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

1) Candidate: spoken


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt225 - : We believe that this work is a contribution to the sociophonetic studies of the Spanish spoken in Chile in two ways:

2
paper CL_LiteraturayLingüísticatxt508 - : Realizations of the /t͡ʃ/ and /ʈ͡ʂ/ phonemes in chedungun spoken by children from alto Biobío: an spectrographic analysis

3
paper CL_LiteraturayLingüísticatxt262 - : When probing into the respondents' more restricted —though presumably more familiar— knowledge, about the countries where English is spoken as an official language in the Americas, the results do not differ greatly from those shown above: 13 respondents mentioned The US and Canada ; only five respondents correctly included countries other than those mentioned above such as Bahamas, Guyana, Puerto Rico (not a sovereign state), and Jamaica. Interestingly, there were six wrong mentions of countries where English is spoken as an official language: Alaska (not a country), Mexico (three mentions), and Cuba (two mentions). The responses do not vary greatly when it comes to the varieties of English the respondents have heard, which comprise those spoken in The US, Australia, Canada, and England, in the main. In a slightly similar vein, the respondents showed a keen interest when asked about whether pre-service teachers of English should be exposed to diverse varieties of English. All of them believe

4
paper CL_LiteraturayLingüísticatxt143 - : Por otro lado, las listas léxicas proporcionadas por los reglamentos no son exhaustivas ni extensas y las combinaciones sintagmáticas de los elementos enumerados resultan también escasas y están situacionalmente condicionadas por la operación que la aeronave esté desarrollando. Este es el fundamento para que P. Ragan (1998), especialista en la enseñanza de inglés de aviación, considere que en el ambiente aeronáutico se maneja un registro restringido. Este autor, siguiendo a Halliday (1990b), define dicho concepto como "a very specialized, well-demarcated, and identifiable use of language, communicated in a spoken, written, or combined mode" (Ragan 1998:5), y lo caracteriza como idiosincrásico y predecible:

5
paper CL_LiteraturayLingüísticatxt385 - : Mapuche spoken in Lonquimay: segmental phonemes, phonotaxis and comparison with other varieties

6
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

7
paper CO_ColombianAppliedLinguisticsJournaltxt178 - : Language configurations of degree-related denotations in the spoken production of a group of Colombian EFL university students: A corpus-based study

8
paper CO_ColombianAppliedLinguisticsJournaltxt234 - : For most people, the ability to speak a language is synonymous with knowing the target language since speech is the most basic means of human communication (Lazarton, 2001). In this sense, communication involves enabling someone else to understand what we want to tell them, which is often referred to as our message. Not only facts are communicated, but opinions and emotions are also transmitted in everyday situations (^[32]Lynch, 1996). Following Lynch’s perspective, aside from communicating ideas, feelings, and emotions to others orally, humans negotiate ideas and transfer views on life to the rest of the world through spoken language. ^[33]Brown (2007) establishes two types of spoken language: interpersonal or interactional and transactional . The former has to do with a chat in which one person offers a topic for comment by the other person. It is characterized by constantly shifting topics and a great deal of agreement on them. The latest happens when the purpose of the producer of the

9
paper CO_ColombianAppliedLinguisticsJournaltxt40 - : For the micro-analysis of pivotal texts (written and spoken) selected from the data set, I used the lens of Critical Discourse Analysis (henceforth CDA). CDA views "language as a form of social practice" (Fairclough 1989: 20). Fairclough articulated a three-dimensional framework for studying discourse, "where the aim is to map three separate forms of analysis onto one another: analysis of (spoken or written) language texts, analysis of discourse practice (processes of text production, distribution and consumption) and analysis of discursive events as instances of sociocultural practice" (1995: 2 ). Considering that this investigation focused on literacy as a dynamic and interactive process of consuming, producing and distributing texts, which is intrinsically bound to the construction of the learner's social identities in the everyday discursive practices; in the following analysis, I focus on how Jina expresses meanings in the structure of the language she uses in her oral recounts of key

10
paper CO_ColombianAppliedLinguisticsJournaltxt304 - : Nigerian English has been studied and categorised from different dimensions since the 1950s. The most typical of NigE typologies has been Banjo’s varieties of Nigerian English (1996, earlier presented in 1971). Banjo categorised NigE into varieties I, II, III, and IV. Variety I is the lowest type, which primary school dropouts and leavers use. It is replete with egregious grammatical errors and broken structures. Variety II, he says, is the most popular form of Nigerian English, which is spoken by more than 70% of literate Nigerians: secondary school leavers, junior civil servants, the rank and file of the Nigerian armed forces, etc . Errors of grammar are reduced in this variety. Variety III is spoken by welleducated Nigerians: graduates, writers, teachers and lecturers, pastors, senior military officers, the judiciary, government, diplomats, among others. However, about 5% of educated Nigerians use variety III, which is Educated Nigerian English and the variety that speakers of varieties I

11
paper CO_ColombianAppliedLinguisticsJournaltxt67 - : Spoken Language Learning Online: The Community Crossing the Language Sea

12
paper CO_ColombianAppliedLinguisticsJournaltxt280 - : Oral performance task: One of the researchers, who has knowledge and experience in test design, developed an oral performance task at the A2 level (see Appendix 1 Form A and Form B). The task contained three parts, lasted 20 minutes and was taken individually. In Part 1, the students were asked factual and simple information: name, age, likes/ dislikes and daily routines. Part 2 required students to describe a picture and then tell a story using the elements in the picture. In Part 3, the students were asked to describe a past event (birthday, special day, concert and trip—Form A) or make a comparison of how some everyday aspects of life, as shown in a picture, were in the past and how they are in the present (Form B). To validate the task, the researchers compared its content to the overall spoken descriptors of the CEFR for the A2 level: ‘Can give a simple description or presentation of people, living or working conditions, daily routines and likes/dislikes as a short series of simple

13
paper CO_ColombianAppliedLinguisticsJournaltxt146 - : The author's examples and explanations are as varied as her tendency to connect them. In one of Lippi-Green's university classes, she presented and compared the concept of standardized English to that of standardized humans: they must be the same color, shape, size, height, and weight; no variations were acceptable. With other such comparisons, many of which were laced with cynicism, humor, and irony, the author establishes the variability and versatility of language linking the reality that all spoken language is variable: it changes . Furthermore, she cites inherent human hypocrisy as a reality within and across groups who judge others even when the integrity of their own dialect or mode of speaking may be in question.

14
paper CO_CuadernosdeLingüísticaHispánicatxt71 - : Panoramic Characterization of Spanish Spoken in Colombia: Phonology and Grammar

15
paper CO_FormayFuncióntxt183 - : The article presents the description and analysis of the intonation of different transactional interrogative sentences, that is, those aimed at the exchange of information. The data analyzed corresponds to the Spanish spoken in Colombia, specifically in four cities: Bogotá, Cali, Medellín and Cartagena . The sp-TOBI transcription system was used for the prosodic representation, within the theoretical-methodological framework of the autosegmental metric model (MA). Overall, two prosodic configurations were found to be associated to dialectal groups: L+H* L% in Medellín and H+L* HH% in Bogotá and Cali; Cartagena presents both configurations in the nuclear tone.

16
paper CO_Lenguajetxt154 - : Approximant [ð̞] in context -ado in the Spanish spoken in Medellín: experimental approach for the identification of allophonic variants and its acoustic characterization

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

18
paper CO_Íkalatxt260 - : Among the three aspects in the expression of modality, change of orientation or value, and transition between types of modality were found to be two sub-mechanisms that students used to change written (w) into spoken (s) content as illustrated in (1w) and (1s)^[102]^5:

19
paper CO_Íkalatxt101 - : A number of varieties of NP have been recognised in literature such as Wafi, spoken predominantly in Warri and Sapele (Marchese & Schnukal, 1982), Ajegunle, spoken in Lagos and its environs ( Jowitt, 1991), Una, the Calabar variety, spoken in Southern Cross River State (Mensah, 2011 ) and Special English, the varieties spoken in Port- Harcourt and Onitsha, etc. A generally known feature of all these varieties is that they developed in highly linguistically heterogenous settings. They are also mutually intelligible but each has its peculiar social and morphosyntactic idiosyncrasies which make it stand out as a distinct variety. The Warri variety is believed to be the most versatile and creative of all the varieties of NP (Marchese & Schnukal, 1982; Mensah, 2011). It contributes the highest amount of slang which eventually gains currency and becomes conventionalised in the lexicon of their variety of NP and beyond. Such newly invented entries in the Warri variety include efizy ''style'',

20
paper MX_ElAnuariodeLetrastxt46 - : Intonation of the Spanish Language in Contact with the Otomi Language Spoken in San Ildefonso Tultepec: Declarative and Absolute Interrogative Statements

21
paper PE_Lexistxt92 - : The present article describes the advances of the Instituto Caro y Cuervo Spoken Corpus Project. The investigation aims to stored and systematize electronically a spoken corpus composed of the audio files of three investigations of the Institute: The Atlas Lingüístico-Etnográfico de Colombia (ALEC ), the Habla Culta de Bogotá (HCB) and the Español Hablado en Bogotá (EHB). This text presents the foundations of corpus linguistics and oral corpora; the parameters and methodology of the three investigations in which the oral samples were collected and their importance; the design process, data restructuring and corpus construction; the difficulties during its development; and the future perspectives.

22
paper UY_ALFALtxt48 - : This paper aims at characterizing a set of expressions very frequent in colloquial spoken varieties of Argentine Spanish (particularly among young people), used as mitigators: medio, onda, tipo, como and casi (que ). These expressions are utilized in different categorial domaines (nominal, adjectival, adverbial, verbal, sentential) in order to weaken the impact of the meaning of a word or of the whole assertion. First, we characterize the different processes of grammaticalization of medio, onda, tipo, como and casi (que) as mitigators, parting from other functional values or from a lexical-conceptual meaning. Then we analyze their uses in different domains, and specially the cases in which they function as sentential markers, trying to explain their distribution and their compatibility with various modalities, moods, polarities, contexts of subordination, etc., in order to describe their basic grammatical properties. Finally, we discuss which differences exist between mitigators and markers

23
paper VE_BoletindeLinguisticatxt4 - : 3. Biber, Douglas, Randolph Reppen, Victoria Clark y Jenia Walter. 2001. Representing spoken language in university settings: The design and construction of the spoken component of the T2K-SWAL Corpus . En Rita Simpson y John Swales (eds.), Corpus linguistics in North America. Selections from the 1999 Symposium, 48-57. Ann Arbor: The University of Michigan Press. [ [39]Links ]

24
paper VE_BoletindeLinguisticatxt115 - : 4.Chafe, wallace. 1982. Integration and involvement in speaking, writing and oral literature. En debora tannen (ed.) Spoken and written language: Exploring orality and literacy, 35-53 . norwood, new Jersey: Ablex domínguez, Carmen Luisa. 2005. Sintaxis de la lengua oral. mérida:Universidad de Los Andes. [ [32]Links ]

25
paper corpusLogostxt115 - : Levis, J. & Cortes, V. (2008). Minimal pairs in spoken corpora: Implications for pronunciation assessment and teaching . In C. A. Chapelle, Y.‐R. Chung, & J. Xu (Eds.), Towards adaptive CALL: Natural language processing for diagnostic language assessment (pp. 197‐208). Ames, IA: Iowa State University. [ [124]Links ]

26
paper corpusRLAtxt35 - : Smith, M. y Wheeldon, L. 2001. "Syntactic priming in spoken sentence production: An online study" . En Cognition, 78, 123-164. [ [81]Links ]

27
paper corpusRLAtxt32 - : Biber, D., Reppen, R., Clark, V. & Walter, J. 2001. "Representing spoken language in university settings: The design and construction of the spoken component of the T2K-SWAL Corpus" . En R. Simpson & J. Swales (Eds.), Corpus Linguistics in North America. Ann Arbor: University Michigan Press, pp. 48-57. [ [36]Links ]

28
paper corpusRLAtxt156 - : PHONETIC-PHONOLOGICAL DESCRIPTION OF THE CONSONANT SYSTEM OF SPOKEN MAPUCHE IN HUILLICHE AREAS, AT THE BEGINNING OF THE XXI CENTURY: AN APPROACH FROM THE NOTION OF CONTINUUM

29
paper corpusRLAtxt42 - : Mapuche spoken in Tirúa: Phonemes and allophones, phonotaxis and comparison with other varieties .

30
paper corpusSignostxt236 - : Spoken word recognition in Mapudungu: A preliminary research

31
paper corpusSignostxt426 - : “fictive but not fanciful or fixed locations, whose (tacit, rarely spoken) territorial imperatives structure and limit the kinds of utterances that can be voiced within them with a reasonable expectation of uptake and ‘choral support’: an expectation of being heard, understood, taken seriously” .

32
paper corpusSignostxt189 - : The article focuses on the alternation of two expressions of future in present-day Spanish: morphological future (MF) and periphrastic future (PF). Two groups of quantitative research are compared: (i) those so far carried out by different researchers on spoken and written Spanish corpora; (ii) Sedano’s (1994; in press) studies on two corpora of Venezuelan Spanish, one spoken and the other written. The variables taken into account in the latter are the following: (i) temporal distance and (ii) grammatical person in future tense. Even though PF is preferred in spoken Spanish and MF in written Spanish in general terms, the results of this study point to trends not so much determined by the language mode (oral or written) as by the degree of confidence of the speaker/writer in the occurrence of the future event: confidence is associated with PF ; lack of confidence is associated with MF. The results of the present research serve to reiterate the importance of corpus-based variationist

33
paper corpusSignostxt577 - : ^[57]Luzón, 2017), which recalls ^[58]Biber and Gray’s (2016) claim that there is an increasing ‘colloquialisation’ of written texts in digital media. Research also contends that the functional goals associated with the linguistic features of these texts are to construct a credible online identity, assert the researchers’ professionalism and create proximity with readers. Studies on spoken genres such as TED Talks also report the use of conversational features such as deictics, person pronouns (I/you) and inclusive we-pronouns to communicate expert knowledge while conveying “a certain degree of informality and colloquialism” (^[59]Caliendo, 2012: 101 ). It is also argued that TED Talk presenters use stance markers to express judgments and position themselves subjectively (^[60]Scotto di Carlo, 2014).

34
paper corpusSignostxt524 - : “who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[29]Valdés, 2000: 1 ).

35
paper corpusSignostxt480 - : * T. Eleven / years / old / PM? (SS: Repeating a previously spoken utterance, SF: Social scaffolding )

36
paper corpusSignostxt523 - : “Who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[40]Valdés, 2000: 1 ).

37
paper corpusSignostxt493 - : Written and Spoken Language Development across the Lifespan es el decimoprimer número de la serie Literacy studies de Springer, cuyo propósito desde el año 2008 ha sido reunir en un cuerpo coherente de conocimiento los abundantes estudios sobre la adquisición de la alfabetización provenientes de la psicología, la neurociencia, la lingüística y la educación . El volumen que es objeto de esta reseña, publicado en 2017, ofrece diecinueve artículos escritos por académicos de distintas nacionalidades y especialidades, quienes comparten una mirada común en torno a la alfabetización, inspirada en el trabajo de Liliana Tolchinsky. Esta investigadora argentina ha desarrollado, desde la década de 1980, un fructífero trabajo en torno a la adquisición y el desarrollo del lenguaje, con publicaciones como Culture, schooling and psychological development (^[24]1991), Developmental aspects in learning to write (^[25]2001) y The cradle of culture and what children know about writing and numbers before being

38
paper corpusSignostxt493 - : En “Perspectives on Spoken and Written Language: Evidence from English Speaking Children”, Judy Reilly y Lara Polse evalúan el desempeño de niños tanto en pruebas estandarizadas de lenguaje como en la producción de narrativas orales y escritas, en dos momentos de su etapa escolar . Los resultados muestran que, incluso en los niños pequeños, la modalidad no es importante para la transmisión de contenidos. Por otro lado, se encontró que, con la edad, la oralidad y la escritura se vuelven crecientemente interdependientes y específicas. Si bien en el grupo más joven solo una medida de la narrativa oral correlacionó con medidas de las pruebas estandarizadas escritas, en el grupo mayor, el lenguaje oral y el escrito estuvieron correlacionados en múltiples niveles de complejidad.

39
paper corpusSignostxt216 - : Slobin, D. & Hoiting, N. (1994). Reference to movement in spoken and signed languages: Typological considerations . Ponencia presentada en Twentieth Annual Meeting of the Berkeley Linguistics Society, Universidad de California Berkeley, Berkeley, Estados Unidos de Norteamérica. [ [106]Links ]

40
paper corpusSignostxt157 - : Butler, C.S. (1997). Repeated word combinations in spoken and written text: Some implications for Functional Grammar . En C.S. Butler, J.H. Connolly, R.A. Gatward, & R.M. Vismans (Eds.), A fund of ideas: Recent developments in Functional Grammar (pp. 60– 77). Amsterdam: IFOTT, Amsterdam University. [ [50]Links ]

41
paper corpusSignostxt579 - : Genre analysis deals with the question of how language is used in institutional and professional settings. The followers of this approach are interested in both functional and linguistic descriptions of different genres. A genre is defined as “a distinctive category of discourse of any type, spoken or written” (^[33]Swales, 1990: 33 ), having its communicative purpose understood by the members of the genre community (^[34]Bhatia, 1993). There are three main theoretical trends and schools of genre studies: the Swalesean approach (^[35]1981, ^[36]1990), the New Rhetoric studies (^[37]Hyon, 1996) and the systemic-functional approach (^[38]Halliday, 1978; ^[39]Halliday & Hasan, 1989). We will focus on the Swalesean genre analysis, as this research article draws on it.

42
paper corpusSignostxt543 - : ^1“Any text in spoken English is organized into what may be called “information unit” The distribution of the discourse into information units is obligatory in the sense that the text must consist of a sequence of such units […] the speaker is free to decide where each information unit begins and ends and how it is organized internally […] is realized phonologically by “tonality” the distribution of the text into tone groups: one information unit is realized as one tone group” (Halliday, 1967: 199-200 ).

Evaluando al candidato spoken:


6) corpus: 10 (*)
7) varieties: 10
9) oral: 9 (*)
14) speakers: 6 (*)
16) learner: 6 (*)
20) corpora: 5 (*)

spoken
Lengua: eng
Frec: 872
Docs: 469
Nombre propio: 7 / 872 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.609 = (5 + (1+5.55458885167764) / (1+9.76983784362944)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
spoken
: “To our knowledge, the current study is the first in the oncology informed consent literature that sought to apply readability measures designed for the written word to the transcribed spoken word”. [Cancer 2016, 122(3), p.467]
: 1. Placing new words into a context allows the students to remember vocabulary or sentences by giving them a meaningful context, i.e., isolated words will turn into significant chunks. Hence, they should be easy to recall when spoken communication occurs (Oxford, 1990).
: 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).
: 1. Beaman, K. (1994). Coordination and subordination revisited: Syntactic complexity in spoken and written narrative discourse. En D. Tannen (Comp.), Coherence in spoken and written discourse (Vol. XII, pp. 45-80). Norwood, NJ: Ablex.
: 1. Biber, Douglas. 1986. Spoken and written textual dimensions in English: resolving the contradictory findings. Language 62. 384-414.
: 10. Chafe, Wallace y Deborah Tannen. 1987. The relation between written and spoken language. Annual Review of Anthropology 16. 383-407.
: 11. Halliday, M. A. K. (1985). Spoken and written language. Geelong, Vic.: Deakin University Press.
: 17. Svartvik, Jan y Randolph Quirk (eds.). 1980. A corpus of spoken English. Lund:University Press.
: 19. Halliday, M. (1985). Spoken and written language. Oxford: Oxford University Press.
: 19. Locke, John. 1993. The child´s path to spoken language. Cambridge, Massachusetts: Harvard University Press.
: 19.Reilly, Judy; Elisheva Baruch; Harriet Jisa y Ruth Berman. 2002. Propositional attitudes in written and spoken language. Written Language and Literacy (Special Issue) 5, 2. 183-218.
: 27. Halliday, M. A. K. (1985). Spoken and written language. Oxford: Oxford University Press.
: 3. Carter, Ronald y Michael MacCarthy. 1995. Grammar and the spoken language. applied linguistics 16, 2.141-158.
: 31. Silva-Corvalán, C. (1977). A discourse study of word order in the Spanish spoken by Mexican-Americans in West Los Angeles (Tesis de maestría no publicada). University of California, Los Angeles.
: 36. Kinginger, C. (1998). Videoconferencing as access to spoken French. The Modern Language Journal, 82 (4), 502-513.
: 4. Biber, D., Johansson, S., Leech, G., Conrad, S. y Finegan, E. (1999). Longman grammar of spoken and written English. Londres: Longman.
: 5.Chafe, Wallace. 1982. Integration and involvement in speaking, writing and oral literature. En Deborah Tannen (ed). Spoken and written language, 35-53. Norwood: Ablex.
: 7. Bentivoglio, P. (1980). Why "canto" and not "yo canto"? The problem of first person subject pronoun in spoken Venezuelan Spanish (Tesis de maestría no publicada). University of California, Los Angeles.
: 7. Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins Publishing Company.
: 8. Halliday, Michael. 1989. Spoken and written language. Oxford: University Press.
: 9. Brown, G. (1977). Listening to Spoken English. London, England: Longman.
: Allopenna, P. D., Magnuson, J. S. & Tanenhaus, M. K. (1998). Tracking the time course of spoken word recognition using eye movements: Evidence for continuous mapping models. Journal of memory and language, 38(4), 419-439.
: Altenberg, B. (1991). Amplifier collocations in spoken English. In S. Johansson & A. B. Stentsrom (Eds.), English computer corpora: Selected papers and research guide (pp. 127-147). Berlin: Mouton.
: Altenberg, B. (1993). Recurrent word combinations in spoken English. En J. D’Arcy (Ed.), Proceedings of the Fifth Nordic Conference for English Studies (pp. 17–27) . Reykjavik: Island University.
: Altenberg, B. (1998). On the phraseology of spoken English: The evidence of recurrent wordcombinations. En A. Cowie (Ed.), Phraseology (pp. 101–122). Oxford: Oxford University Press.
: Asgari, M., Kaye, J. & Dodge, H. (2017). Predicting mild cognitive impairment from spontaneous spoken utterances. Alzheimer’s & Dementia, 3(2), 219-228.
: Auer, P. (2000). Pre- and Postpositioning of Wenn-clauses in Spoken and Written German. En E. Couper-Kuhlen y B. Kortmann (eds.), Cause-Condition-Concession-Contrast: Cognitive and Discourse Perspectives (pp. 173-204). Berlín: Mouton de Gruyter.
: BROWN G. y YULE, G. (1988) Teaching the spoken language, Cambridge: Cambridge University Press.
: Banjo, A. (1971). Towards a definition of standard Nigerian spoken English. Actes du 8e congress de la Societe Linguistique de l’Afrique Occidental. Annales de Universite d’Abidjan, (pp. 165-175). Centre for Research and Action Peace (CERAP).
: Bentivoglio, P. y E. G. Weber (1986), “A functional approach to subject word order in spoken Spanish”, en O. Jaeggli y C. Silva-Corvalán (eds.), Studies in Romance linguistics, Dordrecht, Foris, pp. 3-40.
: Berglind, E. (2017). Evidentiality across age and gender: a corpus-based study of variation in spoken British English. Research in Corpus Linguistics, 5, 17-33. Doi: 10.32714/ricl.05.02.
: Berman, R., Ragnarsdöttir, H. & Strömqvist, S. (2004). Discourse stance: Written and spoken language. Written Language and Literacy,5(2), 255-289.
: Biber, D. (1986) Spoken and written textual dimensions in English: Resolving the contradictory findings. Language, 62(2), 384-424.
: Biber, D. (2003). Variation among university spoken and written registers: A new multi-dimensional analysis. En Leistyna, P. & Meyer, Ch. (Eds.), Corpus analysis. Language structure and language use (pp. 47-70). Amsterdam: Rodopi.
: Biber, D. (2006). Stance in Spoken and Written University Registers. Journal of English for Academic Purposes, 5(2), 97-116.
: Biber, D. (2006). University Language. A corpus-based of spoken and writen registers. Amsterdam: Benjamins.
: Biber, D., Davies, M., Jones, J. K. & Tracy-Ventura, N. (2008). Spoken and written register variation in Spanish: A multi-dimensional analysis. Corpora, 1(1), 1-37. [195]https://doi.org/10.3366/cor.2006.1.1.1
: Biber, D., Johansson, S., Leech, G., Conrad, S. & Finegan, E. (1999). Longman Grammar of Spoken and Written English. Harlow: Longman.
: Bolinger, D. 1986. Intonation and its parts. Melody in spoken English. Stanford, California: Stanford University Press.
: Bondi, M. (2004). The Discourse Function of Academic Connectors in Abstracts. In K. Aijmer & A. Stenström (Eds), Discourse Patterns in Spoken and Written Corpora (pp. 139-156). Amsterdam: Benjamins.
: Brentari, D. (2002). Modality Differences in Sign Language Phonology and morphophonemics. En Meier, R. P., Cormier, K. & Quinto-Pozos, D. (Eds.), Modality and Structure in Signed and spoken language (pp. 35-64). Cambridge: Cambridge University Press.
: Brown, G. 1990. Listening to Spoken English. Essex. Longman Group Limited.
: Brown, G. and Yule, G. (1983). Teaching the spoken language. Cambridge: CUP.
: Brown, Gillian and George Yule (1983) Teaching the Spoken Language. An Approach Based on the Analysis of Conversational English. Cambridge: Cambridge University Press.
: Buchstaller, I., J. R. Rickford, E. C. Traugott, T. Wasow y A. Zwicky (2010), “The sociolinguistics of a short-lived innovation: Tracing the development of quotative all across spoken and internet newsgroup data”, Language Variation and Change, 22:2, pp. 191-219.
: Burns, A., Joyce, H., & Gollin, S. (1996). 'I see what you mean' Using spoken discourse in the classroom: A handbook for teachers. Sydney: Macquarie University.
: C-ORAL-ROM = Cresti, E. & Moneglia, M. (Eds.) (2005). C-ORAL-ROM: Integrated reference corpora for spoken Romance languages. Multimedia edition; tools of analysis; standard linguistic measures for validation in HTL. CD-ROM. Ámsterdam/Filadelfia: Jhon Benjamins.
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