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

1) Candidate: speech act


Is in goldstandard

1
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:

2
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

3
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.

4
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 .

5
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:

6
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:

7
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'.

8
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.

9
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The speech act set produced by the ENSs included the components' explanation of purpose', 'complaint', 'candidate solution: request', 'justification', and 'criticism' .

10
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:

11
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:

12
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:

13
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 ]

14
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 .

15
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 ]

16
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 ]

17
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.

18
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).

19
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 ]

20
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 ).

21
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:

Evaluando al candidato speech act:


2) request: 10 (*)
3) acts: 9
4) solution: 9
5) teacher: 9
6) complaint: 8
9) candidate: 7
11) linguistic: 6 (*)
14) explanation: 6 (*)
15) interactional: 6
18) speakers: 5 (*)
19) components: 5
20) learners: 5 (*)

speech act
Lengua: eng
Frec: 201
Docs: 60
Nombre propio: 3 / 201 = 1%
Coocurrencias con glosario: 5
Puntaje: 5.858 = (5 + (1+6.4262647547021) / (1+7.6582114827518)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
speech act
: 11. Olshtain, E. y Cohen, A. D. (1991). Teaching speech act behavior to nonnative speakers. En M. Celce-Murcia (coord.), Teaching English as a second or foreign language (pp. 154-165). Boston, MA: Newbury House.
: 13. Jucker, A. (2009). Speech act research between armchair, field and laboratory: The case of compliments. Journal of Pragmatics, 41, 1611–1635.
: 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.
: 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.
: 30. Olshtain, Elite y LioraWeinbach. 1987. Complaints.Astudy of speech act behavior among native and nonnative speakers of Hebrew. En Jeff Verschueren y Marcella Bertucelli Papi (eds.), The pragmatic perspective, 195-208. Amsterdam: John Benjamins.
: 42. Olshtain, E., & Blum-Kulka, S. (1985). Degree of approximation: Nonnative reactions to native speech act behavior. In S. M. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 303-325). Rowley, MA: Newbury House.
: 47. Jucker, A.H. y Taavitsainen, I. (2000). Diachronic speech act analysis: Insults from flyting to flaming. Journal of Historical Pragmatics, 1(1): 67-95.
: 72. Olshtain, E. & Cohen, A. (1983). Apology: A speech act set. In Wolfson, N. & Judd, E. (Eds.), So-ciolinguistics and second language acquisition (pp. 18-35). Rowley, MA: Newbury House.
: Alston, W. (1994). Illocutionary acts and linguistic meaning. En L. Tsohatzidis (coord.), Foundations of speech act theory: Philosophical and linguistic perspectives (pp. 29-49). Londres: Routledge.
: Blum-Kulka, S. (1980). 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(1), 29-59. Recuperado de [101]http://eric.ed.gov/?id=ED195173.
: Blum-Kulka, S., & Olshtain, E. (1984). Requests and apologies: A cross-cultural study of speech act realization patterns (CCSARP) . Applied Linguistics, 5(3), 196-213. [110]https://doi.org/10.1093/applin/5.3.196
: Chen, Miao-Tzu. (2006). An interlanguage study of the speech act of disagreement made by Chinese EFL Speakers in Taiwan. Unpublished Master's Thesis, Koashiung: National Sun Yatsen University.
: Cohen, A. (1996). Investigating the production of speech act sets. In S. M. Gass & J. Neu (Eds.), Speech acts across cultures: Challenges to communication in a second language (pp. 21-43). Berlin: Mouton de Gruyter.
: Jucker, A. (2009). Speech Act Research between Armchair, Field and Laboratory: The Case of Compliments. Journal of Pragmatics, 41, 1611-1635.
: Kohnen, T. (2007). Text types and the methodology of diachronic speech act analysis. En S. M. Fitzmaurice & I. Taavitsainen (Eds.), Methods in historical pragmatics (pp. 139-166). Berlín-Nueva York: Mouton de Gruyter.
: Lotfollahi, B., & Eslami-Rasekh, A. (2011). Speech act of condolence in Persian and English: A cross-cultural study. Studies in Literature and Language, 13(3), 139-145.
: Martínez-Flor, A. (2005). A theoretical review of the speech act of suggesting: Towards a taxonomy for its use in FLT. Revista Alicantina de Estudios Ingleses, 18, 167-187.
: Moeschler, J. (2001). Speech act theory and the analysis of conversation. En D. Vanderverken & S. Kubo (Eds.), Essays in speech act theory (pp. 239-262). Amsterdam: Benjamins.
: Morady Moghaddam, M. (2012). Discourse structures of condolence speech act. Journal of English Language Teaching and Learning, 10, 105-125.
: Murphy, B. &. Neu, J. (1996). My grade's too low: the speech act set of complaining. In S. M. Gass & J. Neu (Eds.), Speech Acts Across Cultures: Challenges to Communication in Second Language, 191-216, Berlin: Mouton de Gruyter.
: Nastri, J., Peña, J. y Hancock, J.T. (2006). The construction of away messages: A speech act analysis. Journal of Computer-Mediated Communication, 11 (4), 7-16.
: Norrick, N. (1980). "The speech act of complimenting". In: E. Hovdhaugen (Ed.). The Nordic language and modern linguistics, 296-304. Oslo: Universitetsforlaget.
: Olshtain and Weinbach (1993, p. 108) asserted "in the speech act of complaining, the speaker (S) expresses displeasure or annoyance -censure- as a reaction to a past or going action, the consequences of which are perceived by S as affecting her unfavorably."
: Olshtain, E. & Weinbach, L. (1993). Interlanguage features of the speech act of complaining. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage Pragmatics, 108-122, New York, Oxford: Oxford University Press.
: Olshtain, E., & Blum-Kulka, S. (1985). Degree of approximation: Nonnative reactions to native speech act behavior. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 303-325). New York: Newbury House.
: Olshtain, E., & Cohen, A. (1991). Teaching speech act behavior to nonnative speakers. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 154-165). Boston: Heinle & Heinle Publishers.
: Rosaldo, M. (1982). The Things We Do with Words: Ilongot Speech Acts and Speech Act Theory in Philosophy. Language in Society, 11(2), 203-37.
: Sadock, J. (1994) "Toward a grammatically realistic typology of speech acts".393- 406. En L. Savas (edit.) Foundations of speech act theory. London: Routledge.
: Searle, J.R. (1971). What is a speech act. In J.R. Searle (Ed.), The philosophy of language (pp. 39-54). Oxford: Oxford University Press.
: Shinzato, R. (2004). Some observations concerning mental verbs and speech act verbs. Journal of Pragmatics, 36(5), 861-882. doi: 10.1016/S0378-2166(03)00002-X.
: Thomas R. (2007). The Value of Speech Act Theory for Interpretation. En: Masters Seminary Journal pp.3-21. Sun Valley.
: Thornburg, L. & Panther, K. (1997). Speech act metonymies. En W. Liebert, G. Redeker & L. Waugh (Eds.), Discourse and perspectives in cognitive linguistics (pp. 205-219). Amsterdam and Philadelphia: Benjamins.
: Wierzbicka, A. (1987). English speech act verbs. A semantic dictionnary. Sydney: Academic Press.
: Wunderlich, D. (1980). Methodological remarks in Speech Act Theory. In J. Searle, F. Kiefer, & M. Bierwish (Eds.). Speech Act Theory and Pragmatics (pp. 290-312). Dordrecht, Holland: D. Reidel Publishing Company.
: Yu, M.-C. ( 2004). Interlinguistic variation and similarity in second language speech act behavior. The Modern Language Journal, 88(1), 102-119.