Tesi sul tema "World languages -> spanish -> spanish"
Segui questo link per vedere altri tipi di pubblicazioni sul tema: World languages -> spanish -> spanish.
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 saggi (tesi di laurea o di dottorato) per l'attività di ricerca sul tema "World languages -> spanish -> spanish".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi le tesi di molte aree scientifiche e compila una bibliografia corretta.
1
Juhasz, Audrey Constance. "Maintaining Spanish in an English-Speaking World". DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1952.
Testo completoAbstract (sommario):
As the Latino portion of the United States population continues to grow each year, more and more children in the United States leave their Spanish-speaking homes and enter English immersion schools. Throughout their lives, these children are likely to shift language preferences from their home language, to the language of the community. However, maintaining development in their first language would be a benefit to them in multiple ways. Identifying factors within bilingual homes that influence English and Spanish language development in preschool-aged children will help researchers and practitioners encourage families to cultivate the optimal learning environment. This study endeavored to identify some specific social, linguistic, and literacy-related factors within the home that predict Spanish and English language development in 4-year-old children from low-income, predominantly Spanish-speaking families. Extant data from the Bilingual Early Language and Literacy Support Project (BELLS) were analyzed. Data were collected in participants' homes using various measures of the home and family environment. Results indicated children may begin to repress their first language in order to focus on learning a second language as early as 48 months. Maternal use of unique words, in Spanish, was a strong predictor of children's English expressive vocabulary, indicating that continuing to provide a rich language environment in the home language facilitates English language development. Furthermore, current measures of literacy and learning environments may be missing important behaviors present in Latino families that are distinctly different from behaviors in Caucasian families, thus making such measures inapt to predict language-related outcomes in Latino homes.
2
Gargan, 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.
Testo completo
3
Bird, 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.
Testo completoAbstract (sommario):
This thesis project for a Master of Arts in Spanish Pedagogy consists of a four-week, five- lesson unit on Mexican food designed for a high school Spanish 1 class. Following an overview of the need for more cultural products, practices, and perspectives in the teaching of world languages, the project outlines the learning objectives and assessments for the unit and describes its implementation in a high school Spanish classroom, followed by an analysis of learning outcomes and a discussion of which components of the unit went well along with suggestions for improvement. The actual lesson plans are included as appendices.
4
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.
Testo completo
5
Torres, 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.
Testo completoAbstract (sommario):
Educational AdministrationEd.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
6
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.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Kentucky, 2008.Title 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).
7
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.
Testo completoAbstract (sommario):
This dissertation examines narratives of early modern women travelers and the spectacles these women produced as a strategy to negotiate gender paradigms that aimed to silence and immobilize women. In María de Zayas's short novel “La esclava de su amante” (1647), the protagonist's journey to North Africa gives her the tools she needs to publically address her rape. Historia de la Monja Alférez (c. 1626) is the autobiography of Catalina de Erauso, whose constant movement on both sides of the Atlantic allows her to construct a spectacle of hybridity that both entertains her audiences and authorizes her many transgressions. Finally, Viaje de cinco religiosas capuchinas de Madrid a Lima (1722) highlights the masses of people who clamor to catch a glimpse of the itinerant nuns, creating a spectacle that reaffirms the women's importance in the social hierarchy of the Spanish Kingdom. In these three baroque texts, I highlight the construction of the female traveler's body and the suffering it endures while crossing great distances. I examine the ways in which each text reimagines or reorganizes the traveler's social relationships and her place in early modern Hispanic society. Through an analysis of spectacle based on the mediation of these relationships, I interrogate the image of women travelers and the power that image has to push back against a gendered social hierarchy.
8
Hyte, Heidi D. "The Effects of Computer-Based Metacognitive Strategy Training for Adult Second Language Learners". BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4816.
Testo completoAbstract (sommario):
The purpose of this study was to investigate the effects of a metacognitive language learning strategy training program that was implemented into computer-assisted language learning (CALL) software on second language learners' independent use of metacognition and language learning strategies (LLS). Questions under investigation included what effect this metacognitive training had on learners' independent use of metacognition, the differences in use of metacognitive strategies between fast and slow language learners, and the effect of learners' perceptions of metacognition on their use of LLS and specific metacognitive strategies.The subjects included 239 missionaries learning Spanish as a second language at the Missionary Training Center (MTC) in Provo, Utah where the learners experienced a rigorous, two-month language training program in their second language. The missionaries were randomly assigned to either the experimental group, which consisted of 120 missionaries, or control group, composed of 119 missionaries.
9
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.
Testo completo
10
Stevenson, Jeffrey Lee. "The sociolinguistic variables of Chilean voseo /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8365.
Testo completo
11
Debicka-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/.
Testo completoAbstract (sommario):
This sociolinguistic study of the bilingual speech of Spanish immigrants in Toulouse, France focuses on the phenomenon of code-switching (CS). The analysis of the data showed that most CS was situational, rather than metaphorical. Three types of CS were found: insertion, alternation, and congruent lexicalization. Their examination revealed that the insertion of French words was more common than of Spanish items, the alternation was most frequent in repetitions, and the congruent lexicalization was present at the grammatical and structural level. The speech of the individual participants was also analyzed, and it was found that the sociological aspects greatly affected the use of CS. Finally, the analysis of the frequency effects was conducted revealing that the topic of the nouns influenced the language in which the nouns were used. The results proved that it is impossible to conduct a reliable grammatical analysis without including the sociolinguistic aspects.
12
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.
Testo completo
13
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.
Testo completo
14
King, Brandon J. "Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7180.
Testo completoAbstract (sommario):
In this exploratory case study, I take a constant comparative methods type approach to exploring a shift in second language acquisition (SLA) away from approaches built on the assumption that language participants in the U.S. are monolingual English speakers (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdés, 2005), with little initial investment in the language or its culture (Rivera-Mills, 2012; Valdés, Fishman, Chavéz, & Pérez, 2006). This bias has entrenched a monolingual speaker baseline for statistical analysis within many experimental designs (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdés, 2005). Further, I redress this methodological bias by applying sociocultural theoretical (SCT) (Vygotsky, 1986) approaches to investigating Spanish heritage language learners (SHLLs). Heritage Language Acquisition (HLA) has an established tradition of situating its research within socio-cultural context when considering language-learning phenomena, laying groundwork for relating these contextual factors to the issues in delivering pedagogically sound HL instruction.
Ducar (2008) identifies a specific gap in HLA literature, where HLL voices are underrepresented and Valdés et al. (2006) further highlights the need for the development of resources and strategies for accommodating HLLs specifically. I attempt to fill these gaps under SCT by using qualitative methods that incorporate HLL voices into the broader HLA discussion (Ducar, 2008). I take a bottom up approach to resource and task design targeted to serve Spanish heritage language learners (SHLLs) in the U.S. by first surveying the population’s backgrounds and motivations at universities that serve an over 20% student body of Hispanic/latin@ students. Next, I propose a supplemental resource whose agile design is able to adapt to the unique needs of these SHLLs. Further, I investigate in what ways one technological resource, the virtual world Second Life (SL), may be adopted to meet Spanish HLL (SHLL) needs. In this second part, I analyze how one SHLL, who I will refer to as David, used this SL resource. I was guided in this analysis by asking: “In what ways does differentiating HL instruction with SL afford identity mediation through symbolic artifacts within SL?” and “In what ways can task design and extension activities be adapted to meet specific SHLLs’ needs without overly constraining their creative language use or the open format of SL?”.
I do this by first taking a snap shot via anonymous survey of 47 SHLLs across the U.S., attending 133 universities with a high level of undergraduate latin@/Hispanic students (20% or higher) that offer concentrations in Spanish (see http://www.collegedata.com). The respondents needed to be currently enrolled in a course advancing them beyond the Novice High level of proficiency as defined by ACFTL (2012). My analysis and discussion of these responses is organized around trends illuminated with descriptive statistics in their backgrounds and then motivations. Finally, I draw on open ended responses to create a qualitative analysis and present vignettes that highlight SHLL voices, while exemplifying trends found through word count analysis and axial coding of the data. Next, I explore the case of a single SHLL, reporting a familial connection to the language and studying intermediate Spanish at a university in the U.S, and his experience with SL.
My analysis of David’s case draws on data from a pre-survey that was designed to elicit data on his background, align discussion with established criteria for matching HLL backgrounds to learning needs, and elicit his emic perspective about using SL to study his HL. Additionally, the community of inquiry framework (COI) (Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, & Swan, 2008) guided me in meticulously designing SL tasks that elicited data about David’s engagement with the SL environment, its affordances, and the HL. These also provided insights into what ways that he chose to expand or deepen his command of the HL. I coded these data with Dedoose, a qualitative research tool, using a three-stage coding process similar to axial coding, building code trees and constantly relating themes to one another until saturated thematic categories emerge.
I build a critical discussion of what this coding process reveals in relation to the case-study’s research focuses above, the guiding research questions, and relate the resulting findings to possible implications for teaching Spanish to SHLLs in the U.S., instructional design for this population within specific intuitional constraints, and for task design that leverages specific affordances that SL may offer SHLLs.
In Part I, I present a rationale for introducing two new research questions to help guide my investigation of the survey of 47 SHLLs: “In what ways do SHLL motivations for studying their HL differ and how might these motivations be best accommodated through instructional design?” and “In what ways do SHLL backgrounds differ and influence their objectives for studying their HL?”. I then used these research questions to analyze these data and weave a discussion. At the beginning of each stage of this analysis I explain the methodology behind the analysis and the generation of any figures or tables that helped me in interpreting the data and answering the research questions. Ultimately, I create vignettes to highlight SHLL voices (Ducar, 2008) and weave a narrative grounded in the major trends and themes sown together throughout the chapter.
In Part II, I present rationale for modifying my original three research questions, removing the second one completely due to lack of data: “In what ways do SHLL backgrounds differ and influence their objectives for studying their HL?” and “In what ways do SHLL motivations for studying their HL differ and how might these motivations be best accommodated through instructional design?”. I interweave my exploratory analysis and discussion about David’s background and motivations with that of the previous chapter to related David’s case to the larger data set. Further, I use the COI framework (Garrison, Anderson, & Archer, 2000, 2001) and Dörnyei’s (1994, 2005, 2009, 2014) work on motivation to analyze my instructional design in relation to David’s experience within the SL Lab. I analyze David’s motivational attractor states from a qualitative perspective as he progressed through to completion of the lab and compare motivational factors between David and pilot study participants. Based on these findings I offer some recommendations for both revising the proposed resource’s design and for the design of other resources that might capitalize on what I have learned during the course of this investigation.
During the course of these investigative efforts I also encountered some challenges and surprising rewards. I reserve a section of this study to discuss some of these challenges, such as institutional barriers, demands on student time, strains on student motivation, and instructional design adaptations that frequently failed to address these challenges despite being research supported approaches. I correspondingly recount how these challenges coupled with moments of collegial collaboration to help both myself as a researcher and the project to grow, persevere, and adapt during the long course of the investigation. It is my sincere hope that sharing this personal perspective provides greater context to the study and insight for other researchers that would take on similar research endeavors.
15
Wilson, 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.
Testo completoAbstract (sommario):
The present thesis uses as its primary source of inspiration Argentine author Abel Posse's El largo atardecer del caminante (1992), which boasts the historically-based, unconventional Spanish conquistador, Álvar Núñez Cabeza de Vaca, as its main protagonist and narrator. I explore the juxtaposition of two opposing forms of metaphorical consumption in the novel. To highlight the first, I apply to the fictional Cabeza de Vaca the general concept of antropofagia cultural, or "cultural cannibalism," as described by Brazilian writer Oswald de Andrade in his "Manifesto Antropófago" (1928). I specifically examine the symbolic development of Posse's Cabeza de Vaca as the first latinoamericano via cultural anthropophagy. Over time, the life-altering experiences during the course of his wanderings in North and South America convert him into an antropófago cultural by virtue of his conscientious, metaphorical consumption of the Other. By extension, Cabeza de Vaca becomes a model for the first latinoamericano, wrought, not through miscegenation, but rather through cultural contact. The second kind of consumption, on the other extreme, is represented in the novel through sixteenth-century Spain and its quasi-literal, compulsive consumption and subsequent expulsion of the New World Other. This is seen through the optic of the fictional Cabeza de Vaca in his waning moments in Seville. Posse's rendition of Spain, as seen through his historically-inspired narrator, is representative of the metaphorical indigestion caused by a thoughtless consumption of products, practices, lands, and even people from the New World. I put on display the manner in which sixteenth-century Spain is portrayed in the novel as suffering a figurative bloating, consuming so much, so fast, seemingly growing large and powerful until it is ultimately revealed as being sick and weak.
16
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.
Testo completoAbstract (sommario):
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.
17
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.
Testo completoAbstract (sommario):
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
18
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.
Testo completo
19
Bossons, 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.
Testo completoAbstract (sommario):
In this thesis, it will be argued that the interlanguage of adult L2 learners contains a degree of optionality which is best explained as an inability to establish morphophonological correspondences in the L2. The argument is constructed within a particular view of Universal Grammar, with special emphasis on the derivational processes and the legibility of syntactic representations to speech and thought systems.
20
Скирда, Тетяна Сергіївна. "Simultaneous learning of two foreign languages: English, Spanish". Thesis, Національний авіаційний університет, 2020. https://er.nau.edu.ua/handle/NAU/44810.
Testo completoAbstract (sommario):
The study considers the concept of bilingualism, the essence of which is the coexistence and interaction of two languages within one language environment, the learning of the Spanish
language is analyzed, which ranks it as the second language in business after English one. Today, students of higher education institutions often choose Spanish as a second foreign language. Thus, knowledge of two foreign languages makes it possible quickly reach the international level of professional activity and master the intercultural communication of many countries.У 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.
21
Clewlow, David Frederick. "Judeo-Spanish : an example from Rhodes". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29498.
Testo completoAbstract (sommario):
This study explores the Judeo-Spanish dialect through the analysis of an oral sample provided by two native speakers from Rhodes. A twenty-minute segment has been transcribed phonetically and incorporated into the thesis.
A preliminary section provides the necessary historical, cultural and linguistic background for the analysis of the sample. Distinctive phonetic, morphological, lexical and syntactical features of the informants1 speech are pointed out and their significance demonstrated both synchronically, in relation to Eastern Judeo-Spanish and modern Hispanic Romance, and diachronically, showing survival of old Spanish elements.
In the conclusion, the writer states that the development of the dialect was the result of the unique sociological conditions prevailing in the Sephardic communities of the ottoman Empire and highlights both the historical continuity of Judeo-Spanish as well as its participation in the common heritage of Hispano-Romance.
He notes the presence or lack of certain foreign elements in their speech and alludes to Westernization and their education on Rhodes. He mentions differences in their pronunciation.
The writer concludes that the segment of the dialogue recorded and transcribed is representative of the distinctive features of Judeo-Spanish and that, as such, it is a good introduction to the dialect.Arts, Faculty of
French, Hispanic, and Italian Studies, Department of
Graduate
22
Cubau, Maria Victoria. "A study of Spanish nominal ellipsis". FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2678.
Testo completoAbstract (sommario):
This study seeks to account for the ungrammaticality of nominal ellipsis with definite articles, pre-nominal possessives, and quantifier todos ('all') and elucidate the role post-nominal adjectives and possessives, prepositional phrases headed by de ('of), and clauses headed by que ('that') play in facilitating ellipsis in otherwise ungrammatical environments. The theoretical approach combines syntax and semantics and intertwines notions of semantic identity, accent placement, entailment, and feature theory as proposed in Merchant (2001) and Schwarzchild (1999). The main claim is that licensing and identification of Spanish nominal ellipsis is three-fold and requires semantic identity between the antecedent and the ellipsis, a two-way entailment of the phrases containing the antecedent and the ellipsis site, and a feature-checking operation. The findings show that definite articles, pre-nominal possessives, and quantifier todos breach (some of) these requirements, while elements such as post-nominal adjectives reverse the effects of some of these violations, facilitating ellipsis.
23
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.
Testo completoAbstract (sommario):
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.
24
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.
Testo completoAbstract (sommario):
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.
25
Rideout, Judith. "Women's writing networks in Spanish magazines around 1900". Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/7859/.
Testo completoAbstract (sommario):
As an output of the HERA Travelling Texts project, created with the aim of uncovering the realities of women’s literary culture on the fringes of Europe during the long nineteenth century, this study was conceptualised to find out more about the networks of women writers in Spain around 1900, using the digitised corpuses of contemporaneous periodicals as the primary source material. Each chapter of the study centres on a particular periodical, which is used as the starting point for the community of writers and readers, both real and imagined. This thesis looks at the realities of the literary culture for creative women in the late nineteenth century-early twentieth century, exploring the strategies used by women (and men) to support each other in their literary endeavours, how they took inspiration and courage from each other, how they promoted their own names, and how they were received by wider society. The study will also focus on the transnational nature of this literary culture, looking at how women of different nations influenced each other’s work, with a view to understanding more about how cultural change takes place. Finally, this thesis hopes to persuade the reader that the periodical is a rich and under-utilised resource for discovering more about the lives of women writers and their network of relationships.
26
Ruiz-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/.
Testo completo
27
Pérez, Mercedes. "Patterns of invented spelling in Spanish". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.
Testo completoAbstract (sommario):
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.
28
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.
Testo completo
29
Fernández-Meneses, Jara. "Contemporary Spanish film policies, 1982-2010". Thesis, University of Kent, 2016. https://kar.kent.ac.uk/58339/.
Testo completoAbstract (sommario):
This thesis examines how the Spanish film legislation that was passed between 1982 and 2010 has shaped the production, circulation and reception of contemporary Spanish cinema. The study of film legislation is crucial to understanding how the cultural value of contemporary Spanish cinema is created since laws are the main instrument through which the Spanish state has established the funding policies directed towards the production of films. Owing to the weak nature of the Spanish production sector since its inception, and the lack of private investment, the Spanish state, and, since 1999, the public and private television companies, have been the major financial support for the production of films. Furthermore, film legislation itself defines the type of films that are considered to be worthy enough to receive state funding, and, therefore, the type of films promoted by the state to be nationally consumed and internationally exported. Consequently, it is essential to understand why and how the funding policies have been established, by whom, and towards the support of what type of films. My thesis' argues that film legislation should be regarded as the key instrument through which a state tries to regulate the national film industry. It is nonetheless necessary to point out that the Spanish case is more complex, since film legislation has also been mainly enacted to solve the Spanish film industry's endemic problems. More importantly, my thesis' main contention is that film legislation has to be regarded as the site in which the debate about the type of cinema wanted for the nation acquires its main expression. In order to critically address the political, economic and cultural functions of the different funding policies established between 1982 and 2010 my thesis is informed by Pierre Bourdieu's theory of cultural production; in particular, on his notions of field, capital and habitus as specifically stated in Distinction. A Social Critique of the Judgements of Taste ([1984] 2010) and The Rules of Art ([1996] 2012). Through this theoretical framework, my thesis argues that film legislation does not emerge in a vacuum because the laws respond to different demands from those involved in creating the cultural value of Spanish cinema: the policymakers in charge of the film policies, the film professionals, and, to a lesser extent, the key film critics. My thesis accounts for the ways in which the cultural value of these films has been created by locating and interrogating the main demands of the type of films regarded to be worthy of the state financial support and by pointing out who have raised them; secondly, it identifies whether those demands have been enshrined in the laws and it demonstrates the ways in which the interests of those involved in the creation of the cultural value of Spanish films have informed the funding policies set by the laws. Thirdly, it provides an understanding of how the key policymakers have acquired their ideas about cinema and how those ideas have been reflected in the laws. Finally, through four case studies, my thesis analyses the modes of cinematic production that those funding policies have led to and the types of films that they have fostered.
30
Connell, 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.
Testo completo
31
Linford, 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.
Testo completoAbstract (sommario):
Thesis (MA)--University of Montana, 2009."Major Subject: Modern and Classical Languages and Literatures" Contents viewed on November 11, 2009. Title from author supplied metadata. Includes bibliographical references.
32
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.
Testo completo
33
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.
Testo completoAbstract (sommario):
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.
34
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.
Testo completo
35
Barra, 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/.
Testo completo
36
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.
Testo completoAbstract (sommario):
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.
37
Paquette, 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.
Testo completo
38
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.
Testo completoAbstract (sommario):
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.
39
Carretero, García Paloma. "A lexical functional grammar account of Spanish weak dative pronominals". Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19951/.
Testo completoAbstract (sommario):
This thesis is concerned with Spanish weak dative pronominals. Similar elements-generally labelled as clitics- in many languages have been focus of much research in Linguistics. The present study, however, abstracts away from classic approaches that had the external form of clitics as their main focus and provides description and analysis of very specific uses of dative pronominal items, namely when they appear on ditransitive constructions, with psychological predicates or in a configuration where they are not lexically specified in the valency of the verb, the so-called non-selected datives. The analysis of the dative in ditransitive constructions is twofold. We claim that the distribution of the dative in such configurations has semantic and syntactic implications. The presence of the dative pronoun is becoming grammaticalised and provides an entailment of affectedness. In instances of clitic doubling where we have both the pronoun and a noun phrase, we are treating the pronoun as the element that the predicate subcategorises for and the noun phrase is linked to it through information structure. This analysis is quite innovative as it ensures both elements are linked but they retain syntactic independence, in contrast with their treatment in previous approaches. With psychological predicates, we are concerned with what the status of the dative marked argument is; as previous approaches have contradictory views of it as subject or object. We analyse this dative with the tools provided by Lexical Mapping Theory and disagree with previous accounts by proposing an analysis of this dative as OBJɵ. With regards to non-selected datives in Spanish, they have not been widely discussed in the literature. We describe the different types and propose a finer grouping based on their ability to be treated as derived arguments. We sketch an analysis that adds a dative argument to the valency of a predicate through a lexical operation.
40
Gordon, 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.
Testo completo
41
Garralda, 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/.
Testo completoAbstract (sommario):
This thesis analyses Spanish nation-building from a social-constructionist perspective assuming that nations are historically evolving social constructs and that nationhood is a largely modern phenomenon with pre-modern antecedents. A theoretical model for studying nationhood is proposed based on a critique of nationalism theories, Giddens’s social structuration model (Giddens 1984) refined by Sewell (2005); modernisation theories and discourse analytical approaches. A discourse-oriented methodology is proposed: Spanish nation-building, conceptualised as semiotically-mediated social action situated across time-space, is analysed nomothetically and ideographically, both in its broad historical context and in connection with recent narratives extracted from a large purpose-built corpus of newspaper articles. Several factors behind Spain’s problematic nation-building are identified in the socio-historical analysis: an unyielding geography inhibiting communications, a long history of political and cultural fragmentation, a late and uneven modernisation and the lack of hegemonic national narratives in the context of a long history of confrontation between different identities. The corpus-based discourse analytical approach employed in the latter part of the analysis illustrates the potential offered by corpus-assisted discourse studies in social research, revealing that a widely-accepted Spanish identity discourse from the centre’s perspective has not yet emerged.
42
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.
Testo completoAbstract (sommario):
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
43
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.
Testo completoAbstract (sommario):
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.
44
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/.
Testo completoAbstract (sommario):
Questions of gender, feminism, and écriture feminine in individual cases continue to be given priority in studies of women’s writing in Baroque Spain, to the exclusion of study of the wealth of original sources that show women participating freely and equally in all aspects of the Republic of Letters, as contemporaries called the literary profession. My doctoral thesis seeks to correct this imbalance by charting the rise and consolidation of the status and image of women as authors in and around the period now recognized as having seen the beginnings of the literary profession, 1600-1650. I take as my field the república literaria in the Spanish Atlantic empire in the period 1450–1700, with parallels from England, France and Italy. Using Genette’s studies of the paratext (2001) and Darnton’s theory of the “communication circuit” (2006), and building on the work of cultural historians (Bouza 1992, 1997, 2001; Bourdieu 1993; Chartier 1994; Cayuela 1996 & 2005), I examine the role of women as authors and readers, chiefly through an analysis of the discourse of their paratexts in a representative corpus of texts patronized, written, or published by women in Catalan, Portuguese, and Spanish. The key criterion of selection has been the projection of a female voice in public texts, whether via a sobriquet, a real name, grammatical gender, or a pseudonym. However, where appropriate, it has been extended to include also literary correspondence, book inventories, and texts, which despite being published anonymously, have been shown to be by women. The study is divided into two parts wherein extant sources have been selected and arranged chronologically and by theme, rather than by author. Part I, comprising Chapters 1 and 2, examines the rise and expansion of women’s symbolic capital in the public literary sphere. Part II, comprising Chapters 3 and 4, shows that, by the seventeenth century, women’s literary practices had achieved commercial, professional and didactic renown on both sides of the Atlantic. Chapter 1 shows the rhetorical significance embedded in women’s first metadiscourses, whether in identifiable or anonymous authorship, dating back to the fifteenth century. Chapter 2 illustrates women’s rising literary authority by reviewing their public endeavours and literary self-consciouness in the sixteenth century. Chapter 3 shows the rise of discourses of fame and professionalization in single publications by identifiable female authors, a shift most noticeable in commercial traditions in print (ephemera, the novela and the theatre). Chapter 4 challenges the fallacy that women chose anonymity or hid behind a patron (or publisher) because of their sexual difference. It thus assesses whether the question of women’s literary successes ultimately depended on a negation of their female sex —through publishing anonymously, under a pseudonym, or in the name of a publisher— or was, rather, influenced by their authorial intent, social and religious status. In sum, the thesis shows that women’s sexual difference did not prevent them from gaining a successful and recognized place within the rising Republic of Letters, but was on the contrary turned to their advantage as a promotional point. Women were as important as men as agents in the emergence of the modern concept of the author as independent artist.
45
Cowie, 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/.
Testo completoAbstract (sommario):
This thesis examines the development ofnatural history in the Spanish Empire (1750-1850). I explore why the Spanish Crown promoted scientific institutions and expeditions in the second halfofthe eighteenth century, and I situate Spanish engagement with natural history within an imperial context. One Spanish commentator, scrutinising the contents ofthe Real Gabinete de Historia Natural in 1788, gloried that 'we have seen form this immense collection of singularities ofnature, brought at considerable expense, not only from all regions ofEurope, but also from Asia, Africa and America; so that all parts ofthe world may contribute to forming the most complete treasure ofNatural History that exists in the Universe'. I suggest that Spain's capacity to procure and exhibit exotic natural treasures reflected the potency ofher imperial structures. I also address the social, religious and economic benefits associated with the classification, collection and cultivation of natural objects. I am especially interested in the part that Spanish Americans played in this process, and the ways in which the development ofthe natural sciences on the imperial periphery intersected with the evolution of creole patriotism in the late colonial period. I consider how the creation, legitimisation and dissemination of scientific knowledge reflected broader questions of imperial power and national identity. I examine the ambiguous position ofcreole naturalists, who were simultaneously anxious to secure European recognition for their work, to celebrate the natural wealth oftheir homelands and, in some cases, to vindicate local forms of knowledge against purportedly universal European systems such as Linnaean botany, and I extend this analysis beyond independence, asking whether political freedom fomented or compromised the pursuit of natural history in the former colonies.
46
Thacker, 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.
Testo completo
47
Fournier-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.
Testo completo
48
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.
Testo completoAbstract (sommario):
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.
49
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.
Testo completo
50
O'Donnell, Mary E. "Use of textual elaboration with literary texts in intermediate Spanish". Diss., University of Iowa, 2005. http://ir.uiowa.edu/etd/102.
Testo completo