Second language Acquisition

When English functions as a second Language, that is where it is used alongside other languages but is commonly the most important language of the education, government, or business it is often regarded by its user as a local rather than a foreign language (Richards 1979) consequently it is open in ways that markets local status.

Section language learning indicates that the language has communicative functions inside the commonly where the learner lives.

The implications for teaching are far- researching, in the majority of traditional language- teaching activities, the conscious element is strong.

We specify dialogues to be learnt, structures to be practiced, words be memorized, and soon.

A second language has social functions whiten the community where is learnt, whereas a foreign language is learnt primarily for contact outside one's own community.

In seeking to explain why people enjoy different degrees of success in L2 learning (give similar opportunities) we were long accustomed to think almost exclusively in terms of intelligence and language aptitude.

Some people seemed simply to be better at language learning than others. The research of Robert Gardner and Wallace Lambert made us briaden our view, by demonstrating that that attitudes and motivation were equally important.

Since then, research and experience have revealed a large number of other pyschological factors that might influence the course of learning.

>In L2 learning as in every other field of human learning, motivating is the crucial force which determines wheter a learner embarks on a task at ll, how much energy he devotes to it, and how long he preserveres.

While it is true that many young children whose parents speak different languages by using it naturally in communicative situations. The term learning, however, applies to a conscious process of accumulating knowledge of vocabulary and grammar of a language.

First Language (FL) Acquisition.

First Language:

Is the Language that you acquire to speak first as child, the Language that you speak best?

How a FL is learnt?

 

Many researchers neveal, that when we are child, we acquire our mother tongue by behaviours.

B. F. Skinner says that behaviour approach to language and that a language is not a mental phenomen; it is behaviour like other forms of human behaviour, and it is learnt by a process of habit- formation and imitation , in which the main components are:

1. The child imitates the sounds and patterns which he hears around him.
2. People recognize the child's attempts as beign similar to the adult models and reinforce the sounds, by approval or some other desirable reaction.
3. In order to obtain more of these rewards, the child repeat the sounds and patterns so that these become habits.
4. In this way the child's verbal behabiour is conditioned until the habits coinade with the adult models.

This is the way, we acquired the FL.

 

When we enter primary school the teacher uses different methods to teach us how to read, how to write, how pronounce words, etc.

From primary school to high school we learnt many things about our language like grammar, vocabulary, structures, what is very important to know everything about our mother tongue because researchers in FL acquisition has had an enormous influence on the study of second language learning.

 

Types of classroom writing performance.

1. Imitative or writing down: At the beginning level of learning to write, students will simply write down English letters, and possibly sentences in order to develop the learning of the conventions of the orthographic code.
2. Intensive or controlled: Writing is used as production mode for learning, reinforcing or testing grammatical concepts. This intensive writing typically appears in controlled written grammar exercises: Controlled writing, guided writing, dictocomp writing.
3. Self writing: the self mind in as an audience.
4. Display writing: For all languages studentsm short answers exercises, essays examinations, and research reports will involve an element of display.
5. Real writing: Every clasroom writing task will have an element of display writing in it and it also will have real writing in it and it also will have real writing elements: a) academic, b) vocational/technical and c) personal. 

10 Microskills for writing

1. Produce graphemes and orthographic patterns of English
2. Produce an acceptable core od words and use appropriate word order patterns.
3. Use acceptable grammar systems, patterns and rules.
4. Express a particular meaning in different grammatical forms.
5. Use cohesive devises in written discourse.
6. Use the rhetorical forms and conventions of written discourse,
7. Appropriately accomplish the communicative functions of written texts according to form and purpose.
8. Convey links and connections between events and communicate generalization and exemplification.
9. Distinguish between literal and implied meanings when writing.
10. Correctly convey culturally specific references in the context of written texts.

Characteristics of written language

 

Permanence: whatever you can do as a teacher, guide and facilitator to help your students to revise and refine their work before final submissions will help to give them confidence in their work.

 

Production time: if you are teaching in EAP you have to train your students to make the best possible use of time limitations.

 

Distance: One of the thorniest problems writers face is anticipating their audience.

 

Orthography: everything from simple greetings to extremely complex ideas are captured through the manipulation of a few dozen letters and other written symbols.

 

Complexity: writers must learn how to remove redundancy, how to combine sentences, how to make references to other elements in a text. how to create syntactic and lexical variety.

 

Vocabulary: writing places a heavier demand.

 

Formality: whether a student is filliong out a questionnaire or writing an essay, the conventions of each form must be followed.

The second language writing

The trends in teaching of writing are similar to those of teaching other skills especially Listening and Speaking. Since 1980 teachers have learned more techniques about how to teach fluency and not just accuracy. Also they have learnt about how to use authentic texts and contexts in the classroom, how focus on the purposes of linguistic communication and how capitalize in learner's intrinsic motives.

The trends above mentioned applied to advances in teaching of writing in second language contexts.
Decades ago writing teachers were interested in the final product: The essay, the report, the story, etc., and how they should look like. In this way, students had to based on an special model in order to produce their own projects.

However, in due the course of time, teachers have paid more attention to the advantage given to learners when they are seen as creators of language so, teachers began to develop what is now name the Process Approach to Writing Instructions and this approach aims that teachers should:

• Focus on the process of writing which leads to the final written product
• Help Ss writers to understand their own composing process
• Help Ss to build strategies for prewriting, drafting and rewriting
• Give Ss time to write
• Pay more attention on the process  revision
• Let Ss discover what they want to say as they write
• Give Ss feedback while the composing (not just the final product)
• Engourage feedback peers.

Being asked to write something means that you have to put your ideas down on paper to transform thoughts into words and give them structure and coherent organization.

One disadvantage of the development of this skill is that learners may feel anxiety, while composing, because of the pressure to write something that learners know will be graded and judged by their teacher and also it will be returned withouth chance to improve it.

On the other hand, writing skill is unlike speaking since the first one can be planned, write and rewrite before it is ready. So, writing gives students the chance to think what they want to express.

According to Peter Elbow we have to think of writing as natural process. We have to start writing at the very beginning before we know our meaning at all so that, out words are going to change and envolve.

Even though we have to pay more attention to the process we have also to balance since emphazing process could disminish the product and product is, after all, the main goal of writing.

Robert Caplan aims that the differences among cultures and languages make different patterns of written discourse. An example of that is that Wnglish follows a straight line of development so that parragraphs often begins with a statement of its central idea meanwhile spanish's line of thougth is sometimes interrupted.

Developing writing as a discourse skill

Fluency in writing

To be a fluent writer, it is necessary to write often and at length. It is also important to take into account sime advices:

• Think in English as you write: many students find difficult to think in English while they write. However, if you can do it while you speak and listen, you can do it while you write.
• Use the words you know: in writing, using the words you know means you should write your ideas using the words you are already comfortable with. So that, you can focus on ideas while you're writing.
• Keep riles in their place: too much emphasis on rules and grammar exrcises can hold back your development of fluency.

Children can be encouraged to choose and copy texts that they find interesting:items form the internet on their favorite pop star or player, or the rhymes learnt in class, or sections of their reading books that they enjoyed. The element of choice is to ensure that copying is meaningful and motivating. Another way to encourage extended writing is to ask children to write a jurnal, giving them a regular five or ten minutes in class to write whatever they want, or about a topic from the news that they are given, perhaps without worrying about correct spelling or grammar.

Complexity of written language.

In general, the level of the language that pupils write will lag slightly behind the level that they are comfortable with in speaking and listening.

The complexity of the written language depends on:

• the length and the purpose of writing
• the style and structure of the writing
• the content of the writing

And all these aspects depend on the level of language of the students.

*This was taken from  "teaching languages to young learners" by Lynne Cameron  pages 154 - 155.Cambridge Language Teaching Lybrary.

Learning to write for audience

The ability to write for an audinece requires selecting and adapting language so that other people can make sence of the writer's ideas and arguments. When  we are writing for an audience we have totake into acount the level, agem background knowledge of our audience and if we are going to use formal or informal language.

Writing for an audience should have a clear Audience, Purpose and Topic (APT). When we are writing in a Foreign Language (FL) we have to think beyond writing, we have to think about grammar and vocabulary. Activities in which we can practice this vocabulary and grammar are: letters and e-mail messages, articles about class events, essays on new films, simple stories, etc.

If we focus on how to teach children to write we have to take into account all the aspects mentioned previously and also teach them the following aspects:

• Editing drafts; these helo strudents to make some changes in their writing, if it is necessary
• Checking work with others; after they edited their first drafts they can check their writing with their classmates by reading it aloud in front of the group and after read it s/he can ask if her/his writing is understandable and if the topic is interesting
• Pairs-checking; after they edited and read aloud their writing they can chack with a partner if they have to make some changes on their final writing.

Written and spoken discourse

Written Discourse is:

• More grammatical
• More formal
• Has richer vocabulary
• Is stylistically more elegant
• Is planned

Spoken discourse is:

• The primary form of language
• There are not fully convey
• Is unplanned

Differences:

1. Time pressure: in spoken discourse we have little opportunity to come back and correct anything. In written we can re-read and re-write what we do not like.
2. The presence or absence of the audience: in spoken discourse we have a feedback immediatly. In written discourse we have to be sure that we write clear and express exaclty the meaning we intended to convey.

Main Features:

• Spoken discourse: hesitations, body language, strees and intonation, the main unit of grammar is the clause, noun and phrases ar short and post modification is less frequently, vague language is common, lexical density is low, vocabulary consist mainly of high frequency items, deixix (context), nominalization is rare, interactive expressions are frequently used, repetition and paraphrase are common.
• Written discourse: deletions, additions and correction are found in drafts, mod and attitude are conveyed mainly thourgh lexical choices, the main unit of grammar is the sentence often with complex subordinate clauses, noun and phrases are often long with pre- and porst modification, vocabulary is more specific and precise, lexical density is high, vocabulary often includes items that are rare of low frequency, reference outside the text is usually to background knowledge, nominalization is frequently, interactive expressions are uncommon, repetition and paraphrase are common.

Functional Grammar

Functional grammar is the general theory of the organization of natural language. FG wishes to be a theory whis is "functional" in at least three different, though interreleted senses:

• it takes a functional view on the nature of language
• it attaches primary importance to functional relations at different levels in the organization of grammar
• it wishes to be practically applicable to the analysis of different aspects of language and language use.

Lexical functional grammar is a theory of grammar that is, in general terms, a theory of:

• Syntax (roughly, how words can be combined together to make larger phrases, such as sentences) define different prespectives though which states of affairs are presented in linguistic expressions.
• Morphology (how morphemes - parts of words, such as the  parts of writers, namely the verb write, the "agentive affixes" -er and the plural markes -s -can be combined to make up words)
• Semantics (how and why various words and combinations of words mean what they mean) define roles that participants play in states of affairs, as designated by predications.

In addition, grammar is often taken to include phonology (the study of the sound systems of human languages), but LFG has relatively little to say about this.
In LFG, there are 2 parallel levels of syntactic representation: constituent structure (c-structure) and functional structure (f-structure)

• C-structures have the form of context-free phrase structure trees.
• F-structure are seen of pairs of attributes and values: attributes may be features, such as tense and gender, or functions, such as subject and object.

the names of theory emphasizes an important difference between LFG and the Chomsky tradition from which it developed: many phenomena are though to be more naturally analysed in terms of grammatical functions as represented in the lexicon or in F-structure, rather than on the level of phrase structure. An example is the alternation between active and passive, which rather than beign treated as transformation, is handled in the lexicon. Grammatical functions are not derived from the phrase structure configurations, but are represented at the parallel level of functional structure.

Integrating four skills

This is the combination of four skills, reading, speaking, listening and writing into the whole language. Some people think that integration of four skills diminishes the importance of the rules of listening, speaking, reading and writing that are unique to each separate skill. They are given a chance to diversify their efforts in more meaninful tasks. So we may be wondering why courses weren't always integrated in the firs place:

 

1. In the pre-CLT days of language teaching, the focus on the forms of language almos predispose curriculum designers to segment courses into the separate language skills.
2. Administrative considerations still make it easier to program separate courses in "reading" and "speaking"
3. There are certain specific purposes for which Ss are studying English that may best be label by one of the four skills.

However the most important is that integration is the only plausible approach, this is because:

1. Production and reception are quite simply two sides of the same coin
2. Interaction means sending language and receiing messages
3. Written and spoken  often bear a relationship to each other.
4. The interrelationship of written and spoken language is an intrisically motivation reflection of language and culture and society.
5. By attending primarily to what learners can do with language, and only secondarily to the forms of language.
6. Often one skill will reinforce another, we learn to speak, and we learn to write by examining what we can read.

Theme-based curricula can serve the multiple interest of Ss in a classroom and can offer a focus on content while still adhering to institucional needs for offering a language course.

 

What is important is to put principles of affective learning into action, this principles are:

• The automaticity principle
• The meaningful learning principle
• The instrinsic motivation principle
• The communicative competence principle.

All these principles are served by theme-based instruction courses that are able to get Ss exited and interested.

 

Numerous ESL texts books at the intermediate to advanced levels, offer theme-based courses of study; such text books catch the curiosity and motivation of Ss with challenging topics of real-life issues from simple to complex, they also focus on improving their linguistics skills. One of the topic, you are sure to find immediate intisnsic motivation.

Experimental learning

Closely related to conten-based and theme-based instruction is experimental language learning. This includes activities that language both left and right brain processing, that contextualize language, integrate skills and real-world purposes. What experimental learning highlights for us is giving students concrete experiences through which they discover language principles.

Experimental learning emphais on the marriage of two substantive principles of effective learning, principles exposed by John Dewey:

1. One learns best by doing, by active experimentation
2. Inductive learning by discovery activities strategies that enable Ss o "take charge" of their own learning progress.

Experimental learning techniques tent to be learner centered by nature. Experimental learning tends to put an emphasis on the psychomotor aspects of language learning by involving learners in physical actions into which language is subsumed and reinforced.

The episode Hypothesis

Episode hypothesis the text will be easier to reproduce, understand, and recall, to the extent that it is structured episodically. By this the presentation of language is enhanced if students do not get disconnected series of sentences throw at them, but rather sentencs that are inteconnected in an interest-provoking episode.

Task-based teaching

Task-based teaching makes an important distinction between target tasks, which Ss must accomplish beyond the classroom and pedagogical tasks, which from the nucleus of the classroom activity.

Pedagogical tasks include any of a series of techniques designed ultimately to teach Ss to perform the target task. This include formal and fuctional techniques.

Task-based curricula differ from content-based, we have in task-based teaching a well integrated approach to language teaching that asks you to organize your classroom around those practical tasks that language users engage in out there in the real world.

The principal idea is that all your techniques should be identified with just one of the four but rather that most successful interactive techniques will include several skills areas.

 

Methods to help the teaching of a foreign language

The necessity of learning another language has pointed out to our society. We lived in a world where the power has everything under its control. Each person has the ability of dominating more than one language. Considering this is important to say that everybody has different abilities when is learning a language. The teachers who teach the English language must observe the ability that every student has for making easier the learning.

 

There are several methods which help the learning of another language, especially English, like: Total Physical Response, Audio-Lingual Method, Direct Method, Suggestopedia Method, Communicative Approach, Grammar-Translation Method for saying something.

 

The Grammar-Translation method is used to help the Students toread and value the foreign literature; to speak and write better language that is learning. This method produce a good mental exercise and learn the grammatical rules of the foreign language. With this we can watch it does not to pay attention to the listening and pronunciation.

The Direct Method is not used in all schools, just in the private schools. The oral interaction, spontaneous use of the language, no translation between first and second language and the little or not analysis of grammatical rules help the learning in natural way of the English Language.

 

The Communicative Approach promote the communicative competence knowing when and how to say what to whom. With this method, the students are able to communicate efficiently and they manage the process of negotiating meaning with their interlocutors.

 

Suggestopedia Method, this method help the students to learn new vocabulary without translated words into their mother tongue. This is a relaxing method, so it makes students to absorb the knowledge of the foreign language. Decoration, furniture and arrangement of the classroom, the use of classical music, the authoritative behaviour of teachers and literature plays are the key elements of this method.

Task Based Learning approaches students to the different context of languages so they have the opportunity to interact. By interacting with others, they get to listen to language which may be beyond their present ability, but which may be assimilated into their knowledge of the target language for use at a later time.

 

The Audio-Lingual MEthod emphasized the comprehension of texts. Teachers based their teaching on a book containing short reading passages in their foreign, preceded by lists of vocabulary.

 

The Acquisition-Learning Hypothesis. Like its name said, there is a hypothesis about how people can learn a language or if theu acquire the language. The acquisition is when somebody lives the language in a natural way, without grammatical rules, speaking rules, they just imitate the people that are arond they. And the learning is based on the all kind of rules about the language that they are studying, and many times this depends on what they want learn better.

 

Behaviourism this method says that everything can be explained in terms of natural laws ans man has no soul and no mind, only a brain that responds to external stimuli. This method teaches that man is nothing more than a machine that responds to conditioning and also says that we are not responsible for our actions.

 

Community Language Learning makes students interact with the teacher in many ways, the teacher gives advices, assistance and suport to the students who has a problem or is in some way in need. This method works with the translation, transcription, recording and group work to make a class more interesting.

Cognitivism Method says that there are a finite number of grammatical rules and with the knowledge of this finite number of sentences can be performed in the language. So the students are often encouraged to use rules to create sentences of their own.

 

First and second language. There are a difference between the first and second language learning, because how many we use a determined language and for what we use our mother tongue or a foreign language. The first language is that we acquire to speak first as child by behaviours. And the second language is that we use for social functions, for example to education, government or business.

 

Considering all this methods I think the best or one of the best is the TPR, because this method combine speech, action and achieve the goal of comprehension through physicial activities. This provokes a possitive mood to the learning.

When we are children to learn another language is imposed by our parents, and this is not good for the learning process, because is not for pleasure, then the teachers must look for a method where the children feel good in class and are interested in the learning of the foreign language.

 

the material used in the class is so important, for example, the books, pens, cups, furniture, evertything that the learninf process requires to the children learn better. The teachers selects the material for classroom will be used and they decide what and how to teach. They must consider the voice, actions and gestures, and the attitude for the children are interesting in the learning and that facilitates the learning process.

 

Finally, I would say that the variety of advantages of learning another language has permitted that the average of people who are learning a foreign language is increasing, which generates a complete society as for education and cultural knowledge. And the old people should be worried our children to they has a better education in their schools.

Is grammar the main goal of a second language learning?

It is known that a teacher of a foreign language has to develop all skills of a language in his students and at the same time he has to train his students for getting a good fluency and accuracy of the language. It is not easy work, because to have a higher level of language the students and teacher have to take into account that grammar has an important place in any language. However, there are different opinions on teaching or not teaching grammar explicity.

 

As we have been learning in the course of Principles English Language Teaching III, there are many theories about how to teach grammar. Certainly all theories have worked in different periods of time and have had their benefits for developing something new, which helps to learn and teach a foreign language. The believes about the bes way to learn whether teaching or not teaching grammar are varied for each people and  also it has to do with the purpose that people have about the language that they are learning.

 

According to the text "Should we teach grammar? (Part II)", grammar is similar to have sex and for this reason it is important in the life, I think that what the text mentions is tru because grammar is always presented in everything that we speak, listen to, read or write and it is supposd that the same occurs when we use a second language. I said it is supposed because not all the learners when speak or write the foreign language use an accurate language. It is for that text mentions that is necessary to take into account the three important elements, which are the goal of instruction or the time instruction, the structure of the target language and the style of the learner. The first one has to do with the time that teacher has for developing the course, because time could be determinating in the level that students get of language. More time instruction gives more input and a higher level. On the other hand, less time instruction does not give enough input and the level of the language is lower. The second one mentions that grammar should not drive the curriculum, because all languages are different in its structure. Finally the third one which is related to the age of students and for that reasons it says that each learner has different interests.

 

All those factors have their importance and will be good that each teacher has this in his mind. However those are not the only factors for taking into account, there are more like those which also are focused on more things and have different perception about teaching grammar.

 

This is the case of what H.D. Brown (1994) mentions in his book "Teaching by principles". He makes a question saying if teachers should or not teach grammar in language class and how to teach it. He also mentions that grammar and some techniques for learning a language have been a central parto in the history. He talks about the variables that Celce-Mauricia(1991) did about the role of grammar. For instance, the learner variables like the age, which makes grammar varies. Children do not care about grammar so it is not important for them. On the other hand, for adults is the main thing; beginners do not focus on it, but advanced learners do it; something similar happen with preliterate people that think grammar is the most important thing for learning a language. In the case of instructional variables skills like listening and reafing the grammar is less important, nevertheless fr writing it is the most important thing; the same occurs in formal conversations which focuses on fluency and on the contrary the inforal ones like speech demands grammatical accuracy and this is related to the porpuse that people have.

 

The importance of understanding and paying attention in all those factors should be taken a big place in teaching a second language. Besides this, the book of Thornbury, Sccot "How to teach grammar" (1999) says that all the learners are different because of their needs, interests, level ad goals and also he mentions that the evaluation of the activities has to be appropriate with the criteria of efficiency and taking into account some factor, for example the age, level size of the group, how the group is integrated, their needs and interests, their experince affects a class in different ways, so as each group is different teachers can not evaluate in the same form.

 

In conclusion, as we can see the three text that mentioned talks about meny factors related to whether teaching or not teaching grammar, nevertheless at the same time all of those are the same but with different names and they are divided into many ways; however they mean te same but in other words. Personally I think all those factores are too important for teachers, because it lets see the variation that they could have in their class and that not all the classes should be focused on grammar. It is true that grammar is important in language; in addition students should know the bases of this, but the purpose of learners is variable so teacher would make an evaluation about the group in order to know what are the goals and needs of the students, so that teacher can determine how much grammmar teach or whether teaching or not teaching grammar.

 

By: Miss Boop

The importance of studying English

Nowadays, English is no longer viewed as a foreign language; it is the global means of communication: the language of communication wherever a deal is being done internationally. Oficially, English now has a special status in more than 75 countries, with a total population of over 2 billion speakers, where 1 out of 4 speaks English to some level of competence.

 

As Englsih language has become the most widespread language in the whole world, it has been ranked in place number 2 after the Mandarin one. This is obvious another reason why English should be learnt in order for communication to turn out.

 

Taking into account the toll of population who speaks English, it is sufficed to say that some of the different reasons why people study a foreign language, such as : the advencement, which is that people think that English offers a chance for progress in their professional lives. The knowledge of language skills set them apart from other employees, becoming better candicates for promotion and work on new projects, pursuing in this way their professional goals.

 

According to the Critical Period Hypothesis (CPH), which proposes that up to a certain age, language may be acquired easily and occurs the firs eight to ten years of life. (Suffice it to say that some authors argue that this phenomenon appears around puberty) After this period, the LAD begins to deteriorate and provoke traumatic loss of language ability. (Lightbown and Spada, 1993).

 

For this reason, we considered that it is extremely essential that a child starts the process of learning, at an early age in order for him/her to get used to the language. The more a student gets familiarized with the language, the more effective and rewarding will be his/her academic development in a near future.

Razgos distintivos de los sonidos lingüísticos (resúmen)

 Entre la gran variedd de sonidos que puede emitir un hablante, es posible reconocer lo que representan el mismo sonido, aunque las formas de pronunciarlo resulten distintas desde el punto de vista acústico; a la vez se pueden distinguir los sonidos que señalan una diferencia de significado. Cada vez que se emite una palabra, no se realiza de la misma manera, por que cada emisión depende de los otros sonidos que la rodean.

Los sonidos adquieren valores distintos según la función que ocupen en un contexto dado; sin embargo existen unos rasgos que no varian y que permiten reconocerlos si confusiones en cualquier posición. Por otro lado, los sonidos que componen una palabra son las unidades mínimas que la hacen diferente de otra. Una prueba sencilla que lo demuestra es la comparación de lo que se llama segmentos portadores de significado de los llamados pares mínimos; los sonidos que forman la palabra más pueden ser sustituidos por otros y al hacerlo se forman palabras diferente.

 

Por este prodecimiento se pueden aislar las unidades mínimas que distinguen los significados, es decir, los fonemas.

 

Cada fonema se describe siguiendo unos criterios físicos y articulatoríos, en fución del punto de artiulación o de su carácter de sonoro o sordo.

 

 Por rasgos distintivos se describen todos los sonidos que constituyen una lengua. La teoría de los rasgos distintivos se formuló en primer lugar dentro de la escuela estructuralista; está incorporada a la teoría generatíva que trata de construir una explicación fonológica dentro de la teoría general de la gramática. 

La Formación del Método Lingüístico

En este capítulo de la antología nos habla primeramente de los precursores que decían que el punto de partida fue la revelación del Sánscrito a los sabios occidentales; esta lengua permite analizar fácilmente la palara en sus constituyentes y esto dejaba libre el acceso al corpus de los gramáticos hinúes, tesoro de observaciones presisas, particularmente instructivas para la clasificación de los fonemas y las teorías sobre la raíz y la formacion de las palabras.

 

William Jones: señalaba las afinidades de formas entre el latín, el griego y el sánscrito, afinidades que probaban que esas lenguas venían de un origen común y que serían inexplicables.

 

 

Fredrich Schlegel: esclareció la relación del sánscrito con las otras lenguas, que es la estructura interna de las lenguas, que nos dará informaciones enteramente nuevas sobre la genealogía del lenguaje, así como la anatomía comparada ha alumbrado la historia natural.

 

 

Rasmus Rask: demostró el primer modelo de las leyes fonéticas sobre las cuales descansa la lingüística histórica.

 

 

En la segunda generación de coparatistas August Schleicher introdujo  en la lingüística el considerar las lenguas como organismos naturales que nacen, crecen y se desarrollan de acuerdo con reglas determinadas; después envejecen y mueren, manifestando la serie de fenómenos que es designada con la palabra vida. También expuso un concepto de la fragmentación del indoeuropero.

 

 

Dice el texto que la clasificación de las lenguas del mundo esta repartida en tres clases: lenguas aislantes, aglutinantes y flexivas, basada en criterios internos lingüísticos, la estructura morfológica de las lenguas consideradas.

 

Wilhelm Schlegel, dice "las lenguas se dividen en tres clases: las lenguas sin ninguna estructura gramatícal, las lenguas que se valen de afíjos y las lenguas con inflexiones.

 

La situacion de las lenguas del mundo es bastante más conpleja de lo que imaginaron los promotores de aquella epoca. Las lenguas indoeuropeas parecen ser, por exelencia, lenguas flexivas.  El ingles moderno, ha ido rechazando en gran medida dos de las características principales del grupo indoeuropeo.

 

En resúmen, si en una medida más o menos grande la clasificación morfológica aislante- aglutinante- flexica a veces pueden ser conservadas como una de las características de ciertas familias de lenguas.

 



Naturaleza del signo lingüístico

Este téma me pareció muy interezante, en el texto nos habla del signo  lingüístico el cual une un concepto y una imágen acústica, qu es la psiquica de un sonido material y es sensorial.

 

El signo lingüístico es una entidad psiquica de dos caras y puede ser representada de la siguiente manera:

CONCEPTO

IMÁGEN ACÚSTICA

 

Nos mencina, el texto, dos elementos que están intimamente unidos y se requieren recíprocamente: Concepto e Imágen Acústica, a esto se le llama SIGNO.

 

El signo lingüístico posee dos caracteres primordiales. Podemos decir que el signo lingüístico es arbitrario por que el significante puede variar dependiendo del hombre (hablante) y sin embargo  es el mismo, es decir que cada nación adopta un significante diferente para cada significado; por la idea es la misma.

 

En esto es importante señalar dos objeciones: la primera podría apoyarse en la onomatopeyas para decir que la selección del significante no es siempre arbitraria. Esto, debido a que las onomatopeyas no son nunca elementos orgánicos de un sistéma lingüístico. La segunda es la exclamación, muy cercanas a las onomatopeyas, estas dan lugar a observaciones análogas.

El significante, se desarrolla sólo en el tiempo y por lotanto tiene los caracteres que toma el tiempo. Eso hace que los significantes acústicos se presenten unos tras otros, formando una cadena.

El valor lingüístico es un elemento de la significación, y es difícil saber cómo ésta se distingue de aquél estando al mismo tiempo bajo su dependencia.

 La sincronía conoce sólo la perspectiva, la de los sujetos hablantes y consiste en recoger su testimonio; para saber en qué medida una cosa es una realidad, habrá que buscar en qué medida existe para la conciencia de  los  sujetos.

La lingüística diacrónica, por lo contrario, debe distinguir dos perspectivas, una prospectiva, que siga el curso del tiempi y otra retrospectiva, que lo remote.

Los funcionalistas

Los lingüístas continuadores de la escuela de Praga son Roman JAkobson y André Martinet.
En la obra de Martinet, se descubren tres centros principales de interés: la fonología general, la fonología diacrónica y la lingüística general.

Una lengua es la puesta en funcionamiento de una doble articulación.

Para Martinet, lo que caracteriza al lenguaje humano, es la doble articulación.  La primera articulación es aquella en virtud de la cual todo hecho de experiencia que tenga que transmitirse, toda necesidad que se desee hacer conocer a los demás, se analiza mediante una serie de unidades dotadas, cada una, de una misma forma vocal y de un sentido. Las unidades de primera y de segunda articulacíon mantienen entre sí dos relaciones distintas.

El Estructuralimso (Fonética y Fonología)

La Escuela de Praga:

El círculo Linguístico de Praga, en el que participan tres rusos importantes dentro de las actividades del círculo: S. Karcevsky, Roman Jakobson y Nicolau Trubetzkoy. La tésis del círculo es:  La lengua se considera como un sitema funcional, ya que como producto de la actividad humana, es un sitema de medios de expresión cuya finaliad consiste en la realización de las intenciones de todo sujeto hablante para expresarse y comunicarse.

 

Se dice que para conocer la "esencia y el caracter" de una lengua, sólo es posible el análisis sincrónico de los hechos actuales.

 

Trubetzkoy enseñó la fonología eslava hasta 1938, también expone su concepción de la lengua y de lo que debe ser la fonética y fonología de una lengua. Según Trubetzkoy, la fonética puede definirse como el aspecto material de los sonidos del lenguaje humano. Este aspecto material de los sonidos o significantes de la lengua, consiste en una cantidad de elementos cuya escencia radica en ser distintos unos de otros.

 

Así, la fonología debe desentrañar las diferencias de significación, o cómo actúan entre si los elementos de diferenciación o marcas, y según qué reglas  pueden combinarse, unos con otros para formar palabras o frases. Los fonetistas, revelan las considerables diferencias articulatorias que median entre individuos que hablan una misma lengua y hasta en un mismo individuo. La finalidad del fonólogo consiste en descubrir esos rasgos pertinentes que oponen funcionalmente un sonido a otro en el marco de una lengua determinada

Sometimes people do not think about their health

 There are many things that we do and which perjudice our health, like drinking too much alcohol. Although people know that this could be dangerous, they do not care abut that. Most of our society knows that alcohol has many effects on each person and this could turn into alcohol poisoning. However, they do not pay much attention to that problem.

Firs of all, alcochol is classified as a depressant, because its use slows down many functions of the body, including the blood presure, your heart rate and your breathing.  For example, if a person consumes a large amount of alcohol, it slows down the person and can lead to unconsciousness. The heart ans lungs can be slowed to the point of stopping entirely, which is very dangerous. Unfortunately, people think that drinking alcohol is great fun and makes you forget some problems. This causes what we know as alcohol poisoning.

Alcohol poisoning is a drug overdose which is a threatening situation for life. However, people often laugh at drunk person. If she or he passes out, friends may find that even more comical. In fact, some people thin that it is all part of the drinking experience. In spite of that, many young people could die everyday in the world because friends are left with the thought "I should have done something" and sometimes it is too late to help your friend.

The amount of alcohol that will cause alcohol poisoning depends on gender, size, weigh, body compplexion, tolerance and other factors. If a person drinks more than the standard drink per hour, the blood alcohol concentration increases since the body can metabolize only one drink per houe. After lo of shots, accumulation of alcohol will lead to a fast increase of alcohoncentration in the blood. The remaining drinks accumulated in a person who continues drinking can lead to alcohol poisoning. For this reason  in some cases it is dangerous to assume that a person will be fine if he or she is just sleeping. It is very important to evaluate anyone who is drunk. Sometimes the person who is drunk thinks that they are okay, but the alcohol is in their blood and it could take time to circulare, besides being dangerous.

 

For that reason , it is essential to look for help if a drunk person is vomiting, violent, passed out, disoriented or acting bizarrely in order to help him or her. Some times people are afraid to look for help for a friend who has had too much to drink. they often are worried that if they call for help, their freind may be angry and face embarrassment or other problems. It is important to think that it is always better to be safe than sorry; taking action can save lives!

The best way to prevent alcohol poisoning is to refrain from drinking. It is important that the people who choose to drink keep to reasonable limits. There are many reasons for stopping drinking, but it is important to think of the people who are round you. You harm yourself and everyone who loves you. You may think that the alcohol helps to forget many personal, family or school problems, but it just helps to forget them for a moment and then it makes them worse. The fact is that alcohol is a drug, and it will affect your body, but, if you think very well about what you want for your future, the results will be good. You have to be aware of your actions with all the people who are around you. your choice is important to your life. Think before actsing!.

By: Miss Boop 

Vocabulary Notebooks: theoretical uderpinnings and practical suggestions (Norbert Schmitt and Diane Schmitt)

Last week I read this tesxt and as homework I had to analyze the text from my personal perspective and I chose five features that I found interesting:

• Learners are individuals and have different learning styles

I found this interesting because I think that this is true and teachers have to take into account that every single student learns in different ways. So that, teachers have to consider this fact when they do their work. According to the text, "... teachers should not be too prescriptive when teachin learning strategies" I agree with this, since what I mentioned before about every person is different and have many different ways of learning

• Selecting words

I think that Ss should learn words that they will use in real life, Most of them are frequent words and in order teachers to select those, they also have to consider what the main goals of the class are. According to this, teachers should select the words, I thing this is helpful since Ss want to achieve a purpose; so this selection could contribute to that

• Integrate words into as many activities as possible

This is one of the features that i found interesting because if learners do this, the words will be in context and Ss will remember them easily. Ss will be able to use those words in different ways

• Students could be put in pairs or groups to either teach or test each other on their notebooks

Notebooks words are a good away for learning but this words could be organized in the way that students find easier. With this, Students will learn the word in a best way an in easier form. However, teachers should pay attention to this fact in order to help them.

• Introduce to 10 new words for a week... using good learners' dictionary

This is interesting for me because I agree with this as well as I disagree. In one way I agree because the use of dictionaries helps Ss to understand the pronunciation, howeverm on the other hand I disagree because this is a way for ss to translate every single word without taking into account the importance of the context. At the same time I think that 10 words in a week are fewer and learners could pick up more.

 

Through the whole text I found many interestin things that can be applied in teaching and learning a language, but what makes me wrote just this things was my belief when learning vocabulary. Also I know that each student and teacher think in different ways

El Lenguaje

Eduardo Galeano en su texto "EL lenguaje", presenta cómo el lenguaje ha ido cambiando con el paso del tiempo. Él hace una mención de lo que no se podía decir estando una señorita presente, como hablar de los pantalones, en la época victoriana; así como también de lo que en la actualidad no es bien visto decir ante la sociedad.

Galeano hace unas comparaciones de conceptos que anteriormente se ocuparon y que en nuestros días se refieren a lo mismo, pero con otros nombres, él nos la presenta como sinónimos, pero de una manera eufemística; por ejemplo:  en la antigüedad se decía "economía de mercado"  a lo que hoy recibe el nombre de "capitalismo"; "imperialismo", palabra muy usada anteriormente, la hemos modificado por "globalización"; los países en vías de desarrollo, llamados así por ser víctimas del imperialismo, es como decirles niños a los enanos, sabiendo qué no lo son; a lo que actualmente llamamos "pragmatismo" se le conoció como "oportunismo"; lo que actualmente conocemos como "realismo", antes era "traición"; de igual forma lo que hoy es la "deserción escolar", que se refiere a la expulsión de niños pobres del sistema educativo, anteriormente eran personas de "personas de escasos recursos" que no podían continuar con la educación; la "flexibilizacion del mercado laboral" es el nombre moderno a lo que era "el derecho del patrón a despedir a sus obreros sin pagar indemnización, ni dar explicación"; el texto hace referencia a la minoría que son las mujeres y a la mayoría, los hombres, con respecto a los derechos; lo que en la actualidad llamamos "proceso", antes era conocido como "dictadura militar"; las "torturas" ha adoptado el nombre de "apremios ilegales" o también "presiones físicas y psicológicas" y, por último, hace mención de los "cleptómanos" para no decirles "ladrones de buena familia".

By: Miss Boop

México, El típico treintón inmaduro

A partir del texto "México visto por Brozo, el payaso tenebroso", en donde la pregunta central es: "si México fuera una persona, ¿cómo te la imaginas? y a pesar de que él da una respuesta convincente que te hace reflexionar, yo difiero con su punto de vista.

 

Tal vez por mi edad, sexo y nivel de estudios, yo veo a México de distinta manera a la de él y otras personas, pues nadie tiene la misma opinión, ya que el nivel socioeconómico, el nivel de estudios, la religión, etc. influyen para que cada mexicano tenga una imágen diferente de nuestro país.

 

Yo, a diferencia de Brozo, sí me imagino a México con un sexo definido, para mí es como un hombre entre 30 y 40 años de edad que no ha querido madurar por miedo. Es el típico hombre que busca jovencitas para sentirse más jóven, que las convence con lo que les dice. Tiene miedo de comprometerse y formar una familia, de ser responsable y a pesar de que trabaja y tiene todo para salir adelante, es conformista. Se siente muy independiente, pero todavía esta pegado a las faldas de mamá, que no quiere separarse de su pequeño. Eso sí, es atractivo e inteligente, pero desgraciadamente no quiere hacer uso de su inteligencia para sobresalir.

Así es como yo me imagino a México, pero me gustaría que esa imágen cambiara y que así como le veo muchos defectos y algunas cualidades, sería genial que fueran más las cualidades. Pienso que México tiene que madurar como toda la gente en determinado momento y sólo espero que no sea muy tarde, para que se compromenta y haga uso de sus virtudes, de tal modo que no le pase como a ese "hombre", bueno ese que se siente joven, aunque realmente ya no lo es y quiere algo en serio, es por eso que ya ninguna mujer le cree.

By: Miss Boop

Análisis de la pelicula "Higher Learning" (Duro aprendizaje)

Trailer de la pelicula Higher Learning:  https://www.youtube.com/watch?v=OMk3387VyV4

 

 

 

Acerca de la película "Higher Learning" se pueden decir muchas cosas, sin embargo me enfocare sono en algunos aspectos.

 

Realidad

Comenzando a hacer la diferencia entre la realidad que cada personaje vive, podemos darnos cuenta que cada uno enfrenta diferentes problemas. Los alumnos, quienes son de nuevo ingreso en la universidad, se enfrentan a cosas completamente distintas y neuvas a las que ellos estaban acostumbrado; ellos llegaron con el sueño de superacion, se ven inmersos en ciertas situaciones y con amistades que los van cambiando de rumbo y los hacen ver cosas distintas a los que ellos creían o pensaban.

 

Los profesores por su parte, ya saben a lo que se van a aenfrentar con la llegada de nuevos alumnos, sin embargo los tratan de la misma forma que al resto de los estudiantes, y les hacen ver que no gozan de ningún privilegio por ser nuevos en la escuela. De igual forma les exigen y hacen lo posible para que los alumnos se den cuenta de que llevar a cabo sus estudios no es un juego y tienen que esmerarse lo mayor posible para que tengan un buen nivel académico.

 

Las autiridades educativas de esa universidad, tienen un reglamento y se rigen por tal, ya que de esa forma pueden controlar cosas de tipo académico y administrativo para que la universidad lleve a cabo su función.

Sociedad-Cultura

La sociedad y la cultura que nos presenta la película son muy diversas. Encontramos a estudiantes de raza blanca, negra, latina, asiáticos, etc. con una diversidad cultural y religiosa inmensa, por lo tanto las ideologías de cada grupo social que se presenta son diferentes y en algunos casos completamente opuestas. Los profesores aunque son tolerantes y tratan de no hacer diferencias entre los estudiantes sí la hacen de forma mínima. La escuela es de carácter privado, sin embargo los alumnos que estudian ahí son de todas clases económicas, cada alumno vive su realidad y debido a eso se enfrenta a diferentes situaciones.

Educación Universitaria

La educa´ción universitaria de esa escuela es buena y podría decir que de alto nivel, los profesores están bien preparados en cuanto a la materia que imparten. La escuela goza de un buen prestigio en educación, y aunque es de paga tiene mucha demanda y los lugares para estudiar ahí son muy peleados por los aspirantes.

 

Pienso que la calidad educativa es buena y competitiva, sin embargo muchos de los estudiantes de esa institución no la valoran de esa forma, piensan que sus profesores los discriminan siendo ellos mismos los que se discriminan ante sus compañeros y por tal motivo delimitan sus amistades no mezclándose con otro tipo de alumnos, ya que en su círculo social se sienten seguros.

Reflexión

La película nos muestra la realidad de una universidad americana, pero esa realidad no es la misma en cada país. Aunque, el ambiente universitario podría decirse que es igual en cualquier escuela de ese grado escolar, no se presenta así; desde que una escuela es de gobierno o privada, ya cambia la realidad de sus estudiantes, si es religiosa o no, si es para un genero específico o para quienes pertenecen a cirto círculo social, desde ese momento la realidad de las escuelas es marcada como diferente, además de la realidad que vive cada estudiante.  La historia de cada país hace diferente su educación, y pues podemos hacer una comparacion de la pelicula con la vida escular en México, pero no podemos decir que es la misma. incluso aquí en nuestro país, la educación es distinta en cada estado y en cada ciudad, hay aspectos físicos, sociales, económicos, culturales e ideológicos que marcan esa diferencia.

 

La pelicula nos deja un mensaje que puede ser diferente para cada quien. En mi caso yo puedo decir que hay que tener muy claro nuestros objetivos cuando iniciamos alguna actividad, sea escolar, profesional o de cualquier otra índole, para llegar a cumplirlos; darnos cuenta de lo que esta y quienes están a nuestro alrededor para poder identificar lo que nos conviene y lo que no.

Los cuatro pilares de la educación

Los Cuatro Pilares de la Educación

By Miss Boop

Los cuatro pilares de la educación nos presentan como se debe estructurar la educación en torno a cuatro aprendizajes fundamentales: aprender a conocer, aprender a  hacer, aprender a vivir juntos y aprender a ser.

Aprender a conocer:

Es importante a prender a comprender, a conocer y a descubrir nuestro entorno. De igual forma la cultura es fundamental para saber cómo llegar a hacer que los conocimientos sean significativos.

En cuanto a este punto, considero es fundamental en cuanto al ámbito educativo  que nosotros como profesores, sin importar el nivel con el que trabajemos, debemos estar muy abiertos a aprender a conocer, muchas veces tenemos problemas dentro del aula ya que no conocemos como es nuestro entorno. Cada aula enfrenta diferentes problemáticas con sus alumnos, por ello es muy importante que los profesores también estén en la mejor disposición de aprender de sus alumnos. La realidad que cada ser humano vive es diferente y muchas veces esa es una problemática en nuestro contexto escolar; por tal motivo, es importante conocer cuál es la realidad a la que nuestros alumnos se enfrentan y estar en la mejor disposición de aprender a conocer. De esa manera podemos dejar un buen conocimiento a nuestros alumnos haciendo que ese conocimiento se vuelva significativo y lo puedan emplear en su vida cotidiana y no olvidarlo. Estar abiertos a otras ideologías, otras culturas, a conocer nuevas cosas, respetando el punto de vista de las personas y el nuestro, es algo esencial en nuestra labor como maestros.

Aprender a  hacer: 

Saber hacer las cosas implica un buen conocimiento de ellas, por ello la capacitación que tengamos será un factor muy importante para nuestro desarrollo profesional. Las situaciones a las que nos enfrentamos siempre nos dejaran nuevos conocimientos. Como profesores es bien importante darnos cuenta cuales son las necesidades de nuestros alumnos y en qué medios ellos se pueden desenvolver para lograr un mejor aprendizaje, por lo cual, aprender a hacer es una tarea de la cual debemos estar conscientes y prepararnos para poder enfrentarlas de manera eficaz. Hacer las cosas de manera consciente y saber qué  resultado nos pueden traer, será benéfico para el aprendizaje dentro del aula, ya que muchas veces hacemos las cosas sin saber realmente las consecuencias que nos pueden ocasionar; así de forma consciente, los resultados que tengamos serán esperados y buscaremos otra alternativa para mejorarlos.

Aprender a vivir juntos:

La convivencia siempre será una actividad constante dentro de cualquier profesión u oficio; por lo cual aprender a vivir juntos es una actividad de la vida diaria. La tolerancia y el respeto que se muestre ante los demás jugaran un papel muy importante en nuestras relaciones interpersonales. La capacidad que mostremos para vivir juntos, dirá mucho de nosotros y podremos hacer un trabajo conjunto logrando el objetivo que nos propongamos. Las ideologías de cada persona siempre varían, pero en cada uno esta mantener un ambiente de respeto hacia los demás sin tratar de cambiar el pensamiento, sino aprender de él para generar un nuevo conocimiento que llegue a tener una utilidad en nuestra vida cotidiana.

Aprender a ser:

Desde temprana edad vamos adquiriendo una personalidad que nos identifica como seres únicos, la autenticidad que nos rige hace que la sociedad sea tan diversa y tan rica en todos nuestros sentidos. Nuestra personalidad dice mucho de nosotros mismos, nuestro juicio hacia las cosas y el compromiso  que cada individuo tiene consigo mismo hace que su entorno funcione de diferentes formas; llevando a cabo ciertos retos y cumpliendo metas para el beneficio individual y grupal. Hay que aprender a ser nosotros mismos, ser auténticos, originales, comprometidos y responsables  para así hacer un buen trabajo para la sociedad y superarnos como individuos pensantes dentro de la sociedad

http://es.slideshare.net/missboop/adjectives-of-personality?utm_source=ss&utm_medium=upload&utm_campaign=quick-view

Some Idioms

1. Nothing ventured, nothing gained  : el que no arriesga no gana
2. Too many cooks, spoil the broth : entre menos burros mas olotes
3. It's no use crying over spilled milk : ahogado el niño tapan el pozo
4. Don't count your chickens before they hatch : no cantes victoria
5. When in Rome do as the Romans do : a donde fueres has lo que vieres
6. Blood is thicker than water : la sangre llama
7. A bad workman always blames the stools : cuando la partera es mala, le hecha la culpa al chamaco
8. Prevention is better than cure: vale mas prevenir que lamentar
9. One good turn deserves another : hoy por ti, mañana por mi / nobleza obliga nobleza
10. It never rains but it pours : si no te llueve, te llovisna
11. Once bitten, twice shy : la mula no era arisca, la hicieron
12. Pride comes before fall : entre mas alto subes, mas dura sera la caida
13. Absence makes the heart grow fonder : nadie valora lo que tiene hasta que lo ve perdido
14. Actions speak louder than words : las acciones dicen mas que mil palabras
15. Don't look a gift horse in the mouth : a caballo regalado no se le ven los dientes
16. Make hay while the sun shines  : al que madruga dios lo ayuda

Crisis social y acuerdos curriculares

El capital económico mueve a la sociedad en todos los ámbitos. Siempre estamos bajo ciertos regimenes que nos obligan a actuar d diferente forma en nuestra sociedad.

El ejemplo más claro es la profesión  que ejercemos. Desde pequeños nos meten la idea de estudiar para ser alguien en la vida, pero que estudiar se vuelve una pregunta muy difícil. L a profesión que elegimos es en relacion a nuestros intereses sociales, culturales y económicos. Pensamos que hace, para que y por que además de que tan remunerado será. Cuando lo decidimos vemos nuestro futuro como algo genial, sin embargo al llegar al término muchas veces esa idea desaparece y nos damos cuenta de la realidad que se vive al término de este.

Existen cosas que no sabemos de la profesión que elegimos hasta qu estamos estudiándola. Tal es el caso de saber de donde surge la profesion; en mi caso la licenciatura en lengua ingles surge desde que las personas se ven en la necesidad de aprender el idioma ingles como medio de comunicacion en otros paises y para que esto se lleve a cabo deben de existir personas capacitadas que presten sus servicios como profesores, traductores e interpretes que sepan sobre la cultura , el idioma, la historia, etc., y que esten capacidtados completamente para poder transmitirlos a otras personas.

Otra pregunta es: ¿por que la elegí?, en lo personal fue algo improvisto, por el nombre, el lugar donde se encontraba la carrera, pero la elegí sin saber que era lo que implicaba, una vez dentro de ella supe todo lo que era y le agarre gusto.

 Dentro de la sociedad hay quienes se benefician de esta carrera, en general creo que toda la sociedad lo hace, desde el gobierno hasta cualquier familia, ya que con la globalizacion que estamos viviendo se provoca que hay amas acercamientos con paises que hablen otros idiomas, volviendose el ingles el idioma universal.

Sin embargo, hay que tener en cuenta que la escuela solo te da algunas bases para saber enfrentarte a la realidad. Eso no quiere decir que te enseñen todo, ya que al estar en practica de la profesion, te das cuenta que tienes que tomar en consideracion muchos factores que nunca se te mencionaron anteriormente.

A partir de las necesidades que la socierdad requiera hacia esta profesion se determina lo que en esta carrera se debe de impartir, por ejemplo desarrollo de la cultura occidental, para saber como los paises fueron adquiriendo ciertas costumbres y por que hoy en dia se presentan algunas situaciones de manera distinta en cada pais.

 Por otra parte, la sociedad y cultura que infiero a partir del texto, es solo la que tiene el conocimiento de lo que implica que una institucion  cumpla su funcion, por lo cual solo personas que se ven inmersas dentro de un contexto educativo, padres de familia, niños, profesores, administrativos, etc. que aunque no todos conocen de manera formal el curriculo, saben que la institucion se rige por ciertas normas que se deben llevar a cabo por todos sus participantes.

El humano que infiero a partir de la lectura, es aquel que es un ser pensante con una funcion especifica sometido bajo el regimen que el decidio por vocación para ser util ante la sociedad que lo rodea.

Cómo esta tu vida amorosa??? :D

Este test ha sido usado durante mas de 50 años y es muy famoso por su gran fiabilidad. si no obtienes una nota alta, no te preocupes, se comente que Bill GAtes hizo esta prueba y obtuvo solo 3 puntos.

1. ¿Tienen 15 de Septiembre en Inglaterra?
2. ¿Cuántos cumpleaños tuvo una persona que vivio 50 años?
3. Algunos meses tienen 31 dias, ¿cuaántos tienen 28?
4. En el fútbol, cuantas personas hay en un campo?
5. Es correcto que un hombre se case con la hermana de su viuda?
6. Multiplica 30 por1/2 y suma 10. ¿Cuál es el resultado?
7. Si hay 3 manzanas y coges 2 cuantas tienes?
8. Un doctor te receta tres pastillas y te dice que te tomes una cada media hora, ¿cuántos minutos te duran las pastillas?
9. Un granjero tiene 17 ovejas. Todas se muren, menos 9 ¿Cuántas quedan?
10. ¿Cuántos animales de cada sexo metió Moises en el arca?
11. ¿Cuántos sellos de 20 pesetas hay en una docena?

Respuestas:
1. si
2. 50
3. Todos
4. 25
5. No, por que esta muerta
6. 25
7. 2
8. 60
9. 9
10. Ninguno por que el arca era de Noe no de Moises
11. 12

Cuneta tus respuestas buenas:
11 pts. : Sorprendente tu relacion a de ser muy mala
10 pts. : Exelente. Tu vida amorosa es mediocre
9 pts. : Estudiante con Honores. Tu vida amorosa empeorará
8 pts. : Estudiante con Honores. Tu vida amorosa empeorará
7, 6 y 5 pts. : Inteligencia normal. Tu vida amorosa es ardiente
4, 3, 2 y 1 pts. : Dedicate a la pesca. Tu vida amorosa es explosiva
0 pts. : Sin comentarios. Sin comentarios.

speaking and writing: conversing and composing

SPEAKING ANS WRITING: CONVERSING AND COMPOSING

It is know that the communication is the most important tool for people to understand each other. There are two ways to communicate: by writing an speaking.

                The text “Speaking and writing: conversing and composing” focuses on the differences between speaking and writing.

                We find many situations and we act according to them, according to the context in which we find ourselves.

                Communication also depends on the relationship between sender and receiver, because they are not always the same.

                We know that speaking is more informal than writing. When we speak we use short, imperative and exclamatory sentences, we also use the interjections and the contractions and our pronunciation can be modified. Like we are producing at the moment we can forget something and we start to repeat our phrases. The vocabulary in speech is simple and the people who is in the conversation tend to be friendly. In speaking the body language helps to understand better the conversation and occurs a feedback immediately.

In other hand when the communication is in written form, it is more formal than in speaking. In writing we use long and complex sentences, it is not usually the use of interjections and contractions. The written ideas must be organized and the punctuation is important. We have the chance to think before writing, so we cannot repeat and repeat the same idea. The vocabulary use in writing is formal. The writers, and readers have a distant relationship and the writers do not have an immediate feedback. A message which is in  written from has an open interpretation.

Some examples of those things are:

When we are speaking with a friend, we do not use the same vocabulary than when we speak with a teacher and if we write a letter we cannot say something that we could say if we speak.

The kind of writing in an office is different from the school essays and we do not use the same vocabulary than if we would go to ask a request.

                                                                                                              By: Miss Mboop Stgo.

story telling for language learning

By Miss Boop

From 20th to 24th of October 2005 MEXTESOL carried out a big event on Zacatecas city, which received participans from MExico and other countries. This city gave the welcome to the 32nd. National and 1st International convention called "Crossing boundaries in TEFL"; we have a very good program whith national and international presenters, who gave us different kinds of opic related to TEFL in order to improve put professional lives.

I had the opportunity to enjoy many presentations, but one that my attention focussed on wasin which Sandy Miller and Patricia Lima Costa did as a workshop. Its name was "Storytelling For Language Learning", they did a great job showing us how a tale ir story can be useful tool for the EFL classroom for both children and adults. Their presentation included information on making communicative activities. They gave us the chance to learn how to use a tale and some examples of how to expand stories with activities in all the skill areas.

The workshop lasted 50 minutes and unfortunatelly it was not enough time for them to present everything that they wanted. The first presenter was Sandy Miller. She has just completed a Master's Degree in TESOL at West Virginia University and is currently a part time instructor in WVU's intensive English Program, she also holds a BA in Education from Central Michigan University and Master's Degree in Library Science from Wester Michigan University.

She started telling us which kinds of floktales exist and also the parts of them (openning phrase, characters, setting, initial incident, plot development, climax and the concluding statementes) in which she explained each of them. After that, she mentioned why we should use storytelling in our ESL class and how to choose a tale. She explained what an effective storyteller is like and gave some tips for learning a tale.  Something important was that at the beginning of their explanation we had the chance to do an excercice with those tales.

The second part was presented by Patricia Lima Costa, who is working in her Master's Degree in TESOL t West Virginia University and is a teaching Asistant in WVU's intensive English Program. She holds a BA in English from Universidade Federal do Espirito Santo, Brazil. She has thaught EFL from many years to all ages.

Patricia aslo spoke about the same topic but focused on teenage students. Her presentation was shorter that the other teacher, because the last activity of the teacher Sandy took more time than what she had been planning, that happened because of the number of people attending, so that the other teacher could not do her activities and she only gave us a short explanation about how te use a tale for teachind a second language. Something good was that although she was in hurry, her presentation was good and interesting.

I think the weak point of the presntation was the time and the number of people because they expected fewer people would go. Sometimes the presenters lost the controll of the demonstraton because of the number of teachers who attended. Nevertheless they as proffessional teachers could manage the workshop. the strong point was that their presentation was meaningful and helful for all of  the teachers and students who observed and listened to the,. because that allowed us to see how a tale could help students to learn a language.

I really enjoyed that demonstration because I learned many things from that conference and I also had the opportunity to interact with teachers who share their oppinions and their knowledge with me from thich I learned as well.

In conclusion I can say that with a tale students can learn more that grammar  or vocabulary, they also develop their skills depending on the activities that teachers carries out and at the same time students learn something about the world's folk litetature.