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My hypothesis: The more number of hours they watch TV, the larger their vocabulary is.

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My hypothesis: The more number of hours they watch TV, the larger their vocabulary is.

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I agree with you when it refers that icons don’t always have inherent meaning. Instead, icons or symbols are generally given their meaning by humans based on their usage, and then those meanings and their interpretations differ based on context and subtext (leading to a world of opportunities for complex communication… and miscommunication).

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Exactly, in this way the students exchange ideas, learn and in this way analyze the situation raised by the teacher in the class to have a clear idea of ​​what things, undoubtedly, the teacher is the guide for students to give their best  and optimal results are given.

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On the other hand you can conduct a community of inquiry, where students can interact more easily with each other, know what things are good and what things you think differently and why, this should be with the help of the teacher where he or she guides them so they can learn and in the process they perform kinesics or play activities.

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Mass media research, like all research, can be qualitative or quantitative. Qualitative research involves several methods of data collection, such as focus groups, field observation, in-depth interviews, and case studies. In all of these methods, the questioning approach is varied. In other words, although the researcher enters the project with a specific set of questions, follow-up questions are developed as needed. The variables in qualitative research may or may not be measured or quantified.

In some cases, qualitative research has certain advantages. The methods allow a researcher to view behavior in a natural setting without the artificiality that sometimes surrounds experimental or survey research. In addition, qualitative techniques can increase a researcher's depth of understanding of the phenomenon under investigation.

This is especially true when the phenomenon has not been investigated previously. Finally, qualitative methods are flexible and allow the researcher to pursue new areas of interest. A questionnaire is unlikely to provide data about questions that were not asked, but a person conducting a field observation or focus group might discover facets of a subject that were not considered before the study began.

However, some disadvantages are associated with qualitative methods. First, sample sizes are sometimes too small (sometimes as small as one) to allow the researcherto generalize the data beyond the sample selected for the particular study. For this reason, qualitative research is often the preliminary step to further investigation rather than the final phase of a project. The information collected from qualitative methods is often used to prepare a more elaborate quantitative analysis, although the qualitative data may in fact be all the information needed for a particular study.

Data reliability can also be a problem, since single observers are describing unique events. Because a person conducting qualitative research must become closely involved the respondents, it is possible to lose objectivity when collecting data. A researcher who becomes too close to the study may lose the necessary professional detachment.

Finally, if qualitative research is not properly planned, the project may produce nothing of value. Qualitative research appears to be easy to conduct, but projects must be carefully designed to ensure that they focus on key issues.

Quantitative research also involves several methods of data collection, such as telephone surveys, mail surveys, and Internet surveys. In these methods, the questioning is static or standardized-all respondents are asked the same questions and there is no opportunity for follow-up questions.

In the past, some researchers claimed that the difference between qualitative and quantitative research related to only two things:

1. Qualitative research uses smaller samples of subjects or respondents.

2. Because of the small sample size, results from qualitative research could not be generalized to the population from which the samples were drawn.

Qualitative research, the fact is that sample sizes in both qualitative and quantitative can be the same.

Quantitative research requires that the variables under consideration be measured.

This form of research is concerned with how often a variable is present and generally uses numbers to communicate this amount. Quantitative research has certain advantages. One is that the use of numbers allows greater precision in reporting results. For example, the Violence Index (Gerbner, Gross, Morgan & Signorielli, 1980), a quantitative measuring device, makes it possible to report the exact increase or decrease in violence from one television season to another, whereas qualitative research could report only whether there was more or less violence.

For the past several years, some friction has existed in the mass media field and in other disciplines between those who favor quantitative methods and those who prefer qualitative methods. Most researchers have now come to realize that both methods are important in understanding any phenomenon. In fact, the term triangulation, commonly used by marine navigators, frequently emerges in conversations about communication research. If a ship picks up signals from only one navigational aid, it is impossible to know the vessel's precise location. However, if signals from more than one source are detected, elementary geometry can be used to pinpoint the ship's location. In this book, the term triangulation refers to the use of both qualitative methods and quantitative methods to fully understand the nature of a research problem. Although most of this book is concerned with skills relevant to quantitative research, we do not imply that quantitative research is in any sense better than qualitative research.

It is not. Each approach has value, and the decision to use one or the other depends on the goals of the research.

Mass Media Research Introductory: By Roger D. Wimmer, Joseph R. Dominick

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Qualitative & Quantitative Research Method in Mass Media

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Qualitative, Quantitative, Research, Mass Media, Survey

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In fact, it is important to take into account that student learning is obtained optimally when the teacher is based on teaching strategies and makes appropriate use of technology where the protagonists are the students and their class develops it in a debate way where ideas are exchanged with respect to the subject on which it is being developed it is also important to solve all the doubts that are generated in the class

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It is interesting to approach the kinesthetic aspect, since I consider that in many cases, there are students whose dominant part is kinesics and they can develop another type of work that can represent a challenge for the teacher. maybe we are very used to working in a very traditional way, where only contents are explained and subsequently evaluated, so maybe it would be a different way of teaching and learning contents, besides exploring the creativity of the students.

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Theoretical Perspective:          CORPUS LINGUISTICS                                   BY LUZKELLY CALLE DIAZ

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Theoretical Perspective:          CORPUS LINGUISTICS                                   BY LUZKELLY CALLE DIAZ

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The theory that I will use is Corpus Linguistics. A corpus is a set of texts (collected based on a particular criterion from thousands of oral or written authentic texts) that is used by linguists for the study of language. Modern Corpus Linguistics became popular with the study “Computational Analysis of Present-day American English” by Henry Kucera and W. Nelson  Francis, and it was used to analyze the Brown Corpus, which was a compilation of current American English. This theory indicates that corpora are useful to understand how the different aspects of language work and can help to provide answers to questions related to the evolution of language. I would like to use this theory to study the vocabulary growth of children  (3-5 years old). There has been an interesting phenomena lately, with this particular age group: some of them develop language (vocabulary especially) that is usually recognized as adult like. So, I would like to investigate if this phenomena is related to the number of hours they spend watching  TV. My hypothesis is that the more number of hours they watch TV, the larger their vocabulary is. As applied to my topic, this theory holds that I would expect my independent variable(s) to be: Family environment, parents’ education, Tv hours a day, types of TV programs they watch, and socio-economic condition, to influence or explain the dependent variable: vocabulary growth. The main objective is to discover which of these variables may influence children’s language growth more. In order to do this, a large corpus has to be collected (recordings of children’s speech) and analyzed using computer software specialized in Corpus Linguistics, such as LancasX

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Theoretical Perspective: ICONIC                     BY KELLY JOHANNA CASTILLO

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Theoretical Perspective: ICONIC                     BY KELLY JOHANNA CASTILLO

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The theory that I am going to use is iconic. It was developed by Charles Morris in his Fundamentals of Theory of Signs, a book in which he deals with the interrelation of the theory of signs and the theory of value. Morris called the science of semiotic (semiotic) signs. It establishes that the human being is a species that uses signs par excellence, although it is certain that other species makes use of signs, the human being reaches a complexity and elaboration when communicating us by means of diverse systems of signs that we can find, for example, in speech, writing, art, verification mechanisms, medical diagnosis and human-made signaling instruments.

When Charles Morris introduced the term semiotics, it was reintroduced in 1960 in the English philosophical discourse by John Locke, as a label for "doctrine of the signs", a science that has subsequently made considerable advances by Charles Sanders Peirce, from end of the 1860s. However, it was used in various contexts and with variations in its meaning. Later it was used by Umberto Eco where it indicates the relation between the icon and the object, where it develops the idea that the icon has value when it is endowed with meaning by the culture. The signs have now been studied by many people and from so many different perspectives such as linguists, logicians, philosophers, psychologists, biologists, anthropologists, psychopathologists, sociologists and specialists in aesthetics. Morris says that "semiotics has a double link with sciences: it is one more science and at the same time an instrument of the sciences" (Morris, 1985) which allows us to assume these studies in a theoretical and practical way.

In the classrooms the study of iconic texts has great importance since the students are in constant contact with said language present mostly in advertising, which manipulates the information taking into account various aspects. The iconic text can be adapted according to context, population, culture, among others, without forgetting that it seeks to generate impact for the public, taking into account aspects such as age, sex, race, etc. In fact, in many cases, this type of texts must be part of the knowledge and mastery of the student, since it is a content that is immersed within the educational themes.

Finally, the teacher must know how to make the best use of this type of language and generate critical awareness to students about these issues, since it is normally used to promote ideas within society and diverse cultures.

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Theoretical Perspective:                                  BY VANESSA CAROLINA MARQUEZ

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Theoretical Perspective:                                  BY VANESSA CAROLINA MARQUEZ

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The book in his first edition (1994), was called only Research design: Qualitative and quantitative approaches. Since the second edition (2003), it adopts the definitive title of Research design: Qualitative, quantitative, and mixed methods approaches, which will remain in the third (2009) and in this edition (2014). With respect to the chapters, we see that between the third and fourth there are modifications, which did exist between the second and third edition. Likewise, since the second edition, considerations related to the ethics of research, as well as the novelty of mixed methods. The decade of difference between the first two editions makes it easier to identify them emergency period of mixed methods. Research design (in its fourth edition) is divided into two parts and contains ten chapters. The first four chapters belong to the "Considerations preliminaries ", while the following six belong to the «Research design» (Designing research). The first chapter ("Selection of the research approach ») takes into account three considerations for such selection: the "theoretical" bases (vision of the philosophical world, type of design, research method) from which the researcher departs, his own experience as a researcher (more linked to «numbers» or «narrations», or both), and the demands of the "audience". The philosophical panorama marks four major trends (or "paradigms": postpositivist, constructivist -Hermeneutic-, transformative and pragmatic). The first one will adjust more to quantitative design (typical experimental designs, based on surveys, etc.); the next two, the qualitative (more linked to the narrative, phenomenological, to grounded theory, ethnographic theory, etc.); and the last, to the designs mixed (convergent, sequential -explicative or exploratory-, transformative, etc.). Finally, all this will be adjusted with some kind of research method (quantitative, qualitative or mixed).

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Theoretical Perspective: KINESIA                BY JULIETH TATIANA HERNANDEZ -

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Theoretical Perspective: KINESIA                BY JULIETH TATIANA HERNANDEZ -

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The theory that I will use is Kinesia. Although Ray Birdwhistell (1973) is recognized as the founder of the kinematic study of the movement of the body (what we call kinésica here), the modern antecedents of this field of analysis may well be prolonged until Marcel Mauss (1991) and his works directed to understand the social transmission of the "techniques of the body" at the beginning of the XX century, or to the avant-garde text of Bateson and Mead (1942) "Balinese Character". After the second postwar period, a particular interest would be developed for the intercultural use of space (Hall 1969; 1973), as well as non-verbal communication, as culturally conditioned behavior (Lomax 1971; Pease 1987). In the same way, towards the decade of the seventies the pioneering works of Mary Douglas (1966 and 978) would allow to think of the human body as the primary surface of symbolic inscription of culture. The previous perspective will lay the foundations for the later development of what is now known as "anthropology of the body", at present, the mediated guerrillas, private armies and parastatal violence squads have turned the body into a palimpsest of combats between diffuse enemies and in a theater of operations of various kinds. Therefore, in recent years have been consolidating anthropological and interdisciplinary studies that are concerned with analyzing the body of women as spoils of war (Segato 2006, 2014), torture and genocide as social death (Arzoumanian 2012; 2010; Card and Marsoobian 2007), as well as works that seek to understand the physical-ideological discipline of combatants (Bourke 2008, Blair, Cárdenas and Duarte 2001).