Orientaciones Elementos de Linguistica aplicada en Inglés

7/29/2019 Orientaciones Elementos de Linguistica aplicada en Ingls

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UNIVERSIDAD ESTATAL A DISTANCIAVICERRECTORA ACADMICA

ESCUELA CIENCIAS SOCIALES Y HUMANIDADESCATEDRA DE LENGUA Y CULTURA INGLESA

ORIENTACIONES PARA EL CURSOELEMENTOS DE LINGSTICA APLICADA EN INGLS

CDIGO: 05189

SEMANA B

ELABORADO POR:

MAG. EMILIA QUIRS VARGASENCARGADA DE CTEDRA

LENGUA Y CULTURA INGLESA

PRIMER CUATRIMESTRE 2013


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Elementos de Lingstica Aplicada en Ingls Cdigo: 05189

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UNED: Institucin Benemrita de la Educacin y la Cultura

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GENERAL OBJECTIVES

At the end of this course, students will be able to:

understand the processes of language acquisition

apply linguistic knowledge to their professional practice

Specific Objectives

1. Analyze the different ways in which linguistic study and knowledge can be

applied to real-life situations.

2. Acquire notions about language variation according to geographic and social

factors.

3. Compare the process of first-language acquisition to the second-language

acquisition process.

4. Analyze common errors in written English.

5. Analyze common problems in the use of English.

6. Do empirical research on specific linguistic problems within the students

professional context.

METHODOLOGYThis course combines the distance education modality with classroom

experience through participative workshops. Students read and study the

material assigned for each workshop, do the exercises assigned for every unit,

and participate of on-line learning activities designed for learners to put theory

into practice. The purpose of the workshops is twofold: discuss topics related

to linguistic theory, and share experiences on solving those problems that

language instructors might find on a daily basis.

The course consists of four workshops. Students will attend two of them (the

first and last ones) where they will have the opportunity to clarify doubts about

the material studied, and exchange points of view in class discussions and oral

presentations. In addition to these participative workshops, there will be two

virtual workshops with two discussion forums, two online assignments, and


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tutorial mediation for students to submit advances of their final projects, and

acquire new insights to improve their final presentations.

EVALUATION

2 ordinary exams 40% (20% each)

2 on-line assignments 20% (10% each)

1 Research project 20%

Project presentation in class 5%

Final written version of project 5%

Virtual forum participation 10% (5% each forum)

Course materials:

Parker, F. and Riley, K. Linguistics for Non-Linguists: A primer

with exercises, 4/ed. 2005. Pearson.

Study guide for the course Elements of Applied Linguistics in

English

Supplementary materials for research project (these will be

available for students online once the course starts)


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Chronogram of activitiesActivity Material to be studied Forums Assignments

Week before

workshop 1

Textbook, Chapter 2 (pgs. 9-

26)

Chapter 4(pgs. 53- 66 and

70-78)

Chapter 5(pgs. 85-100)

None. Course

materials will be

available on the

platform.

Exercises suggested in

the study guide for

chapters 2 and 4

Workshop 1

(Compulsory

attendance)

Textbook, Chapter 2 (pgs. 9-

26)

Chapter 4(pgs. 53- 66 and

70-78

Chapter 5(pgs. 85-100

None. Course

materials will be

available on the

platform.

Class discussion on

exercises assigned and

material to introduce

research project

Week before

workshop 2

Chapter 6 (pg. 118,

Phonological Rules to pg.

127)

Chapter 7 (pgs. 134-136;

147-168)

* Forum 1:

Discussion onchapters 2-7


the study guide forchapters 6 and 7

Workshop 2

(Virtual)

All material studied so far * Forum 1:

Discussion on

concepts from

chapters 2-7

**Assignment 1

Proposal for research

project (Must be

submitted through

Moodle or email by the

end of this week)

Test 1 Chapters 2,4,5,6,7 None.

Week before

workshop 3

Textbook:

Chapter 8 (pgs. 176-207

Chapter 9 (pgs. 214-230)

Chapter 10 (pg. 244

Analyzing errors to pg.248)


* Forum 2:

Differences and

similarities

between first and

second language

acquisition


study guide for chapters

8,9,10, and 11

Workshop 3

(Virtual)

Textbook:

Chapter 8 (pgs. 176-207


Chapter 10 (pg. 244

Analyzing errors to pg.248)


*Forum 2:

Differences and

similarities

between first and

second language

acquisition

** Assignment 2

First draft of final project

(must be submitted

throughMoodle or email

by the end of this week)


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Week before

workshop 4

Each student will study

his/her research project

presentation

None.

Students may

use e-mail to

resolve doubts

Writing second draft of

research project for

presentation

Workshop 4

(Compulsory

attendance)

Each student will study

his/her research project

presentation

None. Oral presentation of

research projects

Test 2 Chapters 8,9,10,11Final version of research

projects with

observations

incorporated should be

sent through Moodle

(Check deadline)

*Forums will be open on the dates established by the tutor. Leading discussionquestions and other instructions for posting answers or e-mailing assignments will weprovided to students once the Forums start.

** Students will post assignments to Moodle.

SCHEDULE FOR STUDENT ATTENTION:

Tuesdays and Thursdays from 2:00 p.m. to 4:00p.mEscuela de Ciencias Sociales y Humanidades.Telephone Number: 2527 2728

GUIDELINESS FOR WRITTEN ASSIGNMENTS

Introduction

The Introduction should succinctly do the following:

1. identify the central point(s) your assignment addresses,

2. summarize the conclusions you come to, and

3. sketch out the structure of the argument/description that leads you to

those conclusions.

In this way, the Introduction is like an abstract of the assignment. It gives thereader the key points, and that gives them a mental framework for

understanding the detailed points you need to make to justify your

conclusions. Without a good Introduction which summarizes the conclusions,the reader has to take on each of the detailed points as they read without


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really knowing where they're leading and that makes it harder for them to get

the key points you're trying to make.

Detailed Points/Arguments

The sequence of individual points or arguments you provide in yourassignment should be logically organized.

Each should be clearly introduced so that the reader can clearly distinguish

what the detailed point is. Section headings can be very useful in making the

structure of your argument/description clear. [This is one of those differences

between disciplines: section headings are punishable by death in some other

disciplines.]

Language examples of one or two words may be included within the body of a

paragraph. Larger examples should be set off from the text and numbered.

Interlinear glosses should generally be provided for languages other than

English. Make sure that the point of any example you use is clear - it won't

always be as obvious to the reader as it is to you.

Conclusion

The Conclusion should briefly reiterate the central point and remind the readerof the main points of the argument/description which support that central point.

Think of it as the thing that ties together the various threads in your

assignment so that the reader can more easily see how the details fit into the

overall argument/description.

Do not introduce new points in the Conclusion. The Conclusion may identify further

questions for research, but not new ideas.

Referring to other works (both written and online)

First of all, it is important to remember that the focus in assessment is on your

intellectual work, so extensive quotation or close paraphrase is less valued

than work which is in your own words. Using your own words helps to

demonstrate that you understand the intellectual content of any sources you

use and have considered the facts and arguments involved.


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List of References

A description of all literature referred to should be given in a references list at

the end of the assignment (rather than in footnotes). References should be in

alphabetical order according to the surname of the first author, and should

include:

the names of all authors of the paper, chapter, book, etc. the year of publication

if you include more than one work by the same author(s) with the sameyear, distinguish them with letters, e.g. 1988a, 1988b, etc.

the full title if a book, indicate the edition if there is more than one, and give the

place of publication and the name of the publisher

Chomsky, N. and M. Halle (1968) The Sound Pattern of

English, New York: Harper and Row

if an article, give the name of the journal with volume and pagenumbers

Carstairs, Andrew (1988) 'Paradigm Economy: a reply toNyman',Journal of Linguistics 24:489-99

if a chapter in an edited book, also give the title of the book and thename of the editor(s)

Newman, Paul (1986) Contour tones as phonemic primes inGrebo. In K. Bogers et. al. (eds) The phonologicalrepresentation of suprasegmentals, 175-94. Dordrecht: Foris

if more than one reference is from the same edited book, it is acceptable tomake a separate entry for the book and refer to this in the individualchapter/article entries in the bibliography

Hammond, M. and M. Noonan (eds) (1988) TheoreticalMorphology: Approaches in Modern Linguistics, San Diego:Academic Press

Perlmutter, D. (1988) 'The split morphology hypothesis: evidence

from Yiddish', in Hammond and Noonan 1988 (eds), 79-100.

if a web page, indicate the author, title or page heading, '[web page]',version number and date if available, the URL and the date you accessedthat page to get the information

Becklehimer, Jeff How do you cite URLs in a bibliography?[web page] Aug 26 1996;


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http://www.nrlssc.navy.mil/meta/bibliography.html[Accessed 10 June 1998].

if a paper or manuscript downloaded from a web or ftp site, cite as forany other manuscript but give the version number and date, the URLand the name of the archive it comes from, if it has one

Alderete, John, Jill Beckman, Laura Benua, AmaliaGnanadesikan, John McCarthy, & Suzanne Urbanczyk. 1996.Reduplication and segmental unmarkedness. Ms., UMassAmherst. [July 1996] ROA-134. Rutgers Optimality Archive,http://ruccs.rutgers.edu/roa.html.

Any of the formatting and punctuation conventions for reference list entries incommon use in the social sciences may be used provided they are compatiblewith the requirements above. Either outdent the first line of each entry in thebibliography to make the first author's name prominent, as in the above

examples, or leave a blank line between entries.

No work should be included in the references list unless it is explicitly cited inthe body of the assignment. Do not list works that you have consulted in theprocess of preparing your assignment but do not actually cite in theassignment. If some work you have consulted has been directly important indeveloping your ideas, then the relevant point warrants mention in yourassignment.

Referencing in text

If a citation refers to content on a particular page or pages in the source, thenthe page numbers must be given. If it refers to the general content or themeof the work as a whole, page numbers need not be given. However, if it ispossible to give a specific page reference where the general content or themehas been explicitly characterized by the author, then give the specific pagereference.

Each citation in the text should identify the author's name(s), the year (withletter if necessary) and the page number where that is possible. For example,...(Harrison 1990: 212)... or Harrison (1990: 212) claims...

We prefer that you don't use footnotes for referencing.

Direct Quotation

If you include significant content from a source using the form of words used inthat source, then it must be marked as a direct quote with a reference to thepage number in the source. This includes content from the body of the text aswell as illustrative examples, data items, tables, diagrams, notes etc. Anexpression in common use in the literature need not be referenced.


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Use quotes sparingly - only when you think the author makes an importantpoint succinctly, or where the exact form of words is important to yourargument.

Quotes are to be enclosed in quotation marks, except for long quotes whichshould be in a separate, indented paragraph.

Example:

The sample of languages chosen by Bybee was 'designed to be as free aspossible of genetic or areal bias' (1985b: 25).

Paraphrase

If you restate significant content from a source without using the form ofwords used in that source, it must still be referenced to the relevant page

number in the source (but does not need to be in quotation marks). Significantcontent here means a fact, idea, point, analysis, argument, definition, etc.

Example:

For example, psycholinguistic research on the learning of inflectional systemsseems to suggest that agglutinative patterns are always learned more quicklyand accurately than fusional ones, irrespective of the type on the languagebeing learned (Slobin 1971; Dressler 1988: 202).

When presenting a number of points from a single source together in a single

section, a reference need only be given at the beginning of the section so longas the section is worded in such a way as to make it clear throughout whichpoints are yours and which come from the source.

Example:

Weinreich (1974: 18-9) lists four types of phonological interference. Under-differentiation occurs when a phonemic contrast in the second languageinvolves phones which are more or less the same as the allophones of a single

phoneme in the first language, and a speaker consequently fails to recognisethe phonemic contrast in the second language. In over-differentiation, the

opposite situation holds, and a speaker imposes a phonemic contrast fromtheir first language on the phones of the second language. The remaining twotypes, reinterpretation of distinctions and phone substitution, are not relevantto the present point.


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Second-hand References

If you cite a source it is taken that you have consulted it yourself, unless youindicate otherwise. If you wish to refer to a source which you have not beenable to consult yourself but which is referred to in another source, use thefollowing format or an equivalent in the text:

...Halle (1983: 95, quoted in Kenstowicz 1994: 139) proposes a differentsolution......associated with the segmental tier (Archangeli 1988, cited in Roca 1994:312).

Both the original and secondary sources should appear in the reference list.

Spelling

You should pay attention to spelling and grammar, since they will beconsidered when doing assignments or taking exams. For such purpose thefollowing rubric will be used:

NUMBER OF MISTAKES NUMBER OF POINTS DEDUCTED

0-3 0

4-6 1

7-9 2

10-12 3

13-15 4

16 OR MORE 5

REMEMBER:

Your essays must be typed, double-spaced, and one-sided. Use Arial 12 font, and print it in blue or black ink You must proofread your work. No late assignments will be accepted.


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Evaluation CriteriaCourse 5189 Elements of Applied Linguistics in English

Written production

EVALUATION CRITERIA

0.0(no credit completely wrong absence of item)2.0 (wrong)3.0 (needs work)4.0 (good)4.5 (very good)5.0 (excellent)

PLAGIARISM may be subject to legal penalization.

FORMAT

1. Presentation (full cover page, original title, font used, double spacing, neatness) ________2. Bibliography (correctness, presentation, punctuation and format given) ________3. Quotes (direct quotations, in-text references, paraphrases) ________4. Transitions (between ideas and paragraphs) ________5. Mechanics (punctuation, capitalization) ________6. Sources (of any facts or statistics given, no plagiarism) ________7. Style (reasonably formal, no use of 1st person pronouns, no contractions) ________8. Spelling (rubric on page 16 will be used) ______

Total: ________CONTENT

9. Topic (sufficiently narrow and focused) ________

10.Ideas (fully developed, clear, coherent, well-structured, logical) ________

11.Purpose of the paper (clear, well-focused, relevant) ________

12.Analysis (knowledge on the topic, research evidence, data analysis) ________

13.Topic sentence (For each paragraph of the different sections of the essay) ________

14.Concluding sentence (for each developmental paragraph) ________

15.Paragraph development (intro, conclusion, well-developed, logical and coherent) _________

16.Conclusions (reinforcement of thesis, comments on the results, further research ________

17.Structure (grammar, run-on sentences, subject agreement, S + V + O, word order, tenses) ________18.Background (literature review showing what other researchers in the field have done) ________

19.Vocabulary (topic-related, word choice, collocations) ________

Total: ________

TOTAL: 95 pts.


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Evaluation CriteriaCourse 5189 Elements of Applied Linguistics in English

Oral productionEvaluating Student Presentations

Developed by Information Technology Evaluation Services, NC Department of PublicInstruction

1 2 3 4 Total

Organization

Audience cannotunderstandpresentationbecause there isno sequence ofinformation.

Audience hasdifficulty followingpresentationbecause studentjumps around.

Student presentsinformation inlogical sequencewhich audiencecan follow.

Student presentsinformation in logical,interesting sequencewhich audience canfollow.

SubjectKnowledge

Student does nothave grasp ofinformation;student cannotanswerquestions aboutsubject.

Student isuncomfortable withinformation and isable to answer only

rudimentaryquestions.

Student is at easewith expectedanswers to allquestions, butfails to elaborate.

Student demonstratesfull knowledge (morethan required) byanswering all classquestions withexplanations andelaboration.

Graphics

Student usessuperfluousgraphics or nographics

Studentoccasionally usesgraphics that rarelysupport text andpresentation.

Student'sgraphics relate totext andpresentation.

Student's graphicsexplain and reinforcescreen text andpresentation.

Mechanics

Student'spresentation hasfour or morespelling errorsand/or

grammaticalerrors.

Presentation hasthree misspellingsand/or grammaticalerrors.

Presentation hasno more than twomisspellingsand/orgrammaticalerrors.

Presentation has nomisspellings orgrammatical errors.

Eye ContactStudent reads allof report with noeye contact.

Studentoccasionally useseye contact, butstill reads most ofreport.

Student maintainseye contact mostof the time butfrequently returnsto notes.

Student maintains eyecontact with audience,seldom returning tonotes.

Elocution

Studentmumbles,incorrectlypronouncesterms, andspeaks tooquietly forstudents in theback of class tohear.

Student's voice islow. Studentincorrectlypronounces terms.Audience membershave difficultyhearingpresentation.

Student's voice isclear. Studentpronounces mostwords correctly.

Most audiencemembers canhear presentation.

Student uses a clearvoice and correct,precise pronunciation ofterms so that allaudience members canhear presentation.

Total Points:

Comments:_________________________________________________________________________

_________________________________________________________________________


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Este curso ser apoyado con la plataforma del Programa de Aprendizaje enLnea de la UNED: Moodle. El uso de este entorno virtual permitir llevar acabo procesos de aprendizaje, la organizacin y la comunicacin entre losmiembros del curso.

Ingrese a Moodle

Utilice un navegador de Internet para acceder al portal de la UniversidadEstatal a Distancia, cuya direccin URL es:http://www.uned.ac.cr

D un clic a la opcin del Men Recursos didcticos y en ella tiene dosposibilidades:

- Seleccionar, en el bloque Plataformas, el icono de Moodle.

- O acceder a travs del bloque Recursos didcticos a la pgina deAprendizaje en Lnea y all encontrar el acceso a Moodle (observe lafigura).

(a) CURSOS EN LNEAPROGRAMA DE APRENDIZAJE EN LNEA
http://www.uned.ac.cr/http://www.uned.ac.cr/http://www.uned.ac.cr/http://www.uned.ac.cr/


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La tercera manera de ingresar al entorno de Moodle es abriendo el Exploradorde Internet y digitar directamente en el espacio para la direccin:http://campusvirtual.uned.ac.cr/lms

Cmo ingresar a la sesin?

Nombre de usuario. Es su nmero de cdula con diez dgitos, sin guiones niespacios.

Ejemplos:1-234-567: digite 01023405671-1456-052: digite 0114560052

Contrasea. Es su fecha de nacimiento (da, mes, ao) en trminos de dosdgitos cada uno, sin espacios ni guiones.

Ejemplo: 7 de febrero de 1985: digite 070285

En la opcin Mis cursos se muestran la lista de los cursos en los que el usuarioest inscrito. Para entrar al curso haga clic sobre su nombre.

Cundo tiene disponible el acceso a su curso en lnea?

El acceso a los entornos de los cursos en lnea de la UNED est disponible apartir del primer lunes del inicio oficial de cada cuatrimestre. Usted podracceder al entorno del curso a partir del da lunes 04 de febrero de 2013.

Qu apoyo se brinda para aprender a usar la plataforma Moodle?

El Programa de Aprendizaje en Lnea ofrecer Sbado 2 de febrero del 2013con horario de10:00 a.m. a 12:00 m.d. la videoconferencia Induccin alas Plataformas de Aprendizaje en Lnea: Moodle. Consulte en su CentroUniversitario o en el Programa de Videoconferencia (2527 2657) las sedesremotas que se abrirn.

En la pgina del Programa de Aprendizaje en Lnea puede encontrar manualesy consejos para usar Moodle, vistela en el bloque de Recursos Didcticos.

O siga al Programa de Aprendizaje en Lnea en:

Como: Aprendizaje en lnea

Como: PALUNED.

Orientaciones Elementos de Linguistica aplicada en Inglés

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