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Lista de candidatos sometidos a examen:
1) elementary (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: elementary
Is in goldstandard
1
paper corpusSignosTxtLongLines336 - : There are cases in which a given lexical function represents one elementary meaning, as Oper, Func, Real, for which we have explained their meanings and listed examples. More functions representing elementary meanings have been discovered: Labor (Lat . laborare, to work, toil), Incep (Lat. incipere, to begin), Cont (Lat. continuare, to continue), Fin (Lat. finire, to cease), Caus (Lat. causare, to cause), Perm (Lat. permittere, to permit), Liqu (Lat. liquidare, to liquidate), etc. But there are still more cases when the verb’s semantic content in verb-noun collocations is complex and includes several elementary meanings. For example, consider the semantics of ‘begin to realize an action or begin to manifest an attribute’ from [31]Table 2, which consists of two elements:‘begin’ and ‘realize / manifest’.To represent such compound meanings, complex lexical functions are used, those being combinations of elementary lexical functions, termed ‘simple lexical functions’. All lexical functions
Evaluando al candidato elementary:
1) lat.: 7
2) lexical: 5 (*)
4) meanings: 3
elementary
Lengua: eng
Frec: 48
Docs: 32
Nombre propio: / 48 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.756 = (1 + (1+4) / (1+5.61470984411521)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| elementary |
: Al Salkhi, M. (2012). Analysis of the evaluating questions given in the revised textbook of the Islamic education for the 7th Elementary Class in View of the Bloom's Taxonomy of Cognition Levels. The Educational Journal, 27(106), 237- 281. : Anton, H. (1981). Elementary linear algebra. New York, NY: Wiley. : Baumann, J. F., Seifert-Kessell, N., & Jones, L. A. (1992). Effect of think-aloud instruction on elementary students' comprehension monitoring abilities. Journal of Reading Behavior, 24, 143-172. : Carlisle, J. F. & Fleming, J. (2003) Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239-253. : Crosson, A., Matsumura, L., Correnti, R. & Arlotta-Guerrero, A. (2012). The quality of writing tasks and students’ use of academic language in Spanish. The Elementary School Journal, 112(3), 469-496. DOI: 10.1086/663298 : Donovan, C. (2001). Children’s development and control of written story and informational genres: Insights from one elementary school. Research in the Teaching of English, 18, 345-366. : Giampapa, F. (2010). Multiliteracies, pedagogy and identities: Teacher and student voices from a Toronto elementary school. Canadian Journal of Education, 33(2), 407‐431. : Gillespie, A., Olinghouse, N. G. & Graham, S. (2013). Fifth-grade students' knowledge about writing process and writing genres. Elementary School Journal, 113(4), 565-588. Doi: 10.1086/669938 : Kendeou, P., van den Broek, P., White, M. J. & Lynch, J. (2009). Predicting reading comprehension in early elementary school: The independent contribution of oral language and decoding skills. Journal of Educational Psycholog y, 101(4), 765- 778. : Schleppegrell, M. J. (2012). Academic language in teaching and learning. Introduction to the Special Issue. The Elementary School Journal, 112(3), 409-418. DOI: 10.1086/663297 : Stein, N. & Glenn, C. (1979). An analysis of story comprehension in elementary school children. En R. Freedle (Ed.), New directions in discourse processing (pp. 53-120). Hillsdale, N.J.: Erlbaum. : Stutz, F., Schaffner, E. & Schiefele, U. (2016). Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades. Learning and Individual Differences, 45, 101-113. : Sulentic, M., Beal, G. & Capraro, R. (2006). How do Literacy experiences affect the teaching propensities of elementary pre-service teachers? Reading Psychology, 27, 235-255. : White, T. G., Graves, M. F. & Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology, 82(2), 281-290. : Ávalos, M., Gómez, M., Gort, M. & Secada, W. (2017). Hey! today i will tell you about the water cycle!: Variations of language and organizational features in third-grade science explanation writing. The Elementary School Journal, 118(1), 149-176. DOI: 10.1086/692987 |