Meycauayan Colllege

Graduate School Department

Final Exam in English 204
Second Term, SY 2023-2024

Directions. Answer/Discusss comprehensively the questions/statements by paragraph.

1. Enumerate at least five semiotics theories/approaches and briefly discuss its application
in the delivery of lesson.

1. Structuralism: This theory emphasizes the importance of understanding signs and

symbols within a system of relationships. It focuses on analyzing the underlying
structures that govern meaning-making processes. In the delivery of my lessons, I can
apply structuralism by examining how various elements of the lesson (such as text,
visuals, and activities) are interconnected within a structured framework. I can help
students understand the relationships between different concepts and how they
contribute to overall meaning for better understanding.

2. Semiotic Analysis: Semiotic analysis involves the study of signs and symbols to
uncover their underlying meanings and cultural significance. It explores how signs
are created, interpreted, and used within specific contexts. As teachers, I can apply
semiotic analysis in lesson delivery by analyzing texts, images, and other
instructional materials to uncover hidden meanings and cultural messages. This helps
students develop critical thinking skills and a deeper understanding of the world
around them.

3. Semiotics of Space: This approach examines how space and spatial arrangements
convey meaning. It explores how physical environments shape communication and
influence social interactions. As a teacher, I can apply the semiotics of space by
carefully designing classroom layouts and organizing instructional materials to
optimize learning environments. By considering spatial arrangements, teachers can
create inclusive and engaging learning spaces that facilitate communication and
collaboration among students.

4. Cultural Semiotics: Cultural semiotics explores how signs and symbols are shaped
by cultural contexts and social practices. It examines the ways in which cultural
norms, values, and beliefs influence meaning-making processes. I can apply cultural
semiotics in my lesson by incorporating diverse cultural perspectives into lesson
content and instructional materials. Through recognizing and respecting students'
cultural backgrounds, I can create inclusive learning experiences that creates an
impact with students' personal experiences.
 5. Multimodal Semiotics: Multimodal semiotics focuses on the analysis of signs across
different modes of communication, such as language, visuals, sound, and gestures. It
explores how meaning is constructed through the integration of multiple semiotic
resources. I can apply multimodal semiotics by designing lessons that incorporate a
variety of semiotic modes to convey information and engage students' multiple senses
by using a combination of text, images, videos, and interactive activities. With those,
I can create dynamic learning experiences that cater to diverse learning styles and
preferences of my students.

2. Compare and contrast traditional and constructivist’s classroom-based approaches in

tabular presentation; on the following:
2.1 teacher’s role;
2.2 instructional materials;
2.3 learning;
2.4 work activity; and
2.5 assessment
Constructivist
Aspect Traditional Approach
Approach
Teachers Role
Traditional: Teachers are the Central
Authority figure; Facilitator; guides
authority imparting knowledge.
primarily lectures and students in inquiry and
Constructivist: Teachers acts as Facilitator
directs discovery
guiding students through exploration and
discovery.
Instructional Materials
Traditional: Primarily textbooks and Hands-on activities,
Textbooks, lectures,
lectures. manipulatives, real-world
worksheets
Constructivist: Varied materials including examples
hands-on activities and real-world examples.
Learning
Traditional: Passive reception of
Passive; students receive Active; students construct
information.
information passively their own knowledge
Constructivist: Active construction of
knowledge through engagement.
Work Activity
Traditional: Often individual and focused Collaborative group
Individual seatwork, rote
on rote memorization. work, problem-solving
memorization
Constructivist: Collaborative and centered tasks
around problem-solving and inquiry.
Assessment
Traditional: Emphasis on standardized Performance tasks,
Standardized tests,
testing. portfolios, formative
quizzes, exams
Constructivist: Focus on performance tasks, assessment
portfolios, and ongoing feedback.

Submitted by: Submitted to:

KIM RUSSELLE R. BAÑEZ ESPERANZA SAMONTE-NUNEZ, PhD

Faculty