carrasco jessica portfolio

1

UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓN

CARRERA DE IDIOMAS MODALIDAD PRESENCIAL

PORTFOLIO

“PHONOLOGY II”

Fourth Level “A”

Student’s Name: Jessica Lizbeth Carrasco Carrasco

Professor: Lcda. Mg. Ruth Elizabeth Infante Paredes

AMBATO – ECUADOR

October 2015 - March 2016

2

Table of contents

MISIÓN (MISION STATEMENT) .................................................................................... 3

VISIÓN (VISION STATEMENT) ..................................................................................... 3

PERFIL DE EGRESO (EXIT PROFILE) ......................................................................... 4

STUDENT´S C.V. ................................................................................................................. 8

CURRICULUM.................................................................................................................... 8

STATEMENT OF PERSONAL LEARNING GOALS. ................................................... 9

Evidence for Element 1 ...................................................................................................... 27




Evidence for Element 5 .................................................................................................... 103

Final Essay ........................................................................................................................ 105

PORTFOLIO RUBRIC ................................................................................................... 106

3


EDUCACIÓN

CARRERA DE IDIOMAS

MISIÓN (MISION STATEMENT)

Formar profesionales líderes competentes, con visión humanista y

pensamiento crítico a través de la Docencia, la Investigación y la

Vinculación, que apliquen, promuevan y difundan el conocimiento

respondiendo a las necesidades del país.

VISIÓN (VISION STATEMENT)

La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la

Educación de la Universidad Técnica de Ambato por sus niveles de

excelencia se constituirá como un centro de formación superior con

liderazgo y proyección nacional e internacional

4


EDUCACIÓN

CARRERA DE IDIOMAS

PERFIL DE EGRESO (EXIT PROFILE)

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE

CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRRA DE

IDIOMAS

Perfil del egresado

Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido y

desarrollado las siguientes competencias, capacidades, habilidades, destrezas y

desempeños como resultados de su formación profesional:

1. Usa el idioma inglés a un nivel B2 del Common European Framework.

2. Maneja competentemente los métodos y estrategias metodológicas para la

enseñanza del idioma inglés según las exigencias del Teaching Knowledge Test

(TKT)

3. Diseña programas o cursos específicos y sus respectivos materiales didácticos.

4. Elabora materiales didácticos mediante la utilización de NTIC´s.

5. Transforma el contexto educativo a tráves de la práctica de valores.

6. Genera escenarios de aprendizaje significativos dando lugar a la investigación

participativa, el aprendizaje basado en problemas y el trabajo en equipo.

7. Maneja leyes y reglamentos de Educación Ecuatoriana.

8. Aplica técnicas de valoración de los aprendizajes, así como también de su propio

desempeño docente.

9. Manejo de los aspectos sociales, intelectuales y psicológicos de los estudiantes

para promover el aprendizaje.

La Carrera de Idiomas adopta como instrumentos de evaluación interno del perfil de

ingreso dos simulaciones de exámenes con estándares internacionales. Siendo así,

Teaching Knowledge Test (TKT) test de acreditación internacional para la enseñanza

5

del inglés y Test of English as a Foreign Language (TOEFL) para la competencia

comunicativa.

Para ello la Coordinación de Carrera de Idiomas organizará dentro de los módulos

optativos seminarios taller de preparación para dichos tests, los mismos que podrán ser

aprobados a partir del séptimo semestre.

3.1.4 Elaboración de Plan de Estudio

La Carrera de Idiomas tendrá diez niveles, que al concluirlos, los estudiantes obtendrán

la Licenciatura en Ciencias de la Educación, mención inglés.

PRIMER SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0101 Técnicas de Estudio 3

FCHEIP0102 Lenguaje y Comunicación 4

FCHEIP0103 Integrated Skills I 8

FCHEIP0104 Reading I 4

FCHEIP0105 Audio I 3

FCHEIP0106 NTIC’s I 3

TOTAL 25

SEGUNDO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0201 Metodología de la Investigación 3 FCHEIP0202 Integrated Skills II 8

FCHEIP0203 Reading II 4

FCHEIP0204 Audio II 3

FCHEIP0205 Oral I 4

FCHEIP0206 NTIC’s II 3

TOTAL 25

TERCER SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0301 Integrated Skills III 8

FCHEIP0302 Reading III 4

FCHEIP0303 Audio III 3 FCHEIP0304 Oral II 3

FCHEIP0305 Writing I 4 FCHEIP0306 Phonology I 3

TOTAL 25

6

CUARTO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0401 Integrated Skills IV 8

FCHEIP0402 Reading IV 4

FCHEIP0403 Oral III 3

FCHEIP0404 Writing II 4 FCHEIP0405 Business (Emprendimiento) 3

FCHEIP0406 Phonology II 3

TOTAL 25

QUINTO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0501 Educational Psychology I 4

FCHEIP0502 Internet and Multimedia Resources 4

FCHEIP0503 Advanced English I 6

FCHEIP0504 EFLT Methods and Approaches 4

FCHEIP0505 Lesson Planning and Observation 4

FCHEIP0506 Phonology III 3

TOTAL 25

SEXTO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0601 Diseño de Proyectos de Investigación

3

FCHEIP0602 Teaching Children 4

FCHEIP0603 Educational Psychology II 4

FCHEIP0604 Advanced English II 7 FCHEIP0605 Language Teaching Strategies 4

FCHEIP0606 Grammar I 3

TOTAL 25

SÉPTIMO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0701 Realidad Nacional 2

FCHEIP0702 Advanced English III 7

FCHEIP0703 Elaboration of Teaching Materials 5

FCHEIP0704 The History and Language of English Culture

3

FCHEIP0705 Psycholinguistics 4

FCHEIP0706 Grammar II 4

TOTAL 25

7

Las competencias optativas se establecerán en base a las necesidades de

aprendizaje de los estudiantes. Se sugiere entonces, analizar las siguientes

competencias optativas, que podrían variar de acuerdo a las necesidades

específicas de cada grupo de estudiantes en su momento:

OBTATIVAS

Optativa 1 Optativa 2: Optativa 3:

Preparación Prueba de

Conocimiento

Lógica Matemática

Drama

Fun with literatura

TKT Preparation

EFL Games

Film Criticism

TOEFL Preparation

Enseñanza de Español para

Extranjeros

OCTAVO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0801 Advanced English IV 10

FCHEIP0802 Language Assessment 8 FCHEIP0803 Gestión / Proyectos Socio

Productivos 3

FCHEIP0804 Grammar III 4

TOTAL 25

NOVENO SEMESTRE CÓDIGO

MÓDULOS CRÉDITOS

FCHEIP0901 Optativa I 4 FCHEIP0902 Optativa II 4

FCHEIP0903 Optativa III 4

FCHEIP0904 EFL Translation Techniques 5 FCHEIP0905 Legislación Educativa 4

FCHEIP0906 Sociolingüística 4

TOTAL 25

DÉCIMO SEMESTRE CÓDIGO

CRÉDITOS

Desarrollo de la Investigación 20 TOTAL 20

8

STUDENT´S C.V.

CURRICULUM

PERSONAL DATA

Full Name: Carrasco Carrasco Jessica Lizbeth

Address: Pamatug Centro

City: Pelileo

Phone: 03 2830850

Birthdate: 21/03/1996

Age: 19 years old

Nationality: Ecuadorian

E-mail: [email protected]

EDUCATION

Primary Studies at “Domingo Faustino Sarmiento” in Pelileo.

Secondary Studies at “Mariano Benitez” in Pelileo in July 26th

2013.

OBJECTIVE

Full-time position of English Teachers

Full– time position of flight attendant

mailto:[email protected]

9

STATEMENT OF PERSONAL LEARNING GOALS.

English is a universal language; many countries use this language as their native

language and in other cases as a second language. Today it is very common to see in

schools and colleges, teaching of this language. As we know English is present in many

aspects of everyday life such as business, labor and culture. That’s why I chose the

career of languages because I can communicate with others and get to know other

cultures, the traditions and customs. I must recognize that knowledge of the English

language provides me a great opportunity to find a good job in the future.

The learning of English language is not only based on aspects of grammar. But one

of the most important aspects of English is the morphological part, because morphology

is the branch of linguistics that studies the internal structure of words to define, identify

and classify their units, classes of words that results and the formation of new words.

That’s why in this subject Phonology II, I’ll give it my best, taking in to account the

importance of daily practice, assistance to all subjects and fulfilling the tasks as signed

by the teacher that will help me improve my knowledge about the word formation and

its structure. In this way I'm going to be able to identify basic concepts of L2 related to

morphophonemic subject. I am sure that at the end of this semester with the help of the

teacher and my own dedication I will be able to compare different patterns of word

formation and their pronunciation. Moreover, I will be able to analyze the lexical

derivation, mainly the origin of words and provide my own examples about possible

morphological problems presented in English Classes. All these aspects that are

including in the morphological part will help me in the future to be an excellent teacher.

10


FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

SÍLABO

PHONOLOGY II

Octubre 2015 - Marzo 2016

RUTH ELIZABETH INFANTE PAREDES

Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas

AMBATO - ECUADOR

2015

11

I. SYLLABUS GENERAL INFORMATION Subject: Phonology II

Program: Carrera de Idiomas

Code: FCHE/I/MP/P/021290406

Prerequisites:

Study Modality: On campus

Subject Code

1. Phonology I

FCHE/I/MP/02129/03/06

Curricular Organization Unit: Profesional

Credits: 3

Level: Fourth Semester

Corequisites:

Subject Code

1. Oral III FCHE/I/MP/02129/04/03

Hours per Week

Class Hours:

3

Theoretical:

2

Practical: 1

Tutoring Student

Hours:

On Campus: 0

Virtual: 0

TOTAL LEARNING HOURS : 120 Week hours 3

Hours during the semester: 48

Independent hours for the semester: 72 Academic Tutoring hours: 0

II. PROFESSOR'S TEACHING PROFILE

Professor's name: Infante Paredes Ruth Elizabeth

Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Knowledge area: (01) Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas

Knowledge area: (01) Educación Broad Field: 01 Education

Specific Field: 011Education

Detailed Field: 0114 Teacher Training with subject specialization

Professional experience: 12 years

Teaching experience: 12 years

Program Academic area: Competencia Pedagógica y Psicosociolinguistica

Professsor's schedule (practical application and learning experimentation) : Tuesday from

10h00 to 12h00, Wednesday from 7h00 to 10h00, Thursday from 7h00 to 10h00 and Friday

from 9h00 to 12h00

Professor's schedule (Academic tutoring): 0

Phone numbers: 0995721088

E-mail: [email protected]

12

III. COURSE DESCRIPTION AND OBJECTIVES

Purpose

The aim of the course is to introduce students to the word formation of English.

That knowledge will let them make teaching desicions when planning, organizing

and evalauating the English Teaching and Learning process.

Course Description: (Abstract)

The course will aim to develop phonological knowledge and strategies in order to

use them when learning and teaching English.

This course will develop 5 main elements during the semester. First, students will

identify basic concepts of L2 related to morphology subject. Then, they will

understand different patterns of word formation. After that, students will be

aware of the lexical derivation, mainly the origin of words. They will also analyze

the language by applying morphological structures. Finally, students will predict

examples about possible morphological problems presented in L2.

The methodology that will be applied in the development of the module is Kolb´s

strategies and basically ABP, and English methodology as cognitive and meta-

cognitive strategies which may help students develop an independent learning.

Some of the evaluation instruments such a mind maps, charts, oral presentations

will be applied in order to get critical thinking and students´ own conclusion

according to each topic.

This course will contribute with the development of accuracy of language, in

other words, the correct use of words in context depending on the origin of word

and the different uses of the lexis.

Course General Objective:

Make use of linguistic elements, psychological processes, and the sociocultural

aspects in order to apply them in the teaching-learning process in an effective

way

Course Specific Objectives :

1. Identify basic concepts of L2 related to morphophonemic subject.

2. Compare different patterns of word formation and their pronunciation.

3. Analyze the lexical derivation, mainly the origin of words.

4. Investigate the language by applying morphological structures.

5. Provide their own examples about possible morphological problems presented

in L2

13

IV. COURSE STUDY PROGRAM

Curricular Units

U.1 Identify basic concepts of L2 related to morphophonemic subject.

Thematic Units

Class Hours Tutoring

Hours

Independent hours including

research and community

service

Assessment tools

Theoretical Practical

1.1 What is Morphology? 1 1 1 Diagnostic Observation

1.2 The scope of morphology 1 1 2 Workshops

1.3 Morpholigical system 1 1 4 Questionnaires

1.4 Words, sentences and dictionaries 1 1 5 Mind maps

1.5 A Word and its parts: roots affixes and their shapes 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

Learning outcome: Define main concepts of morphology from a linguistic point of view

Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.

Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.

Didactic Resources: Overhead projector, internet, coursebook and e-books.

U.2 Compare different patterns of word formation and their pronunciation.

Thematic Units

Class Hours

Hours of

Tutoríng

Independent study including

research and relationship

with the society

Mechanisms and assessment

tools

Theoretical

Practical

2.1 -Word, word-form and lexeme 1 1 3 Diagnostic Observation

2.2 -Inflections and word formation: 1 1 3 Workshops

2.3 Lexical derivation 1 1 3 Questionnaires

2.4 A Word and its forms: inflections 1 1 3 Mind maps

2.5 A Word and its relative derivation 1 1 3 Essays

SUBTOTAL HOURS 5 5 15 TOTAL HOURS 25

Unit Learning outcome: Distinguish parts of words according to its formation based on the learning experience

14




U.3 Analyze the lexical derivation, mainly the origin of words.

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

3.1Compounds 1 1 5 Diagnostic Observation

3.2 Morphemes and Allomorphs 1 1 5 Workshops

3.3 Compound words, blends and phrasal words 2 2 5 Questionnaires

3.4 A Word and its structure 1 1 3 Mind maps

SUBTOTAL HOURS

5 5 18 TOTAL HOURS 28

Unit Learning outcome: Summarize about lexical derivation taking into account Word ethymolgy




U.4 Investigate the language by applying morphological structures.

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

4.1 Morphological Processes 2 3 5 Diagnostic Observation

4.2 Productivity 3 2 6 Workshops

SUBTOTAL HOURS

15


Unit Learning outcome: Make pedagogical desicions on how to teaach morphological structures from a communicative point of view

Learning Methodologies: Colaborative Learning; Problem based learning PBL and Project Based Learning.



U.5 Provide their own examples about possible morphological problems presented in English Classes

Thematic Units

Class Hours

Hours of

Tutoring



with the society


tools

Theoretical

Practical

5.1 Inflectional morphology and syntax 1 2 5 Diagnostic Observation

5.2 The historical sources of English Word Formation 2 1 5 Workshops

5.3 Conclusions: words in English and in langauge Generally 1 1 3 Questionnaires

Mind maps

SUBTOTAL HOURS


Unit Learning outcome: Evaluate the morphological problems in EFL classrooms from a linguistic point of view




16

V. NORMATIVE STANDARDS EVALUATION

Specific Objectives

Diagnostic

Evaluation

Formative

Evaluation

Summative Evaluation


Techniques and

instruments:

Interview

Knowledge survey

Oral Presentations

Written Works

Task-based activities

Portfolio

Quiz

Questionnaires

Oral presentations


Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects


Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

Test


Techniques and

instruments:

Observation

Rubric

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

5. Provide their own examples about possible morphological problems presented in English

Classes

Techniques and

instruments:

Observation

Check list

Oral Presentations

Written Works


Portfolio

Quiz

Questionnaires

Oral presentations

Projects

Test

17

V. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251

CODE/ DATABASE LOCATION: COMMENTARY:

This a linguistic book that should be analysed carefully. In order to understand the linguistic

vocabulary it is compulsoru to know terms related to the study of morphology.

NUMBER

OF

ISSUES

PRINTED:

Codigo Biblioteca:

Código Biblioteca: 7002

x

DIGITAL: 1

VIRTUAL:

URL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Bauer, Laurie Linguistics Student's Handbook third Edinburgh

University Press

Edinburgh 352

CODE/ DATABASE LOCATION: COMMENTARY: Th book provides a framework of linguistics which includes important ideas about

morphology. This book is support for the main coursbook.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: 1

1 x

URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310

18

ADDITIONAL BIBLIOGRAPHY

AUTHOR/S

ISSUE

D

YEA

R

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY / COUNTRY

NUMBER

OF

PAGES

Yanez, Consuelo 200

1

Una Introducción a la Lingüística

General

1 Abya Yala 291

CODE/ DATA BASE: COMMENTARY: Este texto pone a disposición de los profesores elementos generales del conocimiento

lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en

general y de la educación intercultural bilingüe en particular; no solo en relación con la

lengua sino con el conocimiento en si. La información que contiene corresponde a diversas

teorías que han servido de base para el desarrollo.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: x

VIRTUAL:

URL: https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e

n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

19

VII. SYLLABUS APPROVAL

Date prepared: September 21st, 2015

-------------------------------------

Lic. Mg. Ruth Infante

SUBJECT PROFESSOR

Date of approval: September 23rd, 2015

-------------------------- -------------------------------

Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D

Area Coordinator Program Coordinator

Syllabus Evaluator Syllabus Validator

--------------------------------

Dr. Mg. Marcelo Nuñez

Faculty Sub-Dean

Approval

20



CARRERA DE IDIOMAS

MODALIDAD PRESENCIAL

PROGRAMA ANALÍTICO

ADVANCED ENGLISH IV

Octubre 2015 - Marzo 2016

RUTH ELIZABETH INFANTE PAREDES

Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros

Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas

AMBATO - ECUADOR

2015

21

I. GENERAL INFORMATION Subject: Phonology II

Program: Carrera de Idiomas

Code: FCHE/I/MP/P/021290406

Prerequisites:

Study Modality: On campus

Subject Code

1. Phonology I

FCHE/I/MP/02129/03/06

Curricular Organization Unit: Profesional

Credits: 3

Level: Fourth Semester

Corequisites:

Subject Code

1. Oral III FCHE/I/MP/02129/04/03

Hours per Week

Class Hours:

3

Theoretical:

2 Practical: 1

Tutoring Student

Hours:

On Campus: 0

Virtual: 0

TOTAL LEARNING HOURS : 120 Week hours 3

Hours during the semester: 48 Independent hours for the semester: 72

Academic Tutoring hours: 0

22

II. COURSE DESCRIPTION AND OBJECTIVES

Purpose

The aim of the course is to introduce students to the word formation of English.

That knowledge will let them make teaching decisions when planning, organizing

and evalauating the English Teaching and Learning process.

Course Description: (Abstract)

The course will aim to develop phonological knowledge and strategies in order to

use them when learning and teaching English.

This course will develop 5 main elements during the semester. First, students will

identify basic concepts of L2 related to morphology subject. Then, they will

understand different patterns of word formation. After that, students will be

aware of the lexical derivation, mainly the origin of words. They will also analyze

the language by applying morphological structures. Finally, students will predict

examples about possible morphological problems presented in L2.

The methodology that will be applied in the development of the module is Kolb´s

strategies and basically ABP, and English methodology as cognitive and meta-

cognitive strategies which may help students develop an independent learning.

Some of the evaluation instruments such a mind maps, charts, oral presentations

will be applied in order to get critical thinking and students´ own conclusion

according to each topic.

This course will contribute with the development of accuracy of language, in

other words, the correct use of words in context depending on the origin of word

and the different uses of the lexis.

Course General Objective:

Make use of linguistic elements, psychological processes, and the sociocultural

aspects in order to apply them in the teaching-learning process in an effective

way

Course Specific Objectives :





10. Provide their own examples about possible morphological problems presented

in L2

23

III. DETAIL PROGRAM Specific Competence

Units Hour

Number

Learning Outcome

Identify basic concepts of

L2 related to

morphophonemic subject.

1.1 What is Morphology?

1.2 The scope of morphology

1.3 Morpholigical system

1.4 Words, sentences and dictionaries

1.5 A Word and its parts: roots affixes and their shapes

25 Define main concepts of

morphology from a

linguistic point of view

Compare different patterns

of word formation and their pronunciation.

2.1 -Word, word-form and lexeme

2.2 -Inflections and word formation:

2.3 Lexical derivation

2.4 A Word and its forms: inflections

2.5 A Word and its relative derivation

25 Distinguish parts of words

according to its formation

based on the learning

experience

Analyze the lexical

derivation, mainly the

origin of words.

3.1Compounds

3.2 Morphemes and Allomorphs

3.3 Compound words, blends and phrasal words

3.4 A Word and its structure

28 Summarize about lexical

derivation taking into account

Word ethymolgy

Investigate the language by

applying morphological structures.

4.1 Morphological Processes

4.2 Productivity

21 Make pedagogical

desicions on how to teaach

morphological structures

from a communicative

point of view

Provide their own examples

about possible morphological problems

presented in L2

5.1 Inflectional morphology and syntax

5.2 The historical sources of English Word Formation

5.3 Conclusions: words in English and in langauge

Generally

21 Evalaute the morphological

problems in EFL

classrooms from a

linguistic point of view

Total Hours 120 hours (3 credits)

IV. METHODOLOGY The collaborative learning will be based on:

Problem-Based Learning (Surveys and group work to solve pedagogical problems)

Proyect-Based- Learning (Projects: data collection and interpretation)

V. EVALUATION PROCEDURE

Type of Evaluaction First level Second Level Suplementary

Formative assessment 40% 40% Suplementary written

text Diagnostic Observation

Workshops

Questionnaires

Mind maps

Essays

Quiz

Projects

60% 60%

Total 100 % 100 % The evaluation system will be governed as follows :

60 % = 6 points : product of the process as : papers, workshops, research , simulations.

40 % = 4 points : the outcome of the tests / exams.

The syllabus will be approved with a minimum of 7 points for partial and / or a total of 14 points per

semester.

24

VI. BIBLIOGRAPHY

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Matthews, P. 1990 Morphology 2nd Cambridge United Kingdom 251

CODE/ DATABASE LOCATION: COMMENTARY:

This a linguistic book that should be analysed carefully. In order to understand the linguistic

vocabulary it is compulsoru to know terms related to the study of morphology.

NUMBER

OF

ISSUES

PRINTED:

Codigo Biblioteca:

Código Biblioteca: 7002

x

DIGITAL: 1

VIRTUAL:

URL:

AUTHOR (S)

ISSUED YEAR

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY/COUNTRY

NUMBER

OF

PAGES

Bauer, L. Linguistics Student's Handbook 3rd Edinburgh

University Press

Edinburgh 352

CODE/ DATABASE LOCATION: COMMENTARY: Th book provides a framework of linguistics which includes important ideas about

morphology. This book is support for the main coursbook.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: 1

1 x

URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310

25

ADDITIONAL BIBLIOGRAPHY

AUTHOR/S

ISSUE

D

YEA

R

BOOK TITLE

EDITION NUMBER

EDITORIAL

CITY / COUNTRY

NUMBER

OF

PAGES

Yanez, C. 200

1

Una Introducción a la Lingüística

General

1 Abya Yala 291

CODE/ DATA BASE: COMMENTARY:

Este texto pone a disposición de los profesores elementos generales del conocimiento

lingüístico que pueden representar aportes valiosos para el desarrollo de la educación en

general y de la educación intercultural bilingüe en particular; no solo en relación con la

lengua sino con el conocimiento en si. La información que contiene corresponde a diversas

teorías que han servido de base para el desarrollo.

NUMBER

OF

ISSUES

PRINTED:

DIGITAL: x

VIRTUAL:

URL: https://books.google.com.ec/books?id=wpOmpupxuh8C&pg=PA187&lpg=PA187&dq=yanez+cossio+morfologia&source=bl&ots=LJNuf1pS38&sig=zrOqzvG9EPYvk9Hb_teMm6vt0nM&hl=e

n&sa=X&ved=0CBsQ6AEwAGoVChMIrIuyvbiqyAIVghoeCh2hZQ65#v=onepage&q=yanez%20cossio%20morfologia&f=false

26

VI. ANALYTIC PROGRAM APPROVAL

Date prepared: September 21st, 2015

-------------------------------------

Lic. Mg. Ruth Elizabeth Infante Paredes

SUBJECT PROFESSOR

Date of approval: September 23rd, 2015

-------------------------- -------------------------------

Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Redín Ph.D

Area Coordinator Program Coordinator

Syllabus Evaluator Syllabus Validator

--------------------------------

Dr. Mg. Marcelo Nuñez

Faculty Sub-Dean

Approval

27



EDUCACIÓN

CARRERA DE IDIOMAS

PORTFOLIO

“Phonology II”

Evidence for Element 1

Element 1. Identify basic concepts of L2 related to morphophonemic subject.

Learning Outcome 1: Define main concepts of morphology from a linguistic point of

view.

29



EDUCACIÓN

CARRERA DE IDIOMAS

PORTFOLIO

“Phonology II”


Element 2. Compare different patterns of word formation and their pronunciation.

Learning Outcome 2: Distinguish parts of words according to its formation based on the

learning experience

31



EDUCACIÓN

CARRERA DE IDIOMAS

PORTFOLIO

“Phonology II”


Element 3. Analyze the lexical derivation, mainly the origin of words.

Learning Outcome 3: Summarize about lexical derivation taking into account Word

etymology.

32

COMPOUND ACTIVITIES

Jessica Lizbeth Carrasco Carrasco

Tamara Johana Naranjo Chuiza

Sadi Nohemi Piedra Aguirre

Juan Miguel Tanguil Chiles



CARRERA DE IDIOMAS

Ambato - Ecuador

2015

33

INDEX

INTRODUCTION ................................................................................................................ 38

COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS ........................................ 40

1. Compounds versus phrases. .......................................................................................... 40

Compounds.................................................................................................................... 40

Phrases ........................................................................................................................... 40

Exercise 1 ............................................................................................................................. 41

Task 1. Painting warm up activity 1. ................................................................................... 41

Writing warm up activity 2. .............................................................................................. 42

Task 2. Practice activity........................................................................................................ 43

Task 3. Writing Production. ................................................................................................ 44

ANSWER SHEET. ............................................................................................................... 48

Answer for Exercise 1 .......................................................................................................... 48

Task 1. - Writing warm up activity 2.................................................................................... 48

Task 2. - Practice activity ..................................................................................................... 49

Task 3. - Writing production. ............................................................................................... 50

2. Compound verbs. .......................................................................................................... 52

Exercise 2 ............................................................................................................................. 53

Task 1. Warm up. ................................................................................................................. 53

Task 2. Practice..................................................................................................................... 54

34

.............................................................................................................................................. 54

Task 3. Writing Production. ................................................................................................. 55

ANSWER SHEET. ............................................................................................................... 56


Task 1. Warm up .................................................................................................................. 56

Task 2. Grammar practice. ................................................................................................... 57

Task 3. Writing production. .................................................................................................. 58

3. Compound Adjectives ...................................................................................................... 58

Exercise 3 ............................................................................................................................. 59

Task 1. Warm up. ................................................................................................................. 59

Task 2. Practice..................................................................................................................... 60


ANSWER SHEET. ............................................................................................................... 61


Task 1. Warm up. ................................................................................................................. 61

Task 2. Practice..................................................................................................................... 62


4. Compound Nouns ............................................................................................................. 63

ANSWER SHEET. ............................................................................................................... 64


35

Task 1. Warm up. ................................................................................................................. 64

Task 2. Practice..................................................................................................................... 65


ANSWER SHEET. ............................................................................................................... 67


Task 1. Warm up. ................................................................................................................. 67

Task 2. Practice..................................................................................................................... 68


5. Headed and headless compounds ..................................................................................... 70

Exercises 5 ............................................................................................................................ 71

Task 1. Warm up. ................................................................................................................. 71

Task 2. Practice..................................................................................................................... 72


ANSWER SHEET. ............................................................................................................... 74


Task 1. Warm up. ................................................................................................................. 74

Task 2. Practice..................................................................................................................... 74

Task 3. Writing Production. A: blackbird ........................................................................... 74

6. Blends and Acronyms ....................................................................................................... 75

Exercise 6 ............................................................................................................................. 76

36

Task 1. Warm up. ................................................................................................................. 76

Task 2. Practice..................................................................................................................... 77


ANSWER SHEET. ............................................................................................................... 79


Task 1. Warm up. ................................................................................................................. 79

Task 2. Practice..................................................................................................................... 80


7. Compounds containing bound combining forms.............................................................. 81

Exercise 7 ............................................................................................................................. 81

Task 1. Warm up. ................................................................................................................. 81

Task 2. Practice..................................................................................................................... 82


ANSWER SHEET. ............................................................................................................... 83


Task 1. Warm up. ................................................................................................................. 83

Task 2. Practice..................................................................................................................... 83


Task 1. Warm up. ................................................................................................................. 85

Task 2. Practice..................................................................................................................... 86

37


ANSWER SHEET. ............................................................................................................... 87


Task 1. Warm up. ................................................................................................................. 87

Task 2. Practice..................................................................................................................... 88


BIBLIOGRAPHY ................................................................................................................ 89

38

INTRODUCTION

Nowadays the English has been become an important tool of work and communication,

because the English is considered as the universal language. Furthermore, the English

language is considered as a second language in many countries of the world. Studying

English today is a very easy option to practice it. Before you start studying English we

must consider the reasons why it is important to study this language.

Perhaps the main reason why learning English is so important is because English is

essential when it comes to finding work. The English will give us access to better

education and so much the possibility of a better job. Learning English is important

because it will show other cultures, lifestyles and ways of thinking. Given the importance

of the English language we must focus on the areas that are required to speak English.

The English in an analytical language which requires several skills to learn it, one of

these abilities is the study of Morphology that is a branch of linguistics which is

concerned with the “form of words and the meaning” in different uses and constructions.

That’s why this work is focused on someone activities to help students who are learning

English. Especially for preschoolers children corresponding to a level A1. The first

activity task one is focused on analyzing the different compounds trough painting

pumpkins and hearts and filling in gaps of everyday words. The second task is focused on

recognizing and relating compound words though painting the correct image. The third

task consists in writing compound words relating each pair of a picture. The second

activity task one is focused on identifying Verbs through the painting the verbs with

different color. In the task two students are going to identify the compound verbs through

joining the verb with its right element in order to form a compound verb. In the third task

students are going to rewrite the compound verbs in order to get in touch with them. In

39

the third activity task one is based on describing personalities in order to have an idea

about compound adjectives. In task two students are going to identify different types of

compound adjectives through the relation with two pairs of words. In the task three

students are going to discover new compound adjectives through the writing of vowels in

spaces in white.

In the fourth activity task one, students are going to draw different types of balls in order

to have a previous knowledge about compounds nouns. In the second task students are

going to relate different words in order to find new compound nouns related with sport.

In the task three students are going to relate different nouns in order to write different

compound nouns. In the fifth activity students will be able to learn some vocabulary

compounds. In task one, they can recognize it. In the task two they should form new

words that are called compounds and finally in the task three students will learn new

words that are very useful.

In the sixth activity the students are going to find new ways to forms expressions or

words. In these three tasks students are going to find new words that at the beginning will

be very difficult to learn but with these exercise they will learn easily. In the seventh

activity the students will be able to learn some vocabulary compounds containing bound

combining forms and also to practice how to link two words and make a new one with

fun activities. The eighth activity the students will practice a little what are phrasal words

and put them in the correct order with help of their teacher. Also they will learn some

words that almost always are linked with body parts.

All these activities will help to students to identify the different types of compounds.

40

COMPOUNDS WORDS, BLENDS AND PHRASAL WORDS

1. Compounds versus phrases.

Compounds. - Are words formed by combining roots, and the much smaller category of

phrasal words but it is represented just in one word. Compounds are stressed on the first

element (e.g. tóy factory). Compounds tend to have unpredictable meaning.

Phrases are formed by two or more roots and they are represented in two or more words.

Phrases in English are stressed on the last word (e.g. toy fáctory).

41

Exercise 1

Identify compounds and phrases by giving examples of pre-writing exercises and

evaluate the students’ comprehension through their production.

Task 1. Painting warm up activity1.

With different color paint the following pumpkins and hearts that contain compound

words.

42

Writing warm up activity 2.

Fill in the missing vowel (a,e,i,o,u) in each word and circle the long vowel in them.

43

Task 2. Practice activity.

Find the correct compound

44

Task 3. Writing Production.

Use each pair of picture to write a compound word.

48

ANSWER SHEET.

Answer for Exercise 1

Task 1. - Writing warm up activity 2

49

Task 2. - Practice activity

50

Task 3. - Writing production.

52

2. Compound verbs.

Verbs formed by compounding are much less usual than verbs derived by affixation.

Nevertheless, a variety of types exist which may be distinguished according to their

structure:

- Verb–verb (VV): stir-fry, freeze-dry

- Noun–verb (NV): hand-wash, air-condition, steam-clean

- Adjective–verb (AV): dry-clean, whitewash

- Preposition–verb (PV): underestimate, outrun, overcook

All these compounds have a verb as the rightmost element. These kind of compounds are

called compounds right-headed, the rightmost element being the head.

53

Exercise 2

Identify the different types of compound verbs and evaluate the students’ knowledge

trough their production in different activities.

Task 1. Warm up.

Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it

is not a verb color it purple.

54

Task 2. Practice.

Joining the verb with its right element in order to form a compound verb.

55


Rewriting the following compound verbs.

Freeze-dry

Whitewash

Overcook

56

ANSWER SHEET.


Task 1. Warm up

Identifying Verbs. Read each word in the spaces below if it is a verb color it yellow, if it

is not a verb color it purple.

Nouns Verbs

Pencil Talk

She Jump

Tree Sit

Bird Skip

Old Make

Bed Swim

I Add

Six Run

Kick Sleep

Book Work

Two

A

Flour

Green

57

Task 2. Grammar practice.

Joining the verb with its right element in order to form a compound verb.

58

Task 3. Writing production.

3. Compound Adjectives

A compound adjective is an adjective that contains two or more words. In general we put

a hyphen between two or more words (before a noun) when we want them to act as a

single idea (adjective) that describes something. E.g. I live in an English-speaking

country.

English-speaking is an adjective (used to describe the country). We use a hyphen to

connect the word English with speaking to show that it is one adjective (or one idea).

Here are some examples of right-headed compound adjectives:

* Noun-adjective (NA): oil-rich

* Adjective-adjective (AA): red-hot

* Preposition-adjective (PA): overactive

59

Exercise 3

Task 1. Warm up.

Describing people and personality

Cutting and pasting the words under the picture

left-handed green-eyed baby-faced

good-looking well–educated

60

Task 2. Practice.

Joining words (adjectives)

well eyed

good educated

baby faced

green looking

left handed


Writing

b_by-f_ced

w_ll - _ducat_d

gr_ _n - _y_d

l_ft - hand_d

g_ _d-l_ _king

61

ANSWER SHEET.


Describing people and personality

Task 1. Warm up.

Cutting and pasting the words under the picture

good-looking baby-faced well–

educated

left-handed green-eyed

62

Task 2. Practice.

Joining words (adjectives)

well eyed

good educated

baby faced

green looking

left handed


-Writing

baby-faced

well - educated

green - eyed

left - handed

good-looking

63

4. Compound Nouns

A compound noun is a noun that is made up of two or more words. A compound noun is

usually [noun + noun] or [adjective + noun], but there are other combinations, such as:

* Verb-noun (VN): breakfast

* Noun-noun(NN): football

* Adjective-noun(AN): blackboard

* Preposition-noun(PN): underworld

64

ANSWER SHEET.


Sports

Task 1. Warm up.

Drawing Balls

65

Task 2. Practice.

Joining word with picture

Painting

Vocabulary

Football

Baseball

Basketball

Volleyball

66


foot

+

ball

=

football

base

+

ball

=

basket

+

ball

=

volley

+

ball

=

67

ANSWER SHEET.


Sports

Task 1. Warm up.

Drawing Balls

68

Task 2. Practice.

Joining word with picture

Painting

Vocabulary

Football

Baseball

Basketball

Volleyball

69


Writing

foot

+

ball

=

Football

base

+

ball

=

Baseball

basket

+

ball

=

Basketball

volley

+

ball

=

Volleyball

70

5. Headed and Headless compounds

Headless and Headed Compounds

Headless compounds are compound words where the meaning is not specified by

any of parts. Headless compounds are usually pluralized by adding /s/. It’s as if the

headless compounds an indivisible unit and the plural marker cannot see inside it to

pluralize it according to the how the head word is normally pluralized.

Headed compounds are specified by the head word in the whole compound.

On the other hand, headed compounds from their plurals the same way their head words

from their plurals. So the headed compound maple leaf a kind of leaf ± is pluralized

maple leaves.

71

Exercises 5

Presentations

Task 1. Warm up.

Write the name of the things under each picture

A: ________________ B:________________

C:_______________

D:__________________

E:__________________ E:____________________

72

Task 2. Practice.

Match the pictures with their respectively answers

A

B

3 C

2

1

73


Use the answers of task 1 and 2 write the right names next to the pictures

A: B____________K B_____________D

B: H____________E D_______________G

C: G____________N H_______________E

74

ANSWER SHEET.


Task 1. Warm up.

A: HOUSE

B: DOG

C: BLACK

D: BIRD

E: GREEN

F: HOUSE

Task 2. Practice.

A-3

B-2

C-1


A: blackbird

B: doghouse

C: greenhouse

75

6. Blends and Acronyms

A blending is a combination of two or more words to create a new one, usually by

taking the beginning of the other word and the end of the other one. So new words like

spork (spoon + fork), fanzine (fan + magazine), bromance (brother + romance) or

Spanglish (Spanish + English) are created.

An acronym is way to form word, it is similar to abbreviation, when each first letter of

the source word is taken and to form new acronym. In English we can find like NASA

(national aeronotics and space administration), VIP (very important person), NATO

(north Atlantic treaty organization), etc. Acronym is forming words from the initials of a

group of words that designate one concept.

76

Exercise 6

Food

Task 1. Warm up.

Match the picture on the right hand side with the correct meaning on the left.

PEPPA PIG

PLAY STATION

TOY STORY

77

Task 2. Practice.

In the task one there are three words write again on the following boxes. After, just take

the first letters of each word and write in capital letters on the left of the boxes.

a) ____________

b) ___________

c) __________

78


Analyzing the following words and put your own example about it.

Electronic + MAIL = Email

SPANish + EnGLISH = Spanglish

EMOTIon + iCON = Emoticon

79

ANSWER SHEET.


Task 1. Warm up.

Match the picture on the right hand side with the correct meaning on the left.

80

Task 2. Practice.

PEPPA PIG ---------- PP

TOY STORY--------- TS

PLAY STATION -------- PS


81

7. Compounds containing bound combining forms.

Compounds containing bound combining forms. - Compounds that include a huge

repertoire of compounds that are made up of bounds roots .The meaning of the whole is

clearly determinable from that of the parts.

Exercise 7

Vocabulary

Task 1. Warm up.

With your teachers help write the complete word.

photo- + -graphy mini- +skirt electro+magnet

aero+bic grand+mother air+plane

82

Task 2. Practice.

Sing the song with the teacher. https://www.youtube.com/watch?v=RoX9ojwca8M

I’m the compound word whiz.

Listen to what I’ve heard.

Put two words together to make a compound word.

Sun and shine, is sunshine

Rain and bow make rainbow

Sun and flower make sunflower

Two word together make a compound word.


Join the two words that have the same color. Repeat the new word after the teacher.

photo

mother graphy plane skirt

Air grand mini

83

ANSWER SHEET.


Task 1. Warm up.

With your teachers help write the complete word.

Photography

Miniskirt

Electromagnet

Aerobic

Grandmother

Airplane

Task 2. Practice.

Sing the song with the teacher. https://www.youtube.com/watch?v=RoX9ojwca8M


Join the two words that have the same color. Repeat the new word after the teacher.

photo graphy mini skirt

plane Air grand mother

84

8. Phrasal Words

Phrasal Words. – It is a noun that has the appearance of a noun phrase in which the head

noun ,is modified by a prepositional phrase, exactly parallel to the phrases.

85

Exercise 8

Task 1. Warm up.

Listen and write the word RESTORE in the correct place.

Vocabulary

__________ Hair ___________

____________ Eyes __________

__________ Skin ___________

86

Task 2. Practice.

Playing the game: Run or Stop

This game consists on if you heard the correct order of the word you should run, but if

it’s in the wrong order you should stop. The words are:

Hair- restore Eyes-restore Skin-restore


With your teachers help, listen and write the parts of the body that you hear in the circle.

Do it fast!

Restore

87

ANSWER SHEET.


Task 1. Warm up.

Listen and write the word RESTORE in the correct place.

Hair - RESTORE

Eyes- RESTORE

Skin- RESTORE

88

Task 2. Practice.

Playing the game: Run or Stop

This game consists on if you heard the correct order of the word you should run, but if

it’s in the wrong order you should stop. The words are:

Hair- restore Eyes-restore Skin-restore


With your teachers help, listen and write the parts of the body that you hear in the circle.

Do it fast!

Hair

Skin

Eyes

Restore

89

BIBLIOGRAPHY

- Learninggamesforkids.com,. (2015).Compound Words | Learning Games For

Kids. Retrieved 20 December 2015, from

http://www.learninggamesforkids.com/vocabulary_games/compound-

words.html

- K5learning.com,. (2015). Free Preschool & Kindergarten Compound Words

Worksheets - Printable | K5 Learning. Retrieved 20 December 2015, from

http://www.k5learning.com/free-preschool-kindergarten-

worksheets/compound-words

- Superteacherworksheets.com,. (2015).Compound Words Worksheets.

Retrieved 20 December 2015, from

https://www.superteacherworksheets.com/

- Turtlediary.com,. (2015). Compound Words Worksheets - Kindergarten |

Turtle Diary. Retrieved 20 December 2015, from

http://www.turtlediary.com/worksheets/ela-topics/kindergarten/compound-

words.html

- K5learning.com,. (2015). Free Preschool & Kindergarten Compound Words

Worksheets - Printable | K5 Learning. Retrieved 20 December 2015, from

http://www.k5learning.com/free-preschool-kindergarten-

worksheets/compound-words

- Vocabulary.co.il,. (2015). Compound Words Vocabulary Games and

Resources. Retrieved 20 December 2015, from

http://www.vocabulary.co.il/compound-words/

90

- Thayer, A. (2014). 10 Pre-Writing Activities for Preschoolers. Teaching

Mama. Retrieved 20 December 2015, from

http://teachingmama.org/prewriting-activities-for-preschoolers/

- I Can Teach My Child!,. (2013). Five Pre-Writing Activities for Preschoolers

- I Can Teach My Child!. Retrieved 20 December 2015, from

http://www.icanteachmychild.com/five-pre-writing-activities-for-

preschoolers/

- Wikipedia,. (2015). English compound. Retrieved 20 December 2015, from

https://en.wikipedia.org/wiki/English_comp

- Kelly, C. (2015). English Vocabulary Word List - Compound

Words . Manythings.org. Retrieved 20 December 2015, from

http://www.manythings.org/vocabulary/lists/a/words.php?f=compound_word

- Spellingcity.com,. (2015). Compound Words. Retrieved 20 December 2015,

from http://www.spellingcity.com/compound-words.html

- Google.com.ec,. (2015). exercises with compound words for preschoolers -

Buscar con Google. Retrieved 20 December 2015, from

https://www.google.com.ec/search?q=exercises+with+compound+words+for.

- Myenglishpages.com,. (2015). Vocabulary Exercises - Compound Adjectives .

Retrieved 17 December 2015, from

http://www.myenglishpages.com/site_php_files/vocabulary-exercise-

compound-adjectives(2).php

- Therapystreetforkids.com,. (2015). Pre-writing skills. Retrieved 18 December

2015, from http://therapystreetforkids.com/PreWritingSkills.html

91

- Adjectives, C. (2015). ExtraBase - by Le Nogueira: Compound

Adjectives.Extrabase.blogspot.com. Retrieved 18 December 2015, from

http://extrabase.blogspot.com/2013/10/compound-adjectives.html

- Camus, L. (2015). Compound adjectives-English. Tolearnenglish.com. Retrieved

18 December 2015, from http://www.tolearnenglish.com/exercises/exercise-

english-2/exercise-english-76003.php

92



EDUCACIÓN

CARRERA DE IDIOMAS

PORTFOLIO

“Phonology II”


Element 4. Investigate the language by applying morphological structures.

Learning Outcome 4: Make pedagogical decisions on how to teach morphological

structures from a communicative point of view

103



EDUCACIÓN

CARRERA DE IDIOMAS

PORTFOLIO

“Phonology II”


Element 5: Provide their own examples about possible morphological problems

presented in English Classes

Learning Outcome 5: Evaluate the morphological problems in EFL classrooms from a

linguistic point of view.

104

Universidad Técnica de Ambato

Facultad de Ciencias Humanas y de la Educación

Carrera de Idiomas

Morphology I

Professor : Licda. Mg. Ruth Infante

Student : Jessica Carrasco Carrasco

Date : February 12, 2016

How to influence the study of morphology in the teaching English language in

Ecuador

There are different teaching techniques that influence learning English language in

Ecuador. The English language plays an important role in all areas of human

development; resulting essential its learning. Today more than ever; English language is

considered as a common language allowing communication between people from

different countries. Learning this language it is considered as a necessity and not a

luxury.

In the process of learning the English language; It is important, the explicit teaching of

morphology as an essential part in the English language. Morphology is the study of the

forms of words, and the ways in which words are related to other words of the same

language. Forming a variety of purposes, from the creation of new lexical items. In

learning the English language it is essential that Ecuadorian students have knowledge

about creating words that is on morphological systems and functions in the lexicon.

Teaching strategies in recognition of lexemes and morphemes in the English language

through morphology is one of the most important ways in their learning process. Through

this process, students are able to deduce the meaning, time, gender, number and the part

of speech of words; furthermore they can generate new words from a stem vowel.

In conclusion using a morphological knowledge as a strategy to recognize morphemes,

lexemes, vocabulary and grammar in the English language it is one of the best learning

techniques that could apply the students in different educational institutions of Ecuador.

105

Final Essay

Phonology II has contributed in the improvement of my English skills and my

knowledge about word formation and the different types of morphological studies.

During this semester I learned to define main concepts of morphology from a

linguistic point of view.

I learned it through the daily practicing in classes as in the house. This

practicing was possible by the used of some resources that the teacher gave me, for

example books about morphology. All these resources help me a lot. Now I am

able to distinguish parts of words according to its formation based on the learning

experience.

Furthermore, during the current semester I learned to summarize about lexical

derivation taking into account Word etymology and make pedagogical decisions

on how to teach morphological structures from a communicative point of view. I

am able to do it, because during the learning process I applied some educational

strategies that helped me such as discussions, Mind Maps, Lectures, Simulations,

workshops.

Thanks to all these aspects I think the Phonology II will always be important to

improve the English language of people in a developing country like ours, which

every day is growing rapidly and efficiently.

106

PORTFOLIO RUBRIC Student´s name: ____________________________

Syllabus: ____________________________

Date: ____________________________

ASPECTS TO BE

EVALUATED

EXEMPLARY

2,5

GOOD

2

OK

1,5

POOR

1

Format, completeness and

Organization

(1. Cover page & index, (2. Vision statement, Mision

statement, Exit profile

(3. C.V.

(4. Syllabus (5. Statement of personal goals

according to each syllabus.

(6. Five evidences (7. Final Essay

8. Rubric with grade of

portfolio)

The portfolio contains all

the elements (8 elements

described below) in a very organized way.

The portfolio is somewhat

organized and may miss

one or two elements.

The portfolio shows

little organization and

may miss three or four elements.

The portfolio shows no

organization and may miss

more than four elements.

Statement of Personal

Learning Goals

Demonstrates honest and complex understanding

of learning goals, relates

goals to current

syllabus, few or no language errors.

Good reflection about future goals, some parts

could use elaboration or

further analysis, some

language errors that don´t affect comprehension.

Statement may be short and insincere,

demonstrates little

reflection about goals

and how it relates to class, many language

errors.

Many language errors that make it difficult to

understand, little or no

reflection about future

goals and current

syllabus.

Final essay

(Students from 3rd to 9th

semester)

The final essay explains

how the learning

outcomes of the current

syllabus respond to the Program´s exit profile in

a very clear and complete

way.


how the learning outcomes

of the current syllabus

responds to the Program´s exit profile in a very good

way.


how the learning

outcomes of the current

syllabus responds to the Program´s exit profile in

a good way.

The final essay does not

give a good explanation of

how the learning outcomes

of the current syllabus responds to the Program´s

exit profile in a good way.

Mechanics grammar,

punctuation, capitalization

and spelling.

The portfolio does not

have major

mistakes that distract the reader from the context.

One to three minor

mistakes in grammar,

punctuation,

capitalization, or

spelling are tolerated.

The portfolio has four to

six mistakes in grammar,

punctuation,

capitalization, or

spelling.

The portfolio has seven

to ten mistakes in

grammar,

punctuation,

capitalization, or

spelling.

The portfolio has more

than ten mistakes in

grammar,

punctuation,

capitalization, or

spelling. It is difficult for

the reader to understand the content.