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

1) Candidate: survey


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt187 - : A broad survey of the literature (Malderez& Bodóczky: 1999 ; Randall & Thornton: 2001; Wajnryb: 1995) suggests that a mentor is somebody who:

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paper CL_LiteraturayLingüísticatxt621 - : En total 2.138 sujetos estaban registrados en los niveles A1 a B2 de los cuales, 636 realizaron una encuesta inicial que estableció algunos aspectos socioculturales que podrían tener incidencia en la adquisición del ILE. De ese grupo inicial, 515 sujetos autorizaron el uso de sus datos para fines de investigación. Para obtener una representación de toda la población, se eligió un subconjunto representativo utilizando la siguiente fórmula de Survey Monkey (Survey Monkey, 2017):

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paper CO_ColombianAppliedLinguisticsJournaltxt54 - : Participants' narratives about their writing in English did not include much information about their pre-school or primary grades. Most of them expressed they did not have much to say because English learning started, for almost all of them, in secondary school. As we can see in chart 1, only 4 pre-service teachers studied English at Kindergarten and 12 at primary education. Though this might seem surprising, it is relevant to keep in mind that during the years participants were at Kindergarten (1986 to 1992) and primary school (1989 to 1998) the Education Act (115) Ley 115, which established the learning of English in primary, had been recently approved. However, even in the years to come after that law was passed, as Cardenas (2001,p.5) expresses:" In many institutions and in several regions of the country, the teaching of a foreign language at the elementary level had not started". Teachers seemed to struggle to cope with the new demands as Estella's account, from a survey, evidences: "I

4
paper CO_ColombianAppliedLinguisticsJournaltxt54 - : Turning to what pre-service teachers consider enjoyable activities, Yolanda's remarked in a survey: "At 11 and 10^th grades our teacher tried to use a communicative approach . She tried to encourage us to use the language in real situations". As a contrast Camilo refers to "The few sentences we could write on the notebook were like 'John goes to the park'. They had no sense and no connection with real life. I felt the English language was thousands of kilometers away from me".

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paper CO_ColombianAppliedLinguisticsJournaltxt220 - : [30]Figure 1 shows the variation on undergraduate pre-service EFL teachers' conceptions of research in Factor 1 "misconceptions." Some of the survey items of this factor are the following ones: "Good research specifically gathers data that will support the researcher's preconceived idea, research becomes true after it is published" (Meyer et al ., 2005, p. 36). Sixth semester pre-service EFL teachers reached the highest percentage in the options "agree" and "strongly agree" which means that pre-service EFL teachers from 6th semester do have research misconceptions. In second place are pre-service EFL teachers from 2nd semester, followed by preservice EFL teachers from 10^th semester.

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paper CO_ColombianAppliedLinguisticsJournaltxt116 - : This survey research project, then, contributes towards developing the above agenda by considering the last of these processes—the continuous solitication of student feedback on pre-program questionnaires as part of a larger feedback cycle—and poses the following questions:

7
paper CO_ColombianAppliedLinguisticsJournaltxt116 - : In terms of the importance of different language skills, the data from the 2011 questionnaire reconfirms the data gathered in 2009: once again, the development of EAP English language skills is highly important for PhD students in this particular university context, much more so than other non-academic language skills. However, the degree to which informants were able to distinguish between these different specific sub-skills is not known; indeed, it is quite possible that anything "academic sounding" would necessarily be important to them as a PhD candidate, while less academic skills (e.g., reading poetry aloud, socializing with peers in English in Colombia) are not as important. Preliminary factor analysis of the entire survey bears this out: as an example, the entirety of the different academic writing subskills correlates very closely to one factor (i .e., there is presumably one underlying theoretical construct operating in this section), while the entirety of the academic reading

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paper CO_ColombianAppliedLinguisticsJournaltxt212 - : The most egregious cases of ambiguity and of too much raw information can often be found in the questionnaires. In some of these we find the overabundance of terms that Flavell warned could result in mere cataloguing. Many of the questionnaires in use have organized their strategies into categories that, because of an absence of standardization, can be useful only to those reading reports by authors of said questionnaires or by those who have elected to adopt these categories. One of the more popular questionnaires, Mokhtari and Sheorey"s (2002) Survey of Reading Strategies, has four general categories: global reading strategies, problem solving strategies, support reading strategies, and overall reading strategies . The Metacognitive Awareness of Reading Strategies Inventory (MARSI) designed by Mokhtari and Reichard (2002) shares these four general categories. This would seem like a sign of standardization, regrettably, although these two surveys, SORS and MARSI would appear to have, by

9
paper CO_ColombianAppliedLinguisticsJournaltxt245 - : Although students’ posts and contributions were the main source of information, other activities were implemented in order to analyze students’ IC development and understanding. It must be highlighted that developing intercultural competences and intercultural awareness does not happen overnight; therefore, students’ appreciations and contributions should be taken into account for future replications of the experience. When asked about the best ways to develop intercultural competences, as part of an informal class survey, one of the participants highlights that:

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paper CO_ColombianAppliedLinguisticsJournaltxt280 - : Student self-report survey: This instrument was adapted and translated from an already validated survey called the Student Assessment of their Learning Gains (SALG ; Carroll, Seymour & Weston, 2007). The survey contained 42 items that enquired into student self-reported learning gain within specific content areas, e.g. student understanding, skills, attitudes, teaching activities, evaluation, resources and integration of learning (see Appendix 2). The students indicated their perceived degree of gains on a three point-scale (no gains or help, limited gains or help and significant gains or help) and also provided answers to open-ended questions. The survey was administered online.

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paper CO_ColombianAppliedLinguisticsJournaltxt280 - : Student self-report survey: The students’ answers to each question were grouped under each corresponding scale (no gains or help, limited gains or help and significant gains or help ). The answers to open-ended questions were analysed by identifying, grouping and coding the responses (^[73]Marshall & Rossman, 2016; ^[74]Rubin & Rubin, 1995) pointed in similar directions in terms of gains or usefulness.

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paper CO_ColombianAppliedLinguisticsJournaltxt280 - : The following results are based on the students who took the survey at the end of the study: one at T3 and the others at T2 .

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paper CO_ColombianAppliedLinguisticsJournaltxt286 - : Authors such as ^[92]Bonner (2013) and ^[93]Green (2014) have suggested that teachers ask students for insights into assessment processes and instruments or observe students as they take tests. The idea of cognitive validation is to stimulate students’ thinking and reflection regarding language assessment. Bonner, for example, recommends the use of thinkalouds, observations and interview protocols to tap into students’ cognition. For example, teachers can ask students the following questions (in an oral interview or written open survey) to collect evidence for the validity of interpretations and decisions:

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paper CO_CuadernosdeLingüísticaHispánicatxt40 - : Among the materials and activities which were planned and designed based on the participants' requests elicited through an initial diagnostic survey, they are, in order of importance: chats with native speakers, games and dynamics, songs, reading comprehension exercises, movies, listening exercises, and technical vocabulary . This is why two chats with native speakers were organized (with one American and another British teachers who used to work at the Institute, in order for the students to notice the different accents); several games and dynamics for almost each class were carried out; five listening workshops with different English songs were developed; a workshop with the movie "August Rush, the triumph of a dream" was projected; some texts for complementary reading were worked; additionally, the students designed flash cards to learn vocabulary and verbs, and manufactured creative portfolios in order to keep all their artifacts made inside and outside the classroom.

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paper CO_CuadernosdeLingüísticaHispánicatxt40 - : Category number three answers the second related question: To what extent the English learning outcomes can be modified through the use of didactic materials based on students' interests? During the analysis of the collected data it could be established that didactic materials implemented in this study influenced learning outcomes positively, but teachers have to be careful sin this influence could also be negative. The following testimonies taken from the last survey applied to the population of the research during the last class session reinforce this finding:

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paper CO_CuadernosdeLingüísticaHispánicatxt40 - : Additionally, the responses to the next question, taken from the final survey, also corroborate the influence: ¿Qué tan diferente fue el proceso de enseñanza del curso anterior con la experiencia vivida en éste ?

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paper CO_CuadernosdeLingüísticaHispánicatxt121 - : In this survey the student C wrote:

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paper CO_CuadernosdeLingüísticaHispánicatxt121 - : In the survey we asked about their opinions on the workshops and some of their answers were:

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paper CO_CuadernosdeLingüísticaHispánicatxt121 - : We could identify that after our pedagogical implementation children considered they have learned about some cultures they didn't know that existed. It was possible to contrast their answers in the first survey at the beginning of the study where we could identify that children did not have enough information about culture from other countries, and we could see they considered they have gained certain knowledge about some other cultures as it was evidenced in the last survey, when it was asked about the relevance of knowing about other cultures and they answered:

20
paper CO_CuadernosdeLingüísticaHispánicatxt121 - : We also asked them about the material used in the workshops, some participants wrote in the last survey:

21
paper CO_FormayFuncióntxt191 - : This paper attempts to identify the words that are used to build pejorative phraseological units according to several semantic fields. A linguistic sample has been gathered from students who speak Potosí Spanish dialect. The phrase structure, its components, the word frequency, and the combination of semantic fields are analyzed. As to the methodology, a survey was made which included 800 students from different levels: primary, secondary and university, living in San Luis Potosí . They were presented the following instruction: Write all vulgar words you know. Results indicate that these phraseological units are focused on 'parts of the body', 'sexuality', and scatological words.

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paper CO_Lenguajetxt183 - : [133]Table 3 displays the number of participants who completed the survey:

23
paper CO_Lenguajetxt74 - : Survey. A survey devised to document beliefs about SLA was administered twice: at the beginning of the course and at the end, to identify possible variations in perceptions . It had two sections. The first part, adapted from Santana-Williamson (2001), gathered information about participants' age and their degree of familiarity with learning journals. The second part, devised after the work of Crookes (2008) and Horwitz (2007), examined perceptions on how a foreign language should be taught. Answer options were agree, disagree, it depends. The initial survey (IS) was administered in the second week of classes. The final survey (FS) took place in week 16. Both were completed at one of the university computer laboratories.

24
paper CO_Lenguajetxt105 - : This article reports the results of a study on the perceptions that graduate students and Master’s graduates have of writer’s blocks that they experienced. A descriptive survey design methodology was used. An online survey was administered to students who had recently completed -or were about to complete- their dissertations from graduate programs of a Faculty of Humanities. The survey focused on the following aspects: moments in which the survey respondent experienced the block, their attributed causes, whether or not they overcome the block, and, if so, how . It also inquired about the role of the thesis advisor and about the general perception of the survey respondents regarding academic writing. Results show that writer’s blocks in Master’s programs have academic and institutional causes along with a number of consequences that require institutional attention and that he student is not the only responsible for this situation.

25
paper CO_Íkalatxt241 - : The survey was designed to begin with three initial demographic questions: gender, age and years of English classes taken . To measure the effect of foreign language education on identity perception and worth (in this case English language education) four categories were created in the years of English classes taken variable (0 years, 1 year, 2 years, and 3 years), thus measuring the effect of foreign language education over time. It is important to note that this is not a longitudinal study but rather cross-sectional; by using 400 surveys at 95% confidence, it can be supposed by sampling at the same place with the same independent variables of place of study (Universidad del Tolima) and city of origin (Ibagué) that the participants (with a variation of 4.9%) will be in a similar, and thus comparable, statistical situation. Therefore, while not longitudinal, the study should nonetheless give an indication of the effect of foreign language learning on perceptions and worth of identities

26
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 .

27
paper CO_Íkalatxt309 - : In order to obtain a more comprehensive view of the results, the nine dimensions in the survey were grouped into three categories corresponding to aspects of collaborative work described in the literature review: peer collaboration, goal setting, and role establishment (which further sub-divided into role assignment and role changes ). Regarding peer collaboration, most participants (86.7%) agreed that they learned much from their peers’ suggestions during the collaborative writing process. In terms of goal setting, almost all (96.7%) agreed that having clear objectives from the beginning was beneficial for completing their work. As for role establishment, a high proportion (76.7%) agreed that it was a good strategy. However, it is noteworthy that a low proportion (36.7%) agreed with role changes during the process; that is, they preferred to maintain the assigned roles throughout the process rather than modifying the functions of group members.

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paper CO_Íkalatxt325 - : Perkins Coie LLP (2018). 2018 augmented and virtual reality survey report: Insights into the future of ar/VR . [186]https://www.perkinscoie.com/images/content/1/8/v2/187785/2018-VR-AR-Survey-Digital.pdf [ [187]Links ]

29
paper UY_ALFALtxt159 - : Taguchi, Naoko. 2015. “Contextually” speaking: A survey of pragmatic learning abroad, in class, and online, System, 48: 3-20 . [ [96]Links ]

30
paper VE_Núcleotxt112 - : The aim of this article is to study freelance translators living in Spain and working from French to Spanish and vice versa. In particular we conduct a survey on professional translators and describe this type of translator according to different points of view: studies, ages, years of experience, types of translation assignments, linguistic combinations, translation types, time spent on documentation when translating and frequency of use of different translation resources . The results may not be representative of all freelance translators but can be used to counsel translator trainees regarding career or vocational issues, in particular within the framework of professional orientation conferences or academic guidance programmes.

31
paper corpusLogostxt117 - : Gates, E. (2004 ENT#91;1997ENT#93;). A Survey of the Teaching of Lexicography: 1979 1995 . En R. R. K. Hartmann (Ed.) Lexicography: Dictionaries, compilers, critics, and users (pp. 124-147). Londres-Nueva York: Routledge. [ [66]Links ]

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paper corpusRLAtxt180 - : Although the correlation between the four macro-registers above mentioned and their potential associated roles may seem predictable a priori, it is worth checking if it is so in the current English socio-cultural context. In order to start the research at source, a straight forward survey was carried out with 55 native collaborators between the ages of 19 and 54 years, all of them with language description skills from basic to advanced. Our informants' profiles were: 27 na tive English university students (undergraduate and postgraduate) and 28 native English professionals (most of them university staff and business workers). The survey contained a copy of [52]Table II without information in the second column (only the heading 'roles/identities'), and instructions to carry out the following two tasks (see appendix):

33
paper corpusRLAtxt194 - : Jiménez-Sánchez, Gerardo; Lara, César y Arellano-Méndez, Alberto. (2010). A survey of the development of mexican bioethics: genomic medicine as one of its greatest challenges . En: Pessini Leo, De Barchifontaine Cristian, Lolas Stepke Fernando (Edits). Iberoamerican Bioethics. History and Perspectives. (159-174). Heidelberg, Germany: Springer Dordrecht. [ [107]Links ]

34
paper corpusSignostxt485 - : The surveys had two goals: to identify (a ) the most frequent, most challenging textual genres and (b) the most relevant difficulties in writing specialized texts in each domain. All surveys included three sections: 1) an introduction, which explained the purpose of the study; 2) basic information (age, gender, nationality, highest level of education attained, and where applicable, current year of studies); and 3) questions related to the frequency with which participants write a given text, degree of difficulty when writing a given text, and concrete difficulties encountered when writing texts in a given domain. As mentioned above, the surveys contained a closed list of textual genres, which varied for each domain, and a list of potential writing difficulties. This list was identical for all three domains because the final purpose is to compare the difficulties between domains, so the survey questions must be systematic. All surveys included an ‘Other’ category, where respondents could add

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paper corpusSignostxt485 - : Once all survey responses were collected, the results were analyzed quantitatively to study trends regarding: a ) the frequency of writing and difficulty writing different textual genres in each domain and for each group; and b) the frequency of the different types of writing difficulties presented in [102]Table 3. In the domains of family medicine and tourism, responses from students and professionals were first considered separately and then aggregated in order to identify general trends in each domain. As this study included only a single group of respondents (laypersons) for the public administration, results are not broken down in this fashion for this third domain.

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paper corpusSignostxt485 - : Survey results: Difficulties when writing specialized texts

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paper corpusSignostxt252 - : "...move users from the reading mode to one that requires a different sort of activity, such as taking a quiz, undertaking an exercise, playing a game, listening to a song, completing an on-line survey, or filling out a form" (Harrison, 2006:12 ).

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paper corpusSignostxt513 - : This research focuses on the function of neologisms and casts serious doubts on the applicability of the traditional dichotomy ‘denominative neologisms’ and ‘stylistic neologisms’. Although this classification is widely mentioned in the literature on neology, both from a theoretical and applied perspective it shows some limitations that call into question that they really work as opposing categories (Llopart-Saumell, 2016). The starting point of this study is a linguistic survey based on the perception of the speakers: participants were asked to classify a set of neologisms in Catalan (in context ) in denominative, stylistic or with both values (denominative and stylistic). Then, we study the degree of coincidence of the results obtained and, finally, we contrast them with sociolinguistic (frequency and stability of use), discursive (context and discursive position) and linguistic data (morpho-semantic) of each of the neologisms. The results point out that those neologisms considered

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paper corpusSignostxt531 - : Phase III - Post-CSL Survey: At the end of the semester, TCs completed a post-CSL survey that invited them to reflect on:

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paper corpusSignostxt530 - : type of service required learners to engage in five hours of instruction a week throughout nine weeks. The participants were also asked to complete a survey composed of two sections in regard to two different realms: sociolinguistic issues and language behavior . Although the service-learning component was not directly related to assisting members of the Latino community, most of the participants (96%) considered their involvement in the outreach task to be a transformative experience given that it reinforced their sense of (bicultural) belonging, in addition to gaining linguistic confidence and being exposed to a potential career option (i.e., teaching).

Evaluando al candidato survey:


4) participants: 13
5) teachers: 12
8) learning: 10
9) reading: 10 (*)
11) gains: 9
18) speakers: 8 (*)
20) academic: 7

survey
Lengua: eng
Frec: 644
Docs: 266
Nombre propio: 4 / 644 = 0%
Coocurrencias con glosario: 2
Puntaje: 2.690 = (2 + (1+6.12928301694497) / (1+9.33315535031062)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
survey
: Unfortunately, Pastos are weak in their mother tongue because they just have a few words left. However, that little left means a community’s own language, where I have my roots and can communicate with my nature and my people. (Indigenous student, survey, 2017)
: 1. Agheyisi, R. & Fishman, J. (1970). Language Attitude studies. A brief survey of methodological approaches. Anthropological Linguistics, 12, 137-157.
: 1. Badia, Toni et al. (1999). LETRAC Survey Findings in he Educational Context. Accessible at [27]http://www.iai.uni–sb.de/iaien/en/letrac.htm.
: 13. Gómez-Rendón, J. (2007). Imbabura Quechua. En Y. Matras y J. Sakel (eds.) Grammatical borrowing: A cross-linguistic survey. Berlin: Mouton de Gruyter, p. 481-522.
: 17. Goodman, N. (2000). Survey of active verbs in the titles of clinical trials reports. British Medical Journal, 320, 914-915.
: 2. Badia, Toni et al. (1999). LETRAC Survey Findings in the Industrial Context. Accessible at [29]http://www.iai.uni–sb.de/iaien/en/letrac.htm.
: 2. CEPIS (ed.). Survey of Certification Schemes for ICT Professionals across Europe towards Harmonisation (HARMONISE). [31]http://www.cepis-harmonise.org, September 2007, Project of CEPIS Council of European Professional Informatics Societies, final report.
: 20. Laver, J. (1978). The concept of articulatory settings. An historical survey. Historiographia Linguistica, 5, 1-14.
: 21. Ogu, J. (1992). A Historical survey of English and the Nigerian situation. Lagos: Krafts Books Ltd.
: 21. Sánchez, L., & Morrison-Saunders, A. (2010). Professional practice. Teaching impact assessment: Results of an international survey. Impact Assessment and project appraisal, 28, 245–250.
: 29. Oskarsson, M. (1984). Self-Assessment of Foreign Language Skills: A Survey of Research and Development Work. Strasbourg: Council of Europe.
: 31. Ladefoged, Peter. 1968. A phonetic study ofWest African languages: An auditoryinstrumental survey. Cambridge: Cambridge University Press.
: 37 Widler, B. (2004). A Survey Among Audiences of Subtitled Films in Viennese Cinemas. Meta: journal des traducteurs / Meta: Translators' Journal, 49 (1), 98-101.
: 38. Willet, Thomas. 1988. A cross-linguistie survey of the grammaticization of evidentiality. Studies in Language 12, 1. 51-97.
: 41. Omar, A. (1991). How learners greet in Kiswahili: A cross-sectional survey. In F. Lawrence Bouton and Y. Kachru (Eds.), Pragmatics and language learning: Vol. 2, (pp. 20-32). Urbana, IL: University of Illinois at Urbana-Champaign.
: 6. Edwards, Jane. 1993. Survey of electronic corpora and related resources for language researchers. En Jane Edwards y Martin Lampert (eds.), Talking data. Transcription and coding in discourse anscription research , 263-309. Hillsdale: Lawrence Erlbaum Associates.
: Agheyisi, R. & Fishman, J. (1970). Language Attitudes: A Brief Survey of Methodological Approaches. Anthropological Linguistics, 12(5), 137-157.
: All data presented in this section was collected using the online surveys. Four hundred twenty-one (421) survey responses were received:
: Anani Sarab, M. R., Monfared, A. & Safarzadeh, M. M. (2016). Secondary EFL school teachers’ perceptions of CLT principles and practices: An exploratory survey. Iranian Journal of Language Teaching Research, 4(3), 109-130.
: Appendix 1: Student Survey (Adapted from Thompson, 2013)
: Ayuda a mejorar y ampliar el vocabulario. (It has helped me to improve and expand vocabulary). (Ocampo, end-of-term Survey. May 19^th 2011).
: Bennett, K. (2010b). Academic writing practices in Portugal: Survey of Humanities and Social Science researchers. Diacrítica, 24(1), 193-209.
: Bickerton, D. (1988). Creole languages and the bioprogram. En Frederick J. Newmeyer (Ed.), Linguistics: The Cambridge Survey. Volume II: Linguistic Theory: Extensions and Implications. Cambridge: Cambridge University Press, (pp. 268-284).
: Bohnemeyer, J., y Stolz, C. (2006). Spatial reference in Yukatek Maya: A survey. En S. C. Levinson y D. P. Wilkins (Eds.), The grammar of space (1^ra edic) (pp. 273-310). Cambridge, England: Cambridge University Press.
: Borah, P. P., Talukdar, G. & Baruah, A. (2014). Approaches for word sense disambiguation -A survey. International Journal of Recent Technology and Engineering, 3(1), 35-38.
: Bosque, Ignacio. 2017. Spanish exclamatives in perspective: A survey of properties, classes, and current theoretical issues, en I. Bosque (ed.), Advances in the analysis of Spanish exclamatives, Ohio, Ohio State University Press: 11-52.
: Bowen, B. (1999). Four puzzles in adult literacy: Reflections on the national adult literacy survey. Journal of Adolescent and Adult Literacy, 42, 314-323.
: Bowers, N., Brandon, M. & Hill, C. D. (2005). The use of a knowledge survey as an indicator of student learning in an introductory biology course. Cell biology education, 4(4), 311-322.
: Bridgeman, B., & Carlson, S. B. (1984). Survey of academic writing tasks. Written Communication, 1(2), 247-280.
: Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher's classroom practices in writing: A national survey. Reading and Writing, 29 (5), 929-954. doi: 10.1007/s11145-015-9604-x.
: Canger, Una. 1988 Nahuatl dialectology: a survey and some suggestions. En International Journey of American Linguistics. 54, 1, 28-72.
: Carreira, M. & Kagan, O. (2011). The results of the National Heritage Language Survey: Implications for teaching, curriculum design, and professional development. Foreign Language Annals, 44(1), 40-64.
: Chattopadhyay, S. C., & Mukhopadhyay, A. K. (2003). The Language of the Shompen of Great Nicobar: a preliminary appraisal. Kolkata: Anthropological Survey of India.
: Clark, E. y Paran, A. (2007). The employability of non-native-speaker teachers of efl: A uk survey. System, 35(4), 407-430. [109]https://doi.org/10.1016/j.system.2007.05.002
: Coleman, J. A., Galaczi, A. & Astruc, L. (2007). Motivation of UK school pupils towards foreign languages: A large-scale survey at Key State 3. Language Learning Journal, 35(2), 245-281.
: Constant, M., Eryiğit, G., Monti, J., van der Plas, L., Ramisch, C., Rosner, M., y Todiraşcu, A. (2017). Multiword Expression Processing: A Survey. Computational Linguistics, 43(4), 837-892. doi: 10.1162/COLI_a_00302.
: Dell’Aquila, V., & Iannàcaro, G. (2006). Survey Ladins: Usi linguistici nelle valli ladine. Regione Trentino-Alto-Adige.
: Dörnyei, Z. & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
: Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6(1), 3-17. [246]http://dx.doi.org/10.1016/j.jeap.2006.11.005
: Favazzo, L., Willford, J. D. & Watson, R. M. (2014). Correlating student knowledge and confidence using a graded knowledge survey to assess student learning in a general microbiology classroom. Journal of microbiology & biology education, 15(2), 251.
: Fernández Polo, F. J., & Cal Varela, M. (2009). English for research purposes at the University of Santiago de Compostela: A survey. Journal of English for Academic Purposes, 8(3), 152-164. [250]http://dx.doi.org/10.1016/j.jeap.2009.05.003
: Feteris, E. (1997). A survey of 25 years of research on legal argumentation. Argumentation, 11(2), 355-376.
: Figure 11 Survey on students’ perceptions (Lessons 1 & 2).
: García, A. M. & Gil, J. M. (2011a). A historical survey into the origins of Lambian linguistics. LACUS Forum, 36, 111-123.
: Gates, E. (1979). A Survey of the Teaching of Lexicography. Dictionaries (1), 113‑131.
: Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4-6: A national survey. The Elementary School Journal, 110 (4), 494- 518.
: González, D. (2014). Un estudio de actitudes hacia el quechua del este de Apurimac. En SIL International. Electronic Survey Report 2014-001.
: Guy, Gregory R. (1988). Language and Social Class. En Frederick J. Newmeyer (ed.) Linguistics: The Cambridge Survey. Language: the socio-cultural context. (vol. 4). Cambridge et al.: CUP, 37-63
: HORN, L. R., (1988). “Pragmatic theory.” En Linguistcs: the cambridge survey, vol.1. Linguistic Theory Foundtions. Newmeyer, Frederick (ed.), (1988) Cambridge University Press.
: Holtheuer, C. (2011). The distribution of ser and estar with adjectives: A critical survey. Revista Signos, 44, 33-47.
: Jenkins, S., Jordan, M. K., & Weiland, P. O. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for Specific Purposes, 12(1), 51-67. [286]http://dx.doi.org/10.1016/0889-4906(93)90027-L
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