/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) stem (*)
(*) Términos presentes en el nuestro glosario de lingüÃstica
1) Candidate: stem
Is in goldstandard
1
paper CO_Lenguajetxt183 - : Secondary school students’ strategy use, on the other hand, varies depending on the language. The strategy use shows differences between Turkish and English, except for the comprehension monitoring strategies consisting of self-questioning, error detection and problem solving. The reason why these strategies are used in both languages at a similar frequency could stem from the ease of transfer due to the simplicity of the cognitive processes underlying them . In other words, the proficiency gap between the mother tongue and the foreign language is the determinant factor which affects the use of learning strategies. The wider the gap, the greater the difference in learning strategy use.
2
paper VE_Núcleotxt1 - : We describe the morphosyntax of clausal negation in kari'ña, a Cariban language spoken by some 10,000 people in Eastern Venezuela. The valuable works about this language by Mosonyi (1982, 1986, 2002) deal mainly with the morphology, but in them we can find scattered syntactic observations about negative constructions. According to Mosonyi, there exists an invariable negative form which is the basis for the whole negative conjugation which, from a morphological point of view, is formed by adding the suffix -ja to the positive verb stem, the inflection being expressed by the combination of this form with the inflected forms of the copulative verb vañño. Mosonyi further claims that this negative verb stem has a predicative value in the sense of the construction being "una oración de predicado nominal" (1982: 144 ). By comparing negation in kari'ña with that of other languages of the same family, it is clear that it works in a very similar way in the different Cariban languages. However,
3
paper VE_Núcleotxt1 - : Negation exhibits a quite steady pattern, being in most cases indicated by means of the suffix –ha ‘NEG’. In transitive, ditransitive and intransitive constructions, -ha ‘NEG’ is attached to the stem of the main verb which as a result of this adjunction loses its tense marker triggering the incorporation of the auxiliary Bañ:o ‘BE’ for the purpose of framing the construction within temporal boundaries . When negation involves BE-sentences, the particular negative forms of Bañ:o must be used. (Romero-Figueroa, 2000: 32)^4
4
paper corpusSignostxt534 - : Looking now at the three dimensions in turn, firstly, within the linguistic dimension, the most recurring theoretically-established benefits of undertaking EFL from a literature-based perspective point to the development of learners’ language skills along with improvement in their pronunciation and knowledge of grammar and vocabulary (^[44]Maley & Duff, 1989; ^[45]Lazar, 2009). As for the intercultural dimension, literature-based EFL instruction is believed to promote awareness not only of the cultures of English-speaking countries but also of learners’ own culture (^[46]Collie & Slater, 2009). Similarly, it is argued that motivation towards language learning increases when EFL is approached from a literary angle. This motivation has been argued to stem, on the one hand, from the affective responses elicited by literary texts-whether raising critical awareness of the world students live in (^[47]Xerri & Xerri Agius, 2015 ), fostering their creativity and imagination (^[48]Lazar, 2009), or
5
paper corpusSignostxt536 - : * WSC task_ For word stem completion, the first three letters were maintained as a cue and the rest of the letters were omitted. In this case, the word ‘sweater’ when turned into a word stem, looked like: swe - - - . The WSC task consisted of thirty items, a random mixture of fifteen ‘primed’ and fifteen ‘non-primed’ words.
6
paper corpusSignostxt494 - : All of the 50 stem sentences presented to participants in the experiment were structured as neutral definitions (Mosquitoes are____). For each of these stem sentences, two critical words were selected: a word that would make the whole sentence literally congruous (‘Mosquitoes are insects’ ) and a word that would make the sentence literally incongruous but metaphorically congruous (‘Mosquitoes are vampires’). Both sets of critical words (literal and metaphorical) presented the same frequency of use (t(98) = 0.58; p = 0.68) in a corpus of Chilean Spanish (^[76]Sadowsky & MartÃnez, 2012). As for the length, different word-lengths were equally represented in the compared conditions (Literal, M = 2.82, SD = 0.87 vs Metaphorical, M = 2.52, SD = 0.68), with no statistical differences (t(98) = 1.92; p = 0.58). This generated 100 sentences belonging to two conditions, a literal one and a metaphorical one. Two other conditions were implemented to encourage participants to face linguistic stimuli from
Evaluando al candidato stem:
3) negative: 5
4) verb: 4 (*)
5) negation: 4
6) critical: 3
7) sentences: 3 (*)
8) literal: 3 (*)
10) learning: 3
12) metaphorical: 3 (*)
14) mosonyi: 3
15) strategy: 3 (*)
stem
Lengua: eng
Frec: 80
Docs: 43
Nombre propio: / 80 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.835 = (5 + (1+5.12928301694497) / (1+6.33985000288463)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| stem |
: Cervantes, H. I. D. E. & Granados Ramos, D. A. G. (2015). Gender differences in word fragment and word stem completion memory tasks. Interamerican Journal of Psychology, 49(3), 285-293 : Koehler, C., Bloom, M. A., & Milner, A. R. (2015). The STEM road map for grades K-2. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map: A framework for integrated STEM education (pp. 41-59). Routledge. : Soler, M., DasÃ, C. & Ruiz, J. (2015). Priming in word stem completion: Comparison with previous results in word fragment completion tasks. Frontiers in Psychology, 6, 11-72. |