. "Creating virtual corpora step by step". Researching and Teaching specialized languages: New contexts, new challenges . VII Annual Conference of the European Association of Languages for Specific Purposes (AELFE). Murcia: Universidad de Murcia, pp. 435-449. [ [129]Links ]

16
paper corpusRLAtxt13 - : Cohen, A., Glasman, H., Rosenbaum-Cohen, P., Ferrara, J. & Fine, J. 1988. Reading English for specialized purposes: discourse analysis and the use of student informants . En P. Carrell, J. Devine & D. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp.152-167). Cambridge: Cambridge University Press. [ [46]Links ]

17
paper corpusRLAtxt233 - : This paper presents WebLesp, an electronic corpus of texts representative of digital specialized communication in Spanish in four fields of knowledge: environmental sciences, law, economics, and medicine . The creation of the corpus is part of a research project aimed at exploring the dynamics of recontextualization of specialized knowledge, with a special focus on popularised communication carried out on the web in order to communicate specialised topics to non-expert audiences. After illustrating the theoretical foundations guiding corpus design, the paper describes corpus architecture, the methods used for its annotation and the tools that allow its online interrogation. In the second part of the article, we propose a series of examples of corpus use through the open Sketch Engine platform: by using the main corpus analysis tools (wordlists, collocations, concordances, keywords), we illustrate how the corpus can be a valuable tool for the study of popularised discourse.

18
paper corpusSignostxt485 - : Texts corresponding to a given textual genre in a specialized domain are not easy to write. However, some authors (e.g. ^[70]Cassany, 2007; ^[71]Montolío, 2014) have penned style guides to help simplify this task for writers. Recent research has also considered approaches for teaching students to write for specific textual genres in the academic and professional domains; for example, abstracts (^[72]Parodi, Ibáñez & Venegas, 2014) and bachelor's and master's theses (^[73]Meza, 2015; ^[74]Venegas, Núñez, Zamora & Santana, 2015; ^[75]da Cunha, 2016). There are also several works that analyze the writing difficulties faced by professionals from different specialized fields: on the one hand, those that deal with the writing of academic texts or research articles in general . For example, ^[76]Pano, Picón and Attorresi (2004) classify the writing difficulties into four categories: those related to motivation, those related to familiarity with the subject, contextual obstacles and linguistic

19
paper corpusSignostxt198 - : This article analyzes the use of discursive reformulation markers in bibliographical and diagnosis reports written by psychology students in their second and fourth years of university. The objective is to compare the functions this resource introduces on two levels of specialized knowledge. For analytical purposes, a classification table was drawn up, following the work of Martín and Portolés (1999), Fuentes (1996) and Casado (1991). Application of this construct helps suggest that an increase in specialized knowledge as well as an appropriation of a discursive genre become evident in, among others, the use of more complex reformulation strategies, such as introducing information with basically two purposes: to give an in-depth presentation of a content previously introduced or to equivalently present information between segments .

20
paper corpusSignostxt377 - : Abstract: To identify the genres that open access to disciplinary knowledge and to describe their prototypical features, assuming their multisemiotic status, are fundamental tasks in order to understand the functioning of academic discourse and the discourse processes through which students become members of a particular academic community. In this context, we are interested in the access to specialized knowledge in Economics through an academic genre: the university Textbook . The objectives of this study are to identify and describe the multisemiotic artifacts that help construct meaning in ten textbooks that introduce first year students to the study of Economics. Besides, we aim at determining the frequency of occurrence of these artifacts in the corpus. The application of Parodi’s (2010a) methodological proposal helped identify seven artifacts: Statistics Complex, Diagram, Formula, Graphic, Icon, Illustration, and Table. The findings show that the academic Economics discourse that is

21
paper corpusSignostxt132 - : There is not much information concerning text types used in technical/profesional education in Chile, with the purpose of giving the students the access to the specialized knowledge and the professional discourse communities. The objective of this research is to describe from functional, communicative, and textual perspectives three specialized corpus of written texts, collected from three areas of secondary high educational and profesional schools in the city of Valparaíso: Maritime, Metalmecanics, and Administration and Commerse . The results show that a multilevel and complex approach such as this gives rich points of view: twelve text types are detected and two prototypes are clearly observed (dissemination/didactic ones and highly specialized).

22
paper corpusSignostxt524 - : Third, domain-specific language preparation helps SHLs to focus on a specific professional context and its accompanying disciplinary content and vernacular, so they are able to speak the language of that specific field. Further research asserts that the confluence of CSL and SSP classes benefits students by helping them to “acquire specialized vocabulary and develop communicative strategies in their field” (^[97]Lowther-Pereira, 2015: 164 ). Lowther-Pereira (2015) notes that SHLs involvement in CSL through a series of medical SSP courses helped these students to recognize the numbers of Spanish speakers in the local community while improving their language skills. She found that students not only became more committed to improving their language skills through CSL but working in different clinics helped them to see the vast numbers of Spanish speakers who were served by these organizations. She goes on further to conclude from student surveys and her own observations that heritage language

23
paper corpusSignostxt173 - : Specialized written discourse comprehension in technical-professional domains: ¿Learning from text ?

24
paper corpusSignostxt173 - : ABSTRACT: In this article we approach the cognitive processing of specialized written discourse in three areas of technical-professional education: maritime, industrial, commerce . We search into the influence of some text variables in reading specialized comprehension by a group of 234 students attending last year of secondary professional high schools, in Valparaíso, Chile. More specifically, we explore some relationships between the process of discourse comprehension and a group of written texts with specialized contents, hierarchically organized according to specific text structures and to dimensions of communicative linguistic features co-occurring systematically in the texts, identified upon of what we called Dimension Informational Focus (Parodi 2005a). To accomplish this, we designed and administered six comprehension texts to the group of students previously mentioned. Results show that there is enough empirical evidence to claim that some linguistic structures that identify

25
paper corpusSignostxt382 - : ‘Genres’ are "particular forms (...) of communication which are specialized for trans-national and interregional interaction" (Fairclough, 2006: 3), a way of communicating and interacting, for example a format of the websites of international organizations and corporations, "ways of working, governing or conducting politics" (Fairclough, 2006: 28 ).

26
paper corpusSignostxt396 - : A case study of building and animal metaphors in specialized discourse: Are scholars’ metaphorical conceptualizations represented in discourse ?

27
paper corpusSignostxt313 - : Verbs are often created from English verbs or nouns using Romanian verbal classifiers, like derivative suffixes: -a: forcasta (cf. forecast), targheta^[32]8 (cf. target), printa (cf. print); -iza: sponsoriza (cf. sponsor), globaliza (cf. global / globalize), computeriza (cf. computer / computerise), -ui^[33]9: a brandui (cf. brand), a bipui (cf. the interjection bip), a chatui (cf. chat), a serui (cf. share), a zipui (cf. zip) or inflectional suffixes: downloadati fisierul [download the file]: femeia care îl body-guard-eaza pe N. [the woman that *body-guards N.] (GALR, 2005). The affix-(a)re is specialized for abstract nouns, and is used as a means of completing the lexical family of the loanword: auditare, forcastare, printare, targhetare, etc .

28
paper corpusSignostxt313 - : Examples of semantic calques in professional lexis may be found in the terminology of computer science (and some in business terminology), but it is important to point out that they are not very specialized terms and some of them are used in parallel to their foreign counterpart: a aplica (Engl . to apply), a descarca un fisier (Engl. to download a file), a licentia^[34]10 (Engl. to licence), a naviga (Engl. to surf), a opera (Engl. to operate), provocare (Engl. challenge), portofoliu de produse (Engl. product portfolio), promotie (Engl. promotion), virus (Engl. virus), vierme, (Engl. worm)^[35]11, etc.

29
paper corpusSignostxt549 - : López Rodríguez, C. I. (2016). Explicitness of specialized terminology in popular science: An English into Spanish corpus-based study . En G. Corpas Pastor & M. Seghiri (Eds.), Corpus-based Approaches to Translation and Interpreting: from theory to applications (pp. 79-104). Frankfurt: Peter Lang. [ [147]Links ]

30
paper corpusSignostxt320 - : Diachronic study of specialized terminolgy using quantitative methods: Example with an application to a corpus of papers on Applied Linguistics

31
paper corpusSignostxt209 - : Specialized written discourse at university and professional domains: Composition of a corpus

Evaluando al candidato specialized:


1) discourse: 12 (*)
3) professional: 11
4) engl.: 10
5) translation: 10 (*)
7) corpus: 10 (*)
11) restricted: 7
12) texts: 7 (*)
14) academic: 6
17) tools: 5
19) profiles: 5 (*)

specialized
Lengua: eng
Frec: 338
Docs: 175
Nombre propio: 5 / 338 = 1%
Coocurrencias con glosario: 5
Puntaje: 5.786 = (5 + (1+6.39231742277876) / (1+8.40514146313634)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
specialized
: 19. Flowerdew, Lynne. 2004. The argument for using English specialized corpora to understand academic and professional language. En Ulla Connor y Thomas Upton (eds.), Discourse in the professions. Perspectives from corpus linguistics, 11-33. Amsterdam: Benjamins.
: 19. L'homme, M-C. (2000). Understanting Specialized Lexical Combinations. Terminology, Vol. 6, n. 1, p. 89-110.
: 22. Gotti, Maurizio. 2003. Specialized discourse: Linguistic features and changing conventions. Berna: Peter Lang.
: 9. Faber, P., LeónAraúz, P., Prieto Velasco, J.A. y Reimerink.A. (2007). Linking images and words: The description of specialized concepts. International Journal of Lexicography, 20: 39-65.
: 9. Linder, D. (2002). Translating noun clusters and ‘nounspeak’ in specialized computer text. En J. Chabas, R. Gaser y J. Rey (coords.), Translating science (pp. 261-270). Barcelona: Universitat Pompeu Fabra.
: Bavelas, J.B., Chovil, N., Coates, L., & Roe, L. (1995). Gestures specialized for dialogue. Personality and Social Psychology Bulletin, 21, 394-405.
: Bowker, L. & Pearson, J. (2002). Working with specialized language. A practical guide to using corpora. London: Routledge.
: Bowker, L. (1996). Towards a Corpus-Based Approach to Terminography. Terminology, International Journal of Theoretical and Applied Issued in Specialized Communication, 3(1), 27-52. https://doi.org/10.1075/term.3.1.03bow
: Bowker, L. y Pearson, J. (2002). Working with Specialized Language: A Practical Guide to Using Corpora. Londres: Routledge. https://doi.org/10.4324/9780203469255
: Buendía, M. (2013). Phraseology in specialized language and its representation in environmental knowledge resources. Tesis doctoral, Universidad de Granada, España.
: Cademártori, Y., Gramajo, A., & Parodi, G. (2003). Texts classes in three specialized areas in technical secondary education. Ponencia leída en el XIII Encuentro Anual Internacional de la Sociedad del Texto y del Discurso. (Junio). Madrid, España.
: Candlin, C. & Gotti, M. (Eds.) (2004a). Intercultural aspects of specialized communication. Bern: Peter Lang.
: Corpas Pastor, G. & Seghiri, M. (2007a). Specialized corpora for translators: A quantitative method to determine representativeness. Translation Journal, 11(3) [en línea]. Disponible en: [116]http://translationjournal.net/journal/41corpus.htm
: Dessouter, C. (2006). Le processus de simplification du langage administratif en France. En M. Gotti & D. Giannoni (Eds.), New trends in specialized discourse analysis (pp. 163-182). Berna: Lang.
: Faber, P. (Ed.) (2012). A cognitive linguistics view of terminology and specialized language. Berlín, Boston: De Gruyter Mouton.
: Flowerdew, L. (2004). The Argument for using English specialized corpora to understand academic and professional language. En U. Connor & T. Upton (Eds.), Discourse in the professions.Perspectives from corpus linguistics (pp. 11-33). Amsterdam: Benjamins.
: Gotti M. y S. Šarčević (2006), Insights into Specialized Translation, Berna, Peter Lang .
: Gotti, M. & Dossena, M. (2001). Introduction. In M. Gotti (Ed.), Modality in specialized texts: Selected papers of the 1st CERLIS Conference (pp. 9-18). Bern: Peter Lang .
: Gotti, M. & Dossena, M. (Eds.) (2001). Modality in specialized texts. Bern: Peter Lang.
: Gotti, M. (2003). Specialized Discourse: Linguistic Features and Changing Conventions. Berna: Peter Lang.
: Gotti, M. (2008). Investigating specialized discourse. Bern: Peter Lang .
: Gotti, M. 2003. Specialized discourse: Linguistic features and changing conventions. Berna: Peter Lang.
: Kerremans, Koen. (2010). A comparative study of terminological variation in specialized translation. En Heine y Engberg (Eds.), Reconceptualizing LSP. Online proceedings of the XVII European LSP Symposium. Aarhus: Aarhus School of Business, pp. 1-14.
: L’Homme, M. C. (2003). Capturing the lexical structure in special subject fields with verbs and verbal derivatives: A model for specialized lexicography. International Journal of Lexicography, 16(4), 403-422.
: Martin, J. (1993). Technicality and abstraction: Language for the creation of specialized texts. En M. A. K. Halliday & J. R. Martin (Eds.), Writing science: Literacy and discursive power (pp. 203-220). Londres: The Falmer Press.
: Objective: To present an overview of the Termisul research group work and to report some results of its latest initiative of studies on specialized languages patterns from 2006 up to now.
: Parodi, G. & Julio, C. (2017). More than Words: Contending Semiotic Systems and the Role of Disciplinary Knowledge in Specialized Text Comprehension. Ibérica, 33, 11-36.
: Parodi, G. (2012). University genres and multisemiotic features: Accessing specialized knowledge through disciplinarity. Forum Linguist. Florianópolis, 9(4), 259-282.
: Parodi, G., & Julio, C. (2015). More than words: Contending semiotic systems and the role of disciplinary knowledge in specialized text comprehension. Ibérica, 33, 11-35.
: Parodi, Giovanni. (2014). Genre organization in specialized discourse: Disciplinary variation across university textbooks. Discourse Studies, 16(1), 65-87.
: Pérez-Llantada, C. & Watson, M. (Eds.). (2011). Specialized Languages in the Global Village: A Multi-perspective Approach. Newcastle upon Tyne, UK: Cambridge Scholars Pub .
: Sager, J. C. & Kageura, K. (1995). Concept classes and conceptual structures: Their role and necessity in terminology. Terminology and LSP linguistics. Studies in Specialized Vocabularies and texts, 7(8), 191-216.
: Sarcevic, S. & Gotti, M. (Eds.) (2006). Insights into specialized translation. Bern: Peter Lang.
: Shuttelworth, M. (2014). Scientific Rich Images in Translation: A Multilingual Study. JoSTrans, The Journal of Specialized Translation, 21, 35-51.
: Sokolik, M. (2016). Academic writing in mooc environments: Challenges and rewards. Dans E. Martín-Monje, I. Elorza et B. Riaza (Dir.), Technology-enhanced language learning for specialized domains. Practical applications and mobility (pp. 165-176). New York: Routledge.
: Tebé, C., Cabré, T. y Quiroz, G. (2002). La gestió de la terminologia en les memòries de traducció, en PPU. Proceedings of the 2nd International Conference on Specialized Translation. (pp.175-186) Barcelona, España: PPU.
: Van Dijk, T. A. (2003b). Specialized discourse and knowledge. A case study of the discourse of modern genetics. Cadernos do estudos lingüisticos, 44, 21-55.
: Warren, M. (2004). So what have you been working on recently? Compiling a specialized corpus of spoken business English. En U. Connor & T. Upton (Eds.), Discourse in the professions. Perspectives from corpus linguistics (pp. 115-140). Amsterdam: Benjamins.
: da Cunha, I., Montané, M. A. & Hysa, L. (2017). The arText prototype: An automatic system for writing specialized texts. Proceedings of the 15th Conference of the European Chapter of the Association for Computational Linguistics. Software Demonstrations, 57-60.
: van Dijk, T. A. (2003). Specialized discourse and knowledge. A case study of the discourse of modern genetics. Cadernos de Estudos Lingüisticos, 44, 21-55.
: Álvarez de Mon y Rego, I. (2006). A contrastive study of encapsulation and prospection in written scientific text. En J. Flowerdew & M. Gotti (Eds.), Studies in specialized discourse (pp. 21-40). Bern: Peter Lang.