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Contenido Universidad Técnica de Ambato ................................................................................................ 3 Misión......................................................................................................................................... 3 Visión ......................................................................................................................................... 3 Facultad de Ciencias Humanas y de la Educación ..................................................................... 3 Misión......................................................................................................................................... 3 Visión ......................................................................................................................................... 4 Sílabo .......................................................................................................................................... 4 Programa Analítico .................................................................................................................... 4 Guías PAE .................................................................................................................................. 5 Perfil de Egreso .......................................................................................................................... 6 1.
colaborative ......................................................................................................................... 6
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practical work.................................................................................................................... 19
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autonomous work ................................................................................................................ 9
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componente teorico ........................................................................................................... 11
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Proyecto integrador de saberes PIS................................................................................... 12
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practicas pre profesionales ............................................................................................... 27
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Reflexion ........................................................................................................................... 28
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PERSONAL Aimacaña Lita Jorge Manuel
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Universidad Técnica de Ambato Misión 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 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.
Facultad de Ciencias Humanas y de la Educación Misión Formar profesionales íntegros de tercero y cuarto nivel en Ciencias Humanas y de la Educación, con bases científicas y tecnológicas, para el desempeño competente en procesos
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PERSONAL Aimacaña Lita Jorge Manuel
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educacionales y de desarrollo del ser humano, a través del ejercicio de la investigación y vinculación con la colectividad, que respondan a los requerimientos del entorno sociocultural.
Visión La Facultad de Ciencias Humanas y de la Educación se constituirá en una institución de educación superior que garantiza la sustentabilidad y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en el área humanística y educativa del país, mediante la investigación científica y la práctica tecnológica, bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos.
Sílabo https://silabo.uta.edu.ec/reportesSilabopdf/silabo1.php?cedula=0603016106&materia=04520201&p eriodo=
Programa Analítico https://humanaseducaciononline.uta.edu.ec/pluginfile.php/201159/mod_resource/content/1/PlanAl iticoLinguisticsI.pdf
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GuĂas PAE https://utaedumy.sharepoint.com/personal/rutheinfantep_uta_edu_ec/_layouts/15/onedrive.aspx?cid=f15191c286d5-4edb-a54abc7527015371&id=%2fpersonal%2frutheinfantep_uta_edu_ec%2fDocuments%2fMarzoAgosto+2019%2fLinguistics+I+A%2fGuias+PAE&FolderCTID=0x01200043CD3767ADB4034B8DC796E 7441B4553
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Perfil de Egreso TEORICOS * Comprende, explica e interviene en la realidad educativa integrando el conocimiento profesional, disciplinar e investigativo. * Utiliza el pensamiento sistémico que comprende e integra los fenómenos y sujetos en diferentes situaciones educativas. METODOLOGICOS * Diseña, planifica y evalúa cursos e instrumentos micro curricular estandarizado para el desarrollo de los estudiantes, las visiones de las comunidades de aprendizaje y de los objetivos planteados en el currículo. * Aplica e innova estrategias, recursos didácticos y metodológicos para realizar su labor educativa con flexibilidad, eficacia y eficiencia en la diversidad de contextos y ambientes de aprendizaje del idioma inglés. * Propone y participa en escenarios, situaciones, acciones y relaciones que generan procesos de aprendizaje entre los sujetos de una comunidad de aprendizaje en contextos presenciales y mediante el uso de las tecnologías de la información y la comunicación. * Lidera con responsabilidad social a partir de la conciencia y respeto de sí mismo y de los demás como seres perfectibles, histórico-cultural y socialmente diversos mediante el cumplimiento de las normas legales vigentes. TECNICO-INSTRUMENTALES
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* Aplica conocimientos sobre diferentes tipos de evaluación educativa para mejorar el aprendizaje del idioma inglés bajo estándares internacionales. * Identifica problemas socio educativos del país considerando estrategias estandarizadas de la enseñanza del idioma inglés para su intervención. * Formula propuestas educativas que atienden a las necesidades contextuales mediante el desarrollo de la investigación-acción. (cultura, lengua, sociedad) * Crea ambientes de aprendizaje abierto, democrático e intercultural que promueven la interacción mediante el idioma inglés a un nivel B2 del Marco Común Europeo de Referencia. * Crea nuevos escenarios profesionales mediante propuestas innovadoras y las hace parte de su proyecto de vida.
COLABORATIVE (Partial#1 and 2)
RubricElement#2
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ELEMENT IV
TOPIC: SEMANTIC AND PRAGMATIC ANALYSIS OF A SCENE. NAME: Miranda Fernando Chérrez Alex DATE: January 13nd,2020
PROFESSOR: Lic. Mg. Ruth Infante
SEMESTER: Third “B”
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INDEX
INTRODUCTION ............................................................................................................................. 12 METHODOLOGY ............................................................................................................................ 14 ANALYSIS ......................................................................................................................................... 17 BIBLIOGRAPHY .............................................................................................................................. 17
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PERSONAL Aimacaña Lita Jorge Manuel
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INTRODUCTION Once syntax was explained, and the student is able to get the ability to construct phrases and sentences out of morphemes and words. There are two more field of linguistics, which are important in order to place any sentences formed into meaning, and then a context to express, so, those two fields called are semantics and pragmatics. According to (Fromkin, Rodman, & Hyams, 2003) semantics is stated as “The study of the linguistics meaning of morphemes, words, phrases and sentences”, in short, is the method of deconstruction in an ambiguous characteristics. It influences our reading comprehension as well as our comprehension of other people's words in everyday conversation and language in general. On the other hand, there’s no point in applying give meanings to words and sentences if you cannot use them to communicate in a proper context, so any listener can understand what you say, that’s why Pragmatics exists, so, to summarize, “Pragmatics is the study of the relationships between linguistic forms and the users of those forms”, as (Yule, 1996) stablishes. In this documents, we are going to analyze two scenes of a video from the Tv series, called “Friends”. This scenes focus on the story about a kiss that two of the characters gave from the two different point of view. The analysis will be a semantic one, and the topic of the analysis will be about “Thematic Roles”.
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According to (Hovav & Hovan, 1996), Semantic roles (also known as thematic roles or theta roles) “attempt to capture similarities and differences in verb meaning that are reflected in argument expression, with emergent generalizations that will contribute to the mapping from semantics to syntax�. Thematic roles elements: Agent: The entity that carries the action of the verb. Experiencer: The entity that undergoes an emotion, a state or a perception expressed by the verb. Theme: The entity that directly receives the action of the verb. Instrument: The entity by which the action of the verb is carried out. Goal: The direction towards which the action of the verb moves. Source: The direction from which the action originates. Location: The location where the action of the verb takes place. Benefactive: The entity that receives a concrete or abstract element as a result of the action of a verb.
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METHODOLOGY Chart 1: Characters found in the video. •
SCENE 1
Rachel (Main actor who performed the kiss)
SCENE 2
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Phoebe (Rachel’s best friend)
•
Monica (Rachel’s best friend)
•
Ross (Main actor who performed the kiss)
•
Joey (Ross’ best friend)
•
Chandler (Ross’ best friend)
Source: Video for the Semantic Analysis “ROSS AND RACHEL'S FIRST KISS TALE” Authors: Miranda CH. & Alex Cherrez. (2020)
Chart 2: Phrases, sentences and distribution of thematic roles.
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Legend: Agent: ___ Experiencer: ___ Theme: ___ Instrument: ___ Goal: ___ Source: ___ Location: ___ Benefactive: ___ #
Sentence
Thematic Role
1
Rachel: “Ross kissed me”
NP, VP (Agent, theme)
2
The kiss was unbelievable
NP, VP (Experiencer)
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Phoebe asked Monica to get the NP, VP, PP, CC (Agent, water and unplug the phone
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Theme, goal, goal)
Rachel: “It (the kiss) ended very NP, VP, AP (Experiencer)
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well” 5
Monica: “Do not start (the VP, NP (Agent, instrument) conversation) without me”
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Rachel: “At first, It was really NP, VP (Experiencer) intense, you know?”
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Rachel: “We just sorta got into NP, it”
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Adv.
P,
VP,
PP
(Experiencer, source)
Rachel: “They started out in my NP, VP, PP (Agent, location) waists”
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Rachel: “They slipped up”
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Rachel: “They were in my hair” NP, VP, PP (Agent, location)
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Ross: “And then I kissed her”
NP, VP (Agent)
CC, PP, NP, VP (Agent, theme)
Source: Video for the Semantic Analysis “ROSS AND RACHEL'S FIRST KISS TALE” Authors: Miranda CH. & Alex Cherrez. (2020)
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ANALYSIS As we can see in the video, there’s a presence if many different thematic roles, one of the main ones are the agent, theme and experiencer, especially for the fact that the kiss was obviously, the experience itself, where Rachel express how “the kiss” felt. The location thematic role describes each of the “places” that Ross’ hands reached Rachel’s body. As for the scene 2, Ross just affirms that he kissed her, so, there’s only one thematic role in the boys’ conversation, that’s all.
BIBLIOGRAPHY Fromkin, V., Rodman, R., & Hyams, N. (2003). An Introduction to Language. Boston: Thomson. Hovav, L., & Hovan, R. (1996). Lexical Semantics of Directed Motion. Retrieved from Rediris: http://elies.rediris.es/elies11/cap5111.htm Yule, G. (1996). Pragmatics. New York: Oxford University Press.
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1.
Práctical work UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS Word tree
derivation homework
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autonomous work UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS
Linguistics
FIRST AND SECOND PARTIAL
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ELEMENTO 1
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ELEMENT III
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TOPIC:
ELEMENT 3
SYNTACTIC ANALYSIS OF A STORY. NAME: Miranda Fernando Chérrez Alex DATE: January 2nd,2020
PROFESSOR: Lic. Mg. Ruth Infante
SEMESTER: Third “B”
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INDEX
INTRODUCTION .................................................................................................................. 33 METHODOLOGY ................................................................................................................. 35 ANALYSIS .............................................................................................................................. 37 BIBLIOGRAPHY .................................................................................................................. 37 ANNEXES ............................................................................................................................... 38
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PERSONAL Aimacaña Lita Jorge Manuel
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INTRODUCTION Morphology has taught us how morphemes and words are formed, create its own grammatical structure, and most importantly, how they take part of the language, however, while words constitute a component of linguistics and grammar in general, one cannot know the language by just forming thousands of words. Syntax is the definition for the structure of phrases and sentences, according to (Fromkin, Rodman, & Hyams, 2003) “Knowing a language includes the ability to construct phrases and sentences out of morphemes and words. The part of the grammar that represents a speaker´s knowledge of these structures and their formation is called syntax”. Regarding the quote mentioned, syntax is basically structured by these 2 elements: Phrases and Sentences. (Miller, 2002) Stablishes that a Phrase “Is a group of interrelated words that can be moved around inside clauses as a single unit”, while a sentence “Is a unit of speech constructed according to language-dependent rules, which is relatively complete and independent in respect to content, grammatical structure, and intonation.”, according to (Bussmann, 1996). Phrases are divided into 5 classes: ➢ Noun Phrase (NP): Refers to a phrase built upon a noun. ➢ Verb Phrase (VP): Refers to a phrase composed of at least one verb. ➢ Adjective Phrase (AP): Refers to a phrase that modifies a noun. ➢ Adverbial Phrase (AdvP): Refers to a phrase that stablishes a place, event or time. ➢ Preposition Phrase (PP): Refers to a phrase that always begins with a preposition. Sentences are divided into 4 classes: ➢ Simple Sentence: Formed by an independent clause 33
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➢ Compound Sentence: Formed by two independent clauses ➢ Complex Sentence: Formed by one independent clause + one or more dependent clauses. ➢ Compound-Complex Sentence: Formed by two or more independent clause + at least one dependent clause. With all the explanation about the most important terms about Syntax, we are now going to do a syntactic analysis about the story called ¨The Little Girl Who Wasn't¨, from LadySparrow (See Annexes), classifying the different types of phrases and sentences found in the story, along with the respective in-depth analysis and explanations.
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METHODOLOGY Chart 1: Types of phrases found in the story NOUN PHRASES (NP)
VERB PHRASES (VP)
ADJECTIVE PHRASES (AP)
ADVERB PHRASES (ADV.P)
PREPOSITION PHRASES (PP)
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Source: Story for the Syntactic Analysis “The Little Girl Who Wasn’t” Authors: Miranda CH. & Alex Cherrez. (2019)
Chart 2: Types of sentences found in the story. Type of sentence
Quantity
Story´s Sentences found -
Simple
I lived in a house from hell for four years, from age eleven to almost sixteen.
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There
was
constantly
something happening. -
Doors flying open and shut, voices, footsteps.
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Nothing
ever
stayed
where you put it. -
One of the most gut-level disturbing things though was the little girl in my bathroom.
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She just stood there, staring, looking like a photograph from 1905.
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Compound-complex
I was alone there a lot because both my parents worked
and
I
was
constantly terrified. -
Every time I walked past my bathroom door (which was constantly since it was right
outside
my
bedroom) I saw a little girl with blond curled hair and a rose-colored dress.
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I started keeping the door closed so I could walk by without seeing her, but she was always there when I opened it.
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Once I stepped in past her, I couldn't see her anymore but I could feel her there.
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She scared me, but I felt really
sorry
for
her
because she was trapped there, just like me, but probably forever. Source: Story for the Syntactic Analysis “The Little Girl Who Wasn’t” Authors: Miranda CH. & Alex Cherrez. (2019)
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ANALYSIS As we can see in the story, there are lots of Noun Phrases that determine who´s the subject, and what actions are they doing (Verb phrases), It´s important to mention how most of them comes along with an adjective that qualify them, algo with adverbs that change their characteristics. Verb phrases are algo significantly present, some of them comes with auxiliars, and others even have the presence of an adverb in-between. Adjectives phrases are less common, however, they are important in the story, as they qualifies another adjective to give a mayor quality to the noun. Most importantly, the present of adverbs and prepositions are important because they give specifics details to the story, such as time, place and modal that occurs in many of the sentences to begin with. As for the sentences, we have concluded that there are a total of 6 simple sentences, along with 5 compound-complex sentences, this last ones with the presence of Subordinating and coordination conjuctions that helps join many sentences in one. It´s interesting to note thar there are no compound or complex sentences in the story, though.
BIBLIOGRAPHY
Bussmann, H. (1996). Routledge Dictionary of Language and Linguistics. London: Routledge. Fromkin, V., Rodman, R., & Hyams, N. (2003). An Introduction to Language. Boston: Thomson. Miller, J. (2002). An Introduction to English Syntax. Edinburgh: Edinburgh University Press.
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ANNEXES Story for Syntactic Analysis The Little Girl Who Wasn't, from LadySparrow I lived in a house from hell for four years, from age eleven to almost sixteen. There was constantly something happening. Doors flying open and shut, voices, footsteps. Nothing ever stayed where you put it. I was alone there a lot because both my parents worked and I was constantly terrified. One of the most gut-level disturbing things though was the little girl in my bathroom. Every time I walked past my bathroom door (which was constantly since it was right outside my bedroom) I saw a little girl with blond curled hair and a rose-colored dress. She just stood there, staring, looking like a photograph from 1905. I started keeping the door closed so I could walk by without seeing her, but she was always there when I opened it. Once I stepped in past her, I couldn't see her anymore but I could feel her there. She scared me, but I felt really sorry for her because she was trapped there, just like me, but probably forever.
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Componente Teorico
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Proyecto Integrador de saberes PIS https://drive.google.com/file/d/11fZE_wAPDdCfB_6Cyjj8NPvkJPxgkJ8u/view
Link : Completo con rubricas
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PRACTICAS PRE PROFESIONALES
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REFLECTIION
The reason to select this career is to learn different languages in both writing and pronunciation, which will help me for the future, whether to speak, interact, travel, work, I also want to speak fluently and without interference, I think It is important to read, Listen, understand and learn. everything we do in class The subject of Linguistics is important and essential to learn the English Language, because in this subject students can learn everything about the formation of words , sentences, and more. All the works developed have been useful to acquire more knowledge and practice in the Language, this knowledge helps me for professional training. During my time of study in this subject , I have learned the morphology , the basic concepts and their topics such as inflectional and derivational morphology , predictable and unpredictable words , suffixes , prefixes and more .The practice was important because through my mistakes and the help of the teacher I had a more complete knowledge. In addition , the knowledge helped me in my pre professional practices , because I could observe and analyse the texts of English books students, and I understood the importance of have this knowledge. On the other hand, I learned the syntax , the topics and concepts -such as heads and modifiers , substitution , ellipses , constructions and more.In the same way thanks to the practice with the analysis works. I understood more about the syntax and the formation and structure of sentences . According with the academic model of the university , the subject contributes to the formation of leaaders and competent people with knowledge and values capable of facing the social reality In my opinion, this subject is important for the Career of Pedagogy of the National and Foreing Languages In the future , I will be teacher and this knowledge is important to teach . I will be a professional able to develop in the professional field
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