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Lista de candidatos sometidos a examen:
1) texts (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: texts
Is in goldstandard
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paper CL_LiteraturayLingüísticatxt569 - : daughter suffering through multiplying maladies within the confines of an authoritarian hospital that repeatedly violates the sanctity of the body and the autonomy of the individual. All of these texts reveal a constant within the trajectory of Diamela Eltit's contributions to New Chilean Fiction: the turn to the body's revelatory capacity as a corporal archive of human existence” (Corbin 2-3 ).
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paper CL_LiteraturayLingüísticatxt190 - : Another EFL research project, funded by FONDECYT, was proposed by Horsella, M. and Sindermann, G. (1991). This research work aimed at studying argumentation as a type of discourse used in science, and at analyzing it by applying formal and natural models of argumentation. In their literature review, the authors proposed three models to analyze scientific argumentative texts: the formal model, the Toulmin's model and the Perelman's model .
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paper CL_LiteraturayLingüísticatxt189 - : Being conscious that, on the one hand, reading is an active process, that students are able to make predictions, making use of their previous knowledge (Goodman in Carrel, 1990:3) and on the other hand, that there are a series of reading strategies that facilitate students' reading task and at the same time help them develop intellectual abilities that facilitate their studies. As Grellet states in relation to the level of difficulty of the different exercises present in her book:" The level of difficulty of the texts is unimportant here: the exercise-types suggested can be adapted for elementary, intermediate or advanced levels . What is important is the degree of complexity of the tasks the students are asked to perform in relation to the text." (Grellet, Developing Reading Skills, 1991:2).
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paper CL_LiteraturayLingüísticatxt189 - : On the other hand, Mohan (1986, 1990) argues that all texts consistently make use of five basic patterns of organization: classification, evaluation, description, sequence, and choice . These, are combined in different ways. He states that once students are made aware of the fact that texts are composed under these patterns, they are able to locate the main ideas and distinguish them from supporting details and irrelevant infomation, for they also show the author's intention and the purpose of the text.
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paper CL_LiteraturayLingüísticatxt27 - : The presentation and analyses of some of the texts shows that the conflict with the Spanish prevails, no matter what period: Colonia or Independent War .
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paper CL_LiteraturayLingüísticatxt27 - : In texts that occur in the colonial time, the image of the natives is presented with a doble look: as brave warriors or as barbarian .In texts that ocurr during the Spanish Reconquest, the "desaster" in Rancagua is the most recurrent them. Rancagua created it´s own heros and it´s own civic virtues.
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paper CL_LiteraturayLingüísticatxt335 - : Gnutzmann, C. & Oldenburg, H. (1991). "Contrastive Text Linguistics in LSP-Research: Theoretical Considerations and some Preliminary Findings". En Schröder, H. Subject-oriented Texts: Language for Special Purposes and Text Theory . New York/Berlin, Walter de Gruyter: 101-136. [ [46]Links ]
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paper CL_LiteraturayLingüísticatxt223 - : ln this article, we identfñed, defined, classfñed, and exemplified the discourse genres that have emerged from the933 textsforming the PUCV-2006 Academicand Professio-nal Corpus ofSpanish.Toaccomplishtheseobjectives,weadopt a deductive-inductive complementan/ methodology. Five criteria were selected and employed in order to classify the texts: Communicative Macro-purpose, Relation between the Participants, Mode of Discourse Organization, Modality, and Ideal Context of Circulation . Based on the corpus analysis, we identify twenty-eight genres according to the criteria mentioned above. Among our findings, we can say that most identfñed genres share consigning information, as their communicative purpose. Also, that they are predomi-nantly organized in a descriptive mode. And, that the relation between participants is established between experts.
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paper CL_LiteraturayLingüísticatxt539 - : According to the University of Oregon authentic materials are good tools to be used in class because they are interesting, use real language, illustrate accurate use of language, and students are able to get as much information as they can even if they do not understand everything or very much (Oregon, 2009). Tis university explained four kinds of authentic materials: (1) Realia: toys or items, (2) Printed texts: books, magazines, brochures, and newspapers, (3) Images: photographs, maps, charts, drawing, posters, bulletin boards, comics, (4) Multimedia: radio programs, audio tapes, CDs, videos in the form of documentaries, movies, and animations .
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paper CL_LiteraturayLingüísticatxt575 - : In order to understand the importance and relevance of Eduardo Milán's poetic work, this article proposes an approach to his entire oeuvre based on one of his most emblematic texts: "Homenaje al lenguaje" (Homage to language ), the last poem in his book Razón de Amor y Acto de Fe (2001). This poem will help us explain both the procedures used and the issues addressed by the Uruguayan poet throughout his forty-five year writing career. The difficulties concerning representation will be the main motif used in order to analyze the complex relationship between the poem, the world, the social role of the writer, and the relationships surrounding levels of power and their consequences.
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paper CL_LiteraturayLingüísticatxt159 - : This paper reflects on traumatic past transmission, telemaquia and genealogical rupture as a part of identity construction in five latin-american recent texts: Toda esta larga noche, La otra orilla and Las cicatrices de la memoria of Jorge Díaz, Tirando o capuz, of Álvaro Caldas, and "La imaginación herida", of Josefa Ruiz Tagle .
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paper CL_LiteraturayLingüísticatxt557 - : Van den Broek, P., Virtue, S., Everson, M. G., Tzeng, Y., & Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation . En J. Otero, J. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 131-154). Mahwah, NJ: Erlbaum. [ [151]Links ]
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paper CL_LiteraturayLingüísticatxt551 - : the text is defined as a trans-linguistic apparatus that redistributes the order of language by relating communicative speech, which aims to inform directly, to different kinds of anterior or synchronic utterances. The text is therefore a productivity, and this means: first, that its relationship to the language in which it is situated is redistributive (destructive-constructive), and hence can be better approached through logical categories rather than linguistic ones; and second, that it is a permutation of texts, an intertextuality: in the space of a given text, several utterances, taken from other texts, intersect and neutralize one another . (36)
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paper CL_LiteraturayLingüísticatxt382 - : Best, R., Ozuru, Y., & McNamara, D.S. (2004). Self-Explaining Science Texts: Strategies, Knowledge, and Reading Skill . En Y. Kafai, W. Sandoval, N. Enedi, A. Nixon, & F. Herrera (Eds.). Proceedings of the 6th international conference on learning sciences. New Jersey, NJ: Erlbaum. [ [43]Links ]
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paper CL_LiteraturayLingüísticatxt99 - : This article presents a panoramic view of the metamorphosis of Chilean sociology during the period of military dictatorship (1973-1989). The production of texts in Chilean sociology for the purpose of this investigation will be approached from a linguistic perspective. The written production of this discipline in this particular moment in history 1975-1989, demonstrates a reconstruction under the influence of the national, Latin American and international sociocultural context. Our work hypothesis is that the reconstruction of discipline oriented discourse meant that there was a movement from the general rule of viewing the social structure as the object of study towards one that emphasized culture, and accepting it as a system of values. The prior statement is demonstrated through the analysis of two texts of the period: Culture and Modernization by Pedro Morandé and The Broken Mirror by José Joaquín Brünner .
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paper CL_LiteraturayLingüísticatxt226 - : Berkenkotter, C, Huckin, T. & Ackerman J. (1989). Social context and socially constructed texts: the initiation of a gradúate student into a writing research community .Technical Report N° 33, National Writing Project. Web: [59]http://www.writingproject.org/downloads/csw/TR33.pdf (consulta, 10 de julio de 2003) [ [60]Links ]
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paper CO_ColombianAppliedLinguisticsJournaltxt60 - : Saunders, W. M., & Goldenberg, C. (2007). The effect of an instructional conversation on English language learners' concepts of friendship and story comprehension. In R. Horowitz (Ed.), Talking texts: How speech and writing interact in school learning . Mahwah, NJ: Lawrence Erlbaum. [ [82]Links ]
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paper CO_ColombianAppliedLinguisticsJournaltxt154 - : Gao (2012) found higher percentage of nominalization in native writer writing samples, which served to organize texts and might be the reason for their fluency and coherence, by identifying, analyzing, and interpreting the nominalization in medical papers written by native English writers and Chinese writers from three aspects: the frequency of nominalization, lexical density, and thematic progression . The author further suggested that nominalization played a crucial role in building the logical structure of medical English papers and improving their formality, and proposed incorporating in teaching the use of nominalization, due to significantly insufficient use of nominalization in Chinese writers' medical papers.
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paper CO_ColombianAppliedLinguisticsJournaltxt64 - : Passages 4-6 represent informational texts taken from the TKAS preparation materials and released tests available for public consumption ([26]http://www .tea.state.tx.us.student.assessment/resource/guides). The excerpts "Mystery of the Moving Rocks," "Planet Facts," and "Emperors of the Antartic" all come from the fourth and fifth grade reading test guides.
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paper CO_ColombianAppliedLinguisticsJournaltxt64 - : To analyze the ideational metafunction's contribution to meaning construction within the texts, the following research questions guided my study:
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paper CO_ColombianAppliedLinguisticsJournaltxt64 - : 1. What does a genre analysis using SFL reveal about the language of informational texts with scientific topics in materials designed to prepare ELLs for high-stakes language arts assessments ?
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paper CO_ColombianAppliedLinguisticsJournaltxt64 - : Results of the genre analysis reveal that material processes comprise the largest number of processes appearing across the genre. Material processes help construct the outer or visible experiences that happen in the world in contrast to the inner less visible experiences that constitute mental processes (Halliday and Matthiessen, 2004). In the following section, I provide examples of these material processes as they appear in the texts and analyze their contribution to the overall construction of meaning and particular textual effects of their inclusion. Table 3 provides samples of material processes as used in each of the texts:
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paper CO_ColombianAppliedLinguisticsJournaltxt64 - : In addition to identifying relational processes, there are also many attributive relational processes in each of the texts as follows:
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paper CO_ColombianAppliedLinguisticsJournaltxt29 - : [2] número8 [prev0.gif] [3]Literacy practices, texts, and talk around texts: english language teaching developments in Colombia [4] índice de autores [5]índice de materia [6]búsqueda de artículos [7]Home Page [8]lista alfabética de revistas
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paper CO_ColombianAppliedLinguisticsJournaltxt231 - : To control for the gender variable, we selected the same number of texts for each gender: from the 116 press articles, 56 were written by women and 60 by men, and from the 60 blog texts, 30 were written by women and 30 by men . All analyzed texts are recent with publication dates between January and September 2011. We carried out a manual count of terms to identify the neological units according to the lexicographical criteria cited above. If the neologism candidate was already registered in our corpus of exclusion (the Diccionario VOXUSO and the Diccionario de la Real Academia Española de la Lengua), we did not consider it as neological. Following this procedure, we obtained 109 neologisms in the newspaper articles and 102 neologisms in the blog texts. We then registered them in a database containing the following information: source publication, publication date, section (for newspapers), title, author, author’s gender (M = male, F = female), word count, neologisms found and, finally, the
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paper CO_ColombianAppliedLinguisticsJournaltxt231 - : If we take into account the length of the texts, we observe that the corpora are quite similar: the corpus of articles written by women contains 32,758 words and the corpus of articles written by men contains 27,563 words . If we establish a ratio between the word count and the number of neologisms in each corpus, we observe that, in the case of women, 1.6 out of 1,000 words are neologisms and, in the case of men, 1.9. As can be observed, the obtained results are similar.
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paper CO_ColombianAppliedLinguisticsJournaltxt231 - : If we consider the length of the texts (a longer text may contain more neologisms), we observe that the corpora are very similar: the corpus of blogs written by women contains 19,885 words and the one written by men 18,205 . If we establish a ratio between the word count and the number of neologisms in each corpus, we observe that, in the case of women, 3.3 out of 1,000 words are neologisms and, in the case of men, 1.9 (see [78]Table 7).
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paper CO_ColombianAppliedLinguisticsJournaltxt237 - : ^[66]Kress (2000a) asserts that nowadays texts are everywhere: in pictures, videos, leaflets, etc . Therefore, he proposes what he calls “multimodality,” a term that is related to how people now count on different ways to access sources which allow them to later on build meaning. Multimodality is vital to support the construction of meaning since it includes different modes to understand and create designs. Kress (2000b) asserted that humans have a disposition to engage the world through their senses, giving them the ability to understand and create meaning from their contexts. Kress proposes the following designs for such purposes: “Linguistic Design, Visual Design, Audio Design, Gestural Design, Spatial Design, and Multimodal Design” (1996, p. 78). These designs help students to understand better and engage in their contexts, as well as the existing sources to build meaning per their interactions.
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paper CO_ColombianAppliedLinguisticsJournaltxt151 - : Six different texts were selected which were similar in reading difficulty level, were about the same length, and were similar in type of content and text structure. The contents were related to the engineering discipline, ESP (English for specific purposes). The texts were taken from the following books: "Cambridge English for Engineering" (CUP ) and "Oxford English for Careers. Technology. Start making connections" (OUP). Some of the tittles included: Solar Towers, The Car of the Future and We Have a Problem (The true story of Air Transat Flight 236). Given that the texts dealt with the strategies of identifying cause and effect, sequence, and advantages and disadvantages (pros and cons), the corresponding IGO strategies were chosen. Additionally, in order to understand each one of the texts given to the students, the thinking strategies and the metacognitive operations from Beyer's proposal were employed.
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paper CO_ColombianAppliedLinguisticsJournaltxt178 - : values show relative frequencies in both texts: the number of times that words associated with a particular semantic theme appeared in each corpus divided by the total amount of words of their corresponding corpus . Finally the + sign indicates their overuse in O1 relative to O2 (Rayson, 2009).
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paper CO_ColombianAppliedLinguisticsJournaltxt11 - : TEACHING TEXTS: CURRICULAR- DOSERES PRINCIPLES (McCarthy, M & Carter, R ., 1994) In the chapter "Literature, Culture and Language as Discourse" (McCarthy, M. & Carter, R. 1994) five principles are offered in relation to text-based language teaching. I chose the "Familiar to unfamiliar principle" as a frame of reference to some of the latest classroom developments with my students.
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paper CO_ColombianAppliedLinguisticsJournaltxt277 - : Keck, D., Kammerer, Y. y Starauschek, E. (2015). Reading science texts online: Does source information influence the identification of contradictions within texts ? Computers and Education, 82, 442-449. [100]http://dx.doi.org/10.4304/jltr.5.4.865-87210.1016/j.compedu.2014.12.005 [ [101]Links ]
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paper CO_ColombianAppliedLinguisticsJournaltxt18 - : [2] número6 [3]An exploratory study of punctuation inbilingual children's texts [4]Design of literacy activities to promote writing with children: An experience with second graders [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
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paper CO_ColombianAppliedLinguisticsJournaltxt124 - : 4. English for Specific Purposes (ESP) is concerned with the production of writing within a specific context and is directed towards pre-defined readers. While the former approach aims at wider contexts and audiences, ESP is characterized by specific targets: e .g., the context may be the academic or the business world, and the audience may be members of the academic community or business people. As English for Specific Purposes aims at enabling students to produce written texts that will be accepted by experts in their fields, courses based on this approach try to "recreate the conditions under which actual...writing tasks are done" (Silva, 1990, p.17), and have students practice genres and tasks commonly required in their jobs or educational environment. Therefore, English for Specific Purposes focuses exclusively on the production of writing within a specific context, and it is mainly concerned with the reader's reaction towards the written text. (Silveira, 1999, p.111)
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paper CO_ColombianAppliedLinguisticsJournaltxt199 - : What can be concluded initially is that the new communication landscape has shaping effects on how people design, negotiate, and disseminate meaning; therefore, another approach to language and communication is necessaryan approach that is heuristic and looks at the different elements that part-take in meaning making and sign production. I am referring to the multimodal approach. The main purpose of this paper is to the highlight the multimodal nature of communication and the need for teachers and students to be aware of this. As the title indicates, the discussion and reflections in this article are targeted to language teachers in general, including teachers of first or second languages. This rationale explains the selection of the texts analyzed below: a textbook mainly used to teach composition to American students and samples from two websites for second language learners of French and English . In what follows, I intend to introduce the multimodal perspective and some of its major
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paper CO_ColombianAppliedLinguisticsJournaltxt126 - : This research-based article presents an interpretive qualitative study with pre-service teachers of Social Studies, who construct their own meanings from social-studies texts through their roots of knowledge, their shared assumptions, and the intertextuality which are collectively related to the core category: Habitus . Using these strategies, the pre-service teachers employ their own values, understandings and representations of the world to construct meaning. The author of this research collected and analyzed the data through the methodology of Grounded Theory. Pre-service teachers' artifacts and class video recordings were used as major sources to collect data over the period of one semester.
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paper CO_ColombianAppliedLinguisticsJournaltxt40 - : For the micro-analysis of pivotal texts (written and spoken) selected from the data set, I used the lens of Critical Discourse Analysis (henceforth CDA). CDA views "language as a form of social practice" (Fairclough 1989: 20). Fairclough articulated a three-dimensional framework for studying discourse, "where the aim is to map three separate forms of analysis onto one another: analysis of (spoken or written) language texts, analysis of discourse practice (processes of text production, distribution and consumption) and analysis of discursive events as instances of sociocultural practice" (1995: 2 ). Considering that this investigation focused on literacy as a dynamic and interactive process of consuming, producing and distributing texts, which is intrinsically bound to the construction of the learner's social identities in the everyday discursive practices; in the following analysis, I focus on how Jina expresses meanings in the structure of the language she uses in her oral recounts of key
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paper CO_ColombianAppliedLinguisticsJournaltxt31 - : [2] número8 [3]Literacy practices, texts, and talk around texts: english language teaching developments in Colombia [4]Evaluating Students' Autonomous Learning Through Their Uses of a Self-access Centre [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
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paper CO_ColombianAppliedLinguisticsJournaltxt87 - : researcher talks about comprehending, he refers to the "process" while comprehension is related to the "product". This project focuses not only on the process of reading, analyzing, and understanding texts, but also on the product: text reconstructions that include previous experiences and knowledge, as well as using graphic organizers to relate and organize information and ideas . In this study both concepts were considered. Students played two roles, one as readers who read, analyzed, and interpreted the text, and the other as writers, who produced texts based on prior knowledge and new information they acquired.
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paper CO_ColombianAppliedLinguisticsJournaltxt135 - : Anaphoric resources in expository texts produced bychildren: The impact of a didactic sequence
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paper CO_ColombianAppliedLinguisticsJournaltxt135 - : In Spanish, mainly the narrative anaphoric resources have been studied (for a revision, see Borzone & Silva, 2010). Kail & Sánchez and López (1997), who worked with narratives produced by children and adults, observed that the young children (5-9 years) performance could vary depending on the communicative situation. When children were aware that the listener knew the story, this knowledge had an incidence in the usage of referential expressions. The authors also identified some restrictions concerning the Spanish language: children should learn that pronouns are necessary -but not compulsory-in the agent position; mainly in linguistic context in which the verb is not sufficient to identify the subject. Aguilar (2003) observed that the fiction narratives produced by 6 years old children, with the support of images, included mostly a thematic subject strategy, whereas in texts produced by older children an anaphoric strategy was used: they used nominal phrases to change the reference and
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paper CO_ColombianAppliedLinguisticsJournaltxt135 - : In our work, we elaborated a didactic sequence in order to guide the pupils to write encyclopedia entries for a class project. The genre "encyclopedia entry" is an expository text. The goal of the enunciator, who is supposed to be an expert in the domain, is to provide information for the interlocutors (Pasquier & Joaquim, 1990). In this type of texts, certain coherence mechanisms are the trace of the enunciator operations: select and reason . The first operation selects some characteristics of the object to the detriment of other that are eliminated. The second one imposes a particular organization on the selected information (Coltiert, 1986). In this sense, the different anaphoric resources, as the reformulation resources and the lexical substitution mechanisms, allow both operations. In fact, they help to select a noun that highlights some characteristics of the object, or they became a possibility to "condense" the information, in order to organize the progression of the topic.
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paper CO_ColombianAppliedLinguisticsJournaltxt125 - : Although establishing face-to-face interaction in a written text may not be possible in the EFL classroom, it is basic for the writer to think of the audience in order to select the ideas to be presented. Goatly (2000) describes how texts can convey and create interpersonal relationships by drawing on three dimensions: Power, contact, and emotion . Goatly also refers to various language elements that authors use in order to build up relationships with their audience: Addressing the reader directly, or expressing solidarity or separation, showing concern for the reader, reducing assertively, imitating everyday speech, or showing formality. Taking into account these aspects shows an organization of discourse in function of the readership, and their relevance at the textual level is expanded to a social level that is also implied in writing as a situated social practice.
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paper CO_ColombianAppliedLinguisticsJournaltxt125 - : Another way for the participants to establish contact with their readership was through a careful organization of their ideas and the appropriate use of grammar and vocabulary. These aspects were revealed to have an important value, not only to shape the texts, but also to make the ideas clearer for the audience:
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paper CO_ColombianAppliedLinguisticsJournaltxt125 - : As shown in the data, the participants focused their writing experiences on their reality as students, as members of the wider society, and as people of the world. They showed involvement with the issue that they wanted to discuss, either because it was a personal experience or because in one way or another it affected them as social beings. Text situatedness allowed the participants to express their ideas in a more confident way and at the same time imbue their texts with a sense of social relevance:
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paper CO_ColombianAppliedLinguisticsJournaltxt125 - : The third way in which the students undertook the act of writing was by stepping on steady ground to build solid arguments using different resources. The data showed that the participants were able to draw upon their knowledge of the world and integrate it in the essays to support their points of view; this allowed them to look at the issues from a more situated perspective. On the other hand, the data also showed that students built textual interaction by including ideas from other sources in order to back up their arguments. This connection with other texts was important in two ways: First, it helped them to learn more about the topics, and second it helped them to participate in the discourses that surrounded them as social beings . Furthermore, the data also showed that using authoritative references in their essays allowed the students to approach the audience with more solid and clear arguments, which in the end helped them to achieve their purpose too.
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paper CO_ColombianAppliedLinguisticsJournaltxt41 - : We describe in this paper one of the experiments which is part of a research that aims to verify the influence of the presentation format - hypertext or continuous - in reading comprehension. Two versions of different texts were built: one in hypertext format and another in continuous format . What we call continuous is known as linear or printed texts, in which the information is presented in a sequence, as it is usually done in books and other printed texts. The hypertext version is composed by one main text from which many links are connected. These links lead to information about the text, and are presented as hyperlinks in the hypertext format, and as a linear text in the continuous format.
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paper CO_ColombianAppliedLinguisticsJournaltxt140 - : The associations and connections students make to literary texts engage learners in a reflective activity in which students assume critical stances that encourage the development of thinking skills like: comparing, contrasting, making inferences, describing, supporting ideas, providing evidences and arguments . This promotes language use, interactions and discussions in which the voices of the individuals are heard, value and confronted making possible a dialectic environment in which the individuals' conceptions, ideas, beliefs, and notions are permanently being revised, enriched and changed. This makes FL learning a source of empowerment and personal growth for the language learner.
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paper CO_ColombianAppliedLinguisticsJournaltxt46 - : It is a fact that texts come in different formats and make use of different modes of communication. We are living an explosion of the digital era in which the notion of text has changed dramatically. We are certain that as linguists or applied linguists, we have been interested in visualizing and analysing texts as a purely linguistic phenomenon. However, these days texts can no longer be thought of or seen as such since most of the them combine visual and written modes of representing information. In this regard, Jewitt (2005: 317) states: "Until recently the dominance of image over word was a feature of texts, on screen and off screen: there are more images on screen and images are increasingly given a designed prominence over the written elements ." Along the same lines, she agrees that "Despite the multimodal character of screen-based texts and the process of text design and production, reading educational policy and assessment continue to promote a linguistic view of literacy and linear
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paper CO_ColombianAppliedLinguisticsJournaltxt46 - : Walsh, M. (2007). Reading visual and multimodal texts: how is 'reading' different ? Australian Journal of Language and Literacy, Vol. 29, N° 1: 24-37. Also available in Internet and retrieved January 14, 2007, from: [82]http://www.literacyeducators.com.au/docs/Reading%20multimodal%20texts.pdf. [ [83]Links ]
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paper CO_ColombianAppliedLinguisticsJournaltxt61 - : While reading is arguably the one language skill which enjoys a consensus as to its importance, teachers of Japanese as a foreign language are far from agreement as to how to expeditiously promote its acquisition. Through his experience as a learner and teacher of Japanese, Blum's definition of reading reflected his perspective as scholar of Buddhist texts: reading meant both the ability orally to decode each word (including kanji ) as vocabulary and then to decode specific syntactic structures. Both these activities would lead to translation skills. In evaluating his own experience as a beginning reader, Blum was guided by instructors who highly evaluated his ability to assign correct pronunciation and meaning to kanji and translate linguistic structures accurately. Yet when Blum carefully examined this practice through dialogue with Austin, he concluded that perhaps this was not the most helpful process to get fourth year students to focus on the curricular goals which included grasping
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paper CO_ColombianAppliedLinguisticsJournaltxt232 - : Following ^[69]Carter-Thomas and Rowley-Jolivet (2001), eight pairs of parallel texts (11064 tokens) were analyzed to identify differences between essays and OPs and levels of oral performance: essays (5255 tokens ) and their corresponding OPs transcriptions (5809 tokens; see Appendix A). OPs were video-recorded and transcribed orthographically including tags for hesitation marks, repetitions, false starts, and the moments in which students read from slides or a script (see Appendix B).
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paper CO_ColombianAppliedLinguisticsJournaltxt30 - : Literacy practices, texts, and talk around texts: english language teaching developments in Colombia
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paper CO_ColombianAppliedLinguisticsJournaltxt30 - : Many of the texts in the original North American textbooks were, for instance, on topics related to youngsters in the North American context: these included topics such as sports, outdoor activities, summer camps, hobbies, and foods . Several of the texts and exercise activities in Lesson 2 had rather mixed topics that were remote from the worlds familiar to the learners, for instance, exercises and pictures of exotic animals, and countries and cities of the world. Thus one of the oral activities in the Lesson 2 worksheet was based on pictures of exotic foods, which included snails and fish eyes.
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paper CO_ColombianAppliedLinguisticsJournaltxt30 - : In the classes I observed in School B, some of the mini-texts in the worksheets also focused on the two major areas defined in that school's PEI: computers and natural resources . Even though the teacher also had to resort to international ELT textbooks, she had managed to find texts that dealt almost exclusively with these two themes.
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paper CO_ColombianAppliedLinguisticsJournaltxt42 - : [2] número9 [3]Examining Reading Comprehension through the use of Continuous Texts and Hypertexts [4]EFL Chinese Students and High Stakes Expository Writing: A Theme Analysis [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
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paper CO_ColombianAppliedLinguisticsJournaltxt269 - : Henao, E. A. (2015a). From reading lyrics to the creation of multimodal texts: Reading the word and the world with young learners from a public high school in Colombia . Paper presented at TESOL Colombia I: Innovations in language learning and teaching, Universidad de la Sabana, Chía, Colombia. [ [122]Links ]
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paper CO_ColombianAppliedLinguisticsJournaltxt63 - : Moreover, we can appreciate that some of them have already developed what has been called 'critical multimodal literacy'. For example, one of the students, after reading some texts on multimodality (scientific concepts) was able to come up with a critical appraisal of the platform:
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paper CO_CuadernosdeLingüísticaHispánicatxt131 - : This paper presents various aspects of a research on teaching Spanish as a foreign language (ELE, by its acronym in Spanish). The project focused on the use of Colombian popular culture to teach Spanish to a group of foreigners at Universidad Pedagógica y Tecnológica de Colombia, using different narrative and popular texts: the myth, the legend, the proverb and the omen . The purpose of this project was to design and apply a primer, which included some narrative texts with exercises and activities. In relation to the methodology, the research's focus was qualitative, insofar as both the collection and analysis of information and the units' design took into account the information provided by the piloting, which allowed the conception of the didactic proposal. As a result, the book Teaching Spanish for foreigners through popular culture was produced, which compiles twelve units that were developed entirely by foreign students. It was concluded that the use of narrative texts (the myth, the
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paper CO_FormayFuncióntxt52 - : ^[47]11 Neubert & Shreve (1992) also relativize the use of this 'resistant' strategy, especially when dealing with pragmatic texts: "Frankly, for most translators this whole argument is a nonissue . Pragmatic texts make up the bulk of their work. Perhaps of greater concern for serious practitioners and eager users of translation is the great amount of translation which is neither destructive nor constructive, but simply awful" (ibid, p. 4).
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paper CO_FormayFuncióntxt65 - : texts) as utopian: it has the potential to create imagined communities around that which is considered foreign (2000b, p . 484). Moreover, as a product and a member of a given community, the translator also participates by helping potential narrative and interpretive communities[35]^9 unfold.
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paper CO_FormayFuncióntxt35 - : Her proposed typology was based on K. Bühler's statement that"language serves simultaneously to represent (objectively), express (subjectively) and appeal (persuasively)." (Reiss, 1971/2000, p. 25). Consequently she classified texts into three basic types: the content-focused type (representation-informative ) which "would include press releases and comments, news reports, commercial and correspondence, inventories of merchandise, operating instructions, directions for use, patent specifications, treaties, official documents, educational works, non-fiction books of all sorts, essays, reports, theses, and specialized literature in the humanities, the natural sciences, and other technical fields" (Reiss, 1971/2000, p. 27); the form-focused text (expression-expressive), "In general 'form' is concerned with how an author expresses himself, as distinct from 'content,' which deals with what an author says." (Reiss, 1971/2000, p. 31). "Thus in a form-focused text [persuasion-operative] the
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paper CO_FormayFuncióntxt35 - : Once a text type has been chosen for the translation teaching experience, in our case an informative text, a fruitful pedagogical strategy consists in finding parallel texts in the target language:
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paper CO_FormayFuncióntxt35 - : Students were presented with informative SL texts, and the corresponding parallel texts found on a website. Parallel texts were used as guidelines for establishing text typological features of the target language texts, analyzing coincidences and discrepancies in paratexts, metatexts, and intertexts, and determining peculiarities in the diverse textual dimensions: pragmatic, semantic, stylistic, and semiotic .
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paper CO_FormayFuncióntxt87 - : Not coincidentally, Craig (2009), Director of the University of Newcastle in South Australia's Center for Literacy and Linguistic Computing, noted as an aside in one of his works on the subject of Shakespeare that Stanley Fish's school of critical theory had a positive hostility towards empirical "stylistics". This is because, among other things, S. Fish and others are committed to a particular critique of tradition which cannot espouse past authority in a struggle with empirical studies. They must keep the aesthetic values inherited from the tradition they have subsumed, but must them selves not fall prey to the empirical encroachment which they may have employed in the process of assuming regnancy. Craig (not unnaturally) wonders out loud why empirical studies could not simply recognize interpretive modes and cultural aspects in texts:
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paper CO_FormayFuncióntxt116 - : Mosenthal (1983) introduced the Pyramidal Model of Contexts for Written Competence in the classroom. According to this model, there are four contexts to be considered in writing processes: the first is the writer's context . The second is the material contexts, which means the topic or the situation encouraging text writing. The third one is the tasks context, which is related to the criteria for writing texts in accordance with certain particular formats. The last context is the situation organizer, which focuses on the potential reader of the text.
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paper CO_FormayFuncióntxt116 - : Students should establish what kind of text is the most suitable for the communicative purpose previously stated. In this model, we have considered the typology proposed by E. Werlich (cited by Simón, 2002), which includes four basic types of texts: narrative, descriptive, expository, and argumentative .
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paper CO_FormayFuncióntxt20 - : Here we have plenty of examples. Perhaps the most common of all is the use of a singular or plural generic masculine form to convey the meaning of both male and female doing the same activities. Some languages like Spanish have tended to favour this use, especially in the press, even when texts are written by women (the relevant items are italicized):
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paper CO_FormayFuncióntxt20 - : In other languages, such as German, it is an increasingly common practice in academic texts to indicate morphologically in the plural ending of nouns (-Innen), or by using masculine and feminine forms, that both men and women are involved:
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paper CO_Lenguajetxt39 - : Con respecto a la interacción con otras voces. El profesor Charles Bazerman, en el capítulo 4 del libro Intertextuality: How texts rely on other texts enuncia las citas directas y las citas indirectas como técnicas de representación intertextual y las define de la siguiente manera:
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paper CO_Lenguajetxt7 - : The aim of this paper is to present a systemic functional analysis of verbal processes in student texts. This work is part of an on-going research project developed at the National Autonomous University of Mexico. The paper is based on literature texts belonging to two genres: question-answer and essay . First, I define the group of verbal processes and determine their frequency. Then I explore the context of their use and identify the participants in the verbal clauses. Finally, I compare the two groups of texts according to their verbal process characteristics.
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paper CO_Lenguajetxt7 - : The whole list of the verbal expressions used in Q-A texts is as follows:
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paper CO_Lenguajetxt7 - : As for the verbal expressions or phrases which denote verbal processes, we have the following list for E texts:
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paper CO_Lenguajetxt7 - : The number of different verbal expressions is 15. Thus, the lexicosemantic group of saying for E texts consists of 50 members: 35 verbs and 15 verbal expressions .
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paper CO_Lenguajetxt191 - : This article presents the statistical analysis of writing errors in a corpus of students of English as a Foreign Language (EFL) at university level. It seeks to establish whether there is a relationship between the main errors of written texts and two sociodemographic factors: gender and stratum . The participants were placed in levels B1 and B2 according to the Common European Framework of Reference (CEFR). The corpus was compiled following the procedures of Computational Corpus Linguistics (CCL) and the errors analysis method was used for the examination of errors which were later coded according to the error annotation system of the University of Leuven version 1.2. According to the findings, the most prevalent errors in men and women belong to the categories Form, Spelling (FS), Grammar Article (GA) and Lexical (LS). Similarly, according to the results, the most prevalent error in stratum 1 and 2 of level B2 is Grammar Article (GA). At this same level, in strata 3, 4, 5 and 6, the most
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paper CO_Lenguajetxt194 - : A theory of language that has influenced genre-based approaches to literacy development, especially the Sidney School, is ^[57]Halliday’s (1978) Systemic Functional Linguistics (SFL). According to this theory, language is functional in that it is used to get things done in particular contexts; and it is also systemic as it constitutes a system of choices, rather than a set of rules, available for users to make meaning in such contexts (^[58]Carstens, 2009). To describe what language does and how it does it, SFL theorists take the text as their unit of analysis. A text, they claim, is a piece of language in use that always occurs in two contexts: the context of culture and the context of situation (^[59]Butt et al ., 2000; ^[60]Schulze, 2015). The former deals with the knowledge of the social purposes and schematic structures of texts, whereas the latter deals with the social activity and subject matter (field), the reader-writer relationships (tenor), and the means of communicating and how
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paper CO_Íkalatxt131 - : The content of a DS may be correspondingly adapted to fulfil a number of aims. This outline was designed with the definite purpose of facilitating a basic practical knowledge of the linguistic skills involved in an expository text. A technical characterization can be found in the studies of Álvarez Angulo (2001) and Martínez Laínez and Rodríguez Gonzalo (1995). Together with the information obtained through the initial productions, these references provided the researchers with concrete guidelines to build their DS. Álvarez Angulo (2001) defined an expositive–explicative text as one ''whose aim is to express information or ideas with an intention to show and explicate, or make more comprehensible, such information[29]^1 '' (p. 1). This aim can clearly be satisfied through a number of textual strategies, depending on which informative–explicative texts could be divided into the following structural types: the definition– description, the classification–typology, contrast or comparison,
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paper CO_Íkalatxt131 - : problem–solution, question–answer, cause–consequence, and illustration (pp. 17–22). Finally, regarding pragmatic and grammatical features related with such texts, Álvarez Angulo (2001) emphasized a wide set of characteristics among which it was decided that only the following could be expected to appear in the expository texts written by primary students: presence of intra-, meta- and inter-textual organizers, present tenses, use of descriptive adjectives, lexical precision in the use of nouns, and some logical connectors, especially those conveying identity and contrast (pp . 23–29 ).
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paper CO_Íkalatxt131 - : Once the initial productions were reviewed by the researchers, the latter decided to strengthen the learning of new vocabulary, verbs, nouns and adjectives that would relateaccording to their expectationsto the topic of the final production through the workshops. Longer and richer texts should accordingly result at the end of the sequence, for the texts initially written by the students definitely proved to be very brief, too simple and rather redundant. It was to tackle this insufficiency that researchers probed around the hypothesis that once students were able to assimilate more vocabulary and include more information in their expository–descriptive texts, they would also meet the challenge of building sentences whose structure did not limit itself to the basic Subject–Verb– Predicate pattern but included other punctuation signs or even connectors, at least the simple ones: and, but . Very few initial productions did this, hence the researchers' desire to place emphasis on this aspect.
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paper CO_Íkalatxt131 - : In addition, students seemed to encounter difficulties with the use of possessive pronouns and adjective collocations. Besides, pupils still abused literal translation from their mother tongues, which sometimes resulted in ungrammatical texts:
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paper CO_Íkalatxt332 - : Comprehension of Written Texts: Reconceptualizing 21^st century challenges
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paper CO_Íkalatxt68 - : This article shows some reflections obtained from the project ''Approximation to the translation of scientific and technical texts''. The project was carried out following these steps: search and selection of curricular information and readings about translation as a theoretical support for the proposal; creation of the Handbook for Teaching Translation of Scientific and Technical Texts: English/ Spanish, including its learning portfolio to evaluate its workshops ; testing of some workshops and implementation of strategies for its divulgation. This project evidenced the shortage of programs for studying translation of scientific and technical texts in Colombia; the lack of consensus in the conceptualization of the text types referred as specialized languages and the need for revising the rigid structure followed, in general, by the existing translation handbooks. This handbook can be used in different translation settings, thanks to the universality of the technical and scientific languages
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paper CO_Íkalatxt208 - : languages", or "multilingualism-lite" (p. 7) as a recurring feature in prize-winning Anglophone fiction. What Pandey laments in her -mostly sociolinguistic- survey of the literature on the topic is the lack of a theoretical framework with which to read a wide array of texts that deploy multiple languages as part of their style, and this is the lacuna the book aims at filling. As for the corpus of texts taken into account, this is formed by four novels by authors from the Indian subcontinent who either won or were shortlisted for prestigious literary prizes in the years between 2003 and 2014: The White Tiger by Aravind Adiga (winner of the Man Booker Prize in 2008 ); Brick Lane by Monica Ali (selected among the "Best Young British Novelists" by the magazine Granta and shortlisted for the Man Booker Prize in 2003); Unaccustomed Earth by Jhumpa Lahiri (winner of the Pulitzer Prize for the short story collection The Interpreter of Maladies in 1999 and of the Hemingway Foundation/PEN Award in
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paper CO_Íkalatxt208 - : Despite my reservations, however, I remain convinced that this is an important book, in that it puts forth a usable theory in response to a clear trend present in contemporary fiction, a theory that literary scholars like myself could use to provide more nuanced and precise critical readings. A book such as this one could have been a ground-breaking and very timely intervention in a field that is burgeoning with activity, had it been co-authored with a scholar firmly grounded in literary studies. From where I stand, I see literary texts perform two operations at the same time: they mean something for somebody, and they show what it is to mean by way of their form . We cannot paraphrase a literary work and expect to have produced a literary work ourselves. We may have a good summary of its plot, but the meaning, or meanings, of the text cannot be grasped without scrupulous analysis of the way in which the story is told. In other words, the uniqueness of literature as a category of our
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paper CO_Íkalatxt21 - : In terms of the first aspect, courses designed by pre-process theorists present a view of writing as a series of rules that writers need to memorize and apply regardless of the situation, the purpose of the text, and the audience for whom they are writing. However, as genre theorists have pointed out, texts are organized in specific ways and hold different grammar features depending on a series of factors: (a ) the purpose, (b) the discipline in which they are taught, (c) the expectations of instructors in particular classrooms and contexts, and (d) the mode (Schleppegrell, 2004). The teaching of writing through rote learning and memorization renders students incapable of attending to all of these factors and, therefore, makes them more vulnerable to criticisms about their writing.
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paper CO_Íkalatxt45 - : Method: The starting point is to present to the learners simple though specialised texts to be translated into both languages. In doing so, students realise how important it is to acquire a translation strategy, which can be applied, mutatis mutandis, to both languages. Since the texts are goal-oriented, the prime aim of translating is getting the message across: content analysis necessitates extensive use of documentary research in order to master the terminology used .
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paper CO_Íkalatxt11 - : By contrast, in the Spanish texts, Hale, one of the men in power within the community, addresses Elizabeth with no sign of deference but the word woman . That term is very vague and can be used for any kind of woman without alluding to her social class or age group. It may be regarded as a contemptuous manifestation of Hale towards Elizabeth because of her gender. TT[1] preserves this effect; not only does it keep a literal translation of woman for mujer, but it also translates you as tú. The personal pronoun for the second person, tú, does not imply deference, but closeness or superiority of Speaker (S) in relation with Hearer (H). By contrast, the 1997 translation prefers señora for woman and usted for you. Firstly, señora implies distance between S and H. It is a negative politeness strategy and it suggests formality. Moreover, usted is the V form for addressing the H showing formality and consideration for her; so this translation is not as accurate as the first one to the source text.
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paper CO_Íkalatxt283 - : Kerras, N. et Faber Benítez, P. (2012). The translation of advertising texts in culturally-distant languages: the case of Spanish and Arabic . En Translation. Journal of Translation, 24(1), 10-23. [106]https://www.academia.edu/2969186/The_Translation_of_Advertising_Texts_in_Culturally-Distant_Languages_The_Case_of_Spanish_and_Arabic. [ [107]Links ]
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paper CO_Íkalatxt222 - : The aim of this paper is to analyze, from a functionalist perspective, periphrastic causative constructions in Toba from Eastern and Western Formosa province, and comparatively between the two varieties. Particularly, this paper focuses on the features of degree of fusion of the cause and effect predicate, their order, and paradigmatic variability. The periphrastic causative constructions in Toba from Eastern Formosa that were described were previously undetected in the mutually intelligible varieties in the province of Chaco. Besides, findings show that this construction differs, especially in terms of its degree of grammaticalization, from periphrastic construction in Toba from Western Formosa. The corpus is composed of oral texts and elicited clauses collected during fieldwork pursued in three communities: Vaca Perdida in Western Formosa, and Nam Qom neighborhood and Bartolomé de las Casas in Eastern and Middle-Eastern Formosa . This paper is a contribution to comparative studies on
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paper CO_Íkalatxt76 - : During the interviews, participants were asked to comment on each of the occurrences of first person pronouns. Occurrences of first person pronouns were previously highlighted on the texts to facilitate noticing them during the interviews. Each participant's rationale for using those pronouns in their texts was elicited with questions such as: ''Why did you use 'I' or 'we' here ?'' or ''Sometimes I write as a mother, sometimes as a woman or as a teacher. What part of you was writing this 'I'?'' or ''Who is 'we' in this sentence?'' The discourse-based interviews were held in English. They took place in a classroom and lasted 35 minutes, on average. All interviews were tape-recorded and transcribed for analysis.
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paper CO_Íkalatxt70 - : Translation into Spanish of French juridical-institutional texts: main parameters orientated to Translation and Interpretation students .
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paper CO_Íkalatxt124 - : CRITICAL EDITION OF TEXTS: ANALYZING THE EDITIONS OF TOÁ BY CÉSAR URIBE PIEDRAHITA
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paper CO_Íkalatxt260 - : This lack of change in the oral version can be explained based on what authors like ^[105]Zareva (2009) and ^[106]Rowley-Jolivet and Carter-Thomas (2005) have found in their studies contrasting the performance of NS and NNS in presentations based on written texts: NNS tend to use language resources that are more typical of the written mode, which probably reflects their perception of OPs as more formal events, while NSs’ choices reflect a more casual and interactive perception of OPs . These authors, however, do not discard lack of grammatical and pragmatic knowledge as a potential reason for the NNSs’ choices, which seems to also be the case in low-rated OPs. Similarly, ^[107]Flowerdew (2000) found that learner’s discourse in writing does not exhibit a high degree of modalization. In this study, low-rated OPs did not exhibit a high degree of modalization or mechanisms to vary its expression either.
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paper CO_Íkalatxt206 - : First, four short story adaptations of classic texts with listening support were selected: "The Ghost of Genny Castle" ^[58](Escott, ( ;1998); 1999); "Frankenstein" ^[59](Shelley, (;1818); 1994); "The Picture of Dorian Gray" ^[60](Wilde, (;1890); 1997); and "The Mysterious Island" ^[61](Verne (;1874); 2006).
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paper CO_Íkalatxt309 - : Consistent with what students were taught in the face-to-face component of the blended experience, students reported that their pre-writing stage consisted of outlining before text production. Pre-service EFL teachers reported that this helped them to organize the ideas they planned to include in their written texts, as is evident in this excerpt: “Prior to the intervention, I only wrote texts in English without following steps . However, I nowadays [sic] know that I have to brainstorm and order my ideas so as to [sic] start producing” (Participant 28). Another participant developed more clarity as a result of outlining as a pre-writing step:
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paper CO_Íkalatxt309 - : Moreover, pre-service EFL teachers found that revision and feedback provided by the course professor concerning their written texts was positive, and they perceived these practices as beneficial components for the edition process, as expressed in the following excerpt: “We thought we were writing well before the submission . However, the professors suggested we should [sic] correct the text’s structure [sic]. We were not used to receiving feedback on our writing production, so this was useful to enhance our production” (Participant 17). Along the same line, another participant commented: “I improved the way I wrote in English by considering the observations provided by the module professors. Their comments were not focused on the same writing criteria. One reviewed the grammar and the other assessed the way the text was written” (Participant 14).
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paper CO_Íkalatxt166 - : As regards the main improvements in students' texts from the textual point of view, all the textual aspects were found to be better in the last 40 essays: good examples, effective conclusions, etc . It is obvious that there was a great improvement in the use of transitions, because almost all students had problems with this textual aspect, while in the second phase of the study half of the students used them very well and many times in their writing. Moreover, it is outstanding that before genre theory was introduced all students showed poor structured texts, but after learning the structure of explanations analysing good examples of this text type, 31 students wrote very well–structured texts. Due to the limitations of this paper, we are going to offer only one example from one of the explanations written by a student after genre theory was explained to him. This example shows an appropriate use of concrete nouns, transitions and the passive voice, which are some of the main characteristics
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paper CO_Íkalatxt166 - : Using the genre approach to teach about whole texts in context makes it possible to: (a ) establish a relationship between the meanings we want to convey, language chosen to express them, and the context in which those meanings make sense; (b) observe how language elements in a text are related to and depend on each other, so that the construction of the whole text makes sense in context; and (c) show students that to construct effective texts they need to make conscious choices depending on the purpose they want to accomplish with the text.
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paper CO_Íkalatxt166 - : In addition to the previous implications of teaching with texts, grammar and genre–based descriptions of text can be used in order to improve students' writing in the following ways:
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paper CO_Íkalatxt157 - : This illustrates not only the potential positive impact of CSR on the development of students' metacognition, but also the need for explicit strategy instruction in the language classroom. Students' opinions about their reading performance also give evidence of the benefits of the CSR classroom. As illustrated below, the word "improvement", explicitly stated by students from two different contexts, suggests that the use of fix-up strategies helped them achieve a better understanding of written texts, but most importantly, re-conceptualize how they perceived themselves as EFL readers:
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paper CO_Íkalatxt157 - : As suggested by Palincsar and Brown (1984, cited in Fan, 2010, p. 6), the instructional framework of CSR is based on the assumption that reading comprehension can be promoted and reinforced through peer collaboration. Peer-collaboration allows for collaborative scaffolding to take place, which might have a positive effect on the quality of the reading experience of those students with difficulties. As evinced in the following excerpt, collaborative reading permitted students to help each other in the understanding of texts and in the achievement of common reading goals:
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paper CO_Íkalatxt105 - : Phrasal verbs (PVs) are lexical units consisting of a verb and one or two particles. In this paper we present a characterization of English PVs. This characterization serves as the backbone for our web application called Smart_PV. The purpose of Smart_PV is twofold: i) to allow the input of PVs and ii) to detect PVs in texts. We designed web interfaces to register the PVs with their features and to detect PVs in the texts as follows: the user enters the text and starts the PVs detection process by splitting the text into words . Smart_PV was validated inserting 80 PVs (including the 25 most common PVs in documents of the European Union) and detecting PVs in texts from different domains. Our results show the expediency of this kind of applications for teachers, students, translators, and common users, as a tool to support translation and text mining tasks. Although a database with more PVs and the analysis of more documents are required, our results demonstrate the feasibility and usefulness
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paper CO_Íkalatxt105 - : To validate our application, we initially populated the database with a sample of 40 PVs. Then we added another 20 verbs and then another 20 for a total of 80. Using these samples we analyzed 60 texts. The results are shown in [34]Table 2. Among the indicators, we consider the following: search efficiency is a rate that is computed as: (total number of detected PVs/total number of PVs in the texts), search deficiency is a rate that is computed as: (total number of no-detected PVs/total number of PVs in the texts ), and search optimization is a rate that is computed as (1 - (total number of detected VPCs that were not PVs/total number of detected VPCs)).
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paper CO_Íkalatxt203 - : Before the recent attention to texts as sociosemiotic and multimodal conveyors of meaning, reading was historically seen from three different cognitive perspectives, and these models were readily adopted to describe second language reading: "bottom-up," "top-down," and "interactive ." Bottom-up theorists, including ^[57]Gough (1972) and ^[58]LaBerge and Samuels (1974), emphasized the ability to decode or put into sounds what is seen in a text. In this model, the power rests in the text and it is the job of the reader to "decode" it much like a puzzle. Alternatively, top-down reading models focused on what readers bring to the process (^[59]Goodman, 1967; ^[60]Smith, 1971). In this model, readers were seen to sample the text and contrast it with their world knowledge to make sense of what was written; therefore power rests with the reader.
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paper CO_Íkalatxt203 - : In light of the literature here reviewed, we suggest the following ideas that may help in expanding reading models to encompass multimodal texts:
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paper CO_Íkalatxt33 - : This segment will concentrate on the examination of a few Yoruba texts and their translations and a popular play Ozidi with its root in Izon legend. Others are untranslated Yoruba texts where we will discuss the translation implication of names. The texts to be considered are:
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paper CO_Íkalatxt133 - : Research into understanding the process through which EFL writers revise texts have centered on matters of degree: of cognitive capacity and complexity or volume of tasks . This essay explores some of the junctures between dual process theories and EFL composition, and argues that questions of kind can be as pertinent. It aims to show that the kind of cognitive processes involved in revision often define what information the writers process, how they do so, and how they feel about their decisions.
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paper UY_ALFALtxt175 - : Castelló, Montserrat e Anna Iñesta. 2012. Texts as artifacts-in-activity: developing authorial identity and academic voice in writing academic research papers, em Montserrat Castelló e Christiane Donahue (eds .), University writing: selves and texts in academic societies Vol. 24: 217-234. [ [120]Links ]
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paper VE_BoletindeLinguisticatxt4 - : 50. Schröder, Hartmut. 1991. Linguistic and text-theoretical research on languages for special purposes. A thematic and bibliographical guide. En Hartmut Schröder (ed.), Subject-oriented texts: Languages for special purposes and text theory, 1- 48 . Berlín-New York:Walter de Gruyter. [ [86]Links ]
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paper VE_BoletindeLinguisticatxt96 - : El español es una lengua con una fonotáctica sumamente simple. Opuestamente, el inglés es una lengua con una fonotáctica muy compleja. Los tipos silábicos en inglés permiten tres consonantes en el ataque y cuatro consonantes en la coda: spray, texts (Chela-Flores 2006 y Recaj Navarro 2008: 90-91 ). El español, en cambio, sólo permite dos consonantes en el ataque y dos consonantes en la coda. Los tipos silábicos del español (CV, CVC, V, VC y CCV) constituyen el 98,66% (Guerra 1983, Quilis 1993 y Alfano 2008-2009). El tipo silábico CV tiene una frecuencia de aparición relativa del 55,81% (Alfano 2008-2009), mientras que en inglés ocupa un 25,33% (Gut y Milde 2002).
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paper VE_Letrastxt19 - : Beaugrande and Dressler proposed that textuality is the fundamental property that makes a written piece a text. Such textuality is supported on 7 main traits: cohesion, coherence, intentionality, informativity, acceptability, situationality and intertextuality. For the present report, only two of these traits are considered, informativity and acceptability, in order to explore their importance and relevance in the essay exam in university contexts. This might allow us to extrapolate the results to other texts that are also likely to be found in such context: reports, research papers, workshops, etc . Our research methodology corresponds to documentary studies, which implied an important review of bibliography. Regarding the results, it can be said that informativity is a feature of textuality for which context plays an outstanding role, as new information means telling the other, in this case the teacher, what is known about a particular topic. This is true for the case of essay exams and
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paper VE_Letrastxt207 - : 39 "a corpus is a collection of texts assumed to be representative of a given language, dialect, or other subset of a language to be used for linguistic analysis" (Francis 1979: p . 110); "A corpus is a collection of pieces of language that are selected and ordered according to explicit linguistic criteria in order to be used as a sample of the language" (Sinclair 1996: en línea); "The term corpus should properly only be applied to a well-organized collection of data, collected within the boundaries of a sampling frame designed to allow the exploration of a certain linguistic feature (or set of features)" (McEnery 2003: p. 449).
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paper corpusLogostxt58 - : The main goal of this article is to demonstrate that Fernando Vallejo, through a transgressive and violent writting, shows his rejection of the caotic present, building and longing for heterotopias that stand against the prevailing reality. To prove the previously presented hypothesis, two autofictional texts of the author will be studied: El desbarrancadero (2001 ) and Casablanca la bella (2013). The critical analysis will imply the aplication of theoretical concepts that are considered very important for literary study. Also, some other articles whose research line is related with the proposed reading in this writing will be consulted.
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paper corpusLogostxt69 - : When mentioning the teacher’s feedback on students’ written texts ^[52]Straub and Lunsford (1995) propose two perspectives to study teachers’ feedback: the what and the how . The what perspective is linked to “what the comment may be addressed to, like the writer’s wording, organization or ideas” (p. 156). In other words, it refers to the focus of the writing’s topic. The how view of analyzing a teacher’s feedback relates to “the shape of the comment, or mode known as the image a teacher creates for her/himself and the degree of control she/he exerts through that comment” (p. 158). This definition relates to the mode of the teacher’s feedback. Straub and Lunsford (1995) propose three main or broad categories: “local issues, global issues and issues about the larger contexts of writing”. (p. 159). Local issues refer to local structure, wording and correctness. The authors also pay attention to ideas, development and global structure, which aim at analyzing a text considering the
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paper corpusLogostxt118 - : Evaluation of linguistic-discursive quality in disciplinary texts: proposal for an analytical instrument to assess written production in medical training
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paper corpusLogostxt137 - : The referred speech is usually presented by declarative verbs. However, there are other semantic classes specialized in speech reproduction procedures, such as request verbs. From the analysis of the Archivo de Textos Hispánicos de la Universidad de Santiago, made up of texts of oral, theatrical, journalistic and narrative language, we try to establish the frequency of use of the verbs implorar, suplicar, rogar, solicitar, pedir, reclamar and exigir as introducers of referred speech, as well as their greater or lesser productivity according to the type of procedure: indirect style, direct style, pseudo-direct style and hybrid style . In addition, the characteristics of each structure are explored with the proposal of knowing the configuration mode of the sequences that introduces each verb (its members, the position of each element, etc.) and that establish certain differences between them within each type of referred speech.
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paper corpusLogostxt139 - : Due to the broad content making up each of the books, we decided to select for analysis several short self-contained texts that form part of the material included in particular teaching units. To select our texts, we applied the following criteria:
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paper corpusLogostxt142 - : This article describes the participation of social actors from the gay community in the Chilean cyber press between 2012-2017. These texts were gathered in the socio-historical context of significant milestones for the gay community: the Zamudio Case, Anti-discrimination Law, Civil Union Agreement and discussion on Equal Marriage . The participation of these social actors is explored using the IDEATIONAL system from functional systemic linguistics (FSL). The processes associated with the collective and individual actors that represent the gay community in the corpus shape socio-cultural phenomena linked to the political work and influence of these actors in social changes. The social role of the gay community evidences realignments of power relations which can be synthesized in the ideological category “political gay” and its variants, “victim” and “activist”.
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paper corpusLogostxt109 - : In this work, descriptive qualitative, we study the neologisms (Cabré, 2006; Zacarías, 2017) of the Venezuelan political sphere. The objectives of this paper are i) to describe the neologisms of the Venezuelan political and economic sphere, and ii) to describe the most frequent lexical-genetic processes found in the corpus of analysis. The corpus of this study is composed of journalistic texts, extracted from the electronic portals of the Venezuelan newspapers: El Nacional and Últimas Noticias . The cases were recorded in lexicographic sheets and were subjected to the contrast analysis with a corpus of exclusion composed by i) lexicographic works, ii) glossaries of previous research on the topic and iii) the data base of neologisms of the Instituto Cervantes. The results indicate that the neologisms identified in the corpus are mostly formal and a case of semantic neologism.
120
paper corpusRLAtxt37 - : INFORMATIONAL DENSITY IN TEXTS COMPUTATIONAL APPROACH USING: “EL MANCHADOR DE TEXTOS”
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paper corpusRLAtxt55 - : Ossi Ihalainen, Merja Kyto y Matti Rissanen. 1987. "The Helsinki Corpus of English Texts: Diachronic and dialectal report on work in progress", en Corpus Linguistics and Beyond, Proceedings of the Seventh International Conference on English Language Research on Computerized Corpora, edited by Willem Meijs, Costerus, New Series, Volume 59 . Amsterdam: Rodopi, pp. 21-32. Para mayor información puede consultarse: [87]http://www.helsinki.fi/varieng/CoRD/corpora/HelsinkiCorpus/index.html [ [88]Links ]
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paper corpusRLAtxt158 - : El etiquetado documental proporciona información principalmente bibliográfica sobre cada uno de los textos del corpus. Se trata de un etiquetado XML (eXtensible Markup Language) con metadatos: "A common metalanguage by which electronic texts of all kinds can be stored, transmitted and displayed by different users" (Zanettin, 2012: 80 ). En otras palabras, se trata de atribuir un encabezamiento a cada texto, que será la marca de identidad para que la interfaz de indexación lo identifique y por tanto lo relacione con su texto paralelo alineado.
123
paper corpusRLAtxt52 - : Another assumption in this study is that vocabulary frequency, as it happens in the target language when native speakers use it, is a criterion that merits consideration when the goal is to develop receptive vocabulary in a systematic fashion. If we accept this premise, vocabulary frequency should be a criterion for programming vocabulary instruction. If true beginners will acquire a receptive vocabulary of one thousand words over three semesters, the words that need to be given priority are those that are used most frequently in the language. ESL research suggests that these one thousand words may be particularly important if, as in English, they cover 77% of running words in academic texts (Nation, 2001:156 ). Davies (2005: 109) confirms and fine-tunes this estimate for Spanish by reporting that the first one thousand most frequent Spanish words will provide a text coverage of 76% of non-fiction texts, 79,6% of fiction texts, and 87,8% of oral texts.
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paper corpusRLAtxt222 - : Undergraduate final-year dissertations abstracts are academic texts written by students starting out as researchers. Although there are studies on abstracts produced by experts, few of them have dealt with abstracts produced by students. In this paper, abstracts written by future graduates in Applied Languages are analysed. This is done at three levels: supra-textual, macro-textual (rhetorical moves) and micro-textual (metadiscourse markers). The analysis shows how rhetorical structures that are prototypical of the genre appear, as do some emergent moves. Regarding metadiscourse resources, students use a wide range of markers, the most prominent ones being metadiscourse structure markers (encapsulators ―also known as shell nouns― and ordinal markers). The main finding is that the abstracts are hybrid texts: halfway between academic discourse, produced by a student to be assessed, and specialised discourse, produced by and directed to expert readers .
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paper corpusRLAtxt234 - : In essence, it can be concluded that human society distinguishes various types of texts as products of different "discourse practices". In accordance with this criterion, a conventional classification of texts has been established: scientific texts, administrative texts, legal texts, journalistic texts, humanistic texts, literary texts, advertising texts and digital texts . An attempt has also been made to characterise texts based on the function they fulfil in communication, or the intention of the speaker/s (informative, directive and expressive texts) and, at the same time, in accordance with their textual sequences (narration, description, argument and presentation).
126
paper corpusRLAtxt234 - : Specialised texts enable communication between specialists or experts via a certain set of linguistic mechanisms within a particular field of specialisation. Therefore, the characteristics of specialised texts that are worth noting can be summarised as follows: (1 ) They provide information on a very specific subject; (2) They are difficult to understand for those who are not familiar with the subject; (3) They are created by specialists and are aimed at recipientd who are experts in the subject matter; (4) They are conveyed via specialist languages that include specialist terminological and knowledge units; (5) They use specific terminology; (6) They are highly objective.
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paper corpusRLAtxt233 - : This paper presents WebLesp, an electronic corpus of texts representative of digital specialized communication in Spanish in four fields of knowledge: environmental sciences, law, economics, and medicine . The creation of the corpus is part of a research project aimed at exploring the dynamics of recontextualization of specialized knowledge, with a special focus on popularised communication carried out on the web in order to communicate specialised topics to non-expert audiences. After illustrating the theoretical foundations guiding corpus design, the paper describes corpus architecture, the methods used for its annotation and the tools that allow its online interrogation. In the second part of the article, we propose a series of examples of corpus use through the open Sketch Engine platform: by using the main corpus analysis tools (wordlists, collocations, concordances, keywords), we illustrate how the corpus can be a valuable tool for the study of popularised discourse.
128
paper corpusRLAtxt195 - : Berkenkotter, Carol, Huckin, Thomas, y Ackerman, John. (1991). Social context and socially constructed texts: The initiation of a graduate student into a writing research community . En C. Bazerman y J. Paradis. (Eds.), Textual dynamics of the professions (pp. 191-215). Wisconsin, USA: The University of Wisconsin. [ [187]Links ]
129
paper corpusRLAtxt98 - : Swales, J. (2012). Texts and commentaries: Toward a reception study of “genre tradition” (Hyon, 1996 ). Conferencia Plenaria en el Congreso internacional rethinking Genre 20 Years Later, Ottawa, Canadá, 26-29 junio. [ [103]Links ]
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paper corpusRLAtxt186 - : Castelló, M. e Iñesta, A. (2012). Texts as artifacts-in activity: Developing authorial identity and academic voice in writing academic research papers . En M. Castelló y C. Donahue (Eds.). University writing: Selves and Texts in Academic Societies. Londres: Emerald Group Publishing Limited. [ [118]Links ]
131
paper corpusSignostxt485 - : Laypersons struggled with two major challenges when writing texts addressed to administration: structuring the text and utilizing appropriate vocabulary for this communicative setting . Other difficulties appeared frequently: determining content and using an appropriate degree of formality. No respondents ticked the ‘Other’ box.
132
paper corpusSignostxt311 - : Secondly, grammaticality describes how theoretical statements deal with the phenomena they are modelling. The stronger the grammaticality of a language, the more stably it is able to generate empirical correlates and the more unambiguous because more restricted the field of referents. Hierarchical knowledge structures in other words test theories against data; horizontal knowledge structures use theory to interpret texts:
133
paper corpusSignostxt534 - : likely to occur when reading other types of texts: ‘Poems are short but very difficult to interpret . I prefer parts of novels or news items from the press or the Internet’.
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paper corpusSignostxt534 - : The positive perception held by EFL learners, including our future teachers, of poetry as a potential facilitator of grammar and vocabulary acquisition challenges two of the arguments most frequently put forward by critics of the use of poetry in EFL. These include, firstly, its detrimental effect on the development of language skills based on poetry's lexical difficulty, and secondly the deviation which poetic language entails from the conventions and rules underlying standard discourse (^[103]Lima, 2010). Surprisingly, the two benefits most widely highlighted by authors when advocating the use of poetry as a means of developing grammar and vocabulary, its memorability (^[104]Lazar, 1990) and the creativity of literary texts in contrast to the “bland correctness of specially written ESL textbooks” (^[105]Boggs, 1997: 64 ), were not mentioned by our informants perhaps due to their lack of an in-depth understanding of the stylistic features of poetic discourse.
135
paper corpusSignostxt252 - : Genre analysis has greatly influenced the teaching and learning of English for Specific Purposes (ESP). Because of its impact, the Internet has become an interesting setting to study the use and development of genres and to assist learners in understanding hypertexts as well as their distinctive element: the link . Following Hammerich and Harrison's taxonomy (2002), this article analyzes the organizational and informational value of this key element in psychology and geology articles. The study revealed that, from the organizational angle, there might be a tendency to economize on the use of strongly authored links, and that, from the organizational angle, the enhancing function was found most frequently, thus limiting the multimedia potentialities of this environment to personalize texts. This might indicate that, in the sample of hyperarticles, there is a strong bias toward economizing some of the features that make hypertexts unique and distinctive.
136
paper corpusSignostxt252 - : The main purpose of the present work is to analyze the organizational and informational value of what we consider the key element that makes a hypertext different from other texts: the link in psychology and geology hyperarticles . This paper follows the Introduction-Method-Results-Discussion structure described by Swales (1990) and within the Introduction it presents a theoretical background to provided a context for the research.
137
paper corpusSignostxt177 - : 3. Apply a brevity factor to penalise the texts shorter than all the references:
138
paper corpusSignostxt132 - : There is not much information concerning text types used in technical/profesional education in Chile, with the purpose of giving the students the access to the specialized knowledge and the professional discourse communities. The objective of this research is to describe from functional, communicative, and textual perspectives three specialized corpus of written texts, collected from three areas of secondary high educational and profesional schools in the city of Valparaíso: Maritime, Metalmecanics, and Administration and Commerse . The results show that a multilevel and complex approach such as this gives rich points of view: twelve text types are detected and two prototypes are clearly observed (dissemination/didactic ones and highly specialized).
139
paper corpusSignostxt158 - : Gnutzmann, C. & Oldenburg, H. (1991). Contrastive text linguistics in LSPResearch: Theoretical considerations and some preliminary findings. En H. Schröder (Ed.), Subjectoriented texts: Languages for special purposes & text theory (pp . 103136). Berlin: W. de Gruyter. [ [79]Links ]
140
paper corpusSignostxt582 - : This work intends to explore how certain process types in Spanish are related to the expression of appraisal in academic texts, our objective is to analyze verbal transitivity and evaluative aspects of student academic writing on history. Our study draws on Systemic Functional Linguistics and, in particular, on the Appraisal System, which explores evaluative meanings in language, here we shall analyze only one of its subsystems, attitude. The analysis is based on student texts belonging to two genres (question-answer and essay), but to only one discipline (history). Within the ideational analysis we explored three types of processes in academic texts: verbal, mental and relational while within the interpersonal framework we classified the clauses that express appraisal according to the three domains of the attitude system: affect, judgment and appreciation . The preliminary results show certain similarities between the two genres, for example, the prevalence of relational processes and the
141
paper corpusSignostxt244 - : Comprehension of academic texts written in English: Relation between level of comprehension achieved and variables involved
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paper corpusSignostxt374 - : Ronquillo, F., Pérez de Celis, C., Sierra, G., da Cunha, I. & Torres-Moreno, J. (2011). Automatic classification of biomedical texts: Experiments with a hearing loss corpus . En Y. Ding, Y. Peng, R. R. Shi, K. Hao & L. Wang (Eds.), 4th International Conference on Biomedical Engineering and Informatics (pp. 1674-1679). Shanghai, China: IEEE. [ [58]Links ]
143
paper corpusSignostxt283 - : [...] a comprehensive map of appraisal resources that we could deploy systematically in discourse analysis, both with a view to understanding the rhetorical effect of evaluative lexis as texts unfold, and to better understanding the interplay of interpersonal meaning and social relations in the model of language and the social we were developing, especially in the area of solidarity (Martin, 2000: 148 ).
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paper corpusSignostxt283 - : Salager-Meyer, F. (1997). I think that perhaps you should: A study of hedges in written scientific iscourse. In Miller T. (Ed.), Functional approaches to written texts: Classroom applications (pp . 5-118). Washington: United States Information Agency English Language Programs. [ [65]Links ]
145
paper corpusSignostxt354 - : Micro and macro-structural comprehension monitoring when reading science texts in a foreign language: Is it just a proficiency matter ?
146
paper corpusSignostxt391 - : Discourse markers as a distinctive feature of Basque legal texts: A statistical approach applicable to legal language studies
147
paper corpusSignostxt242 - : “Global corporate culture establishes a product-driven ‘culture of the new’, where nuance, pastiche, slight changes in product design or textual inflection are part and parcel of the construction of new audiences and markets. Sony, Nike and Coke have become participants in an advertising-driven avant-gardism that is based on the near continual experimentation with new text forms and audiences. At the same time as products and texts cross-national boundaries, we are living in an era of unprecedented global migration: with multilingual, multicultural and multi-code life worlds in our communities, schools and workplaces” .
148
paper corpusSignostxt421 - : Therefore, this article refers to multimodality because it pays attention to the way language combines with other semiotic resources to express meaning. Following Jewitt (2009), Thibault (2000), Ventola and Moya (2009) and Parodi (2012), we are interested in the multimodal nature of present societies and in the characteristics of multimodal texts because they integrate language with other resources. For this reason, the theories of multimodality and multimodal discourse analysis (hereafter MDA) have been developed in recent decades. There is no agreement among the disciplinary community in the terminology used to refer to texts that use more than one mode or semiotic channel of communication, as O’Halloran (2011: 120 ) specifies that “MDA itself is referred to as ‘multimodality’, ‘multimodal analysis’, ‘multimodal semiotics’ and ‘multimodal studies’”.
149
paper corpusSignostxt421 - : Multimodality is the term followed in this article because it is used by Kress and van Leeuwen (2006), the authors of the model of visual grammar chosen in this paper. Their approach will be followed for the analysis of the images in this article. These authors propose three main types of composition in multimodal texts that will be taken into account in this paper: (a ) the ‘information value’, or compositional organization (e.g. centre/margin, top/bottom or left/ right); (b) ‘salience’, or different elements designed to catch the readers’ attention (e.g. size, colour or sharpness, backgrounding or foregrounding); and c) ‘framing’, or presence or absence of frames that connect or disconnect elements pointing out whether they go together or not in the making of meanings.
150
paper corpusSignostxt421 - : The photograph of Bertie Ahern is framed in this visual between the two written texts that surround him: the party he is representing and the positive slogan used to persuade people to vote for Fianna Fáil so that the party can be in power again ; similar space is given to both sections where a written message is conveyed. Like in the previous poster, white is also the colour used for the letters. This colour contrasts with the black background of the top of the poster and the green of the bottom. Green is not chosen at random because it is one of the two colours that appear in the small flag that is the symbol of Fianna Fáil. As in [26]Figure 1, the small flag also appears before the name of the party. The colours of Ireland’s flag are white, orange and green. In this way we observe a cohesive use of colours.
151
paper corpusSignostxt271 - : Effectiveness of teaching strategies for the comprehension of written texts: A case study
152
paper corpusSignostxt386 - : Abstract: This paper presents a Computer Aided Error Analysis (CEA) study based on Spanish as a Foreign Language Learners’ Corpus. The corpus is made up of 84 summary texts: 40 of them are of expository modality, 22 narrative and 22 argumentative . These were written in Spanish by 22 international students from diverse university study programs with a B1 language proficiency level, enrolled in a b-learning Spanish as a foreign language course at Universidad de Concepcion, Chile (ele.udec.cl). The writing computerized tasks involved the production of 250-word-summaries based on scientific, historical and cultural topics that learners were asked to read. The methodology included Computer Aided Error Analysis and Computer Learner Corpora proceedings for the corpus construction, linguistic annotation and data processing using the NVIVO software tools. The aim is to determine error types, with the highest frequency of occurrence, committed by learners of Spanish as a foreign language. The corpus
153
paper corpusSignostxt585 - : The written comments university professors make about students’ texts serve, fundamentally, two purposes: to express an evaluation (positive or negative ) and feedback on written production (Kumar & Strake, 2011). In the latter case, professors offer guidance and indicate what adjustments can be made for the text to meet the disciplinary culture requirements. Evaluations, in turn, can be more or less open to negotiation depending on the discursive resources selected for their construction. Based on the contributions of Systemic Functional Linguistics (Halliday, 1994; Martin & White, 2005), this paper presents a qualitative analysis of three discourse strategies (Menéndez, 2005) used by professors to express a negative evaluation about their students’ productions. The strategies -which we have called ‘Rejection’, ‘Adjustment’ and ‘Problematization’- construct, respectively, evaluations that respond to scales (Thompson & Hunston, 2000) such as correct/incorrect, accurate/inaccurate or
154
paper corpusSignostxt282 - : [...] a comprehensive map of appraisal resources that we could deploy systematically in discourse analysis, both with a view to understanding the rhetorical effect of evaluative lexis as texts unfold, and to better understanding the interplay of interpersonal meaning and social relations in the model of language and the social we were developing, especially in the area of solidarity (Martin, 2000: 148 ).
155
paper corpusSignostxt282 - : Salager-Meyer, F. (1997). I think that perhaps you should: A study of hedges in written scientific iscourse. In Miller T. (Ed.), Functional approaches to written texts: Classroom applications (pp . 5-118). Washington: United States Information Agency English Language Programs. [ [180]Links ]
156
paper corpusSignostxt406 - : Van den Broek, P., Virtue, S., Everson, M., Tzeng, Y. & Sung, Y. C. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation . In J. Otero, J. A. León & A. C. Graesser (Eds.), The psycholog y of science text comprehension (pp. 131-154). Mahwah, NJ: Lawrence Erlbaum. [ [68]Links ]
157
paper corpusSignostxt457 - : Castelló, M. & Iñesta, A. (2012). Texts as artifacts-in-activity: Developing authorial identity and academic voice in writing academic research papers . En M. Castelló & C. Donahue (Eds), University writing: Selves and texts in academic societies(pp. 177-200). Londres: Emerald Group. [ [170]Links ]
158
paper corpusSignostxt416 - : Open Information Extraction from real Internet texts in Spanish using constraints over part-of-speech sequences: Problems of the method, their causes, and ways for improvement
159
paper corpusSignostxt425 - : In this paper we study the written narratives used by 54 third- and seventh graders in elementary schools with different socio-educational characteristics in Northern Patagonia, Argentina, when writing individually, on paper, and during class, a text of their choice. We aim to capture the various ways in which these students solve the narrative production, considering the adjustment to specific prescriptions for written language and to conventional features of narrative structure, as of the lexicogrammatical choices according to grammar and genre. We categorized the 54 texts according to three linguistic levels: textual (unit of analysis: text), lexicogrammatical, and morpho-orthographic (unit of analysis: word ). We applied diverse techniques of Multivariate Descriptive Statistics, in order to capture associations between categories in each linguistic level and children’s grade/school. Results showed socio-educational trends at the textual and morpho-orthographic levels, and stilistic
160
paper corpusSignostxt41 - : ^1 Según P. de Man, todo texto se construye a partir de una secuencia de tropos, que confieren al lenguaje un sentido diferente del "literal". De ahí que toda lectura se constituya en un proceso alegórico. Hamacher ([86]1989:182) acota: "The literary texts devoted to this tension are not exhausted in figurative -and in the last analysis, this means metaphorical- discourse and its destruction, but rather, by reiterating its aporia, at the same time they expose another way of reading them: they are allegories ."
161
paper corpusSignostxt491 - : The purpose of this article is to describe the processes represented in finite clauses which are part of written narratives produced by elementary school students. In order to achieve this objective, verbs and verb phrases are analyzed as central elements in the configuration of experience, which is expanded by inherent participants in the represented process and circumstantial-type adjuncts. Clauses are considered the central process unit, as they convey the speakers’ choice in terms of the different systemic networks that are syntagmatically structured. The methodological approach corresponds to a quantitative description. The corpus presents a collection of 180 texts written by students in Grades 3, 5 and 7 attending one of two types of schools: a state school or a state-subsidized private school . The material processes that construct the experience as an external event, are significantly predominant in the corpus. However, such trend steadily decreases as students are promoted to the
162
paper corpusSignostxt216 - : van den Broek, P. , Virtue, S., Gaddy, M., Tzeng, Y. & Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation . En J. Otero, J.A. León & A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 131-154). Mahwah, N.J.: Erlbaum. [ [123]Links ]
163
paper corpusSignostxt410 - : Gnutzmann, C. & Oldenburg, H. (1991). Contrastive text linguistics in LSP-Research: Theoretical considerations and some peliminary findings. En H. Schröder (Ed.), Subject-oriented Texts: Language for Special Purposes and Text Tehorie (pp . 101-136). Nueva York/ Berlín: de Gruyter. [ [44]Links ]
164
paper corpusSignostxt313 - : The third step involved data processing through initial qualitative analysis. At this stage, the research team organized the texts according to a tentative typology and eliminated all the identification elements: name of the organization, names of people, places, phone numbers, addresses, registration number, etc .
165
paper corpusSignostxt313 - : Team-building as a concept has appeared relatively recently in Romanian workplace culture. Events such as Christmas parties or going on trips with workmates were highly improbable twenty years ago. Still, both the concept and the events seem to have become popular and prove worthwhile activities in any organization. A core of written texts has emerged from the necessity of managing such activities: announcements, invitations, and programs .
166
paper corpusSignostxt470 - : This paper analyses the noun cohesion in narratives written in Basque by young students of compulsory education (primary and secondary) and by teacher training. The aim is to identify the differences that appear in each level in order to provide data that allow teachers to design more appropriate didactic resources and interventions for each educational level. A corpus of 80 written texts among four groups of 20 students is studied, being each student from a different academic level: 6th grade of primary school, 2nd and 4th grade of secondary school and first year of Teacher Training Formation . All the texts, 1 per student, are produced based on the same consignment. After a detailed analysis of the anaphoric procedures used and their relation with the non-verbal level of the narrations, it is stated that varied procedures appear and are consolidated from the age of 11. The observed regularities in the nominal cohesion seem to be indicatives of the characteristics of the textual genre
167
paper corpusSignostxt400 - : Pronominal clitics and verb endings play a distinguishing role in Spanish verb morphology. Spanish pronominal clitics are units intermediate between independent words and bound morphemes. They can fulfill independent grammatical functions (e.g., as direct or indirect objects), but they have no phonological autonomy (i.e., they are always unstressed and are typically pronounced in the same tone group as the verb). For their part, Spanish verb endings are verb desinences which necessarily express ‘person’ and ‘number’ and which, optionally, may also express ‘mood’, ‘tense’, and ‘aspect’. These two sets of features may be realized by a single morpheme (García, 1975, 2009). Consider the sentence in bold within the following text –this and all following examples are real texts taken from the Real Academia Española’s Corpus de referencia del español actual (CREA):
168
paper corpusSignostxt601 - : The texts produced by the students were tagged by test and student and introduced in Coh-Metrix (version 3.0). Coh-Metrix is an automated web tool that generates indices of the discourse and linguistic representations of texts within five major dimensions: “narrativity, syntactic simplicity, word concreteness, referential cohesion, and deep (causal ) cohesion” (^[91]McNamara et al., 2014). For the authors, computerisation therefore replaces other methods used in the past to measure L1/L2 language development, like linguistic analysis provided by hand and other traditional classifications (e.g. Hunt analysis). Other automated tools like Synlex, which has been previously used for the cross-sectional description of bilingual discourse (^[92]Lorenzo, 2017; ^[93]Lu, 2010, for further information on this tool) and other types of software like Trijamod, Childes and Freeling were considered, but they were found less appropriate to the ends of this study.
169
paper corpusSignostxt558 - : Studies in children with Developmental Language Impairment (DLI known before as Specific Language Impairment) have isolated anomalies affecting varying elements in the grammar of different languages. The importance of these descriptions is that allows a better understanding of the DLI and the linguistic phenomenon. In this framework, the aim of this study was to describe the grammatical deviations in Spanish speaking children with DLI. To achieve this, texts were analyzed from the NIR2004 corpus of 38 children with DLI and 38 children with Typical Development Language (TDL), aged between 5 and 5 years and 11 months, attending preschool. Texts analyses were focused on detecting and classifying grammatical deviations: disagreement, elision, substitution, word disorder, overregularization and addition . Results show that both DLI and TDL children present these grammatical deviations, but the amount of deviations performed by the DLI children is significantly higher for the first five types.
170
paper corpusSignostxt465 - : Digital texts of identity: A valuable tool for the study of identity construction and language learning in EFL
171
paper corpusSignostxt465 - : Bernhard, J. K., Cummins, J., Campoy, F. I., Ada, A. F., Winsler, A. & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities . Teachers College Record, 108(11), 2380-2405. [ [158]Links ]
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paper corpusSignostxt465 - : Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracies pedagogy . En O. García, T. Skutnabb-kambas & M. Torres Guzman (Eds.), Imagining multilingual schools: Language in education and glocalization (pp. 51-68). Clevedon: Multilingual Matters. [ [167]Links ]
173
paper corpusSignostxt209 - : It could be said that the specialized discourse literacy (academic and professional) has just began to be explored recently in Chile. Advances in this line must start from a deep and empirical analysis of real data. Thus, one way to access to the specialized written genres employed by the academia is to begin from the tenant that all materials read by students in university training reveal relevant data about disciplinary discourse and knowledge. This article gives information about a research Project, in its first steps, at Pontificia Universidad Católica de Valparaiso, Chile, focused on the collection, construction and description of an academia corpus based on texts collected in the academic and professional areas of four disciplinary domains of knowledge: Industrial Chemistry, Construction Engineering, Social Work, and Psychology . So, a revision of the concepts of specialized, academic, and professional discourse is presented. Then, the procedures of collecting and organizing the
174
paper corpusSignostxt209 - : Berkenkotter, C., Huckin, T. & Ackerman, J. (1991). Social context and socially constructed texts: The initiation of a graduate student into a writing research community . En C. Bazerman & J. Paradis (Eds.), Textual dynamics of the professions (pp. 191-215). Wisconsin: The University of Wisconsin. [ [39]Links ]
Evaluando al candidato texts:
5) corpus: 39 (*)
7) reading: 33 (*)
10) discourse: 26 (*)
15) processes: 23
16) paper: 23
17) academic: 23
18) context: 21
20) translation: 21 (*)
texts
Lengua: eng
Frec: 2744
Docs: 809
Nombre propio: 9 / 2744 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.701 = (4 + (1+7.71424551766612) / (1+11.4225904338926)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| texts |
: Alex (S8): It's good to try to find different interpretations [of the literary texts.] . . . We tried to express our own ideas, I mean, trying to say what we think, to show what we understand about the stories . . . to find the meaning and analyze the stories (Interview, June 6th, 2011). : Raw frequency counts cannot be use for comparison across texts because they are not all the same length. This is, long texts will tend to have higher frequencies simply because there is more opportunity for a feature to occur. (^[70]Biber, 1988, p. 14) : 1. DAmore, A. M. (2009). Translating contemporary Mexican texts: Fidelity to alterity. Nueva York: Peter Lang. : 10. Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14. : 10. Dirven, René y Marjolijn Verspoor. 1998. Structuring texts: Text linguistics. En Cognitive exploration of language and linguistics, 193-216. 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