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THE

CURIOUS LANGUAGE DIGITAL JOURNAL

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TABLET OF CONTENT 3 Introduction 4 Topic General objective Specific objectives

Curious society 7 Creole as a language of San Andres Island 12

Discovering the wide world of the grammar 15 Gestures in the communication 18

The dialogues as a chance to learn English from the grammar and listening 23 The language of advertisements 27 Pancri's mistakes 36


This project has the aim of promote the communicative competence through language them in a innovate format, a newspaper. This format will be permit to the students analyze the English language through a collaborative work uses different resources to build an interactive, accessible, digital and diverse technique to learn and give to know the English language within the vast topic such as language. The importance of this project it is learn English more profoundly for ours own, but at the same time, as English-Spanish pre-servers teachers, we need to know and recognize our context and society as a students, explore and share it to will develop educational and pedagogy tools in our profession to every place when we will come to teach. Also, currently the English language is an important key to develop us in the society, it is the international language, and as is well known, Colombia has one of the worst English levels around the world according to English Proficiency Index (EPI) (2012), thus this small project it is a huge process in our English level and it could be an important device for anyone how wants to learn English in a innovate way.

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TOPIC The language is the project theme in which we will recognize it in its different ways, modes, and alternatives to learn English. Also, in a investigative process we shall aware of our social and cultural

GENERAL OBJECTIVE There are two main objectives on this project, the first one it is get to know the different

context using English language.

kinds of language through the English idiom applying our knowledge to construct a socio-

This project will content different kinds of techniques from each

cultural investigation in which we will nourishing us of English grammar, linguistic and

sub-group of students, but specifically in our case, we will develop

other compounds. The second one, it will share it and teach to the interested people to learn English in a different way and in every moment through a digital newspaper.

the method of videos series in which it will show you the different language use of Colombian people center on slangs and Colombians customs. It will allow us to determine the socio-cultural framework conditions of language in a digital and opening format for everyone

SPECIFIC OBJECTIVES -

Identify the different kind of languages.

-

Develop our communicative competences such as listening, writing, speaking and reading through teamwork and research tasks.

who would be interest in our culture, and at the same time the

-

Promote the English learning through the digital newspaper.

videos will be compound of educational topics to learn English and

-

Apply our basic knowledge of English to share and show them our culture and

Spanish language.

society.

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3rd Communicative Competence pre-server teachers from Universidad Pontificia Bolivariana have realized this project led by teacher MarĂ­a Elena Gutierrez.

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CURIOUS SOCIETY York Santiago Ca単averal Marin Maria Camila Alzate Vasquez Lina Marcela Gallardo

_________________________________________

In the limited interview of English speakers from different

English, there were obvious differences in the levels of

countries, it is clear that there are many similarities of

English and the manners that English was spoken. These are

people, no matter where they come from, and some

clear indicators of cultural influences reflected in the

differences as well, especially in the area of cultural practices.

language of the discourse community.

Almost

greeting

community in some cases began in their English studies, and

acquaintances, some more respectful, some informal, some

in many cases extended in the communities in their native

spiritual, but all with the intent of signifying friendship and

country, but also may have been influenced by their

acknowledgement. No matter where people come from or

community interactions in the USA, where all of these

what their native languages are, the smile is a universal form

interviews took place.

everybody

has

a

different

way

of

This discourse

of communication and seemed to help make everything easier to understand.

Even though all the responses were in

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The methodology we followed in performing this project was

interview by cutting and editing clips of video from all the

to come up with a series of questions within our work group

sourced we had captured (Using Apple Final Cut video editing

that we hoped would help us find commonalities and

software).

differences amongst English speakers around the world. We then hoped to find a number of English speaker from different

Many of the interview questions had to do with cultural

countries around the world who would volunteer to answer

related items. In these areas there was much difference in

our questions on video. We had some difficulty finding this in

the answers. One might expect that even if people speak the

Medellin so we asked the assistance of a friend in the USA

same language but come from different cultures or different

who lives in Burlington, Vermont. This is a USA city, near to

discourse communities, they will have different traditions as

Canada, that is also a tourist area. Our friend was able to find

well as different answers for these types of questions. One of

4 volunteers from USA, Canada, Thailand and Bangla Desh

the cultural questions where the tradition was similar, even

who spoke English and were willing to appear on video. He

thought the English used to answer was difference was in the

recorded these interviews, using our questions, and emailed

area of birthday celebration. It seems that the universal

the video to us. We then viewed these interviews as a team

celebration is a party with family or friends, with food or a

and prepared an analysis of what we heard in the videos.

cake. Every answer was very similar; however, the use of the

Based on this analysis, we prepared this paper as well as a

English language to answer these questions seemed very

video presentation. We recorded our interpretation of what

different. This can be better explained by the fact that each of

we learned from these interviews and then prepared a final

the respondent learned English in a different discourse

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community. The girl from Boston answered this question by

vocabulary. And the girl from Boston, USA, where English is

saying that they have a cake, which is too large. In fact, she

her primary language, received a multitude of courses in

answered other of the questions in a manner that mocked the

literature, humanities and obviously many other subjects

exaggeration of some of the aspects of the culture. Again, this

taught in English. It was clear that the girl from Boston and

may be a characteristic of her discourse community and

the man from Quebec had the greatest abilities in the English

colors the manner in which she answers questions. For the

language, even though it was clear that the primary language

respondents from Thailand and Bangladesh, their replies

for the man from Quebec was French.

used less colorful and simple English to describe the fact of a

English was probably due to the amount of daily exposure to

party.

the English language and the fact that it is used of almost a

The man from Canada, used more descriptive

language, which gave evidence of a greater mastery of

This command of

daily basis.

English. One of the questions asked was how English was taught and in this specific question there were a variety of answers given by the various responders. The Canadian man, who lived in a bilingual environment, learned English in an immersive school. The girls from Thailand and the man from Bangla Desh were taught English with a focus on grammar and

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However, even despite their level of exposure, all the people

when there are cultural differences, they tend to be small.

interviewed had a reasonably good command of the English

Some of these differences are reflected in the language but

language, despite being taught it with different methods. This

some are just customs and practices. All the respondents

demonstrates that there is not only one successful method for

learned English in a different manner, yet all were reasonably

teaching language, but that language acquisition can come via

proficient at English, demonstrating that humans have a

multiple methods. Mastery of the language, however, seems

natural ability to communicate, even when faced with the

to come to those with daily immersion. These observations

barrier of having to learn a new language.

are based only on a small sample size so are only anecdotal.

evident that the world is becoming a small place when it is

And it is also

easy to find people from a distant variety of countries on a In conclusion, the interviews makes it clear that people are

small city street in a small town in the USA (Burlington,

more similar than they are different, especially when viewed

Vermont).

through the lensed of speaking a common language. Even

____________________________________________________________________________________________________________________________________________________________ Reference:

Swales, John. ''The Concept of Discourse Community." Genre Analysis: English in

- The Concept of I Discourse Community JOHN SWALES Academic and Research Settings. Boston: Cambridge UP, 1990.21-32. Print. - class of language , linguistic code and speech

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Perform video interviews of people from at least 4 different English-speaking countries with a common questionnaire. Analyze the responses for differences and similarities and compare with our experiences in Colombia. Try to understand how these differences may make society behave differently.

https://www.youtube.com/watch?v=8LuLRDKkEa0

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CREOLE AS A LANGUAGE OF SAN ANDRES ISLAND Elizabeth Hurtado Sierra Stephania Ávila Albarracín _________________________________________

This article’s objective is to describe, in a general way, the historical aspects of Creole as a language; thus, we will talk about the way it emerged which, briefly said, is due to the mixtures of Creole language caused by European colonial

order to communicate with their patterns. This code

expansion. Besides some comparisons between English and

introduced the character of language, generating new native

Creole, expressions, words and similarities will be provided in

speakers. Besides, the island had a Creole English lexical

this paper.

based language. At the very beginning, the natives of the islands used this language to communicate each other, read

Creole language has its origin in European colonial expansion

and write in Standard English; but this changed since the

and the transatlantic slave trade.

declaration of free port in 1953 and the reaffirmation of

In Europe, a race for power was started with the utterly

geopolitics Colombian sovereignty.

possession of land and gold as main goal. When the settlers arrived to the islands with African slaves, they (the slaves) created a code, which linguistically was called “pidgin”, in

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Now a San Andres born native is going to talk about her experience as a Creole native speaker:

“What do you know about Creole language?”

“What kind of differences do you find between English and Creole?”

“The Creole language was invented by the slaves who came to the island with the English colonization. The language was

“The differences that I found between English and Creole is

invented for their dominos would not to understand what

that English is a more sophisticated language than Criole,

they say among them.” (Leonela Padilla, 2014)

words don´t have the same meaning in English than in Creole” (Leonela Padilla, 2014).

Below a chart that compares and lists some words and expressions in English and Creole is displayed:

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Some of the general characteristics of Creole of San Andres are:

languages and also has its own grammatical structures different from Spanish and English

It uses the auxiliary wen, ben–men, which mark a preterit, also to indicate future tense it uses wi and wuda. Progressive tense is marked by de. It uses beg and mek to say something politely or asking something. In addition, Creole has other auxiliaries to use before the verb, they mark the probability among these are maita, mos, mosi, kyan and kuda The aspects it was mentioned are some of the many aspects of Creole that make it as complex as any other languages when it comes to grammar.

Finally, it is important to point out that: “Some people think that creoles are “just” a mixture of other languages. By that criterion, English is 'just' like Creole. A huge percentage of English’s vocabulary comes from Latin and French (which is a Romance language belonging with the Indo-European family) and has contributions and loans coming from many others.”(1983). taken from: http://www.sclonline.net/publications/index.htm

Creole is spoken by raizal ethnic group; its vocabulary has its roots in English language but mixed with Spanish and African

Creole allows to us approach to islander’s culture. Creole teaches us an important part of history, an origin, and some expressions and words of one of the newest languages in the world.

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REFERENCES DECKER, Kendall D.; KEENER, Andy, authors. 2001. "A report on the English-based creole of San Andres and Providence islands, Colombia." SIL Electronic Survey Reports 2001-010: 15. Available on: http://www.sil.org/resources/publications/entry/9166 Flórez, S. (2006). A Study of Language Attitudes in Two Creole-Speaking Islands: San Andres and Providence (Colombia)*1, vol. 11, núm. 17, enero-diciembre, 2006, pp. 119-147. Universidad de Antioquia. Image taken from: http://2.bp.blogspot.com/7x9jy7p7c70/UKvDev_S3bI/AAAAAAAAAzo/LT63Ipf0Zqs/s1600/San-Andr%C3%A9s7.jpg Image by: 2014, Padilla L. NEOGRAPHY Adel Christopher Livingston (2011). Book, Idiomas de mi tierra. http://www.scl-online.net/FAQS/linguistics.htm (Q.36) Isn´t English –lexicon creole dialect/ patwa) simply broken English or bad English. Studies in Caribbean language I (1983). http://www.scl-online.net/publications/index.htm

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https://www.youtube.com/watch?v=RooUQYiCBoQ&list=PLAGZyW-ikiJ_fMpjdLUqUTVzwFkTIhVa3

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DISCOVERING THE WIDE WORLD OF THE GRAMMAR Camila Díaz Marian Muñoz Maricela Jaramillo

_____________________________________

important activities for teaching English Grammar to get In the component Communicative Competence III we are

meaningful learning? And what are the biggest difficulties

doing go over two of the previous competences. Past

that you perceive as a teacher when you are teaching English

semesters we worked in different projects having as results

grammar and what do you do to resolve then?

works that increased us our level in the English Language. So,

So, according to this is necessary to discuss the distinct

according to this, its semester also we have worked in a final

notions and meaning that has English grammar. In words of

project.

William D. Whitney (1877) ´´English grammar is a

For develop this project we write an article that tell you a

description of the usages of the English language by good

little about the purpose that we want to transmit about the

speakers and writers of the present day´´ or in words of

importance of the grammar knowledge. We started for design

Patterson (1995)´´ Grammar teaches the laws of language,

two questions that will be the axis or the line which it’s will

and the right method of using it in speaking and writing.´´

do. The problematizing questions are: What are the most

Then, to speaking of grammar implies:

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To make rules to tells us how use words, it is a record of usage

their own, native language without having studied its

which we ought to follow, it is concerned with the forms of the

grammar. Children start to speak before they even know the

language although English has not grammar in the sense of

word "grammar". But if you are serious about learning a

forms, or inflections, but takes account merely of the nature

foreign language, the long answer is "yes, grammar can help

and the uses of words in sentences. (Malone, B.W. & Witt, S.J.

you to learn a language more quickly and more efficiently."

2012)

It's important to think of grammar as something that can help

After know that grammar has diverse theories, is important

you, like a friend. When you understand the grammar (or

to note that when we are going to teach a language, do not

system) of a language, you can understand many things

teach a simply language but all the components that are real

yourself, without having to ask a teacher or look in a book.�

basis of a Language. Analyzing the English grammar we find

We were realizing an interview to the professor Jorge Ivan

that there are differences regarding to the Spanish; addition,

Jimenez, teacher in UPB, at the Faculty of Education and he

various methodologies to explain more simply in the

gave us his point of view:

classroom; in order to bring to an educational context. With

Meaningful learning implies meaningful activities such as

proper teaching of this, we could find a way to change the way

daily real ones. Through them you can assure concepts

of thinking and fears that people have when learning a second

acquisition and learning skills development. For example

language.

simple conversations taken to be analyzed. Normal, real facts

“Do we need to study grammar to learn a language? The

in which students concentrate and focus their attention, even

short answer is "no". Very many people in the world speak

not noticing they are doing the grammar activity. Making

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changes in sense and structure based, at the same time in

they make sense because what you look for mainly learning a

simple variations, or involving synonyms and or cognates to

language is the possibility of communication through the

signify specific different connotations and contexts, different

language, not caring about structures or parts, or rules or

values within the expressions.

combinations. So, we have to design classes-like-games or role plays, most of the time based on the use and knowledge of Spanish as mother language, as a pattern. This way, when

The biggest difficulties that he perceives as a teacher when he

they find that it is important to decode sentences and texts to

is teaching English grammar are: that currently students do

notice that the structure is similar and that making changes

not care about grammar, they are expecting to develop

in words and emphasis and purposes, improves language

communication skills, but not studying the language. In part

skills... normally works.

___________________________________________________________________________________________________________________________________________________ References W.M. Baskerville & J.W. Sewell (2004) An English Grammar. Produced by Stephen Schulze and the distributed proofreaders Team. Project Guttenberg. Patterson, F.G. (1978) ´´Language Acquisition´´ pp. 56-71 W.D. Whitney (1915) What is grammar? http://www.englishclub.com/grammar/grammar-what.htm

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https://www.youtube.com/watch?v=l-SZCRnop64&feature=youtu.be

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GESTURES IN THE COMMUNICATION Juliana Hincapié Arcila Carmen Alicia Recuero Polo María Isabel Salazar Giraldo

_________________________________________________ other communication way, for example the mute cinema whit This work is based in the gesture´s importance and how it can

Charles Chaplin such as we use as a way to illustrate the

to help to teach and learn a new language, gestures are

gestures importance.

important in an educative process because with this we can

Gestures are considered of great importance inside the

express an idea; there are many types of gestures that can be

learning, with them given more clarity and attention of the

used in the learning and teaching process because they can to

teaching and learning a language. As proposed Goldin-

help to understand that the students want to say with a no

Meadow: "Through gesture, you, the instructor, may be able

verbal way. But this is not only important, there are many

to see my visible thoughts and, accordingly, change how you

things that has been important in the history of gestures as

interact with me. So gesture may play a role in shaping my learning environment.” (Goldin-Meadow Lab., 2005)

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History of gestures

What gestures is?

In the history of the importance of gestures is necessary to

The gestures help to express ideas or teach vocabulary from

emphasize that in the moment of teaching a second language,

language English. It is very important because through it, the

there’re basic gestures and important gestures, which do not

humans communicate.

need to speak to be understood like, proposed by Tonya Reiman (2006).

Body

language

refers

all

our

expressions

through

movements, postures or gestures that are made with The body language and gestures have been built for decades.

different parts of the body.

PNAS Study says: “language may have evolved from the use of gestures by our ancestor’s apes” (Williams, L. 2007).

We know the importance of body language and nonverbal

Also inside the evolution of language many scientists have

communication, and is still studying, as it is a complex issue.

said that language evolved from a gestural communication

Much of the information you transmit occurs in thousandths

system using the whole body. So the gesture is seen as more

of a second, which requires studying body language through

of a supplement in language, it is understood as a

video cameras and analyzing the recorded. It is also a field in

fundamental part of the communication (ASA, 2012).

which

five

areas

of

knowledge

converge:

psychology,

psychiatry, anthropology, sociology and ethology. It also complicates their study that gestures be studied as a whole,

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not as isolated gestures, because otherwise we could lead to

if the verbal and nonverbal language is inconsistent, people

misinterpretation.

trust more on body language.

Body language is of great importance because by sight grasp

GESTURE’S TYPES

most communication information (over 50%). According to Allan Pease, 87 % of the information comes by sight, 9% by

There are five classified gesture’s types which are used as

the ears and 21% for the rest of the senses. According to Dr.

other communication’s ways; the gesture’s types are:

Lair Ribeiro 7% comes from what we say, 38% by the tone and 55% by body language. Other authors give other figures, but

v EMBLEMATIC GESTURES

all agree that body language accounts for over 50 % of

v ILLUSTRATIVE GESTURES

communication.

v EMMOTIVE GESTURES v INTERACTION GESTURES

Many people make communication courses to improve how

v ADAPTATION ESTURES

they communicate, but what I do know is that all these courses affect only 9 % of our communication skills. In addition, courses should teach us to learn to interpret nonverbal cues and improve our body language, and nonverbal cues that influence 5 times more than oral. In fact

All this gestures can be used in the learning and English teacher because they can to help to understand that the students want to say with a no verbal way. It is not only

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important to speak in the communication, the gestures is important

to,

because

transmit ideas.

it history of the gestures. Alice consulted the information about

Methodology

the gestures classes. We use as a

tools to transmit our

ideas, many

photos, a video and

this essay. It was made

by

Isabel,

and Alicia.

Isabel,

photos and

Juliana

took

the

consulted

information

about

importance

of

the

the gestures,

Juliana made the slides and consulted information about the ___________________________________________________________________________________

Williams, L. (2007) Human language born from ape gestures. Retrieved from:

-

References: -

http://www.cosmosmagazine.com/news/human-language-born-ape-gestures/ -

Acoustical Society of America (ASA). (2012). Gestures fulfill a big role in

McNeill, D. (undated) Hand and mind. What gestures reveal about thought.

language. Science Daily. Retrieved from:

Retrieved from:

www.sciencedaily.com/releases/2012/05/120508152000.htm

http://www.cogsci.ucsd.edu/~nunez/COGS160/McNeill_CH4_PS.pdf

-

Reiman, T. (2006) History of Gestures. Retrieved from: http://www.bodylanguageuniversity.com/public/170.cfm

-

Goldin-Meadow Lab. (2005). Gestures give learning a hand. 36(10). Retrieved from: http://www.apa.org/monitor/nov05/gestures.aspx

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Examples QUESTIONS

AFFIRMATIVE FORM  

SHOWING SURPRISE

NEGATIVE FORM

           

Yes,   that’s   right

Where?

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THE DIALOGUES AS A CHANCE TO LEARN ENGLISH FROM THE GRAMMAR AND LISTENING Tatiana Arboleda Quirama Manuela Ospina Restrepo Karen PrĂŠsiga Cuartas _______________________________________

Many are the possibilities of using the grammar in context of

Recognize tools that allow you to make good use of English

today, since there are all tools that can help us at the time of

grammar in their different contexts.

purchase and use a language, for example: videos, texts, conversations, games, music, among other tools.

Specific objective

These methodologies thanks to its dynamic and educational

Strengthen the English grammatical competence through

permit that we will assimilate better the correct use of the

talks.

language.

In present day, the learning of grammar is easier because

General objective

there are tools we help to be guided and to learn this.

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One of these tools is the dialogue because this offers the

means of texts like dialogues, songs, narrations or news,

student the opportunity to recognize elements and structures

among many others. These resources promote the oral use of

of the language, as for example: vocabulary, functions of the

the language, starting from answers to questions, comments

language, grammatical structures, among others. Equally it

or reactions to that listened or seen. Also, it is advisable to

allows recognizing ideas and main details and with this the

record activities, as representations or games of lists, so that

learning of the contextualized grammar, as well as it supports

the students can see them and assessment them."

it the Ministry of Education of Chile (2012) "[...] These tasks are very important to learn English, since the development

Likewise Educational facilities are important elements in the

and the learning of reading strategies, vocabulary and

teaching-learning process, they provide material support so

grammar support in a contextualized form and they

that allow to fulfill the objectives, favoring students to

constitute a model for the interaction and the production."

appropriate content can be reflexive conscious, in a unit between instruction, education and development.

To develop abilities in English as the good handling of grammar and the auditory understanding is necessary to use

According Marques Graells teaching aids are classified into

texts like the dialogues or songs and narrations among others

conventional, audiovisual materials and new technologies.

that help to promote the use of the language, as it supports

Among the latter two groups is a modality widely used in

the Ministry of Education of Chile (2012) "it constitutes a

modern society: the video.

great support so that the students develop this ability by

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Equally Pedro Rincon says "the video is a didactic learning resource that is not a function of the medium, but mainly based on strategies and techniques that apply on the didactic”. In conclusion with the audio-oral method it is also fomented the development and the acquisition of the language and the vocabulary, this tactics help to acquire the grammar and to

__________________________________________________________________________

REFERENCIAS

learn the verbal times, as he/she affirms it the Ministry of

Ministerio de Educación, Gobierno de Chile (2012). Idioma Extranjero Ingles

Education and Culture of Paraguay (2011) "it is presented in

Educación Básica Bases Curriculares.

dialogue form and in the same one the linguistic functions are

Ministerio de Educación y Cultura, Presidencia de la Republica de Paraguay

consigned that wants to become trained: forms of greeting, to

(2011). Campaña de Apoyo a la Gestión Pedagógica de Docentes en Servicio,

apologize, to ask an address, to ask names of family, etc.

Segundo Ciclo de la EEB. Los Métodos de Enseñanza de Segundas Lenguas

Likewise, in the dialogue the grammatical structure is

Modulo 1.

consigned that wants to become trained: time of the verbs, rocking nouns"

Monteagudo, P. & Sánchez, A. & Hernández, M. (2007). El video como medio de enseñanza: República Bolivariana de Venezuela. Rincón, P. Influencias de videos en la educación: Universidad de los Andes.

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https://www.youtube.com/watch?v=TpgkTOD9Vd8&index=3&list=PLAGZyW-ikiJ9dHU0lv5qHnc5Ubp4WzTwZ

https://www.youtube.com/watch?v=42Tiza7EKIY&list=PLAGZyW-ikiJ9dHU0lv5qHnc5Ubp4WzTwZ&index=2

https://www.youtube.com/watch?v=42Tiza7EKIY&list=PLAGZyW-ikiJ9dHU0lv5qHnc5Ubp4WzTwZ&index=2

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THE LANGUAGE OF ADVERTISEMENTS Clara Álvarez Arboleda Daniela Gantiva Zapata This project has as aim the semiotic analysis of the

hypothesis: all production of sense is necessarily social and,

advertisements discourses, based on Eliseo Verón’s theory

all social phenomenon are a process of sense production,

about social semiosis. This theory analyzes the different

since we cannot talk about a social discourse ignoring a

social signs and phenomena that make part of the language,

material manifestation (the social environment) which

as a process of sense infinite production. Verón supports two

permits its empirical study.

What does semiotic characteristics is represented on television advertisements and how the advertisement discourses affect the people language?

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The language in all communication forms constituted by

Consequently, the speech is the particular way in that each

previous encoded signs, i.e., all that we can understand and

individual applies the language, for that reason, it uses to be

communicates us a message. At the same time, it is the

dynamic, changeable and varied in each context. The speech

natural and unique human being capacity, because we are

is the most analyzed semiotics part and among its main

able to encode, build, rebuild, and give sense and meaning to

representatives are Roland Barthes, Charles Peirce, Umberto

what surrounds us in a social process.

Eco, among others.

There are two important aspects in language, that are

Through the television, the publicity have been taken more

dependent and complementary to the communicative act in

impulse in the commercial field, this generated a change in

any situation, they are the language, that it defined as those

the conception about the products and services acquisition

codes or signs systems, which are regulated or constructed

turning us in active consumers. In the TV advertisements, we

conventionally, and each speaking community acquires,

can see an evolution in so far as the communicative format,

memorized, and encodes a specific language as an instrument

the writing text or only the audio of a promotion, they are not

of social communication.

sufficient for impact the user, the advertisement integrates what is called “multimodality� that refers to the integration of

The languages are definitely, homogeneous in a determinate

various modes of communication, namely, various systems

society and they are a social and cultural product.

sings which communicate of a dynamic form a determinate

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message, the most coupled example to this definition is, the

In the next videos, there are Japanese, Korean, African,

videos, because those utilize the sound, the images, the text,

Brazilian and Colombian advertisements, this variety with

the

the aim to analyze the different discourses or language

textures,

the

gestures,

and

other

communicative

elements that fused generates a message.

applications, which they are attached to the kind of culture.

The Publicity through the technology tools, has been become

The discourse and even more, the way to transmit the

in an omnipresent aspect of our daily living, for that reason,

message, control the social necessities with the products on

the TV advertisement has introduced within our society and

offer since the industry handle messages that offers strong

culture, because in the actuality, the Clothing Brands, food

emotions and feelings which impacts to the receptors and

products, technology, music and other products, are sold

influencing them in an determinate situation or time, for

through the “necessities� that the society has, making them

example,

see as something unique and wonderful, but that in reality

characters consuming any kind of product or using a

generates an homogeneous. We can say, that the television, as

determinate brand clothes, its generate in viewers a desire to

other media, it is converts in many occasions, on an impellers

acquire those products and in the other hand, this type of

product that formerly they were not needed and that due to

publicity, make within society and the culture, physic

the current consumption are necessary.

stereotypes, which reflect, through the sensual and thin

those

advertisements

that

presents

famous

woman image or a tall and muscular man, this is a corporal qualities that build a social and defined paradigm. The

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television advertisements are industrial techniques that are

The social production of the meaning, there are a productive

utilize besides selling certain goods, for modify in a significant

system in which are: production, circulation and uptake, and

way the receptors behavior (appellate function).

within them exists two possible lectures: the production process (production grammar) it is the speech creation or

While talking about the advertisements semiotics, we refers

production of the, it is the how is it produced?, and the uptake

to the study of the different signs within the social signs

process (recognition grammar) which is the reception of this

(Pierce) and how this how they make sense of society and as

speech, this both are developed in different conditions, it is

society gives meaning to these (Verón). Let us remember that

the how the society read it and how we perceived the

the sign, by Saussure, has composed by a signifier and a

discourses and they are circulating among an infinite chain of

signified i.e. an acoustic image and a concept compose the

social speeches. Consequently, the discourse analysis consists

sign which are arbitrary and conventional. Consequently

in describing prints that production conditions have left into

Eliseo Verón, on his book “The social semiotics” (1987), he

the speech and they are the responsible about the meaning

affirmed that the social speech is text, i.e. a present conjuncts

and sense of the discourse. In other hand, the tracks are

into the society, which are compound of diverse meaningful

properties of speech that relate to their own conditions of

materials such as writing and image, image and word,

social production. To talk about marks in the case of

writing, image and sound, etc.

significant properties whose relationship either with the conditions of production or the recognition, is not specified. Those conjuncts never will be identic because of the social

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conditions of each one. For example, the alphabet (mark), and those turn on tracks of words in conjunct with determinate conditions.

______________________________________________________________________ REFERENCES:

In brief we can affirm that according to Ver贸n the social

http://languagelinguisticcodeandspeech.weebly.com/eliseoveroacuten.htmlhttp://www.kalevleetaru.com/Publish/Language_Use_In_Adv ertising_Linguistic_Features_Across_Readership_Domains.pdf

semiosis is the significant dimension of social phenomena", which includes a network of infinite meaning because every

http://www.lafuga.cl/semiotica-television-y-fin-de-los-medios/407

speech needs the presence of another speech for its

http://comunicologos.org/teorias.php?id=68

production."

http://bdigital.uao.edu.co/bitstream/10614/879/1/TCP00057.pdf

https://www.youtube.com/watch?v=2jooDVUlSpo&index=2&list=PLAGZyW-ikiJ8gCsuhVsgyl3eph119_vxF

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PANCRI'S MISTAKES Ximena Cardona Caro Julián Orozco Jheyson Balanta Alejandro Zuluaga ______________________________________________

The project shows teaching through images, making use of resources like an easily recognizable comic. The idea is also presented as a different didactic that will be part of the final project of the communicative competence III course titled Curious Language, in the section of entertainment. One of the main targets is to recover the activities that make use of multimedia tools combined with the traditional ways on which we have growth with that’s why the didactic consists in a story where the end is to teach grammar, for which attention and dedication is needed. The main subject is to correct the mistakes that are committed in like for example interculturalism.

From a lot of time there has been a search for teaching, for example in fomenting reading, using correctly the multimedia tools, autonomous learning is part of the situations that are faced daily in the classroom, McVicker (2011) says that: “Teachers can use comics for reading instruction by capitalizing on their colourful graphic representation. Technology and reading are wed during the use of the Internet, and readers must rely on their visual literacy skills a group of vision competences people can hone for comprehension.” Therefore, thanks to the graphical and colourful nature of the comic it is of great use inside the classroom, some advantages provided by the comic is that it allows to tell a story in a short

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and exemplified way, easily transmitting a subject or idea and can be adapted to the different levels of learning, Perez (2009) says that “The usage of the comic can be extended to a great number of situations (...) students will be interested in the activity as long as they are presented with something that fits their interests.”

it will have mistakes that will need to be identified by the reader.

In Conclusion, these two authors support the comic as an important tool inside the classroom, and that’s why we will present our final project in this format with the end of coming back to it and use it in the context of English. Making use of the comic for teaching grammar and correct its possible mistakes, putting aside the multimedia and coming back to traditional activities. SPECIFIC OBJECTIVE: -Promoting reading, since it is a written story. -Promoting an entertaining space for learning drifting slightly from traditional tools. -Showing common mistakes of the daily language.

__________________________________________________________ REFERENCES: McVicker, Claudia. (2011). Comic Strips as a Text Structure for Learning to Read. Vol 61. Pg (85-88). Perez, María. (2009). Recursos didácticos en el aula de inglés. ACTIVITY 1. Read attentively the comic 2. Identify the mistakes of the dialogs 3. Correct them according to your knowledge.

As it has been said, the methodology will be the use of graphic resources, specifically the comic, we will make a story where the cultural chock is shown and it’s influence in language, and

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Pancri's mistakes

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Design by Daniela Gantiva.

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The curious language digital journal