Relevant bibliographies by topics / Spanish Second Language Teaching / Dissertations / Theses
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Dissertations / Theses on the topic 'Spanish Second Language Teaching'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

McCarthy, Corrine Lee. "Morphological variability in second language Spanish." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102837.

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Research on morphological variability in second language (L2) acquisition has focused on the syntactic consequences of variability: that is, whether or not morphological variability entails underlying syntactic deficits. The interrelationship between morphological features in their own right has been largely ignored. This thesis addresses the representation of L2 features by investigating the use of default morphology---the outcome of systematic substitution errors employed by speakers of L2 Spanish. It is hypothesized that underspecified features act as defaults; by assumption, those features
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2

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/.

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3

González, Fariña Elena. "Attending to form and meaning in processing second language input : a study of advanced second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64154.pdf.

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4

Suárez, Cepeda Sonia. "L2 acquisition of Spanish telic se constructions." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2596/.

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This thesis examines the acquisition of the aspectual properties of the Spanish se in transitive constructions by L2 learners of Spanish. Based on a parameterized distinction of the telic features in English and Spanish, this study investigates whether second language (L2) learners are able to reset the aspectual value of the English parameter to that of Spanish in their interlanguage grammar. Results indicate that L2 learners' responses to a picture interpretation task vary according to proficiency levels. Low-intermediate and intermediate learners did not differentiate between telic and atel
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5

Pearson, Lynn Ellen. "Pragmatics in foreign language teaching : the effects of instruction on L2 learners' acquisition of Spanish expressions of gratitude, apologies, and directives /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035162.

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6

del, Barco Dolores Villarreal. "First language instruction and second language acquisition among Spanish speaking high school students: A case study." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3364.

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This case-study had as its principal focus the applicability of James Cummins' theory of developmental interdependence in language acquisition to secondary age students. This theory postulates that, for younger children, the development and strengthening of the first language can ultimately lead to a more rapid and efficient acquisition of the second. The study set out to test the hypothesis that secondary age Limited English Proficient (LEP) students who receive Primary Language Arts instruction demonstrate higher levels of English acquisition than do comparable students who do not receive th
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O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.

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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. T
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Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

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Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assis
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9

Foster, Sarah Jenne. "Processing Instruction and Teaching Proficiency Through Reading and Storytelling: A Study of Input in the Second Language Classroom." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67982/.

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This paper reports a study of VanPatten's processing instruction (PI) and Ray's TPRS. High school students in a beginning Spanish course were divided into three groups (PI, TPRS, and control) and instructed in forms using the Spanish verb gustar. Treatment included sentence-level and discourse-level input, and tests included interpretation and production measures in a pretest, an immediate posttest, and a delayed posttest given two and a half months following treatment. The PI group made the greatest gains in production measures and in a grammaticality judgment test, and the TPRS group made th
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10

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.

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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.<br>The sample consisted of 31 grade 9 students who attended a private bilingual school in a Colombian cit
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Cox, Chelsea L. "A Spanish three model unit on food: a teaching philosophy with complementary instructional practices." Kansas State University, 2011. http://hdl.handle.net/2097/13127.

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Master of Arts<br>Department of Modern Languages<br>Douglas K. Benson<br>In this report, I present my personal teaching philosophy and the instructional practices that I believe best contribute to a successful second language classroom. Comprising the teaching philosophy chapter are sections concerning: the role of the instructor, the three parameters of post-method pedagogy, the maximization of learning opportunities and minimalization of perceptual mismatches, the need for negotiated interaction, the promotion of learner autonomy, the teaching of higher order thinking skills, the advantages
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12

Steves, Karen L. "A case study of children in second and third grades learning Spanish as a foreign language." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117102.

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The case studies offered in this ethnography describe the learning experiences of 13 second and third grade students, six girls and seven boys, living in a medium-sizemidwestern town in the United States, who are taught Spanish as a foreign language once a week in 30 minute sessions during the 1995-6 school year. None of the children had any prior exposure to Spanish nor any additional exposure to Spanish outside the class I taught.The research investigates several areas of individual variety, including motivation, learning style, approach to vocabulary learning, classroom behavior, expectatio
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13

Hibbs, Brian Gale. "Reading Children's and Adolescent Literature in Three University Second-Semester Spanish Courses: An Action Research Study." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323467.

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The purpose of this research study was to explore the possibilities of using children's and adolescent literature with lower-level students of Spanish. The study investigated second-semester students' perceptions of their experiences reading children's and adolescent literature in Spanish and the relevance of reading this literature on their acquisition of Spanish and their understanding and appreciation of Latino culture. Seventy-eight students enrolled in three second-semester Spanish courses in a large Southwestern university read two children's books in Spanish as part of the course curric
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Anderson, Hope M. "Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612402.

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Digital learning is becoming increasingly prevalent in colleges and universities in the United States (Allen & Seaman, 2013; Godev, 2014), including in the social field of second language learning. In larger language programs in particular, online and blended (partially online) courses are gaining popularity, such as the recently cited "hybrid revolution in Spanish-language learning" (Long, 2014, p. 1). Administrators look to digital solutions to tight finances, a lack of classroom space, and student demands. A current challenge in the field is helping instructors and students adapt to digital
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Boies, Robert 1955. "RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, une
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Stoneberg, Carla K. "An ethnography of older adult second language learners' expectations for success." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001178.

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A recent phenomenon widely noted among international volunteer agencies and church mission boards is an increase in the number of older adults offering service in foreign countries. To be effective, these people often need to learn a new language. However, much evidence has shown that older adults have a more difficult time than their younger adult counterparts in acquiring a second language.The case studies in this ethnography describe the language learning experiences of 26 adult students of Spanish during their first trimester at a language school in Central America. Most were planning some
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Golstein, Alice. "English-speaking Three-year-olds in a Spanish Language Immersion Program." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4861.

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Foreign language immersion programs, wherein the regular school curriculum is taught through the foreign language, have become increasingly widespread in recent years. Although there have been a plethora of studies reporting on second language immersion programs involving school-age programs, there is a dearth of information describing such programs for preschoolers. The purpose of this study was to observe and describe an immersion program for three-year-olds, particularly with respect to specific features of early stages of the language acquisition process. The primary area of interest was t
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18

Child, Michael W. "Cross-Linguistic Influence in L3 Portuguese Acquisition: Language Learning Perceptions and the Knowledge and Transfer of Mood Distinctions by Three Groups of English-Spanish Bilinguals." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333340.

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Interest in Portuguese has steadily increased over the last decade in universities across both North and South America (Carvalho 2002, 2011), principally among Spanish speakers. Generally speaking, Portuguese for Spanish-speakers courses have been designed around the theory that Spanish-speaking students will benefit from cross-linguistic influence (CLI, or transfer) due to the typological similarity that exists between Portuguese and Spanish (see Júdice, 2000). Related to this, the Typological Primacy Model, or TPM (Rothman, 2011), states that CLI in L3 acquisition principally comes from the
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19

Crane, Mary Williams. "Acquisition of Spanish Voiceless Stops in Extended Stays Abroad." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2707.

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Although English and Spanish both have the voiceless stops /ptk/, they differ in VOT; English has long-lag voiceless stops and Spanish has short-lag. This difference means that native English-speaking learners of Spanish are likely to transfer the long voice lag typical of their first language (L1) to Spanish voiceless stops. This study measured the VOT of 20 native English-speaking learners of Spanish, each with a length of residence (LOR) in a Spanish-speaking country of almost 2 years. The study participants were found to produce voiceless stops intermediate to the averages of their L1 (Ame
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20

Nunez, Cruz Jaime G. "Using Stroop-like tests in the study of the memory of second language learners." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776724.

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This dissertation tested the usefulness of Stroop-like tests in the study of the memory of second language learners. Two Stroop-like tests (picture-word and word-word) with incongruent stimuli were administered to subjects with high and low proficiency in Spanish. Predictions on the outcome of the tests were made from the point of view of six models of bilingual memory (common store, separate stores, common store to separate stores, bilingual dual-coding, word association, and concept mediation).A 2 x 2 x 2 factorial design with repeated measures on the last two variables was used. The variabl
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21

Enkin, Elizabeth Bella. "The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238674.

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The maze task is a psycholinguistic tool that is used in experimentally measuring online sentence processing time (Forster et al., 2009). It asks subjects to "weave" their way through sentences, choosing the correct grammatical alternative from two choices. This task can also offer insight into the processing strategies of L2 learners. Thus, whether or not this task can be used as an effective training program for beginning L2 learners is the topic of this current investigation. The maze task is therefore transformed into the "story maze", which contextualizes sentences for learners. Because t
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King, Brandon J. "Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7180.

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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; Thom
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23

Ramos, Mabel. "Estrategias en el proceso de escritura en estudiantes de escuela elemental de un programa de inmersion." Connect to resource online, 2009. http://hdl.handle.net/1805/1900.

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Thesis (M.A.)--Indiana University, 2009.<br>Title from screen (viewed on August 28, 2009). Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Elena Natal, Nancy A. Newton, Marta M. Antón. Includes vita. Includes bibliographical references (leaves 61-63).
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Gabbitas, Jeffrey William. "ARTICULATION IN THE SPANISH PROGRAM AT A LARGE SOUTHWESTERN UNIVERSITY: A CASE STUDY." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202692.

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Articulation is defined by Byrnes as "the well motivated and well designed sequencing and coordination of instruction toward certain goals." Factors concerning vertical articulation (the sequencing of language courses from the entry point to the end point of instruction) and horizontal articulation (coordination of multi-sectioned language courses) are the foci of this research. Student motivation relating to articulation efforts is also considered. The data for the study included departmental documents, course textbooks and course syllabi, questionnaires from 725 students and 99 instructor
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Burrill, Jennifer H. "Development of an English For Gospel Purposes Vocabulary List: the Latter-Day Saint Lexicon as a Second Language." Diss., CLICK HERE for online access, 1995. http://patriot.lib.byu.edu/u?/MTAF,15589.

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Al, Masaeed Katharine Burns. "The Ideology of U.S. Spanish in Foreign and Heritage Language Curricula: Insights from Textbooks and Instructor Focus Groups." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323442.

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According to data from the U.S. Census Bureau (2012), the United States is the world's fifth most populous Spanish-speaking country, with over 35 million Spanish-speakers. In addition, Spanish is the most widely taught foreign language in the United States, with more students enrolled in Spanish at the higher-education level than in all other modern languages combined, as detailed in a 2010 report from the Modern Language Association (MLA). How are these two realities connected? Is the United States' status as a top Spanish-speaking country reflected in Spanish as a Foreign Language (SFL) and
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Quasarano, Julie. "Does What You Already Know Really Matter? The Role of Prior Language Knowledge in Third Language Acquisition." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336154457.

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Freeland, Melody E. "Midwestern University Middle and High School Mathematics Education Graduates' Self-Efficacy for the Teaching of Bilingual Spanish-English Language Learners." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1617020182013363.

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Moe, Cailey Catherine. "Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4059.

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Within the population of adult English-language learners in the United States, the largest portion is comprised of Spanish speakers from Mexico and Central and South America. At the same time, Spanish is the second-most commonly spoken language in the U.S., and an increasing presence in U.S. media and culture. This puts English learners from this demographic in a unique position with respect to language and culture acquisition and the experience of working towards their goals within U.S. society at large. The purpose of this study is to explore motivations and beliefs about language and cultur
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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.

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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 a
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Dixon, Richard. "The effects of semantic textual cues vs. semantic contextual cues on recall measures of listening comprehension in second semester college Spanish." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/533884.

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The purpose of this study was to investigate the effects of specific textual and contextual materials to bridge the gap between the student's present level o proficiency in a target language and the level of proficiency required to perform a listening comprehension task in that language. This study also tested for interaction between the use of the textual and contextual materials and the learning modality of the students. In addition, confounding effects by either learning modality and foreign language classroom anxiety were controlled.Listening comprehension was assessed by a fourteen-item m
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Kevari, Mary Kathleen. "The role of universal grammar in second language acquisition: An experimental study of Spanish ESL students' interpretation of lexical pronouns." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1710.

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Blaurock, Colleen A. "Skype™: A Portal Into the 21st Century in a Secondary Spanish Classroom." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302178019.

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Gonzáles, Alma Rosa. "Using directed listening-thinking activities to increase production in English for Spanish speaking fourth and fifth graders." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/815.

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This project used an active research approach in order to measure how the incorporation of Directed Listening-Thinking Activities (DLTA) in the classroom promoted increased production in English oral language skills for Spanish speaking fourth and fifth graders.
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Bugel, Talia. "O espanhol na cidade de São Paulo : quem ensina qual variante a quem?" [s.n.], 1998. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269432.

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Orientador: José Carlos Paes de Almeida Filho<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudo da Linguagem<br>Made available in DSpace on 2018-08-13T15:30:55Z (GMT). No. of bitstreams: 1 Bugel_Talia_M.pdf: 8651897 bytes, checksum: 30aeca3d4a084c44c3e3d4b752f70ab7 (MD5) Previous issue date: 1998<br>Resumo: O ensino/aprendizagem de espanhol é prática antiga no Brasil, porém nas duas últimas décadas vários acontecimentos marcaram decisivamente seu rumo: em 1985, foram criados os Centros de Línguas na rede pública, incluindo o espanhol; em 1986 instaurou-se o e
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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.

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Cena, Johanna E. 1971. "An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10200.

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xv, 110 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>In this dissertation study, the efficacy of Vocabulary Enhanced Systematic and Explicit Teaching Routines (VE SETR) as a vocabulary intervention was examined for first grade Spanish-speaking English Language Learners (ELLs). The quasi-experimental study included two groups of elementary students in two schools that had an "early exit" Spanish language arts programs, meaning students are instructed in their native languages for the purposes of e
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Machado-Casas, Margarita Esperanza. "Two-Way Immersion: Parental choice for a successful and culturally diverse future." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2366.

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This study focuses on parental choice for student placement in Two-Way Immersion classes as optional bilingual education. Parents who have their children enrolled in a TWI program in Banning, California responded to a questionnaire and were interviewed about their decision. The analysis of the data indicates that parents value cultural diversity and second language acquisition.
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Aliaga-Garcia, Cristina. "The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/471451.

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Adult second language learners often experience major difficulties in perceiving and producing non-native speech sounds. Several perception training studies (Iverson & Evans, 2007; Nishi, & Kewley-Port, 2007; Carlet & Cebrian, 2014) have shown that second- language (L2) learners can improve their L2 perception, also demonstrating significant gains in L2 production (Bradlow, Pisoni, Akahane-Yamada, & Tohkura, 1997; Kartushina et al., 2016). However, research on the assessment of methods other than perceptual training for non-native vowels is still scarce, and none of the previous vowel studies
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Viapiana, Simone. "As relações entre educação e linguagem no ensino de língua espanhola." reponame:Repositório Institucional da UCS, 2012. https://repositorio.ucs.br/handle/11338/955.

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O presente estudo tem como objetivo identificar as concepções de língua, de linguagem e de ensino de língua, subjacentes às questões de prova aplicadas aos alunos das terceiras séries do Ensino Médio das escolas públicas e privadas dos municípios de Caxias do Sul e Flores da Cunha localizadas no estado do Rio Grande do Sul. Para esta pesquisa, os estudos de Saussure (1974,2006), Vygotsky (2002, 2008), Bakhtin (1998, 2003, 2010) nos apoiam na análise referente à concepção de linguagem, ensino e aprendizagem de língua. Consoante a isto, buscamos, por meio das respostas obtidas no questionário-pr
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Haas, Madeleine Marie. "The development of writing using funds of knowledge and whole language with secondary ESL students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/828.

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Dressler, Lutz. "Wie lässt sich das Interesse am Erlernen von Deutsch als Fremdsprache (wieder) steigern? : Warum lernt man als schwedischer Schüler neben der eigenen Muttersprache gerade Deutsch als zweite Fremdsprache? Was sind Anreize dafür?" Thesis, Högskolan Dalarna, Tyska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21787.

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By the means of a questionnaire the present work examines the attitudes among pupils between the 5th and 9th grade towards choosing French, Spanish or German as their third language. The main question to be answered is "What needs to be improved to raise the interest in choosing specifically German as their preferred third language?". The other questions posed are for example "Do they want to study a language at all?", "Which language do they want to study and why?" or "What motivates them to keep studying generally?". The results show a high motivation and that the most pupils have already de
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Feuerstein, Amanda L. "La ansiedad y los aprendices de español como segunda lengua." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332185908.

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Lundqvist, Louise. "La clase multilingüe : La influencia del multilingüismo en las clases de español como LE y L2." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101284.

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El multilingüismo es un tema frecuentemente tratado en el ámbito de la enseñanza y la didáctica. Cuando trata de las lenguas maternas y los conocimientos lingüísticos previos de los estudiantes, las clases de hoy no son tan homogéneas como antes, cuando podíamos dar por hecho que la mayoría del alumnado tenía la misma lengua materna. Esto influye directamente en la manera de enseñar, y sobre todo en cómo enseñamos lenguas. En este estudio, tratando temas como el translingüismo, la enseñanza basada en el alumnado y la tipología lingüística, se investiga la influencia que las lenguas maternas y
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Mañas, Navarrete Iban. "La adquisición de la oposición imperfecto/indefinido por parte de estudiantes rusófonos de nivel avanzado de español LE." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/402103.

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El objetivo de la presente investigación se centra en el estudio acerca de la adquisición de los tiempos de pasado en español, en concreto, de la oposición imperfecto/indefinido por parte de estudiantes rusófonos de español de niveles avanzados (B2, C1 y C2). El estudio cuenta con la participación de tres grupos de hablantes no nativos con L1 ruso, distribuidos según nivel de competencia, y un grupo control de hablantes nativos de español. Para la recogida de datos se elaboraron tres pruebas: (1) una tarea de juicios de gramaticalidad, (2) una tarea de juicios de preferencias y (3) una tarea d
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Eckert, Kleber. "O uso do artigo neutro 'lo' por aprendizes de espanhol como língua estrangeira : uma questão de língua e leitura." reponame:Repositório Institucional da UCS, 2014. https://repositorio.ucs.br/handle/11338/865.

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O tema da presente tese é o estudo do uso do artigo neutro "lo" por aprendizes universitários de espanhol como língua estrangeira, abordado em duas perspectivas de análise: como estrutura gramatical e como objeto léxico-semântico de leitura. Como objetivo geral, a pesquisa propôs-se a analisar, descrever e explicar o uso do artigo neutro no texto escrito e na leitura, levando em conta a compreensão que os estudantes universitários dele possuem. No desenvolvimento do tema, o quadro teórico que sustenta a investigação inicia com a discussão de conceitos como aquisição e aprendizagem, bem como os
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Lucha, Cuadros Rosa María. "El efecto de la tarea en producciones escritas analizadas con ordenador: un estudio comparativo entre sujetos nativos y no nativos." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/388038.

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Este trabajo explora, mediante dos subgéneros diferentes de tareas escritas (una narración en pasado en primera persona - inventar una historia - contra una primera persona bajo el recuerdo emocional -explicar una experiencia personal-, cómo se desarrollan las habilidades de escritura en L2 español longitudinalmente en un entorno de enseñanza formal. La recogida de los datos de producción escrita de (i) nivel B1 L2 español de alumnos que estudiaban en la Escuela Oficial de Idiomas de Barcelona-Vall d'Hebron y de (ü) alumnos nativos estudiantes universitarios fueron transcritos y analizados con
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Deguire, Lise. "L'intégration des TIC et développement d'habiletés métacognitives en enseignement de l'anglais langue seconde au collégial /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2007. http://theses.uqac.ca.

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Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2005.<br>La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle pour l'obtention du grade de maîtrise en éducation. CaQCU Bibliogr.: f. [103]-112. Document électronique également accessible en format PDF. CaQCU
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Flores-Salgado, Elizabeth. "A pragmatic study of developmental patterns in Mexican students making English requests and apologies." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/28866.

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"September 2008".<br>Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.<br>Bibliography: p. 189-196.<br>The purpose of this research was to analyse the pragmalinguistic and sociopragmatic development of language groups at different proficiency levels and investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations which called for the speech acts of request and a
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Mount, Cameron D. "Therapists' Perceived Influence of Language: Second Language Spanish Speaking Therapists with Native Spanish-Speaking Clients." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1872.pdf.

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