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

1) Candidate: topic


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt417 - : The mythical mother's presence associated with northern spaces, holder of a native and in gestation language, is a significant topic in Soledad Farina's following books (Antofagasta, Chile, 1943): El Primer Libro (1985 ), Albricia (1988), En Amarillo Oscuro (1994) y Pac Pac Pec Pec (2012). Our application is in line with a long term research whose final objective is the understanding of the various imaginary process in search of identities, in social and cultural contexts. Eventually, these contexts contribute not only to the imaginary gestation of visions and texts, but also to the sense that we give them as objects belonging to a cultural territory related to the Andean Culture in general and to Peru and the North of Chile (Norte Grande) specifically.

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paper CL_LiteraturayLingüísticatxt252 - : Domingo Gómez Roja's poetry and figure has been known, mainly, because of being the work of an unjustly imprisoned and killed student. This research attempts to move beyond this perspective that, until recent years, captured the attention of critics, and is entering into a clearly unattendent topic: his poetry's christian spirituality . Specifically, we are going to examine the lyric speaker's christian worldview in the secularization context of modernity. We will confront the vision of the speaker with the one of the author, with the purpose of expanding the knowledge of his poetry and discover the characteristics that really distinguish this poet's work.

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paper CL_LiteraturayLingüísticatxt559 - : acciones urgentes y firmes para acabar con el peligro. Es posible que el rechazo social y mediático que causó el uso de "guerra” el 20 de octubre durante el Estado de Emergencia y aplicado al caos social imperante, incluidos los trending topic en Twitter #PiñeraDictador y #NoEstamosEnGuerra, haya forzado que su uso se suspendiera desde entonces en los discursos presidenciales: su presencia es nula en los discursos posteriores al 20 de octubre .

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paper CO_ColombianAppliedLinguisticsJournaltxt160 - : Students' response papers or artifacts also show EFL learners' critical comments about the commonality topic of unequal gender roles and relations of power as depicted in "Woman Hollering Creek:"

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paper CO_ColombianAppliedLinguisticsJournaltxt160 - : Both Relational Teaching and the discussion of the African-American story "Shame" allowed EFL learners to address issues of social discrimination and prejudice, attitudes which still exist in contemporary societies and affect intercultural relationships. Data show that the commonality topic of discrimination was clearly discussed in class when learners referred to the different ways in which Richard, the main character of "Shame," was seen as an inferior being because of his socio-economic situation:

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paper CO_ColombianAppliedLinguisticsJournaltxt120 - : Du-Babcock, B. (2010). Turn-taking behavior and topic management strategies of Chinese and Japanese business professionals: A comparison of intercultural group communication . Proceedings of the 75th Annual Convention of the Association for Business Communication October 27-30, 2010 - Chicago, Illinois. [ [43]Links ]

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paper CO_ColombianAppliedLinguisticsJournaltxt138 - : The project was developed following the steps suggested by Stoller (2000). First, the third grade students were divided in groups and each group chose a topic related to environmental care, taking into account that this aspect is the main goal of the recycling project of the school. After this, each group researched about the topic selected: animal care, water care, how to elaborate recycled paper, and plant care . Then, and after several drafts each group created a mini book, poster or frieze related to the topic chosen. Finally, each group shared their findings and creations with the other students of the school and their parents.

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paper CO_ColombianAppliedLinguisticsJournaltxt272 - : The fourth reading discussed a topic that is currently trending in the news in our country: the use of shopping bags . For this fourth infographic, the students were asked to present alternatives to reduce the use of these bags to examine whether they were aware of the problems occasioned by using them. In [66]Figure 5, the students argued that ‘Never throw bags or any type of garbage into the toilet, rivers or the sea, if you do not want to hurt animals’. This statement highlighted the negative effects of using and dumping plastic bags, thereby allowing the students to be active readers and reflect on a topic that has elicited debate in our country and around the world.

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paper CO_ColombianAppliedLinguisticsJournaltxt293 - : Then, we found another metaphor: the painter and her artwork. In this autobiography, we discovered how important the FD topic was for this participant, not only because of her interest in showing the world her abilities regarding teaching English, but also because of her commitment to work in this unexplored field:

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paper CO_ColombianAppliedLinguisticsJournaltxt11 - : At the Modern Languages Curricular Project at a public university's undergraduate program in Bogotá, I am currently developing a course called "Communication in English VIII." The syllabus emphasizes all kinds of communicative activities including sketches, which are short, and light, informal skits. I certainly have a book of sketches, "Sketches from the English Teaching Theatre" (1995) produced by the BBC. Their topic: situations around life in England . Initially, I thought of giving copies of the different sketches to the students as I have done with other groups in previous years. Based on the "Familiar to unfamiliar principle", I changed my approach. This time the suggestion to the students was to produce their conversational sketches based on familiar situations surrounding their lives. And they did so. Not only did they display their social sensibility to their own culture, but they also felt more at ease replicating their own environment through language. The aforementioned

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paper CO_ColombianAppliedLinguisticsJournaltxt222 - : Students chose to use short narratives from a set of three topics: sports, fashion, and tales because they liked them, they had previous knowledge of their content in Spanish, and had a meaningful context that could allow them to remember the words . Nine short stories were selected by the teacher researcher. As Thornbury (2004) indicated "for vocabulary building purposes, texts…have enormous advantages over learning words from lists…and can be subjected to intensive…lexical study" (p. 53). While reading the text for the first time, the students underlined the unknown vocabulary, and then, with the teacher's guidance, students agreed on another fifteen new words to be learned during the session. In the case of word cards, students worked with small cards to create their set of words. For pictures, students used their previous knowledge of the content of the story to draw pictures that helped them remember the words. For association with a topic, students used the title of the fable or its

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paper CO_ColombianAppliedLinguisticsJournaltxt179 - : The production of a FL reading manual was an effort of four in-service teachers who wanted to have homemade material. For the design of the manual, teachers considered that it should include a cultural topic (holidays: informative), experience of the language use (reading comprehension exercises: experiential ), discovery of the language (exploratory), and language practice (instructional/ eliciting). They also considered the program of reading comprehension I, reading with visual aids, and exercises that involved pre-, while-, and post-reading activities. It is important to highlight that the manual may become a useful tool depending on the objectives or methodology the teacher has to use and it is she/he who gives a pedagogical touch in her/his teaching contexts.

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paper CO_ColombianAppliedLinguisticsJournaltxt179 - : [52]5 The program of reading comprehension I contains the following topics: guessing word meaning, scanning, skimming, topic, main idea, referents, and patterns of organization . It also contains grammar topics (verbal tenses, modal verbs, passive voice, comparison, superlatives, and basic structure of a sentence) affixes, and dictionary use.

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paper CO_ColombianAppliedLinguisticsJournaltxt43 - : The directions both students followed to write the expository essay allowed them 30 minutes to write a composition on the topic: "It Pays to Be Honest ." They were directed to write at least 150 words following two ideas:

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paper CO_ColombianAppliedLinguisticsJournaltxt34 - : Many expressions like the above were frequently found and most of them showed a marginalization feeling among girls as a result of interaction with boys. The strategy called topic raising and verbal conflict was reflected in statements like the following, where a girl who attempted to switch a topic was confronted by an aggressive male response:

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paper CO_ColombianAppliedLinguisticsJournaltxt161 - : According to the excerpt below, it is possible to observe that students were using the target language a lot; the observation format suggests this happens most of the times in science classes. They talked among themselves and to the teacher using the language they know. Something valuable about students' talking in English is that they use the vehicular language in both academic and communicative situations. They are able to express their feelings or needs, and they can also talk about an academic topic, such as an ecosystem:

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paper CO_ColombianAppliedLinguisticsJournaltxt125 - : In this excerpt, the writer included information of her context to introduce the topic as well as a concession idea, thus establishing two types of connection: First, she drew on knowledge of reality that her readers may share, and second, through the concession idea, she showed her consideration of points of view that were different or opposing to hers ; in other words, she anticipated the audience's reactions. Besides this, she reduced her assertiveness (Goatly, 2000) when she presented her purpose, by using "From my point of view" and "I would like to." By carefully selecting forms, participants showed understanding of an interpersonal dimension of writing rather than only a linear connection between a writer and the readers. In this respect, a student wrote in the final questionnaire:

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paper CO_ColombianAppliedLinguisticsJournaltxt125 - : The students were able to build engagement with the text using an array of experiences (Lillis, 2001), which was all that they brought with them and contributed to shaping their texts. In the following excerpt of a class in which the students were presenting their final essays, a student shows how she feels connected to the topic of her essay through a personal experience, which allowed her to construct and present her own arguments:

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paper CO_ColombianAppliedLinguisticsJournaltxt157 - : What follows is a non-verbal event. The following propositions, which show material processes, activate action and act as a transition device for the topic to unfold in the remainder of the text:

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paper CO_ColombianAppliedLinguisticsJournaltxt157 - : In sum, my analysis of the textual devices employed by the author and my interdisciplinary framework helped me realise that my attraction towards this small stretch of literary discourse resided in: (1) the context of culture created by the writer and developed in the complete work and the use of words such as "wives" and "Didi," (2) the topic shift from Nana's experience to her warning about all men, (3) the change in coding time illustrated through this topic shift, (4) the tension created between Nana's utterances and Mariam's silence and non-verbal activity, (5) the inclusion of Mariam's father through "he," (6) the illocutionary forces underpinning Nana's utterances, and (7 ) the metaphor Nana inserts to illustrate her claim about how men behave in their world.

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paper CO_ColombianAppliedLinguisticsJournaltxt255 - : Additionally, one of the key moments in each unit was that each topic ended up in a curriculum outcome. As seen in [51]Figure 2, for example, the curricular outcome, for unit 1-topic Ourselves, was a lapbook. For the other topics, the outcomes were: ID cards, coins, collages, portraits, and selfies . These outcomes, in which each unit topic would be developed, were designed in order to frame this pedagogical intervention around our project-based learning outcome-an art gallery. Therefore, since this implementation would be included in the presentation of a gallery, we asked students to use their creativity and enhance their group work while they presented themselves and their context during their classes.

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paper CO_ColombianAppliedLinguisticsJournaltxt255 - : Continuing, in unit 2, the topics discussed were: Places, Natural resources, How to plant a tree and How to take care of the natural resources . In this unit, students talked about places in the community and how to get to them, natural resources, how to plant a tree, and how to take care of the environment. As shown in [53]Figure 3, one of the curricular outcomes for unit 2 was a 3D architectural creative model of the town. The others were squash cards, a garden, and a mural. Within each topic, students learned about the commercial and residential places in their community and also how to get to them using directions. Moreover, they described the natural resources in their community by creating squash cards, contributed to take care of the environment by planting a school garden and represented their reflections upon the topic by painting a mural inside the school.

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paper CO_ColombianAppliedLinguisticsJournaltxt255 - : In order to articulate our intervention, lesson plans, worksheets, and materials were created (see Appendices A and B). Moreover, we followed a particular pattern within every topic which was: input, language focus, ‘community sharings,’ writing time, outcome example, creative time, and speaking time (see [55]Figure 4 ). The pattern mentioned above was key to organizing ourselves and our students in a specific order that could help us to reach the language learning goals and the class objectives.

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paper CO_ColombianAppliedLinguisticsJournaltxt250 - : In a slightly different way, the second levelintergenerational communication-was one of the main improvements observed during the study and equated to the opportunity to foster and strengthen the communication between families around a common topic: the history of the town, the independence process, the struggle and difficult times in the very first years of the municipality, and the collaborative work that motivated the progress of the town . This intergenerational dialogue created a sense of union among the people in the town because young learners felt as though they could be part of the history by telling others what their parents and grandparents had to face to establish the municipality. At the same time, the elders in the community felt that they were heard, and their life events had the importance they deserved.

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paper CO_ColombianAppliedLinguisticsJournaltxt61 - : A total of five topics were discussed. After much lively discussion, chosen topics included: Aum Shinrikyo new religion, WWII and the atomic bomb from the Japanese point of view, right-wing nationalist causes, problems faced by Japanese children who return home after educational experiences abroad, relationship between language and culture or the psycholinguistics of Japanese . Due to difficulty obtaining first hand materials from a right-wing nationalist cause, this topic was replaced by another article on issues concerning the war responsibilities of post-war born Japanese.

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paper CO_ColombianAppliedLinguisticsJournaltxt61 - : Responses to Reading Material. The three non-native students chose to write their reflective essays on the same topic: children returning from living abroad (kikoku shijo ). Their responses revealed that class discussions had created interest which transcended the reading, probably due to the contributions of the female native speaker who had just such a background. Her personal testimony created a deep impression on the language learners who were able to make connections between text comprehension, discussion, and personal responses. Thus they found it easier to write about.

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paper CO_ColombianAppliedLinguisticsJournaltxt261 - : As an introduction, teachers met the students and explained to them the benefits this learning experience will have on their English skills. The teaching schedules were organized and students agreed to attend classes every Monday from 3:00 to 6:00 pm. A survey was given to the students to identify their language proficiency self-concept in Embera and Spanish related to four skills (listening, speaking, reading, and writing). Many of them said that they did not feel comfortable speaking their mother tongue. The teachers explained to the students the two learning approaches that would be used in the English class. Taking into account the drug problem the community was facing in Florencia, with the approval of the students, it was decided to center the project on the topic: Awareness of drugs’ harmful effects .

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paper CO_ColombianAppliedLinguisticsJournaltxt245 - : During these sessions, students were presented with a series of resources that dealt with the topic of interest. It was my objective to include topics that could actually generate discussion and that motivated students to disclose their insights regarding different matters which would, in turn, result in the increase of their intercultural awareness which as stated by ^[54]Baker (2012) is:

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paper CO_ColombianAppliedLinguisticsJournaltxt279 - : It is like I see in all the lessons, the topic is the only changeable aspect, but the scheme of the lesson is exactly the same! Then, I have to say: you didn’t really think about your class, did you ? (Interview 2, Lilia)

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paper CO_ColombianAppliedLinguisticsJournaltxt280 - : Most literature on the topic of factors influencing learning gains addresses language typology (the study of how languages differ regarding structure and function ) and the extent of language distance between the native and the target language. Hence, the degree of the learnability of a second language is believed to depend mainly on the degree of relatedness between the languages (^[43]Ross, 1998). Thus, it seems that SLA by the speakers of typologically dissimilar languages entails substantial learning time and intensive exposure.

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paper CO_ColombianAppliedLinguisticsJournaltxt42 - : ^[61]10A wealth of resources on this topic can be found at [62]http://www .grammatics.com/appraisal/

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paper CO_ColombianAppliedLinguisticsJournaltxt63 - : 3. The topic to be developed: the same topic (in more depth ) you selected for your presentation

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paper CO_FormayFuncióntxt284 - : In this example, the subject los latinos is used to establish Latinos as the topic to be continued in the subsequent clauses (son católicos, latinos que llegan católicos, se van convirtiendo). A further illustration of LSs to establish a topic is the following:

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paper CO_FormayFuncióntxt260 - : In the example 2g, the verb «'e» 'to speak' occurs, reduplicated and with the suffix of imperfective aspect «-m»^[45]^5: «e~'e-m». In this case, the subject is not morphologically explicit, typical of this aspect, but it can easily be restored in the discursive context, having been cited in the previous statements. This verb is intransitive and does not require a direct object in the form of a phrase or pronominal index in the verb. The topic of the gossip is expressed in a PP: «[[o='it] pe]» 'about my son' . The same occurs with the verb «je-de~de-m» 'to speak meanly of somebody/engine noise', equally reduplicated, with imperfective and intransitive suffix. The target of this 'to speak' is also a PP: «[[wara'at] pe]» 'about another' and «[[pug̃] pe]» 'about one' (example 2h). This last example includes a numeral pronoun as complement of the postposition. Finally, these addressees or targets of gossip appear in postpositional phrases. This is not required syntactically by the verb, but it is

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paper CO_FormayFuncióntxt53 - : [14:51] | Topic: Holas a toos toy transmitiendo desde Viña yep yep!!

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paper CO_Lenguajetxt191 - : A. Topic Sentence:

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paper CO_Lenguajetxt191 - : A. Topic Sentence:

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paper CO_Lenguajetxt191 - : A. Topic Sentence:

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paper CO_Lenguajetxt191 - : A. Topic Sentence:

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paper CO_Lenguajetxt191 - : A. Topic Sentence:

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paper CO_Íkalatxt129 - : To continue with the topic of writing, Juan David Gómez González in his article Cognitive demands and the EFL writer: Observations on kind, degree, and agency discusses the relevance of EFL students' cognitive processes at the moment of revising their own texts . Gómez explores the connections between dual process theories and EFL students' composition, and argues that most research on the process EFL students go through when revising a text has mainly focused on students ''ability to write, how the instructor assesses students' writing, and the complexity of tasks.'' Gómez then invites instructors to expose students to revision strategies such as drafting, peer revision, and blind peer assessment to help them become aware of their own mistakes.

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paper CO_Íkalatxt137 - : The production test consisted of various topics which include: My faculty, My Department, My Course of study, My University, among others . Each subject was given twenty minutes to make the presentation in class in the presence of their colleagues. The comprehension data were collected through a short written composition on the topic ''A day I will never forget''; it was conducted in the class and lasted for a period of 45 minutes.

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paper CO_Íkalatxt41 - : I took my field notes in a structured way following a particular format called a teaching log to distinguish it from more fluid and ad hoc field notes (Wallace, 1998, pp. 105-106). In it, I wrote down occurrences relevant to the issue or topic being investigated: affective factors and SLLS . I decided that the focus of the observation was on my beginner students: the way they worked, the way they interacted, the way they responded to my teaching, and their on-task and off-task behaviors. I used real time observation to gather observed data, that is, the observation is made and analyzed as the teaching/learning actually happens without using any electronic means of recalling data.

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paper CO_Íkalatxt195 - : In considering the way in which literary form can be indigenous, I explore two examples of located practice concerned with letter writing in the Andes. Letter writing forms an interesting topic of discussion for two reasons: first, due to changing economic situations and children moving into the city to work, letter writing has become a part of social practice in many indigenous communities and is therefore a new practice used in response to a specific societal need (^[81]Lund, 1997, p . 186; ^[82]Zavala, 2008, p. 885). Secondly, the fact that letter writing also exists in a European context emphasizes the importance of adopting a critical, 'social literacies' framework (Purcell-Gates, 2008; ^[83]Street, 2009); as we shall see, what we understand as letter writing is not universal, but rather depen- dent on a specific social context.

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paper CO_Íkalatxt324 - : Introduction and Assignment 1 (a) Recognizing what constitutes metaphor. (b) Identifying linguistic metaphors rooted in conceptual metaphors (in English and Spanish). (b) Identifying target and source domains in the formation of conceptual metaphors. (a) Introduction to the topic: describing metaphor, understanding its importance in language learning, defining linguistic and conceptual metaphors, understanding semantic mapping and domains . (b) Matching conceptual with linguistic metaphors (in English and Spanish). (c) Verbalizing links between conceptual and linguistic metaphors through the analysis of source and target domains.

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paper CO_Íkalatxt42 - : All participants thought that the topics were interesting and relevant (''strongly agree'' and ''agree'' on the scale). One PA reported, ''Students usually come out with very interesting topics, about what they have been observing.'' However, the PST whose project was directed towards keeping all students, including the fast learners, engaged in class, thought that his topic was not as important as the others: ''It is hard to not compare with others . Mine is very simple. It's something that we do every day. It has been worked on before... My topic is... not new.'' One PA believed that the topics can be related to common school issues: ''The topics that they have... for example, I'm not expecting something like, very out of the ordinary, because our schools usually have the same problems... topics are very, very similar.''

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paper CO_Íkalatxt42 - : These two strategies were discussing theory from previous courses in the program, and reading the literature about the topic. Evaluating previous knowledge about a topic was commented on by two PSTs: ''We brainstormed ideas about the topics based on our observations and what you know about the topic'' ; ''That topic called my attention since I read about it in previous courses of the program.'' One PA, likewise, thought this strategy was useful with PSTs: ''When you talk to them... their beliefs, their ideas, their concepts, the information that they have collected from the other courses in the Licensure Program.'' Another PST reported that her choice of topic was directly related to a personal interest of hers with the principles of thematic teaching she had learned in one of the Methods courses in the undergraduate program.

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paper CO_Íkalatxt42 - : A number of PAs recognized that they thought it was important delimit the PSTs' topics: ''Identifying the problem ... they want to do many things... They identify topics, many topics, and they come with lots of ideas... to work with, but then when they need to [sic] specific, that's when the problem comes.''; ''What really interests me is that the topic, whatever it is, is feasible... If it is really broad, I point out the time and the conditions for the project.''; ''I realized that the topic was still too broad... so I asked my student to delimit the topic and then polish the question, then I revised it.''; ''Sometimes we dream too much... the other preservice teachers help me to delimit too... question the preservice teacher what has been done about it, if they believe that they will find something about it, as to how feasible the work will be with the topic.'' Also, one PST commented on this issue: ''I had a lot of ideas, questions. I went to my advisor to narrow down the focus... My

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paper CO_Íkalatxt42 - : Most participants agreed that the role of the PST was to choose the topic and to write the question (6 PAs, 10 PSTs) with the PAshowing them how.Anumber of PSTs stated that they themselves had identified their topics and formulated their research questions: ''We defined the topics .''; ''Finally, I could work on what I wanted and my students.''; ''Our task is to do the research question.''; ''I defined my question.''; ''I formulated that question.''; ''I found one research question.'' Likewise, more than half of them believed that the role of the PST was to monitor their own teaching practice (5 PAs, 9 PSTs) and to use the feedback from the advisor and/or cooperating teacher to identify the topic and question (5 PAs, 12 PSTs).Anumber of PAs expressed that their role was not to influence directly the PSTs' choice of topics or research questions, but to promote autonomy and ownership of this research process. One PA commented,

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paper CO_Íkalatxt210 - : From the oral data collected in the initial focus-group discussion, in the context of the writing procedures employed by the EFL students prior to the intervention (see [92]Figure 2), the participants of this study stated that they did, in fact, undertake certain pre-writing activities, such as thinking about the topic. One of the early tasks they said they carried out before producing a written text was activating their prior knowledge related to their production's main idea. With respect to this, one student made the following comment: "We have to think about the ideas we're going to write. We can't start without doing that" (Participant 07 32:32). Another EFL learner had a similar perspective: "Before I start writing, I try to remember everything I know about the topic for the task" (Participant 12 42:42 ).

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paper UY_ALFALtxt50 - : La topicalidad, definida por [40]Givón (1976: 152) como «the likelihood of various NP arguments being the topic of sentences», se reformula en términos cognitivos como prominencia ([41]Croft y Cruse 2008: 73ss ) o como accesibilidad ([42]Ariel 1999, [43]2009; [44]Gundel y Fretheim 2009), entre otros conceptos análogos. La prominencia es el grado de activación mental que posee una entidad en un contexto discursivo, y se relaciona estrechamente con aspectos formales como la expresión variable de los elementos o la manera en que estos son indexados en la cláusula. A medida que un referente se mantiene activado a lo largo del discurso, su formulación explícita resultará progresivamente menos esperable, dado que el hablante considerará innecesario seguir mencionándolo ([45]Givón 2001: 35; [46]Langacker 2009: 112). En el caso particular del español, su presencia discursiva podrá mantenerse fácilmente a través de desinencias de sujeto o de clíticos correferenciales, dependiendo de la función que

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paper UY_ALFALtxt226 - : Thus, lhe vary with te at accusative context. To analyze the cognitive counterpart of this variation, I developed a self-paced reading test, applied to participants of two Brazilian States (Rio de Janeiro and Ceará). In the experiment, I tested some recurrent assumptions in literature about the topic: (i ) the referential ambiguity of clitics lhe and (ii) the diatopic conditioning about the use of lhe.

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paper VE_Letrastxt192 - : The aim of this work is to analyze the issue of the utterance in the Spanish of Venezuela, in order to explain how this issue is integrated or related to the syntactic functions. Theoretically, the study is supported on functional syntax and on the syntax of spoken language. Regarding the methodology, it follows the functional discursive approach (Halliday 1967, 1985). The corpus studied was the Corpus del Laboratorio de Fonética de la Universidad de Los Andes, from which eight informants were selected. The sample gathered 450 utterances with conversation themes encoded in the nominal group. As a result, we find that the topic as thematic structure is expressed through syntactic structures such as: subject (53,7% ), direct object (21,6%), indirect object (14,3%) and nominal attribute (10,4%). The sentence utterances show pre-position or post-position of the theme with a function of direct or indirect object. The functions fulfilled by this thematized group are those of topicalization (Top)

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paper VE_Núcleotxt97 - : 18. Hidalgo, R. (2002). Establishing topic in conversation: A contrastive study of left-dislocation in English and Spanish . CLAC 11 [documento en línea]. Disponible: [47]http://www.ucm.es/info/circulo/no11/hidalgo.htm [Consulta: 12 de septiembre de 2008]. [ [48]Links ]

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paper corpusLogostxt69 - : a) Identification and division of the short story into 3 main parts: beginning, middle and end. A title is put to each paragraph to distinguish them. b) Development of the characters. It is a bit messy and disorganized. c) Development of ideas without considering the pace/ flow of their short stories. a) Good idea to work with the topic of wizards, it’s trendy! b) Remember to organize your ideas to present the short story as it is: a story divided into paragraphs . c)Don’t forget to use punctuation, commas, etc. articles, tenses and subjects cannot be forgotten a) Praise b) Global structure (Ideas development)/ Advice c)Wording/ local structure /Imperative d)Global Structure (Ideas development)

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paper corpusLogostxt69 - : Good idea to work with the topic of wizards, it’s trendy! Remember to organize your ideas to present the short story as it is: a story divided into paragraphs . Don’t forget to use punctuation, commas, etc. articles, tenses and subjects cannot be forgotten Praise Global structure (Ideas development)/ Advice Wording/ local structure /Imperative Global Structure (Ideas development) Feedback adopted Organization of the short story into clearer and paragraphs, Correction of grammatical mistakes, related to word order, concepts, spelling, orthography. Feedback not adopted Diversity of vocabulary. Punctuation in general.

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paper corpusRLAtxt208 - : TOPIC 1 (5 min) Option A: Chile and Its Soccer Team 1 . Tell me your impressions of the result of Copa America. 2. What does the national soccer team mean to you? 3. Do you think Chile has a chance to win the next World Cup? 4. If you could think of a way to improve the national soccer team, what would it be? 5. Who is your national favorite player and why? Option B: The Role of women in Chilean society 1. In your opinion, do Chilean women have the same opportunities to grow professionally as men in society? 2. Are you a(n) (anti)feminist? Why? 3. Do you agree having a female president has helped the role of women in Chile? Explain 4. In what ways do you think teenage pregnancy can be avoided? 5. Do you agree with abortion? Explain. TOPIC 2 (5 min) Education in Chile 1. What do you think of the quality of Chilean education at the moment? 2. Do you agree education should be free in Chile? Explain. 3. When compared to the education other countries in Latin America, the quality of education in

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paper corpusRLAtxt180 - : There are not many studies from discourse analysis, pragmatics or functional systemic linguistics. ^[74]Ehrhardt (2012) analysed politeness and face work in German forum communication and observed that forum users seem to be more tolerant to face-threats than speakers in face-to-face conversations, always taking for granted a 'kind of default face' that all participants are expected to respect (although this is not always the case). From the previous studies we can also extract useful in formation such as the fact that a thread in an online forum typically contains several topics (^[75]Qu and Liu, 2012: 371) and that users participating in a thread seem used to infer the topic distribution of the thread and also infer the 'best' or more 'interesting' by amount of target user's participation (Qu and Liu, 2012: 374 ). It is worth highlighting the study of ^[76]Delahunty (2012) on identity in on line discussion forums. According to her, users (students in her study) project an image of

59
paper corpusRLAtxt229 - : The scenario contained the stimulus "that forms the basis for generating writing content" Cushing (2009: 62) and was made up of both visual support -the painting "Guernica" by Picasso- and a short text describing the task. The students were told to imagine they were one of the characters in the picture and to write in the first person what happened on the day Guernica was bombed: their memories of that day, some events, what they did, thought and felt. In this way, students were provided with an engaging topic to write about and given some suggestions and ideas, in order to help them show their creativity, since "writers must be engaged enough in the task to find something to say" (Cushing, 2009: 91 ). Before writing the story (task 2) students had to write an outline that contained the main parts or events they planned to include (task 1). Both tasks were used to assess the following six subskills: 1) planning strategies, 2) use of text typologies (description, narration, dialogic

60
paper corpusSignostxt328 - : Hidalgo, R. (2002). Establishing topic in conversation: A contrastive study of left-dislocation in English and Spanish . En A. Downing, J. Moya & J. I. Albentosa (Coord.), Circle of linguistics applied to Communication 11 (pp. 31-50). Cuenca: Ediciones de la Universidad de Castilla-La Mancha. [ [65]Links ]

61
paper corpusSignostxt469 - : This task has been classified as open because there is not a final goal set (^[82]Ellis, 2003). It consisted of a free topic given in the form of a statement: someone who has influenced you and best holidays . The participants were asked to speak freely about the topic provided and to try to interact as much as possible, asking questions when necessary. This task did not fulfil the requirements of the study since it does not oblige subjects to communicate with one another or to handle topics in a deeper way (^[83]Ellis, 2003). However, its selection was based on its benefits observed in L2 interactional studies in that it provides speakers with more opportunities to produce more language (^[84]Duff, 1986) and more complex structures, and thus develop other communication skills (^[85]Skehan, 1998). It was expected that this type of task would give learners the chance to perform a different and more natural activity and thus be faced with different types of communication problems - more

62
paper corpusSignostxt319 - : “I take (any) aspect to be the source of the topic situation, which, for independent reasons, turns out to be a suitable antecedent for estar´s specificity presupposition” (Maienborn, 2005:13 ).

63
paper corpusSignostxt319 - : We have seen that several researchers have tried to account for ser and estar based on syntactic, semantic and pragmatic approaches. This just shows how complex it is to characterize the behavior of the two Spanish copulas. Leaving aside the controversial topic of whether the relevant distinctions are encoded in the syntax, the semantics, the pragmatics of either, the copulas or the whole predication, most of the influential proposals seem to converge on the following general picture: Predicates with ser and estar give rise to different interpretations: ser predicates are generally (but not necessarily ) associated with properties that are perceived to last, to be permanent, to be inherent while estar predicates are commonly (but not always) associated with properties that are perceived as temporary, non-inherent and easy to change. Thus, most analyses agree that ser predicates are more relaxed than estar predicates in temporal terms. Importantly, ser is seen as disconnected from the

64
paper corpusSignostxt382 - : Drawing on these distinctions, we can say that political discourse is enacted, among other discourses, by parliamentary discourse, that "displays particular institutionalised discursive features and ritualised interaction strategies" (Ilie, 2010c: 62). Parliamentary discourse is therefore a particular genre of political discourse, which in its turn displays several subgenres (Ilie, 2010a: 8-9), the debate being one of them. A debate is "a formal discussion on a particular topic and which is strictly controlled by an institutional set of rules and a moderator, who in Parliament is the Speaker or the President" (Ilie, 2010a: 10), therefore a mediated discourse, whose major strength is "the necessity of confrontation" and "the existence of opposite sides" (Ilie, 2010a: 10 ).

65
paper corpusSignostxt602 - : The WI content was designed to anticipate difficulties that students could encounter when carrying out the preparatory assignments. To prepare for the final assignment, a comparison of a socio-cultural topic from two different countries’ points of view, students first had to:

66
paper corpusSignostxt579 - : ^[80]Thompson (1994) examined the rhetorical structure of a mixed corpus of 18 lecture introductions in applied linguistics, engineering and medicine. She used the terms ‘functions’ and ‘subfunctions’ for Swalesian ‘moves’ and ‘steps’. Not aiming to differentiate between the rhetorical models in the mentioned disciplines, Thompson introduced a model composed of two main functions -SETTING UP THE LECTURE FRAMEWORK and PUTTING TOPIC IN CONTEXT. The first function is metalinguistic, giving the audience information on the lecture discourse. Hence, it is realized through four subfunctions: ‘announce the topic’, ‘indicate scope’, ‘outline the structure’ and ‘present aims. The second function, PUTTING TOPIC IN CONTEXT, provides the audience with the information on the lecture content through the following subfunctions: ‘show importance/relevance of topic, relate ‘new’ to ‘given’ and refer to earlier lectures’ .

67
paper corpusSignostxt579 - : Compared to previous studies, ^[89]Yaakob (2013) used a larger corpus, including 89 lecture introductions taken from the BASE, and introduced two main orientations: CONTENT ORIENTATION and LISTENER ORIENTATION, taken from the study of ^[90]Dubois (1980). The content orientation realizes ^[91]Thompson’s two functions (1994) - SETTING UP THE LECTURE FRAMEWORK and PUTTING TOPIC IN CONTEXT, whereas the listener orientation, realised through seven subfunctions: ‘greeting’, ‘announcement’, ‘check comprehension’, ‘check comprehension feedback’, ‘refer to handout’ and ‘refer to visual’, was identified and added by ^[92]Yaakob (2013 ). As stated earlier, ^[93]Yaakob (2013) explored a mixed corpus of arts and humanities, social, physical and life science.

68
paper corpusSignostxt579 - : As noted above, ‘announcing the topic’ is the most frequent subfunction. Basically, the instructor is presenting the topic, as in the following:

69
paper corpusSignostxt601 - : Tests were administered with no previous notice to the students, as the resulting texts should constitute an account of what students had learned and memorised during the explanations and activities in the history class. The duration of tests was 40 minutes. The authors and the English teacher were present during the tests, and no reference material or questions were allowed. The only directions consisted of the text’s minimum length and the following guidelines on topic:

70
paper corpusSignostxt404 - : No obstante, el paso de un tema a otro, tanto en el discurso analizado como en los otros discursos de los DEN, resulta más abrupto que en otras modalidades discursivas. Esto es así porque el oyente conoce el tema general del discurso de antemano, ‘estado de la nación’ y simplemente espera la exposición de los distintos temas, subtemas y asuntos. Además, en el cambio temático es obligatorio que aparezca la introducción temática (si no, no habría cambio temático) pero no otros indicadores. La función general de los indicadores temáticos es la de hacer que el cambio temático no resulte abrupto y que pueda integrarse adecuadamente en el discurso. Por eso entran en la función que normalmente se denomina topic framing:

71
paper corpusSignostxt404 - : 16 “The Frame setting topic presents a general domain or setting where the predication which follows holds, and often coincides with adverbial complements or clauses which appear at the beginning of the sentence. The frame setting topic is different from the aboutness topic: the former does not say ‘what the sentence is about’ and cannot be identified with a discourse entity (a pronoun or a NP ). Other differences are the following: (i) a sentence may not have a frame setting topic at all (and this happens often), but (ii) a sentence may have more than one frame setting topic; in addition, (iii) there is no necessarily direct relation between the frame setting topic and the predication”. (Hidalgo & Downing 2012: 200).

72
paper corpusSignostxt530 - : The scope of the presentation included unknown terminology for the participant, despite his familiarity with the medical field. This was mainly because of the specificity of the topic: childcare . This conceptual unawareness motivated the HLL to look for resources that would lead to his familiarization with the new jargon. More specifically, the subject made use of tangible, but unspecialized, dictionaries and online translators. The HLL believed that the latter were particularly ineffective, as many of the word-for-word equivalencies did not seem accurate to him. Thus, when facing this limitation, the participant opted to look up images corresponding to tangible objects, so that he would at least recognize the visual parallel of the terms to subsequently search for an accurate equivalency in Spanish.

Evaluando al candidato topic:


5) ideas: 13
7) reading: 12 (*)
10) write: 10
12) context: 10
16) sentence: 10 (*)

topic
Lengua: eng
Frec: 1083
Docs: 443
Nombre propio: 6 / 1083 = 0%
Coocurrencias con glosario: 2
Puntaje: 2.614 = (2 + (1+5.8073549220576) / (1+10.0821490413539)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
topic
: Providing a deeper insight and understanding of a particular topic, extending concepts, stimulating further interest or work in a particular area. (Meyer et al.,2005, p. 36)
: The professor says to talk about the focal point of the topic; well, she [the professor] starts to get annoyed because she doesn't hear what she wants to hear. She always points at the person she wants to hear the answer from. (C.M. Ríos, Class observation #19, March 10th, 2014).^[35]3
: When I asked a question about a specific topic many other topics came to discussion and I could not spend a lot of time discussing on those issues because I was running out of time and I had activities to cover. (Carolina, reflection 3, May 15, 2013)
: 17. Givón, T. (1976) Topic, pronoun and grammatical agreement. In subject and topic, ed. Charles N. Li. 149-188. New York, Academic Press.
: 19. Gundel, Jeanette (1974) The role of topic and comment in Linguistic theory. Ph.D Dissertation, University of Texas at Austin. Published by Garland, 1989.
: 25. Hidalgo, R. (2002). Stabling topic in conversation: a contrastive study of left-dislocation in English and Spanish. [31]Círculo de lingüística aplicada a la comunicación, ISSN 1576-4737, Nº. 11, 2002 dialnet.unirioja.es/servlet/articulo? código=274624 - 10k - 2002
: 28. Keenan, E (1976) Towards a universal definition of “subject”. C. N. Li (ed), Subject and topic. 303-333. New York, Academic Press.
: 4 Nos referimos en todo al artículo al tema en el sentido de topic, y no de theme. Para una distinción entre los dos conceptos, véase Brown y Yule (1983).
: 57. Lee, H. y Anderson, C. (2007). Validity and topic generality of a writing performance test. Language testing, 24(3), 307-330.
: 6. Chafe, W. (1979) Givennes, contrastiveness, definiteness, subjects, topics, and point of view. Cha. Li (Ed.). Subject and Topic. New York: Academia Press.
: 7. De Mello, George. 1993. -ra vs. -se Subjunctive: A new look at an old topic. Hispania 76. 235-244.
: ANDERSON, S. R. (1976). On the Notion of Subject in Ergative Languages. En LI, C. (Ed.), Subject and Topic (pp. 3-23). N. Y.: Academic Press.
: Abraham, G., García, G. & Gregorich, L. (electronic version) retrieved July 31, 2004. "The construction of a literary canon". Round table at the 2^nd book fair". Buenos Aires: Topic.
: Allan, R. J. (2013) Changing the Topic: Topic Position in Ancient Greek Word Order. Mnemosyne, 67(2), 181-213.
: Auriac, E. 2008. "Variation in the use of pronouns as a function of the topic of argumentation in Young writers aged 11 years", en Argumentation 22, pp. 273-290.
: Boonthum, C., Levinstein, I., & McNamara, D.S. 2007. "Evaluating self-explanations in iSTART: Word matching, latent semantic ana lysis, and topic models". In A. Kao & S. Poteet (Eds.), Natural Language Processing and Text Mining. Londres: Springer-Verlag UK, pp. 91-106.
: Britain, but this is another topic altogether. As a young writer, travel enabled me to understand the importance of constantly reinterpreting and, if necessary, reinventing oneself is an admirable legacy of living in our modern culturally and ethnically fluid world. (Phillips, 2004)^5
: Chafe, W. (1976). Givenness, contrastivenes, definiteness, subjects, topics and point of view. En Ch. Li (Ed.), Subject and topic (pp. 25-55). New York: Academic Press.
: Chaudron, Craig. (1983). Simplification of input: Topic reinstatements and their effects on L2 learners' recognition and recall. TESOL Quarterly, 17(3), 437-458.
: Currently, there is a deep understanding of language acquisition and language learning as a result of comprehensive research on this topic. The benefits derived from children’s language learning integrated into other contexts are described well by ^[47]Xanthou (2011), who found that
: Elordieta, Gorka. (2007a). Constraints on intonational prominence of focalized constituents. In D. Büring., M. Gordon y C.L. Lee (eds.), Topic and focus: Papers from a workshop on intonation and meaning. Dordrecht: Springer.
: GIVÓN, T. (ed.) (1983). Topic Continuity in Discourse. A Cross-Language Study. Amsterdam: Benjamins.
: Garrod, S. & Sanford, A. J. (1983). Topic dependent effects in language processing. En G. Flores D’Arcais & R. Jarvella (Eds.), The process of language understanding (pp. 271-296). Chichester: Wiley & Sons.
: Givon, T. (1976), “Topic, pronoun and grammatical agreement”, en C. Li (ed.), Subject and topic, Nueva York, Academic Press, pp. 25-55.
: Givon, T. (1983). Topic continuity in discourse. A quantitative cross-language study. Filadelfia: John Benjamins.
: Givón, T. (1976). Topic, pronoun and grammatical agreement. En C. N. Li & S. Thompson (ed.). Subject and Topic: A New Typology of Language in Subject and Topic (pp. 149–185). Nueva York: Academic Press.
: Givón, T. (1983) Topic Continuity in Discourse: A quantitative cross-language study. Amsterdam: John Benjamins.
: Givón, Talmy. 1976. Topic, pronoun and grammatical agreement, en C. N. Li (ed.), Subject and topic, Nueva York, Academic Press: 149-188.
: Givón, Talmy. 1983. Topic continuity in discourse. A quantitative cross-language study. Amsterdam, John Benjamins.
: Goutsos, D. (1997). Modeling Discourse Topic: Sequential Relations and Strategies in Expository Text. Advances in Discourse Processes. New Jersey: Ablex Publishing Corporation.
: Gómez, J. (2018). Collaborative Inquiry in the EFL Classroom: exploring a school related topic with fifth graders. Colomb. Appl. Linguistic. J., 20(2), pp. 248-262.
: Heusinger, K. von (2007). Discourse Structure and Intonational Phrasing. En L. Chungmin, M. Gordon y D. Büring (eds.), Topic and Focus: Cross-Linguistic Perspectives on Meaning and Intonation (pp. 265-290). Dordrecht: Springer.
: Hidalgo, R. & Downing, A. (2012). Topic and topicality in text: A contrastive study of English and Spanish narrative texts. Linguistics and the Human Sciences, 6, 193-213.
: Hobbs, J. (1990). Topic drift. En B. Dorval (Ed.) Conversational organization and its development (pp. 2-22). Norwood: NJ, Ablex.
: Hopper, P. J. &. Thompson S. A. (1975). Subject and topic: A new typology of languaje. En Ch. Li (Ed.), Subjet and Topic (pp. 149-185). New York: Academic Press.
: In Goatly's terms (2000), this was mainly an inclusive we, to include the reader in the discussion of the topic. Through the use of this pronoun, the students were able to explore a closer way to get in contact with the readership:
: Jiang, Y., Meng, W. & Clement, Y. (2011): Topic sentiment change analysis. En Machine Learning and Data Mining in Pattern Recognition (pp. 443-457). Springer Verlag: Heidelberg.
: KEENAN, E. (1976). Towards a Universal Definition of «Subject». En LI, C. (Ed.), Subject and Topic (pp. 305-333). N. Y.: Academic Press.
: Keenan, E.O. y Schieffelin, B. (1976). "Topics as a discourse notion: A study of topic in the conversations of children and adults". In: Subject and topic. Edited by Li, Ch. New York: Academic Press .
: Keenan, Edward L. (1976) “Towards a Universal Definition of ‘Subject’”. En Subject and Topic. Ed., Charles N. Li. Nueva York: Academic Press, 303-333.
: Kellog, R. (1987) "Effects of topic knowledge on the allocation of processing time and cognitive effort to writing processes". Memory and Cognition, Vol. 15, No. 3, 256-266.
: Kintsch, W. (2002) On the notions of theme and topic in psychological process models of text comprehension. En Louwerse, M. y van Peer, W. (Eds.) Thematics, Interdisciplinary Studies. 157-170. Amsterdam: Benjamins.
: LAMBRECHT, K. (1994). Information Structure and Sentence Form. Topic, Focus and the Mental Representation of Discourse Referents. Cambridge: Cambridge University Press.
: Lee, H., y Anderson, C. 2007. “Validity and topic generality of a writing performance test”. En Language Testing, 24 (3), pp. 307-330.
: Lee, S. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57(1), 87-118.
: Leeser, M. (2004). The effects of topic familiarity, mode, and pausing on second language learners’ comprehension and focus on form. Studies in Second Language Acquisition, 26(4), 587-616.
: Li, C. N., y Thompson, S. A. (1976). Subject and Topic. Nueva York: Academic Press.
: Li, Ch. & Thompson, S. (1976). Subjects and topic: A new tipology of language. En Ch. Li (Ed.), Subject and Topic (pp. 457-489). New York: Academic Press.
: Matic, D. (2003). Topic, focus, and discourse structure: Ancient Greek word order. Studies in Language, 27(3), 573-633.
: Miller, R., y Pessoa, S. (2016). Where’s Your Thesis Statement and What Happened to Your Topic Sentences? Identifying Organizational Challenges in Undergraduate Student Argumentative Writing. TESOL Journal, 7(4), 847-873. doi: 10.1002/tesj.248.
: Mitrofanova, O. (2015). Probabilistic Topic Modeling of the Russian Text Corpus on Musicology. En Eismont, P., & Konstantinova, N., Language, Music and Computing. Cham: Springer .
: Morris, T. (1998). Topicity vs. thematicity: Topic prominence in impromptu Spanish discourse. Journal of pragmatics, 29, 93-203.
: Other factors that need to be taken into account are those related to the specific context in which communication takes place. In this respect, Grosjean (1998) identifies the interlocutors, the setting and the topic as factors that need to be analysed in the study of interlanguage transfer.
: Pexman, P. M., Siakaluk, P. D. & Yap, M. J. (2013). Introduction to the research topic meaning in mind: Semantic richness effects in language processing. Frontiers in Human Neuroscience, 7, 723.
: SHIBATANI, M. (1991). Grammaticization of Topic into Subject. En Approaches to Grammaticalization, 2 (pp. 93-133). Traugott, E. & Heine, B. (Eds.). Amsterdam: John Benjamins.
: Similarly, another function of LSs found in the current data was to establish the referent as a topic of more than one clause (see ^[113]Silva-Corvalán, 1994), as in example 7:
: Topic shift markers in parliamentary discourse: Analysis of President Zapatero’s speech [2011]
: Tsao, Feng-fu. (1977). A functional study of topic in Chinese: The first step toward discourse analysis (Tesis doctoral), University of Southern California, EE. UU.
: Van Dijk, T. (1981). Sentence topic and discourse topic. En T. van Dijk, Studies in the pragmatics of discourse (pp. 177-193). París: Mouton.
: Vennemann, T. (1974). Topic, subject and word-order: From SXV to SVX via TVX. En J. M. Anderson & C. Jones (Eds.), Historical linguistics (pp. 339-376). Amsterdam: North- Holland.
: Zhan, J. (2015). Frequent Errors in Chinese EFL Learners’ Topic Based Writings. Canadian Center of Science and Education, 8(5), 7-81.
: [103]Bentivoglio, Paola. 1983. Topic continuity and discontinuity in discourse: A study of spoken Latin-American Spanish, en Talmy Givón (ed.), Topic continuity in discourse, Amsterdam, John Benjamins: 255-311.
: [105]Givón, Talmy. 1976. Topic, pronoun and grammatical agreement, en C. N. Li (ed.), Subject and topic, New York, Academic Press: 149-188.
: [117]Lambrecht, Knud. 1994. Information structure and sentence form. Topic, focus and the mental representations of discourse referents, Cambridge, Cambrigde University Press.
: [259]Modesto, Marcello. 2008. Topic prominence and null subjects, em T. Biberauer (ed.), The limits of syntactic variation, Amsterdam, John Benjamins: 375-409.
: [82]Chafe, Wallace. [83]1976. Givenness, contrastiveness, definiteness, subjects and topics, en C. N. Li, Subject and topic, New York, Academic Press: 26-55.