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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) stress (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: stress
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt591 - : As this program did not recognize apostrophes in the Saxon genitive and contractions or accent marks in the Spanish words, we removed the extra types that this software had introduced and did a manual count of them eliminating forms that did not exist (e.g. the letter d from contractions like you'd which appeared alone. In this case you'd was replaced by you would or you had depending on the context; in the Spanish word aquí the program did not recognize the stress and gave two forms: aqu- and -i . Therefore, the final -iwhich appeared alone was eliminated and added to aqu-). Afterwards, a manual recount of the Spanish terms was done.
2
paper CL_LiteraturayLingüísticatxt334 - : Harris, J. (1983). Syllable Structure and Stress in Spanish: a Nonlinear Analysis . Cambridge, MA: The MIT Press. [ [46]Links ]
3
paper CL_LiteraturayLingüísticatxt514 - : Alfano, I., Llisterri, J., y Savy, R. (2007). The perception of Italian and Spanish lexical stress: A first cross-linguistic study . In ICPhS 2007. Proceedings of the [^16th ]International Congress of Phonetic Sciences. [CD-ROM] (pp. 1793-6). Saarbrücken, Germany, 6-10 August. 2007. Documento de internet disponible en [71]http://liceu.uab.cat/~joaquim/publicacions/Alfano_Llisterri_Savy_07_Perception_Stress_Spanish_Italian.pdf [ [72]Links ]
4
paper CO_ColombianAppliedLinguisticsJournaltxt298 - : The systematically solid preparation and overreliance on the domains of grammar, phonetics, and teaching methodology are greatly valued by Peter. Nevertheless, he touches on the cultural dimension of language which, in his view, does not appear to be explored in teacher education programs. Peter’s allusion to ‘cross-cultural studies’, people’s diverse cultural conceptualizations and worldviews, along with different uses of language, appears to be leading into a perceived relationship of metaphor and culture. Without delving into the conceptual differences or subtleties around such terms as ‘intercultural communication’, ‘cross-cultural communication’, and ‘intracultural communication’ ( ^[86]Dervin et al., 2011. ^[87]Matsumoto, 2000 ), what is important to stress is that any attempt at successful communication with speakers of other language backgrounds requires understanding of their diverse social-cultural practices, various forms of interaction, their identity formation ( ^[88]Norton a
5
paper CO_ColombianAppliedLinguisticsJournaltxt5 - : As graduate students were gaining insights from the reflection on the academic readings and the exchanges with peers and professors, they experienced different feelings related with tension, stress, commitment and accomplishment as teacher researchers doing qualitative research that are illustrated in the following excerpts:
6
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : Data collected from each instrument were systematized and organized in a matrix to analyze the relationships among pieces of data. Following the steps for data reduction and data analysis stated by ^[71]Corbin and Strauss (2008) , I went through open coding, axial coding, and selective coding. During open coding, I assigned codes to the data from the three instruments to make it manageable. During axial coding, commonalities were identified and pieces of data were grouped into five subcategories, which were later reduced to three. During the selective coding stage, the three main categories were put together in a core category that explained the ways in which learners raised awareness: students enhanced awareness of intelligible stress and intonation through a triadic process: a process that fostered language awareness, a process that promoted language awareness, and a process that provoked self-awareness .
7
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : awareness of their own intelligible stress and intonation by a triadic process that involves: (a ) fostering language awareness to understand the use of suprasegmental features and acknowledge their communicative value, (b) promoting learning awareness to use metacognitive strategies to become self-regulated learners, and (c) provoking self-awareness thanks to the identification of the learner’s own actual register, which helped them enhance their self- confidence as English speakers.
8
paper CO_CuadernosdeLingüísticaHispánicatxt155 - : This study considers the syllabification perceptions of heritage speakers of Spanish (HSS), second language learners, and monolingual speakers in words with io sequences in order to understand the differences between HSS and the other two groups. Participants completed a reading task and then a listening task in which they indicated the number of syllables in each stimulus perceived. Three different lexical stress patterns were tested: stress on i (like río ), stress on o (like pidió), and atonic syllables (like folio). The results show that heritage participants behave like monolinguals with audio stimuli, but in the reading task they interpret orthographic accent marks as indicators that two vowels should be divided into separate syllables. This leads to accurate interpretations of stimuli with stress on i, since Spanish phonology dictates that stressed high vowels are syllabified in hiatus. Atonic syllables, which lack an orthographic accent, are correctly syllabified as diphthongs.
9
paper CO_CuadernosdeLingüísticaHispánicatxt50 - : Dumont, M., LeClerc, D., & Deslandes, R. (2003). Ressources personnelles et detresse psychologique en lien avec le rendement scolaire et le stress chez des eleves de quatrieme secondaire . / Personal resources and psychological distress in association with the school performance and stress of fourth secondary students. Canadian Journal of Behavioural Science, 35 (4), 254-267. [ [49]Links ]
10
paper CO_FormayFuncióntxt278 - : Saito, Y., & Saito, K. (2017). Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: the case of inexperienced Japanese EFL learners . Language Teaching Research, 27(5), 589-608. doi: [222]https://doi.org/10.1177/13621688166431111 [ [223]Links ]
11
paper CO_FormayFuncióntxt176 - : Harris, J. (1983). Syllable Structure and Stress in Spanish: A Nonlinear Analysis . Cambridge, Massachussetts: MIT Press. [ [206]Links ]
12
paper CO_Íkalatxt128 - : In addition, participants experienced peer feedback as a subjective process where it was more important to care for their peers than to comment on weaknesses and strengths. The caring performance of participants was key for students to undertake the online peer feedback process since they assumed a responsibility with their peers when commenting and providing feedback. Even though students hold beliefs that show the importance of having the teachers' comments as the last word in the class, they felt more comfortable with their peers as such comments were formative, kind, and a way to release stress that formal evaluations generate: ''It is useful because buddies are patient and are not strict'' (S11, Q ).
13
paper PE_Lexistxt81 - : ^12 En términos de Partnoy: "[my] first goal was to tell the stories of the others because [I] was the survivor, and [I] wanted to stress the collective" (citado en Betterman 2009: 44 ).
14
paper UY_ALFALtxt236 - : Alfano, Iolanda, Joaquin Llisterri y Renata Savy. 2007. The perception of Italian and Spanish lexical stress: A first cross-linguistic study, en ICPhS 2007, Proceedings of the 16th International Congress of Phonetic Sciences . [CD-ROM], Saarbrücken: 1793-1796. [ [149]Links ]
15
paper UY_ALFALtxt186 - : Harris, James W. 1983. Syllable structure and stress in Spanish: a nonlinear analysis . Cambridge, MIT Press. [ [140]Links ]
16
paper VE_Letrastxt1 - : 18. Harris, J. W. (1983). Syllable Structure and Stress in Spanish: A Nonlinear Analysis . Cambridge: MIT Press. [ [47]Links ]
17
paper corpusLogostxt104 - : from the claim that (1) could be false, it does not follow what could alternatively be the case. This point seems crucial to me, for, according to one popular line of reasoning against (BOV), if (1) is metaphysically contingent, some unpalatable metaphysical possibilities loom. Section will elaborate on this line of objection. For the time being, it is important to stress this: by holding that (1 ) is contingent, (BOV) does not specify what metaphysical possibilities it allows for; in other words, (2m) does not seem to determine in and by itself what metaphysical possibilities (BOV) allows for. I hope to show that, whenever it is said that (BOV) allows for a given (perhaps unpalatable) possibility, such a possibility doesn’t actually rise from, but from additional metaphysical assumptions.
18
paper corpusLogostxt157 - : Perception of lexical stress in Spanish L2: A study on Bengali native speakers
19
paper corpusLogostxt157 - : Spanish is characterized by a contrastive lexical stress system and its primary stress can be found on any of the last three syllables of the words. Bengali words, unlike Spanish, generally have a fixed stress on the first syllable. Given the differences between these two languages, Spanish free lexical stress appears to be a novel speech feature that the Bengali speaking Spanish learners would need to incorporate in their phonological repertory. This study aims to explore how Bengali speakers identify perceptually Spanish contrastive lexical stress. A stressed syllable identification task was performed by a total of 20 subjects: one half of them were L1 Bengali speakers living under Spanish immersion context, and another half were L1 Spanish speakers . The main findings were that L1 Bengali listeners’ stressed syllable identification rate was above the chance level, but below 75% precision criteria, and it was also significantly lower than L1 Spanish subjects. In conclusion, L1 Bengali
20
paper corpusLogostxt157 - : Sierra, E. D. (2018). The perception of Spanish lexical stress in yes/no questions and exclamations by Japanese-speaking late learners: evidence for the effect of context of learning (Tesis doctoral, The University of Western Ontario ). Recuperado de [80]https://ir.lib.uwo. ca/etd/5212 [ [81]Links ]
21
paper corpusRLAtxt25 - : THE NATURE OF STRESS IN SPANISH: NEW DATA AND PROSPECTS
22
paper corpusRLAtxt25 - : In the Hispanic Linguistic field, the traditional studies, according to diverse methodologies and equipments, present different results and conclusions about the acoustic marker for lexical stress, which is the pitch, the intensity or the duration, depending on the researchers point of view. Nowadays laboratory research, based on digital equipment, describes the lexical stress in Spanish according to those three related parameters: intensity, pitch and duration .The last researchs and results prove that the intensity is more relevant as acoustic marker for lexical stress than the pitch and the duration.
23
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).
Evaluando al candidato stress:
2) lexical: 11 (*)
4) awareness: 7 (*)
6) syllable: 6 (*)
7) bengali: 6 (*)
9) coding: 5 (*)
12) learners: 5 (*)
13) communication: 5 (*)
14) speakers: 5 (*)
15) syllables: 4
16) nonlinear: 4 (*)
17) metaphysical: 4
19) perception: 4 (*)
20) peers: 4
stress
Lengua: eng
Frec: 335
Docs: 127
Nombre propio: 4 / 335 = 1%
Coocurrencias con glosario: 10
Puntaje: 10.761 = (10 + (1+6.14974711950468) / (1+8.39231742277876)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| stress |
: 21.Faure, Georges, Daniel Hirst y Michel Chafcouloff. 1980. Rhythm in English: Isochronism, pitch, and perceived stress. En Linda R. Waugh y C. H. van Schooneveld (eds.), The Melody of Language, 71-79. Baltimore: University Park Press. : 30.Major, Roy. 1985. Stress and rhythm in Brazilian Portuguese. Language 61. 259-282. : 9. Cultural shock may also produce stress and anxiety, but is the result of "the disorientation encountered upon entering a new culture...which diverts energy and attention from second language learning" (^[40]Schumann, 1986, p. 383). : 19. Harris, J. (1992). Spanish Stress: The Extrametricality Issue. MIT: Indiana University Linguistic Club. : 2. Anani, M. (1989). Incorrect Stress Placement in the Case of Arab learners of English. International Review of Applied Linguistics, 27. 15-21. : 20. Gundel, J. (1978) Stress, pronominalisation and the given-new distinction. University of Hawaii Working. Papers in Linguistics: 10/2.1-13. Document en lines: [30]www.sfu.ca/~hedberg/Helsinki_paper.pdf : 20. Hayes, B. (1981). A Metrical Theory of Stress Rules. Tesis Doctoral. MIT. New York. Indiana University Linguistic Club & Garland Press. : 22. Juffs, A.(1989). Tone, Syllable Structure and Interlanguage Phonology: Chinese Learners Stress Errors, IRAL, XXVII/2. 99-118. : 23. Mairs, J. L.(1989). Stress Assignment in Interlanguage Phonology: an Analysis of the Stress System of Spanish Speakers Learning English. In Gass & Schachter, eds.: 260-84. : Altmann, H. (2006). The perception and production of second language stress: A cross-linguistic experimental study. Unpublished doctoral dissertation, University of Delaware, Newark, U.S.A. : Arden, J. (2002). Surviving job stress: How to overcome workday pressures. Franklin Lakes. New York: Career Press Incorporated. : Baird, B. (2015a). Acoustic Correlates of Stress in K’ichee’: a Preliminary Investigation. En L. E. Clements, R. Henderson y P. Mateo (eds.), Proceedings of Formal Approaches to Mayan Linguistics (FAMILY) II (pp. 21-34). Cambridge: MITWPL. : Bolinger, D. L. (1954). 'Englishprosodic stress and Spanish sentence accent'. Hispania, 37, 152-6. : Brawerman-Albini, A., Kluge, D. C., Silva, A. H. & Albini, L. C. P. (2017). Perceptual training effects on the acquisition of English stress by Brazilian learners. International Journal of English Linguistics, 7(6), 1-15. : Carpenter, A. C. (2006). Acquisition of a natural versus an unnatural stress system. Unpublished doctoral dissertation, University of Massachusetts Amherst, ProQuest Dissertations Publishing (Order Nº 3215919). : Carpenter, A. C. (2015). Phonetic training significantly mitigates the stress ‘deafness’ of French speakers. International Journal of Linguistics, 7(3), 94-108. : Citation/ Para citar este Artículo: Peñuela, D. (2018). Using Metacognitive Strategies to Raise Awareness of Stress and Intonation in EFL. Colomb. appl. linguist. j., 20(1), pp. 91-104. : Cooper, W.E. y Klouda, G.V. 1988. Contrastive stress, intonation, and stuttering frequency. Language and Speech, 31, 1, 3-20. : Correia, S., Butler, J., Vigário, M. & Frota, S. (2015). A Stress “Deafness” Effect in European Portuguese. Language and Speech, 58(1), 48-67. : Creer, Sarah. 2002. Stress patterns of German cardinal numbers. MSc Dissertation, University of Edinburgh, Edinburgh. Inédita. : Cutler, A. (2008). Lexical Stress. En Pisoni, & D. B. R. E. Remez (Eds.), The Handbook of Speech Perception (pp. 264-289). Oxford: Blackwell Publishing. : Cutler, A., & Foss, D. J. (1977). On the role of sentence stress in sentence processing. Language and Speech, 20(1), 1-10. : Cutler, A., (2015). Lexical stress in English pronunciation. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 106-124). John Wiley & Sons. : Dupoux, E., Peperkamp, S., & Sebastián-Gallés, N. (2001). A robust method to study stress ‘deafness’. The Journal of the Acoustic Society of America, 110 (3), 1606-1618. : Edmondson, J. A. & Esling, J. H. (2006). The valves of the throat and their functioning in tone, vocal register, and stress: laryngoscopic case studies. Phonology, 23, 157-191. : Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399-423. : Flege, J. E., & Bohn, O.-S. (1989). An instrumental study of vowel reduction and stress placement in Spanish accented English. Studies in Second Language Acquisition, 11, 35-62. : Fry, D. B. (1995). Duration and intensity as physical correlates of linguistics stress. Journal of the Acoustical Society of America, 27(4), 765-768. [92]https://doi.org/10.n21/L1908022 : Gralow, F. L. (1985). Coreguaje: Tone, stress and intonation. En R. Brend (ed). From phonology to discourse: Studies in six Colombian languages. Language data. Amerindian series (vol. 9, pp. 3-11). Dallas: Summer Institute of Linguistics. : Guion, S. G. (2005). Knowledge of English word stress patterns in early and late Korean-English bilinguals. Studies in Second Language Acquisition, 27(4), 503-533. : Hahn, L. D. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201-223. [102]https://doi.org/10.2307/3588378 : Haraguchi, S. (1991). A theory of stress and accent. Dordrecht: Foris. : Harris, J. (1985). Spanish diphthongisation and stress: A paradox resolved. Phonology Yearbook, 2, 31-45. : Hayes, B. (1982). Extrametricality and English stress. Linguistic Inquiry, 13, 227-276. : Hayes, B. (1995). Metrical stress theory: principles and case studies. Chicago: University of Chicago. : Hualde, J. I. (2012). Stress and Rhythm. En J. I. Hualde, A. Olarrea & E. O'Rourke (Eds.). The handbook of hispanic linguistics. (pp. 153-167). Malden, MA: John Wiley & Sons Inc. : Kabat-Zinn, J. (1990). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain and Illness. New York: Delta. : Kenstowicz, Michael. 1996. Quality-sensitive stress, Rivista de Linguistica, 9: 157-187. : Low, E. L., & Grabe, E. (1999). A Contrastive study of Prosody and lexical stress placement in Singapore English and British English. Language and Speech, 42(1), 39-56. : Mattys, S. L., & Samuel, A. G. (1997). How lexical stress affects speech segmentation and interactivity: Evidence from the migration paradigm. Journal of Memory and Language , 36(1), 87-116. : McCarthy, John J. 2008. The serial interaction of stress and syncope, Natural Language and Linguistic Theory, 26: 499-546. : Mildner, V. 2004. Hemispheric asymmetry for linguistic prosody: A study of stress perception in Croatian. Brain and cognition, 55, 2, 358-361. : Nguyen, T. A. T. & Ingram, J. (2005). Vietnamese acquisition of English word stress. TESOL Quarterly, 39, 309-319. : Ortega-Llebaria, M., Gu, H., & Fan, J. (2013). English speeakers’ perception of Spanish lexical stress: Context-driven L2 stress perception. Journal of Phonetics , 41, 186-197. : Ortiz Lira, H. (1998). "Word stress and sentence accent", Cuadernos de la Facultad 16, Santiago de Chile: Universidad Metropolitana de Ciencias de la Educación. : Ou, S. C. (2011). Training Taiwanese EFL learners to perceive English lexical stress contrast: A pilot study. In Proceedings of the 17th International Congress of Phonetic Sciences (pp. 150-153). Hong Kong, China. : Peperkamp, S., & Dupoux, E. (2002). A typological study of stress ‘deafness’. En Gussenhoven C. , & N. Warner (Eds.), Laboratory Phonology 7 (pp. 203-240). Berlin: Mouton de Gruyeter. : Peperkamp, S., Vendelin, I. & Dupoux, E. (2010). Perception of predictable stress: A cross-linguistic investigation. Journal of Phonetics, 38(3), 422-430. : Quicoli, A. Carlos. 1995. Cyclicity and stress erasure in Portuguese and Spanish, Rivista di Linguistica, 7: 293-331. : Robinson, N. S., Garber, J., & Hilsman, R. (1995). "Cognitions and stress: Direct and moderating effects on depressive versus externalizing symptoms during the junior high school transition". Journal of Abnormal Psychology, 104 (3), 453-463. : Romanelli, S., Menegotto, A. C. & Smyth, R. (2015). Stress perception: Effects of training and a study abroad program for L1 English late learners of Spanish. Journal of Second Language Pronunciation, 1(2), 181-210. : Ross, E., Shayya, L. y Rousseau, J. 2013. Prosodic stress: Acoustic, aphasic, aprosodic and neuroanatomic interactions". Journal of Neurolinguistics, 26, 2, 526-551. : Schwab, S., & Dellwo, V. (2017). Intonation and talker variability in the discrimination of Spanish lexical stress contrasts by Spanish, German and French listeners. The Journal of the Acoustical Society of America, 142(4), 2419-2429. : Schwab, S., & Llisterri, J. (2011). Are French speakers able to learn to perceive lexical stress contrasts? In ICPhS 2011. Proceedings of the 17th International Congress of Phonetic Sciences (pp. 1774-7). City University of Hong Kong, China. 17-21 August, 2011. : Skoruppa, K., Pons, F., Christophe, A., Boch, L., Dupoux, E., Sebastián-Gallés, N. & Peperkamp, S. (2009). Language -specific stress perception by 9-month-old French and Spanish infants. Development Science, 12(6), 914-919. : Tesar, Bruce. 1997. An iterative strategy for learning metrical stress in Optimality Theory, em Elizabeth Hughes, Mary Hughes e Annabel Greenhill (eds.), Proceedings of the 21 ^st Annual Boston University Conference on Language Development, Somerville, Mass.: Cascadilla: 615-626. : Tesar, Bruce. 1999. Robust interpretive parsing in metrical stress theory, em Kimary Shahin, Susan Blake and Eun-Sook Kim (eds.), Proceedings of the 17 ^th West Coast Conference on Formal Linguistics, Stanford, CSLI: 625-639. : Thiessen, E.D. & Saffran, J.R. (2003). When cues collide: Use of stress and statistical cues to word boundaries by 7- to 9-month-old infants. Developmental Psychology, 39, 706-716. : Tremblay, A. (2008). Is second language lexical access prosodically constrained? Processing of word stress by French Canadian second language learners of English. Applied Psycholinguistics, 29(4), 553-584. : Tremblay, A. (2009). Phonetic variability and the variable perception of L2 word stress by French Canadian listeners. International Journal of Bilingualism, 13(1), 35-62. : Urrutia Cárdenas, H. (2007). The Nature of Stress in Spanish: New Data and Prospects. RLA. Revista de lingüística teórica y aplicada, 45(2), 135-142. : Vitevitch, Michael S.; Paul A. Luce, Jan Charles-Luce and David Kemmerer. 1997. "Phonotactics and syllable stress: Implications for the processing of spoken nonsense words", Language and Speech, 40: 47-62. : Wayland, R., Landfair, D., Li, B. & Guion, S. G. (2006). Native Thai speakers’ acquisition of English word stress patterns. Journal of Psycholinguistic Research, 35(3), 285-304. : [144]Ferreira[145], Letânia. 2008. High initial tones and plateaux in spanish and portuguese neutral declaratives: consequences to the relevance of F0, duration and vowel quality as stress correlates. Tese de Doutorado, University of Illinois Urbana-Champaign, Inédita. : [80]Bolinger, Dwigt. 1961. Contrastive accent and contrastive stress, Language, 37: 83-96. : ^2"As is well-known, there are distinct stress patterns associated with a) lexical stress, b) compound stress, and c) phrasal stress" (Nespor & Vogel, 2007). |