1

THE

CURIOUS LANGUAGE

DIGITAL JOURNAL

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

3

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.

4

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

context using English language.

This project will content different kinds of techniques from each

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

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

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

videos will be compound of educational topics to learn English and

Spanish language.

GENERAL OBJECTIVE There are two main objectives on this project, the first one it is get to know the different kinds of language through the English idiom applying our knowledge to construct a socio-cultural investigation in which we will nourishing us of English grammar, linguistic and 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. SPECIFIC OBJECTIVES

- Identify the different kind of languages.

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

- Promote the English learning through the digital newspaper. - Apply our basic knowledge of English to share and show them our culture and

society.

5

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

6

7

CURIOUS SOCIETY

York Santiago Cañaveral Marin Maria Camila Alzate Vasquez

Lina Marcela Gallardo _________________________________________

In the limited interview of English speakers from different

countries, it is clear that there are many similarities of

people, no matter where they come from, and some

differences as well, especially in the area of cultural practices. Almost everybody has a different way of greeting

acquaintances, some more respectful, some informal, some

spiritual, but all with the intent of signifying friendship and

acknowledgement. No matter where people come from or

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

of communication and seemed to help make everything easier

to understand. Even though all the responses were in

English, there were obvious differences in the levels of

English and the manners that English was spoken. These are

clear indicators of cultural influences reflected in the

language of the discourse community. This discourse community in some cases began in their English studies, and

in many cases extended in the communities in their native

country, but also may have been influenced by their

community interactions in the USA, where all of these

interviews took place.

8

The methodology we followed in performing this project was

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

that we hoped would help us find commonalities and

differences amongst English speakers around the world. We

then hoped to find a number of English speaker from different

countries around the world who would volunteer to answer

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

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

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

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

4 volunteers from USA, Canada, Thailand and Bangla Desh

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

recorded these interviews, using our questions, and emailed

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

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

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

video presentation. We recorded our interpretation of what

we learned from these interviews and then prepared a final

interview by cutting and editing clips of video from all the

sourced we had captured (Using Apple Final Cut video editing

software).

Many of the interview questions had to do with cultural

related items. In these areas there was much difference in

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

same language but come from different cultures or different

discourse communities, they will have different traditions as

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

the cultural questions where the tradition was similar, even

thought the English used to answer was difference was in the

area of birthday celebration. It seems that the universal

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

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

English language to answer these questions seemed very

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

the respondent learned English in a different discourse

9

community. The girl from Boston answered this question by

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

answered other of the questions in a manner that mocked the

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

may be a characteristic of her discourse community and

colors the manner in which she answers questions. For the

respondents from Thailand and Bangladesh, their replies

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

party. The man from Canada, used more descriptive

language, which gave evidence of a greater mastery of

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

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

her primary language, received a multitude of courses in

literature, humanities and obviously many other subjects

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

the man from Quebec had the greatest abilities in the English

language, even though it was clear that the primary language

for the man from Quebec was French. This command of

English was probably due to the amount of daily exposure to

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

daily basis.

10

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

interviewed had a reasonably good command of the English

language, despite being taught it with different methods. This

demonstrates that there is not only one successful method for

teaching language, but that language acquisition can come via

multiple methods. Mastery of the language, however, seems

to come to those with daily immersion. These observations

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

In conclusion, the interviews makes it clear that people are

more similar than they are different, especially when viewed

through the lensed of speaking a common language. Even

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

Some of these differences are reflected in the language but

some are just customs and practices. All the respondents

learned English in a different manner, yet all were reasonably

proficient at English, demonstrating that humans have a

natural ability to communicate, even when faced with the

barrier of having to learn a new language. And it is also

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

easy to find people from a distant variety of countries on a

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

Vermont).

____________________________________________________________________________________________________________________________________________________________

Reference:

- The Concept of I Discourse Community JOHN SWALES

Swales, John. ''The Concept of Discourse Community." Genre Analysis: English in Academic and Research Settings. Boston: Cambridge UP, 1990.21-32. Print. - class of language , linguistic code and speech

11

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

12

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

expansion. Besides some comparisons between English and

Creole, expressions, words and similarities will be provided in

this paper.

Creole language has its origin in European colonial expansion

and the transatlantic slave trade.

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

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

order to communicate with their patterns. This code

introduced the character of language, generating new native

speakers. Besides, the island had a Creole English lexical

based language. At the very beginning, the natives of the

islands used this language to communicate each other, read

and write in Standard English; but this changed since the

declaration of free port in 1953 and the reaffirmation of

geopolitics Colombian sovereignty.

13

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?”

“The Creole language was invented by the slaves who came to

the island with the English colonization. The language was

invented for their dominos would not to understand what

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

“What kind of differences do you find

between English and Creole?”

“The differences that I found between English and Creole is

that English is a more sophisticated language than Criole,

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:

14

15

Some of the general characteristics of Creole of San Andres are: 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. Creole is spoken by raizal ethnic group; its vocabulary has its roots in English language but mixed with Spanish and African

languages and also has its own grammatical structures different from Spanish and English 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.scl-online.net/publications/index.htm 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.

16

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

17

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

18

DISCOVERING THE WIDE WORLD OF THE GRAMMAR

Camila Díaz Marian Muñoz

Maricela Jaramillo _____________________________________

In the component Communicative Competence III we are

doing go over two of the previous competences. Past

semesters we worked in different projects having as results

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

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

project.

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

little about the purpose that we want to transmit about the

importance of the grammar knowledge. We started for design

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

do. The problematizing questions are: What are the most

important activities for teaching English Grammar to get

meaningful learning? And what are the biggest difficulties

that you perceive as a teacher when you are teaching English

grammar and what do you do to resolve then?

So, according to this is necessary to discuss the distinct

notions and meaning that has English grammar. In words of

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

description of the usages of the English language by good

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

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

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

Then, to speaking of grammar implies:

19

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

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

language although English has not grammar in the sense of

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

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

2012)

After know that grammar has diverse theories, is important

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

teach a simply language but all the components that are real

basis of a Language. Analyzing the English grammar we find

that there are differences regarding to the Spanish; addition,

various methodologies to explain more simply in the

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

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

of thinking and fears that people have when learning a second

language.

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

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

their own, native language without having studied its

grammar. Children start to speak before they even know the

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

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

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

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

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

system) of a language, you can understand many things

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

We were realizing an interview to the professor Jorge Ivan

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

gave us his point of view:

Meaningful learning implies meaningful activities such as

daily real ones. Through them you can assure concepts

acquisition and learning skills development. For example

simple conversations taken to be analyzed. Normal, real facts

in which students concentrate and focus their attention, even

not noticing they are doing the grammar activity. Making

20

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

simple variations, or involving synonyms and or cognates to

signify specific different connotations and contexts, different

values within the expressions.

The biggest difficulties that he perceives as a teacher when he

is teaching English grammar are: that currently students do

not care about grammar, they are expecting to develop

communication skills, but not studying the language. In part

they make sense because what you look for mainly learning a

language is the possibility of communication through the

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

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

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

notice that the structure is similar and that making changes

in words and emphasis and purposes, improves language

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

21

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

22

GESTURES IN THE COMMUNICATION

Juliana Hincapié Arcila Carmen Alicia Recuero Polo

María Isabel Salazar Giraldo _________________________________________________

This work is based in the gesture´s importance and how it can

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

important in an educative process because with this we can

express an idea; there are many types of gestures that can be used in the learning and teaching process because they can to

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

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

things that has been important in the history of gestures as

other communication way, for example the mute cinema whit

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

gestures importance.

Gestures are considered of great importance inside the

learning, with them given more clarity and attention of the teaching and learning a language. As proposed Goldin-

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

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

interact with me. So gesture may play a role in shaping my

learning environment.” (Goldin-Meadow Lab., 2005)

23

History of gestures

In the history of the importance of gestures is necessary to

emphasize that in the moment of teaching a second language,

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

need to speak to be understood like, proposed by Tonya

Reiman (2006).

The body language and gestures have been built for decades.

PNAS Study says: “language may have evolved from the use

of gestures by our ancestor’s apes” (Williams, L. 2007).

Also inside the evolution of language many scientists have

said that language evolved from a gestural communication

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

of a supplement in language, it is understood as a

fundamental part of the communication (ASA, 2012).

What gestures is?

The gestures help to express ideas or teach vocabulary from

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

humans communicate.

Body language refers all our expressions through

movements, postures or gestures that are made with different parts of the body.

We know the importance of body language and nonverbal

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

Much of the information you transmit occurs in thousandths

of a second, which requires studying body language through

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

which five areas of knowledge converge: psychology,

psychiatry, anthropology, sociology and ethology. It also

complicates their study that gestures be studied as a whole,

24

not as isolated gestures, because otherwise we could lead to

misinterpretation.

Body language is of great importance because by sight grasp

most communication information (over 50%). According to

Allan Pease, 87 % of the information comes by sight, 9% by

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

Lair Ribeiro 7% comes from what we say, 38% by the tone and

55% by body language. Other authors give other figures, but

all agree that body language accounts for over 50 % of

communication.

Many people make communication courses to improve how

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

if the verbal and nonverbal language is inconsistent, people

trust more on body language.

GESTURE’S TYPES

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

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

v EMBLEMATIC GESTURES

v ILLUSTRATIVE GESTURES

v EMMOTIVE GESTURES

v INTERACTION GESTURES

v ADAPTATION ESTURES

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

25

important to speak in the communication, the gestures is

important to, because it

transmit ideas.

Methodology

We use as a tools to transmit our

ideas, many photos, a video and

this essay.

It was made by Isabel, Juliana

and Alicia. Isabel, took the

photos and consulted

information about the

importance of the gestures,

Juliana made the slides and consulted information about the

history of the gestures. Alice consulted the information about

the gestures classes.

___________________________________________________________________________________

References:

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

language. Science Daily. Retrieved from:

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

- Reiman, T. (2006) History of Gestures. Retrieved from:

http://www.bodylanguageuniversity.com/public/170.cfm

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

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

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

Retrieved from:

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

- Goldin-Meadow Lab. (2005). Gestures give learning a hand. 36(10). Retrieved

from: http://www.apa.org/monitor/nov05/gestures.aspx

26

E x a m p l e s

       

   

Where?

Yes,  that’s  right

AFFIRMATIVE FORM  

QUESTIONS

SHOWING SURPRISE NEGATIVE FORM

27

THE DIALOGUES AS A CHANCE TO LEARN ENGLISH FROM THE GRAMMAR AND LISTENING

Tatiana Arboleda Quirama Manuela Ospina Restrepo

Karen Présiga Cuartas _______________________________________

Many are the possibilities of using the grammar in context of

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

purchase and use a language, for example: videos, texts,

conversations, games, music, among other tools.

These methodologies thanks to its dynamic and educational

permit that we will assimilate better the correct use of the language.

General objective

Recognize tools that allow you to make good use of English

grammar in their different contexts.

Specific objective

Strengthen the English grammatical competence through

talks.

In present day, the learning of grammar is easier because

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

28

One of these tools is the dialogue because this offers the

student the opportunity to recognize elements and structures

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

language, grammatical structures, among others. Equally it

allows recognizing ideas and main details and with this the

learning of the contextualized grammar, as well as it supports

it the Ministry of Education of Chile (2012) "[...] These tasks

are very important to learn English, since the development

and the learning of reading strategies, vocabulary and

grammar support in a contextualized form and they

constitute a model for the interaction and the production."

To develop abilities in English as the good handling of

grammar and the auditory understanding is necessary to use

texts like the dialogues or songs and narrations among others

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

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

great support so that the students develop this ability by

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

among many others. These resources promote the oral use of

the language, starting from answers to questions, comments

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

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

the students can see them and assessment them."

Likewise Educational facilities are important elements in the

teaching-learning process, they provide material support so

that allow to fulfill the objectives, favoring students to

appropriate content can be reflexive conscious, in a unit

between instruction, education and development.

According Marques Graells teaching aids are classified into

conventional, audiovisual materials and new technologies.

Among the latter two groups is a modality widely used in

modern society: the video.

29

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

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

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

dialogue form and in the same one the linguistic functions are

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

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

Likewise, in the dialogue the grammatical structure is

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

rocking nouns"

__________________________________________________________________________

REFERENCIAS

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

Educación Básica Bases Curriculares.

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

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

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

Modulo 1.

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.

30

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

31

THE LANGUAGE OF ADVERTISEMENTS

Clara Álvarez Arboleda Daniela Gantiva Zapata

This project has as aim the semiotic analysis of the

advertisements discourses, based on Eliseo Verón’s theory

about social semiosis. This theory analyzes the different

social signs and phenomena that make part of the language,

as a process of sense infinite production. Verón supports two

hypothesis: all production of sense is necessarily social and,

all social phenomenon are a process of sense production,

since we cannot talk about a social discourse ignoring a

material manifestation (the social environment) which

permits its empirical study.

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

32

The language in all communication forms constituted by

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

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

natural and unique human being capacity, because we are

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

what surrounds us in a social process.

There are two important aspects in language, that are dependent and complementary to the communicative act in

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

codes or signs systems, which are regulated or constructed

conventionally, and each speaking community acquires,

memorized, and encodes a specific language as an instrument

of social communication.

The languages are definitely, homogeneous in a determinate

society and they are a social and cultural product.

Consequently, the speech is the particular way in that each

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

dynamic, changeable and varied in each context. The speech

is the most analyzed semiotics part and among its main

representatives are Roland Barthes, Charles Peirce, Umberto

Eco, among others.

Through the television, the publicity have been taken more impulse in the commercial field, this generated a change in

the conception about the products and services acquisition

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

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

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

sufficient for impact the user, the advertisement integrates

what is called “multimodality” that refers to the integration of

various modes of communication, namely, various systems

sings which communicate of a dynamic form a determinate

33

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

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

the textures, the gestures, and other communicative

elements that fused generates a message.

The Publicity through the technology tools, has been become

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

the TV advertisement has introduced within our society and

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

products, technology, music and other products, are sold

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

see as something unique and wonderful, but that in reality

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

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

product that formerly they were not needed and that due to

the current consumption are necessary.

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

Brazilian and Colombian advertisements, this variety with

the aim to analyze the different discourses or language

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

The discourse and even more, the way to transmit the

message, control the social necessities with the products on

offer since the industry handle messages that offers strong

emotions and feelings which impacts to the receptors and

influencing them in an determinate situation or time, for

example, those advertisements that presents famous

characters consuming any kind of product or using a

determinate brand clothes, its generate in viewers a desire to

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

publicity, make within society and the culture, physic

stereotypes, which reflect, through the sensual and thin

woman image or a tall and muscular man, this is a corporal

qualities that build a social and defined paradigm. The

34

television advertisements are industrial techniques that are

utilize besides selling certain goods, for modify in a significant

way the receptors behavior (appellate function).

While talking about the advertisements semiotics, we refers

to the study of the different signs within the social signs

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

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

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

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

sign which are arbitrary and conventional. Consequently

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

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

into the society, which are compound of diverse meaningful

materials such as writing and image, image and word,

writing, image and sound, etc.

The social production of the meaning, there are a productive

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

within them exists two possible lectures: the production

process (production grammar) it is the speech creation or

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

process (recognition grammar) which is the reception of this

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

the how the society read it and how we perceived the

discourses and they are circulating among an infinite chain of

social speeches. Consequently, the discourse analysis consists

in describing prints that production conditions have left into

the speech and they are the responsible about the meaning

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

properties of speech that relate to their own conditions of

social production. To talk about marks in the case of

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

35

conditions of each one. For example, the alphabet (mark),

and those turn on tracks of words in conjunct with

determinate conditions.

In brief we can affirm that according to Verón the social

semiosis is the significant dimension of social phenomena",

which includes a network of infinite meaning because every

speech needs the presence of another speech for its

production."

______________________________________________________________________ REFERENCES: http://languagelinguisticcodeandspeech.weebly.com/eliseo-veroacuten.htmlhttp://www.kalevleetaru.com/Publish/Language_Use_In_Advertising_Linguistic_Features_Across_Readership_Domains.pdf http://www.lafuga.cl/semiotica-television-y-fin-de-los-medios/407 http://comunicologos.org/teorias.php?id=68 http://bdigital.uao.edu.co/bitstream/10614/879/1/TCP00057.pdf

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

36

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

37

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.” 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. 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

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

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.

38

Pancri's mistakes

39

40

41

Design by Daniela Gantiva.