UNIDAD ACADÉMICA DE CIENCIAS SOCIALES

CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓNINGLÉS

MACHALA2016

ONTANEDA COLLAGUAZO GLADYS IRENE

CORRECT USE OF LINKING VERBS IN STATEMENTS TO STUDENTS IN10TH BASIC EDUCATION ATAHUALPA HIGH SCHOOL 2016 2017

ACADEMIC YEAR

UNIDAD ACADÉMICA DE CIENCIAS SOCIALES

CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓNINGLÉS

MACHALA2016

ONTANEDA COLLAGUAZO GLADYS IRENE

CORRECT USE OF LINKING VERBS IN STATEMENTS TOSTUDENTS IN 10TH BASIC EDUCATION ATAHUALPA HIGH

SCHOOL 2016 2017 ACADEMIC YEAR

Urkund Analysis Result Analysed Document: PROYECTO DE GRADO.pdf (D21170932)Submitted: 2016-07-22 23:44:00 Submitted By: irene80_17@hotmail.com Significance: 9 %

Sources included in the report:

http://english703fall2014.qwriting.qc.cuny.edu/files/2012/01/Benjamin-et-al_Teacher-to-Teacher.pdf http://eric.ed.gov/?id=EJ751579 http://trove.nla.gov.au/work/154112520?versionId=168022183 https://eric.ed.gov/?q=The+Role+of+the+Verb+in+Grammatical+Function

Instances where selected sources appear:

5

U R K N DU

GRATITUDE

First instance want to thank god, for the gift of life has given me , and i still giving every day .

I Want to thank my parents for your moral support and unconditional, thanks to them 've fulfilled

one of my goals, especially to my father pushing for your daily, but today is no longer will

accompany me lifetime be grateful.

My eternal thanks to Ing.Mario Manrique Mora , for their financial support , moral and

emotional , and that was one of my main pillars to achieve this achievement .

By : Ontaneda Collaguazo Gladys Irene

ABSTRACT

The main objective of this project is to demonstrate the methodologies in teaching the correct

use of linking verbs. Speaking in methodologies we should use the following interrogations:

What to teach? How to teach and why teach it? These type of interrogates are necessary to

elaborate them within the process of teaching, especially in all aspects.

In another note the teaching has to be clear and understanding during the time that the lesson

is occurring. Using methods that can go with the group of students who are being taught at

that time, at the same time construct a significant and meaningful teaching to the students.

For the student to obtain meaningful learning, you have to relate prior knowledge with new,

namely; knowledge obtained during the learning process, being able to build their own

knowledge, and thus generating new ideas.

The purpose of this project is to understand that methodologies can be used for teaching the

correct use of the linking verbs in different sentences. Starting from its grammatical structure,

in order to strengthen the teaching of the use of linking verbs.

Keywords: methods, significant teaching and learning, educating, linking verbs.

INTRODUCTION

The teaching of the English language is considered to be the language with bigger difficulty

at the time of learning. Being that this is the main demand that exist at the Institutions

Educative of Ecuador.

At the same time it is difficult since it is taken as a second language. For the reason we say

that at this time it is becoming a difficult job for the educators.

Considering that teaching the English language is not a simple homework. It is required for

the professional to be sufficiently capable in being able to teach this language to the students.

In the same way that the student demonstrates their preparation and interest in the process of

allowing them modify their attitude towards this subject favoring them into a more effective

learning. In a way that will apply accurate methods for the correct use of the linking verbs

giving the students an easier comprehension.

In this work we will recognize certain methods to use the linking verbs correctly, implement

them in different sentences, which will be directed to the students who are 10th year in basic

education at “ATAHUALPA” high school in the period of 2015-2016.

THEORICAL FRAMEWORK

This project is intended to provide an adequate methodology which facilitates student learning,

and likewise improves the work of teachers in relation to correct use of linking verbs.

It is necessary to mention the following in the correct use of methodologies for teaching

grammatical structures, so that the student can develop grammatical sentences in different

times and in turn form dialogues depending on the target language.

WHAT IS GRAMMAR?

Teachers to teach a class of English, they must first make known to students grammars

structures which works meet verbs and that is the role of the subject in such sentences, so

that trainees have an idea that it is what is to be taught in class.

In releasing a grammatical structure, it is easier for students to properly prepare sentences.

“Systemic functional linguistics is an approach that suggests that language exists in the context, and that

context and purposes for which a language is used determine how we become aware of language in text

and grammar levels”. (Nunan, 1991)

According to Nunan; the importance of grammar is fundamental in teaching a second

language, this facilitates the student to see the functions that have the verbs in each sentence,

and in turn helps to form sentences in a coherent and orderly.

WHY IS GRAMMAR IMPORTANT ?

“The first is that grammar instruction gives students metalanguage, "language about language." The

second reason is that students are interested in language--its changes and variations--and they feel

gratified to learn how it works and what it can do”.

(BENJAMIN, 2006)

“She teaches grammar to ensure that all her students, not only those with English teachers for mothers

and pedants for fathers, will graduate knowing how to write without grammatical error. Wonderful

ideas are not enough; students need to be able to present their ideas with clarity and precision.

Correctness matters”. (JAGO, 2006)

According to the authors, they mention that the grammar is one of the main requirements that

students must know at the moment they are learning a new language so that learners have

notion that is what is going have and as it will do. Carol Jago according to the importance of

teaching grammar allows the student does not make mistakes when writing in the language

being learned.

You need to learn grammar in the teaching-learning process because through it, structures

for proper preparation of prayers, in any grammatical time, and hence how to correctly use

verbs in sentences are unheard linking.

• HOW TO TEACH GRAMMAR IN THE ENGLISH LANGUAGE.

“With considerable effort by teachers and students, they learn to properly use "tags" as grammatical

subject, determinant, present perfect tense, etc .; although in most cases without really knowing why or

what those terms mean”. (Bataller, 2015)

According to Bataller, the grammatical is the process we have noticed that the grammar is a

major element in this. I could also be mentioned that the grammar, teaches properly prepare

paragraphs, sentences, dialogues, provided they follow a logical order.

• ENGLISH VERBS COPULATIVE

“It is regarded as a connector between the subject (or a reference) and a predicate that It can be a

noun phrase, an adjective, a constituent used as an adjunct subject or an adverb” (Lu, 2015)

According to the author Hui-Chuan Lu, a copulative verb is always connected with the

adjective and predicate, the same used in a sentence being used as an adverb, also mentions

that the verb to be have a relationship with a noun as well as an adverbio. Besides this

depends on the grammatical structure.

• USE OF LINKING VERBS

Whereas the main grammar aim is to study a new language element, we must remember that

the linking verbs play an important role, which is to provide synchronic and diachronic sense

to a sentence.

“These perception verbs are copulative in nature, if one assumes a rough definition of copulas

as verbs followed by a complement denoting some property of the subject participant” (QUIRK,

1985)

Besides linking verbs that do not fulfill a specific function in a sentence, for this work and take

it needs to be accompanied by an adjective and a subject, it can be used as an auxiliary verb

sense.

• FUNCTIONS AND ROLES OF COPULATIVE VERBS IN ENGLISH

“Verbs play a key role in this process (e.g., "send" and "receive" result in different entities being

assigned to the subject position). In contrast, according to the structural hypothesis”. (Hwang & Kaiser,

2014-sep)

Verbs in sentences play a fundamental role, because they show what role each

complements and subjects.

“Grammatical functions can be assigned based on a speaker's conceptual representation of

an event, even before a particular verb is chosen”. (Bock, 2004) For Bock, grammatical

features help determine the action that meet the verbs in a sentence, and then see if the linking

verb can fulfill the role expected.

• THE SEMANTIC IN THE SENTENCES

“The semantic makes frequent references to semantic or to equivalent terms which have to do with the

study of meaning”. (rapoport, 1954)

Semantics is the one responsible for giving the related meaning to what the subject wants to

say or do in a sentence though without losing its grammatical structure and order we can

finally say that fulfills the role more imporant to in terms of grammar is being studied.

• SEMANTIC OF VERB TO BE

“A clear understanding of the distinctions underlying the usages of Ser and Estar is best achieved by

considering these verbs, according to their functions, as principal verbs, auxiliary verbs or copulative

verbs”. (MELLO, 1979)

According to George de Mello: It is necessary for students to recognize the functions of verbs,

especially the verb to be, therefore: auxiliary verbs, principal verbs and linking verbs.

So they can make use of this type of linking verbs and apply them in sentences, as long as it

is clear about the function of each verb.

On the other way, being and be related to the past participle, so that help to form expressions.

• THE VERB FUNCTIONS

“The English finite verb system is one of the most difficult areas for both the teacher and the student of

English as a foreigh language “. (goraysca, 1978) .

According to Goraysca mentions that all verbal systems bring difficulties for both teachers and

students , but also on students, because they are a learning process , ie take them much more

difficult when using a functional verb in any sentence . Furthermore, it can be mentioned that

if the apprentice has no notion of how a sentence is structured, in all tenses this will make it

difficult in their learning process. .

• ASPECT OF VERB TO BE.

It is necessary to make a brief analysis regarding the grammatical aspects of linking verbs

and their specific functions.

“Analysis of the interaction of the grammatical and copulative aspects of the Spanish verbs

"era,""estaba,""fue," and "estuvo" revealed that for most of the data obtained, copulative and

grammatical aspect operate independently”. (bookman, 1986)

The author says that before selecting a verb, it is necessary to recognize that tense is going

to work and what functions will meet the verb in the structure without forgetting that the linking

verbs can be used as auxiliary verbs and also meet dual function in a sentence , if we are

studying with the verb to be.

INNOVATIVE LANGUAGE LEARNING METHODOLOGIES TO TEACH A SECOND

LANGUAGE.

Currently, in the educational aspect, it requires educators employ innovative at the time that

this lecturing methodologies this will set the tone for students to be motivated to be studying

a second language as part of their professional development.

“The teachers apply correct methods for teaching the language, whether educators are applying

innovative methodologies that help produce students with a quality education, since this leads to

teachers to better preparation and knowledge in innovative methodologies”. (Kurt, 2015)

According to the author mentions that most teachers should apply innovative methodologies

in their school hours, the same that will help spark interest in learning from students.

Considering parts of the acquisition of a second language will bring some learning difficulties.

CONCLUSIONS

Teachers should apply innovative methodologies to allow to interest students in

learning a second language.

The application of methodologies help students make a correct grammatical

structure, and in turn to the elaboration of paragraphs.

Teachers should provide extra activities where the learner can strengthen their

learning.

The teacher must create a creative environment where students can be involved in

their own learning.

The teaching of grammar is one of the main factors influencing cognitive

development of students.

Bibliografía bataller, m. q. (2015). dialnet . Obtenido de

file:///C:/Users/Usuario/Downloads/Dialnet-

PropuestasParaLlevarLaGramaticaALosAlumnos-5317969.pdf

Bataller, M. Q. (2015). dialnet.unirioja.e. Obtenido de dialnet.unirioja.e:

ile:///C:/Users/pc/Downloads/Dialnet-

PropuestasParaLlevarLaGramaticaALosAlumnos-5317969.pdf

BENJAMIN, A. (MAYO de 2006). eric.ed.gov. Obtenido de eric.ed.gov:

http://eric.ed.gov/?q=+1.1%09Teacher+to+Teacher%3a+What+Is+Your+

Most+Compelling+Reason+for+Teaching+Grammar%3f&id=EJ751579

Bock, I. y. (2004). ncbi.nlm.nih.gov. Obtenido de

http://www.ncbi.nlm.nih.gov/pubmed/24884649

bookman, k. (1986). eric.ed.gov. Obtenido de eric.ed.gov:

http://trove.nla.gov.au/work/154112520?versionId=168022183

cortes. (2005). Propuestas para “llevar la gramática a los alumnos”. dialnet , 167.

ERIC. (2016). English JournaL. English JournaL, 18-21.

file:///C:/Users/Usuario/Downloads/Dialnet-

EstudioDeVerbosCopulativosAPartirDeCorpusDeAprendi-5189022.pdf.

(2015). dialnet .

goraysca, b. (1978). .jstor.org. Obtenido de .jstor.org:

https://www.jstor.org/stable/43136007?seq=1#page_scan_tab_contents

http://cvc.cervantes.es/literatura/cauce/pdf/cauce20-21/cauce20-21_37.pdf.

(s.f.).

Hwang, H., & Kaiser, E. (2014-sep). eric.ed.gov. Obtenido de eric.ed.gov:

https://eric.ed.gov/?q=The+Role+of+the+Verb+in+Grammatical+Function

+Assignment+in+English+and+Korean&id=EJ1057415

Jago, C. (MAYO de 2006). eric.ed.gov. Obtenido de

http://eric.ed.gov/?q=+1.1%09Teacher+to+Teacher%3A+What+Is+Your+

Most+Compelling+Reason+for+Teaching+Grammar%3F

JAGO, C. (MAYO de 2006). eric.ed.gov. Obtenido de eric.ed.gov:

http://eric.ed.gov/?q=+1.1%09Teacher+to+Teacher%3a+What+Is+Your+

Most+Compelling+Reason+for+Teaching+Grammar%3f&id=EJ751579 kurt, m. (2015).

education . EDUACTION-, 14.

Kurt, M. (2015). eric.ed.gov. Obtenido de eric.ed.gov:

https://eric.ed.gov/?q=methodology&id=EJ1095406

Lu, H.-C. (2015). dianet.unirioja.e. Obtenido de dianet.unirioja.e:

file:///C:/Users/pc/Downloads/Dialnet-

EstudioDeVerbosCopulativosAPartirDeCorpusDeAprendi-5189022.pdf

MELLO, G. D. (MAYO-SEPT. de 1979). jstor.org/stabl. Obtenido de jstor.org/stabl:

http://www.jstor.org/stable/340597?seq=1#page_scan_tab_contents mello, g. d. (s.f.). the

semantic values of ser and estar . hispania , 338-341.

Nunan, D. (1991). google schoolar. Obtenido de google schoolar:

https://scholar.google.com.br/scholar?hl=es&q=que+es+gramatica&btnG =&lr=

PALACIOS PABLO, A. (2009). Languages are (Like) visuals: linguistic considerations and

potential usage. IBERICA , 17.

quirk. (1985). English Linguistic society of japan . 54.

QUIRK. (1985). jstage.jst.go.jp. Obtenido de jstage.jst.go.jp:

https://www.jstage.jst.go.jp/article/elsj1984/14/0/14_0_270/_

rapoport, a. (1954). jstor.org. Obtenido de jstor.org:

http://www.jstor.org/stable/27826420?seq=1#fndtnpage_scan_tab_conte nts

sanchez. (2015). Propuestas para “llevar la gramática a los alumnos”. dialnet , 143.

Silva-Corvalán. (2015). Early bilinguals and adult heritage speakers: What are the links? uchile

c.l, 165-191.

TANIGUCHI, K. (2009/12/24). ENGLISH LINGUISTICS, 270-299.