Informatic terminology

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INDEXCHAPTER I GENERAL OUTLIN ES ................. .................. .................. ................. .................. .............. 2

1.1 INTRODUCTION ................................................................................................................. 2

1.1 PROBLEM STATEMENT ...................................................................................................... 2

1.3 JUSTIFICATION .................................................................................................................. 2

1.4 OBJECTIVES ...................................................................................................................... 3

1.4.1 GENERAL OBJECTIVE ..................................................................................................... 3

1.4.2 SPECIFIC OBJECTIVES ................................................................................................... 3

1.5 HYPOTHESIS ..................................................................................................................... 3

1.6 TYPE OF RESEARCH ......................................................................................................... 3

CHAPTER II THEORETICAL FRAMEWORK ........................................................................................ 4

2.1 ENGLISH AS A UNIVERSAL LANGUAGE ............................................................................. 4

2.2 TECHNOLOGY IN OUR SOCIETY ........................................................................................ 5

2.3 SOCIAL LEARNING AND TECHNOLOGY ............................................................................. 5

2.4 TEACHING ENGLISH WITH TECHNOLOGY ......................................................................... 6

2.5 ACQUIRING VOCABULARY: WHAT DOES IT MEAN TO KNOW A WORD? ............................. 6

2.6 THE NATURE OF WORDS FOR HUMAN BEINGS ................................................................. 8

2.7 THE RETENTION OF VOCABULARY ................. .................. ................. .................. .............. 9

2.8 VOCABULARY ACQUISITION STRATEGIES: SOME SUGGESTED TECHNIQUES ................. 10

2.9 SOURCES TO HELP IN THE ADQUICITION OF LANGUAGE ................................................ 10

CHAPTER III METHO D OF INVESTIGATIO N ................. .................. ................. .................. ................ 12

3.1 TYPE OF RESEARCH .................... .................. .................. ................. .................. ............. 12

3.3 REACH OF THE RESEARCH ................ .................. .................. ................. .................. ....... 12

3.4 DATA COLLECTIO N ................. .................. .................. ................. .................. .................. . 12

3.5 VARIABLES .................. ................. .................. .................. ................. .................. ............. 13

3.6 POPULATION AND SAMPLE ................ .................. .................. ................. .................. ....... 16

3.7 RESEARCH INSTRUMENT ................ .................. .................. ................. .................. .......... 16

3.8 VALIDI TY OF THE QUESTIONN AIRE ................ .................. ................. .................. ............. 16

3.9 ACTION PLAN ............................ .................. .................. ................. .................. ................ 17

3.10 METHOD OF DATA ANALYSI S ................................ ................. .................. .................. .... 17

BIBLIOGRAPHY ................................................................................................................................ 18

GLOSSARY ...................................................................................................................................... 19

ANNEX ............................................................................................................................................. 21


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CHAPTER I GENERAL OUTLINES

1.1 INTRODUCTION

Since the beginning, human being always tried to communicate ideas by drawings. This manner of

expression started in caves where people drew some animal figures to represent specific messag-es or ideas. However, those drawings were developed more and more according to necessities.

The alphabet is one of that drawings representations to communicate messages with other. We

cannot live without alphabet because the uncountable combinations of them help us to express

any concept.

Human society always tries to unify their writing communication and that reason carries English as

kind of universal language to share information in the world. Specifically on topics related to com-

puter because a language code, a program instruction, is usually written in that Anglo-Saxon lan-

guage. A particular characteristic of that language is the phenomenon that people do not show

problems to understand and learn that new informatic term.

Related to previews concepts this study presents how English language is influencing through

informatic terms on Spanish written text. This theme is considered according to the following crite-

ria: 1) English is considered as a foreign language, 2) Spanish is the mother or native tongue and

3) Informatic terms is took into account as words that have parallel representation in English and

Spanish language. To sum up, we tries to describe the level of Anglo-Saxon language incorpora-

tion on Spanish.

1.1 PROBLEM STATEMENT

Day by day informatic terms are present in La Paz city. Some of them are used in banners, notic-

es, and advertisements. We can realize that those terms are applied by society without any prob-

lem. Besides, most of the time, people are not conscious if their native language, which is Span-

ish, has a parallel meaning for those informatic terms. For this reason this study wonders: What is

the influence level of English language through informatic terms on Spanish written text in La Paz

city?

1.3 JUSTIFICATION

Nowadays more and more people are involved in technology through the Internet. That is why

informatic terms are learned naturally by the community because technological revolution cannot

be stopped. That new phenomenon brings a lot of advantages for any science. However, it is not

the same for Spanish language which is spoken in La Paz city. People prefer to refer a term which


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has a parallel meaning in Spanish with the Anglo-Saxon term. For this reasons this study is going

to provide important theories related to this phenomenon, is going to display our social attitude

and is going to be a useful tool for next studies.

1.4 OBJECTIVES

1.4.1 GENERAL OBJECTIVE

To describe the influence level of English language through informatic terms that is present on

Spanish written text in La Paz city.

1.4.2 SPECIFIC OBJECTIVES

To identify the different media where English language, informatic terms, appears and to

choose the most representative one.

To classify those terms or datas with the following patterns: Only terms that are related to

informatics and only terms that have a parallel meaning in Spanish.

To analyze datas according to form and function based on the selected text.

To make conclusions based on the previews analysis.

1.5 HYPOTHESIS

The frequently apparition of English terms related to informatics causes the adoption of those

terms instead of Spanish because people is constantly with computer.

1.6 TYPE OF RESEARCH

In order to achieve the objectives of this study, we need to specify the type of research. The cur-

rent study is focused on qualitatively. Hernndez Sampieri (2006) mentions that this kind of re-

search has tree principal characteristics: a) data collection, b) usage of numeral measures and c)

statistic analysis. According to this theory this study is considered qualitative because it collect

datas which is written text related to informatic areas where terms are present and those datas are

collected in order to prove the hypothesis with statistic analysis.


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CHAPTER II THEORETICAL FRAMEWORK

To support this study, the author does a literature review related to the topic of this study that is

about the characteristics of English informatic terms that our society used. That is why this sectionpresents concepts about: The Elements of acquiring vocabulary, manners of learning vocabulary

and the process of teaching new words. All those theories were evaluated according to the rela-

tionship with the study.

2.1 ENGLISH AS A UNIVERSAL LANGUAGE

English is without a doubt the actual universal language. It is the world's second largest native

language, the official language in 70 countries, and English-speaking countries are responsible for

about 40% of world. English can be at least understood almost everywhere among scholars and

educated people, as it is the world media language, and the language of cinema, TV, pop music

and the computer world. All over the planet people know many English words, their pronunciation

and meaning.

The causes for this universality are very well known and understandable. English first began to

spread during the 16th century with British Empire and was strongly reinforced in 20th by USA

world domination in economic, polit ical and military aspects and by the huge influence of American

movies. The concept of a Universal Language is more significant only now, in the era of world

mass communication. Before this era Greek, Latin, French were to some extent universal lan-guages, though mainly in Europe.

By a lucky coincidence due to factors above English, the Universal language is one of the simplest

and easiest natural languages in the world. The only other simple and easy languages are con-

structed ones. Of course the concept of easiness is relative, and it depends on which language

you know already. However the concept of simplicity is undeniable: English in an easy language to

learn understand and speak. A complex language such as Hungarian would be a very unlikely

candidate for a universal language.

First of all, English Language uses Latin alphabet, the most universal, simple and short one (only

the Greek alphabet is shorter and simpler). In addition, in English, the Latin alphabet presents its

most "clean" form as a true alphabet with only 26 basic letters and no diacritics; Verb conjugation

is very simple and easy. Even for irregular verbs, there is almost no variation in person (except


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3rd singular in present tense). Regular verbs have only four forms: Infinitive + Present, Past

Tense + Past Participle, 3rd person singular Present Indicative, Present Participle.

There are almost no Inflections. No number or gender inflection for adjectives, articles, adverbs.

For adjectives there is only comparative and superlative, almost only number for nouns. English is

one of the most analytical languages, with no significant synthetic, fusional or agglutinative cha-

racteristics.

2.2 TECHNOLOGY IN OUR SOCIETY

When we speak of technology, many people automatically think of computers. While there is no

question that computers offer great educational opportunities and benefits, technology can be

much more broadly defined as any tool or medium that helps people accomplish tasks or produce

products more efficiently. Educators can also take advantage of the many other tools of technolo-

gy that are widely available and useful in the classroom. These tools include digital cameras, tape

recorders, portable keyboards, a wide range of graphics and multimedia pro-grams, and more. The

National Research Council has explored ways that new technologies can be used in the class-

room. Among the councils findings are several specific ways technologies can be used to support

learning.

2.3 SOCIAL LEARNING AND TECHNOLOGY

Technology is sometimes perceived as being at the opposite end of the spectrum from social inte-

raction and personal engagement. Yet, we know that social interaction early in life is criticallyimportant for language development. No wonder, then, that researchers have paid particular atten-

tion to technologys effect on the social interaction of children.

Researchers consistently report high levels of spoken communication and cooperation as children

interact at computers. Young children are able to and even prefer working with one or two partners

at the computer. Young children initiate interactions more frequently and in different ways at com-

puters, and primary students collaborate more while working on the computer than they do when

using pencil and paper. Computers can also contribute to the social interaction of young children

with disabilit ies; involving, interactive software programs become a topic for conversations and

communication, even for children who tend not to communicate.

The teacher plays a central role in the process of using technology, encouraging collaboration

among students and independence in activities. Computers, like crayons or blocks, are tools for

learning and problem solving. Teachers play a critical role in determining the manner in which


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these are used. Just like books or any other resources, technology is used within a social envi-

ronment, and mediated by interaction with peers and teachers. Learning is never solely a matter of

hardware and software.

2.4 TEACHING ENGLISH WITH TECHNOLOGY

Technology in Language Teaching is not new. Indeed, technology has been around in language

teaching for decadesone might argue for centuries, if we classify the blackboard as a form of

technology. Tape recorders, language laboratories and video have been in use since the 1960s

and 1970s, and are still used in classrooms around the world.

Technology is the broad term used to address any kind of media (electronic or otherwise) which

help support learning. Technology is used for teaching primarily the same knowledge and skills

that teachers teach in the classroom. What is special about technology is that it provides oppor-

tunities to supplement familiar teaching strategies in important ways.

Now let us check some advantages that Wallace (1988) mention:

allows students to vary

the amount of time they spend

the help they request

the path they take through a learning activity

enables the teacher to tailor instruction specifically to individual learners

provides individualized interaction

helps learners develop learning strategies that will benefit them beyond the language

classroom.

provides authentic material in a quick, accessible way

2.5 ACQUIRING VOCABULARY: WHAT DOES IT MEAN TO KNOW A WORD?

Wallace (1988) argues that knowing a word in the target language at the native competence level

is the ability to:

a) recognize it in its spoken form;

b) recall it at will;

c) relate it to an appropriate object or concept;

d) use it in the appropriate grammatical form;

e) in speech, pronounce it in a recognizabl e way;

f) in writing, spell it correctly


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g) use it with the words it correctly goes with, i.e. in the correct collocation

h) use it at the appropriate level of formality;

i) be aware of its connotations and associations.

To Richards (1974) in Carter & Mc Cathy (1988 ) knowing a word means :

1. Knowing the degree of probability of encountering it and the sorts of words most likely to

be found associated with it (frequency and collocability ).

2. Knowing its limitation of use according to function and situation (temporal, social, geo-

graphical; field, made, etc.).

3. Knowing its syntacti c behaviour (e.g. transivit y patterns, cases).

4. Knowing its underlying forms and derivations.

5. Knowing its place in a network of associatio ns with other words in the language.

6. Knowing its semantic value (its composition).

7. Knowing its different meanings (polysemy ).

Jeremy Harmer (1992) summarises knowing a word in the following way:

WORDS

MEANIG Meaning in context

Sense relations

WORD USE

Metaphor and idiom

Collocation

Style and register

WORD INFORMATION

Parts of speech

Prefixes and suffixes

Spelling and pronunciation

WORD GRAMMAR

Parts of speech

Prefixes and suffixes

Spelling and pronunciation

These assumptions made in the light of descriptive linguistics, psycholinguistics and computation-

al linguistics reveal the fact that knowing a word means more than just understanding its meaning.


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They reveal the complex nature of the vocabulary learning process. Then, the lexical part

shouldn't be ignored in language teaching. Carter & McCarthy (1988) quote Wilkins stating the

centrality of meaning: "Without grammar very little can be conveyed, without vocabulary nothing

can be conveyed." Carter & McCarthy also quote Rivers stating that vocabulary can be presented

and explained but ultimately it is the individual who learns: "Students must learn how to learn vo-

cabulary and find their own ways of expanding organizing their word stores." Then individualisa-

tion and self-management seem to be a necessary ingredient in language learning. By involving

the learner actively in the vocabulary acquisition process, it is possible to increase efficiency.

Having learned L1 learners have an experience of language learning, which is a great advantage

on the part of the learner. So learners have a lot to contribute from themselves. They must be

involved in this process and they must organize their own learning and form their own lexicon.

Willis (1990 P.130) also argues that the job of the teacher is to help learners manage their own

learning, discover for themselves the best and most effective way for them to l earn.

To understand an utterance, Widdowson argues, we have to use the linguistic signs as indicators

to where meaning is to be found in the context of the immediate situation of utterance, or in the

context of our knowledge and experience. In language use, meaning is achieved by indexical and

not symbolic means. Giving the following expression:"The liquid passed down the pipe" Widdow-

son (1986) asks: Why is that we understand the pipe referred to here as a length of tube, rather

than a device for smoking tobacco or a Musical Wind instrument? Because the association of liq-

uid and pipe calls up a familiar frame of reference, is indexical of a conventional schema. Wallace

(1988) distinguishes between form and meaning by gi ving the following example: Jack was sitt ing

on the bank of the river, I am going to the bank to cash a cheque and He calls them different lexi-

cal items because they have different meanings. So learners must be aware of such indexical

meaning in order to be able to use them.

2.6 THE NATURE OF WORDS FOR HUMAN BEINGS

Most of the time learners complain about forgetting the words they have learned. Gairns and

Redman (1990) mention two theories of forgetting:

We need to practise and re vise what we learn otherwise the new inpu t wil l gradually fade in thememory and ult imately disappear. This is cal led the d ecay theory.

Cue-dependent forgetting, which asserts that informa tion does in fact persist in the mem ory but wemay be unable to recal l it . In other words, the fai lure is one of retrieval rather than storage.

Gairns and Redman (1990) argue that the second theory is supported by a number of experiments.

In one of these, subjects were given lists of words to learn and then tested on their powers of


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recall. Later they were tested again, only this time they were given relevant information to facili-

tate recall. For example, if a list contained the words "sofa", "armchair" and "wardrobe" the sub-

je ct s wo uld be gi ve n th e su per ordi na te "Furn it ure" as a cu e to he lp th em . Thes e ex pe rime nt s

showed that recall was considerably strengthened by appropriate retrieval cues, thus suggesting

that the information was not permanently lost but only "mislaid". But in both cases one thing is

very clear: learners' active involvement is needed to keep the vocabulary active and this seems to

be possible with adequate strategies. Carter (1987) mentions a research reported in Cornu (1979)

which indicates that individuals tend to recall words according to the categories or semantic fields

in which they are conceptually mapped. Then, if learners study the vocabulary in terms of catego-

ries and semantic fields, they will be able to retain more vocabulary for a longer time.

2.7 THE RETENTION OF VOCABULARY

If one wishes to find an answer to the question Do we store and retain vocabulary randomly? the answer must be "no". Otherwise it would take a long time to recall words as Gairns & Redman

(1990) state:

Our "mental lexicon' is highly organized and eff icient. Were storage of information haphazard,we would be forced to scan in a random fashion to retrieve words; this simply is not feasiblewhen one considers the speed at which we recognize and recal l .

Carter & McCarthy (1988) argue that learners make semantic, phonological and associational links

between L1 and L2. It seems that learners can store and retain vocabulary more easily if they

study items relating by topic, forming pairs etc. That is, they do it in a systematized way. When we

think of the number of words in our mental lexicon, the speed is incredible.

Gairns and Redman (1990 p.88) cited Freedman and Loftus (1971): the subjects were asked to

preform two different types of tasks.

1. Name a fruit that begins with a P

2. Name a word beginning with P that is a fruit.

The subjects were able to answer the first type of question more quickly than the second. When

they are in the fruit category they can remember other fruits more quickly. Semantically related

items are stored together in a series of associative networks. Gairns and Redman consider word

frequency as another variable which affect storage. Items which occur most frequently are also

easily recognized and retrieved.


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2.8 VOCABULARY ACQUISITION STRATEGIES: SOME SUGGESTED TECH-

NIQUES

Ur & Wright (1992) mention a technique which helps vocabulary acquisition and retrieval: brains-

torming round a word. One powerful side of this technique is that learners are trying to relate the

word semantically. Other variations of the same technique are quite useful in that they help the

learner to think hard on collocability of words. Once learners try to use this technique, believe,

they will be actively involved in the learning process, which, in the long run, will help them acquire

more vocabulary.

Brainstorming round a word:

Take a word that you have recently learnt, write all the words associated with it. Also, With a line

jo ini ng i t to th e or igi na l wo rd in a ci rc le . If th e or igi na l word wa s "c lo th es ", fo r exam pl e yo u mi gh t

get:

DRESS

JEANS SCARF

SOCKS CLOTHES SKIRT

HAT COAT

SHIRT

Variation 1: Limit association in some way. For example, write only adjectives that can apply to

the central noun so "clothes" might get words like: black, old, smart, warm and beautiful.

Variation 2: A central adjective can be associated with nouns, for example, "warm" could be linked

with: day, food, hand, personality. Or a verb can be associated with adverbs, for example, "speak"

can lead to: angrily, softly, clearly, convincingly, sadly.

2.9 SOURCES TO HELP IN THE ADQUICITION OF LANGUAGEHartman stresses the importance of finding the meaning of a word as an essential ingredient of

dictionary use in Bailer (1989). He lists some of the diff iculties which pupils experience at every

stage: searching for an appropriate headword, understanding the discourse structure of the entry,

identifying the relevant part of the definition, relating the appropriate sense to a given context, and


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paraphrasing the word by merging it with the source text. This indicates that the learner should be

able to overcome such problems if he is to take advantage of dictionary use.

Hartman also warns that learners will often fail to find the information they seek if they lack the

required constituent skills. Then, students must be taught the proper use of the dictionary. For

example, students can be given some exercises which require rearranging words in alphabetical

order, finding derived forms under another headword, finding out pronunciation, checking spelling

and so on. The dictionary can also give them useful grammatical information.

Wallace (1988) diagnoses a choosing the meaning appropriate to a given context when several

meanings are defined as the major problem in the use of the dictionary.

What type of dictionary to use is another point to be considered. At early stages a bilingual dictio-

nary can be used, but it is a fact that monolingual dictionaries encourage students to think in the

target language. Harima (1991) states that there is nothing wrong with bilingual dictionaries ex-

cept that they do not usually provide sufficient information for the students to be able to use. The

entries for the following English words in an English - Turkish bilingual dictionary are all the same:

f loat (v): yzmek

skin (v): yzmek

swim (v): yzmek

There is no doubt, then, learners need more than that. They must be offered a better alternative.

Because of the advancements in computer technology, learners are lucky to find a monolingual

dictionary as Collins Cobuild dictionary (1990). This dictionary presents a real break away from

the traditional ones: It gives examples of real language i.e. how they are used in actual situations

with all types of usages.


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CHAPTER III METHOD OF INVESTIGATION

In this chapter the writer discusses about data collection, population and sample. Also is pre-

sented the instrument of the research, action plan and the analysis method that is applied throughthis research. Those important aspects are relevant to simplify the field of the study.

3.1 TYPE OF RESEARCH

This research tries to describe how informatics terms are used in the La Paz City. This means that

the focus that is going to follow is quantitative, where we will relocate information in order to prove

the hypothesis. We will go to consider some statistical sources and some other instruments. This

kind of research helps us to explain some particular phenomenon that is present in the society

that is informatic terminology on Spanish.

3.3 REACH OF THE RESEARCH

We are conscious that there is a reality to investigate and we are motivated to discover the man-

ner of presence. However, is impossible to cover everything and that is why is necessary to speci-

fy a aim point that will depend of the strategy that we will follow. The descriptive study is a kind of

research where people try to answer the hypothesis with the manipulation of variable (Sampieri,

2007). We chose this kind of study because its i nterest is to describe the reason of the phenome-

non and the conditions. In addition, is important mention that the literature revised said that there

are investigation that prove that a language can influence other one by use of it constantly (Tim,

1996).

3.4 DATA COLLECTION

Data are facts we have about people, situations, events, things, and relationships (Tripp, 1996:

15). Like other researchers, in carrying out a context action research one has to collect the data

containing some information for ones undertaking. In doing research (Walker, 1985) and in A

Teachers Guide to Society Action research (Hopkins, 1985) as quoted by Mc Niff (1992) there are

various methods of data collection: field notes, audio tape recording, pupil diaries, interviews anddiscussions, video tape recording, questionnaires, goniometry, documentary evidence, slide/ tape

photography and case study.

All the techniques have the advantages and disadvantages. In order to make it clear, here is the taxonomy

of the techniques:


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Techniques Advantage(s) Disadvantage(s) Use(s)

Field notesSimple, ongoing, per-sonal

Subjective, need prac-tice

Specif ic issue

Case study

General impression

Audio tape recording Versal i t i le, accurate,provide sample data

Transcription diff icult,t ime consuming, ofteninhibit ing

Detai led evidence Diagnostic

Pupil diariesProvides pupil pers-pective

Subjective Diagnostic

Triangulation

Interviews and discus-sions

Can be teacher-pupil ,pupi l-pupil

Time consuming Specif ic in depth

information

Video tape recorder Visual comprehensiveAwkward and expen-sive, can be distracting

Visual material

Diagnostic

Questionnaires

Highly specif ic, easy to

administer, compara-tive

Time consuming to

analyze, problem ofright answer

Specif ic informationand feedback

GoniometryEasy administer, pro-vides guides to action

Can threaten isolatedpupils

Analyses social re-lationships

Documentary evidence Il luminativeDiff icult to obtain, t imeconsuming

Provides contextand situation

Slide/Tape photographIl luminative, promotediscussion

Diff icult to obtain su-perficial

I l lustrates cri t ical incidents

Case study

Accurate, representa-

tive, uses range oftechnique

Time consuming

Comprehensive

overview of and is-sue.

Publishable format

In doing this study is obtained data by using questionnaires and field notes. Also, used audio tape record-

ing to record the data obtained because by audio tape recording technique an accurate and detai led data

is needed to gain the data of populations opinion about informatic terms. Stringer (1996) asserts that the

use of a tape recorder has the advantage of al lowing the researcher to record accounts that are both de-

tai led and accurate.

3.5 VARIABLES

The variables are elements that have some particular characteristic of being measured and prova-

ble with criteria (Tamayo, 1999). This concept helps us to understand that our variable in this re-

search are closely related with the hypothesis. It means that hypothesis is going to direct to com-

plete the instrument. This research presents the following variables:


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DIMENSION

VARIABLES CONCEPTS INDICATORS

INDEPENDENT VARIABLE

TERMINOLOGY: It is the set of technical words

or expressions used in a particular subject with

particular meaning.

INFORMATICS: It is the study of processed forstoring and obtaining information

COMPUTER: An electronic machine that can

store, organize and find information, do calcula-

tions and control other machines

Knowledges degree of

terms

TERMINOLOGY OF INFOR-

MATIC OR COMPUTERS

Kind of people familia

those terms (age)

Genre

Kind of informatic terms

Media of acquisition of

terms

Circumstance when pe

those terms

People and computer inte


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Other media to be in co

informatic terms

DEPENDANT VARIABLE

ADOPTION: The act of adopting or choosing

words in order to use like proprietor.

The reasons to prefer to

lish informatic terms i

SpanishADOPTION OF INFORMATIC

TERMS INSTEAD OF SPANISH The reasons to be in co

those terminology


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3.6 POPULATION AND SAMPLE

The subjects of this study are the population who lives in La Paz City in the year 2012/2013.

There are about 2.350.466 habitants. This study took the sample according section or like Sam-

pieri (2007) sayMuestra Estratif icada

that is to collect sample by particular characteristics. How-ever, the selection, into the sample, was done randomly; all the group of people will have a

chance to be chosen. The researcher wrote the name of the society group on small pieces paper

then she rolled the paper and put it into a bottle. He then shook the bottle and let the one rolled

paper out. Finally, he will get specific group of people as the sample of the study.

3.7 RESEARCH INSTRUMENT

To get the empirical data of the population in English words, the writer uses questionnaires that

are a number of written questions used to get information from respondents (Arikunto, 1998). In

constructing the questionnaire, the writer uses close questionnaire. It means that the respondents

answer the questions by choosing one of answered given by the researcher or like other author

says multiple choice. Those kind of answers are easily analyzed be some parameters that is clas-

sified by computer softwares like SPSS.

In this study, it is used questionnaire to get additional information about the people reflection to-

ward the preferences to use informatic terms. There were different information questions about

them. They are created in order to follow the indicators that were indicated on variables. Those

indicators have some values that represent the principal point of the phenomenon.

3.8 VALIDITY OF THE QUESTIONNAIRE

Harris (1969) states that empirical validity is used to prove that scores or information have a high

correlation to some outside criterion such as mark or grades that were obtained. This study deals

with the people preferences to use some specific terms. So, the study does a statistical computa-

tion to check the validity. It means that at the end of the study we can find a possible answer to

the phenomenon.

Solutions are not always good and that is why we are conscious that the people can have nega-

tive comments. However, the principal reason to make this research is and will be to contribute to

the theories with our revolution technological that we are living nowadays. In addition, this re-

search tries to describe the phenomenon and make a possible solution or consequences.


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3.9 ACTION PLAN

The study is planned to six steps of action research in doing the action. The step was begun from

selecting focus until continue or modify. In order to be clear, it would like to present the Glanzs

model of action research:

(1) The first step was selectin g focus. The focus of this study was the population of society.

(2) The second step was collectin g data.

(3) The third step was analyzing and interpreti ng the data.

(4) The fourth step was taking action.

(5) The fifth step was reflection.

(6) The last step was the continuation / modificati on. After conducting a post-test and giving

questionnaire, the writer made the analysis. As the writer only took one action research cycle, it

means that the study was complete.

3.10 METHOD OF DATA ANALYSIS

Sampieri (2007) states that there are different methods that we can be used. One of them is de-

scriptive method. This kind of method is used to describe what actually happens in a certain situa-

tion or condition. It provides the analysis of certain facts, for instance, the analysis of data collec-

tion result. Also, is important to mention that the research conducted by the writer in this study isa descriptive research.

The kind of analysis will be the product of using some statistical formulas where the researcher

selected them in order to get information with validity. The study of linguistic information systems,

linguistic informatics, may be regarded as a humanistic research. It investigates the possibilit ies

to facilitate and enhance advanced processing and analysis of linguistic data in order to find hid-

den patterns which are difficult for humans to uncover. This information may then again be used to

enrich the current knowledge of linguistics and languages. Electronic tools that facilitate linguistic

data exploration will enable researchers to do more efficient and in-depth research on these phe-

nomena, because it will facilitate and speed-up the gathering of extensive, relevant data to test

hypotheses, or even to prompt new hypotheses.


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BIBLIOGRAPHY

Crystal, David (2001) El LENGUAJE E INTERNET. Cambridge University Press. pp. 11-37.

ORELLY & ASSOCIATES, INC. (1997) The Harvard Conference on the Internet and Society. Har-vard University Press. pp. 27-38 (Bill Gates).

Posteguillo, Santiago (2003) Netlinguistics. Castello de la plata: Publicaciones de la UniversitatJaume I.

Ramelan (1992) An Introduction to Language Analysis. Semarang: IKIP Semarang

Press.

Sampieri, Roberto (2006) METODOLOGIA DE LA INVESTIGACION. Mexico: Mc Graw Hill.

Stringer, E.T. (1996) ActionResearch: A Handbook for Practitioners. London: Sage PublicationLtd.

Syafei, A. (1988) English Language:Theory And Practice. Jakarta: Depdikbud, Dirjen Dikti.

Tripp, D. (1996) SCOPE: Supporting Work Place Learning Education Department of Western Aus-tralia. Eaglewood

Ur, P. and A. Wright. (1993) Teaching Listening Comprehension. Cambridge: University Press.


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GLOSSARY

Acrolect NOUNa dialect (=way of speaking a language) that is considered better than al l o thers

Basilect NOUN

a dialect (=way of speaking a language) that is considered lower in status than o ther dialectsCreole NOUNa language that is a mixture of a European language and one or more other languages, spoken as the f irstlanguage of a people

DialectNOUNa way of speaking a language that is used only in a particular area or by a particular group

DiglossiaNOUNa situation in which a language exists in two forms, one formal or l i terary and the other informal, and youuse the form that is suitable for a p articular situation

First languageNOUNthe f irst language that you learn to spea k

First languageNOUNthe main language that people speak in a region or country

Heritage languageNOUNin English-speaking countries, a language other than English that is the main language someone learns asa chi ld

Home languageNOUNSomeones native language

Interlanguage NOUNa mixture of two languages, especial ly one used by someone learning a new language, that contains fea-tures of the persons f irst language mixed with those of the language they a re learning

Interlingual ADJECTIVEInvolving two languages

Interlingual ADJECTIVErelating to an interlanguage

Language NOUN

the method of human communication using spoken or written wordsLangueNOUNa language considered as a system of communication that belongs to the people who speak i t

LingoNOUNa language, especial ly one other than your own

Lingua franca NOUNa language that people use to communicate when they have different f irst languages

Litotes NOUNthe use of a negative statement to say something posit ive, for example by describing something as not

unreasonable

Metalanguage NOUNa set of words used for des cribing and discussing language

Metonymy NOUNexpressions in which you refer to something using the name of something else that is closely related to i t,

as, for example, when journal ists use the expression Downing Street to refer to the Brit ish Prime Minister

Mother tongue NOUNthe main language that you learn as a chi ld

Natural languageNOUNa language that has developed in a natural way, rather than being created for a specif ic purpose

Parole NOUNlanguage considered as the way that individual people use i t

Patois NOUN


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a type of spoken language used by people in a particular area, that is different from the main language in acountry

PidginNOUNa language made up of two or more languages, used as a way of communicating by people whose firstlanguages are different from each other

Prose NOUN

written language in i ts ordinary form, as opposed to poetryRegister NOUNthe type of language that you use in a particular situation or when communic ating with a particular group ofpeople

rhyming slangNOUNa way of talking in which you replace the normal word for something with a word or phrase that rhymes

with i t. An example is dog and bone instead of phone. Rhyming slang is used especial ly by cockneys(=people from East London).

second languageNOUNa language that you can speak but which is not your main language

signingNOUNthe use of sign language to co mmunicate, instead of speaking or writ ing

sign languageNOUN

a way of communicating with people who cannot hear, using hand signals instead of wordsSociolect NOUNa type of language spoken by people in a particular social class or grou p

Speech NOUNspoken language, not written language

Stress-timed ADJECTIVE in a stress-timed language, there is a reg ular pattern of stressed syl lables

Syllable-timed ADJECTIVEin a syl lable-timed language, each syl lable has a regu lar rhythm and there are no stresses

Tone languageNOUNa language such as Chinese in which the meaning of some words changes when you say them in a differ-

ent tone

TongueNOUN

a languageVernacular NOUNthe language spoken by a particular group or in a particular area, when it is different from the formal writ-

ten language

A living languagea language that people sti l l speak and use in their ordinary l ives

Plain English/language/wordinglanguage that is easy to understand because i t does not use diff icult or technical words


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ANNEX

INSTRUMENT OF COLLECTING DATA

QUESTIONNAIRE

Genre : Male / Female

Kind of people : Young person / Teenager person / Adult person / Elderly person

1. In your opinion, how many informatic terms do you consider that is frequently used by yourself?

a) Some terms

b) Many terms

c) A lot of terms

2. What kind of informatic terms do you consider that is used?

a) Terms that appear on the Internet

b) Terms that appear on computers

c) Terms that are informatics terms

d) Some particular terms l ike common word (Facebook)

3. When do you thing that those terms were learned?

a) At school

b) By social interaction

c) Those terms were learned natural ly

4. When do you use them?

a) With col leagues

b) With friends

c) With any kind of person

d) With relatives

5. In your opinion, how many hours do you spend with a computer?

a) 1 to 2 hours per day

b) 2 to 4 hours per day

c) 4 to 6 hours per day

d) 6 to 8 hours per day

e) More than 8 hors


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6. How do you use the computers?

a) To study

b) To work

c) To entertainment

d) To investigate

7. Do you have any diff iculty with language sources l ike f inding information on English?

a) Yes, Because al l on internet is in English

b) No, Because I understand the most common terms

c) Other _____________________ _______________

8. What kind of media contribute to be in contact with informatic terms?

a) Magazines

b) Newspapers

c) Books

d) Other _______________________ ______________

9. Why do you prefer to use English informatic terms instant of Spanish?

a) Because is a social movement

b) Because is a common expression

c) Because is the medias language

10. Why you are in contact with that terminology?

a) Volunteer

b) Obliged

c) Everyone used them

d) I cannot avoid them

Informatic terminology

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