temout/ling

/LING

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

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

1
paper CL_LiteraturayLingüísticatxt71 - : [28]Crystal, D. (1987:100) argues that «...only in certain fields such as literature do we tolerate personal deviations from the semantic norms of the language...��. He states one of the favorite quotations of semanticists from Lewis Carroll's book Through the Looking Glass (1872, Chapter 6), in which Humpty Dumpty turns our conventional understanding of meaning on his head, and makes us see more clearly what it has to be about:

2
paper CL_LiteraturayLingüísticatxt613 - : In recent years, complex themes have been incorporated into children's literature. Topics such as death, parental separation or sexual diversity, to name a few, were, until recently, forbidden by adults, who select what boys and girls should read. The purpose of this study is to analyze the reading responses to the picture book Frog and the birdsong (1992). Twenty students from two educational establishments in the Metropolitan Region of Santiago, Chile, participated. They were asked to retell the story and to answer questions on their interpretation of the book. An analy- sis of the textual content of the reading responses was carried out from a qualitative methodological approach. The results showed that the older the schoolchildren, the greater capacity to refer to death. At least two stages were detected in the understanding of the phenomenon: death as a reversible process (in the youngest ) and death as an irreversible event (in the oldest). At the same time, the children's

3
paper CL_LiteraturayLingüísticatxt421 - : By no means could that inclusion be just 'hermeneutic', in the sense that rhythm cannot appear as a semantically characterized part of meaning. Gumbrecht uses F. Maturana's notion of consensual zone of first order to propose a way of conceptualizing why rhythm does not appear at our 'hermeneutic' level of understanding: "If what we call rhythm appears primarily in consensual zones of the first order [ ...] then rhythm does not command a level of semantic description, and the organisms coupled via rhythm do not produce the status of observers" (1994, p. 180).

4
paper CO_ColombianAppliedLinguisticsJournaltxt104 - : García de Sola, M. A. (2005). Identificación, análisis y descripción de la oración principal en distintos géneros pertenecientes al discurso académico. In: José Luis Martínez-Dueñas Espejo (Ed.), Towards an understanding of the English language, past, present and future: Studies in honour of Fernando Serrano . (pp. 91-106) [ [80]Links ]

5
paper CO_ColombianAppliedLinguisticsJournaltxt160 - : One participant argued that the character in the story was not only socially discriminated at school and by his own community, but was also not given the opportunity to demonstrate that he could improve his poor living conditions. He was already "stigmatized" by being poor and, therefore, any effort he would make to change his life for the better, such as demonstrating to others that he could also contribute with a donation, were considered impossible (Field notes, May 30th, 2011). This argument shows that learners critically discussed important social issues such as the concern that when people are prejudiced, they are forever tarnished and condemned to keep that disgraceful condition, and it is very difficult for them to demonstrate that they can change. Data from interviews also display some critical understanding of the dangers of prejudice to social differences when reading "Shame" as these examples show:

6
paper CO_ColombianAppliedLinguisticsJournaltxt122 - : Neumeier (2005) defines BL as acombination of face-to-face (FF) and computer assisted learning (CAL) in a single teaching and learning environment. And Sharma and Barrett (2007) generalize their understanding of blended learning as a course which combines face-to-face classroom component with an appropriate use of technology:

7
paper CO_ColombianAppliedLinguisticsJournaltxt252 - : In Kevin’s expressions, developing cultural competence was also a question of understanding the target culture as an experience of culture, learning ‘from people,’ communicating, or ‘interacting with the locals':

8
paper CO_ColombianAppliedLinguisticsJournaltxt80 - : Gabriela begins her story by telling us that her cousin was married against his will, "se casó obligado" and then proceeds to explain, "Esa muchacha lo amenazó, lo amenazó le dijo porque él no tiene nada de papeles, le dijo que si no se casaba con ella que um, le iba a meter a la cárcel/ That girl threatened him, and she threatened him because he doesn't have any papers, and she told him that if he didn't marry her that um, she was going to have him put in jail" (line 4). Although Gabriela never tells us that her cousin is in the United States without proper permission and documentation, we learn that she has some understanding of the wider society's restrictions and sanctions in relation to border crossing--she clearly demonstrated knowledge of what it means not to have papeles/papers: you go to jail .

9
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : However, first, I find it relevant to provide a three-page description of the context and background of my educational setting, which includes what sprouted my interest in academic literacies. This interest stems from my teaching experiences at a private university in Bogotá, where through my students' written production, discussion and observation, I detected the difficulties they experienced in writing academically in English. Myles (2002), among many other researchers, acknowledges the challenge that L2 writing, and specifically academic writing, poses: "Academic writing requires conscious effort and much practice in composing, developing and analyzing ideas. Students writing in a second language are also faced with social and cognitive challenges related to second language acquisition" (p.1). However, I wanted to gain a deeper understanding of these difficulties: what was the range of difficulties that emerged ? How did these relate to each other? What caused these difficulties? How were

10
paper CO_ColombianAppliedLinguisticsJournaltxt45 - : Cultural understanding and awareness mean being aware of the members of another cultural group: their behavior, their expectations, their perspectives and values . It also means attempting to understand their reasons for their actions and beliefs (Ibid). Cultural understanding, thus, may be reached based on a set of cultural universals that allow us to accept other perceptions of reality different from our own. Murdock (1961), as cited by Brown (1994) gives an account of seven universals of cultural behaviors as follows: 1) they originate in the human mind, 2) they facilitate human and environmental interactions; 3) they satisfy basic human needs; 4) they are cumulative and adjust to changes in external and internal conditions; 5) they tend to form a consistent structure; 6) they are learnt and shared by all the members of a society; and 7) they are transmitted to new generations.

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paper CO_ColombianAppliedLinguisticsJournaltxt199 - : should be aware that all elements playing out in a textual environment such as a textbook page, video clip, website page, or conversation make meaning. This approach clearly aligns with an ecological understanding of language learning that poses that:

12
paper CO_ColombianAppliedLinguisticsJournaltxt282 - : English as a Cultural Aspect. Through the cluster analysis, it was recognised that the students understand that English is connected to culture. Notwithstanding, the depth of the understanding of this perspective was extremely superficial and could be a sign of a weakness in the teaching and learning of cultural objectives. Part of this limited understanding is due to the students’ lack of understanding that language itself can be a cultural act, as much of the explanations given in the interviews recognised that the language is connected to certain cultural groups who have their own customs and traditions none of those mentioned relating to the use of language, as seen in the following student response:

13
paper CO_ColombianAppliedLinguisticsJournaltxt282 - : Lack of Consciousness about Language Orientations Employed. In the eight different classes observed, there was almost no evidence of deliberate dialogue between the students and the teachers about the purpose of the activities planned and executed in the class. Ergo, the student perceptions of the language orientations of the English classroom were intuitively formed as the large majority of the teacher discourse was characterised by behaviour correction and content instruction with a noticeable absence of the reason for the learning objectives and content. The lack of intentional dialogue between the students and the teachers was also identified in the student interviews when asked about the reasons why their teachers wanted them to learn English, where the students frequently demonstrated a limited understanding of the teachers’ language orientation as seen in the following response:

14
paper CO_ColombianAppliedLinguisticsJournaltxt161 - : In terms of cognition, different aspects were found. First of all, it can be said that there were many situations in which lower-order processing mental activities, such as remembering and understanding, were developed, and very few in which students developed higher-order processing activities such as analyzing, evaluating or creating, as the excerpt below shows:

15
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_ColombianAppliedLinguisticsJournaltxt74 - : The results that arose from this research could be clearly defined by understanding the students' change in perceptions of writing in EFL as seen from two identified areas: motivation and interest to write and writing skill improvement, which led to a very important aspect related to self-awareness

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paper CO_ColombianAppliedLinguisticsJournaltxt130 - : This paper presents results from one internally- motivated accountability project. At its core was the goal of understanding a locally used test with greater precision, as the testing context had recently changed: at this school, an established language placement test had been used for many years for undergraduate English program placement ; this test was now being included in a new test battery with different, PhD-level students. As "tests are, or should be, situation-specific, [which] is to say, a test can be very effective in one situation with one particular group of students and be virtually useless in another" (Brown, 2005, p. 30), this school wanted to ensure that this new use of its established test was warranted. Thus, this investigation asked the following questions:

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paper CO_ColombianAppliedLinguisticsJournaltxt157 - : As illustrated in Vertommenn, Vandendaele, and Van Praet (2012), a text can be approached from different perspectives with the aim of understanding how meaning is construed. According to Schiffrin (1994), understanding a text involves understanding its context as knowledge and as situation .

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paper CO_ColombianAppliedLinguisticsJournaltxt78 - : The theoretical framework of the research study attempts to address five aspects related to the understanding of the teaching and learning of mathematics to deaf children: the identification of communicative skills in learning mathematics, the importance of the socio-cultural perspective of language in conceptual development, schooling for the deaf ; the importance of bilingualism in the learning processes of deaf children, and the development of arithmetic processes in deaf children.

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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : For the purpose of understanding the learners' group interaction and participation in English class, this study combined two data analysis methods: Conversational Analysis (CA ) and Transactional Analysis (TA). CA "is the systematic analysis of the talk produced in everyday situations of human interaction" (Hutchby & Wooffitt., 2008, p. 11), and TA is a theory that offers a "useful model for understanding the nature of interpersonal relationships" (Hayes, 2002, p. 294). In order to explore my participants' linguistics choices and describe their peer-to-peer transactions during the group work, I developed a series of steps to understand the way they positioned themselves and their classmates as members of a group in a Collaborative Learning environment. The pedagogical intervention for this study included specific activities that promoted peer interaction, negotiation and collaboration.

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

22
paper CO_ColombianAppliedLinguisticsJournaltxt245 - : The values, attitudes, skills, knowledge and critical understanding that enable us to participate effectively in today’s diverse democracies, these competences are said to include the following (canonical) aspects: responsibility, tolerance, conflict resolution, listening skills, linguistic and communication skills, critical thinking, empathy and openness . The ultimate goal is to propose “a universal and objective system to define and measure the democratic competences required. (p. 11)

23
paper CO_ColombianAppliedLinguisticsJournaltxt243 - : The concept of intelligibility has been widely debated by language teachers and researchers. ^[30]Kenworthy (1987) sees intelligibility as being understood by a listener at a given time in each situation. This may suggest that understanding every word a speaker produces guarantees understanding the message he intends to convey . Later, ^[31]Smith (1992) defined intelligibility as the ability to make one’s words and utterances recognized by others thanks to the appropriate production of its sounds. However, this definition seemed insufficient in the context of this study given that the learners’ words and utterances were generally well pronounced and therefore recognized by others, yet their messages were not clearly conveyed; they were not entirely intelligible.

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paper CO_ColombianAppliedLinguisticsJournaltxt243 - : The open coding stage revealed several codes related to learning. The students’ learning logs and the teacher’s field notes evidenced common codes in regard to this dimension. First, the learning logs contained comments related to the learners’ understanding of how to deal with the metacognitive strategies studied: goal setting and overviewing . They also referred to their acknowledgment of the usefulness of such strategies to complete the assigned tasks. Furthermore, the training on these metacognitive strategies helped them give steps towards self-regulation because they seemed to be aware of their difficulties and possible ways to improve. Their learning logs reveal such a kind of awareness:

25
paper CO_ColombianAppliedLinguisticsJournaltxt97 - : A recent proposal in learning motivational studies is Dörnyei's (2005, 2009) theory of the motivational self-system, in which the two main constructs – the Ideal L2 Self and the Ought-to L2 Self – imply the emotional baggage of motivation in language learning, since an Ideal L2 Self is a pressure on a learner's learning process and can produce negative effects on students who see that their Ideal L2 Self is very far from their real one. Hence, there is a paramount need to deepen our understanding of emotions in foreign language learning, for as Dewaele (2005) stated:

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paper CO_ColombianAppliedLinguisticsJournaltxt63 - : The current demands and contradictions of globalization and the necessary critical reflections on the implications it brings to our lives as citizens and educators set the grounds for innovating our practices. Looking at the individual as a single node in a huge network of varied connections can yield an Orwellian picture of dismay and isolation. Yet, understanding those connections as inherent to human growth (learning) offers the challenge to exploit such connectivity in the best interest of our ideals as educators: to build a better world with social justice for everyone and create learning communities engaged with those ideals .

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paper CO_CuadernosdeLingüísticaHispánicatxt9 - : The discourse setting displays an image of a group of 20 adult-learners, 19 females and 1 male. They are studying English in a monolingual Spanish context. The students seem to be attending English lessons on a regular basis but for personal rather than academic purposes. This observation is mainly based on their age that ranges between 20 and over 50. The teacher appears as an experienced and well-grounded professional who displays a reliable and confident methodology for second language teaching. The lesson is taught through a friendly environment where there are laughs (turns 11 and 61) each others cooperation and understanding: ^lon a farm\goodanother one-l (turn 07 ) or in turns 22 and 24; or communicative encouragement: Sonia and erPaquita (.) come on (turn 03).

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paper CO_CuadernosdeLingüísticaHispánicatxt76 - : Here, the Spanish grammatical aspect and its traditional qualities in perfect and imperfect verb forms are analyzed in order to expose a problem of conceptual inconsistency. Taking into account the Real Academia Española (RAE) normativity, there is a misperception in the aspectual distinction between the simple and compound tenses in Spanish, or in Latin, infectum and perfectum. After a proper understanding of the concept of participle, formed by the auxiliary to have, a different terminology is proposed to solve the problem: the terms continuous and discontinuous are proposed as new qualities of the grammatical aspect . Such a change would also suggest a new verbal accident: that of state. An explanatory methodology was implemented in this project, in order to specify the concept of aspect in the field of the Spanish language. To a lesser degree, a descriptive methodology was also used, by means of the presentation of specific, insightful examples to support the current concept of aspect.

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paper CO_FormayFuncióntxt88 - : In this article we review, discuss, and systematize fundamental theoretical issues that support the first phase of the investigation "Assessment of reading levels in the context of higher education", developed over the period 2009-2010. The concept of reading, the connections that such a human communicative mode maintains with discursive comprehension, and finally, perspectives and assessment strategies of reading comprehension in institutionalized academic environments are the crosscutting topics of the article. The latter is proposed to pinpoint the state, trends, and conceptual and programmatic projections of such thematic nodes. In order to strengthen the conceptual consistency, facilitate critical understanding and lighten the academic texture of the article, the analysis of the reviewed documents is built around four topics considered as the nuclear conceptual tendencies: 1 ) the transition from sensory to rational, and from rational to sociocultural transactional, 2) the transition

30
paper CO_FormayFuncióntxt65 - : represents and challenges important notions and theoretical positions about translation in tradition. On the one hand, it contributes to the recognition of translation as transformation and to the fact that translation is indispensable to enabling the passage of the works from their life to their afterlife —i.e., it is the condition for the works' very possibility of survival. On the other hand, Benjamin's essay has been critiqued mainly on the grounds that it is founded on certain traditional notions which have contributed to keep translation in a marginal cultural space. In the essay "Des Tours de Babel", Jacques Derrida offers his reading and commentary of Benjamin's text and questions Benjamin's understanding of the translator's performance understood as a "task":

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paper CO_FormayFuncióntxt119 - : TOWARD AN UNDERSTANDING OF THE CITY: SEMIOTIC APPROACHES TO THE INTERPRETATION OF PUBLIC SPACE

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paper CO_FormayFuncióntxt186 - : Bulgurcu, B., Cavusoglu, H., & Benbasat, I. (2010). Understanding emergence and outcomes of information privacy concerns: a case of Facebook . Ponencia presentada en la 31^st. International Conference on Information Systems, Association of Information Systems, Missouri, EE. UU. [ [34]Links ]

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paper CO_FormayFuncióntxt168 - : According to Wells & Mejía-Arauz (2006), in a dialogic classroom the teacher expects some kind of response to what he or she says in class, since interaction is the path to mutual understanding. In contrast, in a monologic classroom, this understanding is presupposed by the teacher whose function is, precisely, to lecture to the student so that the latter achieves understanding . Following Bakhtin's premises (Bakhtin, 1984), while monologic discourse is important for passing on cultural meanings, which is important to provide a common cultural background to the students, dialogues are crucial because intersubjectivity is necessary to achieve comprehension.

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paper CO_Lenguajetxt39 - : * Genelle Morain (1978) Kinesics and cross-cultural understanding en: Joyce Merrill Valdes (ed) 1986) Culture bound: ridging the cultural gap in language teaching

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paper CO_Lenguajetxt181 - : Howe, C., & Limerick, P.P. (2020). Understanding Language Attitudes among Members of a New Latino Community in the Southeastern United States: From Speech to Tweets . In F. Salgado & E. Lamboy (Eds.), Spanish across Domains in the United States: Education, Public Space, and Social Media (pp. 364-387). Brill. [ [310]Links ]

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paper CO_Lenguajetxt74 - : Teaching is seen in a new light as there is better understanding of the responsibilities it entails: it places demands on continuous teacher education, it calls for specific characteristics, and it requires teaching the person not just content . It implies taking social responsibility. It also requires drawing pedagogical implications from theory. Furthermore, it demands more than knowledge transmission. Teachers learn by trial and error. Golombek (2009) stated that personal practical knowledge has emotional and moral dimensions as well as moral and emotional tensions faced by preservice teachers become evident in an examination of their personal practical knowledge. See [32]Table 7 for excerpts.

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paper CO_Íkalatxt154 - : e. Understanding: build knowledge together .

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paper CO_Íkalatxt225 - : Barcelos, A. M. F. (2000). Understanding teachers' and students' language learning beliefs in experience: A Deweyan approach (John Dewey ) (Doctoral dissertation, University of Alabama). Retrieved from [131]http://tede.ibict.br/tde_arquivos/1/TDE-2005 0118T12:45:24Z65/Publico/AnaMariaAFBarcelos.pdf [ [132]Links ]

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paper CO_Íkalatxt294 - : The data analysis also revealed the existence of discourse of mutual understanding as shown in the following reflective writing:

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paper CO_Íkalatxt81 - : Of what EP is, we learn that it ''tries to combat years of severe damage caused by academic researchers in their relationships with teachers and learners'' (p. 356). Most of the ensuing definition tells us what EP is not: it is not problem solving, it is not technicist, it is not a technical fix, before finally arriving at an affirmation when Allwright tells us that EP is something that looks ''for deep level understanding rather than high level scientific ones'' (p. 359) and that its practitioners should ''develop his or her own understandings to as deep a level as possible and then [...] try to live their understandings'' (p. 359). Suspecting that ''such a cryptic description does seem to demand its own set of notes'' (p. 361). Allwright offers some definitions of the terms that he uses, among which his definition of ''understandings'': ''Understandings does not necessarily mean anything expressible in words'' (p . 361).

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paper CO_Íkalatxt295 - : Oxford, R. (2017). Peace through understanding: Peace activities as innovations in language teacher education . In Educational Linguistics. Innovative Practices in Language Teacher Education (pp. 125-163). Retrieved from [246]https://link-springer-com.myaccess.library.utoronto.ca/chapter/10.1007/978-3-319-51789-6_7 [ [247]Links ]

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paper CO_Íkalatxt260 - : The study of modality has been approached under other related terminology: propositional attitudes (^[37]Cresswell, 1985), evaluation (^[38]Hunston, 1994; ^[39]Swales, 2004), hedging (^[40]Hyland, 1996a; (^[41]1996b), and stance (^[42]Biber, Johansson, Leech, Conrad & Finegan, 1999), among others. Modality is defined as the judgement of what is being expressed (^[43]Halliday & Matthiesen, 2004). In you must finish the report soon, must indicates the speaker’s judgement towards the action expressed in the clause. Halliday and Matthiesen propose three related aspects in the understanding of modality: types, orientation, and value .

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paper CO_Íkalatxt264 - : Santos, C., Dos Santo, P., Sant’Ana, M., Masuda, H., Barboza, M., y Vasconcelos, S. (2017). Going beyond academic integrity might broaden our understanding of plagiarism in science education: A perspective from a study in Brazil . Anais da Academia Brasileira de Ciencias, 89(1), 757-771. doi: [182]http://dx.doi.org/10.1590/0001-3765201720160474 [ [183]Links ]

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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_Íkalatxt182 - : Coyle, D. (2009). Promoting cultural diversity through intercultural understanding: A case study of CLIL teacher professional development at in-service and pre-service levels . En M. L. Carrió-Pastor (Ed.), Content and Language integrated Learning: Cultural Diversity (pp. 105-124). Bern: Peter Lang. [ [47]Links ]

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paper CO_Íkalatxt203 - : c) The interactive dimension of reading should not be limited to the interplay between bottom-up and top-down processes but expand to the relations between images and text, i.e., the various intersemiotic senses generated by the visual and verbal modes. The understanding of these intersemiotic relations, in the case of second language reading, are influenced by at least two factors: learning preferences and proficiency level . Some authors have postulated that visual learners or visualizers (^[71]Vincent, 2005) benefit more from having images in the text; others have hypothesized that low proficiency second language learners would resort more to images in search for meaning (see, for example, ^[72]Liu, 2004). This modal intersemiotic interactivity may open the language learner avenues to explore cultural artifacts such as graphic novels, graffiti, memes, and other emerging genres. The adult learner interacts with a multimodal text at various levels, from intersemiotically assembling the

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paper CO_Íkalatxt42 - : The journal became a tool in which the PSTs could identify topics that were context-situated, had learning potential, and were related to their personal interests. This same PA believed that: ''The problem or topic comes from the context, not the preservice teachers' personal interests... I don't put my interests or the topic that I like first, over what really happens in the classroom.'' Connecting the context to personal interests became an understanding for one PST: ''When I was trying to find a topic, Dr . Susan Noffke came here, and I had a dilemma... Am I supposed to found [sic] a topic on my own interests, needs, the context, or me as a learner?...She told me that, 'Yes you are a learner, and part of the context, so mix them'.''

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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 PE_Lexistxt32 - : 1995 Brokers of Understanding: Interpreters as Agents of Cultural Exchange in colonial New York . New York History. 76, 379-440.

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paper PE_Lexistxt143 - : In this article we will address the interdisciplinary condition of Roberto Zariquiey’s Tratado de arqueología peruana from the notion of territory as a referential space of Peruvian geography and culture. To this end, we will focus on some of the landscapes that characterize the three geographical areas in which the national territory of Peru is divided -the Costa, the Sierra, the Selva-, and which are key to understanding the two dimensions in which the textuality of Zariquiey’s poetry-treatise: as a rewriting of the subjective meanings of the communities of the past and as an appropriation of the code / language of the social sciences to produce a text that oscillates between poetry and archeology .

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paper VE_Letrastxt98 - : campo cultural. Una nueva mirada significa referir: "the story of women´s writing, the telling of women´s learning and the understanding of women´s agency in patriarchal societies" (Sara Castro-Klarén, 2003: 21 ).

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

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paper corpusLogostxt69 - : a)You definitively improved several aspects of your work. (Grammatical aspects, as well as organizational ones). b)There are still issues to understand your story (to have a complete/fully understanding), but your effort was great a) Praise b)Negative evaluation Praise/ Global Structure (Ideas development) Grammatical aspects such as: spelling and orthography . Elements linked to organization of ideas were also improved. Some issues left aside include: Punctuation in general, diversity of vocabulary and replacement of nouns. a) It is important to point out that you mended some grammatical mistakes in your story. That’s good! b) You also re- arranged some paragraphs that were already previously re- arranged to clarify the ideas that were a bit confusing. c) Keep in mind that there are still some punctuation issues, as well as vocabulary problems that you tried to fix, but did not fix them completely.

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paper corpusRLAtxt191 - : Results in particular oral receptive competences are even more contentious. It is easy to explain that both groups showed a similar command in understanding the situation of communication and in identifying paralinguistic elements, since these subskills refer to oral competences that can be connected to "cognitive skills that mature independently of increased L2 input" (^[89]Hüttner & Rieder-Bünemann, 2007:27 ). However, it is more surprising that non-CLIL students significantly outperformed their CLIL peers in vocabulary and in understanding space-time relations.

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paper corpusRLAtxt114 - : Pérez Basanta, C. (2005). Assessing the receptive vocabulary of Spanish students of English philology: An empirical investigation. En J.L. Martínez Dueñas, N. McLaren, C. Pérez Basanta y L. Quereda Rodríguez-Navarro (eds.), Towards an understanding of the English language: past, present and future . Studies in honour of Fernando Serrano (pp. 1-21). Granada: Editorial Universidad de Granada. [ [48]Links ]

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paper corpusSignostxt534 - : * - For me poetry is not beautiful as I have difficulty understanding it (item 18: aesthetic pleasure ).

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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.

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paper corpusSignostxt524 - : Second, through their involvement in CSL, SHLs can increase their critical language awareness. Courses that combine CSL with SSP offer the chance for SHLs to develop greater awareness when the CSL is based on critical language awareness (CLA) pedagogies. These pedagogies encourage students to see how languages are invariably imbedded in and at the mercy of larger socio-political and socio-cultural forces. They challenge students to see how power is brokered through language, how language can be racialized, and how speech communities can be discriminated against for their language. ^[87]Leeman (2018) contends that CLA pedagogies can be used “to promote students’ understanding of the social, political and ideological dimensions of language as a means to promote students’ agency in making linguistic choices with the broader goal of challenging linguistic subordination and promoting social justice both inside and outside the school setting” (^[88]Leeman, 2018: 345-346 ). Many SHLs are speakers

60
paper corpusSignostxt524 - : “Critical stances to SHL instruction acknowledge the dynamic interplay between language, power, identity and ideology and aim to develop critical language awareness among students in which students gain an understanding of social hierarchies and language subordination” (^[101]Lowther-Pereira, 2015: 158 ).

61
paper corpusSignostxt183 - : Arús, J. (2004). Understanding 'how' we mean through discourse analysis: A contrastive example using Systemic-Functional Grammar . En M. Carretero, H. Herrera-Soler, G. Kristiansen & J. Lavid (Eds.), Estudios de lingüística aplicada a la comunicación (pp. 29-64). Madrid: Departamento de Filología Inglesa de la Universidad Complutense de Madrid. [ [71]Links ]

62
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 ).

63
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 ).

64
paper corpusSignostxt474 - : reply.’ Furthermore, she goes on to describe the teacher as inflexible and lacking understanding:

65
paper corpusSignostxt602 - : Although SFL metalanguage is criticized for being too complex (^[40]Bourke, 2005), its advocates argue that metalanguage is a useful tool to talk about language (^[41]Basturkmen, Loewen & Ellis, 2002; ^[42]Borg, 2015), raises student’ consciousness about partially acquired knowledge (^[43]Bitchener & Storch, 2016) and allows a more in-depth understanding of how “language constructs knowledge” (^[44]Gebhard, Chen, Graham & Gunawan, 2013: 108 ). ^[45]Pessoa (2017) argues that an SFL pedagogy helps teachers by following a clear framework that allows them to make explicit the metalinguistic features needed in successful argumentation. Within the Hong Kong context a number of studies following a similar methodology have been carried out, both in schools and higher level institutions with positive results (^[46]Dreyfus, Humphrey, Mahboob & Martin, 2015; ^[47]Forey, 2014).

66
paper corpusSignostxt313 - : Business e-mails were approached in an earlier study (Mada, 2004) from various perspectives: the oral-literate continuum and the reduced cue context that is specific to e-mails, the "framing devices" (Herring, 1996: 84) which assist the reader in understanding e‑mail messages, and the role of the "participation framework" (Schiffrin, 1987: 27 ) in dividing e-mail messages into 'public', 'private' and 'overhearing'. In the present study, we have emphasised the new discourse patterns which have emerged in Romanian business communication via electronic mail: jokes, announcements, invitations, and programmes.

67
paper corpusSignostxt353 - : Arús, J. (2004b). Understanding ‘how’ we mean through discourse analysis: A contrastive example using Systemic Functional Grammar . In M. Carretero, H. Herrera-Soler, G. Kristiansen & J. Lavid (Eds.), Estudios de lingüística aplicada a la comunicación (pp. 29-64). Madrid: Departamento de Filología Inglesa de la Universidad Complutense de Madrid.

68
paper corpusSignostxt530 - : This case study sheds some light on how multiculturalism, developed by experiences afforded by interpreting tasks, can play a determining role in the professional goals of a HLL-that aspires to be a bilingual physician in a rural area in Kansas. Additionally, this work offers some understanding of the heritage language learner’s professional formation evidenced by both: artifacts (i .e., linguistic and translation formal training) and tools (i.e., online and computerized visual resources) interlinked with an outreach endeavor: serving as interpreter at a medical presentation regarding licensing in childcare affairs. Specifically, the artifacts accounted for the development of linguistic knowledge (i.e., specialized lexicon) and professional skills (i.e., interpretation/translation techniques). These results, therefore, call for further implementation of service-learning endeavors particularly embedded in Spanish language and professional courses, especially in those classes with a

Evaluando al candidato understanding:

3) learning: 26
5) reading: 15 (*)
9) context: 12
11) teachers: 11
12) teacher: 10
17) discourse: 9 (*)
18) critical: 9
19) learners: 8 (*)
20) texts: 8 (*)

understanding
Lengua: eng
Frec: 2467
Docs: 808
Nombre propio: 8 / 2467 = 0%
Coocurrencias con glosario: 4
Frec. en corpus ref. en eng: 156
Puntaje: 4.633 = (4 + (1+6.76818432477693) / (1+11.2691266791494)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

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

understanding

: 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 question of how actors communicate information and influence and persuade others in actual situations is still far from being resolved. Yet, an understanding of teaching as a process of verbal communication depends on a solution to this question. (Gumperz, 1975, p. 1)
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