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

1
paper CL_LiteraturayLingüísticatxt591 - : In this story Yunior only produces one inter-sentential Cs: un *chin de respeto (94) to recriminate with a direct speech his brother's behavior when he goes home with one of his girlfriends, and 6 intra-sentential code-switches (5 times as narrator and one as character): *papi chulo (94 ) to describe his brother behavior with women; La Doña (111); Madres de Plaza de Mayo (100) expression to compare these mothers with hers when she asks Rafa for responsibility like this association did in Argentina to free their sons; Pura Mierda (101) in which he plays with the English sounds (r/t) and the Spanish meaning for the sound produced (Puta); Dios Santísimo (96) to refer to what her mother told their four religious Horsefaces friends; “por favor, I spat” (115) to show, in direct speech, his outrage when Pura comes to ask for money.

2
paper CL_LiteraturayLingüísticatxt539 - : Therefore, when oral production is assessed, fluency is a key element to be considered. Some variables in speech to measure fluency are: speed, hesitation, pauses, and fillers . A similar concept is discussed by ^[54]Schmidt (2008) who referred to fluency as “automatic procedural skills” which means that it is the ability to speak with “little or no effort and attention.”

3
paper CL_LiteraturayLingüísticatxt495 - : (1a) Te president admires himself ‘el presidente se admira a sí mismo’ (reflexivo). (1b) Te president himself wrote the speech ‘el presidente mismo escribió él discurso’ (no reflexivo: intensificador ).

4
paper CL_LiteraturayLingüísticatxt124 - : For the purpose of my analysis, real speech was not selected, for this usually comprises a number of hesitations, false starts, etc., which would have made the study more difficult to conduct. In lieu of unrehearsed speech, this quasi-spontaneous style was preferred on the following grounds:

5
paper CL_LiteraturayLingüísticatxt124 - : Searle provides a classification of speech acts whose subclassification can surely be furthered on:

6
paper CL_LiteraturayLingüísticatxt124 - : 2.1. Representatives are speech acts that represent some state of affairs in varying degrees of truth with respect to the proposition: state, believe, conclude, deny, report .

7
paper CL_LiteraturayLingüísticatxt124 - : 2.2. Commissives are speech acts that commit in varying degrees the speaker to some future course of action: promise, pledge, vow, swear, threat .

8
paper CL_LiteraturayLingüísticatxt124 - : 2.3. Directives are speech acts whose intention is to get the addressee to carry out some action: command, insist, dare, request, challenge, ask, request .

9
paper CL_LiteraturayLingüísticatxt124 - : 2.5. expressives are speech acts that indicate the speakers psychological state or mental attitude towards/about a state of affairs: welcome, deplore, greet, thank, congratulate, apologize .

10
paper CL_LiteraturayLingüísticatxt124 - : However, in the case of indirect directives, a fair number of examples was found where prosody plays a part in changing what seemingly belongs to a different speech act into a directive:

11
paper CL_LiteraturayLingüísticatxt188 - : The second phenomenon that needs to be investigated within language alternation is interference or transfer. The term interference is defined as, "those instances of deviation from the norm of either language, which occur in the speech of bilinguals as a result of their familiarity with more than one language," (Weinreich, 1953:1 ). In the initial stages of sequential acquisition, when the child has already acquired a first language and is in the process of learning a second, s/he uses the first language system to help construct the second language (Kessler, 1982). This results in transference as normal errors are produced when LI rules are applied to L2.

12
paper CL_LiteraturayLingüísticatxt334 - : This work will be focused on one secuence in particular: the one represented by the graphemes "hu+vowel". In addition, according to the findings, we postulate and discuss an initial hypothesis about the phonological organization of these segments. In order to accomplish those objectives two instruments are used: The instrument proposed by Cifuentes and Salamanca (2012) - specifically, two out of three tasks contained there- and the out loud reading. All this in order to cover two speech styles: (semi )spontaneous speech and careful speech. Finally, both the findings obtained and the phonemic interpretation hypothesis are compared with the results contained in Calvo (2008).

13
paper CL_LiteraturayLingüísticatxt125 - : [2] número15 [3]Intonational devices used in the distinction of speech acts [4]Referencias para un análisis del discurso del gobierno militar chileno sobre el movimiento estudiantil universitario: 1973-1980 [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

14
paper CL_LiteraturayLingüísticatxt471 - : [RETRACTED ARTICLE] Cognitive problem-solving abilities and speech acts in children: an analysis in vulnerable family contexts

15
paper CL_LiteraturayLingüísticatxt510 - : ¿Cachái? and their functional equivalents in the Santiago, Chile speech: pragmatic and sociolinguistic analysis of interrogative contact control markers

16
paper CL_LiteraturayLingüísticatxt286 - : Lambert (1972) shifts away from purely cognitive predictors of language learning success such as aptitude and intelligence, both of which were traditionally regarded as fairly stable determinants, and puts forward a twofold scheme of L2 motivation: integrative vs. instrumental. The first one deals with a desire to 'identify with members of another linguistic-cultural group and be willing to take on very subtle aspects of their behaviour, including their distinctive style of speech and their language', (Lambert, 1972: 290 ), while the second concerns utilitarian purposes associated with L2 learning, with considerably less weight.

17
paper CL_LiteraturayLingüísticatxt367 - : Chin, S. (1999). The role of the sonority hierarchy in delayed phonological systems. En T. W. Powell (Eds.), Pathologies of speech and language: Contributions of clinical phonetics and linguistics (pp . 109-117). New Orleans, EE.UU.: International Clinical Phonetics and Linguistics Association. [ [39]Links ]

18
paper CL_LiteraturayLingüísticatxt101 - : What is grammar anyhow? Grammar is defined in several different ways. The [25]Oxford American Dictionary, for example, defines grammar as: "the study of words and the rule for their formation and their relationships to each other in sentences; the rules themselves; speech or writing judged as good or bad according to these rules" (1980:282 ). This definition seemed a little narrow for this piece. [26]Patrick Hartwell, author of "Grammar, Grammars, and the Teaching of Grammar", categorizes grammar into five definitions, derived from the likes of W. Nelson Francis and Matha Kolln, summarized as follows:

19
paper CO_ColombianAppliedLinguisticsJournaltxt48 - : Based on the premise that "human speech has a dual mediational macrofunctions-a primary function, to mediate our social activity, and a secondary function, to mediate our mental activity" (Appel and Lantolf, 1994: 439 ) the researchers designed a study intended to document and analyze the role of private speech (aloud) in two recall tasks. They presented a narrative text and an expository text to a group of fourteen native speakers of English and fourteen speakers of ESL. The students had to prepare a protocol to retell the story to the researchers. During this process, each student would be alone in an office, and his/her speech would be recorded while preparing for the oral report.

20
paper CO_ColombianAppliedLinguisticsJournaltxt48 - : She found three main characteristics of private speech: 1 ) Vicarious response, which she defines as an answer covertly produced by a learner when the question is addressed to another learner. 2) repetition that is when the learner repeats after the teacher, another student or him/herself; it is covert too and in low voice or whisper and 3) manipulation, and it happens when the learner repeats language forms in order to play with their grammatical, morphological, or semantic structure.

21
paper CO_ColombianAppliedLinguisticsJournaltxt149 - : the advantages of using this type of corpus over native corpora in terms of quantity and quality of the data base itself. Learner corpus data is usually larger and so provides a wider empirical basis for researchers, whilst having the added strength that "it can be submitted to a wide range of automated tools which make it possible to quantify learner data with linguistic annotations" (Guilquin et al, 2007, p. 324). Regarding error analysis, this research posits that the learner corpus data must be analyzed with software packages that include text-handling tools to facilitate analysis. Unfortunately, there are not many learner corpusdriven studies on speaking skills currently available; nonetheless, Sylviane Grange's research group at Université Catholique de Louvain is working on an investigation of fluency profiles in English learner speech in comparison with native speech: Fluency and disfluency in spoken English (UCL-PhD Theses Under Preparation, 2014 ). It would be interesting to

22
paper CO_ColombianAppliedLinguisticsJournaltxt58 - : Conceptually, the relationship between thinking and speaking, the view of interaction, and the understanding of learning differ greatly. unlike psycholinguistic approaches that view language and thought as related but completely independent phenomena, socio-cultural approaches see language and thought as highly interwoven processes (Lightbown & Spada, 1999) in which "publicly derived speech completes privately initiated thought" (Lantolf, 2000:7 ). Language mediates thinking and it is through language, either spoken or written, that people gain control over their mental processes. In turn, thought can not be explained without taking language into account (Lantolf and Thome, 2006).

23
paper CO_ColombianAppliedLinguisticsJournaltxt9 - : The specification of standards and design of tasks revealed important implications for valid and reliable assessments. For instance, in order to reduce unreliability, performance standards need to be clearly stated so that minimal interpretation on the part of the teachers is done and a shared understanding of these standards is developed. Moreover, following the steps to design an assessment task will allow the teachers to elicit from students extended chunks of speech, thus making the assessment easier and more valid. "Requiring extended chunks of speech, with support from the inherent structure of a specific task, will give the student experience in being in charge of the speech situation and responsible for effective communication taking place" (Brown and Yule, 1983:118 ).

24
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : First, as Scarcella and Rumberger posit, academic writing requires greater grammatical and morphological precision (2000). This academic written discourse is in sharp contrast from communication through speech: the former written discourse is essentially a solitary activity – particularly the composing stage, where ideas are put on paper -reducing the possibility of direct social interaction and feedback with interlocutors . In contrast, speech allows for repetition, backtracking and expansion, all partly conditioned to the interlocutor's reaction to the spoken word, and its level of clarity. These linguistic elements are absent in writing, forcing the writer to keep channels of communication open through conscious selection of vocabulary, sentence structure, and linking devices – all of which contribute to successfully conveying "messages".

25
paper CO_ColombianAppliedLinguisticsJournaltxt244 - : A large number of studies in ILP have been conducted within the framework of speech acts (^[38]Abed, 2011). According to ^[39]Searle (1969) , “the reason for concentrating on the study of speech acts is simply this: all linguistic communication involves linguistic acts… and speech acts… are the basic or minimal units of linguistic communication” (p . 16). Searle (1969) further argues that speaking, as a rule-governed behavior, has formal features that can be studied independently. However, mere study of those formal features without the study of speech acts is “necessarily incomplete” (p. 17).

26
paper CO_ColombianAppliedLinguisticsJournaltxt244 - : A review of the speech act theory would be incomplete without touching on the classification systems of speech acts (^[40]Schauer, 2009). One of the most influential classifications of speech acts and the one most constative pragmaticians adhere to (^[41]Robinson, 2006) is ^[42]Searle’s classificatory system. Searle (1975) has identified five classes of speech acts: representatives (e .g., asserting, boasting, claiming, concluding, deducing, describing, insisting, hypothesizing, predicting, reporting, stating, etc.), directives (e.g., begging, commanding, ordering, pleading, requesting, suggesting, etc.), commissives (e.g., offering, pledging, promising, threatening, volunteering, vowing, etc.), expressives (e.g., apologizing, condoling, congratulating, deploring, regretting, thanking, welcoming, etc.), and declarations (e.g., baptizing, christening, firing, sentencing, etc.). This study draws on Searle’s classificatory scheme to investigate Iranian EFL Learners’ realization of the

27
paper CO_ColombianAppliedLinguisticsJournaltxt244 - : According to ^[56]Ellis (2008) , the study of speech acts in learner language should involve three sets of data: (1 ) samples of the speech act in question produced by L2 learners in the target language, (2) samples of the same speech act as produced by NSs of the target language, and (3) samples of that speech act performed by the learners in their L1. As such, this study included two groups of participants: Iranian EFL learners responding in both English and Persian, and NSs of American English responding in English.

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paper CO_ColombianAppliedLinguisticsJournaltxt119 - : ^[43]1Author's data. M stands for Monica, square brackets ([ ]) show pronunciation, the symbol└ shows overlapping speech, successive colons (:: ) denote lengthening of pronunciation, a slash ( \ ) shows falling intonation, capitals show emphasis, and translations appear in double parentheses (( )).

29
paper CO_ColombianAppliedLinguisticsJournaltxt31 - : Teachers do not have the answers to all these problems. The problems not only concern teachers but society in general. As this is a social issue, a team of professionals such as language teachers, educationalists, translators, psychologists, speech therapists, statisticians should deal with it with the same goal in mind: The solution of problems in educational settings .

30
paper CO_ColombianAppliedLinguisticsJournaltxt166 - : The power of the epideictic speech as motivation and homonoia strategy: A case of freshmen students at Universidad Distrital

31
paper CO_ColombianAppliedLinguisticsJournaltxt157 - : Subsequently, Nana begins her assertion by flouting the maxim of Manner through another source of attraction to me as a reader. She uses a figure of speech, a simile, to convey meaning:

32
paper CO_ColombianAppliedLinguisticsJournaltxt300 - : 1. Spaces of speech: opportunities for the ELT community to engage in a pluralistic and dialogical logic that facilitates the emergence of different knowledges and the construction of other knowledges .

33
paper CO_ColombianAppliedLinguisticsJournaltxt300 - : Now, to achieve spaces of speech, flattened hierarchy, and teacher agency, I propose a grammar of decoloniality as follows:

34
paper CO_ColombianAppliedLinguisticsJournaltxt105 - : These six speech acts are generally maintained in the interaction between the teacher and students every time the pattern of asking about content emerges during a linguistic exercise in class. The analysis reveals how the teacher and the students use these six speech acts as components of the functional structure of the interaction in this pattern. The potential influence that these speech acts have on the teacher's and the students' interactional behavior in class seems to depend a great deal on three aspects:

35
paper CO_ColombianAppliedLinguisticsJournaltxt105 - : To sum up, the interactional pattern of "asking about content" emerges when the students need the teacher's explanation or clarification about the content of a linguistic exercise. The six speech acts in the interactional pattern are generally present in the interaction every time a student asks about content during a linguistic exercise in this class. The potential influence that the six speech acts have on the teacher's and the students' interactional behavior seems to depend on four aspects: on the intention of each speech act within the interactional pattern, on what content the student needs to ask the teacher about, on the level of difficulty at which the student can construct the question, and on what content the teacher uses to answer it .

36
paper CO_ColombianAppliedLinguisticsJournaltxt105 - : This teacher's speech act emerges and is then maintained in both interactional patterns when the student does not fulfill either of the following two established conventions of the class: 1 ) the student does not add a detailed amount of content to the item in question in a speak-out exercise; and 2) the student does not use the TL for his/her contribution in a speak-out exercise or for his/her question in a linguistic exercise. In both cases, the structure of the interactional patterns is slightly altered:

37
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : Many Turkish EFL learners struggle with giving complaints and criticisms in the EFL classroom. Language instructors must find way to provide students with the linguistic and pragmatic elements of EFL to be able to appropriately complain as EFL users. The purpose of this study is to investigate the complaint speech used by Turkish EFL learners in two different situations: speaking to a commiserating teacher and speaking to a contradicting teacher . Four kinds of data sources were used to collect data in the classroom: twenty native English speakers' role-plays, twenty-five Turkish native speakers' role-plays, and forty students' role-plays. The subjects' complaint speech act sets were a coding scheme borrowed from a previously conducted study by Murphy and Neu (1996). The baseline and the inter-language data were compared to see to what extent they were similar or different, whether or not the Turkish EFL learners made positive and negative transfer, and if there were any features unique to

38
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The analysis of the Turkish data yielded a complaint speech act set which includes the components 'justification', 'candidate solution: request and/or demand', 'complaint', and 'explanation of purpose' . Unlike what Murphy and Neu (1996) found in the native English data set, the analysis of our data revealed that a certain number of speakers produced 'criticism' along with 'complaint', a separate speech act. Also, the type of candidate solution seemed to differ in that Turkish speakers came up with both a request and a demand. One of the sentences uttered by the students to request a solution is:

39
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'.

40
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The components of the speech act of complaint in the two data sets seem to parallel each other in terms of 'complaint', 'criticism', 'justification', and 'candidate solution: request' . However, in terms of providing 'an explanation of purpose' and 'request as a candidate solution' there is statistical difference in the two sets. This suggests that the TNSs were more likely to explain the reason for their presence in the office of a non-commiserating teacher, and tend to request a solution for an undeserved mark when they speak to a commiserating teacher.

41
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The speech act set produced by the ENSs included the components' explanation of purpose', 'complaint', 'candidate solution: request', 'justification', and 'criticism' .

42
paper CO_CuadernosdeLingüísticaHispánicatxt60 - : Searle, J. (1990). Speech Acts: An essay in the Philosophy of language, (1969 ) Actos de habla, Ed. Cátedra, -quinta edición- [ [55]Links ]

43
paper CO_CuadernosdeLingüísticaHispánicatxt55 - : In this article, two speech comunities from the Universidad de Antioquia are compared: the Faculty of Education and the Faculty of Engineering . A qualitative metodology supported by surveys is used for this purpose. This metodology allows for a detailed analysis of the morfological, pragmatic and semantic features observed in the nominal address formulas (NFA) used by the speakers. In order to analize and compare the information, an emphasis in the lexical families and axiological modalities is made. This method is supported by approaches to the construction of Spanish words proposed by Mervyn Lang, Manuel Casado and Ramón Almena, and also by the studies related to NFA made by Norma Carricaburo. The following phenomena may be found as results of this study: shortening, derivation, diphthongation, appreciative suffixation, and modality/meaning incoherence, among others.

44
paper CO_CuadernosdeLingüísticaHispánicatxt118 - : Through this strategy, publishers support their argumentation processes in socially accepted sources or experts that validate their positions and arguments against the political scenario of the country with a view to the beginning of the post-conflict. As a discursive strategy legitimizing his speech, the Special Rapporteur uses voices such as: the UN (Organization of the United Nations ), the IACHR (Inter-American Court of Human Rights), expert sources, and consolidated report from several sources of information, different studies, among others. Voices that reinforce the resource of authority, relating the post-conflict process as a responsibility of the State with the preservation of human rights; In order for an appropriate post-conflict process to be reached, it is pertinent to review the actions of State institutions and their responsibility in the restitution of rights violated by their institutions and by other legal and illegal armed actors.

45
paper CO_CuadernosdeLingüísticaHispánicatxt65 - : The main objective of this paper is to explain the causes behind a metaphorical expression of Venezuelan daily speech: "el papá de los helados" [the father of ice cream] . This research is theoretically supported by the work of Cuenca and Hilferty (1999), Johnson (2006), Díaz (2006), Lakoff and Johnson (2009) and Kövecses (2010). Regarding the methodological design, this is a desk-based, descriptive, interpretative study. The results are the following: (a) the system image of the conceptual metaphor "EL PODER ES ARRIBA" [the power is up] is projected over the system image of "helado" [ice cream] because of its verticality and upwards accumulation. (b) The image of ice cream is used here because sweetness is a metaphor for the sublime. (c) The dominance of the father figure is employed because he is the head of the household, a symbolic authority. (d) In the system image: "el papá de los helados", the biggest ice cream is projected over a man who stands out in a particular aspect. To

46
paper CO_CuadernosdeLingüísticaHispánicatxt107 - : The Speech of the Twetter: A Linguistic, Sociodiscursive and Sociopragmatic Analysis

47
paper CO_CuadernosdeLingüísticaHispánicatxt89 - : The objective of this article is to present a revision of the Basic Learning Rights (BLR) and the Basic Standards for Language Competences (BSLC), focusing on the conception of orality proposed in them, specifically for grades sixth to eleventh. The article also makes a comparison between the ideas of some of the most relevant authors in the field of orality the field of orality, whose work has national and international recognition; placing a special focus on the authors who have created bounds between the concepts of orality and performance. As a product of this analysis, new pedagogical strategies will be proposed, based on experiences gathered with the students from the study group El discurso oral en el Quindío: de la Academia a la cotidianidad (DOQAC) [Oral speech in Quindío: from Academia to Everyday life], in order to explore and experiment some of the characteristics of orality that are barely suggested in the BLR and BSCL .

48
paper CO_CuadernosdeLingüísticaHispánicatxt32 - : Space and identity in the speech of Tunja: a gender study

49
paper CO_FormayFuncióntxt278 - : Aliaga-García, C. (2011). Measuring perceptual cue weighting after training: a comparison of auditory vs. articulatory training methods. En M. Wrembel, M. Kul, & K. Dziubalska- Kolaczyk (Eds.), Achievements and Perspectives in SLA of Speech: New Sounds 2070 (pp . 12-18). Frankfurt am Main: Peter Lang [ [162]Links ]

50
paper CO_FormayFuncióntxt278 - : Schwarzhaupt, B. M., Alves, U. K., & Fontes, A. B. A. L. (2015). The role of Li knowledge on L2 speech perception: investigating how native speakers and Brazilian learners categorize different VOT patterns in English . Revista de Estudos da Linguagem, 23(2), 3H-334. doi: [228]https://doi.org/10.17851/2237-2083.23.2311-334 [ [229]Links ]

51
paper CO_FormayFuncióntxt73 - : With the investiture speech, a president shapes the image of a nation as well as their personal image in a ritual bearing a performative feature. An act of oath, the discourse is important because of its eloquent force and because it constitutes the first statement of a president or Head of State. An inaugural address targets a broad and complex audience, even an international community. This article analyzes the features of inauguration speech from the analysis of the text of the take of possession for the consecutive term of two Latin American presidents: Álvaro Uribe Vélez, sworn on the 7th of August of 2006, and Hugo Chávez, who resumed the presidency of his country on the 10th of January of 2007 . The article also studies, in each discourse, the use of the concept of a nation and the semantic boundaries of this word to determine the pragmatic outcomes as the result of its use. The method employed in the study was Critical Discourse Analysis, one with a critical intent, as defined by

52
paper CO_FormayFuncióntxt253 - : INTOLERANT SPEECH ON THE INTERNET: THE BRAZILIAN CASE OF SEXUAL RANKING AT THE UNIVERSITY OF SAO PAULO

53
paper CO_FormayFuncióntxt170 - : to be made, and at the same time process the literal meaning as it adds the politeness to the speech act, as in the following exchange:

54
paper CO_FormayFuncióntxt170 - : Finally, it must be mentioned that we encountered in our analysis what we call "extended speech acts": in some cases, two or more instances of realizations for a single speech act were identified in one particular interaction . This occurs because the speakers sometimes rephrase their speech acts with one or two more direct or less direct utterances than the first one. Thus, we consider the subsequent realizations of the act to be an extension of the speech act in the interaction rather than a new one. This can be seen in the following conversational exchange, where the second realization is a way to indirectly paraphrase the first:

55
paper CO_FormayFuncióntxt170 - : As regards the case in which the translated politeness was higher than in the ST, in 6 of the interactions some evidence was found of what seems to be an attempt to adapt the politeness of the speech act to the target culture, as in the following exchange where the translated speech act includes one more instance of redress —the lexical downgrader please, making the TT exchange "more polite" than the one in the ST:

56
paper CO_FormayFuncióntxt20 - : "Smart talk" is an overall characteristic of African American womens'speech. Black women use language in an assertive, bold, outspoken manner. In a conversation among three women friends, one Woman remarked, "Im glad I dont have a man around ‘cause I can do whatever the hell I want to do." Terry McMillan, in her 1992 novel Waiting to Exhale, creates authenticity in her women characters by the use of "smart talk." McMillans main character, Savannah, punctuates her sentences with this style of speech from the novels beginning: "Sheila, my baby sister, insisted on giving me his [Lionels] phone number because he lives here in Denver and her simpleass husband played basketball with him eleven years ago at the University of Washington ." This feature of Black womens'discourse departs from the so-called "code of feminine politeness" characteristic of European American women. Instead of Marilyn Fryes depiction of women who "live in cages", that is, women who know their "place", African American

57
paper CO_Lenguajetxt7 - : The content of the message is called now a "locution" (direct or indirect), but it is not analyzed as a participant in the verbal process because it is found outside the verbal clause. When the message is expressed through reported speech, the logico-semantic relation between a primary and a secondary member of a clause nexus is called "projection" in functional grammar (Halliday, 2004: 376 ). This relationship between the two members is like the one "between a picture (projected clause) and its frame (projecting clause): together they make up a single complex unit, but neither is actually part of the other" (Thompson, 2004: 103).

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paper CO_Lenguajetxt89 - : Humor and Speech: A Proposal for the Analysis of the Protest on YouTube

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paper CO_Lenguajetxt112 - : Van der Houwen encuentra, entre otros aspectos, que los hablantes usan más el DD que el DI: “indirect speech is the marked strategy (15%) and direct speech the unmarked strategy (total: 85% )” (^[60]Van der Houwen, 1998, p. 129). De igual manera, encontró que se elide más el sujeto en el DD, pues su resultado “shows the expected correlation between the presence of the subject and indirect speech: 30% (vs. 15% of absent subjects)” (^[61]Van der Houwen, 1998, p. 129). A partir de estos resultados, ^[62]Van der Houwen (1998) concluye que “indirect and direct speech, indeed, each have a distinctive functional communicative effect. Their distribution is not random, but depends on the message the speaker wants to convey” (p. 132).

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paper CO_Lenguajetxt164 - : * The University of Iowa: Sounds of Speech: [85]http://soundsofspeech .uiowa.edu/index.html#english.

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paper CO_Lenguajetxt33 - : The discussion focuses on both the theoretical delimitation of speech variety and the mechanisms of meaning construction, such as: neologisms, synonymy, polysemy and semantic transformation . The results highlight the function and meaning of this argot and its signic productivity, as well.

62
paper CO_Lenguajetxt170 - : Metalinguistic speech and contextualization: Interlinguistic descriptions of French teachers in Mexico

63
paper CO_Íkalatxt127 - : Several studies have noted that RPs are a more valid measure of authentic language use compared to DCTs (Eisenstein & Bodman, 1993; Félix- Brasdefer, 2003; Tran, 2006). As Kasper (2000) points out, in comparison to questionnaire data, RP data capture many of the discourse features found in natural speech: intonation, pauses, turn-taking, overlap and laughter, among others . Role-play interactions also elicit more negotiation, repetition and supportive moves in comparison to written methods (Beebe & Cummings, 1996; Félix-Brasdefer, 2003; Margalef-Boada, 1993).

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paper CO_Íkalatxt127 - : 6. Beebe, L. M. and Cummings M. C. (1996). Natural speech act data versus written questionnaire data: How data collection method affects speech act performance . In S. M. Gass and J. Neu (Eds.), Speech acts across cultures: Challenges to communication in a second language, (pp. 65- 86). New York, NJ: Mouton de Gruyter. [ [53]Links ]

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paper CO_Íkalatxt202 - : Dewaele, J.-M. (2004b). Perceived Language Dominance and Language Preference for Emotional Speech: The Implications for Attrition Research . In M. Schmid, B. Köpke , M. Keijzer, and L. Weilemar , (Eds.). First Language Attrition: Interdisciplinary Perspectives on Methodological Issues (pp. 81-104). Amsterdam/Philadelphia: John Benjamins. [ [114]Links ]

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paper CO_Íkalatxt11 - : Polite behaviour is subject to the features of the interaction which are socioculturally marked by the speech community beyond what is regarded as political behaviour. Thus, Brown and Levinson's strategies of positive and negative politeness are interpreted as socio-culturally determined politic behaviour. Likewise, it will have to pay attention to whether examples of linguistic politeness such as terms of address, honorifics, ritualised expressions and speech events, and indirect speech acts are polite forms or whether they are used normally as socio-culturally constrained forms of politic behaviour (Watts, 1992:51 ). Therefore, politic behaviour is just a socially appropriated behaviour and terms of address are realisations of politic behaviour.

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paper CO_Íkalatxt12 - : As can be seen in [43]Table 10, none of the participants' background characteristics and few of the language contact variables measured resulted in statistically significant associations with the rated performance gains in the request and apology vignettes or composite scores. The following variables were not found to be related to speech act gains: gender, year in university, region of study abroad site, country of study abroad, amount of previous formal study of Spanish, amount of previous residence outside NorthAmerica, living arrangements, conversation partner, internship, type of classes taken, and amount of time spent outside of class speaking Spanish with native or non-native friends .

68
paper CO_Íkalatxt12 - : 31. Kim, I. (2000). Relationship of onset age of ESL acquisition and extent of informal input to appropriateness and nativeness in performing four speech acts in English: A study of native Korean adult speakers of ESL . Unpublished doctoral dissertation, New York University. [ [77]Links ]

69
paper CO_Íkalatxt31 - : Language policies are interventions that take place to modify the use of a given language in a community. They are the expression of beliefs and ideologies that go beyond the academic sphere because they respond to economic and political agendas that may be open or hidden (Shohamy, 2006; Spolsky, 2004). Designed by politicians, but implemented by teachers, language policies are often top-down approaches. Spolsky (2004, p. 5) notes that policies are easily recognized when they ''exist in the form of clearcut labeled statements in official documents''. The author identifies three components in the language policy of a speech community: its language practices, its language beliefs or ideology and the specific efforts to modify that practice . Shohamy (2006, p.48) says that it is ''through language policies that decisions are made with regard to the preferred languages that should be used, where, when and by whom''. Tollefson (1991) sees language policies as an instrument of inequality as they

70
paper CO_Íkalatxt216 - : Strange, W., y Shafer, V. L. (2008). Speech perception in second language learners: The re-education of selective perception . En J. G. Hansen Edwards y M. L. Zampini (Eds.), Phonology and Second Language Acquisition (Vol. 36, pp. 153-191). Ámsterdam, Filadelfia: John Benjamins Publishing. [ [159]Links ]

71
paper MX_ElAnuariodeLetrastxt37 - : Among the different devices deployed by those who make political speeches are those of an architectural kind, which form the skeleton of the dissertation. These are certainly the least studied in the analysis of discourses of this kind, although its proper use is very often pivotal to better structured, more cohesive and more intelligible presentations. In this paper we concentrate on the speech given by Pedro Sánchez on 31 May 2018 on the occasion of a motion of censure presented by his political party, the Socialist Group, against the then president of the Government Mariano Rajoy. We segment this speech into three sequences: beginning, development and closing . The main focus of this article is thus on the structure of these sequences as well as those devices giving cohesion and coherence to the discourse as a whole, as signals of thematic shift, while also taking on board non-architectural strategies (e.g. highlighting, masking), which are closely connected with architectural ones.

72
paper MX_ElAnuariodeLetrastxt6 - : The Reported Speech Use in the PRESEEA Corpus of Seville: the High Sociolect

73
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.

74
paper PE_Lexistxt9 - : El tercer capítulo se dedica al análisis del sintagma nominal, que reclama de partida su carácter nuclear dentro de la obra: "Together with the restructured verb phrase, the Afro-Yungueño noun phrase represents one of the most significant departures from patrimonial Spanish syntax, and provides some of the most compelling evidence linking the traditional Afro-Bolivian dialect with other Afro-Hispanic speech communities, and with Afro-Iberian creoles languages" (81 ) (tal vez esto último justifica el que, a partir de este momento, provisionalmente, el autor asume a veces conceptos tomados de la Criollística, como "post-creole continuum", p. 81, para referirse a los cambios entre la variedad más vernácula y las formas más próximas al español general de las tierras altas de Bolivia, problema que abordará definitivamente en la última sección del libro: 177-197).

75
paper PE_Lexistxt52 - : La adquisición de las oposiciones sigue más o menos un orden universal pero siempre aproximándose al sistema fonológico de la lengua que se está aprendiendo. En Preliminaries to Speech Analysis, Jakobson, Fant y Halle sostienen que los sistemas fonológicos o "patrones fonémicos" se organizan de acuerdo con una "escala dicotómica [que] la lengua superpone a la materia sonora" (1952: 12 ). Esta escala dicotómica determina las unidades fonológicas que usa cada lengua mediante rasgos distintivos binarios que establecen distinciones cada vez más específicas. Siguiendo esta misma línea de pensamiento, en Fundamentals of Language, Jakobson y Halle presentan de manera sintética la forma en que se organizan jerárquicamente los fonemas consonánticos del francés, los cuales "requieren solo cinco decisiones binarias: nasal/oral, y si es oral, entonces continuo/discontinuo y tenso/laxo; compacto/difuso, y si es difuso, entonces grave/agudo. Cada consonante del francés contiene desde dos (compacto nasal)

76
paper PE_Lexistxt109 - : ^[60]Foulkes, Docherty y Watt (2005) estudiaron los rasgos segmentales en el CDS (Child Directed Speech: lenguaje dirigido a niños ) en un corpus de treinta y nueve madres inglesas (Tyneside). La atención se centró en las variantes fonéticas utilizadas para el sonido [t]. La primera sería la estándar [t] como oclusiva áfona, mientras que la segunda correspondería a una variante glotal [h]. Ambas variantes muestran un claro patrón sociolingüístico en la comunidad adulta. Entre sus principales hallazgos, evidenciaron que el uso de variantes en el CDS difiere marcadamente del uso en el habla entre adultos. Específicamente en el habla a los niños, el uso de [t] aumenta a un promedio del 59 %, en contraste con el promedio del 10 % utilizado en el modo interadulto, mientras que se observó un uso de glotales del 36 % en el CDS frente al 90 % de uso de esta variable entre los adultos.

77
paper UY_ALFALtxt68 - : [114]Gardiner, Alan. 1932. The theory of speech and language, Oxford: Clarendon .

78
paper UY_ALFALtxt204 - : Fey, Marc, Hugh Catts, Kerry Proctor-Williams, Bruce Tomblin y Xuyang Zhang. 2004. Oral and written story composition skills of children with language impairment, Journal of Speech, Language and Hearing Research, 47: 1301-1318 (en línea) Disponible en [150]https://doi .org/10.1044/1092-4388(2004/098) [ [151]Links ]

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paper UY_ALFALtxt204 - : Ukrainetz, Teresa y Ronald Gillam. 2009. The expressive elaboration of imaginative narratives by children with Specific Language impairment, Journal of Speech Language and Hearing Research, 52: 883-898 . (en línea) Disponible en [189]https://doi.org/10.1044/1092-4388(2009/07-0133) [ [190]Links ]

80
paper UY_ALFALtxt193 - : Children’s speech out of time and place:On conflictual relationships in the mother tongue

81
paper UY_ALFALtxt244 - : Baumann, Stefan e Jürgen Trouvain. 2001. On the prosody of German telephone numbers, em Paul Dalsgaard, Borge Lindberg e Henrik Benner (eds.), Proceedings of the 2th INTERSPEECH and 7th European Conference on Speech Communication and Technology (EUROSPEECH 2001), Aalborg, Darst: 557-560 . [ [170]Links ]

82
paper UY_ALFALtxt113 - : Alves, Ubiratã Kickhöfel y Márcia Cristina Zimmer. 2012. The dynamics of perception and production of VOT Patterns in English by Brazilian Learners, em E. Mello, M. Pettorino y T. Raso (eds.), Proceedings of the VIIth GSCP international conference: speech and corpora, Firenze, Firenze University Press: 223-227 .

83
paper UY_ALFALtxt113 - : [164]Yavaș[165], Mehmet. 2008. Factors influencing the VOT of English long lag stops and interlanguage phonology, en A. S. Rauber, M. A. Watkins y B. O Baptista (eds.), New Sounds 2007: Proceedings of the fifth international symposium on the acquisition of second language speech, Florianópolis, UFSC: 492-498 .

84
paper UY_ALFALtxt234 - : It is unquestionable that children's speech can be highly unpredictable to an extent that it may touch “a language consolidated limit” (^[29]Figueira 2015: 174 ). In such cases, a major cut-off effect ends up separating a child's speech from the language set conceived of as "normal speech”. In fact, symptomatic speech troubles the communicative dynamics in interaction situations and deeply affects what is assumed as pragmatic (in)flexibility. In order to reflect on that theme (pragmatic flexibility) when symptomatic speech is at stake, the present work discusses some child-adult dialogues in clinical situations. The analysis is based on European Structuralism and, on the speaker, Psychoanalysis. We conclude that identifying pragmatic flexibility in children with symptomatic speech does not help the recognition of singularity of the infantile speech manifestations.

85
paper UY_ALFALtxt112 - : In the field of speech-language pathology there´re researches that explore a range of issues related to looking after people with Cerebral Palsy. They´re oriented by social-cognitive aspects. The absence of speech, very common in severe cases of the disease, may have a role in this case: researchers and practitioners conclude that if there´s no talk, the person is out of language . It´s assumed the person, however, perceptual and cognitive capacities, but not languages. Under such kind of reasoning, language and its effects on the subject are ignored. This traditional framework exception is a discussion that another theory is consistently about language and about subject (Vasconcellos 1999 and 2010; Dudas 2009). Summarizing, are very rare the researches that distance themselves from the speech and organization epistemic subject. This article takes the direction of the exception mentioned to reflect on the institutionalization of people with Cerebral Paralyses and subjective and clinical

86
paper UY_ALFALtxt205 - : In order to understand how children learn to recognize and use humor in their speech, we have chosen to study their linguistic production in two different languages and cultures: a French-speaking monolingual child and a Brazilian Portuguese-speaking child, video-recorded once a month in a longitudinal study, whose data were analyzed for this article between 24 and 42 months . The results of the multimodal linguistic coding of our data enabled us to describe the paths the two children followed to get from first instances of shared amusement initiated by the adult to their own verbal production of successful humor in dialogue. The different parameters required for humor are set from the age of 2;4 years old. Our study demonstrates that the production of children’s humor is closely linked to the family input and to children’s multimodal linguistic and meta-cognitive development. We did not observe important differences between the two children at the macro-cultural level, but there were some

87
paper UY_ALFALtxt228 - : This article deals with two conceptually correlated phenomena, Reported Speech and Fictive Interaction (^[36]Pascual 2014), based on the theory of fictivity (^[37]Talmy 2000) about discrepant representations of the same object: discourse . It is postulated that RS and FI trigger the Conversation Frame to structure the discursive construction. The former is taken as factive or genuine and the latter as fictive or not genuine. In the search for empirical evidence in C-ORAL-BRASIL I (^[38]Raso e Mello 2012), informal spontaneous speech corpus of Brazilian Portuguese, it was verified that instances of Reported Speech represent factual problems, while of Fictive Interaction, pro-factual solutions, according to the discursive pattern "Problem-Solution" (^[39]Hoey 2001). In addition, it has been observed that such instances, even though they carry unique illocutionary acts, are grouped into attentional frames (^[40]Langacker 2008) that transcend the uniqueness of the informational components,

88
paper UY_ALFALtxt250 - : Based on the Textual-Interactive Grammar (TIG), we investigate the construction “(eu só) sei que” in its function of Discourse Marker (DM) acting in the textual organization. Based on data collected from speech samples of Brazilian Portuguese variety, we identify five textual functions of DM: topic closing ; intratopic sequencing; topic sequencing; topic opening and basically sequencer + secondarily modal. We conclude that these five functions can compound to a path of linguistic change, via abstraction of uses, having as terminal focal point the DM functions.

89
paper UY_ALFALtxt212 - : Félix-Brasdefer, J. César. 2010. Data collection methods in speech act performance: DCTs, role plays, and verbal reports, em E . Usó-Juan e A. Martinéz-Flor (eds.), Speech act performance: theoretical, empirical, and methodological issues, Amsterdam, John Benjamins Publishing: 41-56. [ [218]Links ]

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paper UY_ALFALtxt194 - : This paper aims at discussing some theoretical-methodological aspects related to the way children’s speech data are approached in language diagnostic procedures by speech-language pathologists. It is assumed the deep discontinuity between living speech and speech registers: there is a marked difference between these two instances . The questions raised in this article are: i) what, from living speech, remains accessible to the researcher?, and ii) what remains from living speech in the clinician’s listening when he deals with recorded speech materials?

91
paper UY_ALFALtxt207 - : Casillas, Marisa, Andrei Amatuni, Amanda Seidl, Melanie Soderstrom, Anne Warlaumont, y Elika Bergelson. 2017. What do Babies hear? Analyses of child-and adult-directed speech, Interspeech, 2017: 2093-2097 . [ [126]Links ]

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paper UY_ALFALtxt207 - : Soderstrom, Melanie y Kelsey Wittebolle. 2013. When do caregivers talk? The influences of activity and time of day on caregiver speech and child vocalizations in two childcare environments, PLoS ONE, 8,11: e80646 . en línea. Disponible en [167]https://doi.org/10.1371/journal.pone.0080646 [ [168]Links ]

93
paper VE_BoletindeLinguisticatxt96 - : 19.Dellwo, Volker. 2006. Rhythm and speech rate: a variation coefficient for delta C . En Pawe Karnowski e Imre Szigeti (eds.), Sprache und Sprachverarbeitung: Akten des 38. Linguistischen Kolloquiums in Piliscsaba 2003/ Language and language-processing: Proceedings of the 38th Linguistics Colloquium, Piliscsaba 2003, Linguistik International 15. 231-241. Frankfurt am Main, Alemania : Peter Lang Publishing Group.

94
paper VE_BoletindeLinguisticatxt96 - : 38.ORourke, Erin. 2008 b. Speech rhythm variation in dialects of Spanish: Applying the Pairwise Variability Index and Variation Coefficients to Peruvian Spanish . En Proceedings of Speech Prosody 2008: Fourth Conference on Speech Prosody. 431-434. Campinas, Brasil.

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paper VE_Núcleotxt38 - : Dual Speech Acts: A Reflection on the Pragmatics of Spanish regarding Current Theories and Methods of Analysis

96
paper VE_Núcleotxt38 - : 1 Some, if not all speech acts in Cuban Spanish (such as requests, orders, and compliments), which were universally classified by Brown and Levinson as FTAs to the Hearers negative face, then have, under my hypothesis, a lesser potential to be threatening or perceived as such in this language-specific cultural setting (Ruzicková, 1998: 305 ).

97
paper corpusLogostxt47 - : Boxer, D. (1995). The ethnographic interview as a tool for speech act research: The case of complaints . [107]http://cpd1.ufmt.br/meel/arquivos/artigos/184.pdf (consulted in November 2016). [ [108]Links ]

98
paper corpusLogostxt137 - : The referred speech is usually presented by declarative verbs. However, there are other semantic classes specialized in speech reproduction procedures, such as request verbs. From the analysis of the Archivo de Textos Hispánicos de la Universidad de Santiago, made up of texts of oral, theatrical, journalistic and narrative language, we try to establish the frequency of use of the verbs implorar, suplicar, rogar, solicitar, pedir, reclamar and exigir as introducers of referred speech, as well as their greater or lesser productivity according to the type of procedure: indirect style, direct style, pseudo-direct style and hybrid style . In addition, the characteristics of each structure are explored with the proposal of knowing the configuration mode of the sequences that introduces each verb (its members, the position of each element, etc.) and that establish certain differences between them within each type of referred speech.

99
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.

100
paper corpusRLAtxt54 - : Law, James; Boyle, James; Harris, Francis; Harkness, Avril y Nye, Chad. 2000. "Prevalence and Natural History of Primary Speech and Language Delay: Finding from a systematic review of the literature", en International Journal of Language and Communication Disorders . 35 (2), pp. 165-188. [ [66]Links ]

101
paper corpusRLAtxt217 - : successfully overcome any possible face-threating situation. As a result, an important pedagogical implication of the study is that "teachers must pay more attention to pragmatic knowledge and try to inform students about the appropriate […] behaviours used by […] native speakers. It is necessary for students to be aware of [native] socio-cultural norms of speech act realizations" (^[126]Zarepour and Saidloo, 2016: 584 ). Sociopragmatic competence may require the implementation of more intensive bilingual programs, where the foreign language is a means of communication not only with the teacher, but also among peers (^[127]Lindholm-Leary, 2016).

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paper corpusRLAtxt177 - : Félix-Brasdefer, J. César. 2010. Data collection methods in speech act perfor mance: DCTs, role plays, and verbal reports . In Alicia Martínez-Flor and Es ther Usó-Juan (eds.), Speech act performance: Theoretical, empirical, and meth odological issues, 41-56. Amsterdam and Philadelphia: John Benjamins. [ [138]Links ]

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paper corpusRLAtxt220 - : Eadie, Patricia; Morgan, Angela; Ukoumunne, Obioha C.; Ttofari, Eecen Kyriaki; Wake, Melissa y Reilly, Sheena. (2015). Speech sound disorder at 4 years: Prevalence, comorbidities, and predictors in a community cohort of children . Developmental Medicine and Child Neurology, 57(6), 578-584. doi: 10.1111/ dmcn.12635. [ [108]Links ]

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paper corpusRLAtxt86 - : En el área de adquisición de segundas lenguas en Lingüística Aplicada, las investigadoras brasileñas Kyria Finardi y Mailce Borges Mota, de la Universidad Federal del Espíritu Santo y de la Universidad Federal de Santa Catarina, presentan el artículo "The acquisition of a syntactic structure in L2 speech: The role of working memory capacity" . Sobre la base de la Teoría del Procesamiento de Información, se investiga la relación entre la capacidad de memoria operacional y la adquisición de una estructura sintáctica en el habla del L2. Los resultados evidencian el aporte lingüístico del procesamiento en L2 para complementar y explicar la adquisición de algunas estructuras sintácticas. Además se analiza la discusión entre el procesamiento de la forma versus el significado, la adquisición de estructuras basadas en reglas, las variaciones lingüísticas en L1 y L2 y las limitaciones de la producción oral en L2.

105
paper corpusRLAtxt4 - : Curiously, postnuclear, labial obstruent /p/ is realized as [k] quite commonly according to Canfield (1981). This phonetic variant is frequent in the casual speech style of Venezuela, Colombia, Central America (Canfield, 1981: 11 ) and is also found in the Caribbean islands and other areas of the Spanish speaking world (Zamora Munné & Guitart, 1982; Betancourt Arango & García Zapata, 1998; Fraca de Barrera & Obregón Muñoz, 1985; Quilis, 1993; Salvador, 1987). Examples can be seen in (1).

106
paper corpusRLAtxt110 - : Hence, one of the first problems that language learners have to face is the continuous nature of the speech stream. Speech lacks consistent physical markers of the location of word boundaries: words in fluent speech are not separated by pauses, or signaled by any other consistent feature occurring only at word onsets or endings (Aslin, Woodward, LaMendola & Bever, 1996 ; Cole & Jakimik, 1980). The fact that there are no consistent boundaries raises a difficult problem for children, who must anyway determine which sound strings are words and which are not.

107
paper corpusRLAtxt91 - : The acquisition of a syntactic structure in L2 speech: the role of working memory capacity

108
paper corpusRLAtxt176 - : COMO (QUE) AND ITS DISCURSIVE FUNCTIONS IN THE SANTIAGO, CHILE SPEECH: PRAGMATIC AND SOCIOLINGUISTIC ANALYSIS

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paper corpusRLAtxt116 - : Chin, Steven. (1996). The role of the sonority hierarchy in delayed phonological systems. En T. W. Powell (ed.), Pathologies of speech and language: Contributions of clinical phonetics and linguistics (pp . 109-117). New Orleans, LA: International Clinical Phonetics and Linguistics Association. [ [55]Links ]

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paper corpusRLAtxt141 - : DIATOPIC VARIATION IN THE SPEECH OF CHILEAN PROFESSIONALS: SUBJECTIVE ASSESSMENT

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paper corpusSignostxt426 - : “a rhetor must modulate his speech for the old, the young, and the middle-aged, groups whose habits of mind create an exigency that must be accounted for in the invention process” (Mountford, 2001: 41 ).

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paper corpusSignostxt426 - : In this respect, in spite of their distinct names in different disciplines, and considering the further definitions by Werth and Zarefsky, one can draw a parallel line between rhetorical space in Rhetorical Studies and discourse in Linguistics, the latter one defined as “a combination of text and its relevant context” (Werth, 1999: 47), where the context refers to “the situational context surrounding the speech event itself” (Werth, 1999: 83 ), and the text to both oral and written discourse. In the first case, it takes the form of transcription of speeches, which are normally used for this type of studies.

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paper corpusSignostxt426 - : that “based on the cohesive ties among the various utterances of the discourse, there are several potential referents of the indexicals” and “hearers may choose to include themselves as members of the class of referents” (Zupnik, 1994: 340). Thus, it may facilitate the achievement “of the main goal of political speech: to persuade listeners of the speaker’s viewpoint” (Zupnik, 1994: 340 ).

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paper corpusSignostxt426 - : It is interesting to stress out the ambiguous and inclusive use of the pronoun nosotros (we) by Bachelet in her 2013 victory speech, which is “a piece of political communication intended for a wide distribution” (Mulderring, 2012: 710 ). In this case nosotros (we) includes the entire Chilean audience, while the previous findings from political discourse studies indicate a tendency to exclude possible audience from the circle of this pronoun by politicians (Ivanova, 2013). Similarly to this, the deictic Ustedes (you, plural) also includes public in its scope, therefore, implicating it in policy decisions (Mulderring, 2012).

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paper corpusSignostxt418 - : Prior, P. (2009). From speech genres to mediated multimodal genre systems: Bakhtin, Voloshinov, and the question of writing . En C. Bazerman, A. Bonini & D. Figueiredo (Eds.), Genre in a changing world (pp. 17-34). Fort Collins, CO: The WAC Clearinghouse and Parlor Press [en línea]. Disponible en: [71]http://wac.colostate.edu/books/genre/chapter2.pdf [ [72]Links ]

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paper corpusSignostxt564 - : Bazzanella, C., Caffi, C. & Sbisà, M. (1991). Scalar dimension of illocutionary force. En I. Zagar (Ed.), Speech acts: Fiction or reality ? Proceedings of the International Conference, Ljubljana, Yugoslavia, November 15, 1990 (pp. 63-76). Ljubljana: Institute for Social Sciences. [ [123]Links ]

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paper corpusSignostxt453 - : ^2 ^[165]Periñán and Mairal (2011) explain the methodology behind the creation of the Ontology of FunGramKB. For reasons of space, we shall only provide a brief explanation of this core component. The Ontology of FunGramKB is divided into three separate, albeit interrelated, subontologies in which the metaconcepts #ENTITIES, #EVENTS, and #QUALITIES respectively arrange in cognitive dimensions the following parts of speech: (i ) nouns, (ii) verbs, and (iii) adjectives. This type of organization stems from the fact that subsumption or IS-A is the only taxonomic relation permitted in the knowledge base.This contrasts with the approach adopted in FrameNet, for example, in which several frame-to-frame relations are posited (see ^[166]Ruppenhofer et al., 2010). These, however, have been shown to be problematic for NLP as far as reasoning is concerned (see ^[167]Ovchinnikova, Vieu, Oltramari, Borgo & Alexandrov, 2010). Conceptual, lexical and grammatical information is available through the NLP

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paper corpusSignostxt266 - : Por otra parte, y siguiendo a Lakoff y Johnson (1980), estas dos metáforas conceptuales pueden ser vistas como 'metáforas convencionalizadas', y estos tipos de "metaphors are deeply entrenched and hence well know and widely used in a speech community" (Kövecses, 2002: 248 ). De acuerdo a Fillmore (1982) y Lakoff (1994), dado cierto marco conceptual, el mecanismo semántico generativo de importar-exportar significado entre los dominios marcará siempre la comprensión del concepto o los conceptos involucrados, tal como muestra el ejemplo que se ha analizado. Desde una perspectiva retórica, el hablante podrá enfatizar ciertos aspectos que el marco conceptual contiene, y sus preferencias podrían proyectar los tipos recurrentes de apoyos-marcos sociales respecto de los que el hablante es parte.

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paper corpusSignostxt532 - : El análisis presentado en este documento se centrará en el estudio de movimientos argumentativos analíticamente relevantes, es decir, “those speech acts that (at least potentially) play a role in the process of resolving a difference of opinión” (nuestra traducción: “aquellos actos de habla que (al menos potencialmente) desempeñan un papel en el proceso de resolver una diferencia de opinión”) (van Eemeren & Grootendorst, 2004: 73 ). En particular, para el presente estudio, solo las discusiones que cumplen los tres criterios siguientes fueron seleccionadas para el análisis: 1) una diferencia de opinión entre padres e hijos sobre un problema relacionado con las reglas y normas de los padres se hace evidente en el discurso: ‘¿Puede el niño usar la goma para borrar el dibujo?’; 2) al menos un punto de vista utlizado por uno de los dos padres es cuestionado verbalmente por uno o más niños, o viceversa: (NIÑO) ‘Sí, quiero intentar’ - (PADRE) ‘No, no puedes’; 3) al menos uno de los

120
paper corpusSignostxt362 - : Abstract: This article analyzes the reported speech use in Santiago de Chile from a sociolinguistic point of view. For this purpose, we studied the discursive sequences in which they are used in 54 interviews that form part of the Sociolinguistic Corpus PRESEEA in Santiago, Chile. Studies on the polyphony of language (Ducrot, 1986; Reyes, 1993) and sociolinguistic analysis of discourse (Silva-Corvalán, 2001; Serrano, 2006) were consulted for the conceptual framework of this research. On the one hand, the analysis considers the reported speech as a sociolinguistic variable case, in a broad sense of the concept, with two values or general forms: direct speech and indirect speech, and with different subtypes or specific variations according to different levels or degrees of reformulation and detachment of the subjects from the utterance . Consequently, socio-demographic factors of subjects were correlated with the use of these variants, which were shown to have a relative impact on their

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paper corpusSignostxt336 - : About 70 lexical functions have been identified in (Mel’čuk, 1996); each is associated with a particular meaning according to which it receives its name. The name of a lexical function is an abbreviated Latin word whose semantic content is closest to the meanings of this lexical function. Using the above notation, the collocation dar un paseo, lit. give a walk, is represented as Oper1(paseo) = dar where ‘Oper’ is from Latin operari (do, carry out); the argument, or the keyword of this lexical function is paseo; its value is dar; the subscript 1 stores information concerning the syntactical structure of utterances where the keyword of Oper1 (paseo) is used together with its value (dar) and where the first argument of paseo (Agent) is lexicalized in speech as the grammatical subject: Mi abuela (Agent ) da un paseo por este parque cada sábado, My grandma takes a walk in this park every Saturday. Other collocations that are isomorphic to dar un paseo can be represented likewise, and, in fact,

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paper corpusSignostxt382 - : The senator begins his speech according to the rules of this activity type, i.e. by addressing the President of the meeting and the honourable colleagues. Next, he sets the type of speech that he is going to make, i.e. a free speech, unrehearsed and from the heart, underlining that his speech will not seek conflict: ‘We can talk as a family’ .

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paper corpusSignostxt382 - : After this rather predictable and clichéd beginning, he deals with serious topics such as injustice, the mafia, the National Bank, unemployment, corruption recurrent topics on his agenda. His strategy is to attack his opponents by giving concrete examples of facts and names from the opposition. The attitude that he manages to convey is that of a true fighter for justice, ready to make sacrifices in the name of the ‘public good��. What is more, CVT delivers his speech in a threatening and solemn tone:

124
paper corpusSignostxt451 - : Correct pronunciation is a very important aspect of second language (L2) acquisition, indispensable not only for speech generation but also for adequate listening comprehension because the articulatory and auditory systems are interrelated: a learner is hardly able to recognize a sound s/he has never produced since it is absent in the first language or L1 (^[25]Levis, 2005 ). However, less accented speech generation and perfect listening comprehension are included in the requirements for some jobs, for instance, operators in call centers, so it is not a rare case that a learner may need more effective training in pronunciation (^[26]Hunter & Hachimi, 2012; ^[27]Lockwood, 2012).

125
paper corpusSignostxt464 - : Oral performance in a second language (L2) can be measured in terms of complexity, accuracy and fluency, thus offering an overview of L2 learning. Focusing on the cognitive development of L2 learning, particularly from the point of view of Processing Theory and the Speech Production Model, limited attentional resources hinder simultaneous attention to the variables studied, namely: Performance components of complexity, accuracy and fluency in semi spontaneous oral monologues at different levels of English proficiency (A2, B2 and C1 ). Complexity was measured in terms of lexical range (as D score, best fit for lexical range) and grammatical complexity (as the average length of words in each clause, and number of clauses in each Analysis of Speech (AS) unit). Accuracy was measured as the proportion of AS units free from errors and percentage of error-free clauses. Fluency was measured by calculating the phonation-time ratio and the mean length of pauses. Regarding trends in L2 language

126
paper corpusSignostxt464 - : Con respecto al análisis del discurso oral, ^[45]Foster, Tonkyn y Wigglesworth (2000) sugieren la unidad de Análisis del Habla (the analysis of speech unit /AS-unit): Un enunciado del hablante, compuesto por una cláusula independiente o unidad subclausal, junto con cualquier otra cláusula subordinada, asociada a cualquiera de las anteriores . En esta investigación, se hace referencia a dicha unidad de análisis como ‘unidad AH’.

127
paper corpusSignostxt313 - : In an analysis carried out in the early 1980's regarding the linguistic behaviour of Romanian speakers, Pietreanu (1984) noticed that using salutation formulas was not only a matter of individual freedom, but also a matter of adhering to the norms of behaviour that exist in a particular linguistic community at a certain moment. What is more, salutation formulas must take into account "the specific semantics of the situations in which a formula is actually used" (Pietreanu, 1984: 24). As a speech act, a greeting is defined as "communicative behaviour, either gestural or verbal (or both), that has a certain significance for a social micro- or macro-group, by means of which attention is paid, respect or politeness is shown to a person or to a group" (Pietreanu, 1984: 29 ).

128
paper corpusSignostxt579 - : The function ORIENTING THE STUDENTS was present in just over a third of the lectures (36%). Its most common subfunction is ‘greeting the students��. This speech act is commonly realized through a restricted number of fixed phrases, such as:

129
paper corpusSignostxt141 - : This article is about the use of spontaneous gestures in interaction and, more precisely, about the repetition of the interlocutor's gestures. The analysis of four instances of gesture repetition found in two dyadic discussions with Spanish native speakers shows that this discursive activity operates in a way similar to verbal repetition. That is, the recipient can simply reproduce the interlocutor's gesture (retake) or recycle it by introducing various modifications (reformulation). All four instances of gesture repetition studied were performed by the same participant, who behaved almost like an interviewer with her partners. Gesture repetition played a part in facilitating the partners' speech in two areas: the negotiation of meaning (ideational dimension of language ), and the conduct of interaction (discursive dimension of language). More importantly, gesture repetition is an indicator that speakers pay attention to the interlocutors' gestures, confirming the communicative purpose of

130
paper corpusSignostxt141 - : De Ruiter, J.P. & Wilkins D.P. (1998). The synchronization of gesture and speech in Dutch and Arrente (an Australian Aboriginal language): a cross-cultural comparison . En S. Santi, I. Guaïtella, C. Cavé, & G. Konopczynski (Eds.), Oralité et gestualité. Communication multimodale, interaction (pp. 603-607). Paris: L'Harmattan. [ [86]Links ]

131
paper corpusSignostxt209 - : There is a constant interplay between these two overarching characteristics of academic speech, which is by nature an information-rich genre, but in which interaction between the participants is also of paramount importance, and the formulaic expression identified here serve to highlight these dual pragmatic features (Simpson, 2004: 60 ).

Evaluando al candidato speech:

2) acts: 32
5) linguistic: 19 (*)
8) teacher: 15
9) interaction: 14 (*)
10) speakers: 14 (*)
12) discourse: 14 (*)
14) native: 13
18) request: 12 (*)
19) oral: 12 (*)
20) learners: 12 (*)

speech
Lengua: eng
Frec: 2353
Docs: 804
Nombre propio: 21 / 2353 = 0%
Coocurrencias con glosario: 7
Frec. en corpus ref. en eng: 180
Puntaje: 7.681 = (7 + (1+7.3037807481771) / (1+11.2008986050384)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

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

speech

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: 3. Smoothness pertains to the ease or regularity (^[40]Housen, Kuiken, & Vedder, 2012) with which a speaker can deliver spoken content. This component regulates the common notion of fluency as the continuity of the verbalisation of a speech (^[41]Koponen & Riggenbash, 2000).
: 37.ORourke, Erin. 2008 a. Correlating speech rhythm in Spanish: Evidence from two Peruvian dialects. En Joyce Bruhn de Garavito y Elena Valenzuela (eds.), Selected Proceedings of the 10th Hispanic Linguistics Symposium, 276-287. Somerville, Massachusetts: Cascadilla Proceedings Project.
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: ------; (1979). Expression and Meaning: Studies in the Theory of Speech Acts. Cambridge: Cambridge University Press .
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: 16. Castellanos, Isabel. 1990. Grammatical structure, historical development and religious usage of Afro-Cuban Bozal speech. Folklore Forum 23, 1- 2. 57-84.
: 16. Somerville, MA: Cascadilla Press. Félix-Brasdefer, J. C. (2007). Natural speech vs. elicited data: A comparison of natural and role play requests in Mexican Spanish. Spanish in Context, 4(2), 159-185.
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: 18. Franch Bou, P. and Lorenzo-Dus, N. (2008). Natural versus elicited data in cross-cultural speech act realisation: The case of requests in Peninsular Spanish and British English. Spanish in Context, 5(2), 246-277.
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: 2. Bakhtin, M. (1986). The problem of speech genres and other late essays. Austin, TX: University of Texas Press.
: 2. Baldwin, T. (2005). Deep lexical acquisition of verb- particle constructions. Computer Speech and Language, 19(1), 398–414.
: 2. Biber, Douglas. 1988. Variation across speech and writing. Cambridge: Cambridge University Press.
: 2. Blum-Kulka, S. (1982). Learning to say what you mean in a second language: A study of the speech act performance of learners of Hebrew as a second language. Applied Linguistics, 3, 29-59.
: 20. Fue Aijmer (1985: 385), aunque muy de pasada, el que se refirió a esta función al ocuparse del elemento de final de serie or something, que podría funcionar as a 'softener' mitigating the force of the speech act.
: 20. Lucy, John. 1993. Reflexive language and the human disciplines. En John Lucy (ed.), Reflexive language: Reported speech and metapragmatics, 9-32. Cambridge: Cambridge University Press.
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: 25. Rowland, Caroline; Julian Pine; Elena Lieven y Anna Theakston 2003. Determinants of the order of acquisition of wh- questions: Re-evaluating the role of caregiver speech. Journal of Child Language 30. 609-635.
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: 3. Bach, Kent y Robert Harnish. 1979. Linguistic communication and speech acts. Cambridge, MA: The M.I.T. Press.
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/LING

1) Candidate: speech

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