Phonology II Portfolio

1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
STUDENT’S PORTFOLIO
“PHONOLOGY II”
Fourth Semester “A”
Student´s name: Juan Miguel Tanguil Chiles
Professor´s name: Lcd. Mg. Ruth Elizabeth Infante Paredes
AMBATO – ECUADOR
Octubre 2015 - Marzo 2016

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TABLE OF CONTENTS.
MISIÓN (MISION STATEMENT) .......................................................................................3
VISIÓN (VISION STATEMENT)........................................................................................3
PERFIL DE EGRESO (EXIT PROFILE) ..............................................................................4
STUDENT´S C.V..................................................................................................................5
STATEMENT OF PERSONAL LEARNING GOALS.........................................................6
SYLLABUS............................................................................................................................7
Evidence for Element 1 ........................................................................................................17
FINAL REFLECTION.........................................................................................................37
PORTFOLIO RUBRIC ........................................................................................................38

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EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN
Formar profesionales líderes competentes, con visión humanista y
pensamiento crítico a través de la Docencia, la Investigación y la
Vinculación, que apliquen, promuevan y difundan el
conocimiento respondiendo a las necesidades del país.
VISIÓN
La 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
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
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.

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CURRICULUM VITAE
Name: Tanguil Chiles Juan Miguel.
Age: 22 years.
ID: 1850094275
Civil status: Single
Email: juanpy9494@gmail.com
Nationality: Ecuadorian.
Address: Supermaxi. Subida el Ollero
Telephone number: 0995264000
Education:
School
“LICEO JUAN MONTALVO”SCHOOL.
High School
“LUIS A. MARTINEZ” HIGH SCHOOL. Ambato
Graduated with high honors in mathematical physicist in 2012.
Professional Experience.
DI-PLASTIC STORE. Ambato
Worked selling in 2012-2013
Skills & Interests.
Computer: Microsoft Excel and Power Point
Language: English and French
Hobbies: Play soccer and dance electronic music.

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Personal Learning Goals
As you know English is a universal language. English is a very important tool in
different aspects. I am studying English because there are three reasons for me: first I
like English because I think that if I learn very well English maybe I could travel to
different countries and learn more about English. Second, I think that English becomes
globalized and is very necessary to communicate around the world, at many countries.
Finally, I want to be an excellent teacher and share all my knowledge to my students.
In this module I will learn a lot of things that will help me to improve my English
skills, for example I will learn a little more about morphology and other things that are
very useful for me. Also, it will help me to improve my grades in my other subjects like
reading, integrated skills, audio, oral. Thanks to this module I will know more about
English because we are going to work with different linguistics’ book. Moreover, I
think that this module is the most important in the career because it contains teams very
essential when we are learning English.
In conclusion, through hard work, dedication, and intelligence, my goals are
accessible to be accomplished. With this in mind, the completed goals will lead to a
series of positive effects in my life. One effect is that at the end of the semester my
English skills will have improved and I will be ready to move on to the next semester.
Also, with polished literary skills

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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

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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: rutheinfantep@uta.edu.ec

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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

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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
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

11
U.3 Analyze the lexical derivation, mainly the origin of words.
Thematic Units
Class Hours
Hours of
Tutoring
with the society
tools
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
4.1 Morphological Processes 2 3 5 Diagnostic Observation
4.2 Productivity 3 2 6 Workshops
SUBTOTAL HOURS

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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
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

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V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1. Identify basic concepts of L2 related to morphophonemic subject.
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
2. Compare different patterns of word formation and their pronunciation.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3. Analyze the lexical derivation, mainly the origin of words.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Investigate the language by applying morphological structures.
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

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V. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Matthews, Peter 1990 Morphology 2nd Cambridge United Kingdom 251
CODE/ DATABASE LOCATION: COMMENTARY:
This a linguistic book that should be analysed carefully. In order to understand the linguistic
vocabulary it is compulsoru to know terms related to the study of morphology.
NUMBER
OF
ISSUES
PRINTED:
Codigo Biblioteca:
Código Biblioteca: 7002
x
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Bauer, Laurie Linguistics Student's Handbook third Edinburgh
University Press
Edinburgh 352
CODE/ DATABASE LOCATION: COMMENTARY:
Th book provides a framework of linguistics which includes important ideas about
morphology. This book is support for the main coursbook.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL: 1
1 x
URL: http://site.ebrary.com/lib/uta/reader.action?docID=10435310
ADDITIONAL BIBLIOGRAPHY

15
AUTHOR/S
ISSUE
D
YEA
R
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Yanez, Consuelo 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

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

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EDUCACIÓN
CARRERA DE IDIOMAS MODALIDAD
PRESENCIAL
PHONOLOGY II
Fourth Semester
Evidence for Element 1
Identify basic concepts of L2 related to morphophonemic subject.
LEARNING OUTCOME
Define main concepts of morphology from a linguistic point of view

20
EDUCACIÓN
PRESENCIAL
PHONOLOGY II
Fourth Semester
Compare different patterns of word formation and their pronunciation.
LEARNING OUTCOME
Distinguish parts of words according to its formation based on the learning experience

22
EDUCACIÓN
PRESENCIAL
PHONOLOGY II
Fourth Semester
Analyze the lexical derivation, mainly the origin of words.
LEARNING OUTCOME
Summarize about lexical derivation taking into account Word etymology

23
COMPOUND ACTIVITIES
Jessica Lizbeth Carrasco Carrasco
Tamara Johana Naranjo Chuiza
Sadi Nohemi Piedra Aguirre
Juan Miguel Tanguil Chiles
CARRERA DE IDIOMAS
Ambato - Ecuador
2015

31
EDUCACIÓN
PRESENCIAL
PHONOLOGY II
Fourth Semester
Investigate the language by applying morphological structures.
LEARNING OUTCOME
Make pedagogical decisions on how to teach morphological structures from a communicative point of view

34
EDUCACIÓN
PRESENCIAL
PHONOLOGY II
Fourth Semester
Provide their own examples about possible morphological problems presented in English Classes
LEARNING OUTCOME
Evaluate the morphological problems in EFL classrooms from a linguistic point of view

35
ELEMENT 5
PHONOLOGY II
Juan Miguel Tanguil Chiles
CARRERA DE IDIOMAS
Ambato - Ecuador
2016

36
In Ecuador the native language is Spanish. The second language is English. As we
now this language is the second most spoken language worldwide. In Ecuador students
have English’s class from school to university, but in the school and the high school
students just learn grammar and vocabulary but it is not enough to learn to perfection the
English language because they don’t know something about morphology, that I think it is a
subject very important in the moment that students are learning for many reasons.
Morphology is commonly defined as the study of the internal structure of words and
the rules governing the formation of words in a language. It is once again part of our
grammatical knowledge of a language, and like linguistic knowledge it is generally
unconscious knowledge. Students of English need to establish a sound knowledge base in
understanding the structure of words and word formation processes. Developing an
awareness of English morphology will enable language teachers to help their learners
understand how words enter a language, what they consist of and how they are formed by
combining prefixes, suffixes, and roots.
In conclusion, I could say that Morphology can be a valuable instructional tool for
students to develop and use vocabulary creatively. Furthermore, we can find new topics
that are really interesting, for example how English to come changing over time.

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FINAL REFLEXION
In Ecuador the native language is Spanish. The second language is English. As we
now this language is the second most spoken language worldwide. In Ecuador students
have English’s class from school to university, but in the school and the high school
students just grammar and vocabulary but it is not enough to learn to perfection the English
language because they have some problems with the structure of words or something like
that. Ecuador is a small town where learn English isn’t very important in some school or
high school teachers teach correctly the pronunciation. In the university for example in my
case I think that we like a students, we have to get more hours of phonology II because this
module teaching the correct pronunciation and other things that are very important in the
educative field.
In this semester I learned a lot of about Linguistics. I think that learn linguistics or
to be more specific learn Morphology is very important to me because, thanks to phonology
II as a student can learn more about the English. For instance, I identified basic concepts
related to morphology subject. Also, I understood different patterns of word formation.
Also, I was aware of the lexical derivation, mainly the origin of words. I learned to analyze
the language by applying morphological structures. Finally, I predicted examples about
different topics that I saw in this semester. Also I think that the phonology II is the better
way to learn English because it has different fields and branches that these can help to
analyze and understand

Phonology II Portfolio

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