temout/ling

/LING

Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

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

1
paper CL_LiteraturayLingüísticatxt189 - : Carrell states that, "Although Goodman did not characterize his theory as top - down model, and continues to resist this characterization himself (Goodman 1981), several other reading experts (Anderson 1978; Cziko 1978) have recently characterized it basically as a concept-driven, top - down pattern in which 'higher level processes interact with, and direct theflow of information through, lower- level processes' (Stanovich 1980:34). In any event, the impact that Goodman's psycholinguistic theory had on both first or native language reading, and later on, on second or foreign language reading, was to make the reader an active participant in the reading process, making and confirming predictions, primarily from his or her background knowledge of the various linguistic levels (graphophonic, syntactic, and semantic) in the broadest sense of these terms (Carrell, 1990:3 )".

2
paper CL_LiteraturayLingüísticatxt591 - : The English translations of the Spanish terms presented in Appen- dix 1 were done foUowing the online WordReference Dictionary (http://www .wordreference.com/), the Diccionario Dominicano (https://www.colonialtours.com/diccionario.htm) and the Dominican English Dictionary (https://casadecampoliving.com/dominican-english-dictionary-titua/ ) for the Dominican words.

3
paper CL_LiteraturayLingüísticatxt591 - : b) The emotional scores for the terms included in the Spanish code- switches were extracted from an affective norm list measuring emotionality: the collection of affective norms in the Spanish language by Stadthagen-González et al . (“Norms of valence...” 111) for 14,031 Spanish words. This is the largest available set of emotional norms for Spanish words, including valence and arousal scores on a 9-point Likert scale; the former describing how pleasant a stimulus is and ranging from unpleasant (1) to pleasant (9), and the latter referring to the level of intensity that a stimulus elicits and ranging from calm (1) to excited (9). We also got the range and means of the available scores in Stadthagen-González et al. (“Norms of valence.” 111).

4
paper CL_LiteraturayLingüísticatxt591 - : Apart from inter- and intra-sentential Cs, the type most frequently used throughout ^[29]Díaz's story (2012), and always by Yunior as narrator, is tag-switching (Poplack, “Code switching.” 918). Besides the most frequent family terms Papi and Mami, there are 9 remaining words: *guaguas (*indicates Dominicanism ), merengue, barrio, *zángano, *Malecón (capital letters due to original spelling), gringo, gringos, *per- nil and *moro. Most of these Spanish words have the function of transmitting longing for what the family has left in the Dominican Repub- lic; for example: Its food (*pernil and *moro), its music (merengue), its lifestyle (* Malecón and * guaguas), and some typical insults (* zángano), among others. Particularly, the word zángano, often naming a lazy or even violent person, is employed by Yunior to describe his father's be- havior. The Spanish word Invierno (winter in English and with a capital letter like the original spelling) is found just once, as the title of the story, the

5
paper CL_LiteraturayLingüísticatxt591 - : raters has probably to do with cultural issues, since in the Domini can world moro is a very appreciated food. If a Dominican speaker had rated this word it would have probably had a very high score. This would be so because food is a rich sensorial experience linked to culture (Fa- ber & Vidal Claramonte, “Food terminology.” 155). Regarding arousal there are more negative terms (7) than positive: 5 out of 12 . As the data were not illuminating the situation about Yunior's emotional identity, we got the mean for positive and negative emotional terms as much for valence (6.94 / 3.50) as for arousal (5.74 / 4.41). The means depicted a clear pattern in the use of code-switches when compared in the three stories (see Graphic 1 at the end of this section).

6
paper CL_LiteraturayLingüísticatxt591 - : The analyses in the longest story, “The Pura Principie’,' revealed that almost all inter / intra-sentential and tag-switches are produced by Yunior (approximately two thirds). The terms with a rating in the list by Stadhagen-González et al. (“Norms of valence...” 111) are emotionally- charged to a greater or lesser extent (22 out of 22 exceeding the mid- point score: 5). Valence scores had a wider range than arousal in that the former ranged from 3.20 to 8.40 while the latter ranged from 3.50 to 6.70. Once again the data supported the positivity bias towards pleas- ant words (Warriner et al., “Norms of valence, arousal.” 1191; Warriner & Kuperman, “Affective biases in.” 1147), specifically, 18 out of 22 terms (e.g., pura, favor, indiecita, etc.) are given a positive score. It can be observed that as in “Invierno” there are more negative terms for arousal: 14 out of 22 . We also got the mean for positive and nega tive emotional terms for valence (6.77 / 4.09) and arousal (5.69 / 4.30), whi

7
paper CL_LiteraturayLingüísticatxt591 - : All these instances of Cs in the three stories have to do with emotions, and they collaborate in our understanding of Yunior's identity and his affective attachment and detachment to Latin people. Almost all of the words in the code-switches with a rating in the list by Stadhagen-González et al. (“Norms of valence...” 111) are emotionally- charged to a greater or lesser extent, 7 out of 8 exceeding the mid-point score: 5. Valence scores had a wider range than arousal in that the former ranged from 5.0 to 8.40 while the latter ranged from 4.20 to 6.90. The data supported the positivity bias towards pleasant words, specifi- cally, 7 out of 8 terms (e.g. enamorao, novias, moreno) are given a positive score, something well-established in research for several other languages (Warriner et al., “Norms of valence, arousal...” 1191; Warriner & Kuperman, “Affective biases in.” 1147). It can be observed that, as in “Invierno” there are more negative terms for arousal: 5 out of 8 . Again, as this data

8
paper CL_LiteraturayLingüísticatxt289 - : Viljanen, K. (2007). Wing, aile, Flügel. The origins and development of central aeronautical terms in some languages, Turku, online: [100]http://personal .inet.fi/private/keijo.viljanen/KOKOTYO.pdf [ [101]Links ]

9
paper CL_LiteraturayLingüísticatxt67 - : Attemps to approach, mapuche women' writing, in general terms, try to (dis)cover the movement of a poetic discourse in a doble position: on one side to the gender written space and to the ethnic belonging, and on the other side to literature in general . This situation emerges from themes and modes of languages that show one another appropiation of written language, in relation to Chilean West Literature (and also Latin American).

10
paper CL_LiteraturayLingüísticatxt499 - : On the assumption of some kind of continuity (in terms of narrative strategies) between the fantastic story and the current chronicle of immigration in Latin America, this article analyzes two striking aspects in this last one: the “evil place”, and clichés and “narrative silences”, which correspond to the so called “fantastic from the semantic” (or content ), and the “fantastic from the language”, respectively. On this aim, we use the theoretical contributions on fantastic story in two moments: its “canonical” formulation, from Todorov’s landmark work (1968), and its reformulations in the contemporary era, when the technological advances modify our conception of “reality”. Finally, we propose how the ethics acquire a capital relevance in the configuration of the world narrated in these chronicles and, consequently, also in our vision of the “real world”.

11
paper CO_ColombianAppliedLinguisticsJournaltxt28 - : A profile for the expert-content teachers was then set up and categorized in terms of knowledge, skills and attitudes as follows:

12
paper CO_ColombianAppliedLinguisticsJournaltxt187 - : Third, in terms of classroom implementation, there are at least two important considerations: class size and equipment . Regarding class size, and based on what the literature reports and my own experience implementing this activity, a small-sized class seems the most appropriate setting. It took me on average 20 minutes to collate each of the 20 transcripts with the audio recording and add my own annotations, which fell within my allowance at my institute in terms of preparation time. Considering the Chilean context, however, in which most college professors are not paid for lesson planning time, this task could impose an excessive burden on the teacher as it would have to be done on their own time.

13
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

14
paper CO_ColombianAppliedLinguisticsJournaltxt162 - : We argue that involvement in local test development projects, particularly when they are a part of internally-motivated accountability efforts, can be an excellent catalyst for developing assessment literacy in terms of the knowledge Taylor (2009) described above: "technical know-how, practical skills, theoretical knowledge, and understanding of principles ." For example, in the 15(1) issue of CALJ, Janssen and Meier (2013) described how local stakeholders made gains in all of these areas when they participated in an "iterative, self-reflective, test development process [that] provide[d] opportunities for professional development and deeper engagement in accountability projects" (p. 100). Since most test development processes for placement exams employed at the institutional level are necessarily iterative in that these processes typically consist of phases of trialing and operationalization (Bachman & Palmer, 2010, pp. 144-145; Kane, 2013), the multiple iterations of test development and

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paper CO_ColombianAppliedLinguisticsJournaltxt21 - : ^[52]7These two terms are used to mean two different actions: "adapted" refers to the issue of making suitable or fitting something for a specific situation under new conditions . "Adopted" on the other hand, refers to assume an idea and practice it as one's own. Webster's New World (1997).

16
paper CO_ColombianAppliedLinguisticsJournaltxt183 - : Furthermore, students felt that the group dynamic helped in terms of community building:

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paper CO_ColombianAppliedLinguisticsJournaltxt62 - : In March 2004, I reminded the ESOL team at Elm about this exchange and asked them why their school seemed to be so different from Hoover. They cited four key factors. First, the ESOL teachers came en masse to the school (in 1999) so they had an immediate impact. They were a noticeable physical presence both in terms of numbers and space: they were the first ESOL teachers in the district to have their own classrooms . "The pullout teachers [in other elementary schools] were using the closets, a little small room, going from school to school" [Betty, 3/4/04]. Second, the principal insisted that they be integrated into the community. "She was very specific that we be listed with our grade level, that we meet with our grade level, that we attend meetings with our grade level. She didn't want us to be a separate entity at all " [Betty]. Third, most of the ELLs at Elm were from the neighborhood so the school had a greater ownership of those students. And finally, the ESOL team made sure they took

18
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : compared to the average student. Additionally, this has potentially serious effects in terms of identity development: how a student perceives him/herself as a person and as a student .

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paper CO_ColombianAppliedLinguisticsJournaltxt56 - : Firstly, there is a descriptive (denotative) level where classrooms interactions are described in terms of turn-taking to explore how power is discursively allocated - in Baxter's (2003: 49 ) words 'to foreground and pinpoint the moment (or series of moments) when speakers negotiate their shifting subject positions'. Secondly, an interpretative (connotative) level or FPDA commentary is achieved based on the descriptive findings. Baxter (2003) conceives of alternative pathways in this level by engaging multiple voices and viewpoints. Contributing voices include not only the voices of research participants, but also the researchers' and the voices of those who have highlighted a feminist quest in localizable contexts of discursive practices. Viewpoints seek to make relevant those voices who have not been heard 'where competing discourses in a given setting seem to lead (temporarily) to more fixed patterns of dominant and subordinated subject positions', as Baxter (2003: 71) comments.

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paper CO_ColombianAppliedLinguisticsJournaltxt92 - : This paper describes a pedagogical intervention carried out at the University of Chocó aimed at determining the degree of effectiveness of multimedia technology as a tool for independent learning of English vocabulary by children. The research problem was stated in terms of the questions: ¿how effective is foreign language learning through technology ?, ¿how much can children in Chocó learn English vocabulary by themselves through multimedia? The findings conirm several hypotheses about the learning of vocabulary and pronunciation, and leads the researchers to conclude that multimedia is effective as a teaching tool for autonomous learning of foreign languages.

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paper CO_ColombianAppliedLinguisticsJournaltxt81 - : Once students know, analyze, and are sensible towards Others' suffering they can reflect upon the power relations that dominate this suffering. It is a commitment in terms of provoking responses to ideas, behaviors, actions, and perspectives and favoring cultural and social reconciliation in honor of justice and truth, which are concerned with the next construct: Otherness . It represents the hope of change.

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paper CO_ColombianAppliedLinguisticsJournaltxt295 - : Thirdly, future value refers to the importance of EFL learning noticed by the students in terms of its usefulness in the future which can be seen in the following answers:

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paper CO_ColombianAppliedLinguisticsJournaltxt301 - : Based on a search conducted on the main ELT journals in Colombia, using the key words ‘community’, ‘communities’, ‘communities of practice’, ‘teacher education’ and ‘ESL/EFL’, the use of three terms was found as a general tendency: Communities of Practice (CoPs ), Imagined Communities (ICs), and TCs (Target Communities). There was also a wide variety of communities mentioned such as educational, teaching communities, teacher professional communities, academic communities, learning communities, and a based-learning community ( ^[30]Posada-Ortiz, 2019 ). The aforementioned terminology is mostly adopted from white European authors and is rarely clearly defined or problematized. The fact that the majority of these terms are imported might evidence a matrix of knowledge that privileges the hierarchy of knowledge, its organization, its legitimacy, and its circulation within the “global order” ( ^[31]Albán, 2014 ).

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paper CO_ColombianAppliedLinguisticsJournaltxt301 - : Romm, N. R. A. (2015). Conducting Focus Groups in Terms of an Appreciation of Indigenous Ways of Knowing: Some Examples from South Africa [62 paragraphs] . Forum Qualitative Sozialforschung/ Forum: Qualitative Social Research, 16(1), Art. 2, [199]http://www.qualitative-research.net/index.php/fqs/article/view/2087/3730 [ [200]Links ]

25
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : As learners need time and extended opportunities to access, process, and produce knowledge, in this study, participants from the public sector reported that the limited amount of teaching hours was a severe constraint that their learners faced to achieve significant improvement in their linguistic proficiency. Unfortunately, with the restricted scheduling for English instruction in most public schools, these actions cannot be easily achieved. Such conditions have previously been reported by the British Council (2015) displaying significant differences among public and private education sectors mainly in terms of the offer for a more comprehensive English language education, and the English proficiency outcomes their graduates would achieve:

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paper CO_ColombianAppliedLinguisticsJournaltxt171 - : (Talmy, 2000). The following examples serve to illustrate the previous terms:

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paper CO_ColombianAppliedLinguisticsJournaltxt157 - : A Thousand Splendid Suns was published in 2007. The novel is about two Afghan women, Mariam and Laila, their lived experiences and friendship immersed in an atmosphere of political and social unrest between the 1950s and 1990s. As a reader, I was captivated by the overall story. In particular, I have always returned to an event earlier in the novel because I see it as self-contained and powerful in terms of meaning: a tense moment between Mariam as a child and Nana, her mother, about Mariam's father .

28
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_ColombianAppliedLinguisticsJournaltxt46 - : in turn, is consistent with Mayer's (1997) evolving theory of learning consisting of three stages: response strengthening, information processing and knowledge construction. As for the outcomes of multimedia learning, measured in terms of retention and transfer, three are the possibilities: no learning (both poor retention and transfer ), rote learning (good retention and poor transfer) and meaningful learning (good retention and good transfer). If meaningful learning is to be promoted, then active learning should be encouraged in its two kinds: behavioral activity and cognitive activity. Regarding meaningful learning, Mayer (2001) writes: "My point is that well-designed multimedia instructional messages can promote active cognitive processing in learners, even when learners seem to be behaviorally inactive" (p. 19). Then, in addressing the issue of multimedia design, seven principles are postulated:

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paper CO_ColombianAppliedLinguisticsJournaltxt46 - : The classroom as a metaphor has received at least two different interpretations in terms of what its main objective should be: the classroom as an artificial setting that cannot possibly be compared to "being there", experiencing the language in an English speaking environment, on the one hand, and the classroom as a potential mirror of "the street" .

31
paper CO_ColombianAppliedLinguisticsJournaltxt108 - : This work comprises the notion of narrative identity within the context of the philosophical work of both Heidegger (1927) and Ricoeur (1983, 1987, 1990). Hence, the analysis of the short range narratives embrace these three fundamental transformations of reality, in terms of:

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paper CO_ColombianAppliedLinguisticsJournaltxt108 - : Adriana is retelling the story of "the happiest moment she has ever lived". The activity is one referring group sharing of personal anecdotes framed in the grammar content of superlatives and present perfect. The participants, in regard to active agents, are the student (Adriana) and a female teacher. This teacher presumably draws on a heteronormative discourse to understand Adriana's story. It is certainly obvious for the teacher that Adriana is not being coherent in terms of grammar when she apparently produces sentences which are "wrong" in terms of cohesion between subject (Adriana) and object (the person she was dating): "y que ella estaba en el bar y que ella me estaba viendo"

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paper CO_ColombianAppliedLinguisticsJournaltxt36 - : Graddol (2006: 14), for his part, refers to the increasing "irrelevance of native speakers ...(and) native speaker norms" in his review of the development of English as a global language. The rise of 'New Englishes' (local varieties of English arising from the contact with vernacular languages) in many post colonial contexts in different parts of the world, added to the fact that increasingly fewer interactions involve native speakers of English, has contributed to the recognition of the non-native speaker who is a "fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker" (Graddol, 2006: 87 ).

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paper CO_ColombianAppliedLinguisticsJournaltxt30 - : The tradition of research that has come to be known as the New Literacy Studies (Heath, 1983; Gee, 1990; Street, 1984, 1993; Barton 1994) is based on a sociocultural view of literacy. According to Street (1993) a range of terms refer to the uses of literacy in different social contexts. They are typically used by researchers who are committed to a social view of reading and writing. Two terms, in particular, occur frequently in the New Literacy Studies: 'literacy events' and 'literacy practices'

35
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The components of the speech act of complaint in the two data sets seem to parallel each other in terms of 'complaint', 'criticism', 'justification', and 'candidate solution: request' . However, in terms of providing 'an explanation of purpose' and 'request as a candidate solution' there is statistical difference in the two sets. This suggests that the TNSs were more likely to explain the reason for their presence in the office of a non-commiserating teacher, and tend to request a solution for an undeserved mark when they speak to a commiserating teacher.

36
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The most striking negative transfer occurred in terms of 'candidate solution: demand', which did not emerge in the English baseline data . The statistical analysis between the Turkish baseline data and the inter-language data showed that there was no statistically significant difference between 'demand' in the two data sets. (t = 0.51 < 2.042).

37
paper CO_ColombianAppliedLinguisticsJournaltxt141 - : In terms of audio / video editing tools, 45% of the participants actively used Audacity ([35]http://www .audacity.sourceforge.net/?lang=en) audio editor and recorder in order to improve speaking skills, and 26% used Animoto ([36]http://www.animoto.com) video slide shows as a way to improve speaking and increase autonomy as well. Terantino (2011) claimed that the concept of utilizing videos in the foreign language classroom is not novel by any means. However, the opportunity for student-created videos and social networking provided by YouTube presents a radical new approach to providing linguistic input and encouraging students to engage in the target language. Therefore it is no surprise that in the category of instructional video, 73% of the participants agreed that using YouTube ([37]http://www.youtube.com) was very much a part of their English classes. Participants expressed that YouTube is used in a variety of ways from following instructions [listening] to signing Karaoke [speaking and

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paper CO_ColombianAppliedLinguisticsJournaltxt63 - : This encounter with culturally different others (Todorov) is an essential learning activity as out of the comparison comes the realization of identical problems and, what is more educationally interesting, the possibility of action (praxis, in Freire's terms), as mentioned by the following students:

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paper CO_ColombianAppliedLinguisticsJournaltxt230 - : First, the pre-test results indicate that 8 out of 10 students did not reach 60% of achievement, which is the normal passing requirement in Chile. In addition, the similar results shown in the central tendencies (see [50]table 2) confirm the low results students scored before the intervention period. In terms of the results in every item of the pre-test, students increased their scores in item 1 in which they had to answer questions such as: how are you today ? Or how old are you? Nevertheless, students only achieved 60% of the mean (12 points), and had to ask for repetition or give incomplete answers due to lack or inaccuracy use of vocabulary. To complement this finding, all students completely disagreed with the statement I can easily express ideas in English included in the survey. Thus, these results clearly suggest that students were aware of their lack of speaking skills which did not allow them to express ideas in English on their own. Even when these survey answers concur with the

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paper CO_CuadernosdeLingüísticaHispánicatxt9 - : Seedhouse (2004, p. 145) identifies four different trajectories in which repair is accomplished». The speaker accounts for his own mistake and corrects it himself (self-initiated self-repaired); the speaker identifies the source of linguistic trouble, initiates repair and his counterpart completes it (self-initiated other repair); his counterpart notices the mistake, initiates repair and the speaker corrects it (other-initiated self-repair); and a situation where an interactant identifies the others mistake and corrects it (other-initiated other repair). Although repair could adopt the form of error correction - linguistic items measured as problematic in terms of syntax, pronunciation, appropriateness, morphology, among others - it can also expand on a wide range of actions: confirmation check or clarification request, for example . Any kind of action that attempts to clarify, correct, notice, confirm or check an utterance either by the speaker himself or his counterpart becomes a repair.

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paper CO_CuadernosdeLingüísticaHispánicatxt72 - : More recent research also agrees with these scholars. ^[64]Schwartz (2007) poses that heterosexuality is seen as an all-or-nothing identity with no possibility of flexibility. This occurs even though research suggests that sexuality is relational according to context - a point which aligns with the research of ^[65]LaMarre (2007) who says that heteronormativity is constructed in obvious ignorance to the complex array of sexualities. ^[66]Kiesling (2007) concurs, as he maintains that male heterosexuality is performed as a set of social norms, which are enacted in opposition to male homosexuality and the feminine. In terms of language, Kiesling also tells us that male heterosexuality through verbal active, which is indexically masculine: dominant speech, use of expletives, hierarchal verbal behavior and competitive speaking . Given this research, we have a picture of how male heterosexuality is constructed in active opposition to homosexuality and that it is enacted through discourse and this

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paper CO_CuadernosdeLingüísticaHispánicatxt72 - : homosexual. Indeed, 10 participants used this adjective to qualify inter-male use of t��. In terms of sexualized use of tú, the pronoun's use can be understood in four broad categories: the supposed femininity of tú, the use of tú for flirting and the social distance implied by tú .

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paper CO_CuadernosdeLingüísticaHispánicatxt137 - : Racism remains and is reaffirmed in the daily life of families through the forms they have assumed as responses to this phenomenon. We found that the responses to the problem are understood in terms of four types: biological, cultural, behavioral and verbal ; and although this characterization only offers a global view of the answers assumed by the families so that the children are able to adapt to the social environment, we believe that it opens the possibility of continuing to deepen into a topic that has not been addressed. It is clear that these responses in pursuit of the adjustment to the racist dynamics of the city can be read as a kind of complicity with those who exert social control through Problematization, Marginalization, and Containment (^[82]Essed, 1991) derived from racial factors. However, these protective messages have the sole intention of protecting the members of the family nucleus, even though in the process, they reinforce racist practices and ideologies

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paper CO_CuadernosdeLingüísticaHispánicatxt44 - : Even though parlache originated in the popular neighborhoods of Medellín (Vila Rubio & Castañeda Naranjo, 2006), some of the vocabulary used in this social dialect comes from American indigenous languages, as exposed by Castañeda Naranjo & Henao Salazar (2006) in their Parlache Dictionary. In this article, I present an analysis of three indigenisms found in the mentioned dictionary with their corresponding etymological proposals: "concho", "cucha/cucho" and "tote". The following stages were undertaken for the identification of these terms: (1) classification of lexical units as indigenisms through etymological consultation (Diccionario de la Lengua Española: Anonymous, 1612 ) and genetic relations (Giraldo Gallego, doctoral thesis); (2) identification of these lexical units in Castañeda Naranjo & Henao Salazar (2006); and (3) the analysis of these three indigenisms in the work of the aforementioned authors. I also show here that the extent of these registers goes beyond the local scope of

45
paper CO_CuadernosdeLingüísticaHispánicatxt73 - : This article is part of the research project Dialectal Lexiconfrom Livestock Farming Community in Casanare, Colombia. This project seeks to characterize this speech community and identify some of its usual linguistic phenomena, autochthonous vocabulary and sociological impact in this area. The research was a descriptive-explanatory dialectal study with a quantitative-qualitative tendency, which theoretically and empirically describes the use of certain dialectal expressions. Through this analysis, it was found that, dialectal terms in livestock farming community from Casanare (Colombia) have become a rhetorical resource with a pragmatic role: enabling an easier and more fluid contact between conversational partners . In the same way, we found that linguistic variations, synonymy and polysemy are usual characteristics of most of the lexical samples studied, which present different alternatives to refer to the same things.

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paper CO_FormayFuncióntxt189 - : On the other hand, negative quasidysphemism is employed exclusively to deal with matters concerning romantic relationships. Thus, Christian's past, first as a submissive and then as a dominant, is labelled as his 'baggage' (James, 2011a, p. 209). As Chamizo Domínguez (2005) claims: "euphemisms can be studied in the way metaphors have been studied" (p. 12), so we can refer to someone's past in terms of travelling: Past is baggage . However, this device has Elena Lincoln, an older woman who sexually abused Christian in his adolescence, as its main target. Anastasia avoids using any other —explicit dysphemistic— expressions at first by renaming her as Mrs. Robinson, sometimes Mrs. R.; but then Anastasia adds adjectives to this name as her anger rises, "evil Mrs. Robinson" and then she moves to a more offensive, but not too much due to its clipped nature, name describing what she did: "Mrs. Paedo", finally turning: "Mrs. Paedo Robinson" and also using the explicit dysphemism mentioned before.

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paper CO_FormayFuncióntxt52 - : life in succeeding generations'. Translation transcends itself and "ultimately serves the purpose of expressing the central reciprocal relationship between languages" (ibid: 17). Benjamin considers that languages are related to each other "in what they want to express" (ibid). Thus, when an original is translated, in its afterlife, in its translation, there is some transformation, "the renewal of something living-the original undergoes a change" (ibid). An intention underlines each language, and the totality of intentions supplementing each other is what Benjamin calls 'pure language'. So, translation plays the role of supplementing different languages in search of their intentions, of attaining that pure language. Thus, "the task of the translator consists in finding that intended effect upon the language into which he is translating which produces in it an echo of the original" (ibid: 20). And Benjamin advocates literalness in these terms:

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paper CO_FormayFuncióntxt52 - : all of them. But I also have to tell you in advance that there are certain rules of the investigation. The first is this: If I say, for example, 'There is a distinction between types and tokens,' it is not enough to say 'I call that distinction into question.' You actually have to have an argument" (ibid, p. 105). When explaining the background of interpretation, Searle introduces two key terms: background and network:

49
paper CO_FormayFuncióntxt52 - : same line, Tymoczko (2000, p. 36) criticizes Venuti's distinctions in these terms: "Venuti has a hard time maintaining consistent distinctions between the polar opposites he works with, a difficulty which is actually no surprise ." As regards the functions proposed by Venuti, Tymoczko adds, "the functions picked out by Venuti's approaches to translation are not coherent either. In fact, the functions of minoritizing or resistant or foreignizing translations are quite variable, assuming for the moment that we can pick out translations corresponding to these terms" (ibid). Thus, "Venuti's concept of resistance is less dependent on identifiable criteria or specific functions pertaining to translation than on somewhat arbitrary personal judgments-a matter of taste, let us say- on the part of Venuti and others who use his approaches" (ibid, p. 37). In relation to the possibility of actually using Venuti's concepts, Tymoczko points out that "we are faced with a real difficulty [...], for a sine

50
paper CO_FormayFuncióntxt284 - : As previously stated, pronominal subjects are much more researched than LSs in the variationist literature; however, it is important to discuss the exceptional studies that have treated LSs in particular. For example, ^[88]Dumont (2006) studied LSs among five speakers of New Mexican Spanish. This researcher examined the variation between LSs and pronouns, finding that the significant predictors for such variation were previous realization, distance from previous mention of coreferential subject, information flow, verb class, and grammatical number. Specifically, the use of LSs were favored when the referent was mentioned for the first time, when the previous mention of the referent was also a LS, with motion verbs, and with singular referents. In terms of pragmatic function, Dumont suggests two main motivations for their use: (1 ) question/answer pair [repetition effect], and (2) to express contrast (when repeated).

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paper CO_FormayFuncióntxt295 - : Secondly, the promotion of the Spanish language is reproducing some characteristics about Spain as a nation-state. The focus on Castilian language, rather than other languages spoken in Spain, such as Catalan, Galician or Basque, also serves a function of self-definition. Spain is making a statement about its position in terms of language: the Spanish language is worth studying, speaking, promoting, and keeping in Spain as much as overseas, and in this case, in the Philippines . Following Bourdieu, language has become symbolic capital, as it is perceived as valuable and worthwhile by those who have the power to legitimise it. This idea was stressed in the 2002 International Congress on Spanish Language, where Spanish was described as «our petrol» by Latin American economists and business people (^[80]Noya, 2003, p. 1). It was also formulated in the Framework Plan towards Asia, projected by the Aznar government in 2000, which states as a concrete objective to open a Spanish School in Manila

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paper CO_FormayFuncióntxt283 - : Intervalar readings of number terms under different linguistic contexts: an experimental approach

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paper CO_FormayFuncióntxt20 - : On their part, J. Bing & V. Bergvall (1996) focus on The question of questions: beyond binary thinking. Their point of departure is that our experience does not fit into binary categories, such as males/females. Language has also been biased towards dichotomies and clear boundaries. Therefore we have problems when faced with scalar values and boundaries which are difficult to recognize and accept. Their initial question is whether the boundaries male/female are justified. And their answer is a negative one: there are actually more than two sexes/sexualities. Sex is socially constructed; it is a continuum, not a dichotomy. They criticized Lakoffs presupposition of this dichotomy because the dichotomy is imposed and reinforced by the very fact of asking in dichotomist terms: male or female . The opposition male/female is based on biological essentialism. But they ask: who does the defining? According to the authors it is in the 18th century that a shift took place from one- sex view of the

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paper CO_Lenguajetxt131 - : The above quote echoes the thesis of this paper regarding how metaphors flourish as narratives that are the result of teachers and students encounters. I argue that both the construction and development of these metaphors will account for how teachers use appropriately academic fields such as pedagogy, psychology, or linguistics to license their classroom stories. Nevertheless, the emergence of teachers/teaching metaphors needs to be associated with the terms: thinking, language, professional discourse, and learning .

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paper CO_Lenguajetxt94 - : Based on my personal experience with Latino workers, as well as my personal views on some of their pressing issues in terms of language learning, I decided to explore the following research question:

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paper CO_Lenguajetxt128 - : The first step in the focus groups was to gauge the Pijao’s view of indigeneity and language. There was a general trend towards weaker views of indigeneity. The older age groups mentioned ceremony, direct descent from community, maintenance of territory, and cultural knowledge, whereas the youngest group mentioned that only descent and staying in the territory were important. In terms of whether or not it is important for indigenous people to have an indigenous language in order to be considered indigenous, every member of the 65+ and 51-65 focus groups emphatically answered ‘yes’ and then reiterated the importance of having a native language during the conversations that followed:^[82]^1

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paper CO_Lenguajetxt115 - : Critical literacy was fostered in the conversation class as the participants were able to express their personal opinions about attitudes of discrimination and misogyny in the United States when they read and discussed “A Conversation with Black Women on Race” (^[88]Brewster & Stephenson, 2015), an interview in which several black women talked about their emotional pain and psychological trauma for having to face day-to-day hostile experiences in which many white Americans mistreat and humiliate them. The four participants did not understand how, in the twenty first century, black women continued being discriminated because of their color, since participants had the idea that the United States was supposed to be the most exemplary and progressive country in the world in terms of democratic principles, human rights, and equality for all its citizens:

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paper CO_Íkalatxt154 - : Some regulations support this policy and the creation of academic communities within it. Plan Sectorial de Educación 2010-2014 defines twenty-first century education in terms of opportunities for educators to adapt and apply information in different contexts through such communities of practice:

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paper CO_Íkalatxt187 - : At first glance, it seems that the decolonial turn is based on the same premises as the postcolonial studies emerging from Southeast Asia and Africa; however, there are three main differences between them, as explained by Restrepo and Rojas (2010). First, there is a difference in terms of historical experience: the decolonial turn describes the origin of the colonial difference beginning with the arrival of the Spanish and the Portuguese to the Caribbean and Latin American territories from the 16^th to the 19^th centuries, or what Dussel (2000 ) dubs ''first modernity''. Post-colonial studies, on the other hand, locate the source of the colonial difference in ''second modernity'', that is, during the colonization of Asia and Africa by England, France, and Germany from the 18^th to 20^th centuries.

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paper CO_Íkalatxt132 - : In the next artifact assessment, the researcher described the feedback comments received on the blog post, in the following terms:

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paper CO_Íkalatxt162 - : Based on the previous orientation, scholars like Christie (1991), Martin (2009), and Schleppegrell (2004) have convincingly argued that the language used by learners and teachers in the classroom represents a distinct type of discourse or genre. Accordingly, it responds and construes the characteristics of the sociocultural and pedagogic situation of the educational context. As Schleppegrell (2004, p. 77) explains, "teachers and students work in contexts where a variety of types of texts are written and spoken, related to the demands of different levels of schooling and various subject areas." From this view it derives that the discourse of the L2 classroom can also be viewed in generic terms: as consisting of oral and written genres that are realized by teachers and learners, a position that we share in this paper .

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paper CO_Íkalatxt62 - : Por último, es reseñable que el traductor de textos literarios ha de conocer los distintos recursos retóricos, con el fin de plasmar, en el texto en lengua meta, la intención del autor. En este sentido, no cabe duda lo que señala The Routledge Dictionary of Literary Terms:

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paper CO_Íkalatxt294 - : For textual analysis, functional grammar terms were linked with traditional descriptive grammar. For example, terms like participants or social actors were explained as subjects or objects. Also the terms ‘action verbs’ and ‘linking verbs’ were used instead of CDA terms for processes: thinking, saying, seeing, and doing . Adverbs were used to explain the circumstances of time and place. ‘Vocabulary’ was used to explain lexical choices manifested in word meaning and wording. The main goal was to use the tools to reveal the writers’ ideological choices and representations.

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paper CO_Íkalatxt294 - : Terms of Descriptive Grammar vis-à-vis terms of (Systemic Functional Grammar):

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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_Íkalatxt81 - : Of what EP is, we learn that it ''tries to combat years of severe damage caused by academic researchers in their relationships with teachers and learners'' (p. 356). Most of the ensuing definition tells us what EP is not: it is not problem solving, it is not technicist, it is not a technical fix, before finally arriving at an affirmation when Allwright tells us that EP is something that looks ''for deep level understanding rather than high level scientific ones'' (p. 359) and that its practitioners should ''develop his or her own understandings to as deep a level as possible and then [...] try to live their understandings'' (p. 359). Suspecting that ''such a cryptic description does seem to demand its own set of notes'' (p. 361). Allwright offers some definitions of the terms that he uses, among which his definition of ''understandings'': ''Understandings does not necessarily mean anything expressible in words'' (p . 361).

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paper CO_Íkalatxt45 - : Au niveau international, une autre tendance se manifeste et a pour effet de conforter notre point de vue. Comme le signale Brian Mossop, les anglophones constituent désormais une minorité a l'intérieur de ce qu'il appelle l'anglophonie, c'est-a-dire l'ensemble de ceux qui se servent de l'anglais comme langue véhiculaire, surtout pour lire des textes spécialisés, aussi bien dans un cadre professionnel que privé. Pour ces types de textes, mieux vaut une rédaction simple, claire et prévisible qu'une traduction trop idiomatique, qui risquerait de désorienter l'utilisateur non anglophone. ''To put it in economic terms, employers and buyers of translations may be less inclined to pay for editing 'up'to the old standard'' (Mossop 2006:792 ). En lisant entre les lignes, on voit arriver le jour ou le non anglophone, parfaitement rompu aux techniques de rédaction et de traduction spécialisée, sera préféré a l'anglophone, moins conscient des difficultés que ses phrases trop bien tournées peuvent

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paper CO_Íkalatxt11 - : Polite behaviour is subject to the features of the interaction which are socioculturally marked by the speech community beyond what is regarded as political behaviour. Thus, Brown and Levinson's strategies of positive and negative politeness are interpreted as socio-culturally determined politic behaviour. Likewise, it will have to pay attention to whether examples of linguistic politeness such as terms of address, honorifics, ritualised expressions and speech events, and indirect speech acts are polite forms or whether they are used normally as socio-culturally constrained forms of politic behaviour (Watts, 1992:51 ). Therefore, politic behaviour is just a socially appropriated behaviour and terms of address are realisations of politic behaviour.

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paper CO_Íkalatxt65 - : [...] metonymy relies on a ''spatio-temporal contiguity as conceived by the speaker between an entity and another in the (real) world'' (Ibíd.: 91), while categorial transfer, which gives rise to vertical polysemy, relies on a relationship between conceptual categories - not between entities in the (real) world. Although the contiguity between vertically related categories can be conceived metaphorically in terms of containers and their contents or wholes and their parts, the ''contiguity'' of vertically related conceptual categories is not the same as the contiguity of entities (relative to experiential domains in our conceptualisation)[48]^17 (Koskela, 2005: 4-5 ).

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paper CO_Íkalatxt135 - : A double movement takes place among peripheral writers when seeing themselves and their practice; if they want to be published and read in the ''First World'' (and one must bear in mind that World Literature IS First World Literature), they have to conform to a certain stereotype that readers (publishers, critics, public in general) hold for them regarding what those cultures should be. We can draw here a parallel to Benedict Anderson's (1998) idea of creation of serialityin this case the Other as a series: through the introduction of these works the idea of a ''natural universality'' (p. 120) in which difference can be subsumed is transmitted to the dominant public; such a level of naturalness is reinforced by the development of a standardized vocabulary that creates categories in which different, diverse elements from different parts of the world are juxtaposed. Gayatri C. Spivak (2000) states the problem in the following terms: ''all the literature of the Third World gets translated

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paper CO_Íkalatxt309 - : When participants mentioned linguistic content, they often referred to it in terms of English grammar and vocabulary, as evidenced by the following: “When I wrote the texts, there were some grammar tenses I did not manage well . My classmates helped me to correct these in my production” (Participant 01). This view was shared by Participant 12, as seen below:

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paper CO_Íkalatxt300 - : the initiatives almost begged teachers to participate in courses because, as stated above, teachers did not feel motivated to do so because these are not planned to respond to their needs and interests, and are ambitious in terms of their requirements and assignments, as one teacher stated:

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paper CO_Íkalatxt169 - : These translation techniques are defined in the following terms:

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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 PE_Lexistxt90 - : ^34 "One common way in which a more lexical concrete item give rise to a more abstract and gramatical category is the grammaticalization of body part terms to markers of spatial relation" (Heine 1997: 582 ).

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paper PE_Lexistxt108 - : Ahmad, K. (1995). Pragmatics of Specialist Terms: The Acquisition and Representation of Terminology . En: Machine Translation and the Lexicon: Proceedings of the Third International EAMT Workshop, Heidelberg, Germany, April 1993.. Ed., Petra Steffens. Berlín/Heidelberg: Springer. (pp. 51-76) https://doi.org/10.1007/3-540-59040-4_20 [ [128]Links ]

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paper PE_Lexistxt101 - : "In the world of an aristocracy that defines masculinity in terms of its own physical valor […,] genealogical vaunting is essential to the warrior’s identity […] Most important, it insures that one’s immediate opponent is worthy and that true honor will result from the combat" (Braudy 2003: 63 ).

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paper VE_BoletindeLinguisticatxt54 - : 4. TA: Face is an image of self, delineated in terms of approved social attributes, albeit an image that others may share, as when a person makes a good showing for his profession or religion by making a good showing for himself (Goffman 1967: 5 ).

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paper VE_BoletindeLinguisticatxt58 - : In Spanish, duplicated verb constructions are very common. In terms of its morphosyntactic codification, the duplicated verb appears in four different forms: with an auxiliary verb, without an auxiliary verb, with a plain inflected verb, and with an adverbial function . In terms of its semantics, this verbal form expresses two basic senses: iteration and emphasis. In the former, the duplicated verb denotes that a specific state of affairs, in certain linguistic contexts, is realized more than once in an undetermined way (except for states). In the latter, and within other linguistic circumstances, the duplicated verb carries only an emphatic value.

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paper VE_Letrastxt158 - : With the aim of establishing meaningful links between linguistic-textual studies and communicative acts of common use, this research work attempts to characterize the textual conditions of written denouncement. The analysis was framed within the theoretical statements of Halliday (1976), van Dijk (1978, 1983) and Jáimez (1996), who, in terms of the organization of the information, account for a global coherence of the text: the superstructure . This trend has acknowledged the interdisciplinary nature of the text and has foregrounded it as a superior unit of analysis, considering it as object of study at a level higher than the word, the phrase and the sentence. The methodology included the bibliographical research, the direct collection of data, and the description and interpretation of the linguistic product. The use of an inductive method was considered for the analysis of different models (denouncements) and for the identification of the recurrence of their parts. This systematic

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paper VE_Letrastxt36 - : Un grave defecto que puede contener un diccionario es la circularidad, es decir, que la unidad léxica definida aparezca en su propia definición o remita a otra que se defina con la primera. There are two forms of circularity. One defines A in terms of B and B in terms of A, and the other defines A in terms of A (Landau, 2001: 157 ).^1 Ejemplos:

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paper VE_Núcleotxt63 - : The main goal of this research was to analyze the peculiarities of Pfizer Venezuelas corporate language, by analyzing internal and external oral and written communications, from March 4th to June 15th 2009. We found 496 highly specific and time-dependent corporate terms, from both functional and linguistic points of view, classified by frequency and function. The frequency of use of English as the main language at Pfizer Venezuelas meetings, teleconferences, presentations and emails was estimated in more than 90%, through a random selection of events. Out of the total, 461 terms were in English, and 35 terms were in Spanish. According to their corporate function, the corporate terms were classified as Business (67%), Medical (18%), and General (16%), since they showed a highly specific departmental usage, as follows: General Management 29% ; Marketing 19%; Medical18%; Finance 8%; Technology 7%; Human Resources 2%. A peculiarity of Pfizers corporate language is its tendency to shortness

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paper corpusLogostxt104 - : (BOV)’s core claim could be characterized in terms of two claims:

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paper corpusLogostxt104 - : According to (BOV), he continues, (P) is a contingent proposition which aims to account for the sense of ownership which distinguishes self-ascriptive from other-ascriptive practices. (P) itself is problematic, though: by talking of ‘my experiences’, (BOV) reintroduces into the explanans the notion to be explained. Suppose that the sense of ownership which emerges in (P) was again rephrased in (BOV)’s terms. This would make of (P) circular, but not ipso facto self-defeating. What makes it self-defeating is that, by cashing the demanding sense of ownership in terms of body-ownership, (P) turns out to be equivalent to something like the following proposition:

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paper corpusLogostxt24 - : (3) Resorting to euphemism/PC [political correctness] can be generally regarded as motivated by the need/wish to encourage certain interpretations while discouraging others, by intentionally presenting certain assumptions about a state of affairs as more relevant tan others, or presenting as relevant assumptions previously held as irrelevant by the audience. In relevance-theoretic terms, such a linguistic tactic can be formulated as ‘making strongly mutually manifest assumptions which are different from the ones hearers currently hold at maximum strength in their cognitive environment’ (Sytnyk, 2014: 202 ).

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paper corpusLogostxt47 - : In general terms, a complaint can be defined as “the expression of dissatisfaction [and/or disappointment] to an interlocutor about oneself or someone/something” (^[43]Boxer, 1995: 219 ). For practical purposes, the instances explored in this study correspond to direct complaints (^[44]Edwards, 2005). These are instances where the voicing of the complaint has the purpose of changing the undesirable state of affairs and to that end the complainer addresses the complainee directly. In terms of its socio-pragmatic functions, direct complaints are believed to be oriented towards the transactional goals of the interaction as speakers bring forward a problem and request for action to be taken accordingly (^[45]Holmes & Riddiford, 2010).

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paper corpusLogostxt69 - : In relation to the adopted or non- adopted feedback in G2’s draft 2, it can be stated that grammatical aspects such as spelling, and orthography were improved, but not at their extent. Students also enhanced the development of ideas and content in general, which allowed them to enrich their short story, in terms of coherence and cohesion. Regarding the non-adopted feedback, students did not improve in terms of: punctuation in general, diversity of vocabulary, punctuation and grammar . Thus, the students did not adopt all the comments provided by the teacher and there were certain issues that were presented in draft 1, which remained in draft 2. In the case of the final version, some evidence is displayed in [95]Table 7 below.

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paper corpusRLAtxt217 - : Therefore, according to Brown and Levinson ([1978] 1987), all human beings use a series of verbal strategies that allow them to preserve their public image while respecting the image of others. This concept can be described in terms of two complementary factors: 'positive' and 'negative' . The first designates the positive self-image that the individual has of himself or herself, which aims to be recognised and reinforced by other members of society. The second concerns the desire everyone has to ensure that his or her actions are not compromised by others.

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paper corpusRLAtxt177 - : Data used in phonetic and phonological research, in very broad terms, belong to two main families: quantitative data and categorical data . Usually, such data types are not equally used in the different traditional branches of speech stud ies. In articulatory and acoustic phonetics, in fact, researchers usually deal with numeric data (e.g. the number of electrodes activated by contact with the tongue in electropalatographic studies, the formant values of a vowel or the F0 values in spectrographic analyses, and so forth). In auditory phonetics, on the other hand, the most common data types are not strictly quantitative, insofar as they usually are categorical (e.g. "A/B" answers in identification tasks) or scale (e.g. Likert-scale answers in discrimination tasks). In phonological research data tend to be categorical, insofar as the most usual representations of speech phenomena at this level are either symbols (like IPA symbols or ToBI labels) or features (like, for example, ±ATR, ±voice, and

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paper corpusRLAtxt132 - : approach the Social Sciences and Humanities ones. This dual or mixed tendency in the academic discourse of Economics reinforces the controversial character of a discourse that hybridizes in the process of seeking objectivity and scientificity. Another finding is the identification in some textbooks of an embedded suborganization in Macromove 2, which has been called Node of Conceptual Expansion and Strengthening. Along with this, the analysis in multimodal terms also highlights another finding: the layout of some moves and steps emerge as an important component in the construction of meaning oriented by didactic purposes .

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paper corpusRLAtxt4 - : Similarly in an analysis of child language acquisition, Gierut & Morrisette note that like adults, children not only "have knowledge of the phonological properties of language, but also how these properties are distributed, in terms of frequency of occurrence and phonotactic structure, across words of the ambient language" (1998: 264 ). The effects of this knowledge might be evidenced in the labial variation under investigation here, or, in terms of phone frequency, in linguistic experiments. In speech error research, Levitt & Healy (1985), for example, find that in slips-of-the-tongue, the tendency is also for a low frequency phoneme to be replaced with a high frequency phoneme. This bias towards frequent sounds and patterns is true not only in production, but in perception, as well. For example, Newman, Sawusch & Luce state that "listeners may be biased toward labeling ambiguous stimuli as more common phonemes" (2000: 300). Patterns revealed in these and other experiments are similar to

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paper corpusRLAtxt234 - : From a locutionary perspective, a text is a set of oral signals. By addressing the concept of specialised language, it has been noticed the absence of a clear and precise definition. In parallel, the proliferation of terms that refer to this reality can be observed: specialised languages, special languages, or specialism languages, among others . This proliferation of terms has often led to confusion and has revealed a series of characteristics that differentiate specialised communication from general communication. According to Cabré (1999), these characteristics refer in particular to the subject, the speakers and the situations in which communication unfolds.

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paper corpusRLAtxt70 - : If, however, human (and primate) visual systems are so ordered that a continuum of physical stimuli with many just-noticeable differences in hue, lightness, and saturation is perceived, and it is cultural salience, through language, that determines where the boundaries between color categories are set, then cognitive categories of color might be expected to vary cross-culturally to the same degree as linguistic categories. Moreover, individual variation in color perception within a popula-tion would not necessarily lead to differential use of color terms (Roberson, 2005: 65 )^[24]2.

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paper corpusRLAtxt195 - : Probably, reading is one of the fundamental means of accessing and constructing special ized knowledge, both in academic and professional environments. Then, comprehending written discourse through its diverse disciplinary genres is an essential requirement in the contemporary globalized world, both in paper and digital media. In this context, nowadays, there is scarce research that explores, describes and contrasts the reading habits of university students and professionals in diverse disciplinary fields. Attempting to fill this gap, this study describes the reading habits of a group of 580 university students and a group of 46 professionals in terms of reading on paper and digital, and the discourse genres in two disciplinary areas: philosophy and economics and business . The main results indicate that the subjects of both groups are awareness of the discourse mechanisms of accessing specialized knowledge and declare to employ a wide variety of genres. At the same time, a relative

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paper corpusSignostxt426 - : The realization of deixis in speech / writing deixis is done through the use of special ‘linguistic pointers’ (Werth, 1999) called ‘deictic expressions’, also classified as ‘indexical expressions’ (Adetunji, 2006), ‘shifters’ (Jakobson, 1957), or ‘textual references’ (Halliday & Hasan, 1976). One of the main points here is the fact that their referents cannot be identified without an understanding of their actual context (Zupnik, 1994). In the case of person deixis, its indexical symbols belong to the grammatical category of personal pronouns, while the most obvious local deictic terms are the adverbs of place here / there and the demonstratives this / these and that / those, which are “the purest indicators of directionality and location” (Simpson, 1993: 13 ). In this regard, the first words in each pair indicate proximal perspective as they express physical proximity to the speaker, while the second words take a distal perspective as they denote a certain distance from the location o

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

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paper corpusSignostxt417 - : As opposed to the diachronic orientation, we have adopted a synchronic approach which sees semantic prosody as an extending meaning, that is to say, as a feature which characterizes a group of items rather than a single item. Understood in synchronic terms, semantic prosody refers, as Stubbs (2001a: 65 ) points out, to “a feature which extends over more than one unit in a linear string”. In this sense, semantic prosody is described as a meaning which “belongs to or is distributed over a unit of language” (Stewart, 2010: 53), ranging over several units or combinations of words (Sinclair, 2003). Our analysis therefore focuses on semantic prosody as a synchronic process in which the meaning is extended over groups of words.

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paper corpusSignostxt417 - : The first two studies explore the phenomenon of immigration from the perspective of Critical Discourse Analysis and Visual Grammar. Therefore, both studies make use of both linguistic features (headline, written text, collocations and emphatic expressions, use of the passive voice, verbs) and visual features (background, image size, frames, body position, facial expression or colours) present in multimodal texts (combining verbal and non-verbal modes) on immigration. The first study (Martínez Lirola, 2008) includes two texts on immigration published in a local newspaper of the province of Alicante, while the second (Crespo Fernández & Martínez Lirola, 2012) is based on a corpus of eight multimodal texts about immigration as well. We believe that the collected corpora are limited in terms of size and, in this regard, Crespo Fernández and Martínez Lirola (2012: 30) state that:

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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 corpusSignostxt311 - : The teacher focuses on Ho's reaction, both in terms of affect (emotion, enthusiams) and judgements of social esteem (clearsightedness, confidence):

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paper corpusSignostxt577 - : descriptions of genres in new media environments (^[114]Herring, 2013; ^[115]Gross & Buehl, 2016; ^[116]Kelly & Miller, 2017), it can be claimed that the function of complex NPs is to recontextualise expert scientific contents to reach what ^[117]Burns et al. (2003) define as audiences with different backgrounds, interests and expectations. This claim is consistent with previous functional characterisations of linguistic features in other digital genres of science and science popularisation genres in diverse languages -English, Spanish and Portuguese, among others. In those instances, linguistic features serve to explain the “specialised terms in the field of study” (^[118]Motta Roth & Scotti Scherer, 2016: 189 ) and clarify scientific contents in a concise manner (^[119]Caliendo, 2012; ^[120]Gotti, 2014; ^[121]Scotto di Carlo, 2014; ^[122]Motta Roth & Scotti Scherer, 2016; ^[123]Luzón, 2017).

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paper corpusSignostxt577 - : Although, as noted, the discourse style of the proposals relies on features that make texts cognitively dense (e.g. the presence of nouns, prepositional phrases as nominal post-modifiers and dependent clauses, particularly relative clauses, non-finite relative clauses, that-noun complement clauses), this study also brings in the issue of colloquialisation in written texts in the Internet. The proposals contained linguistic features associated with academic written registers, such as verb phrases, action verbs, lexical verbs, modals and semi-modals (^[157]Biber & Gray, 2016), as well as colloquial features (deictics, person pronouns, intensifiers) encapsulated in nominal structures. These colloquial features even appeared in definitions of scientific terms were and descriptions scientific facts and procedures to construct “a mutual frame of reference” (^[158]Hyland, 2010: 213 ), as also happens in other digital genres such as science blogs and popularisations, online comments and reviews in

103
paper corpusSignostxt534 - : The positive perception of poetry as a means of encouraging the expression of personal opinions and feelings (item 14) was reported by five participants in terms of the personal enrichment they obtain when given the chance to compare their own emotions with those of others’: ‘Poets express what they feel through their poems and I like knowing how other people feel about topics like love, happiness or death and comparing them with my own . I find it enriching’. When justifying the ability of poetry to help understand the emotions of others’ (item 15), three informants emphasized their empathy with the universality of poetic themes: ‘Since poetry deals with general topics which I have experienced myself, I find it easy to relate to what the poet is feeling’. The negative comments reported for these two items (2 for item 14 and 3 for item 15), once again, stemmed from the perceived difficulty of poetic topics, in this case their metaphorical nature or their multivocality. The following comment

104
paper corpusSignostxt453 - : The semantic description of these realizations in terms of COREL can be literally paraphrased as follows: ‘The hearer is not doing something in a given situation or scene . As a result, the speaker tells the hearer to do (this) something (that he is not doing) because the speaker thinks that this could be beneficial for the hearer’.

105
paper corpusSignostxt187 - : This article discusses the evolution of the ways both science and technology have been disseminated since the 80s, especially in the daily written press. In this analysis, this evolution focuses on two complementary perspectives: corpus constitution and construction of what can be observed. The above is carried out through the unreliable methods and theories employed by research projects on the discourse analysis of the dissemination of science and technology in the last decade. In fact, that research has helped move the objects of study in terms of the evolution of the issues found in the mass media and of the media treatment in the French daily press: from the so-called dissemination of science discourses of the 80s, which in Europe would reveal a 19th-century humanist perspective and would seek to explain science to a lay audience, to the discourse studies of science and technology and, more accurately, to the relations between science and society . Today, the scientific world

106
paper corpusSignostxt217 - : The difference between proposition and situation can also be illustrated by distinguishing between the different levels within an utterance. Lyons (1977) makes a similar distinction between propositions and events in terms of frst, second and third order entities (see also Hengeveld, 1989):

107
paper corpusSignostxt217 - : A traditional representation in ψ-propositions does not account for the anomaly. If a ψ-proposition is a simple linguistic representation, based e.g. on thematic role assignment, the incoherence cannot be detected. This can be taken as a serious defect in propositionalizing subsequent events. The anomaly becomes clear after the inference is drawn from the mug of coffee to the wallpaper on the wall. The representation of a series of events is slightly more complicated, but it does show the anomaly if world knowledge is included that mugs cannot be put on a vertical wall. In fact, the λ-proposition itself is not anomalous at all. Instead, it is the occurrence of the events in the world that makes it peculiar. A representation in terms of situations can be given as follows:

108
paper corpusSignostxt420 - : 2. Engineering Terms Glossary [[28]http://www .engineersedge.com/engineering/Engineering_Terms_Glossary/]

109
paper corpusSignostxt420 - : 4. Glossary of Engineering Terms [[30]http://www .contractorsunlimited.co.uk/glossary.shtml]

110
paper corpusSignostxt524 - : * 5) Limited pedagogical resources: Even though there has been a proliferation of SSP pedagogical resources since the 1990s in terms of number of publications, there is still a deficit of high-quality materials based on best practice instruction due to the short history of SSP (^[108]Sánchez-López, 2013a: 5324-5325 ).

111
paper corpusSignostxt268 - : "We have to use two different languages in discussing the problem of the definition of truth and, more generally, any problem in the field of semantics. The first of these languages is the language which is 'talked about' and which is the subject matter of the whole discussion; the definition of truth we are seeking applies to the sentences of this language. The second is the language in which we 'talk about' the first language, and in terms of which we wish, in particular, to construct the definition of truth for the first language" (Tarski, 1944: 349 )^[26]2.

112
paper corpusSignostxt347 - : "(â¦) idioms are not encoded as separate entries in the mental lexicon. Rather, their meaning is associated with particular configurations of words and becomes available-in lexical processing terms, is accessed-whenever sufficient input has rendered the configuration recognizable" (Cacciari & Tabossi, 1988: 678 ).

113
paper corpusSignostxt598 - : As we have already suggested in the introduction to this paper, context is essential in the disambiguation of modal meanings. ^[84]Diniz (2010: 169) emphasises the importance of context in the identification of modal meanings in the following terms: “Research has shown that modal verbs can acquire a variety of meanings depending on the context in which they are encountered” . For this reason, consideration of the context in which modal verbs appear is always a requisite, and this is the case in the present research. This is due to the array of senses a modal verb may entail in speech as original lexical meanings of these forms are only extant in earlier periods of the language, as suggested by ^[85]Alonso-Almeida and Álvarez-Gil (2019).

114
paper corpusSignostxt559 - : Based on the previous pattern and desirable features, we aimed for an automatic analysis of conclusions intended to obtain a first diagnostic of frequent problems in student’s conclusion writings. With this in mind, we performed this analysis in terms of three main subcomponents (models) that identify the following features of conclusions:

115
paper corpusSignostxt559 - : considered. Below, we provide an example, the Opinion load measure in the conclusion given in data section above, produced the following results, where the total displayed is the sum of all terms:

116
paper corpusSignostxt559 - : To obtain this list, we extracted from the XML file all terms tagged as speculation, such as suggesting and could:

117
paper corpusSignostxt293 - : In simplified terms, the non-literary issues was, or is, addressed in different ways: through the description of the formal features of texts, attempting to define the types of organization of the discourse, such as the 'narrative', the 'argumentative', the 'exposition of motives', the 'descriptive', etc ., thus determining the 'communicative situations' that emerge from the way in which a society institutionally articulates the social practice of its major activities, such as 'political', 'religious', 'legal', 'scientific', educational', etc. This paper presents a perspective based on the hypothesis that language acts, as any other social practices, tend to regulate verbal changes and to establish discursive regularities, as shown by descriptions of linguistic rituals provided ethnomethodology. Ways to articulate the social practice field with that of the discursive activity are yet to be found. Difficulties lie in both the broadness and inclusiveness of these practices, so they can mark

118
paper corpusSignostxt295 - : Beyond the context of situation lies the context of culture, composed of social processes mediated by language. In terms of language education, culture and situation should not be seen as "two things, but rather the same thing seen from two different depths of observation" (Halliday, 1978: 16 ). The culture is the total potential of situation types −in discursive terms, it provides the potential of linguistic resources that can be used in each text produced in each particular situation. In the classroom environment, at the same time that the text instantiates the register, which realizes the context of situation, the potential that lies behind each text −a discursive potential built by teachers and students for exploring language− realizes and construes a context of culture for language learning.

119
paper corpusSignostxt319 - : Carlson (1977) draws a distinction between two kinds of predicates: Stage-Level Predicates (hence SLPs) that characterize properties of stages and Individual-Level Predicates (hence ILPs) that characterize properties of individuals. In Carlson´s terms (1977: 155-128 ), a stage is a ´space-time slice´ of an individual while individuals are “a series of stages… of the same thing”. Carlson (1977) argues that this distinction is based on the acceptability of certain predicates as complements of perception verbs. He observed that only predicates that express transitory or accidental qualities (SLPs) but not those that express permanent or essential qualities (ILPs) are acceptable as complements of perception verbs, as in (13).

120
paper corpusSignostxt283 - : The theory of Appraisal proposes a taxonomy which includes the systems of ATTITUDE, ENGAGEMENT and GRADUATION. ATTITUDE refers to "our feelings, including emotional reactions, judgments of behavior and evaluation of things" (Martin & White, 2005: 35). This system is, in turn, divided into three categories: AFFECT, JUDGEMENT and APPRECIATION. AFFECT is defined in terms of "resources for expressing feelings" whereas JUDGEMENT refers to "resources for judging character", and APPRECIATION to "resources for valuing the worth of things" (Martin & Rose, 2003: 24 ).

121
paper corpusSignostxt599 - : Metadiscourse has been one standpoint used by numerous researchers to identify language interactions in academic English (^[27]Hyland, 1997, ^[28]1998a, ^[29]1998b, ^[30]2005; ^[31]Hyland & Tse, 2004; ^[32]Ädel, 2006; ^[33]Gillaerts & Van de Velde, 2010; ^[34]Carrió-Pastor, 2016, ^[35]2019b; ^[36]Hyland & Jiang, 2018), but also in other genres and languages (^[37]Hu & Cao, 2011; ^[38]Mur-Dueñas, 2011; ^[39]Moya & Carrió-Pastor, 2018a, ^[40]2018b, ^[41]2018c; ^[42]Carrió-Pastor, 2019a; ^[43]Qin & Uccelli, 2019). Quite recently, one of these researchers, who has dedicated most of his academic life to the analysis of metadiscourse, described it in the following terms:

122
paper corpusSignostxt282 - : The theory of Appraisal proposes a taxonomy which includes the systems of ATTITUDE, ENGAGEMENT and GRADUATION. ATTITUDE refers to "our feelings, including emotional reactions, judgments of behavior and evaluation of things" (Martin & White, 2005: 35). This system is, in turn, divided into three categories: AFFECT, JUDGEMENT and APPRECIATION. AFFECT is defined in terms of "resources for expressing feelings" whereas JUDGEMENT refers to "resources for judging character", and APPRECIATION to "resources for valuing the worth of things" (Martin & Rose, 2003: 24 ).

123
paper corpusSignostxt406 - : One learner was more precise in her uptake of metalinguistic terms and her ability to relate those to rhetorical inferences:

124
paper corpusSignostxt406 - : Quantitative data analysis shows that both traditional instruction and the intervention had an impact on participants’ ability to make rhetorical inferences with texts in the targeted genres. However, the experimental group’s effect size was larger. With regard to question one concerning the participants’ uptake of metalinguistic terms, the only terms that were clearly taken up by two of the experimental group participants were the adapted names for the CaRS model moves: topic, debate, and contribution (examples 5 and 6 ). There is no evidence of uptake of any other metalinguistic terms. As for question two focusing on awareness of metalinguistic and metacognitive activity, the use of metalanguage already suggests awareness of rhetorical move parsing; however, other learners show awareness of rhetorical inferencing strategies without connecting them to metalanguage. All learners in the experimental group report metacognitive gains in terms of increased knowledge of the strategies

125
paper corpusSignostxt586 - : Pascual, M. (2017a). Coming to terms with a traumatic past: Social actors in the Argentine media . En S. Bemposta-Rivas, C. Bouzada-Jabois, Y. Fernández-Pena, T. Bouso, Y. J. Calvo-Benzies & I. Tamaredo (Eds.), New trends and methodologies in applied English language research III (pp. 207-231). Bern/Nueva York: Peter Lang. [ [103]Links ]

126
paper corpusSignostxt596 - : The integrative approach to metadiscourse proposed by ^[63]Hyland (2005) includes two dimensions: the interactive and the interactional. The former includes code glosses, endophoric markers, evidentials, frame markers and transition markers. The latter involves attitude markers, boosters, engagement markers, hedges and self-mention. Readers are an integral part of specialised discourse, and authors seek to promote and guide effective interaction with their readers. The use of metadiscourse devices is, therefore, essential in this regard. In addition, these mechanisms enable to highlight the authors’ epistemological positioning and preferences while they also organise and develop information in a logical way. ^[64]Mur-Dueñas (2011) explains the relation between the interactive and the interactional dimensions of metadiscourse in the following terms:

127
paper corpusSignostxt600 - : On its part, ^[118]Hyland (2002b), in his study of project reports written by Hong Kong undergraduates, identifies five main discourse functions for the exclusive pronoun ‘we’ in RAs. Unlike previous taxonomies, Hyland excludes inclusive uses of ‘we’ from the category of the metadiscoursal elements he terms ‘self-mentions’: (a ) expressing self-benefits; (b), stating a purpose; (c) explaining a procedure; (d) elaborating an argument and (e) stating results/claims. The first function is meant to be understood within the context of the research carried out and it is normally excluded as irrelevant with a different corpus of analysis.

128
paper corpusSignostxt300 - : Hans wrote about the technical communication genres in his end-of-semester reflection for English 104. From Hans's perspective, knowing that he was developing a 'real world' product was motivating for him, because he perceived the assignment 'would be applicable to real live situations.' In activity theory terms, Hans could imagine the genres as a tool-in-use:

129
paper corpusSignostxt313 - : Examples of semantic calques in professional lexis may be found in the terminology of computer science (and some in business terminology), but it is important to point out that they are not very specialized terms and some of them are used in parallel to their foreign counterpart: a aplica (Engl . to apply), a descarca un fisier (Engl. to download a file), a licentia^[34]10 (Engl. to licence), a naviga (Engl. to surf), a opera (Engl. to operate), provocare (Engl. challenge), portofoliu de produse (Engl. product portfolio), promotie (Engl. promotion), virus (Engl. virus), vierme, (Engl. worm)^[35]11, etc.

130
paper corpusSignostxt400 - : Figure 2. Network account of me le regalo in CMM terms (Castel, 2012: 172 ).

131
paper corpusSignostxt195 - : not, however, preclude a mutually respectful relationship between Chilean teachers and students. In fact, in terms of social relationships and work with students:

132
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).

133
paper corpusSignostxt510 - : The aim of this paper is to determine which noun classes may function as resumptives in Spanish syntax, which are their lexical properties and in which way the relation is established between the resumptive noun and the head of the relative clause. Assuming that resumption may involve several categories, relational and part-whole nouns are analyzed in terms of the Generative Lexicon Theory put forth in Pustejovsky (1991, 1995, 1998): lexical representations, hierarchically structured, account for the information which classifies the noun as either relational or part-whole denoting and which enables the noun to function as resumptive if its Qualia Structure allows for an agreement relation with the antecedent . Similarities between the two noun classes are established, some data is presented regarding their syntactic behaviour and context-sensitive lexical representations are proposed in order to provide a theoretical explanation of the information allegedly encoded within the lexical entry

134
paper corpusSignostxt510 - : Estos ejemplos muestran que pueden operar como reasuntivos (i) los sustantivos de (7a), que contraen con el antecedente una relación de parte-todo; (ii) los sustantivos de (7b), los sustantivos propiamente relacionales, que, frente a los nombres ‘predicativos’, “are dependent on another referent in terms of how they themselves denote” (^[83]Pustejovsky, 1998: 18 ); y (iii) los sustantivos de (7c), que, frente a los de (7a-b), no siempre habilitan la reasunción desde su estructura subléxica, pues la sintaxis fuerza a reinterpretar el SD reasuntivo como miembro de una relación de posesión en un sentido laxo, que incluye otros tipos de relaciones, como la de autor-obra. La hipótesis defendida aquí es que los SDs reasuntivos de (7a-b) muestran ciertas características en su estructura subléxica que habilitan la opción de que la sintaxis establezca una relación de ligamiento-A' entre el reasuntivo y el antecedente de la oración de relativo; dicha relación, sin embargo, redunda en agramaticalida

135
paper corpusSignostxt510 - : “Relational nouns can be connected to their arguments/values by a variety of verbs and prepositions, which constitute a semantic complex that is also used, with exactly the same structure but with a different meaning, to operate on non-relational nouns […]. These terms (like “of”, “have” and “with”) are highly polysemous, and any language processing system must encompass mechanisms for disambiguating their intended meaning in any particular utterance” (^[155]De Bruin & Scha, 1988: 26-27 ).

136
paper corpusSignostxt371 - : Along the same lines, Mayer (2001) includes a set of multimodal learning principles that can be used in answering this question. In his model learning is measured in terms of two processes: ‘retention’ and ‘transfer’ . Information retention is the preliminary and obligatory step to achieve transfer; that is, the application of such information in new contexts. However, Mayer (2001) places more emphasis on transfer given the fact that it provides evidence of meaningful learning to the extent that transfer can account for the ability to apply the contents that have been stored in memory. These are the two types of learning to be measured in this study.

137
paper corpusSignostxt380 - : El término deixis se refiere a “the way speakers orient themselves and their listeners in terms of person, time and space in relation to the immediate situation of speaking” (McCarthy & Carter, 1994: 178 ). Es una herramienta lingüística de ‘orientación’ que permite ubicar al remitente en relación con el destinatario de su mensaje (Simpson, 1993). Palabras como ‘aquí’ y ‘allí’, ‘ahora’ y ‘después’, ‘nuestro’ y ‘suyo’ cobran significado en cada situación particular, por lo tanto, no pueden ser comprendidas fuera del contexto de su emisión.

Evaluando al candidato terms:

4) linguistic: 24 (*)
10) learning: 20
13) speech: 19 (*)
14) discourse: 18 (*)
19) context: 16

terms
Lengua: eng
Frec: 2212
Docs: 745
Nombre propio: 5 / 2212 = 0%
Coocurrencias con glosario: 3
Frec. en corpus ref. en eng: 456
Puntaje: 3.629 = (3 + (1+6.61470984411521) / (1+11.111787735801)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

terms

: 3. What is the denotational relation between landscape terms and place names?" (2008: 140).
: Camilo (S20): The stories helped us to interpret the short stories from different perspectives such in the case of "The First Seven Years." We interpreted the story in terms of family [relationships], women's role in society, and also social differences. (Interview, June 6th, 2011).
: Daniel: In the case of "The First Seven Years,"we interpreted the story in terms of family[relationships] and women's role in society. For me,it was unfair that Miriam could not marry Feld justbecause her father thought that Feld was ugly, poor,and uneducated. (Interview, June 6th, 2011).
: The society has always been mobilized in terms of good and bad; each of these categories is purely a subjective interpretation. It is not under my control or not my duty to decide w h e t h e r this or that is good or bad for students. (Tsk5.1WilpriTt&Consumerism)
: “the latter is expressed over stretches of discourse, whilst by and large lexicographers […] find it easy and natural to think in terms of individual word meaning” (Morley & Partington, 2009: 151).
: *Smit, U. (2010). CLIL in an English as a lingua franca (ELF) classroom: On explaining terms and expressions interactively. In C. D. Puffer, T. Nikula & U. Smit, Language use and language learning in CLIL Classrooms (pp. 259-277). Amsterdam: John Benjamins Publishing Company.
: 12. Jackson, Benjamin. 1928. A Glossary of botanic terms. London y Philadelphia. (s/e).
: 14. Braun, F. (1988). Terms of Address. Problems of Usage in Various Languages and Cultures. Berlin: Mouton de Gruyter.
: 17.Howell, James. 1659. Lexicon tetraglotton, an English-French-Italian-Spanish dictionary: whereunto is adjoined a large nomenclature of the proper terms belonging to several arts and sciences &c., with another volume of the choicest proverbs. London: Thomas Leach.
: 18. L'homme, M.C. (2007). Using Explanatory and Combinatorial Lexicology to Describe Terms. In: Wanner. L. (ed.). Selected Lexical and Grammatical Topics in the Meaning-Text Theory. Amsterdam, Holanda: John Benjamins.
: 27. Sprague, Thomas. 1933. Botanical terms in Plinys natural history. Kew Bulletin 30-40.
: 3.Asch , S. y Nerlove, H. (1960). The Development of double function terms in children. In B. Kaplan And S. Wapner (eds), Perspectives in psychological Theory. New York: International Universities Press.
: 39. Pearson, J. (1998). Terms in Context. Studies in Corpus Linguistics 1. Amsterdam/Philadelphia: John Benjamins.
: 45. Pearson, J. (1998). Retrieval of formal and semi-formal defining expositives. En: Pearson, J. Terms in Context (capítulo 7, pp. 135-167). Philadelphia, United States of America: John Benjamins.
: 6. Childs, P. y Fowler, R. (2006). The Routledge Dictionary of Literary Terms (Based on A Dic tionary of Modern Critical Terms). London & New York: Routledge.
: 6. Cohen, A. (2007). Coming to terms with language learner strategies: surveying the experts. In: A. Cohen and E. Macaro (Eds.), Language Learner Strategies (pp. 29-45). Oxford: Oxford University Press.
: 6. Schmitz, Klaus-Dirk (2007). Indeterminacy of terms and icons in software localization. In: Antia, Bassey (Ed.). Indeterminacy in LSP and Terminology. Studies in Honour of Heribert Picht. Amsterdam/Philadelphia: John Benjamins, S. 49-58.
: Bally, C. (1996). The personal domain and the indivisibility in Indo-European Languages. En Chappell, H. y McGregor, W. (Eds.), The grammar of Inalienability. A Typological Perspective on Body Part Terms and Part-Whole Relation, pp. 31-61. Berlin: Mouton de Gruyter.
: Benedetti, G. (2009). The Meaning of the Basic Elements of Language in Terms of Cognitive Operations: Operational Semantics. Advanced Studies in Biology, 1(6), 255-305.
: Berlin, B. & Kay, P. (1969). Basic color terms: Their universality and evolution. Berkeley: University of California Press.
: Bowker, L. & Hawkins, S. (2006). Variation in the organization of medical terms: Exploring some motivations for term choice. Terminology, 12(1) 79-110.
: Braun, F. (1988). Terms of Address. Problems of patterns and usage in various languages and cultures. Berlín: Mouton de Gruyter.
: Braun, F. (1988). Terms of address. Berlin: Mouton de Gruyter.
: Böcü, A., & Razi, S. (2016). Evaluation of textbook series ‘Life’ in terms of cultural components. Journal of Language and Linguistic Studies, 12(2), 221-237.
: Carroll, S. (2017). Explaining bilingual learning outcomes in terms of exposure and input. Bilingualism: Language and Cognition, 20(1), 37-41. [95]https://doi.org/10.1017/S1366728916000511
: Chappell, H., & McGregor, W. (1996). Prolegomena to a Theory of Inalienability. En The Grammar of Inalienability. A Typological Perspective on Body Part Terms and Part-Whole Relation, pp. 3-29. Berlin: Mouton de Gruyter.
: Cohen, A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. En A. D. Cohen & E. Macaro (Eds.), Language Learner Strategies (pp. 29-45). Oxford: Oxford University Press .
: Crespo Fernández, E. (2008). Sex-related euphemism and dysphemism: An analysis in terms of conceptual metaphor theory. Atlantis, 30(2), 95-110.
: Creswell, J. (1997). Qualitative Inquiry and Research Design: Choosing among Five Traditions. Capítulo 4: Five qualitative traditions of inquiry y Appendix A: An annotated glossary of terms. USA: Sage Publications.
: Danesi, M. (1985) A Glossary of Lectal Terms for the Description of Language Variation. Language Problems and Language Planning 9, 115-24. DOI: 10.1075/lplp.9.2.03dan.
: Dayal, V. (2004). Number marking and (in)definiteness in kind terms. Linguistics and Philosophy, 27, 393-450.
: Deepening the discussion, Hornberger (1991) organizes three broad categories, which she terms bilingual education models, taking into account goals with respect to language, culture, and society.
: Dik, Simon. 1985. Formal and semantic adjustment of derived constructions, em M. Bolkstein et al. (eds.), Predicates and terms in Functional Grammar, Dordrecht, Foris: 1-28.
: For the second issue of 2013, Íkala has indeed interesting articles that in editorial terms have always been welcomed and that make part of its mission: linguistics, literary criticism, translation and second language learning and teaching.
: Frantzi, K., Ananiadou, S. & Hideki, M. (2000). Automatic recognition of multi-word terms: The C-value/NC-value method. International Journal of Digital Libraries, 3(2), 115-130.
: French, J. P. & Harrison, P. (2007). Position statement concerning use of impressionistic likelihood terms in forensic speaker comparison cases. International Journal of Speech, Language and the Law, 74(1), 137-144.
: Goldberg, Julia A. (1990). Interrupting the discourse of interruptions. An analysis in terms of relationally neutral, power- and rapport-oriented acts. Journal of Pragmatics, 14 (6), 883-903.
: Grammar 5 : grammatical terms used in the interest of teaching prose ([27]1987: 352-353).
: Greenblatt, S. (1995). Culture. In F. Lentricchia and T. McLaughlin (Eds.), Critical Terms for Literature Study (pp. 225-32). Chicago: University of Chicago Press.
: Halliday, M. (1980). Foreword. En A. de Joia & A. Stenton (Eds.), Terms in systemic linguistics: A guide to Halliday (pp. 1-07). London: Batsford.
: Heritage, J. & Raymond, G. (2005). The Terms of Agreement: Indexing Epistemic Authority and Subordination in Talk-in-Interaction. Social Psychology Quarterly, 68(1), 15-38.
: Huerta-Macias, A. (1993). Current terms in Adult ESL literacy. Washington, DC: National Clearinghouse on Literacy Education.
: In Goatly's terms (2000), this was mainly an inclusive we, to include the reader in the discussion of the topic. Through the use of this pronoun, the students were able to explore a closer way to get in contact with the readership:
: In order to collect data in this research I used different instruments as defined by Burns (2003). These instruments will be described and characterized in terms of their advantages in this research process.
: In order to distinguish these two linguistic phenomena, Morley and Partington (2009: 151) define connotation in terms of prototypicality:
: In terms of linguistics, specialised texts constitute subsets of a certain language. Therefore, in order to define these texts, an analysis of the units pertaining to the different levels of language must be carried out: phonology, morphology, lexicon, syntax and discourse (Cabré, 1999).
: In terms of reading, Goodman (1996, p. 21) mentions that "if we want to understand the written language, we should put together the knowledge coming from different disciplines" to point out the need to combine different perspectives when teaching reading.
: Konećni, E. (1978). Scientific and technical rhetoric: Glossary of technical terms. En M. Todd-Trimble , L. P. Trimble, &K. Drobnic (Eds.), English for specific purposes: Science and technology(pp. 359-386). Corvallis: English Language Institute, Oregon State University.
: Lanham, R. (1991). A handlist of rhetorical terms. Berkeley: University of California Press.
: Luján-García, Carmen (2017a) “Analysis of the presence of Anglicisms in a Spanish internet forum: some terms from the fields of fashion, beauty and leisure”. RAEI. 30, 277-300.
: Luraghi, S. & Parodi, C. (2008). Key terms in syntaxand syntactic theory. London: Continuum.
: Maienborn (2005) is also against accounting for the difference between ser and estar in terms of aspect. She observes that there is an aspectual component to her treatment of ser and estar but clarifies that
: Massone, María Ignacia y Johnson, Robert. (1990). Kinship terms in Argentine sign language. Sign Language Studies, 73, 347-360.
: Matthiessen, C. M. I. M., Teruya, K. & Lam, M. (2010). Key terms in Systemic Functional Linguistics. Nueva York/Londres: Continuum .
: Meira, Sérgio. 2006. Tiriyó body part terms, Language Sciences, 28: 262-279
: Miller, J. Hillis. "Narrative". Critical Terms for Literary Study. Eds. Frank Lentricchia y Thomas MacLaughlin. pp. 66-79. Chicago UP, Chicago. 1995.
: Morin, R. (2006). Evidence in the Spanish language press of linguistic borrowings of computer and Internet-related terms. Spanish in Context, 3(2), 161-179.
: Noveck, Ira. 2004. Pragmatic inferences related to logical terms, en I. Noveck y D. Sperber (eds.), Experimental Pragmatics, Palgrave, Basingstoke: 301-335.
: Nozawa, Y. (2010). An analysis of the use of modal verbs in EFL textbooks in terms of politeness strategy of English. Waseda University Repository.
: Olza, Inés. (2011). On the (meta)pragmatic value of some Spanish idioms based on terms for body parts. Journal of Pragmatics, 43, 3049-3067.
: Pearson, J. (1998). Terms in Context. Ámsterdam/Filadelfia: John Benjamins.
: Pearson, Jennifer. 1998. Terms in Context, Studies in Corpus Linguistics. Amsterdam y Filadelfia: John Benjamins Publishing.
: Pelletier, F. J. (2010). Kinds, things, and stuff: Mass terms and generics. New York: Oxford University Press.
: Ramírez, C., Chávez, V., Hernández, N., Aguirre, C. & Sánchez, C. ( 2003). Feedback Types in Methodology Terms Learning in Experimental Psychology. Anales de Psicología, 19(1), 97-105.
: Related to the principle, the authors (1994: 167): "In terms of language learning it states that learners are more likely to be motivated to learn a second or foreign language if the texts and contexts designed into a course are culturally familiar".
: SILGl. (2019). Summer Institut of Linguistics. SIL Glossary of linguistic terms. [139]https://glossary.sil.org/term.
: Saville-Troike, M. (2003). Basic terms, concepts, and issues. In The ethnography of communication: An introduction (3rd ed.). Malden, Mass.: Blackwell Pub.
: Senft, Gunter 2008 "Landscape terms and place names in the Trobriand Islands the Kaile’una subset". En Language Sciences. Nijmegen: Language and Cognition, Max Planck Institute for Psycholinguistics, 340-361. [43]https://doi.org/10.1016/j.langsci.2006.12.001.
: Smith, J. J., Furbee, L., Maynard, K., Quick, S. & Ross, L. (1995). Salience counts: A domain analysis of English color terms. Journal of Linguistic Anthropology, 5(2), 203-216.
: Specifically, ^[50]Chamot (2004) believes that speaking is the most important skill to acquire and that it is relevant to assessing students' progress in terms of accomplishments. She likewise describes three areas of knowledge which are essential to language learning, as follows:
: Standardised test: The test provides online results for each of the skills measured in terms of percentages. Therefore, we compared percentages for T1, T2 and T3.
: Targeting Muammar Gaddaf and his military high command is permissible under the broadly drawn terms of the UN Security council resolution, according to many international lawyers. (The Guardian, 21/03/2011: Targeting Gaddaf is allowed by UN resolution). JUICIO
: The chance to express themselves orally and in writing provided the students with the opportunity to become "real authors" in terms of expressing what they want and how to write it. (Dyson, 1993). In what follows, I deal with the literacy activities as a context to promote writing.
: The second research question was concerned with the extent to which critical literacy was practiced in terms of the teaching practices used in English classes. The four-dimensional framework developed by Lewison, Flint, and Van Sluys (2002) was used as the framework to analyze the data.
: Van Patten, Bill y Benatti, Alessandro (2010) Key terms in second language acquisition. Londres: Continuum International Publishing Group.
: When the students moved to argumentative writing in the second semester, notable issues emerged regarding the nuanced differences between genres, which posed challenges for the students in terms of their alignment with the online resources. As Mary recalled:
: Wolfe, Gary K. (1986) Critical Terms for Science Fiction and Fantasy. A Glossary and Guide to Scholarship. Westport: Greenwood Press .
: [145]Lefebvre, Claire. 1997. Relexification in Creole genesis: The case of demonstrative terms in Haitian Creole, Journal of Pidgin and Creole Languages, 12(2): 181-201.
: [88]Ahmad, Khurshid, Martin, Willy, Hölter, Martin y Margaret Rogers. 1995. Specialist Terms in General Language Dictionaries. University of Surrey Technical Report CS-95-14.
: would be able to gain a sense of self- awareness in terms of the collaboration process and the practice of mediating meaning (Short, Harste, & Burke, 1996).

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