Dissertations / Theses on the topic 'World languages -> spanish -> spanish'
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Juhasz, Audrey Constance. "Maintaining Spanish in an English-Speaking World." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1952.
Full textGargan, Richard John. "Welcome to the real world : a portrait of the life and work of a high school Spanish teacher in an urban public school /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011222117.
Full textBird, M. Susy. "Products, Practices, and Perspectives in the World Language Classroom: A Unit on Mexican Food for a High School Spanish 1 Class." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4206.
Full textMcEleney, 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 textTorres, Jr Oscar. "ACQUIRING 21ST CENTURY LANGUAGE SKILLS: A CASE STUDY ON THE IMPACT OF TEACHERS' PERCEPTIONS OF STUDENTS' SECOND LANGUAGE SKILLS ON A WORLD LANGUAGE PROGRAM." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/124461.
Full textEd.D.
The primary goal of this study was to identify how middle school language teachers bridge the skills acquired and strategies taught in an elementary school language program with the skills taught and practiced at the middle school level. The study will answer in detail this question: What perceptions do middle school teachers form regarding their students' language skills and how do these perceptions impact a world language program? By identifying the language teachers' current perceptions as they relate to their lesson design and delivery, school districts may find relationships between the teachers' perceptions of their students' language abilities and the program's perceived benefits or deficiencies. The researcher examined a middle school language program through the participation of language teachers from three middle schools in an urban setting. The findings indicate that teachers in the program can improve the delivery of their instruction by implementing strategies identified as necessary for the continued growth of the program and for students' acquisition of the language skills needed in the 21st century. Three themes derived from the findings and results of this study are: 1) collaborating with the teachers from the previous level; 2) using question and answer techniques and; 3) minimizing the amount of time used for review.
Temple University--Theses
Benito, J. Javier Puerto. "THE HEROIDES IN ALFONSO X'S GENERAL ESTORIA: TRANSLATION, ADAPTATION, USE, AND INTERPRETATION OF A CLASSICAL WORK IN A THIRTEENTH-CENTURY IBERIAN HISTORY OF THE WORLD." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/847.
Full textTitle from document title page (viewed on November 5, 2008). Document formatted into pages; contains: x, 423 p. Includes abstract and vita. Includes bibliographical references (p. 375-421).
Benjamin, Cortney M. "Traveling women as spectacle: vision, performance, and female subjectivity in the early modern Hispanic world." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3048.
Full textHyte, Heidi D. "The Effects of Computer-Based Metacognitive Strategy Training for Adult Second Language Learners." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4816.
Full textMcEleney, 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 textStevenson, Jeffrey Lee. "The sociolinguistic variables of Chilean voseo /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8365.
Full textDebicka-Dyer, Anna Michalina. "French and Spanish in Contact: Code-switching among Spanish Immigrants in France." MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072006-174521/.
Full textPiñeros, 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 textQuintanilla-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 textKing, Brandon J. "Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7180.
Full textWilson, Adam Points. "The New World, Digested: Anthropophagy and Consumption in Abel Posse's El largo atardecer del caminante." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6789.
Full textAhufinger, 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 textLos 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.
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 textID: 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
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 textBossons, Monica. "Optionality in second languages: Evidence from L2 Spanish." Thesis, University of Salford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490415.
Full textСкирда, Тетяна Сергіївна. "Simultaneous learning of two foreign languages: English, Spanish." Thesis, Національний авіаційний університет, 2020. https://er.nau.edu.ua/handle/NAU/44810.
Full textУ нашому дослідженні розглянуто дефеніцію двомовності, сутність якої полягає у співіснуванні і взаємодії двох мов у межах одного мовного середовища, здійснено аналіз вивчення іспанської мови, як другої іноземної мови, яка посідає друге у діловому середовище місце після англійської мови. Сьогодні студенти закладів вищої освіти найчастіше вибирають вивчення іспанської мови як другої іноземної мови. Отже, володіння двома іноземними мовами дають можливість швидко вийти на міжнародний рівень професійної діяльності та оволодіти міжкультурною комунікацією багатьох країн.
Clewlow, David Frederick. "Judeo-Spanish : an example from Rhodes." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29498.
Full textArts, Faculty of
French, Hispanic, and Italian Studies, Department of
Graduate
Cubau, Maria Victoria. "A study of Spanish nominal ellipsis." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2678.
Full textMoreno, 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 textSantos, 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 textRideout, Judith. "Women's writing networks in Spanish magazines around 1900." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/7859/.
Full textRuiz-Funes, Marcela. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171122/.
Full textPérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.
Full textDold, 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 textFernández-Meneses, Jara. "Contemporary Spanish film policies, 1982-2010." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/58339/.
Full textConnell, Professor T. J. "Languages (in particular Spanish) : language teaching and learning & languages for the professions." Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444221.
Full textLinford, Bret Gene. "The acquisition of subject pronouns in second language Spanish." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05292009-154201.
Full text"Major Subject: Modern and Classical Languages and Literatures" Contents viewed on November 11, 2009. Title from author supplied metadata. Includes bibliographical references.
Lowry, Carolyn S. "At what cost? : Spanish neutrality in the First World War." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003203.
Full textJudd, 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 textQuintana, 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 textBarra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.
Full textWeisleder, 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 textPaquette, Gabriel Benjamin. "Governance and reform in the Spanish Atlantic World, c.1760-1810." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614085.
Full textErikson, 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 textCarretero, García Paloma. "A lexical functional grammar account of Spanish weak dative pronominals." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19951/.
Full textGordon, Leslie S. "Factors affecting English speakers' perception of L2 Spanish vowels." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436442802/viewonline.
Full textGarralda, Ortega Ángel. "The social construction of the Spanish nation : a discourse-based approach." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4989/.
Full textBohinski, 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 textPh.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
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 textThis 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.
Villegas, de la Torre Esther Maria. "Women and the Republic of Letters in the Luso-Hispanic world, 1447-1700." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12740/.
Full textCowie, Helen Louise. "Colonizing science : nature and nations in the Spanish world, c.1750-1850." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/1138/.
Full textThacker, Jonathan. "Role-play and the world as stage in the 'comedia' /." Liverpool : Liverpool Univ. Press, 2002. http://www.gbv.de/dms/sub-hamburg/341398217.pdf.
Full textFournier-Kowaleski, Lisa A. "Depicting washback in the intermediate Spanish language classroom a descriptive study of teacher's instructional behaviors as they relate to tests /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1130425075.
Full textBerdugo, 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 textThe 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.
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 textO'Donnell, Mary E. "Use of textual elaboration with literary texts in intermediate Spanish." Diss., University of Iowa, 2005. http://ir.uiowa.edu/etd/102.
Full text