/LING
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Lista de candidatos sometidos a examen:
1) linguistic (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: linguistic
Is in goldstandard
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paper corpusSignosTxtLongLines150 - : Consequently, genre is built through the filter of the different structure levels present in the linguistic act: the situational level of restrictions, the level of discursive organisation determined by situational instructions and the level of more or less recurrent formal marks (or markers ), necessary to give linguistic configuration to discursive organisation.
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paper corpusSignosTxtLongLines172 - : Veltman, R. (1998). Lars Porsena and my bonk manager: A systemicfunctional study in the semogenesis of the language of swearing. En A. SanchezMacarro & R. Carter (Eds.), Linguistic choice across genres: Variation in Spoken and Written English (pp . 301316). Amsterdam: Benjamins. [ [98]Links ]
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paper corpusSignosTxtLongLines192 - : Castel (2004) proposes a text grammar which (a) treats field properties as belonging to a stratum lower than the genre stratum but higher than the lexicogrammatical stratum, and (b) defines field preferences that alter semantic feature probabilities in SNRs. This text grammar associates, with each terminal genre feature, a pair made up of a selection expression headed by the feature [field_entity], and a linguistic structure as in Diagram 10, where SU is a variable ranging over syntactic units:
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paper corpusSignosTxtLongLines211 - : Towards a linguistic feature matrix with textual impact: An exploratory study
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paper corpusSignosTxtLongLines278 - : The aim of this paper is to analyze one of the court sentences that has had a great impact on Spanish History: the sentence on the case of the terrorist attacks of March 11, 2004, in Madrid. The linguistic interest of this sentence is that its author was especially aware that the text would be widely disseminated not only in the legal field but also in the mass media. Our hypothesis is that due to this exceptional context, the M11 court sentence is an example of a real attempt to write a legal text comprehensible to a non-expert audience. Our study of this court sentence focuses on the quantitative and qualitative analysis of a linguistic aspect that clearly shows the effort made by the judge pronouncing the sentence to ensure clarity: the use of anaphoric demonstrative expressions ('this', 'this phenomenon' ...). The analysis of this mechanism of reference in the M11 court sentence is contrasted with the same mechanism in six other sentences passed by the same court, the Audiencia Nacional
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paper corpusSignosTxtLongLines295 - : system" (Painter, 2001: 176). In other words, the notions of register and genre can be used to make students aware of the sociocultural features of the text-type that is being taught and of which linguistic choices are more likely to be made in its textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001: 178 ).
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paper corpusSignosTxtLongLines295 - : According to Lock (1996), in terms of language education, the systemic functional perspective does not focus on the distinction between grammatical and ungrammatical linguistic forms, but rather on the appropriateness of each lexico-gramatical choice for a particular communicative purpose in a particular social context. As the author points out, "the primary concern [of systemic functional linguistics] is with the functions of structures and their constituents and with their meanings in context" (Lock, 1996: 1 ).
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paper corpusSignosTxtLongLines295 - : Learning a second or foreign language involves a considerable amount of time and dedication, and the learners expect, as a payoff from their efforts, to develop the ability to communicate effectively with other speakers or writers of the new language. To do so, learners need a grammatical description of the language that goes beyond listing forms and structures and includes a description of the available linguistic resources and of how they are used in social interactions. Systemic functional linguistics is particularly adequate for such a task since it conceives:
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paper corpusSignosTxtLongLines295 - : Applying the functional notion of cultural context to genre theories, we could say that Halliday's (1978) concept of context of culture is similar to Swales (1990) concept of 'discourse community', according to which discourse operates within conventions defined by communities, be they academic disciplines or social groups. To operate as orderly sites of linguistic and social interaction, discourse communities are characterized by certain traits that also apertain to what Halliday calls different 'social cultures':
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paper corpusSignosTxtLongLines295 - : In short, Halliday's (1978) suggestion is that, in the scope of language education, we interpret 'culture' from a linguistic viewpoint: just as in language education the term 'language' does not mean the whole, abstract concept of 'English' or 'French' or 'Chinese', but a particular variety of a language, such as commercial Chinese, academic French, or beginner's literacy in English, the cultural context for language teaching/learning should not be seen as:
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paper corpusSignosTxtLongLines295 - : The uses of language and the diverse social contexts are interrelated and realize each other. The organization of language and of its contexts of use is functional, that is, it serves the three linguistic metafunctions mentioned before: ideational, interpersonal and textual . In that line, Martin's teleological perspective on genre, grounded on a systemic-functional view of language, employs the Hallidayan's constructs of register and metafunctions. However, Martin's proposal discusses and advances the concepts of genre and register, looking not only at the context of situation, but also at the context of culture, where, according to the author, genres are located. About the notion of context of culture in Martin's work, Vian Jr. and Lima-Lopes state that:
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paper corpusSignosTxtLongLines295 - : As the three register variables (field, tenor and mode) do not have their own forms of expression (words or structures), they have to make use of the lexico-grammatical structures from language, and this is done in two ways: first, by making certain linguistic choices much more likely than others, so that when we read or hear a text certain patterns start to emerge in a non-random way, in what Martin calls 'probabilistic realization': "these patterns represent a particular register choice telling us it's there" (Martin, 2001: 157 ). Second, the register categories take over a small number of linguistic choices as their own, in what Martin calls 'indexical realization', that is, certain linguistic choices, once made by the text producer, lead the hearer/reader to immediately identify the register in which the text is being produced. However, linguistic realizations should not be taken as register variables. Field, tenor and mode are register categories, whereas lexico-grammatical items are
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paper corpusSignosTxtLongLines295 - : Therefore, a functional perspective on language teaching/learning seeks to help students to build systematic links between contextual and linguistic parameters when using language, a goal which is facilitated by SFL's view of language as "sets of related choices or options, each of which is called a system" (Painter, 2001: 176 ). Options within the various systems (e.g. mood options such as declarative, interrogative or imperative) will have implications on the lexico-grammatical structure of the text. According to Painter (2001), it is the functional relations between sociocultural processes and generic structure, and between the register variables and the metafunctional components of the linguistic system, that makes the notions of genre and register useful for language education. The notions of register and genre can be used to make students aware of the sociocultural features of the text-type that is being taught and of which linguistic choices are more likely to be made in its
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paper corpusSignosTxtLongLines313 - : Romanian workplace communication has changed significantly in the past two decades. Multinational companies have implemented Western European and American communicative practices and pattern. Thus, new communicative patterns have emerged in professional Romanian. In this paper we present part of the results of a larger on-going research project, 'Professional Language in Present-day Romanian. Linguistic Patterns and Discursive Structures', which is supported by a governmental, grant (CNCSIS, ID 142). Within the frameworks of sociolinguistics and discourse analysis, we will focus on three aspects that cover various linguistic compartments: new textual patterns, lexico-semantic innovations, and salutation formulas . The data for this paper have been selected from the corpus 'Workplace communication. Tentative typology of Romanian professional written texts'. The corpus contains 126 texts, which were written in various fields of activity (commercial, production, administrative, educational,
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paper corpusSignosTxtLongLines313 - : In specialized studies (Ionescu-Ruxandoiu & Chitoran, 1975; DSL, 2002), researchers showed that choosing a particular form of address is not accidental, but it is a choice based on the communicative competence of the speakers. This concept presupposes the existence of a set of social and cultural norms and conventions and it mainly refers to "the totality of linguistic, interactional and cultural knowledge that has been internalized by a native speaker and which will allow him to have an appropriate behaviour in specific communicative contexts" (DSL, 2002: 121 ).
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paper corpusSignosTxtLongLines364 - : The above extracts illustrate how companies justify their social responsibility through self-justificatory discourse. In persuasive lists of three, which according to Atkinson (1984), is an effective linguistic device to elicit approval and applause, working "to strengthen, underline or amplify any kind of message" (Atkinson, 1984: 60): ‘adheres to the concept of people-orientation… respect and maintain… make efforts to solve’ (extract E ); ‘we pay attention…support…participate…make efforts’ (extract F), ‘we had dispatched officials… provided free newspapers… we contacted with mainstream media’ (extract G). Listing in this case serves to build up the reputation of the company through emphasis. Heritage and Greatbatch (1986:116) also point out,
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paper corpusSignosTxtLongLines376 - : Argumentation and linguistic standardization: Normative beliefs in Zorobabel Rodríguez's Diccionario de chilenismos (1875 )
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paper corpusSignosTxtLongLines382 - : In his overview of the main themes of Romanian jokes, Nedelcu (2006) argues that the vast majority are based on stereotypes about the Roma, such as: promiscuity, excessive birth rate, violation of basic commonsensical cohabitation rules (e.g. playing loud music, holding noisy outdoor weekend parties, breeding horses in flats), the refusal to learn and work, macho attitudes. As far as Hungarians are concerned, the first on Nedelcu’s list of stereotypes is the linguistic issue: "not knowing the Romanian language and being discriminated against" (2006: 191 ).
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paper corpusSignosTxtLongLines382 - : There are other approaches to the analysis of genres and whether it is the new rhetoric, systemic functional linguistics or ESP they have much in common. Miller (1994) argues that genre is a rhetorical action based on recurrent situations. In the new rhetoric studies, ethnographic research or case studies shift the focus from the ‘features’ of the text to the ‘relations’ between text and context. In other words, new rhetoric genre theorists focus on "tying the linguistic and substantive similarities to regularities in human spheres of activities" (Freedman & Medway, 1994: 1 ). Miller (1994: 69) suggests that genres are bearers of "knowledge of the aesthetics, economics, politics, religious beliefs and all the various dimensions of what we know as human culture". This means that one should discuss the regularities in discourse within the broader context of social and cultural behaviour.
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paper corpusSignosTxtLongLines395 - : Ädel (2006) define metadiscurso como el texto acerca del texto en evolución, o el comentario explícito del escritor sobre su propio discurso mientras éste se despliega, lo cual deja en evidencia una consciencia sobre el texto actual o el uso del lenguaje per se y del escritor y lector actual en sus respectivos roles discursivos. Este concepto abarca dos dimensiones: el ‘metatexto’ y la ‘interacción escritor-lector. El primero alude a “reflexive linguistic expressions referring to the evolving text per se or its linguistic form” y el segundo a “references to the writer persona and the imagined reader qua writer and reader of the current text” (Ädel, 2005: 154 ).
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paper corpusSignosTxtLongLines400 - : These constructs will next be used to model the Spanish pronominal clitic and verb-ending systems and to distinguish the varied types of relationships they include at the semantic, morphological, and morphotactic levels. An ad hoc typographical convention will be used to identify which linguistic level each representation belongs to: semantic categories (e .g., ‘number’) will take small capitals; semantic features (e.g., ‘singular’) will be bound by inverted commas; and morphological representations (e.g., lo) will be labeled in italics.
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paper corpusSignosTxtLongLines401 - : Abstract: The purpose of this study is to describe, from the theoretical and methodological framework of the systemic functional grammar, the lexico-grammatical realization of the congruent models used to linguistically construct the representation of experience. This involves the identification and characterization of the realizing configurations, according to range scales, axis, delicacy, continuum of the lexicogrammar and probability of occurrence. For the latter characterization, a micro-corpus of child speech, collected from spontaneous speech, is used as observation context, under the assumption that this is the context in which the most congruent forms of interaction appear. The results, which constitute part of a larger project (FONDECYT 1121082), are presented in each of the core functions of the structure of the clause as representation, that is, participants and process and reviewing, in this context, the relationship to each of the six models representing linguistic experience:
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paper corpusSignosTxtLongLines402 - : Abstract: In this paper we present the results of a corpus-based synchronic study on the presence of English in 208 jobs ads placed on the Spanish website www.monster.es published during the month of November 2011. The aims of this study were to identify the presence of anglicisms used in job ads, determine their presence and quantity and establish to what extent the presence of English depends on the following extra linguistic factors: industry activity, job level (high, intermediate or low ) and type of organization (international or domestic). The results indicate that the percentage of job ads that contained at least one English word (87.5%) was significantly higher for the job ads written exclusively in Spanish (12.5%). Using the U de Mann-Whitney and Kruskal-Wallis test as well the Spearman (rS) correlation test, we verify the extent to which English was used, was found to depend on the industry activity, job level, and (inter)national orientation. These findings support observations
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paper corpusSignosTxtLongLines406 - : The impact of a linguistic intervention on rhetorical inferential comprehension and metacognition in EFL academic reading: A quasi-experimental, mixed-methods study^[23]*
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paper corpusSignosTxtLongLines414 - : is less probable to happen, as opposed to what may occur when using ‘transfer’ (L1-based messages) or ‘avoidance’ types of CSs (unfinished messages or omission of information). Something similar, in terms of complexity, can be evidenced in the use of ‘foreignising’. In the excerpt above it can be seen that this mechanism implies a greater effort on the part of the speaker, who is trying to adapt a word from her L1 into the L2. By doing this, it becomes clear that this type of CS, as ‘circumlocution’, requires a higher cognitive and linguistic effort, since “it requires a construction process which leads to the creation of a new word” (Dörnyei & Kormos, 1998: 364 ). Thus, this outcome seems to demonstrate the learners’ progress from the use of less cognitively and linguistically demanding CSs to those considered more complex as their level of L2 competence progresses (Prebianca, 2009).
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paper corpusSignosTxtLongLines417 - : The linguistic results obtained here are in the line of different sociological studies on the phenomenon of immigration. Thus, the last sociological study about immigration published by the CIS (Spanish Centre of Sociological Research) in 2011 explored the Spanish people’s attitudes towards this phenomenon. It reveals that over 8% of the population considers immigration the biggest problem of the country, even more serious than gender violence, drugs or corruption. These data are interesting given the fact that the big economic crisis in which we are immersed had already started in 2011. According to the CIS, over 60% think that immigrants receive a lot of help or enough help and protection on the part of the government. The negative semantic prosody shown by our results and therefore mirrored by linguistic behaviour is in line with the answer to one of the CIS questions: what is the first thing that comes to your mind when you hear the word immigration ? Up to 43% of the respondents’
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paper corpusSignosTxtLongLines425 - : In this paper we study the written narratives used by 54 third- and seventh graders in elementary schools with different socio-educational characteristics in Northern Patagonia, Argentina, when writing individually, on paper, and during class, a text of their choice. We aim to capture the various ways in which these students solve the narrative production, considering the adjustment to specific prescriptions for written language and to conventional features of narrative structure, as of the lexicogrammatical choices according to grammar and genre. We categorized the 54 texts according to three linguistic levels: textual (unit of analysis: text), lexicogrammatical, and morpho-orthographic (unit of analysis: word ). We applied diverse techniques of Multivariate Descriptive Statistics, in order to capture associations between categories in each linguistic level and children’s grade/school. Results showed socio-educational trends at the textual and morpho-orthographic levels, and stilistic
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paper corpusSignosTxtLongLines426 - : Local deixis, also called place or spatial deixis, stands for “the linguistic expression of the speaker’s perception of his position in three-dimensional space” (Fillmore, 1997: 27), denoting “the relationship of objects to a speaker”, or “how a speaker is situated in physical space” (Simpson, 1993: 13 ).
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paper corpusSignosTxtLongLines426 - : As has been claimed at the beginning of this paper, the present study departs from the concept of rhetorical space (rather than rhetoric per se) and its definition through deixis following Werth’s approach (Werth, 1999; Gavins, 2005; 2007). In this case, the study is done merely through the linguistic analysis of the deictic references, “whose meaning is not encoded intrinsically, but instead depends on the context of utterance in order to ‘anchor’ the meaning” (Mulderrig, 2012: 708 ). This, in its turn, is believed to play the main role in the construction of rhetorical space. In other words, this paper departs from the representative notion of political discourse, rather than from its decision-making and action counterparts, leaving, thus, aside the argumentative and reasoning facets of the analysis, and concentrating on the way political actors represent or construct the reality (Fairclough & Fairclough, 2012) in a certain context[27]^[3].
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paper corpusSignosTxtLongLines432 - : Online linguistic resources: Contexts, practices and challenges
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paper corpusSignosTxtLongLines450 - : The linguistic expression of appraisal in judicial decisions: A contrastive study in French and Spanish
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paper corpusSignosTxtLongLines453 - : In this context, the present paper contributes to this ongoing research program by providing readers with a computational treatment of constructions that exist at different levels of linguistic enquiry. More concretely, our formalized analysis of a representative sample of construction-types departs from a previous qualitative linguistic analysis, which, in line with the usage-based approach, is grounded in a careful examination of corpus-attested examples extracted from systematic searchers within the GBAC at [42]http://googlebooks .byu.edu/x.asp In so doing, we make use of a lexico-conceptual knowledge base for Natural Language Processing (NLP) systems called FunGramKB (^[43]Periñán, 2013), whose Grammaticon is a computational implementation of the usage-based constructionist model known as the ‘Lexical Constructional Model’ (^[44]Ruiz de Mendoza, 2013; ^[45]Ruiz de Mendoza & Galera, 2014). The LCM differs from other constructionist accounts (^[46]Goldberg, 1995; ^[47]Goldberg &
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paper corpusSignosTxtLongLines454 - : accommodate to politeness markers. ^[42]Thomson and Murachver (2001) examined the role of CAT in men’s and women’s email communication styles. They concluded that men and women were equally likely to ask questions, offer compliments, apologies, and opinions, as well as insult their interlocutors. Similarly, ^[43]Fox, Bukatko, Hallahan and Crawford (2007) found that men and women used more references to emotion when the Instant Message was directed to women. In their study of Instant Messaging, ^[44]Scissors et al. (2009) investigated how different forms of ‘linguistic similarity' grounded in CAT relate to the establishment of personal trust. In their view, linguistic similarity can occur at three levels: the content level or emotion and task-related content ; the structural level, which can be measured, for example, in terms of verb tense use; and the stylistic level, for example, the use of the same jargon as a communicative partner to express affinity. The work of ^[45]Riordan, Markman,
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paper corpusSignosTxtLongLines454 - : In Spanish, most posts written by both males and females have a politeness indicator of the type ‘thank you’ or ‘thanks a lot’ as a closing remark. Examples 12 and 13 show this similarity at the structural level and are also representative examples of the general linguistic style of messages in the four Spanish fora:
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paper corpusSignosTxtLongLines474 - : This genre is characterized by a different communicative and textual purpose, new temporal conditions in which the interval between production and reception is reduced, in which there is a new paratextual structure, etcetera. It is an interaction that exists due to reasons of distance, but which is also immediate (temporal proximity). One of the clearest examples is here presented of the profound transformation of the conditions of linguistic enunciation that technology has entailed and that has resulted in two phenomena: Delocalization and detemporalization, in a loss of importance of the location of communication as interlocutors share neither space nor time .
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paper corpusSignosTxtLongLines480 - : 1. Linguistic scaffolding: It refers to the provision of support with the purpose of learners’ comprehension and production enhancement through the simplification of instructional language (for example, form-based descriptions, and CR ).
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paper corpusSignosTxtLongLines500 - : FunGramKB is grounded on two robust and complementary linguistic models: (i ) the projectionist model of Role and Reference Grammar (RRG)^[39]^2 (^[40]Van Valin & LaPolla, 1997; Van Valin, 2005), which provides the knowledge base with some basic assumptions related to the linking algorithm for the merging of lexical structures into constructional configurations (for example, Aktionsart ascription, macrorole assignment, status of variables, or logical structures, to name but a few); and (ii) the Lexical Constructional Model (LCM) (^[41]Mairal & Ruiz de Mendoza-Ibáñez, 2008; ^[42]Ruiz de Mendoza-Ibáñez & Mairal, 2008; ^[43]Ruiz de Mendoza-Ibáñez, 2013; ^[44]Ruiz de Mendoza-Ibáñez & Galera, 2014), which contributes to providing a layered structure of meaning construction that has helped to “fully integrate constructional meaning into RRG to deepen semantic processing” (^[45]Periñán-Pascual, 2013: 206). The LCM also offers a notion of construction that is more adequate for the computational
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paper corpusSignosTxtLongLines500 - : In the parsing process of transforming language fragments into their equivalent semantic and grammatical structure, ARTEMIS will elaborate the constructional rules through the Grammar Development Environment by withdrawing information from the Lexicon and the Grammaticon, and this will result in the automatic generation of the CLS (^[57]Mairal & Periñán-Pascual, 2016). The CLS constructor, which is one of the three components which conforms ARTEMIS (together with the COREL-Scheme Builder and the Grammar Development Environment), is an enriched and extended text meaning representation operating on the linguistic level that takes RRG logical structures as a basis and includes the following type of information: the Aktionsart ascription represented by operators such as CACC for causative accomplishment in the locative construction displayed in [58]Figure 2 (‘He spread her toast with butter’ ); the number of constructional variables of the predicate (for instance, x, w, p in the same example)
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paper corpusSignosTxtLongLines513 - : This research focuses on the function of neologisms and casts serious doubts on the applicability of the traditional dichotomy ‘denominative neologisms’ and ‘stylistic neologisms’. Although this classification is widely mentioned in the literature on neology, both from a theoretical and applied perspective it shows some limitations that call into question that they really work as opposing categories (Llopart-Saumell, 2016). The starting point of this study is a linguistic survey based on the perception of the speakers: participants were asked to classify a set of neologisms in Catalan (in context ) in denominative, stylistic or with both values (denominative and stylistic). Then, we study the degree of coincidence of the results obtained and, finally, we contrast them with sociolinguistic (frequency and stability of use), discursive (context and discursive position) and linguistic data (morpho-semantic) of each of the neologisms. The results point out that those neologisms considered
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paper corpusSignosTxtLongLines524 - : A fundamental issue in LSP education that must be adequately addressed to achieve curricular coherence is what ^[45]Doyle calls a “tripartite integrated curricular structure” (Doyle, 2012: 108). Unlike courses in language, linguistics, or literature, LSP courses must find a balance between focusing instruction on topical knowledge--which may be quite technical--content-specific linguistic resources unique to the field, and cultural norms adhered to by a particular discourse community . Many of the curricular and programmatic difficulties, especially the identification of competent staff and the seamless integration into departmental/programmatic intellectual culture, derive from the ‘tripartite’ nature of LSP, regardless of the department or program offering the courses. These considerations come in addition to the obstacles presented by many students’ deficits in overall language proficiency; those who undertake LSP study without a solid foundation in the L2.
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paper corpusSignosTxtLongLines524 - : 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
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paper corpusSignosTxtLongLines524 - : SSP classes can assist students in preparing them to be more observant of the language used in the local community. These courses can incorporate sociolinguistic elements into the curriculum “to help students develop an understanding of how language and linguistic variation work, not just at the formal (i.e., linguistic) level but also with regard to social, political and aesthetic concerns” (^[94]Leeman, 2018: 351 ). Leeman continues recommending the use of sociolinguistics as a way to empower students and force them to begin to question “common assumptions” about languages and language varieties and “equip students to challenge the status quo” (Leeman, 2018: 353). ^[95]Martínez (2003) frames the goal of critical language awareness as one that empowers students to make informed linguistic choices. He provides this effective example:
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paper corpusSignosTxtLongLines526 - : first acquired language was the HL but who did not acquire the language completely because of a switch to the dominant language. In educational contexts, proficiency-oriented definitions have been favored for pedagogical purposes. Carreira and Kagan (2011), for example, focus on “learners who have some functional abilities in their HL” in order to “contribute to the design of methodologies and curricula that build upon the linguistic skills of these learners” (^[79]Carreira & Kagan, 2011: 42 ). In the same way, ^[80]Fairclough and Beaudrie (2016) adopt Valdés’ definition arguing that:
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paper corpusSignosTxtLongLines526 - : Fairclough, M. (2016b). Incorporating additional varieties to the linguistic repertoires of heritage language learners: A multidialectal model . In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom (pp. 143-165). Washington, DC: Georgetown University Press . [ [206]Links ]
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paper corpusSignosTxtLongLines526 - : ^4Grosjean’s ([297]1997, [298]2014) Complementarity Principle may explain this phenomenon. This principle posits that bilinguals acquire and use their language for different purposes and in different domains and posits that “the level of fluency attained in a language skill will depend on the need for that language and will be domain-specific. (...). If a language is never used for a particular purpose, it will not develop the linguistic properties needed for that purpose” ([299]Grosjean, 2014: 68 ).
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paper corpusSignosTxtLongLines527 - : ^3Diglossia is defined broadly as “the reservation of highly valued segments of a community’s linguistic repertoire (which are not the first to be learned, but are learned later and more consciously, usually through formal education), for situations perceived as more formal and guarded; and the reservation of less highly valued segments (which are learned first with little or no conscious effort), of any degree of linguistic relatedness to the higher valued segments, from stylistic differences to separate languages, for situations perceived as more informal and intimate” (Fasold, 1984: 53 ).
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paper corpusSignosTxtLongLines528 - : Linguistic landscape (LL) is an area of study defined as the “visibility and salience of languages on public and commercial signs in a given territory or region” (^[107]Landry & Bourhis, 1997: 23 ). There are studies in sociolinguistics, sociology, social psychology, geography, and media studies related to LL. The languages used in public signs indicate what languages are or may become locally relevant (^[108]Kasanga, 2012). LL has become a useful tool to understand the evolution of urban space, and therefore the transformation of globalized societies of the 21^st century. Signage in public spaces describe the identity of cities. Some authors study the LL as it relates to power, and therefore as a way to construct collective identity. As societal identities evolve, the LL evolves too. As ^[109]Gorter (2013: 191) states:
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paper corpusSignosTxtLongLines528 - : ^[119]King de Ramírez (2017) also reported on a similar study conducted with a SL mixed class of L2 and HLLs in Arizona. She found that HLLs “learned to bridge gaps with Hispanic coworker and community members” (^[120]King de Ramírez, 2017: 67) rather quickly. Her findings also pointed out to an increased HLLs’ awareness of immigration policy and how these affect families, perhaps their own, or families that they may know. King de Ramírez concluded that having HLLs participate in Spanish CSL “serve the linguistic and social needs of the HLs and may be an alternative to HL-specific language courses” (^[121]King de Ramírez, 2017: 68 ).
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paper corpusSignosTxtLongLines529 - : The following research questions were examined in order to identify heritage language learners’ perspectives on the role of service-learning programs on their development of these key areas, evaluate learners’ professional and linguistic goals in language courses, and examine overall learner grammatical and lexical performance and development in service-learning courses:
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paper corpusSignosTxtLongLines530 - : The authors believe that service-learning opportunities interlinked with linguistics skills (in Spanish) would be sustainable and successful only when the aforementioned resources are fully available. Subsequently, an outreach component in language courses would ensure students’ attainment of “the skills and knowledge necessary to thrive in a global society through [involvement] with the nation's largest linguistic minority group” (^[64]Barreneche & Ramos-Flores, 2013: 226 ), that is, the Hispanic community. Despite the positive impact that service learning is considered to have, both researchers acknowledge the overwhelming amount of work that is still required to facilitate administratively feasible and affordable outreach opportunities in the Spanish classroom.
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paper corpusSignosTxtLongLines530 - : Drawing upon the fact that translation is a shared endeavor (^[80]Bugel, 2013) that promotes immersion “in a socioculturally authentic environment [that] best enables foreign language learners to acquire the linguistic, cultural, social, and pragmatic content” (^[81]Stewart, 2007: 86 ), the current research project calls for a socially-based theoretical standpoint. Thus, this investigation is rooted in Activity Theory (AT) while seeking to expand our understanding of the impact of outreach embedded in the professionally-oriented Spanish classroom.
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paper corpusSignosTxtLongLines530 - : Moreover, the participant mentioned that his secondary professional objective, which is related to the use of Spanish, is becoming able to fluently and accurately communicate with other professionals in his field that practice in Hispanic countries, such as Mexico-due to his family roots in said nation. He believes that these interactions would contribute toward his future professional growth, due to the potential of networking development. However, the subject’s views on this matter were significantly different in the past. The subject claimed to have developed awareness that led him to prioritize receiving formal linguistic training after taking a lower-level profession-related class as part of his minor: Spanish for the Professions (Health and Human Services )-an intermediate course, where he first acquired some medical jargon. Furthermore, in said class, the participant came to the realization that Spanish is undoubtedly the most spoken language in the US, after English. This fact
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paper corpusSignosTxtLongLines530 - : Furthermore, it is presumable that the professional self-confidence achieved by the HLL was the result of the linguistic and skills-related knowledge of translation/interpretation that he acquired while receiving formal training in Spanish. This type of impact is similar to that seen in ^[102]Lowther Pereira (2015), as the participants of her study also showed greater confidence after partaking in outreach activities. More specifically, the skills-related knowledge of the participant was perceivable in the three translation/interpretation strategies that he learned: holding a pre-interpretation meeting with the clients, advising the clients to maintain eye-contact with the party to whom they are interested in conveying a message-as opposed to looking at the interpreter him/herself, and expressing the original message avoiding a word-for-word translation. On the other hand, the knowledge related to linguistic elements consisted of: becoming aware of sociolinguistic matters (i .e., different
54
paper corpusSignosTxtLongLines534 - : The analysis of the trainees’ written comments in response to the questionnaires revealed recurrent opinions and rationales which facilitated the interpretation of the numerical data. To focus firstly on the linguistic dimension, the positive view that poetry might help learners to improve reading skills in the EFL class (item 1) was linked to two main ideas: the typical brevity of poems and the perceived non-triviality of its topics, mentioned by five and thirteen students respectively . Regarding length, one student highlighted as an advantage the fact that ‘you do not get tired when reading them’. Shortness, however, appears as a double-edged sword since, for two students who had assigned a low value to this item, the conciseness of poetic texts was considered a disadvantage on the grounds that, ‘Poetry isn't very useful for practising reading as poems are very short’. It appears that, for these learners, reading seemed to be more equated with ‘extensive’ reading. The same principle might
55
paper corpusSignosTxtLongLines549 - : Según este autor, al aprender una lengua, asociamos estas escenas con ‘marcos’, de carácter lingüístico, que comprenden: “any system of linguistic choice -the easiest being collections of words, but also including choices of grammatical rules o grammatical categories - that can get associated with prototypical instances of scenes” (^[52]Fillmore, 1977: 63 ). Y lo ilustra con la escena ‘escribir correspondencia’, que se lexicaliza en inglés con el verbo to write y una serie de participantes (el remitente, un utensilio de escritura, un papel, un destinatario, etc.) y relaciones conceptuales entre estos elementos.
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paper corpusSignosTxtLongLines552 - : El FC se define como “the feedback that learners receive on the linguistic errors they make in their oral or written production in a second language (L2)” (^[35]Sheen & Ellis, 2011: 593 ). ^[36]Lyster y Ranta (1997) distinguen seis categorías de FC, clasificadas a su vez en FC explícito y FC implícito.
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paper corpusSignosTxtLongLines552 - : En un sentido amplio, el LNV se entiende como “all those elements of a communication which are not essentially linguistic in nature” (^[63]Smith, 1979: 637 ). Los signos no verbales, además de añadir información al mensaje verbal y complementarlo, permiten comunicar en su ausencia, es decir, pueden sustituir al lenguaje verbal (^[64]Cestero Mancera, 2004).
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paper corpusSignosTxtLongLines562 - : Mihatsch, W. (2018b). From ad hoc category to ad hoc categorization: The proceduralization of Argentinian Spanish tipo. En C. Mauri & A. Sansò (Eds.), Linguistic strategies for the construction of ad hoc categories: Synchronic and diachronic perspectives (pp . 147-176). Berlín/Boston: de Gruyter. [ [292]Links ]
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paper corpusSignosTxtLongLines567 - : The general aim of this paper is to describe the evolution of the linguistic expression of mitigation in the management of the family role face during a period of the Spanish social history: from the late nineteenth century to the sixties of the twentieth century . To this end, a corpus study of selected plays of the period is carried out, focusing on the directive speech acts uttered by characters that play family roles. The analysis is carried out following a mixed methodology that provides, on the one hand, the quantification of the frequency of the different linguistic mitigation strategies and the factors with which they are linked; on the other hand, the qualitative analysis allows to connect the behavior of the mitigation procedures with the face needs and the social effects generated. In order to do this, the interpretation is based on the sociological context of the moment. The results suggest that forms of address, justifying structures, indirect formulation and impersonalization
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paper corpusSignosTxtLongLines575 - : Marrero, V. & Aguirre, C. (2003). Plural acquisition and development in Spanish. En S. Montrul & F. Ordóñez (Eds.), Linguistic theory and language development in hispanic languages: Papers from the 5th linguistics symposium and the 4th conference on the acquisition of Spanish and Portuguese (pp . 275-296). Somerville, MA: Cascadilla Press. [ [142]Links ]
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paper corpusSignosTxtLongLines576 - : La HD experimenta un importante avance cuando considera la interacción entre los elementos lingüísticos que aportan información aspectual (^[48]Andersen & Shirai, 1994). Las composiciones más frecuentes llevan a la conformación de combinaciones preferentes o prototípicas. A partir de estas observaciones, ^[49]Shirai y Andersen (1995) formulan la Hipótesis del Prototipo (Prototype Hypothesis) (HP), que predice que “learners acquire a linguistic category starting with the prototype of the category and later expand its application to less prototypical cases” (^[50]Shirai & Andersen, 1995: 758 ). Los casos prototípicos se encuentran en los verbos télicos ocupando la posición central de la narración actualizados con una forma perfectiva, mientras los estados y las actividades forman un marco de apoyo, y tienden a aparecer con formas imperfectivas (^[51]Andersen & Shirai, 1994). Los ejemplos (1) y (2) ilustran una combinación prototípica y no prototípica respectivamente:
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paper corpusSignosTxtLongLines577 - : Spanish has been defined as “a major international language with a long social history of literacy, and it is a Romance language, with interesting linguistic similarities to, and differences from, English” (^[79]Biber, Davies, Jones & Tracy-Ventura, 2008: 1 ). Drawing on previous linguistic descriptions of English and Spanish spoken and written texts (^[80]Biber et al., 1999; ^[81]Parodi, 2010, ^[82]2015), and on the broad framework of genres in the Internet (^[83]Herring, 2013; ^[84]Kelly & Miller, 2016; ^[85]Miller & Kelly, 2017), this study sought to identify the linguistic features characterising crowdfunding projects. The broad research questions that guided the investigation were the following:
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paper corpusSignosTxtLongLines577 - : descriptions of genres in new media environments (^[114]Herring, 2013; ^[115]Gross & Buehl, 2016; ^[116]Kelly & Miller, 2017), it can be claimed that the function of complex NPs is to recontextualise expert scientific contents to reach what ^[117]Burns et al. (2003) define as audiences with different backgrounds, interests and expectations. This claim is consistent with previous functional characterisations of linguistic features in other digital genres of science and science popularisation genres in diverse languages -English, Spanish and Portuguese, among others. In those instances, linguistic features serve to explain the “specialised terms in the field of study” (^[118]Motta Roth & Scotti Scherer, 2016: 189 ) and clarify scientific contents in a concise manner (^[119]Caliendo, 2012; ^[120]Gotti, 2014; ^[121]Scotto di Carlo, 2014; ^[122]Motta Roth & Scotti Scherer, 2016; ^[123]Luzón, 2017).
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paper corpusSignosTxtLongLines577 - : The present study also sheds light on the situational (register) and contextual (genre) constraints that shape digital texts. In TED Talks, presenters use a conversational style to tell issues of science and the use of linguistic resources such as first and second person pronouns reduces distance “to breach the expert/non expert barrier” (^[178]Scotto di Carlo, 2014: 201 ). In research blogs, conversational features construct proximity (^[179]Luzón, 2013), and in online medical campaigns language resources help scientists to construct credible identities (^[180]Paulus & Roberts, 2018). In analysing science popularisation genres, ^[181]Motta Roth and Scotti Scherer (2016: 173) also underline the “interdiscursivity between discourses from scientific, pedagogic and media spheres”. In the crowdfunding proposals analysed in this study, the situational and contextual constraints easily explain why these texts rely on both grammatical features that are typical of conversation and features
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paper corpusSignosTxtLongLines592 - : The intervention program was an adapted version of ^[119]Blachman, Ball, Black and Tangel (2000). Every lesson included three exercises focusing on phoneme segmentation (e.g., Elkonin card activities). In the task called ‘Say-It-and-Move-It’, children were instructed to break apart words with three and four phonemes (e.g., sol /s//o//l/, sun in English) into their individual sounds and place a button, per each sound they heard, in boxes. Variations of this activity involved placing the button in the first, second, third box, according to the position in which they heard a target sound (e.g., if the target sound was /l/, they had to place the button in the third box when they heard the word sol). The second exercise included a linguistic game to foster one of the following abilities: initial sound isolation, rhyme awareness, sound categorization, or sound blending . To develop rhyme and initial sound categorization, the program included several oddity tasks requiring children to select a
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paper corpusSignosTxtLongLines594 - : For students to produce high-quality academic writing, teachers need to teach them about meaning making, which necessitates knowledge about the close relationship between contextually relevant linguistic resources (i.e., grammar and vocabulary) and meaning representation (i.e., content) (^[25]Schleppegrell, 2004). For example, the use of modal verbs as linguistic resources is contingent on the immediate context where the meaning will be expressed: if a weak tone is intended for the audience, modal verbs with weak semantic loads must be chosen (^[26]Humphrey & Macnaught, 2016 ). Indeed, research has demonstrated that an explicit teaching of writing as a meaning-making process is helpful in improving students’ writing (^[27]Harman, 2018). The attempts to develop students’ knowledge of meaning making, however, have centered on teacher-student verbal interactions that generally occur in the classroom (^[28]O´Hallaron, Palincsar & Schleppegrell, 2015).
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paper corpusSignosTxtLongLines596 - : “reflexive linguistic expressions referring to the evolving text per se or its linguistic form, including references to the writer persona and the imagined reader qua reader and the reader of the current text” (^[59]Ädel, 2005: 154 ).
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paper corpusSignosTxtLongLines598 - : 5. “Modality is the semantic category associated with the basic human cognitive ability of thinking that things might be otherwise, that is thinking of alternatives: situations other than what is the case. Modality refers generally to the linguistic means that allow “one to say things about , or on the basis of, situations which need not be real” (^[39]Portner, 2009: 1, emphasis is ours ). (^[40]Rocci, 2017: 3)
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paper corpusSignosTxtLongLines601 - : organisation, cause-effect relations within clauses, etc. In fact, these recurrent linguistic representations have led historiographers to declare a ‘language turn’ in their discipline: history has been transformed into a science as a result of a ‘literary artefact’ (see ^[33]White, 2010, for the language turn ; ^[34]Schleppegrell & Colombi 2002; ^[35]Coffin, 2006, ^[36]2009; ^[37]Nokes, 2013; ^[38]Achugar & Carpenter, 2014, for a description of the language in history both as an L1 and an L2; and ^[39]Llinares, Morton & Whittaker, 2012, for a precise description of languages in the subjects).
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paper corpusSignosTxtLongLines601 - : In the domain of Corpus Linguistics, recent empirical research using bilingual corpus produced in formal learning environments is mostly cross-sectional and decontextualised: the students’ linguistic competence is only defined as it is at a given time and the language production under examination is not content-bound . However, content plays such an important role in language development that Cummins’ distinction between ‘basic interpersonal communicative skills’ (BICS) and ‘cognitive academic language proficiency’ (CALP) (^[85]Cummins, 2008) is claimed not to be fully comprehensive (^[86]Harwood & Hadley, 2004; ^[87]Dressen-Hammouda, 2008; ^[88]Heine, 2014). For these authors, a third dimension should be added to the dichotomy: specialised academic register specific for each subject.
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paper corpusSignosTxtLongLines601 - : The texts produced by the students were tagged by test and student and introduced in Coh-Metrix (version 3.0). Coh-Metrix is an automated web tool that generates indices of the discourse and linguistic representations of texts within five major dimensions: “narrativity, syntactic simplicity, word concreteness, referential cohesion, and deep (causal ) cohesion” (^[91]McNamara et al., 2014). For the authors, computerisation therefore replaces other methods used in the past to measure L1/L2 language development, like linguistic analysis provided by hand and other traditional classifications (e.g. Hunt analysis). Other automated tools like Synlex, which has been previously used for the cross-sectional description of bilingual discourse (^[92]Lorenzo, 2017; ^[93]Lu, 2010, for further information on this tool) and other types of software like Trijamod, Childes and Freeling were considered, but they were found less appropriate to the ends of this study.
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paper corpusSignosTxtLongLines88 - : Learning strategies are "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Wenden, 1987:6 ). Oxford (1990) considers that "any specific action taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations" is a language learning strategy.
Evaluando al candidato linguistic:
4) context: 19
9) learners: 14 (*)
10) register: 14 (*)
11) genre: 13 (*)
14) functional: 11
15) paper: 10
linguistic
Lengua: eng
Frec: 1095
Docs: 266
Nombre propio: 3 / 1095 = 0%
Coocurrencias con glosario: 3
Puntaje: 3.663 = (3 + (1+6.35755200461808) / (1+10.0980320829605)));
Rechazado: muy disperso;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| linguistic |
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