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UCE-FIL-ESPINOSA ANDREA-VEGA KIMBERLY.Pdf UNIVERSIDAD CENTRAL DEL ECUADOR FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CARRERA PLURILINGÜE El cambio de código (español-inglés) en la enseñanza del inglés como lengua extranjera Trabajo de Titulación modalidad Proyecto de Investigación previo a la obtención del Título de Licenciado en Ciencias de la Educación mención Plurilingüe. AUTORES Espinosa Hidalgo Andrea Elizabeth Vega Lema Kimberly Sarahi TUTOR: MSc. Rommel Esteban Martínez Loza Quito, 2020 DERECHOS DE AUTOR Nosotras, Andrea Elizabeth Espinosa Hidalgo y Kimberly Sarahi Vega Lema, en calidad de autores y titulares de los derechos morales y patrimoniales del trabajo de titulación “El cambio de código (español-inglés) en la enseñanza del inglés como lengua extranjera”, modalidad de Proyecto de Investigación, de conformidad con el Art. 114 del CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN, concedo a favor de la Universidad Central del Ecuador una licencia gratuita, intransferible y no exclusiva para el uso no comercial de la obra, con fines estrictamente académicos. Conservamos a nuestro favor todos los derechos de autor sobre la obra, establecidos en la normativa citada. Así mismo, autorizamos a la Universidad Central del Ecuador para que realice la digitalización y publicación de este trabajo de titulación en el repositorio virtual, de conformidad a lo dispuesto en el Art. 144 de la Ley Orgánica de Educación Superior. Los autores declaran que la obra objeto de la presente autorización es original en su forma de expresión y no infringe el derecho de autor de terceros, asumiendo la responsabilidad por cualquier reclamación que pudiera presentarse por esta causa y liberando a la Universidad de toda responsabilidad. ___________________________ Andrea Elizabeth Espinosa Hidalgo CI: 1723403075 Dirección Electrónica: [email protected] ___________________________ Kimberly Sarahi Vega Lema CI: 1720558467 Dirección Electrónica: [email protected] II APROBACIÓN DEL TUTOR III DEDICATORÍA “Dedico este trabajo a todas las personas que estuvieron a mi lado durante desde el inicio de mi carrera universitaria hasta el final de la misma. A mi madre quien fue la que me impulsaba cada día a seguir; gracias por su amor, paciencia, responsabilidad, honradez y humildad que la caracterizan y me han guiado durante toda mi vida. Asimismo, a mis familiares, a mis amigas y a mi compañera de tesis quienes compartieron todos estos años junto a mí, además de apoyarme y apreciarme durante este periodo tan enriquecedor. Gracias a Dios y a la vida por poder cerrar este pequeño ciclo”. Sarahi Vega “Quiero dedicar esta tesis a mi familia, por brindarme su amor y fortaleza para terminar con éxito esta carrera; a mi hermana, que junto a nuestros padres han sido apoyo y fuente de inspiración para este trabajo También, a mis profesores, amigos, y compañeros que estuvieron conmigo durante todo mi proceso académico, y me supieron guiar con sus conocimientos y consejos; a mi compañera de tesis que juntas nos motivamos y logramos alcanzar con nuestro objetivo. Y por último pero el más principal, Dios, mi fuente espiritual, que me dotó de energía y sabiduría para cumplir mis propósitos de vida”. Andrea Espinosa IV AGRADECIMIENTO “Agradecemos a la Universidad Central del Ecuador por permitirnos cursar nuestra carrera y por su excelencia en educación. A todos los profesores de nuestra carrera, que cuentan con gran profesionalismo y calidad; a nuestro tutor de tesis que nos orientó con su experiencia profesional para la culminación exitosa de nuestro proyecto. Gracias a nuestros padres por ser los principales motores de nuestros sueños, por cada consejo y cada una de sus palabras que nos guiaron durante toda nuestra vida. Y gracias a todas las personas que nos apoyaron y creyeron en la realización de esta tesis.” Andrea Espinosa y Sarahi Vega V ÍNDICE DE CONTENIDOS UNIVERSIDAD CENTRAL DEL ECUADOR ............................................................................. I DERECHOS DE AUTOR ......................................................................................................... II APROBACIÓN DEL TUTOR ................................................................................................... III DEDICATORÍA ....................................................................................................................... IV AGRADECIMIENTO ................................................................................................................ V ÍNDICE DE CONTENIDOS .................................................................................................... VI ÍNDICE DE ANEXOS ............................................................................................................. IX ÍNDICE DE TABLAS ............................................................................................................... X ÍNDICE DE FIGURAS ............................................................................................................ XI RESUMEN ............................................................................................................................ XII ABSTRACT .......................................................................................................................... XIII INTRODUCCIÓN ..................................................................................................................... 1 CAPÍTULO I ............................................................................................................................. 3 EL PROBLEMA ........................................................................................................................ 3 1.4.1. Objetivo General ..................................................................................................... 5 1.4.2. Objetivos Específicos .............................................................................................. 6 CAPÍTULO II ............................................................................................................................ 8 MARCO TEÓRICO ................................................................................................................... 8 EL CAMBIO DE CÓDIGO ............................................................................................... 38 2.2.2. Los Contextos del Cambio de Código. .................................................................. 41 2.2.2.1. El Cambio de Código en el Contexto Histórico. ............................................. 42 2.2.2.2. El Cambio de Código en el Contexto Sociocultural. ...................................... 43 2.2.2.3. El Cambio de Código en el Contexto Educativo. ........................................... 44 2.2.3. La Perspectiva Lingüística, Sociolingüística y Psicolingüística del Cambio de Código ............................................................................................................................. 46 2.2.3.1. Perspectiva Lingüística. ................................................................................. 47 o 2.2.2.3.1.1 Principios Sintácticos. ................................................................ 48 o 2.2.3.1.2. Principios Pragmáticos ................................................................. 49 o El Cambio de Código vs Interferencia. ......................................................... 53 o El Cambio de Código vs Préstamo Lingüístico. ........................................... 54 2.2.3.2. Perspectiva Sociolingüística .......................................................................... 56 2.2.3.3. Perspectiva Psicolingüística .......................................................................... 62 o El Modelo Jerárquico Revisado (RHM). ....................................................... 63 VI o La Idea del Interruptor Dual. ........................................................................ 65 o El Modelo de Control Inhibitorio (ICM). ........................................................ 67 2.2.4. Las Situaciones de Contacto del Cambio de Código. ........................................... 70 2.2.4.1. La Situación de Contacto del Cambio de Código en las Comunidades. ....... 71 2.2.4.2. La Situación de Contacto del Cambio de Código en las Sociedades. ........... 73 2.2.4.3. La Situación de Contacto del Cambio de Código en las Instituciones Educativas. ................................................................................................................. 75 2.2.5. El Cambio de Código y los Tipos de Hablantes .................................................... 78 2.2.5.1. Hablantes Monolingües ................................................................................. 78 2.2.5.2. Hablantes Bilingües ....................................................................................... 80 2.2.5.3. Hablantes Multilingües o Plurilingües. ........................................................... 83 2.2.6. Las Clasificaciones del Cambio de Código ........................................................... 85 2.2.6.1. Desde el Punto de Vista Lingüístico. ............................................................. 85 o Tipo Extraoracional o “Tag-switching” .......................................................... 86 o Tipo Intra-oracional ...................................................................................... 86 o Tipo Inter-oracional ...................................................................................... 87 2.2.6.2. Desde el Punto de
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