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

1) Candidate: term


Is in goldstandard

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paper CL_LiteraturayLingüísticatxt188 - : The second phenomenon that needs to be investigated within language alternation is interference or transfer. The term interference is defined as, "those instances of deviation from the norm of either language, which occur in the speech of bilinguals as a result of their familiarity with more than one language," (Weinreich, 1953:1 ). In the initial stages of sequential acquisition, when the child has already acquired a first language and is in the process of learning a second, s/he uses the first language system to help construct the second language (Kessler, 1982). This results in transference as normal errors are produced when LI rules are applied to L2.

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paper CO_ColombianAppliedLinguisticsJournaltxt24 - : As a testimony to evidence the role of Sofia's use of my notes in her practice, I recall here one of the comments she wrote at the end of the term:

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paper CO_ColombianAppliedLinguisticsJournaltxt22 - : textualized or has a characteristic of intertextuality. When we do appropriate certain voices they are elements of a specific discourse. I reference what Fairclough (1995) calls interdiscursivity. This term refers to the presence of one discourse intertwined with another (Lewis and Ketter, 2004: 117 ). Interdiscursivity occurs when one speaker or writer appropriates the discourse of another and reconstructs it as part of his/her learning process. Fairclough (1992) identifies this as a constitutive intertextuality, where the speaker reconstructs the discourse in order to take an ideological position discursively. I tie these terms together with the phrase, dialogic discourse, of which is based on the work of Bakhtin. This term refers to the ways in which speakers are always simultaneously addressing and answering past and future utterances across time and space in the present. To further clarify, I use the linguistic term, discourse, to reference how a person or group of people are using

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paper CO_ColombianAppliedLinguisticsJournaltxt48 - : Vygotsky conducted experiments to demonstrate the importance of egocentric speech and established that children speak while performing a task as a way to understand it and accomplish the goals set in it. Piaget (2001)considered that egocentric speech was not relevant and that it would eventually disappear when children approached school age; Vygotsky (1962), instead, considers that egocentric speech does not disappear but transforms itself in what he calls inner speech. Other researchers have tried to define these terms and have created others that in some cases are used interchangeably: Private speech, inner speech, self-directed speech, verbal thought, thinking aloud, and communicative speech . According to Centeno-Cortes and Jimenez Jimenez (2004) Flavell in 1964 coined the term private speech, in order to dissociate Vygotsky's egocentric speech from Piaget's notion and Wresch (1985) spread its use in the field of cognitive psychology and linguistics. Due to the variety of terms and

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paper CO_ColombianAppliedLinguisticsJournaltxt69 - : This paradigms hiftisbasedon problematizing the colonial self-other dichotomy – one that the term "TESOL " embodies in reference to teacher and learner: "It implicitly positions the Angloteacher as self and the learner in a life trajectory of forever being the Other, and thus continuing the colonial story line of Friday – the 'slave boy' resigned to the destiny of forever trying to approximate the 'master's language' but never legitimately recognized as having achieved it" (de Certeau, 1984, p . 155, in Lin, Wang, Akamatsu, and Riazi (2004).

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paper CO_ColombianAppliedLinguisticsJournaltxt249 - : With regard to the composite scores, the PELT group performed significantly better overall than the non-PELT group. While this finding is noteworthy, the descriptive statistics indicate great variation in the scores both between and among participants in the two groups. Even by the second term of first grade, there were vast differences in the L1 reading abilities of students: in every school there was at least a 500-point difference between the top readers and those with the lowest scores (total scores ranged from 7 .0 to 776.8). This is also supported by the high standard deviations reported by the comparison of means on both composite scores and sub-test of the ESLA (see [71]Table 3). Also, the samples included only the students reading on their expected grade level in each school, since children identified by the teacher as having learning issues (including dyslexia and other reading problems) were excluded. For example, according to the teacher in School 4, the 14 children tested

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paper CO_ColombianAppliedLinguisticsJournaltxt249 - : ^1For the sake of consistency, we use the term PELT throughout to refer to the context of this study: an early English foreign language program in public school, which we use synonymously with related terms English for young learners (EYL ) and early English programs (EEP).

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paper CO_ColombianAppliedLinguisticsJournaltxt23 - : Further mores, our voice (teacher voice) becomes the channel of minorities. Canagarajah (1993), cited in Pennycook, (2001), considers that our educational settings and classrooms are not autonomous places. He labels their autonomy as relative. " (. . . .) suggesting both that they are social and cultural domains unto themselves and that they are interlinked with the world outside" (p. 117). In addition, Pennycook (2001) relates this fact with the term freedom: "this version of free individuals misses an understanding of how society, culture, and ideology make us anything but free" (p . 119).

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paper CO_ColombianAppliedLinguisticsJournaltxt40 - : In a recent discussion on how the term "illiteracy" is used in the United States political discourse to justify particular forms of intervention in the life of individuals Clair and Sandlin (2004) argue that: "To be considered illiterate in contemporary America is not just to struggle with reading and writing - it is to be deemed unworthy, unproductive, a bad parent, and deserving remarkably high levels of domestic intervention" (p .46). Clair and Sandlin's argument demands critical examination in the present time of educational and welfare reform in the United States. Latino families are at the epicenter of the national political agendas, namely the current educational reform No Child Left Behind, with a strong call for school-family partnership focusing on issues of literacy, as well as the Workforce Investment Act, (1998) in which policymakers emphasize the need for a connection between adult education and work force development (Huerta-Macías, 2002).

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paper CO_ColombianAppliedLinguisticsJournaltxt53 - : Kellerman, E & Sharwood, M. (1986) created a theory-neutral term to refer to this important aspect of second language acquisition and called it: "cross-linguistic influence" . They defined it as the interplay between earlier and later acquired languages. This umbrella term includes such phenomena as transfer, interference, avoidance, borrowing, and L2 related aspects. The authors claim that the term cross-linguistic influence (CLI) can be used to label the processes involved regardless of the direction of the influence (L1 ↔ L2). Also, this term welcomes both studies on second and foreign language acquisition extending it to many more types of language contact situations such as naturalistic and tutored. In sum, CLI is presented by Kellerman and Sharwood as a particular domain of investigation in SLA and fill regarding the theoretical problems associated with identifying and explaining how the native and target languages interact in second language acquisition and performance.

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paper CO_ColombianAppliedLinguisticsJournaltxt125 - : The instructional design followed the order of topics for writing, as presented in the course program. The design was composed of three cycles, each one corresponding to a term in the semester and dealing with a different type of argumentative essay: Opinion, For and Against, and Problem-Solutions . During the implementation of the instructional design, the group of participants in the study engaged in the development of a series of activities that were designed considering writing as a situated social practice (Baynham, 1995; Gee, 2008; Lillis, 2001), and were pedagogically supported by the genre-based approach to teaching writing (Hyland, 2004; Bastian, 2010; Miller, 1984). Each writing cycle consisted of six stages: Exploring the genre, building knowledge of the field, text construction and drafting, revising and submitting a final draft, assessment and evaluation, and finally, editing and publishing.^[28]2

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paper CO_ColombianAppliedLinguisticsJournaltxt13 - : problem-solve together. In reality, "[t]hrough dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers" (Freire, 1971, p .67). Within these discussions, students-teachers develop skills related to oral language, writing, reading and linguistic dimensions of language. Mathematics, social studies, science, and cultural studies are also embedded in the curriculum. While addressing academic skills "Freire's problem-posing method of instruction...arranges classrooms around problems of democracy" (Kincheloe & Steinberg, 1997, p. 75).

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paper CO_CuadernosdeLingüísticaHispánicatxt154 - : In order to account for this multilayered space, ^[38]Vertovec (2007, p. 1024) has proposed the term superdiversity to describe the characteristics of this new global immigration:

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paper CO_CuadernosdeLingüísticaHispánicatxt128 - : In this paper, aimed at lexicographers without previous knowledge about programming, we explain, step by step, how to program search engines with different functionalities in JavaScript for digital dictionaries. In this way, we expect to contribute to lexicographers to participate more actively in the development of this tool so essential for a dictionary. The examples are based on characteristics of the search engines of several dictionaries available on the web and focus mainly on three types of correspondences between the search term and the keywords: complete, partial and with wildcard . Also shown is how to create an additional function to allow even more flexibility by means of character substitution.

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paper CO_FormayFuncióntxt220 - : The French translation keeps the original term Carnicero and adds a footnote that reads: carnicero: boucher .

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paper CO_FormayFuncióntxt220 - : On his part, Rabassa resorts to an amplification strategy and explains the meaning of the term:

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paper CO_FormayFuncióntxt44 - : de 1997: "As for the term 'generative grammar', in early work I used the term with systematic ambiguity: to refer to the state of the faculty of language, and to the linguist's theory of the state . The ambiguity was clear and explicit throughout, but many people were nevertheless confused by it (something that would not happen in the natural sciences, but is common in these domains, unfortunately). To overcome the confusion, I suggested a terminological change: let us restrict the term 'grammar' to the theory of the state of the language faculty (that is, the theory of the person's competence). So a 'grammar' is something that a linguist writes, not what is in the head of the person the linguist is studying. That is the usage in the 1966 you cite though in that same source you will probably find that the term 'grammar' was also used for the state attained, as was standard in that period."

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paper CO_FormayFuncióntxt73 - : With the investiture speech, a president shapes the image of a nation as well as their personal image in a ritual bearing a performative feature. An act of oath, the discourse is important because of its eloquent force and because it constitutes the first statement of a president or Head of State. An inaugural address targets a broad and complex audience, even an international community. This article analyzes the features of inauguration speech from the analysis of the text of the take of possession for the consecutive term of two Latin American presidents: Álvaro Uribe Vélez, sworn on the 7th of August of 2006, and Hugo Chávez, who resumed the presidency of his country on the 10th of January of 2007 . The article also studies, in each discourse, the use of the concept of a nation and the semantic boundaries of this word to determine the pragmatic outcomes as the result of its use. The method employed in the study was Critical Discourse Analysis, one with a critical intent, as defined by

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paper CO_FormayFuncióntxt105 - : As regards the translation of the novel's opening line, which plays such a crucial role in the development of the narrative, Rabassa also reflects on how he translated some key words: "Había de could have been would (How much wood can a woodchuck chuck?), but I think was to has a better feeling to it. I chose remember over recall because I feel that it conveys a deeper memory. Remote might have aroused thoughts of such inappropriate things as remote control and robots. Also I liked distant when used with time" (ibid., p. 97). Finally, as to the translation of the original term 'conocer el hielo', Rabassa does a semantic analysis:

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paper CO_FormayFuncióntxt105 - : These two examples clearly illustrate the overall stylistic strategy used by Rabassa that consists in calquing the original Spanish term whenever it was possible: 'notion' ('noción' ), 'navigate' ('navegar'), 'territories' ('territorios'), 'splendid' ('espléndido') (p. 81); 'conjectures' ('conjeturas'), 'giving credit to' ('dar crédito a'), instead of using alternative possibilities: 'idea', 'sail', 'regions', 'wonderful', and 'speculations' and 'believing', respectively.

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paper CO_FormayFuncióntxt170 - : Given the relationships of P and D in the interactions, in most of the cases the conversational exchanges would call for a higher degree of negative politeness in a typical Anglophone society, since it is more negative-oriented, but this is not reflected in the translation, which uses the same directness as the original. The main phenomenon identified in the translation of the speech acts in the corpus is the dominant trend towards a formal translation of the utterances conveying the politeness strategies and substrategies in the ST, i.e., the same degree of politeness was maintained in the translation by structural correspondence, in the sense of the term employed by Nida (2012), as shown in [30]Table 3:

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paper CO_Lenguajetxt55 - : A partir del modelo cognitivo de Lörscher (1991) se exploraron los comportamientos estratégicos de resolución de problemas que el autor describe como: "The term denotes all those (linguistic) problems which a subject is faced with when performing a translation (Lörscher (1991:94 )." El sintagma objeto de estudio conjuga una combinación de problema léxico referido a lexemas simples en el texto base, cuya correspondencia en el texto meta es desconocida, y de problema sintáctico al estar caracterizado por la premodificación en inglés y la posmodificación en español; es decir, su longitud dificulta procesar las correspondencias como una sola unidad, lo cual genera dificultad en la identificación de las relaciones de dependencia sintáctica.

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paper CO_Lenguajetxt181 - : Although the interaction between TMA and switch reference was not significant for 1sg as presented above, results for third-person pronouns from the interaction term TMA:switch reference did reveal a statistically significant effect (p < 0 .05). As seen in [256]Table 8, while the same/switch distinction is not substantial for present, preterit, and All Other TMAs, there is a stark contrast between same and switch for the Imperfect (% difference of 39%). Thus, overt SPs are much more likely to occur with verbs in the imperfect when there is also a switch in subject referent, consistent with previous studies that have examined this interaction (^[257]Cameron, 1994; ^[258]Shin, 2014)^[259]^10. Put another way, overt SPs are favored in switch reference contexts, especially for imperfects. In fact, 59% of switches in the imperfect are overt, making it one of the few variable contexts in which the production of overt SPs outweighs that of null SPs (59% overt vs. 41% null).

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paper CO_Lenguajetxt181 - : ^2Some differences in terminology and methods among these studies should be noted: ^[351]Lastra and Martín Butragueño (2015 ) use the term enunciative type to refer to polarity (positive vs. negative), but with the addition of interrogative tokens being included in a non-affirmative category. Other researchers cited in this section use the terms polarity (^[352]Travis & Torres Cacoullos, 2012) and verbal negation (^[353]Geeslin & Gudmestad, 2016) and simply use the classification of affirmative vs. negative sentences. See Section 3 for further methodological details.

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paper CO_Íkalatxt217 - : It is important to note that ^[31]Navarro Tomás (1938), and other authors after him, such as ^[32]Rodríguez-Castellano and Palacio (1948a), use the term dialecto (dialect) to refer to EAS. However, I will not be using this term: dialect refers to differences in accent as well as vocabulary and/or grammar, as explained by ^[33]Silva-Corvalán (2001, pp . 19-20), and a look at the literature shows that despite some minor differences in vocabulary, Andalusian Spanish (and EAS), differs from Castilian Spanish only in its pronunciation (^[34]Méndez García de Paredes, 2008).

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paper CO_Íkalatxt80 - : [...] equitable conditions or circumstances within the school or classroom that promote learning for all students. It includes the provision of curricula, learning materials, facilities, teachers, and instructional experiences that enable students to achieve high standards. This term also relates to the absence of barriers that prevent learning (Schwartz, 1995: 1 ).

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paper CO_Íkalatxt29 - : The work of the Arias, Restrepo and their colleagues necessitates the creation of a new term: community of praxis . In their seminal work on social learning theory, Lave and Wenger (1991) coined the term ''community of practice'' to mean a group of people with a common interest or passion that interact on a regular basis over a sustained amount of time and through their interactions learn from and with each other, deepening their knowledge of the shared interest. A preliminary definition of a community of praxis is a professional learning community, operating on principles of collaboration, inquiry and critical reflection committed to praxis as means of transforming educational practices and policies. A community of praxis enacts an inquiry as stance philosophy on a sustained basis, with fluid membership, and multiple opportunities and forms of participation.

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paper CO_Íkalatxt303 - : Another disadvantage of the term paratranslation is that it subsumes a range of different creative and commercial activities under a term that contains the word translation and thus risks implying that the objects under study involve some kind of interlingual transfer . […] “Since, in many cases, paratexts are not translated per se but reimagined or completely transformed” (Watts 2005, 161), adopting terminology that allows for as much as openness as possible with regard to the type of activities that are involved is clearly desirable (^[57]Batchelor, 2018, p. 152).

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paper CO_Íkalatxt322 - : In this study, the term “teaching identity” comprises what a teacher is and what a teacher does. Gee poses that all people have “multiple identities connected not only to their ‘internal states’ but to their performances in society” (as cited in ^[63]Lerseth, 2013, p. 99). His framework proposes four identity categories, namely N-Identity (identification of biological factors), I-Identity (institutional related identity features), D-Identity (individual traits, achievements and attributes and A-Identity (features of identity that reflect groups with whom people share common interests). The framework by ^[64]Beijaard et al. (2004) describes identity in terms of the factors influencing what a teacher does by determining how they see themselves regarding three areas: content knowledge, pedagogical decisions, and didactical experiences . Content knowledge is defined as the extent a teacher understands their own subject area determining teacher effectiveness. Pedagogical knowledge refers to the

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paper CO_Íkalatxt291 - : In comparison to the former decree some terminology changes can be found in “Decree 390”. For instance, the term nacionalización was changed to desaduanamiento. In this context, both Spanish terms constitute a single English term that means the clearance of goods -referring to the compliance of all customs formalities required to export or import goods. There are also new terms that incorporate multiple old terms along with new elements. For instance, usuario aduanero permanente (UAP) and usuario altamente exportador (ALTEX) have been merged into one term: operador económico autorizado (OEA, as per its initials in Spanish ), referred to as the “authorized economic operator” (AEO) in English. The new OEA includes characteristics not previously seen in either of the two older terms due to a rise in the importance of the concept of risk management, which has acquired prominence in secure commerce and produced new implications for the actors that can hold this title.

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paper CO_Íkalatxt291 - : Some terms were changed in the new regulations without changing their definitions. This was the case for desaduanamiento, related to customs clearance procedures and previously known as nacionalización, and derechos e impuestos a la importación, which has to do with the taxes paid during import processes and was previously known as tributos aduaneros. The latter, derechos e impuestos a la importación, began its definition with the same word that begins the term itself: derechos, followed by a list of generic taxes and charges that must be paid . This represents a wide range of possible obligations combined with the complexity of being associated with another branch of the country’s tax regulations, meaning that precision does not provide evidence for the quality of this definition in Decree 390.

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paper CO_Íkalatxt103 - : According to Hornberger (2006), LPP is an umbrella term for three types of language policy: Status, corpus, and acquisition planning . The goals for each one of these types result from their intersection with two LPP approaches: The policy approach, which attends to macroscopic matters of society and nation relating to language form; and the cultivation approach, which deals with microscopic matters such as ways of speaking and their distribution. Status planning refers to decisions influencing the choice and uses of language by a speech community. At the policy approach level, it comprises the goals of officialization, nationalization, standardization of status, and proscription. At the cultivation approach, it includes the goals of revival, maintenance, spread, and interlingual communication (e.g. international, intranational). An example of status planning is declaring a language official, such as in recent language legislation in Sweden (Ministry of Culture, 2009). Corpus planning

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paper CO_Íkalatxt166 - : The term stimulant is applied to certain kinds of drugs which tend to increase mental sharpness and physical activity: caffeine, amphetamines or even cocaine are considered stimulants . Nevertheless, the use of them implies unpleasant side effects and risk of addiction.

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paper CO_Íkalatxt333 - : focuses within historical enquiry: historiography, historiology, metahistoriography, history of translation practice, history of translation theory, history of translation theory and criticism. An example of this overlap is Tahir-Gürçağlar’s usage of the term “history”: “I use the term translation history, it should be understood in the sense of historiography [ ...]” (Tahir-Gürçağlar, 2013, p. 132).

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paper CO_Íkalatxt315 - : a term to describe both the active process of using personal and professional, past and present influences in order to enact one’s teaching and teacher learning, and the resulting product: that dynamic assemblage of influences-and-effects (and I connect the words “influences” and “effects” with hyphens to emphasize their interconnectedness ) that is always guiding a teacher’s perspectives and practices. (p. 48)

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paper CO_Íkalatxt315 - : The following working definition of the term “language teacher identity” (LTI) can also be used to draw special attention to its sociocultural nature:

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paper CO_Íkalatxt315 - : In order to address the problem of ambiguity, and aligned with the sociocultural view of teacher identity discussed above, the present scrutiny benefits from ^[119]Brubaker and Cooper’s (2000) nuanced analytical approach to the notion of identity. These authors argued that in order to add analytical precision to all the meanings usually associated with the term “identity,” an alternative intertwined set of terminology can be useful. They proposed three clusters of terms: (a ) identification and categorization (how one self-identifies or is identified by others in specific situations); (b) self-understanding and social location (the sense of who one is in relation to the social context and how one acts accordingly); and (c) commonality, connectedness, and groupness (different ways one can feel a member of a given group and the degrees to which they do so). As ^[120]Brubaker and Cooper (2000) argued, these terms are useful when examining multiple issues related to a sense of being with much

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paper UY_ALFALtxt24 - : Edo Marzá, Nuria. (En prensa). Corpus exploitation for terminographical purposes: a proposed term extraction process for bilingual specialised dictionary elaboration . RæL-Revistælectrónica de lingüística aplicada, Volume 10.

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paper UY_ALFALtxt66 - : “living on the hyphen” puede hacer referencia a un libro de [128]Pérez Firmat (1994) sobre los cubanos-americanos y con un título parecido: Life on the hyphen: The Cuban-American way. También es posible que la autora conozca el documental Between: Living in the hyphen [129](Nakagawa 2005). En una reseña de dicho documental se explica que “[t]he term ‘between the hyphen’ refers to the fact that many minorities are hyphenated: Japanese-Americans ; Italian-Americans” [130](Gail 2008: 50). Sin embargo, la autora relaciona el concepto de vivir en el guión con estar entre dos mundos sin pertenecer a ninguno de ellos (27-28), lo cual apoya la argumentación de que en este punto se hace una apreciación negativa de la identidad bicultural relacionada con lo mexicano.

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paper VE_BoletindeLinguisticatxt46 - : The gradual obsolescence of the pronoun vos inTachira’s speech community has motivated this study, the purpose of which is to determine the social and linguistic factors that still support this formof address.Asurvey has been applied to a group of speakers in the region. The results show that the use of vos and the desire to be addressed with this pronoun are below 1%. Even though this term of address reflects speakers’ marginal behavior and it has very little prestige among the Andeans, the pronoun vos is still used in the slang of a segment of the Tachira’s population: the young men who live in the city seem to use vos as a mark of identity and cohesion .

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paper VE_Letrastxt207 - : 39 "a corpus is a collection of texts assumed to be representative of a given language, dialect, or other subset of a language to be used for linguistic analysis" (Francis 1979: p. 110); "A corpus is a collection of pieces of language that are selected and ordered according to explicit linguistic criteria in order to be used as a sample of the language" (Sinclair 1996: en línea); "The term corpus should properly only be applied to a well-organized collection of data, collected within the boundaries of a sampling frame designed to allow the exploration of a certain linguistic feature (or set of features)" (McEnery 2003: p . 449).

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paper VE_Núcleotxt76 - : In grammar books, the term demasiado (adverb, adjective or pronoun) is described as a quantifier that expresses amount to a degree that surpasses what is considered normal or desirable. Most dialectologists mention two “non-canonical” uses of demasiado: i. when it is used with emphatic superlative value, equivalent to muy or mucho; and ii. when the adverb is used as an adjective, agreeing in gender and number with the adjective it modifies (Díez, 2000; Kany, 1969; Lope Blanch, 2000; Moreno de Alba, 2003, and Toscano, 1953). This research aims to analyze quantitatively and qualitatively the uses of demasiado in the Sociolinguistic Corpus of Caracas 1987, to determine: i . if the term is used with emphatic superlative meaning; ii. if speakers use it as an adjective in contexts where it modifies another adjective; and iii. whether these uses are related to some extralinguistic variables. The results confirm the “noncanonical” uses of demasiado in the Spanish spoken in Caracas. Younger women in

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paper VE_Núcleotxt66 - : In this article, we present Jacques Le Goff’s (1972) and Pierre Gallais’ (1974) different points of view on the origins and the scope of the term roman; we confront their opinions with those of some other specialists on the topic in order to understand their positions and find a balance in the controversy. For a deeper understanding, we follow the evolution of the term since the Middle Ages until its present meaning and then we reflect on the so-called romans antiques, analyzing the crucial aspects that Le Goff focuses on to consider them as romans, in contrast to Gallais . In addition, we briefly focus on the first episodes of Chrétien de Troyes’ Le Chevalier de la Charrette, considered by critics as one of the most representative texts of the so-called medieval roman; we review de Troyes’ historical context to establish correlations and finally we offer our own view on the subject.

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paper corpusRLAtxt52 - : Vocabulary learning encompasses an array of processes that interact and contribute to deepening gradually the semantic knowledge of words. These processes occur in a cyclical way as learners develop their reading, writing, listening, and speaking proficiency over time (Ellis, 2008). These processes also occur in such a way that the learning of a vocabulary item is not an all-or-nothing event. Learners may acquire a vocabulary item to the point where they may be able to recognize it in reading input but not in listening input, may be able to retrieve the item from memory while writing but not while speaking, may be able to recognize the word or retrieve the phonetic or written form but not recall its meaning, may be able to recall the meaning in the short term but not in the long term, and may be able to recognize one meaning and be unaware of other meanings (Nation, 1990: 31-32 ). The focus of this study is vocabulary acquisition as it relates to the development of the so-called receptive

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paper corpusRLAtxt124 - : 'Idiom' is certainly a term that is widely used and the term most monolingual English dictionaries use (besides the term 'phrases') to introduce a section listing multi-word lexical items, whether semantically opaque or not, although they make no further typological classification. However, as Moon (1998a: 3-5) rightly points out, 'idiom' is an ambiguous term that she uses only occasionally to refer loosely to semi-transparent and opaque metaphorical expressions. She therefore prefers the term 'fixed expressions and idioms', which covers different kinds of phrasal lexemes, phraseological units, or multi-word lexical items, including idioms (ibid: 2 ). Gláser (1998: 125), on the other hand, defines an idiom as a dominant subtype within the all-embracing category of the phraseological unit, saying that an idiom is "a lexicalized, reproducible word group in common use, which has syntactic and semantic stability, and may carry connotations, but whose meaning cannot be derived from the meanings

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paper corpusRLAtxt124 - : of its constituents". 'Phraseological unit' is another term that is increasingly used in phraseological research to denote a stable combination of words with a fully or partially figurative meaning (Kunin: 1970: 210), or a lexicalized, reproducible bilexemic or polylexemic word group in common use, which has relative syntactic and semantic stability, may be idiomatized, may carry connotations, and may have an emphatic or intensifying function in a text (Gláser, 1998: 125 ). According to Gláser (1984: 348), phraseological unit is used in some Slavonic and German linguistic traditions as a superordinate term for multi-word lexical items. 'Phraseme' is also used as a superordinate term (e.g., in Mel'cuk, 1995, but also in Slovene phraseological research, e.g, Krzisnik, 2010: 84), though not in the Anglo-American tradition. Other terms also encountered in the phraseological literature are multi-word lexical unit (Cowie, 1992), fixed expression (Moon, 1992a, Svensson, 2008), fixed phrase

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paper corpusRLAtxt213 - : THE DEVELOPMENT OF TERM VARIATION COMPETENCE IN TRANSLATION AND INTERPRETING STUDENTS: AN EXPERIENCE OF COLLABORATION BETWEEN UNIVERSITIES

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paper corpusSignostxt426 - : At this point, it is clarified that the use of the concordance option facilitates the demonstration of “a list of all the occurrences of a particular search term in a corpus, presented within the context that they occur in” (Baker, 2006: 71 ). As put by Bolívar (2009: 30):

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paper corpusSignostxt417 - : [24]Table 1 shows the top negative lexical units that occur with inmigración. Words are ordered according to their number of occurrences. As can be observed, some of them occur over 100 times. This is the case of the three first top terms: ilegal (illegal ), contra (against) and lucha (fight). The negative term at the top is ilegal with 386 occurrences. This is followed by contra co-occurring with inmigración 218 times. Lucha is also worth mentioning here with 119 co-occurrences.

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paper corpusSignostxt184 - : “The term appraisal will be used here for the semantic resources used to negotiate emotions, judgements, and evaluations, alongside resources for amplifying and engaging with these evaluations” (Martin, 2003: 145 ).

51
paper corpusSignostxt524 - : While the aforementioned demographic statistics represent all individuals who identify ethnically as Hispanic, regardless of linguistic competence, a large number of these individuals would be defined as Spanish heritage language learners (SHLs) since many have some degree of proficiency in Spanish, a cultural connection to the language, or both. Students of this socio-linguistic profile are increasingly found in the LSP classroom and in order to better address their needs, it is important to understand who these learners are. Spanish heritage language learners can be identified in different ways according to the context in which they were raised and how they use Spanish. Indeed, SHLs are a very diverse group and equally diverse are the definitions used to describe them. The term heritage learner has been defined as an individual:

52
paper corpusSignostxt155 - : This paper has been based on the short story Excesos by the Chilean author Mauricio Wacquez. The paper proposes a reading that considers the concepts of simulacrum and transvestism. The former is evaluated in the light of its development from ancient times through the 20th century, period which sees a proliferation of the image of the transvestite in written media. The main thesis lies on the incapability of the loving act as the central term present during simulacra is considered: difference . This difference situates transvestism on a discursive fissure, where both error and the impossibility of being, the disparity between bodily fragments, give rise to a fractalization or a loss of the fragmentary and bodily components of simulation. This is the reason why the concept an-atomy bears features which displace it from a classic viewpoint toward a rupture with atomist thought: the anatomy of the body present in Excesos allow for its movement toward disappearance, concept which will conclude

53
paper corpusSignostxt500 - : ^[64]Periñán-Pascual (2013) points out that Goldberg’s broad conception of construction in Construction Grammar (CxG) makes it difficult to provide an accurate definition of the term since from her point of view any single lexical item (or even a suffix such as -ed) could be conceived as a construction: “all levels of grammatical analysis involve constructions” (Goldberg, 2006: 5 ). This implies that, within this broad definition, constructions are conceived as the building blocks in linguistic realization. Periñán-Pascual’s conception of construction differs from CxG and is closer to the LCM in the sense that constructions are viewed from a holistic perspective in which the meaning of the construction is always larger than the meaning of the building blocks conforming it. What is more, Periñán-Pascual (2013) shares ^[65]Ruiz de Mendoza-Ibáñez’s (2013) claim that for any linguistic pattern to be regarded as a construction some essential properties have to be met. Thus, the following criteria

54
paper corpusSignostxt500 - : n pounded the nail flat into the wall. Similarly, ^[71]Fumero and Díaz (2017) support this theoretical assumption and claim that the term ‘kernel construct’ should be restricted to those structures listed in the Lexicon, which would allow us to establish the difference with ‘non-kernel constructions’, which are “stored and described in the form of constructional schemata” (^[72]Fumero & Díaz, 2017: 36 ) at the different levels of the Construction within the Grammaticon.

55
paper corpusSignostxt500 - : We have maintained the term ‘locative construction’ to exclusively refer to trivalent transitive constructions linked to putting verbs (such as the ‘spray/load class’) and also to some ‘removing’ verbs (such as ‘clear’, ‘clean’, ‘drain’ and ‘empty’), as exemplified in the following kernel constructs (examples (1) and (3)) and L1-constructions (examples (2) and (4)):^[85]^6

56
paper corpusSignostxt58 - : ^16 Cecile [61]Lindsay (1991:41) comenta "(...) the emphasis is on narratives, specifically on the plurality and heterogeneity of the 'little narratives' of social exchange and daily life as a way of combating all totalizing Grand Narratives. For a time Lyotard considered the narrative to be the fundamental analytical entity for dealing with the event, an important term which means something like singularities: it is the face-to-face with nothingness, with contingency ; it is the plurality of experience that must not be totalized or systematized."

57
paper corpusSignostxt287 - : El principio discursivo postula que las relaciones de conectividad que se presentan en el discurso pueden ser pensadas en términos de las relaciones que tienen lugar en una cláusula. Es decir, el discurso puede ser visto como una cláusula expandida que sirve, a su vez, para fundar el análisis de las relaciones entre cláusulas. En términos de contenido proposicional, el discurso es una macroproposición expandida. Por su parte, el principio dialógico plantea que el discurso es un espacio en el que se establece una relación discursiva activa y constante entre escritor y lector. En otras palabras, este principio plantea dos aspectos: que el escritor puede anticipar la forma en que el lector reacciona una vez ha leído el texto y que el lector entable un diálogo con el escritor a través del texto. En términos de Renkema (2009: 17): "So with the term 'dialogue' the focus is on mutual efforts by both addresser and addressee: on behalf of the addressee, who is trying to understand the addresser's

58
paper corpusSignostxt336 - : “The term function is used in the mathematical sense: f(X ) = Y. …Formally, a Lexical Function f is a function that associates with a given lexical expression L, which is the argument, or keyword, of f, a set {Li} of lexical expressions – the value of f – that express, contingent on L, a specific meaning associated with f:

59
paper corpusSignostxt295 - : In short, Halliday's (1978) suggestion is that, in the scope of language education, we interpret 'culture' from a linguistic viewpoint: just as in language education the term 'language' does not mean the whole, abstract concept of 'English' or 'French' or 'Chinese', but a particular variety of a language, such as commercial Chinese, academic French, or beginner's literacy in English, the cultural context for language teaching/learning should not be seen as:

60
paper corpusSignostxt480 - : With the application of SCT constructs, a theory of scaffolding can be proposed. Scaffolding as a form of other-regulation refers to different types of support learners receive through interaction with their teachers and peers in the process of learning. For learning to be most effective, this support should be in accordance with the learners’ Zone of Proximal Development (ZPD), a term coined by ^[43]Vygotsky (1987: 86) as:

61
paper corpusSignostxt323 - : “[…] the cover term for the self-reflective expressions used to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community” (Hyland, 2005: 37 ).

62
paper corpusSignostxt421 - : In 2011, Fianna Fáil’s posters were a picture of the leader, Michael Martin, with the slogan ‘Real Plan, Better Future’. Michael Martin was the leader of Fianna Fáil but was not the Taoiseach (or Irish Prime Minister). He had challenged the highly unpopular Brian Cowen in a leadership battle a few weeks before the election was called. Martin became leader of Fianna Fáil but for the sake of stability, Cowen stayed on as Taoiseach. As Fianna Fáil was by then so unpopular, probably because of the corruption case Ahern was involved in, some posters had no Fianna Fáil logo on them. Most had tiny Fianna Fáil logos (Kinsella, 2013). The use of the term ‘problems’ makes this little idealistic panorama explicit in the 2011 Manifesto (2011: 3): “Despite the many problems we face, our country retains many great strengths . With the right policies, we can and will get through this crisis and build a better future for Ireland”.

63
paper corpusSignostxt599 - : “Metadiscourse is the commentary on a text made by its producer in the course of speaking or writing and it is a widely used term in current discourse analysis and language teaching” (^[44]Hyland, 2017:16 ).

64
paper corpusSignostxt599 - : According to ^[71]Peacock (2006), expressing accepted truth is similar to conveying evidential or implicit truth. Modals (e.g. ‘will’ or ‘must’) or certain phrases (e.g. ‘of course’, ‘clearly’ or ‘obviously’) are often used to express accepted truth, that is, when a claim made is already widely accepted in a particular discipline. Even though the author’s viewpoint is not meant to be involved in such cases, the boosters mentioned “mark involvement and solidarity with an audience, stressing shared information, group membership, and direct engagement with readers” (^[72]Hyland, 1998a: 350). The term “solidarity boosters”, introduced by ^[73]Vassileva (2001: 97 ), reflects more specifically the inclusion of the reader in a scientific or discourse community and his knowledge of the field (^[74]Myers, 1989; ^[75]Harwood, 2005). The examples mentioned previously could also be considered as solidarity boosters depending on the context in which they have been used. Peacock (^[76]2006: 65

65
paper corpusSignostxt282 - : El principio discursivo postula que las relaciones de conectividad que se presentan en el discurso pueden ser pensadas en términos de las relaciones que tienen lugar en una cláusula. Es decir, el discurso puede ser visto como una cláusula expandida que sirve, a su vez, para fundar el análisis de las relaciones entre cláusulas. En términos de contenido proposicional, el discurso es una macroproposición expandida. Por su parte, el principio dialógico plantea que el discurso es un espacio en el que se establece una relación discursiva activa y constante entre escritor y lector. En otras palabras, este principio plantea dos aspectos: que el escritor puede anticipar la forma en que el lector reacciona una vez ha leído el texto y que el lector entable un diálogo con el escritor a través del texto. En términos de Renkema (2009: 17): "So with the term 'dialogue' the focus is on mutual efforts by both addresser and addressee: on behalf of the addressee, who is trying to understand the addresser's

66
paper corpusSignostxt596 - : ^[60]Hyland (2005) adopts an integrative approach to metadiscourse. He acknowledges that there is no unique definition of the term and that the notion: “has always been something of a fuzzy term, often characterised as simply 'discourse about discourse' or 'talk about talk'” (^[61]Hyland, 2005: 16), However, he sees great consensus on metadiscourse as “material which goes beyond the subject matter to signal the presence of the author” (Hyland, 2005: 35) and adopts a comprehensive definition of the term:

67
paper corpusSignostxt393 - : The ‘tf’ component of the formula is calculated by the normalised frequency of the term, whereas the ‘idf’ is obtained by dividing the number of documents in the corpus by the number of documents which contain the term; and then taking the logarithm of that quotient. Given a corpus D and a document dj (dj D), the ‘tf-idf’ value for a term ti in dj is obtained by the product between the normalised frequency of the term ti in the document dj(tfij) and the inverse document frequency of the term in the corpus (idf(ti)) as follows:

68
paper corpusSignostxt393 - : The Term Enriching Technique – Wiki (TEM-Wiki) is defined formally as follows: Let D={d[1], d[2], ... , d[n]} be a document collection with vocabulary V(D), WK{wk[1], wk[2], ..., wk[n]}. be a Wikipedia document and the concatenation of D and WK as DWK=D • WK which consist of all the strings of the form d wk with vocabulary V(DWK). Let us consider a subset of V(D) X V(DWK) of correlated terms as . The RTW expansion of D using the information contained in D plus Wikipedia information is D´={d[1], d[2], ... , d[n]}, such that for all di DWK, it satisfies the two properties 1) and 2) from Section 4.1.1. If RTW is calculated by using the same target data set, then we say that D’ is the Term Enriched version of D. After the Term Enriching Technique using the same corpus plus adding information taken from Wikipedia the Term Expansion Technique is applied.

69
paper corpusSignostxt393 - : The formal definition of Full Term Enriching Technique (TERM-Full) is as follows: Let D={d[1], d[2], ... , d[n]} be a document collection with vocabulary V(D) and w a particular term in D where |{D}| |{W}||. Let us consider a subset of V(D)X V(D) of correlated terms as . The RT expansion of D is D´={d´1, d´2, ... , d´n}, such that for all di D, it satisfies the two properties 1) and 2) from Section [43]4.1.1. If RT is calculated by using the same target data set, then we say that D’ is the Full Term Enriched version of D. After the Full Enriching Technique is applied using the same corpus with no external resources the Term Expansion Technique is applied.

70
paper corpusSignostxt414 - : This paper focuses on the CSs utilised by Spanish learners of English with different proficiency levels when interacting with an English native speaker (NS) outside the classroom setting. The term ‘second’ language will be indistinctively used to refer to ‘second’ and ‘foreign’ language following Ellis definition (1997: 3): “any language that is learned subsequent to the mother tongue, independently of the conditions in which the language is being learned” . The final aim of this study was to identify the CSs used by these learners in an interactional context and to determine a possible relationship between their proficiency level and CS usage. The identification of these learners’ strategic use of the L2 as related to their proficiency level – thus the identification of their communication problems – may ultimately lead to the improvement of the teaching and learning of English hence helping learners in the transition between their IL and the L2.

71
paper corpusSignostxt488 - : The other recommendation to which Muller makes reference is that of using the compound autofoto (^[123]Fundéu, 2013) as a substitute for ‘selfie. Autofoto is a newly coined term composed of two elements already present in the Spanish language: the prefix auto- ‘self’ and the abbreviation foto (fotografía ‘photograph’ ). This alternative to selfie is akin both in form and meaning to the word autorretrato ‘self-portrait.’ It is somewhat surprising that despite its own recommendations, and perhaps influenced by the decision made by Oxford Dictionaries the year before, the Fundéu selected selfi as the Spanish Word of the Year in 2014 (^[124]Fundéu, 2014b). Commenting on this decision, an article in El País asked rhetorically, ¿Cómo ha conseguido selfi (sin e) ser la palabra del año en español? (^[125]Marcos & González, 2014). In the same article, the deputy director of the Fundéu, Javier Lascuráin, was asked the question ¿Nos arrepentimos entonces de haber propuesto la alternativa au

72
paper corpusSignostxt488 - : Unlike tableta, the words ‘selfie’, selfi and autofoto were not included in the 23^rd edition of the ^[126]DLE (2014). The masculine version, el/un selfie, is attested in written and spoken language, but so is the feminine form la/una selfie. This is perhaps due to an implicit association with una fotografía, but also with the term proposed by the Fundéu: la/una autofoto . It is still unclear if this term could have induced and favoured the analogy and prompted the use of the word as a feminine noun. What is yet to be determined is which of the three alternatives -‘selfie’, selfi or autofoto- speakers will employ, and whether the recommendations of language institutions will have an influence on this choice.

73
paper corpusSignostxt309 - : Además de ser el modelo de aproximación natural al estudio del lenguaje, los programas de géneros textuales cuentan con una razón más, el hecho de ser una unidad lingüística con significado social pleno, un rasgo propio de esta unidad presente en las definiciones: "a term that refers to complex oral or written responses by speakers or writers to the demands of a social context" (Johns, 2002: 3 ).

74
paper corpusSignostxt309 - : En un nuevo giro a la tradición de la lingüística educacional, estos contenidos lingüísticos se integran con el resto de asignaturas de manera que, como se ejemplifica abajo, los productos textuales académicos sirven de soporte natural en su dimensión lingüística a los contenidos históricos, ciencias, etc. La unidad de referencia resulta ser por tanto el género textual entendido en su definición canónica como "a term that refers to complex oral or written responses by speakers or writers to the demands of a social context" (Johns, 2002: 3 ).

75
paper corpusSignostxt313 - : Is a semantic loan, a procedure that involves the use of an already- existing word in the replica language, but with an extended sense, which is modelled after its use in another language. Two conditions are necessary to be fulfilled in order to transfer the new sense from a foreign term: the word in the replica language should be at least bi-semantic and at least one of its meanings should correspond to the meaning of the loanword .

76
paper corpusSignostxt496 - : implement methods and techniques of teaching. Furthermore, he states that one reason of the mismatch between the theory of certain methods and their actual practice is rooted in teachers' beliefs. There are many different definitions of the term 'belief' (^[30]Borg, 2006: 586 ) and researchers in this area need firstly to clarify what they exactly mean by this term. This study makes use of a working definition of 'belief' presented in the dictionary of applied linguistics, that is:

77
paper corpusSignostxt579 - : The boundary markers and the markers/constructions with the initiating function were present in 91% of the lectures and thus proved most useful for the segmentation task. It should be noted that most frequently they appeared in combinations (e.g. OK. So,…; So let’s get started…), and that in 51 lectures they were preceded by a lengthy pause and in another 11 lectures by a filled pause (uhm, hm..). The lecture-initial markers were discounted, and as for determining which marker to use to mark the separation point (as sometimes several such markers appeared in the very lecture introduction), we applied two criteria: 1 . the existence of visual cues, which was useful in about 2/3 of the cases, 2. semantic criteria - the lecture introduction was considered to have ended after the topic announcement and/or contextualization, i.e. before the lecturer’s going into the content of the topic lectured on (typically, providing a definition of a key term, asking students whether they knew what it was,

78
paper corpusSignostxt387 - : “The term ‘punctuation’ is generally used to refer to a category defined in partially graphic terms: a set of non-alphanumeric characters that are used to provide information about structural relations among elements of a text, including commas, semicolons, colons, periods, parentheses, quotations marks and so forth . From the point of view of function, however, punctuation must be considered together with a variety of other graphical features of the text, including font-and-face-alternations, capitalization, indentation and spacing, all of which can be used to the same sorts of purposes” (Nunberg, 1990: 17).

79
paper corpusSignostxt371 - : In the wide ever-growing field of multimodal learning one of the basic questions concerns how the learning process can be made more beneficial for learners when the teaching materials include not only text but also images and narration (also called teacher’s voice or input in SLA studies). Of the multimodal learning principles mentioned, the one that poses the greatest challenge for SLA is the redundancy principle (Mayer, 2001). The term redundancy effect was introduced by Kalyuga, Chandler and Weller (1998: 2 ) to address situations in multimedia presentations in which “eliminating redundant material results in better performance than when the redundant material is included”. Mayer (2001: 153), however, uses the term as we understand it in this paper, i.e. “any multimedia situation in which learning from animation (or illustrations) and narration is superior to learning from the same materials along with the printed text that matches the narration”. The redundancy principle states that

80
paper corpusSignostxt371 - : b) Retention test: The most unknown vocabulary items from the pretest were used both for the presentations and to create a multiple choice retention test. Following Miller’s hypothesis of a limited capacity of around seven objects to be held in short term memory (Miller, 1956) thirteen items were selected for this test: the ten that were included in the presentations plus three that acted as distractors . This makes a possible maximum score of 10 points. Results were calculated without the three distractors. (See Appendix 2)

81
paper corpusSignostxt380 - : En la realización del presente trabajo se recurrió al software WordSmith© Tools v. 6. Con su ayuda se obtuvo una lista de frecuencia de palabras en la que se detectaron todas las formas de uso de los pronombres ‘nosotros’, ‘Usted/-es/vosotros’ y ‘ellos’^[29]4. A continuación se determinaron las concordancias de cada término en el corpus común. Las líneas de concordancias incluyeron cinco palabras a la izquierda y a la derecha de cada término y se ordenaron teniendo en cuenta sus funciones sintácticas y posición en el corpus. Dicho método dio como resultado “a list of all the occurrences of a particular search term in a corpus, presented within the context that they occur in” (Baker, 2006: 71 ). El paso siguiente fue llevar a cabo una codificación y clasificación paralela de todas las ocurrencias de las referencias deícticas localizadas previamente. Durante el proceso de codificación se aplicó el análisis de colocaciones de todos los términos “which show the associations and

Evaluando al candidato term:


2) learning: 18
3) corpus: 16 (*)
4) speech: 14 (*)
5) translation: 14 (*)
6) teacher: 14
8) learners: 13 (*)
9) discourse: 13 (*)
12) linguistic: 12 (*)
14) context: 12
19) vocabulary: 10 (*)

term
Lengua: eng
Frec: 771
Docs: 374
Nombre propio: 2 / 771 = 0%
Coocurrencias con glosario: 7
Frec. en corpus ref. en eng: 669
Puntaje: 7.765 = (7 + (1+7.09803208296053) / (1+9.59245703726808)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
term
: “Metadiscourse is the cover term for the self-reflective expressions used to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community” (^[62]Hyland, 2005: 37-38).
: 1. Yate (Yet another Term Extractor) es un sistema de extracción de candidatos a términos nominales (CAT) en los textos de medicina que han sido procesados previamente con las herramientas del Corpus Tècnic del IULA, diseñado por Vivaldi (2003a).
: 4. Bentivoglio, Paola. 2003. Spanish forms of address in the XVI century. A pragmatic analysis of vos and vuestra merced. En Irma Taavitsainen y Andreas Jucker (eds.), Diachronic perspectives on address term systems, 177-191. Amsterdam: John Benjamins. Carrera de la Red,
: 22. Meyer, I., Bowker, L. y Eck, K. (1992). Cogniterm:An experiment in building a knowledge-based term bank. In Hannu Tommola et ál. (Eds.), Proceedings of Euralex '92 (pp. 159-172). Tampere, Finlandia: Tampereen Yliopisto, Universidad de Tampere.
: Along the same lines, Stubbs (2001a) underlines the pragmatic and discourse function of semantic prosody, so he prefers the term ‘discourse prosody’. In fact, Stubbs (2001a: 65) underlines the attitudinal nature of semantic prosody by stating that:
: Ananiadou, S. (1994). A methodology for automatic term recognition. Ponencia presentada en el 15th International Conference on Computational Linguistics, Kyoto, Japón.
: Aranda Ayensa, L., Barbosa, J., Girot, C., Muñoz, M., Urbin-Landreau, D. 2012 Juntos Term L, ES, S. Paris, Francia: Nathan.
: As to the interpretative role of the researcher, Pinch (1985) introduces the term "externality" in the interpretation of observational results to indicate a sort of movement from given experimental evidence towards interpretation.
: Basili, R., Moschitti, A., Pazienza, M. T. & Zanzotto, F. M. (2001). A contrastive approach to term extraction. Ponencia presentada en el 4th Terminological and Artificial Intelligence Conference. Nancy, Francia.
: Bentivoglio, P. (2003). Spanish forms of address in the Xvi century. A pragmatic analysis of vos and vuestra merced. En I. Taavitsainen & A. H. Jucker (eds.), Diachronic Perspectives on Address Term Systems (pp. 177-191). Amsterdam/ Philadelphia: John Benjamins.
: Bowker, L. & Hawkins, S. (2006). Variation in the organization of medical terms: Exploring some motivations for term choice. Terminology, 12(1) 79-110.
: Bowker, L. (1997). You say "flatbed colour scanner", I say "colour flatbed scanner": A descriptive study of the influence of multidimensionality on term formation and use with special reference to the subject field of optical scanning technology. Terminology, 4(2) 275-302.
: Cabré, M. T., Estopà, R. & Vivaldi., J. (2001). Automatic term detection: A review of current systems. En D. Bourigault, C. Jacquemin & M. C. L´Homme (Eds.), Recent Advances in Computational Terminology (pp. 1-28). Amsterdam: John Benjamins.
: Carreira, M. (2004). Seeking explanatory adequacy: A dual approach to understanding the term “heritage language learner”. Heritage Language Journal, 2(1), 1-25.
: Collet, T. (2004). What's a term? An attempt to define the term within the theoretical framework of text linguistics. Linguistica Antverpiensia, 3, 99-1 1.
: Daille, Béatrice; Habert, Benoit; Jacquemin, Christian y Royauté, Jean. (1996). Empirical observation of term variations and principles for their description. Terminology. 3(2), pp. 197-258.
: Data consisted of observations of linked courses (27 hours); four focus groups with six students (3 in 1^st term, 1 in 2^nd term); individual interviews (2) with the six students and the two teachers (4). Data was analyzed qualitatively by identifying themes (Miles & Huberman, 1994).
: Ericsson, K. & Kintsch, W. (1995). Long term working memory. Psychological Review, 102, 211-245.
: Fernández, Sabela. (2016). The cognitive and rhetorical role of term variation and its contribution to knowledge construction in research articles. Terminology. 22 (1), pp. 52-79.
: Fernández, Sabela; Freixa, Judit y Cabré, María. (2011). A proposed method for analysing the dinamics of cognition through term variation. Terminology. 17 (1), pp. 49-74.
: Fernández-Silva, S. (2016). The cognitive and rhetorical role of term variation and its contribution to knowledge construction in research articles. Terminology, 22(1), 52-79. doi:10.1075/term.22.1.03fer
: Fernández-Silva, S., Freixa, J. & Cabré, M. T. (2011). A proposed method for analysing the dynamics of cognition through term variation. Terminology, 17(1), 49-73.
: Frantzi, K. & Ananiadou, S. (1997). Automatic term recognition using contextual cues. Ponencia presentada en el IJCAI Workshop on Multilinguality in Software Industry, AIC, Japón.
: Fujimoto, D. T. (2007). Listener responses in Interaction: A case of abandoning the term backchannel. Journal of Osaka Jogakuin 2year College, 37, 35-54.
: Gathercole, S., Hitch, G. J., Service, E., & Martin, A.J. (1999). Phonological short term memory and vocabulary development: further evidence on the nature of the relationship. Applied Cognitive Psychology, 13, 65-77.
: How to reference this article: Díaz-Vásquez, Juan Carlos and Guerra-Aranguren, Maria Alexandra (2019). Term definitions and their impact on accurate communication within international customs practices. Íkala, Revista de Lenguaje y Cultura, 24(3), xx-xx. doi: 10.17533/udea.ikala.v24n03a08
: J: You coined the term and the concept “ethnolect” (^[26]Carlock & Wölck, 1981). Throughout the years, what uses and misuses of the term have you seen?
: Jones, S. K. (1972). A statistical interpretation of term specificity and its application in retrieval. Journal of Documentation, 28(1), 11-21.
: Jucker, A. y Taavitsainen, I. (2002). Diachronic Perspectives on Address Term Systems: Introduction. En I. Taavitsainen y A. Jucker (eds.), English Historical Linguistics: Approaches and Perspectives (pp. 1-26). Ámsterdam/Filadelfia: John Benjamins.
: Kadhim A. I. (2019). Term weighting for feature extraction on Twitter: A comparison between BM25 and TF-IDF. En actas de la International Conference on Advanced Science and Engineering (ICOASE) (pp. 124-128). Kurdistán: University of Zakho and Duhok Polytechnic University.
: Kageura, K. & Umino, B. (1996). Methods of automatic term recognition. Terminology, 3(2), 259-290.
: Kageura, K. (2002). The dynamics of terminolog y: A descriptive theory of term formation and terminological growth. Amsterdam: John Benjamins.
: Lan, M., Tan, C. L., Su, J. & Lu, Y. (2009). Supervised and traditional term weighting methods for automatic text categorization. IEEE Transactions on Pattern Analysis and Machine Intelligence, 31(4), 721-735.
: Maynard, D. & Ananiadou, S. (2000). TRUCKS: A model for automatic multi-word term recognition. Journal of Natural Language Processing, 8(1), 101-125.
: McCormick, K. (1994). The angel of progress: Pitfalls of the term 'postcolonialism'. En P. Williams & L. Chrisman (Eds.), Colonial discourse and postcolonial theory: A reader (pp. 291-304). Nueva York: Columbia University Press.
: Mellor, D., Merino, M. E., Saiz, J. L. & Quilaqueo, D. (2009). Emotional reactions, coping and long term consequences of perceived discrimination among the mapuche people of Chile. Journal of Community and Applied Social Psychology, 19(6), 473- 491.
: Meyer-Clason in his German translation Hundert Jahre Einsamkeit and Butirina and Stolbov in their Russian translation Столетодиночества prefer to use a domesticating strategy, by translating the term Carnicero into German (Fleischer) and Russian (Мясник), respectively:
: Ortega, R. M., López-Monroy, A. P., Franco, A. & Montes-y-Gómez, M. (2018). Emphasizing personal information for author profiling: New approaches for term selection and weighting. Knowledge-Based Systems, 145, 169-181.
: Pantel, P. & Lin, D. (2001). A statistical corpus-based term extractor. Ponencia presentada en el 14th Biennial Conference of the Canadian Society on Computational Studies of Intelligence, Londres, Inglaterra.
: Pecman, M. (2014). Variation as a Cognitive Device: How Scientists Construct Knowledge through Term Formation. Terminology , 20(1), 1-24. doi: 10.1075/term.20.1.01pec
: Sparck Jones, K. (1972). A statistical interpretation of term specificity and its application in retrieval. Journal of Documentation, 28(1), 11-21.
: The first two (i) and (ii) are names given by Traditional Grammarians, whereas (iii) is usually the name given by Cognitive linguists. Finally, the last term (major and minor) is commonly used by Cognitive-functional linguists, more specifically by T. Givón (1984).
: The term ‘heritage learner’ has been quite controversial. One of the most commonly referenced definitions is the one proposed by ^[45]Valdés (2001: 38), i.e.,
: Varani, S. B., & Kasaian, S. A. (2014). On the effects of doing CDA term projects on Iranian graduate TEFL students’ critical pedagogic attitudes. Theory and Practice in Language Studies, 4(6), 1207-1213. [109]https://doi.org/10.4304/tpls.4.6.12071213
: Volanschi, A. & Kübler, N. (2011). The impact of metaphorical framing on term creation in biology. Terminology, 17(2), 198-223. https://doi.org/10.1075/term.17.2.02vol
: Wilbur, W. & Kim, W. (2009). The ineffectiveness of within-document term frequency in text classification. Journal of Information Retrieval, 12(5), 509-525.
: have a dual function: they can mean the opposite of a marked term, but they can also mean the absence of signalization of the marked term. An example from tense that comes from Battistella (1990, pp. 3-4) is given below.