1 UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE IDIOMAS MODALIDAD PRESENCIAL PORTFOLIO “Phonology II” Fourth Semester “A” Student´s name: Jonathan Esteban Arcentales Santana Professor´s name: Lic. Mg. Ruth Infante AMBATO – ECUADOR October 2015 – March 2016
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
MISIÓN!(MISION!STATEMENT)! Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.
VISIÓN!(VISION!STATEMENT)!
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional
4
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
PERFIL!DE!EGRESO!(EXIT!PROFILE)! Los estudiantes que ingresan a la Carrera de Inglés deben tener actitud y aptitud para el aprendizaje
del idioma inglés. También deben demostrar competencias cognitivas de argumentación,
interpretación, análisis, síntesis y propositivas para la solución de problemas que se resume en el
cuadro de la siguiente página.
COMPETENCIAS COGNITIVAS (Procesos)
COMPETENCIAS COGNOSCITIVAS
(Productos)
COMPETENCIAS METACOGNITIVAS (Reflexión
sobre sus conocimientos
INTERPRETATIVAS
Interpreta textos, gráficos, modelos u otros símbolos de representación.
Tiene conocimientos básicos del idioma inglés.
Sabe elaborar resúmenes.
Esquematiza textos y contenidos.
Está consciente de la carrera que elige.
Tiene conocimientos de sus fortalezas y debilidades.
ARGUMENTATIVAS
Sabe explicar científicamente fenómenos sociales, políticos y culturales.
Justifica su ingreso a la Universidad y a la Carrera de Inglés.
Defiende sus ideas y acepta críticas.
Demuestra conocimientos de inglés, adquiridos en el colegio.
Le gusta el idioma como para usarlo como su segunda lengua.
Ha descubierto su vocación de servicio y ayuda a los demás.
Sabe plantear estrategias para solucionar dificultades.
Busca formas de apoyo para mejorar sus aprendizajes.
PROPOSITIVAS
Propone soluciones a problemas de estudio.
Construye modelos de una realidad estudiada.
Es creativo frente a las dificultades del entorno.
Comparte sus criterios con los demás.
Sabe formular hipótesis.
Se plantea retos para mejorar sus aprendizajes.
Analiza consecuencias de sus estrategias.
5
! Objective Full-time position of English Teacher, Full – time position of international
translator. Education Primary Stuidies at “Lana Fermi School” in Italy
Bachelor of Science, May 2014, Colegio “Nacional Bahía de Manta”. Experience French tutor at “Lana – Fermi” School (2006-2007)
Teach and help students that have problems with French language at “Lana Fermi” primary School.
English tutor at “Lana – Fermi” School (2007)
Help students that have problems with English language from my classroom at “Lana Fermi” School.
Skills Experienced with teaching strategies
Fluent in Spanish, Italian and English
Skill in teaching Italian and English
Good at learning languages
Achievements Graduated at “Colegio Bahía de Manta” as a bachelor. With a special honor in the English subject
Graduated at “Lana Fermi School”
!
Jonathan Esteban Arcentales Santana Av. Víctor Hugo y Ernesto Albán
0995627813
6
STATEMENT!OF!PERSONAL!LEARNING!GOALS.! The world is connected more and more every year. Technologies that made these connections possible are growing rapidly. Learning a different language is one of the most important skills nowadays. English is the second most spoken language; a language for business, science, technology and communication. In order to be a good English speaker and a future teacher; it is not enough to study and memorize the language, but it is also important to know how the language itself is structured and the internal aspects of which it is composed. That’s why I’m going to do my best in this semester to improve my knowledge about Phonology II. Phonology II is one of the most important modules that I am studying at the university. In fact, it is useful in many ways; first, it allows students to know more about grammar and some general rules about the formation of words. Second, the module helps those students that have many difficulties in pronunciation. Third, by studying phonology, one has a deeper knowledge about syntax, morphology and many other internal aspects of a language. I think I will improve a lot in this semester and I will achieve this goal by giving the best of me with this module and by practicing a lot since I have many difficulties when it comes to pronounce correctly and inferring the meaning of some words. I think the Phonology II module will help me to overcome all of these problems and reinforce the previous knowledge that I acquired the last semester in Phonology I. I think I will achieve these goals by studying and practicing English every day or at least 2 days a week because I have more subjects to study but I think I will keep improving my English to be a good teacher. Phonology is a subject that requires a lot of practice and concentration so I will do my best to attend at every single lesson and practice a lot at home. Only in this way I will be a good English teacher one day.
!
7
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS MODALIDAD PRESENCIAL
SÍLABO!
PHONOLOGY II
Octubre 2015 - Marzo 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2015
8
I. SYLLABUS GENERAL INFORMATION Subject: Phonology II Program: Carrera de Idiomas Code: FCHE/I/MP/P/021290406
TOTAL LEARNING HOURS : 120 Week hours 3 Hours during the semester: 48 Independent hours for the semester: 72 Academic Tutoring hours: 0 II. PROFESSOR'S TEACHING PROFILE Professor's name: Infante Paredes Ruth Elizabeth Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros Knowledge area: (01) Educación Broad Field: 01 Education Specific Field: 011Education Detailed Field: 0114 Teacher Training with subject specialization Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas Knowledge area: (01) Educación Broad Field: 01 Education Specific Field: 011Education Detailed Field: 0114 Teacher Training with subject specialization Professional experience: 12 years Teaching experience: 12 years Program Academic area: Competencia Pedagógica y Psicosociolinguistica Professsor's schedule (practical application and learning experimentation) : Tuesday from 10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday from 9h00 to 12h00 Professor's schedule (Academic tutoring): 0 Phone numbers: 0995721088 E-mail: [email protected]
9
III. COURSE DESCRIPTION AND OBJECTIVES Purpose The aim of the course is to introduce students to the word formation of English. That knowledge will let them make teaching desicions when planning, organizing and evalauating the English Teaching and Learning process. Course Description: (Abstract) The course will aim to develop phonological knowledge and strategies in order to use them when learning and teaching English. This course will develop 5 main elements during the semester. First, students will identify basic concepts of L2 related to morphology subject. Then, they will understand different patterns of word formation. After that, students will be aware of the lexical derivation, mainly the origin of words. They will also analyze the language by applying morphological structures. Finally, students will predict examples about possible morphological problems presented in L2.
The methodology that will be applied in the development of the module is Kolb´s strategies and basically ABP, and English methodology as cognitive and meta-cognitive strategies which may help students develop an independent learning. Some of the evaluation instruments such a mind maps, charts, oral presentations will be applied in order to get critical thinking and students´ own conclusion according to each topic.
This course will contribute with the development of accuracy of language, in other words, the correct use of words in context depending on the origin of word and the different uses of the lexis. Course General Objective: Make use of linguistic elements, psychological processes, and the sociocultural aspects in order to apply them in the teaching-learning process in an effective way Course Specific Objectives :
1.! Identify basic concepts of L2 related to morphophonemic subject. 2.! Compare different patterns of word formation and their pronunciation. 3.! Analyze the lexical derivation, mainly the origin of words. 4.! Investigate the language by applying morphological structures. 5.! Provide their own examples about possible morphological problems presented
in L2
10
IV. COURSE STUDY PROGRAM Curricular Units U.1 Identify basic concepts of L2 related to morphophonemic subject.
Thematic Units
Class Hours Tutoring Hours
Independent hours including research and community
service
Assessment tools Theoretical Practical
1.1 What is Morphology? 1 1 1 Diagnostic Observation
1.2 The scope of morphology 1 1 2 Workshops
1.3 Morpholigical system 1 1 4 Questionnaires
1.4 Words, sentences and dictionaries 1 1 5 Mind maps
1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25 Learning outcome: Define main concepts of morphology from a linguistic point of view Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning. Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books. U.2 Compare different patterns of word formation and their pronunciation.
Thematic Units
Class Hours Hours of Tutoríng
Independent study including
research and relationship with the society
Mechanisms and assessment
tools
Theoretical
Practical
2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation
2.2 -Inflections and word formation: 1 1 3 Workshops
2.3 Lexical derivation 1 1 3 Questionnaires
2.4 A Word and its forms: inflections 1 1 3 Mind maps
2.5 A Word and its relative derivation 1 1 3 Essays
SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25 Unit Learning outcome: Distinguish parts of words according to its formation based on the learning experience Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
11
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books. U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours Hours of Tutoring
Independent study including
research and relationship with the society
Mechanisms and assessment
tools
Theoretical
Practical
3.1Compounds 1 1 5 Diagnostic Observation
3.2 Morphemes and Allomorphs 1 1 5 Workshops
3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires
3.4 A Word and its structure 1 1 3 Mind maps
SUBTOTAL HOURS 5 5 18 TOTAL HOURS 28
Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning. Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books. U.4 Investigate the language by applying morphological structures.
Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning. Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books. U.5 Provide their own examples about possible morphological problems presented in English Classes
Thematic Units
Class Hours Hours of Tutoring
Independent study including
research and relationship with the society
Mechanisms and assessment
tools
Theoretical
Practical
5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation
5.2 The historical sources of English Word Formation 2 1 5 Workshops
5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires
Mind maps
SUBTOTAL HOURS 4 4 13 TOTAL HOURS 21
Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning. Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops. Didactic Resources: Overhead projector, internet, coursebook and e-books.
13
V. NORMATIVE STANDARDS EVALUATION
Specific Objectives
Diagnostic Evaluation
Formative Evaluation
Summative Evaluation
1.! Identify basic concepts of L2 related to morphophonemic subject.
Techniques and instruments:
Interview Knowledge survey
Oral Presentations Written Works Task-based activities Portfolio
Quiz Questionnaires Oral presentations
2. Compare different patterns of word formation and their pronunciation. Techniques and instruments:
Observation
Check list
Oral Presentations Written Works Task-based activities Portfolio
Quiz Questionnaires Oral presentations Projects
3. Analyze the lexical derivation, mainly the origin of words. Techniques and instruments:
Observation
Check list
Oral Presentations Written Works Task-based activities Portfolio
Quiz Questionnaires Oral presentations Projects Test
4. Investigate the language by applying morphological structures. Techniques and instruments:
Observation
Rubric Oral Presentations Written Works Task-based activities Portfolio
Quiz Questionnaires Oral presentations Projects
5. Provide their own examples about possible morphological problems presented in English
Classes
Techniques and instruments:
Observation
Check list Oral Presentations Written Works Task-based activities Portfolio
Quiz Questionnaires Oral presentations Projects Test
14
V. BIBLIOGRAPHY
AUTHOR (S)
ISSUED YEAR
BOOK TITLE
EDITION NUMBER
EDITORIAL
CITY/COUNTRY
NUMBER
OF PAGES
Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251
CODE/ DATABASE LOCATION: COMMENTARY: This a linguistic book that should be analysed carefully. In order to understand the linguistic vocabulary it is compulsoru to know terms related to the study of morphology.
NUMBER OF ISSUES
PRINTED:
Codigo Biblioteca: Código Biblioteca: 7002
x
DIGITAL: 1 VIRTUAL: URL:
AUTHOR (S)
ISSUED YEAR
BOOK TITLE
EDITION NUMBER
EDITORIAL
CITY/COUNTRY
NUMBER OF PAGES
Bauer, Laurie Linguistics Student's Handbook third Edinburgh University Press
Edinburgh 352
CODE/ DATABASE LOCATION: COMMENTARY: Th book provides a framework of linguistics which includes important ideas about morphology. This book is support for the main coursbook.
NUMBER OF ISSUES
PRINTED:
DIGITAL: 1 1 x URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310
ADDITIONAL BIBLIOGRAPHY
15
AUTHOR/S
ISSUE
D YEA
R
BOOK TITLE
EDITION NUMBER
EDITORIAL
CITY / COUNTRY
NUMBER
OF PAGES
Yanez, Consuelo 2001
Una Introducción a la Lingüística General
1 Abya Yala 291
CODE/ DATA BASE: COMMENTARY: Este texto pone a disposición de los profesores elementos generales del conocimiento lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en general y de la educación intercultural bilingüe en particular; no solo en relación con la lengua sino con el conocimiento en si. La información que contiene corresponde a diversas teorías que han servido de base para el desarrollo.
VII. SYLLABUS APPROVAL Date prepared: September 21st, 2015 ------------------------------------- Lic. Mg. Ruth Infante SUBJECT PROFESSOR Date of approval: September 23rd, 2015 -------------------------- ------------------------------- Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D Area Coordinator Program Coordinator Syllabus Evaluator Syllabus Validator
-------------------------------- Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean Approval
17
!
!
!
!
Evidence!for!Element!1!
Element 1. Identify basic concepts of L2 related to morphophonemic subject.
Learning Outcome 1: Define main concepts of morphology from a linguistic point of view.
18
19
20
!
Evidence!for!Element!2!
Element 2: Compare different patterns of word formation and their pronunciation.
Learning Outcome 2: Distinguish parts of words according to its formation based on the learning experience.
21
22
23
24
!
!
!
!
Evidence!for!Element!3!
Element 3: Analyze the lexical derivation, mainly the origin of words.
Learning Outcome 3: Summarize about lexical derivation taking into account Word etymology.
25
PHONOLOGY II
ELEMENT 3
COMPOUND WORDS, BLENDS AND PHRASAL VERBS EXERCISES
AUTORES:
Jonathan Esteban Arcentales Santana, Yesenia Nataly Mesias Barrionuevo, Ana Gabriela
Acronyms AFC - American Football Conference PGA - Professional Golfers' Association MLB - Major League Baseball NASCAR - National Association for Stock Car Auto Racing
42
5.! tang(erine + I)emon =
a)! tangemon b) tangerine c) lemon
Acronyms
Finding the following Acronyms in the wordsearch
R Y U N A T O I L
L A K M I P I U A
O H D K L P S H S
G E S A A E E C E
D T E T R L A P R
I U S I T Z X E T
K E U O N Y J R I
G O R A O R A M U
6.2.!Production##Speaking
Create a Dialogue and use the blend and acronyms (You will practice in the class room
Element 4: Investigate the language by applying morphological structures.
Learning Outcome 4: Make pedagogical decisions on how to teach morphological structures from a communicative point of view.
51
52
53
54
55
56
57
58
59
60
Evidence!for!Element!5! Element 5: Provide their own examples about possible morphological problems presented
in English Classes
Learning Outcome 5: Evaluate the morphological problems in EFL classrooms from a linguistic point of view.
61
UNIVERSIDAD TECNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION
CARRERA DE IDIOMAS
Phonology II
Name: Jonathan Arcentales Date: February 12th, 2016 Class: 4th “A”
ELEMENT 5
ESSAY: The importance of morphology in the teaching of the English language in
Ecuador
The language that rules the world nowadays is English. In Ecuador, the teaching of English in schools and high-schools is considered as one of the most important subjects. That is why; most of Ecuadorian institutions want to have well prepared English teachers. However, the methodology and knowledge acquired by Ecuadorian teachers is, in most of the cases superficial and vague, so there is not an appropriate learning process in class. For this reason, morphological analysis is essential in order to overcome these difficulties. The teaching of morphology as part of the curricular grid could help both teachers and students to obtain the correct learning process for three main reasons. First, morphological analysis can help both teachers and students to infer the meaning of some words, and, at the same time, to learn how to form new words with specific patterns much easier than using the traditional word-memorizing process. In fact, knowing the terminations of the words and its meanings can help Ecuadorian teachers to learn faster and teach better. Being able to predict the meaning of a word without the use of the dictionary is probably the highest linguistic skill that a professor of a foreign language should learn. Second, morphological knowledge could be useful for Ecuadorian teachers to get more familiar with lexical derivations and morphemes. Learning to distinguish between suffixes, prefixes and infixes is important so that an Ecuadorian teacher will know that certain suffixes form a noun “ment, ness”, others form adverbs “ly” and so on. Eventually, teachers with morphological knowledge will realize that, in certain cases, the English language has some logical and applicable word-formation processes that can be useful to have a larger vocabulary knowledge. Third, morphology can help the future Ecuadorian teachers to acquire a better writing and speaking skill. Word-formation exercises are very used in advanced levels tests, that’s why most of the current Ecuadorian teachers cannot pass the international examinations
62
such as TOEFL. In addition, being aware of morphological issues can have positive effects in auditory effects because of the knot between phonology and morphology. To sum up, the inclusion and study of morphology in the process of learning the English language in Ecuador is essential to have a better learning process. The study of morphology can have many positive benefits both for students and teachers. People would gradually loose the idea that English is a difficult language to learn.
FINAL!REFLECTION! Nowadays, it is very important to know the universal language “English”, when we travel to another country, because every person, whatever his nationality is, must know at least a few words in English to communicate with foreign people. Knowing grammar and vocabulary is not enough anymore. For example, in Ecuador, English as a second language, but most people and specially students, struggle a lot when it comes to understand a word that is not familiar. That’s why the module and teaching of Phonology is probably the best way to overcome those troubles. In fact, the elements in the module and the activities done at home and at the university were all very useful. The most important aspect about the module was that thanks to it, I learned many terms about morphology and I reviewed a lot of old words and authors studied in the previous semesters and I put them into practice when I had to write summaries of the chapters of the books used in class. I also learned how to distinguish between derivational and inflectional morphology. This was really helpful because I could not understand at the beginning what were these terms about. Thanks to the Phonology module, I was able to overcome those difficulties and nowadays I can differ between the two types of morphology. In addition, I learned a lot more about affixation in this semester. There were lots of different topics and points of view in the two books studied in class. All the units were plenty of new terms and rules or patterns to study in order to produce new words from existing ones. Finally, thanks to the Phonology II module, I improved my knowledge about lexical derivations and morphemes. Learning to distinguish between suffixes, prefixes and infixes was important so that I could that the English language has some logical and applicable word-formation processes that can be useful to have a larger vocabulary knowledge. I think this module was very helpful for me because I could notice many differences when I had to guess the meaning of words and use affixation. In my opinion, this module can help all those students and other people who want to improve their English in all the skills, specially in the speaking and vocabulary skill. The fact that this module teaches and includes activities and topics that made grow and train the capacity to study a language from its basis, is a point in favor for language learners.