Dissertations / Theses on the topic 'Abundancia (The Spanish word)'
To see the other types of publications on this topic, follow the link: Abundancia (The Spanish word).
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Abundancia (The Spanish word).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Taylor, Anna M. "Psychometrically Equivalent Bisyllabic Word-Lists for Word Recognition Testing in Spanish." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2101.
Full textAbstract:
The aim of this study was to develop, digitally record, evaluate, and psychometrically equate a set of Spanish bisyllabic word lists to be used for word recognition testing. Frequently used bisyllabic words were selected and digitally recorded by male and female Spanish talkers. Twenty normally hearing subjects were presented each word to find the percentage of words which they could correctly recognize. Each word was measured at 10 intensity levels (-5 to 40 dB HL) in increments of 5 dB. Chisquare analysis was used to determine the equivalency among the final four psychometrically equivalent word lists of 50 words, and each of the eight half-lists containing 25 words each. The results of the analysis indicated that there were no significant differences among the four-lists or eight half-lists. Only minimal adjustments (≤0.5 dB) were needed to equate the words in the lists and half-lists for the male and female talkers.
2
Peterson, Brenda Karina. "Psychometrically Equivalent Bisyllabic Word Lists for Spanish Pediatric Word Recognition Testing." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6061.
Full textAbstract:
While recorded speech audiometry materials have been developed in Spanish for adults, currently there are no speech audiometry materials available in Spanish that are suitable for a pediatric population. Thus, the purposes of this study were (a) to analyze Spanish bisyllabic words previously developed for adults to determine the words' appropriateness when testing word recognition scores in native Spanish-speaking children and (b) to compare the logistic regressions results from the Spanish adult data obtained in a previous study with the logistic regressions from Spanish pediatric data obtained in the present study. Using common-use children's dictionaries in the Spanish language, a subset of child-appropriate words was adapted from a set of materials developed for Spanish adults. A total of 129 frequently used bisyllabic words were chosen; the words were split into five lists; four lists contained 26 words and one list contained 25 words; each was digitally recorded by both male and female Spanish talkers. Twenty native Spanish-speaking children with normal hearing between the ages of four and eight years were selected to listen to words to obtain psychometric functions. Each word was presented to the listener at 5 levels of intensity from -5 to 35 dB HL in increments of 10 dB. Custom software was used to control randomization, timing, and presentation of the words. The participants were not familiarized with the words prior to testing. The words received a ranked order based on performance to create lists and half-lists that were equivalent. Logistic regression was used to calculate psychometric functions for the lists and half-lists. Subsequently, a chi-square analysis was completed. The analysis revealed no statistical differences among the lists and half-lists for either male or female talkers. The mean bisyllabic psychometric function slopes for lists and half-lists were 5.0%/dB for the male-talker words and 5.2%/dB for the female-talker words. The 50% threshold for male and female were 16.2 dB HL and 15.5 dB HL, respectively.
3
Cox, Cynthia Gail. "Bilingual word detectives transferability of word decoding skills for Spanish/English bilingual students /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457293.
Full textAbstract:
Thesis (M.A.)--University of California, San Diego, 2008.Title from first page of PDF file (viewed Nov. 10, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 188-193).
4
Pineros, Carlos Eduardo. "Prosodic Morphology in Spanish: Constraint Interaction in Word Formation." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392740585.
Full text
5
Piñeros, Carlos-Eduardo. "Prosodic morphology in Spanish : constraint interaction in word formation /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658546139.
Full text
6
Quintanilla-Aguilar, José Roberto Alexander. "La (des)pluralización del verbo haber existencial en el español salvadoreño [inverted question mark]un cambio en progreso? /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041086.
Full text
7
Ahufinger, Sanclemente Nadia. "Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666983.
Full textAbstract:
This dissertation was written to answer some questions about the different roles played by memory in school-age Catalan-Spanish children with specific language impairment (SLI). Currently, a small but growing body of work suggests that individuals with SLI have difficulty performing tasks that require non-declarative learning. That is, they present with difficulties in the process of extracting abstract knowledge from statistical patterns, probabilistic computations (statistical learning) and procedural skills (procedural learning) embedded in the input. The Procedural Deficit Hypothesis—PDH—(Ullman & Pierpont, 2005) suggests that grammatical impairments observed in SLI may be explained by abnormalities in brain areas associated with procedural memory—a gradual, sequential implicit learning, necessary for acquiring cognitive and motor skills, such as typing and bike riding. The PDH also purports that children with SLI have relative strengths in word learning since their lexical declarative memory systems have remained largely spared. However, the literature shows that children with SLI show difficulties in vocabulary learning in addition to grammatical deficits. First, in this dissertation we wanted to study whether children with SLI have a more general impairment in their non-declarative memory mechanism that is not limited to procedural learning. Second, we wanted to investigate whether statistical learning is also a required mechanism for the word-learning process rather than just declarative memory alone. Third, we examined the role of working and declarative memory in children with and without SLI with regard to lexical knowledge. To carry out our study, a total of 76 children (24 girls, 52 boys), 38 children with SLI (Mean age=8.7 years-old; SD=1.10 years) ranging in age from 5.6 to 12.11 years, and 38 typically developing children (Mean age=8.9 years; SD=1.10 years) ranging in age from 5.7 to 12.9 years were tested with three types of statistical word-learning tasks involved in a word-learning process (i.e., auditory sequential statistical learning, cross-situational statistical learning, and visual statistical learning tasks) and were given different working and declarative memory tests.
The results showed that Catalan-Spanish children with SLI were less accurate at solving the three statistical learning tasks than the group of TD children. Moreover, statistical learning and declarative memory were significant predictors of the vocabulary knowledge in children with and without SLI. Thus, non-declarative learning was shown to be a required mechanism for acquiring vocabulary as well as grammar. Furthermore, children with SLI showed poorer results in the auditory and visual working memory tasks compared to the group of TD children. Equivalent results for declarative memory tests for both groups were found only after controlling for the working memory.
The results of this dissertation encourage current theoretical models of non-declarative learning in children with SLI to be extended beyond the assumption that only procedural sequential learning is impaired in this population, suggesting that a more general non-declarative learning, including non-sequential statistical learning, is affected in children with SLI and that this deficit is related to grammar learning as well as vocabulary acquisition. Finally, the implications of these results on language learning in children with SLI are discussed.Los niños y niñas con trastorno específico del lenguaje (TEL) presentan dificultades en el proceso de extracción de información abstracta que se encuentra en nuestro entorno a partir de patrones estadísticos, cálculos probabilísticos o habilidades procedimentales. La hipótesis del déficit procedimental (PDH) (Ullman y Pierpont, 2005) propone que las dificultades que presentan estos niños/as en el área de la morfología y la gramática se pueden explicar por anomalías en áreas cerebrales asociadas a la memoria procedimental. La PDH también propone que los niños con TEL tienen menos dificultades relacionadas con el vocabulario porque tienen la memoria declarativa relativamente preservada. Contrariamente, diferentes estudios demuestran que la población con TEL tiene dificultades léxicas. Los objetivos de esta tesis doctoral son demostrar si los niños/as con TEL presentan dificultades en realizar tareas que requieren del aprendizaje estadístico. En segundo lugar, investigamos si el aprendizaje estadístico también tiene un rol explicativo en el conocimiento de vocabulario. En tercer lugar, examinamos el papel que tiene la memoria de trabajo y la memoria declarativa en relación al conocimiento del léxico. Un total de 76 niños/as (24 niñas, 52 niños) participaron en este estudio. El grupo TEL estaba formado por 38 niños y niñas (M edad = 8,7 años). El grupo control estaba formado por 38 niños/as con desarrollo típico (DT) (M edad = 8,9 años). Todos los participantes realizaron 3 experimentos de aprendizaje estadístico: (1) auditivo y secuencial, (1) visual y secuencial y (3) audiovisual y no secuencial. Además, a todos los participantes se les evaluó con diferentes baterías de memoria de trabajo y memoria declarativa. Los resultados mostraron que el grupo TEL obtuvo un rendimiento significativamente inferior al grupo control en los tres experimentos de aprendizaje estadístico. Además, tanto el aprendizaje estadístico como la memoria declarativa fueron dos predictores significativos del conocimiento del vocabulario de los participantes. Estos resultados demuestran que el aprendizaje estadístico también es un mecanismo necesario para adquirir vocabulario y no sólo para aprender morfología y gramática. Además, el grupo TEL mostró resultados más bajos en las tareas de memoria de trabajo auditiva y visual en comparación con el grupo con DT. También se encontraron resultados equivalentes para ambos grupos en las pruebas que evaluaban la memoria declarativa (después de controlar la memoria de trabajo). Los resultados de esta investigación sugieren (1) que los niños/as con TEL muestran dificultades en aprendizaje estadístico en tres modalidades diferentes (visual, auditiva, audio-visual) (2) que los modelos teóricos actuales que se basan en la afectación de la memoria procedimental en esta población deben ir más allá de la hipótesis que sólo hay un aprendizaje procedimental secuencial afectado en esta población y (3) que el aprendizaje estadístico de regularidades no secuenciales también podría estar afectado en esta población.
8
Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.
Full textAbstract:
Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorganized AWL divided into four categories that are more useful for our Spanish-speaking English language learners as well as their instructors, curriculum designers, and materials writers: English-Spanish true cognates, partial cognates, false cognates, and non-cognates.ID: 029050607; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 110-116).
M.A.
Masters
Department of Modern Languages and Literatures
Arts and Humanities
9
Solon, Megan Elizabeth. "WORD FREQUENCY AND NEIGHBORHOOD DENSITY EFFECTS ON L2 SPANISH VOCABULARY DEVELOPMENT." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185545267.
Full text
10
Berrocoso, Solbella. "A thematic analysis of Spanish word order : theoretical and pedagogical aspects." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494077.
Full textAbstract:
Word order variations in Spanish have led scholars to consider it as a language with flexible word order in comparison with languages such as French or English. Attention has been mainly centred on syntactic variations involving the placement of the subject. Today, the widespread assumption is that Spanish is a pragmatically motivated language; consequently, studies have started to focus on real occurring data in order to study the pragmatic factors that intervene in the creation of meaning. The fact that the pragmatic factors are independent of position makes it difficult to use them as indicators to explain word order variations. Further, studying language in context implies that it more complex to single out a specific feature, because every element of the system collaborates in the creation of meaning.
11
Stevenson, Jeffrey Lee. "The sociolinguistic variables of Chilean voseo /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8365.
Full text
12
Bartolo, Irma. "Word definitions by Spanish and English bilingual children from low-income families /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240684121&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text
13
Ruiz, García María Isabel. "Word Stress Patterns in the English of Spanish Speakers: A Perceptual Analysis." Doctoral thesis, Universidad de Alicante, 2018. http://hdl.handle.net/10045/114906.
Full textAbstract:
Esta tesis analiza la producción de palabras inglesas utilizadas en contexto por parte de estudiantes españoles del inglés. Un total de 76 grabaciones de dos textos diferentes se han analizado, transcribiendo en AFI las 125 palabras elegidas para el análisis de los patrones de acentuación. El propósito principal de este trabajo es analizar, describir y clasificar los esquemas de pronunciación más característicos del inglés de los estudiantes españoles, con referencia específica a las alteraciones relacionadas con los diferentes esquemas de acentuación y de reducción vocálica. Para ello, se ahonda en el estudio de los patrones de acentuación utilizados según el número de sílabas, según la acentuación original de las palabras y según la clase léxica. También se examinan las tendencias de uso de reducción vocálica en las sílabas átonas y el uso de la acentuación secundaria.
14
Kryger, Marissa Shea. "The Development of a Word List for a Mexican Spanish Phonological Assessment." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244401.
Full textAbstract:
Speech-language pathologists (SLPs) encounter many Spanish-speaking children in their caseload; however, there exist few phonological assessments to date that can accurately assess the phonological capabilities of bilingual children. Because of the lack of assessments, many Spanish-English bilingual children are diagnosed with speech sound disorders when in fact they are typically-developing. Many children are misdiagnosed because the phonological features of their dialect of Spanish are not taken into account. The purpose of this study was to develop a word list for a phonological assessment of Mexican Spanish. This assessment will account for the dialect's unique phonological features that may otherwise be considered signals of speech sound disorders if SLPs are not aware of them. The literature was reviewed to develop a list of criteria essential to the development of a word list for an English phonological assessment, then the criteria was applied to the formation of a word list for a Spanish assessment. After considering the criteria, a word list was created in which all consonant phonemes of Mexican Spanish were included. Correlations were performed to examine the relationship between the test items and the frequency of occurrence of consonant phonemes in the Spanish language to provide a measure of validity.
15
Santos, Maldonado M. C. "First and second language visual word recognition : neighbourhood effects in Spanish and English." Thesis, University of Edinburgh, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.661584.
Full textAbstract:
Current models of visual word recognition assume that the recognition of a stimulus word is affected by orthographically similar words (orthographic neighbourhood). In this thesis I explore the effects of neighbourhood on monolingual and bilingual word recognition. In particular I study the influence of Word Frequency, Neighbourhood Size (N) and Neighbourhood Frequency (NF) in English and Spanish lexical processing N refers to the number of real words that can be created from a given word by changing one letter at a time while preserving letter position. NF refers to the frequency of the neighbours in relation to the frequency of the target word. There is a great deal of controversy as to whether orthographic neighbours facilitate or inhibit lexical processing and whether neighbourhood effects are consistent across languages. These questions are examined in four experiments carried out within the lexical decision paradigm. Experiment 1 investigates the effects of Word Frequency, N and NF with English stimuli and twenty-four English native speakers. Latency differences are not statistically reliable, but they show a tendency for both N and NF to be facilitative of lexical processing. Experiment 2 examines the same variables with Spanish stimuli and sixty-three Spanish native speakers. Data reveals null effects of N and reliable inhibitory effects of NF, with an interaction of NF with Word Frequency. In Spanish having higher frequency neighbours seems to delay lexical decision times, and this effect appears to be more marked for low frequency words. Experiment 3 explores neighbourhood effects in eighty bilingual speakers of English and Spanish with bilingual stimuli presented in two language blocks. General results show null effects of N and significant inhibitory effects of NF. Results by target language show reliable facilitative effects of N in English and highly robust inhibitory effects of NF in Spanish. Experiment 4 further investigates effects of NF in a cross-language lexical decision task with semantic (translation) priming done with sixty-four bilingual speakers of English and Spanish. The purpose of the experiment is to examine the strength of cross-language priming effects under four NF conditions (NF Leaders and Nonleaders, for targets and primes). Data shows reliable priming effects in both language directions, L1 to L2 and L2 to L1. Data also exhibits a significant interaction between language and the priming influence of NF Leader primes and NF Nonleaders primes.
16
Foster, John C. "A theory of word order in categorial grammar, with special reference to Spanish." Thesis, University of York, 1990. http://etheses.whiterose.ac.uk/9773/.
Full text
17
Sainz-Maza, Lecanda Lorena. "INTERACTIONS AMONG FOCUS, EXHAUSTIVITY, AND CONSTITUENT ORDER IN SPANISH AND BASQUE." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500285275822162.
Full text
18
Dold, Simon [Verfasser]. "Basque - Spanish Language Contact : an empirical study on word order in interrogatives / Simon Dold." Konstanz : Bibliothek der Universität Konstanz, 2018. http://d-nb.info/116496934X/34.
Full text
19
Erikson, Jessie Alise. "Phonological Transfer during Word Learning: Evidence from Bilingual School-Age Spanish-English-Speaking Children." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613100.
Full textAbstract:
Purpose: This study examines potential cross-linguistic effects on accuracy of codas in newly learned English-like nonwords produced by bilingual Spanish-English-speaking children. Methods: Forty-two bilingual Spanish-English-speaking second-graders (age 7-9) were matched individually with monolingual peers on age (+/- 6 months), sex, and percentile score on the Goldman-Fristoe Test of Articulation (GFTA-2; Goldman & Fristoe, 2000), and matched for group on mother's level of education. Participants named various sea monsters as part of computerized word-learning games. Sixteen syllable-final coda consonants were analyzed for accuracy. These were drawn from thirteen nonwords distributed across five word-learning tasks. Results: Bilingual children were less accurate than monolingual children in production of both shared and unshared codas, though the gap was greater for unshared codas. Both bilingual and monolingual children were more accurate in production of shared codas than unshared codas. Conclusion: The results suggest that native language phonotactics influence accuracy of coda production in bilingual Spanish-English-speaking school-age children during word learning. Influences of native phonology on word learning could potentially impact academic achievement through vocabulary learning in the classroom.
20
Weisleder, Pedro 1959. "COMPARATIVE INTELLIGIBILITY FUNCTIONS AND SOME NORMATIVE DATA OF FOUR SPANISH WORD RECOGNITION ABILITY LISTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276520.
Full textAbstract:
The investigator evaluated a commercially available Spanish word recognition ability test. The material consists of four lists of fifty bisyllabic tetraphonemic Spanish words available from Auditec of St. Louis as: "Spanish speech discrimination lists 1-4". Interlist equivalence, word difficulty, speaker's intelligibility, and P/I functions' slopes were investigated. Taped lists were presented to 16 normal hearing native Spanish speaking adults at four presentation levels. Statistical analysis indicated that the intelligibility of list three is significantly different than the other lists at the.05 level. At the low presentation levels, subjects of Mexican origin obtained better scores than subjects of other nationalities. The P/I functions' slope (4.3%) was comparable to that obtained by investigators of English tests. Most frequently missed words have as common denominators: presence of the /s/ sound, and are words that retain their meaning even after deletion of final /s/. Talker's speech intelligibility was judged to be very clear.
21
Forse, Jessica Amy. "The conceptual semantics of word formation : a romance perspective." Thesis, Swansea University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678457.
Full text
22
Barrera-Tobon, Carolina. "Contact-induced changes in word order and intonation in the Spanish of New York City bilinguals." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601855.
Full textAbstract:
This dissertation is a variationist sociolinguistic analysis of the variable word order and prosody of copular constructions (Nicolás es feliz versus Feliz es Nicolás, Es Nicolás feliz, Es feliz Nicolás, ‘Nicolas is happy’) in the Spanish of first- and second-generation Spanish-English bilinguals in New York City (henceforth NYC). The data used for the study come from a spoken corpus of Spanish in NYC based on 140 sociolinguistic interviews (details of the corpus will be presented in Chapter Three). This dissertation addresses the question of whether second-generation bilinguals have a less flexible word order in Spanish as a result of their increased use of, and contact with, English, where a more fixed order prevails.
We will show that the informants in the present study, like their peers in Los Angeles and other parts of the US, exhibit a more rigid word order compared to their first-generation peers. We have established that this increase in rigidity of word order among the second-generation can be attributed in large part to their increased use of and contact with English. The studies mentioned above have interpreted their results to mean that these speakers are losing or have lost the discourse pragmatic constraints that govern word order. However, the data here show that the first- and second-generation speakers in the present study share many of the same conditioning variables and constraints for word order, although these variables appear to account for a smaller amount of variance among the second-generation. In this way, we have established that the second-generation is not losing the discourse pragmatic constraints that govern word order, but that they are differently sensitive to these constraints. In fact, we show that second-generation speakers are very capable of communicating the pragmatic functions that the first-generation speakers do using word order because they maintain the prosodic details of their first-generation counterparts. In other words, the second-generation communicates these functions in ways that are slightly different from the first-generation, relying more on prosodic resources than syntactic ones. Furthermore, the data indicate that their prosodic patterns are not modeled after the prosody of English. In general terms we show that the second-generation does not have a different grammar from their first-generation counterparts, as is claimed by other researchers. Instead we show that these speakers favor certain first-generation strategies over others.
23
Lozano-Pozo, Cristobal. "Universal grammar and focus constraints : the acquisition of pronouns and word order in non-native Spanish." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250066.
Full text
24
Berdugo, Oviedo Gloria. "Comprehension and representation of algebra word problems in a second language." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84473.
Full textAbstract:
The present study was designed to examine students' comprehension and problem representation when reading and solving algebra word problems in their first language (L1: Spanish) and their second language (L2: English). The main interest was to investigate the role of the L2 in performing the task. It was hypothesized that difficulty in understanding and solving word problems is a function of carrying out the task in the L2 and discourse factors inherent to the specific type of text.The sample consisted of 31 grade 9 students who attended a private bilingual school in a Colombian city. Students were asked to think aloud as they solved four problems that dealt with the topics of ratio and percentage. Problem presentation was counterbalanced with respect to topic, but the language of presentation was kept fixed; i.e., the first set of ratio and percentage problems were in English and the other set in Spanish. Students were allowed to use either language when solving the problems. There was a short post-task semi-structured interview. Students' think aloud protocols and answers to problems were analyzed.
The results support the role that language plays in performing this type of task, although not in the way that it was initially predicted. The results suggest that the language of instruction plays a more important role than whether the task is performed in L1 or L2. Thus, the hypothesis that completing the task would be more difficult in the L2 was not supported. The results suggest that the difficulty with word problems resides in the mismatch between text comprehension, the situation presented in the text and the mathematical representation. The evidence is discussed within the framework of current explanations for performance in word problems in the L1 as they apply to the bilingual case, and theories of text comprehension. It is argued that current explanations for performance in word problems in the L1 apply to the bilingual case, but with the caution that the interaction between the content of the subject domain, and the knowledge students have of the language of instruction and their first language must be taken into account.
25
Pérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.
Full textAbstract:
This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.
26
Quintana, Muñoz Sonia. "La palatalizacion incompleta de los grupos /pl-/, /fl-/ y /kl-/ en español un análisis del papel de la frecuencia /." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196381230.
Full text
27
Serrander, Ulrika. "Bilingual lexical processing in single word production : Swedish learners of Spanish and the effects of L2 immersion." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-143614.
Full textAbstract:
Bilingual speakers cannot suppress activation from their dominant language while naming pictures in a foreign and less dominant language. Previous research has revealed that this cross-langauge activation is manifested through phonological facilitation, semantic interference and between language competition. However, this research is based exclusively on highly proficient bilinguals. The present study investigates cross-linguistic activation in Swedish learners of Spanish, grouped according to their length of Spanish immersion, and one of the groups is in its very inital stages of learning. Participants named pictures in Spanish in two picture-word interference experiments, one with only non-cognates, and one including cognates. This study addresses the following research questions; (1) do the two groups of participants differ significantly from one another in terms of cross-linguistic activation, (2) what does cross-language activation look like in initial stages of L2 acquisition, (3) how does cognate status affect cross-linguistic activation and does this differ between participants depending on length of immersion? The experiments show that cross-linguistic influence is dependent on length of immersion. The more immersed participants performed very similarly to what is usually the case in highly proficient bilinguals while the less immersed participants did not. The results of the less immersed participants are interpreted as manifestations of lexical processing in initial stages of L2 acquisition. Since this type of learner has never been tested before, there are no previous results to compare to. The results are discussed in relation to the large tradition of offline research which has shown that beginning learners predominantly process their L2 phonologically, and that conceptual processing is something requiring more L2 development. Furthermore, the cognate word induced longer naming latencies in all participants and it turned out that the cognate words were highly unfamiliar. Hence all participants are sensitive to word frequency effects, and this sensitive is greater in early stages of learning. Finally this study suggests that more research must be conducted to establish cross-linguistic influence between the many languages of multi-lingual subjects, even when these languages may not be present in the testing situation.
28
Judd, Camille Lorraine. "A Model of Grammatical Category Acquisition in the Spanish Language Using Adaptation and Selection." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4196.
Full textAbstract:
Most typically developing children have achieved a knowledge of the grammatical categories of the words in their native language by school age. To model this achievement, researchers have developed a variety of explicit, testable models or algorithms which have had partial but promising success in extracting the grammatical word categories from the transcriptions of caregiver input to children. Additional insight into children's learning of the grammatical categories of words might be obtained from an application of evolutionary computing algorithms, which simulate principles of evolutionary biology such as variation, adaptive change, self-regulation, and inheritance. Thus far, however, this approach has only been applied to English language corpora. The current thesis applied such a model to corpora of language addressed to five Spanish-speaking children, whose ages ranged from 0;11 to 4;8 (years; months). The model evolved dictionaries which linked words to their grammatical tags and was run for 5000 cycles; four different rates of mutation of offspring dictionaries were assessed. The accuracy for coding the words in the corpora of language addressed to the children peaked at about 85%. Directions for further development and evaluation of the model and its application to Spanish language corpora are suggested.
29
Dawson, Yvette Eileen Alice 1958. "The impact of the use of word processors on third semester Spanish students at the University of Arizona." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276895.
Full textAbstract:
In this study, the effect of the word processor on third semester Spanish students at the University of Arizona was examined. The study was performed over two semesters, using a control and an experimental group each time. The communicative language approach for second language learning was implemented in a cooperative learning environment for both control and experimental groups. Control groups used paper and pencil to write their class essays and experimental groups used the word processor. The experimental groups outperformed the control groups. The semester variable by itself was also significant. However, there was no significant interaction between group and semester. Replication studies are needed to validate the results of this study.
30
Gupton, Timothy Michael. "The syntax-information structure interface: subjects and clausal word order in Galician." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/510.
Full textAbstract:
Previous accounts of preverbal subjects in Spanish and European Portuguese (EP) in the literature have debated the syntactic position of these elements. According to some analyses, preverbal subjects are canonical arguments appearing in an A-position (e.g. Goodall 2001, 2002; Suñer 2003 for Spanish; Duarte 1997; Costa 2004 for EP). Other analyses propose that preverbal subjects are non-arguments appearing in a left-peripheral - perhaps CLLD - A'-position (e.g. Uribe-Etxebarria 1990, 1995; Ordóñez & Treviño 1999 for Spanish; Barbosa 1996, 2000 for EP). Although Galician is an ideal language for insight on this debate due to linguistic ties with EP and political ties with Spain, Gupton (2006) obtained inconclusive results regarding the status of preverbal subjects in Galician.
As the literature on Galician lacks descriptions of preferred word orders according to discourse context, I collected quantitative and qualitative experimental data to describe the syntax-information structure interface in Galician. The vast majority of speakers of this minority language are Spanish-Galician bilinguals with (self-reported) high levels of competency in both languages. This is of relevance because a variety of bilinguals, including heritage speakers, attrited L1 speakers, and those who have been claimed to have incompletely acquired the heritage language have been shown to exhibit instability and optionality at the linguistic interfaces, in particular at the syntax-discourse pragmatics interface (e.g. Hulk & Müller 2000; Sorace 2005 among numerous others), which is the subject of investigation in this dissertation. The data collected indicate a marked preference for SVO in a wide variety of discourse contexts, a preference that differs from those claimed to apply in similar contexts in Spanish (e.g. Ordóñez 1997, Zubizarreta 1998, Casielles 2004).
Assuming that the presence of clitics implies the projection of f (Raposo & Uriagereka 2005) and the extension of the preverbal field into the left periphery, the cliticization data gathered for Galician in main clauses, subordinate clauses and recomplementation contexts suggest a number of preverbal positions in which preverbal subjects, affective phrases, and Topic elements may appear, one of which I suggest is Spec, DoubledFceP, following Martín-González (2002), but with proposed modifications. The data also suggest necessary modifications for López's (2009) syntax-information structure interface proposal in Romance, which suggests a reduced, syncretic left-peripheral position (Spec, FinP) in which CLLD Topics, wh- elements, and Fronted Focus elements appear and are assigned [+c] (contrastive) by the Pragmatics module. Within the preverbal architecture I propose, preverbal subjects and other left-peripheral elements coincide, but in a variety of syntactic positions. Therefore, for pragmatic feature assignment to successfully assign [+c], Pragmatics must distinguish between preverbal subjects and other left-peripheral phrases.
31
Schretlen, Christine Elaine. "Prosodic structure patterns in multisyllabic word productions of Granada Spanish-speaking children with typical versus protracted phonological development." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44619.
Full textAbstract:
The primary aim of this study was to determine whether monolingual Granada Spanish-speaking children with protracted phonological development (PPD) perform differently from their typically-developing (TD) peers on measures of word stress, word length and word shape in multisyllabic words (MSWs). Previous research has shown that MSW productions can indicate PPD in English-speaking children (James, 2006). However there is no evidence to date of direct comparisons between monolingual Spanish-speaking children with typical and protracted phonological development on MSW productions. Fifty-nine monolingual Spanish-speaking children ages 3;0 to 5;11 were recruited for an original cross-linguistic study in Granada, Spain: 30 with TD and 29 with PPD. All MSW productions in the original data were extracted to create an analysis set for the current study. A total of 36 multisyllabic and 6 disyllabic single word elicitations were analyzed for each participant. A multisyllabic rubric based on principles of non-linear phonology was used to score MSW productions on word stress, word length and word shape. The rubric produced three types of mismatch scores for each child, including a word structure mismatch score, a segment-structure interaction mismatch score and a combined word structure and segment-structure interaction mismatch score. Descriptive and inferential analyses were performed on all three types of mismatch scores. Overall, children in the PPD group showed significantly more mismatches than their aged-matched TD peers. Word structure mismatch scores decreased as age increased, while mismatch scores increased with increased word length. No effect of gender was found. Common mismatch patterns in both the PPD and TD groups were syllable deletion, single vowel deletion and assimilation. Consonant deletion was also frequent, both for singleton consonants and for consonants in word-initial and word-medial sequences. Mismatch patterns were more common in initial unstressed syllables than in non-initial stressed syllables. The results of this study underscore the importance of using MSWs in analysis of children’s phonological productions, because group and age effects were found in 3- and 4-syllable targets that were obscured in 2-syllable targets. Further research is necessary to allow generalization of the results to other populations and to find potential clinical applications of the scoring rubric.
32
Bohinski, Chesla Ann. "The portrait of a word: The use of mental and visual images in the acquisition of form, meaning, and use of Spanish concrete nouns." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/151680.
Full textAbstract:
SpanishPh.D.
Second language (L2) vocabulary learning is at the core of language learning and use. Studies have shown that native speakers and L2 learners perceive lexical errors as the biggest obstacle in effective communication (Gass & Selinker, 2008). As a result, the learning and teaching of vocabulary must be one of the focal points of L2 learning. This study quantitatively investigates the effectiveness of two vocabulary learning strategies, the keyword method and the visual support method. Using these two strategies, L2 learners can store the word's meaning both visually and linguistically by creating a "dual coding" (Paivio & Desrochers, 1981) of the word. The keyword method is a strategy that utilizes the association of a first language word (a keyword) with the unknown L2 word through the use of a mental image whereas the visual support method is a strategy that utilizes a visual image. In four L2 intact classes over a 6-day treatment period, participants learned 24 Spanish concrete nouns using both the keyword and visual support methods in one of two presentation orders. Using a pre-test, post-test, and delayed post-test design, results indicated that the use of an image, whether mental or visual, increased L2 learners' knowledge of form, meaning, and use of L2 vocabulary. Qualitative analyses of vocabulary notebooks/journals and surveys revealed that participants' preferences for and experiences with each learning method were influenced by individual likes and dislikes of each treatment. Since vocabulary acquisition is such a complex and multi-faceted process (Nation, 2001), educators have the responsibility to implement and encourage the use of various L2 vocabulary teaching and learning strategies. This research thus aims to reveal how an image can be worth a thousand words in the L2 classroom.
Temple University--Theses
33
Rader, Karen E. "The effects of three different levels of word rate on the listening comprehension of third-quarter university Spanish students." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248977936.
Full text
34
McEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2 un estudio de los modelos bia y bia+ /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1248105154.
Full text
35
Ruiz-Sánchez, Carmen. "The variable behavior of /r/ in syllable-final and word-final position in the Spanish variety of Alcala de Guadaira (Seville) the role of lexical frequency /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297076.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Spanish and Portuguese, 2007.Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0593. Title from dissertation home page (viewed Sept. 24, 2008). Adviser: Manuel Diaz-Campos.
36
Hill, Timothy D. "Relationships among language use, phonological skill, and vocabulary in English language learning preschoolers." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002575.
Full text
37
Goodwin, Amanda P. "Does Meaning Matter For Reading Achievement? Untangling the Role of Phonological Recoding and Morphological Awareness in Predicting Word Decoding, Reading Vocabulary, and Reading Comprehension Achievement for Spanish-Speaking English Language Learners." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/424.
Full textAbstract:
This study examined the unique contributions of morphological awareness and phonological recoding to word decoding, reading comprehension, and reading vocabulary for 197 Spanish-speaking English language learners enrolled in the fifth grade. The study also explored the contribution of phonological recoding, measured by accuracy on a pseudo-word decoding task, to the prediction of the same components of reading achievement. Specifically the study explored whether the contribution of phonological recoding changed when morphological awareness and oral vocabulary (a mediator of reading achievement) were added as predictors. To examine unique contributions, morphological awareness was separated from phonological and orthographic confounds present in opaque morphological relationships by using structural equation modeling to construct a latent variable stemming from the shared variance of four morphological tasks with different levels of morphological transparency, and therefore different phonological and orthographic processing demands. A latent variable of phonological recoding was also created. Findings indicated that when controlling for phonological recoding, morphological awareness made a significant and meaningful contribution to passage comprehension and reading vocabulary, but not word decoding with oral vocabulary acting as a significant mediator of this relationship. The study also found that phonological recoding was a significant predictor of each reading outcome when morphological awareness was not included as a predictor, but only significantly predicted word reading when controlling for morphological awareness. Significance of these findings to research and the need for additional morphological instruction within educational settings are discussed.
38
Russell, Victoria. "The effects of processing instruction, structured input, and visual input enhancement on the acquisition of the subjunctive in adjectival clauses by intermediate-level distance learners of Spanish." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003189.
Full text
39
Pinto, Carlos Felipe 1984. "Ordem de palavras, movimento do verbo e efeito V2 na história do espanhol." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270524.
Full textAbstract:
Orientadores: Charlotte Marie Chambelland Galves, Josep Maria Fontana MéndezTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-19T13:00:45Z (GMT). No. of bitstreams: 1 Pinto_CarlosFelipe_D.pdf: 2643369 bytes, checksum: c13cfeeaac0894eb3c85dbf9f9f25e41 (MD5) Previous issue date: 2011
Resumo: Esta Tese discute a mudança na ordem de constituintes e no posicionamento do verbo finito na história do espanhol europeu. Fontana (1993) propõe que o espanhol antigo era uma língua V2 simétrica, como o iídiche e o islandês atuais, na qual o verbo se movia para Io e SpeclP era uma posição A-Barra. Zubizarreta (1998) propõe que, no espanhol atual, o verbo também se mova para |o e que SpeclP ainda seja uma posição A-Barra. Neste sentido, se entende que a proposta de Zubizarreta (1998) é a de que as duas fases da língua são estruturalmente idênticas; contudo, o que os dados de Fontana (1993) mostram é que há diferenças estruturais importantes entre elas. O Capítulo 01 se concentra na discussão formal do efeito V2 nas línguas germânicas, que são consideradas as línguas V2 prototípicas, enfatizando: a) qual é o gatilho para o movimento do verbo; b) o que desencadeia a variação na manifestação do efeito V2 nas orações subordinadas fazendo com que algumas línguas apresentem efeito V2 irrestritamente e outras só apresentem efeito V2 nas orações matrizes. É proposta uma análise unificada em que, em ambos os casos, o verbo sempre se move para Co em orações matrizes e que a variação no traço [±asserção] é o responsável pela variação do efeito V2 nas orações subordinadas. O Capítulo 02 apresenta os dados do espanhol antigo e do espanhol atual. O trabalho se concentra em orações finitas e declarativas. Mostra-se que há aspectos que não distinguem superficialmente as duas fases, como a quantidade de constituintes pré-verbais, a posição do sujeito em relação ao verbo simples e a relação do verbo com os advérbios e o objeto direto. Por outro lado, há aspectos superficiais que diferenciam claramente as duas fases, tais como o posicionamento dos clíticos, a ordem O-V e a retomada clítica, a posição do sujeito nos complexos verbais, a ordem XP-V e a posição do sujeito. O Capítulo conclui que a diferença entre as duas fases, com relação às ordens V1, V2 e V>2, é qualitativa e não quantitativa e que o espanhol antigo possuía variação gramatical, apresentando uma gramática semelhante à gramática atual e uma gramática V2. O Capítulo 03 propõe uma análise formal para os fatos discutidos no Capítulo 02. Discute-se a posição do sujeito, propondo que os sujeitos pós-verbais se movem sempre do VP e que os sujeitos pré-verbais podem ter também uma posição dentro do IP. Com relação à ordem O-V e a duplicação clítica, se mostra que a diferença entre as duas fases está relacionada com a noção de operador. Por fim, se discute o movimento do verbo e é proposto que, no espanhol atual, o verbo se mova unicamente para r (tanto em orações neutras como em orações marcadas) e, no espanhol antigo, na gramática V2, o verbo se mova generalizadamente para C\ O Capítulo 04 procura explicar a mudança gramatical de uma fase para a outra, relacionando questões da história interna com aspectos da sócio-história. Assume-se que a aquisição da linguagem é o lugar da mudança lingüística; faz-se um rápido panorama da formação do espanhol e se sugere que o efeito V2 encontrado no espanhol antigo é decorrente de influências germânicas, através do contato de línguas e transmissão lingüística irregular. A perda do efeito V2 é explicada por uma mudança paramétrica devido a uma alteração no input ao qual as crianças dos Séculos XV e XVI eram expostas. O Capítulo termina discutindo uma possível influência do espanhol na perda do efeito V2 no português europeu. As conclusões gerais são as seguintes: a) línguas V2 apresentam sempre movimento do verbo para CP em orações matrizes e têm as orações subordinadas abertas a parametrização (não existe V2 em IP, que é sempre uma projeção A); b) o espanhol antigo e o espanhol atual não são o mesmo tipo de gramática, mesmo que superficialmente possam produzir enunciados semelhantes
Abstract: This Thesis discusses the change in the order of constituents and in the position of the finite verb in the history of the European Spanish. Fontana (1993) proposes that the Old Spanish was a symmetrical V2 language, just like Current Yiddish and Icelandic, in which the verb would move to Io and SpeclP would be an A-Bar position. Zubizarreta (1998) proposes that in Current Spanish the verb movement is also to r and that SpeclP is still an A-Bar position. In that sense, it is understood that both phases of Spanish are structurally identical; however, what Fontana (1993)'s data show is that there are important structural differences between them. Chapter 01 focuses on the formal discussion of the V2 phenomena in the Germanic languages, which are considered to be the prototypical V2 languages, emphasizing: a) which is the trigger to the movement of the verb; b) what unleashes the variation in the manifestation of the V2 effect in the embedded clauses, making some languages present the V2 effect unrestrictively and some others only present the V2 effect in the matrix clauses. A unified analysis is proposed where in both cases the verb always moves to Co in matrix clauses and that the variation of feature [±assertion] is responsible for the variation of the V2 effect of the embedded clauses. Chapter 02 presents the data of both Old and Current Spanish. The work focuses in finite and declarative clauses. It is shown that there are aspects which do not distinguish the two phases superficially, like the pre-verbal constituents, the position of the subject according to the simple verb and the relationship among adverbs and the direct object. On the other hand, there are superficial aspects which clearly differentiate both phases, as the position of the clitics, the O-V order and the clitic resumption, the position of the subject in the complex verbs, the XP-V order and the subject position. This chapter concludes that the difference between both phases in relation to the V1, V2 and V>2 orders is qualitative and not quantitative and that the Old Spanish possesses grammatical variation, presenting an alike grammar to the current grammar and the V2 grammar. Chapter 03 proposes a formal analysis of the facts discussed in Chapter 02. It is discussed the position of the subject, suggesting that the post-verbal subjects always move to VP and that the pre-verbal subjects can also have a position within IP. In relation to the O-V order and the clitic doubling, it is shown that the difference between the two phases is related to the notion of operator. To sum up, it is discussed the movement of the verb and it is proposed that in the Current Spanish the verb moves only to T (as long in neutral clauses as in marked clauses) and that, in Old Spanish, in the V2 grammar, the verb moves generally to Co. Chapter 04 tries to explain the grammatical change from one phase to the other, relating questions of intern history with social-historical aspects. It is assumed that the acquisition of language is the place of the linguistic change; there is a brief overview of the formation of Spanish and it is suggested that the V2 effect found in the old Spanish comes from Germanic influences through the contact of languages and through the irregular linguistic transmission. The loss of the V2 effect is explained by a parametric change due to an alteration in the input in which children of the XV and XVI centuries were exposed. The chapter finishes with a discussion of a possible influence of the Spanish in the loss of the V2 effect in the European Portuguese. The general conclusions are the following: a) V2 languages always display verb movement to CP in matrix clauses and they have embedded clauses opened to parametrization (there is not V2 in IP, which is always an A projection); b) Old Spanish and Current Spanish have not the same type of grammar, although superficially both can make similar utterances
Doutorado
Linguistica
Doutor em Linguística
40
Santos, Bruna da Rosa de Los. "A produção da vogal átona final /e/ por porto-alegrenses aprendizes de espanhol como segunda língua (L2) : uma investigação sobre atrito linguístico em ambiente de L2 não-dominante." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172912.
Full textAbstract:
Através desta pesquisa, investigamos efeitos de atrito linguístico (influência da L2 sobre a L1), a partir da produção da vogal átona final /e/ por porto-alegrenses (RS, Brasil), aprendizes de Espanhol como Segunda Língua (L2). Com este propósito, analisamos a produção desta vogal em ambas as línguas dos aprendizes, verificando, mais especificamente, seus padrões acústicos (os valores de F1 e F2, que dizem respeito à altura e à anterioridade da língua, respectivamente, bem como os valores de duração absoluta e relativa) em comparação à produção de monolíngues de Espanhol (variedade de Montevidéu/Uruguai) e de Português Brasileiro (variedade de Porto Alegre – RS/Brasil). Portanto, contamos com três grupos distintos de participantes: (a) um grupo de monolíngues falantes de Espanhol (Grupo Controle 1); (b) um grupo de monolíngues do Português Brasileiro, nativos da grande Porto Alegre/RS (Grupo Controle 2); e (c) um grupo de aprendizes avançados de Espanhol como L2 (Grupo Experimental). Levantamos as seguintes hipóteses de pesquisa: (i) haverá diferença significativa nos valores das frequências formânticas (F1 e F2) e no padrão duracional das produções vocálicas entre as línguas dos bilíngues (Português/L1 e Espanhol/L2), sendo que a vogal /e/ em Espanhol/L2 será mais baixa (menor F1 – em Bark), mais anterior (menor F2 – em Bark) e mais longa (duração absoluta e relativa) do que em Português/L1 (CÂMARA Jr., 1970; CALLOU, MORAES, LEITE, 1996, 2002; VIEIRA, 2002; BISOL, 2003; BATTISTI & VIEIRA, 2005; REAL ACADEMIA ESPAÑOLA, 2011; SILVA, 2012; SANTOS, RAUBER, 2016; PEREYRON, 2017); (ii) não haverá diferença significativa, no que diz respeito aos padrões acústicos de F1, F2 e duração (absoluta e relativa), entre a vogal átona final /e/ do Espanhol, produzida pelos bilíngues de nível avançado na L2, e a produzida pelos monolíngues de Espanhol; e (iii) haverá diferença significativa entre os valores de F1, de F2, de duração absoluta e de duração relativa entre a vogal átona final /e/ do PB produzida pelos bilíngues e a sua contraparte produzida pelos monolíngues de PB, pois a vogal átona final /e/ dos bilíngues será mais baixa (menor F1), mais anterior (menor F2) e mais longa do que a dos monolíngues de PB (CALLOU, MORAES, LEITE, 1996, 2002; SILVA, 2012; SANTOS, RAUBER, 2016; PEREYRON, 2017; SCHERECHEWSKY, ALVES, KUPSKE, no prelo). Os dados foram obtidos através de Tarefas de Leitura, nas quais foi solicitado que o participante lesse, em voz alta, 24 frases-veículo que continham os estímulos a serem analisados. Os grupos de monolíngues realizaram apenas a Tarefa de Leitura correspondente à sua Língua Materna (L1), e o grupo de aprendizes realizou uma Tarefa de Leitura em cada língua (Português e Espanhol). Os resultados indicaram que os bilíngues distinguem, em suas produções, a vogal átona final /e/ entre a L1 (Português) e a L2 (Espanhol), embora não tenham desenvolvido o padrão acústico de altura e anterioridade/posterioridade na L2. Além disso, em relação à L1, as produções vocálicas dos bilíngues, estatisticamente, não se diferenciam das dos monolíngues de PB. Entretanto, individualmente, alguns bilíngues apontam sinais de atrito linguístico em altura e anterioridade/posterioridade vocálica. Portanto, a partir das análises dos sistemas de Língua Materna (L1) e Segunda Língua (L2) do grupo de aprendizes, discutimos o que nossos resultados podem sugerir sobre a dinamicidade nas produções dos bilíngues e a possibilidade de atrito linguístico em ambiente de L2 não-dominante, partindo da concepção de Língua como um Sistema Adaptativo Complexo (cf. GONÇALVES et al., 1995; BECKNER et al., 2009; ALBANO, 2012).In this study, we investigate the occurrence of language attrition (L2-L1 influence) in the production of the word-final unstressed vowel /e/ by speakers from the city of Porto Alegre (RS, Brazil), learners of Spanish as a Second Language (L2). Departing from this goal, we analyze this vowel in the two language systems produced by these learners. We verify their acoustic patterns (F1 and F2, as well as absolute and relative durations) in comparison to the vowels produced by Brazilian Portuguese monolinguals (from the city of Porto Alegre - Brazil) and Spanish monolinguals (from the city of Montevideo – Uruguay). Therefore, three groups of participants took part in this study: (a) Spanish monolinguals (Control Group 1); (b) Brazilian Portuguese monolinguals (Control Group 2); and (c) a group of Brazilian learners of Spanish showing an advanced level of proficiency (Experimental Group). We hypothesize that (i) there will be significant differences in F1, F2 and (absolute and relative) durational values between the two languages of the bilingual participants (L1: Portuguese, L2: Spanish), as the final vowel /e/ in L2 Spanish will be lower (lower F1 Bark value), more fronted (lower F2 Bark value) and longer (both in absolute and relative values) than in L1 Portuguese (CÂMARA Jr., 1970; CALLOU, MORAES, LEITE, 1996, 2002; VIEIRA, 2002; BISOL, 2003; BATTISTI & VIEIRA, 2005; REAL ACADEMIA ESPAÑOLA, 2011; SILVA, 2012; SANTOS, RAUBER, 2016; PEREYRON, 2017); (ii) there will not be significant differences in the production of word-final unstressed /e/ in Spanish, in terms of formant frequencies (F1 and F2 values) and duration (absolute and relative values), between the productions by the L2 leaners and the native speakers of Spanish; (iii) there will be significant differences, in terms of formant frequencies (F1 and F2 values) and duration (absolute and relative values), in the productions in Brazilian Portuguese by monolinguals and L2 leaners of Spanish, as the vowels produced by the latter will be lower (lower F1 value), more fronted (lower F2 value) and longer than those produced by the monolinguals (CALLOU, MORAES, LEITE, 1996, 2002; SILVA, 2012; PEREYRON, 2017; SANTOS, RAUBER, 2016; SCHERECHEWSKY, ALVES, KUPSKE, in press). The data were collected through a reading task, in which participants were asked to read 24 carrier sentences with the target words. The two Control Groups sat for one of the tasks only, while the L2 learners took part in both tasks (Portuguese and Spanish). Our results show that the L2 leaners are able to produce a difference between Brazilian Portuguese (L1) /e/ and Spanish (L2) /e/, even though the target L2 pattern has not been fully developed. As for the L1 productions, significant differences between monolinguals and bilinguals have not been found. However, when analyzed individually, some learners show some signs of language attrition in their F1 and F2 values. This considered, by analyzing these participants’ L1 and L2 systems individually, we discuss the possibility of language attrition in an L2 non-dominant environment, as we provide support to a view of language as a Complex, Adaptive System.
41
McEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2: Un estudio de los modelos BIA y BIA+." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248105154.
Full text
42
Moreno, Teva Inmaculada. "Las secuencias formulaicas en la adquisición de español L2." Doctoral thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-74952.
Full textAbstract:
The main purpose of this study is to observe the L2 acquisition effect of studying abroad during approximately four months in Swedish non-native speakers (NNSs) of Spanish with respect to their use of multi-word structures (MWSs) as compared to native speakers (NSs). In addition, this evolutionary study has a secondary aim which is to see the effect of the activity type on the amount and distribution of the MWSs encountered. This study shows positive effects of a study abroad period in L2 use and, particularly, regarding MWSs. It has been shown that the amount and variety of the NNSs’ MWSs have increased during their stay in Spain, and that the differences with the NSs in the use of MWSs have diminished or even, in some cases, disappeared. It is notable the improvement in the NNSs’ discourse competence. The study also shows that the type of task affects the results. Thus, the negotiations that contain specialised vocabulary which participants are familiar with, yield a higher token frequency of MWSs among NSs and NNSs than the focus group discussions, more free and spontaneous. The negotiations also yield a higher token frequency of conceptual MWSs, especially noun phrases, because of the specialised vocabulary, more complex and subject to greater nominalisation.The focus group discussions have a higher token frequency of own-management MWSs than the negotiations, which is attributed to a higher communicative pressure. On the other hand, the token frequency of interaction management MWSs is higher among the NSs in the mixed group discussions compared to those with only NSs, as a result of collaborative interaction between the NSs and the NNSs. Individual differences among NNSs have also been observed and five profiles have been distinguished. These differences decrease in general at the end of the stay, which also indicates a positive development. There is a positive development in all profiles, which is reflected in significant changes in the amount and variety of the MWSs, their distribution in categories or in the emergence of more complex types. A direct link has also been observed between communication orientedness, participation in conversation and a positive development.
43
Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.
Full textAbstract:
This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.
44
Avila, Alex. "THE BRONX COCKED BACK AND SMOKING MULTIFARIOUS PROSE PERFORMANCE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/394.
Full textAbstract:
The Bronx Cocked Back And Smoking is a collection of multifarious prose performances recounting the historical, personal, social, political and cultural constructs of a city birthed by violence. This body of work is accompanied by video, audio, photography, and theatre performance texts. St. Mary’s Housing project, in the Bronx, is the foundation where most of this literary work takes place. The modern day Griot (storyteller) is a Poet, guiding his audience through the social inequalities and disparities that plague St. Mary’s community. The Poet shares personal traumatic insights while simultaneously utilizing writing as a form of survival to the conditions of the Bronx. This multi-platform performance highlights the metaphorical and physical concerns with the cycle of violence. This question is answered through the Poet’s choice by selecting the pen over the gun.
45
Aghara, Rachel Greenblatt. "Novel word learning by Spanish-speaking preschoolers." Thesis, 2006. http://hdl.handle.net/2152/3537.
Full text
46
Gutíerrez-Bravo, Rodrigo. "Structural markedness and syntactic structure a study of word order and the left periphery in Mexican Spanish /." Diss., 2002. http://catalog.hathitrust.org/api/volumes/oclc/51214410.html.
Full text
47
Lin, Shih-Pei, and 林士佩. "To Follow or to Precede: Comparative Word Order of Spanish Adjectives." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/00573582424237830049.
Full textAbstract:
碩士靜宜大學
英國語文學系研究所
92
Abstract Many students of Spanish in Taiwan, especially those beginning learners, with at least six years of English education, usually use what they have known about English to complement what they do not know about Spanish in the learning process. Students do so because they think that English and Spanish are both western languages. This phenomenon also occurs when they learn the positions of Spanish adjectives, which contain many characteristics. The purpose of the study is to analyze the positions of Spanish adjectives. Six main parts are included in this thesis. The first chapter contains background of the study, research questions, purpose of the study and expected results. The second chapter includes research studies on the word order of Spanish, Chinese and English adjectives. The third chapter introduces theoretical framework, data source and method of analysis of the study. Next, the procedure of analysis is presented. The last chapter contains the summary of results, limitation of the study and implication of future studies. The last part is the appendices.
48
Roby, David Brian 1972. "Aspect and the categorization of states: the case of ser and estar in Spanish." Thesis, 2007. http://hdl.handle.net/2152/3155.
Full textAbstract:
In this work, the primary goal will be to construct the most descriptively and explanatorily adequate analysis possible to account for the complementary distribution of the Spanish copula verbs ser and estar. Over the past several decades, numerous theoretical accounts have been put forth in an attempt to accomplish this goal. Though such accounts accurately predict most types of stative sentences with the two copulas, they often fall short of predicting a significant number of them that are used in everyday speech. The first chapters of this dissertation will be devoted to reviewing a number of existing approaches that have been taken to account for the uses of ser and estar by testing their theoretical viability and descriptive adequacy. Among these are traditional conventions such as the inherent qualities vs. current condition distinction and the analysis of estar as an indicator of change. Those of a more recent theoretical framework, which will receive the most attention, include the application of Kratzer's (1995) individual-level vs. stage-level distinction to stative predicates and Maienborn's (2005) discourse-based interpretation of Spanish copulative predication. Schmitt's (2005) compositionally-based analysis of Portuguese ser and estar, which treats only estar as an aspectual copula, will be of special interest. After testing each of these analyses, it will be shown that the least costly and most accurate course to take for analyzing ser and estar is to treat both verbs as aspectual morphemes along the lines of Luján (1981). As aspectual copulas, ser and estar denote the aspectual distinction [±Perfective]. In my proposed analysis, I will argue that aspect applies to both events and states, but does so internally and externally respectively. By adapting Verkuyl's (2004) feature algebra to states, I will posit that aspect for stative predication is compositionally calculated, and the individual aspectual values for ser and estar remain constant in co-composition. In light of its descriptive adequacy for Spanish stative sentences and universality in natural language, it will also be shown that the [±Perfective] aspectual distinction is very strong in terms of explanatory adequacy as well.text
49
Sanchez, Laura. "N170 visual word specialization on implicit and explicit reading tasks in Spanish speaking adult neoliterates." Thesis, 2014. https://doi.org/10.7916/D8ZP4451.
Full textAbstract:
Adult literacy training is known to be difficult in terms of teaching and maintenance (Abadzi, 2003), perhaps because adults who recently learned to read in their first language have not acquired reading automaticity. This study examines fast word recognition process in neoliterate adults, to evaluate whether they show evidence of perceptual (automatic) distinctions between linguistic (words) and visual (symbol) stimuli. Such a mechanism is thought to be the basis for effortless reading associated with Visual Word Form Area activation that becomes "tuned" to scripts as literacy skills are acquired (McCandliss, Cohen, Dehaene, 2003). High density EEG was recorded from a group of adults who are neoliterate in two reading tasks: (1) a one-back task requiring implicit reading (available only to those who have attained automaticity), and (2) reading verification task, an explicit reading task, in which participants detected mismatches between pairs of visual and auditory words. Results were compared to recordings from a comparison group of adults who learned to read in childhood. Left-lateralized N170 ERP was targeted as an index of automaticity in reading. Participants from the comparison group showed left-lateralized N170 to word stimuli in both the implicit and explicit reading tasks. Conversely, N170 effects were not found on the participants form the study group on either implicit or explicit reading tasks. This suggests that automaticity in reading can be indexed in neoliterate adults using the ERP component N170, and that automaticity had not been acquired by the study group investigated here.
50
"The Acquisition of Spanish Word-Initial Voiceless Stops: Adult Language Learners in a Communicative Program." Master's thesis, 2018. http://hdl.handle.net/2286/R.I.49123.
Full textAbstract:
abstract: This study examined the development and acquisition of second language (L2) sounds by adult students enrolled in a communicative language program. The investigation explored the acquisition of L2 phones by analyzing the voice onset time (VOT) of word-initial voiceless stops in Spanish by native English speakers. A total of 40 subjects participated in the study and were divided into three groups; one group of students enrolled in a first semester course, another group of students enrolled in a third semester course, and the last group enrolled in a fifth semester course. The duration of VOT was compared between groups reading from a word list consisting of 60 words during the 13th to 15th weeks of the semester. Significant differences in VOT were found between the first and fifth semester groups, as well as the third and fifth semester groups suggesting that accurate acquisition of L2 phones and the formation of new phonetic categories are possible for late L2 learners in accordance with the Speech Learning Model.Dissertation/Thesis
Masters Thesis Spanish 2018