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Tesis sobre el tema "Spanish language Second language acquisition. Spanish language"

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Publicado: 4 de junio de 2021

Última modificación: 11 de febrero de 2022

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1

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.

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Thesis (MA)--University of Montana, 2009.<br>"Major Subject: Modern and Classical Languages and Literatures" Contents viewed on November 11, 2009. Title from author supplied metadata. Includes bibliographical references.

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2

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.

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3

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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4

Johnson, Keith E. "Second Language Acquisition of the Spanish Multiple Vibrant Consonant." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193572.

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The Spanish voiced alveolar multiple vibrant consonant /r/, or trill, is often regarded as one of the most difficult sounds in the Spanish phonological inventory for second language (L2) learners. Trills are particularly difficult segments because of their exacting articulatory requirements for production. The highly restricted gestural and aerodynamic configuration required to successfully produce trills could lead to non-native trills automatically being native-like once acquired by learners, unlike other segments which generally show measurably gradient approximation of native values over

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5

Spencer, Dawna. "Visual and auditory metalinguistic methods for Spanish second language acquisition." Connect online, 2008. http://library2.up.edu/theses/2008_spencerd.pdf.

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6

Enkin, Elizabeth Bella. "Novel lexical item decoding in L2 reading acquisition a socio-schematic approach /." Connect to this title, 2008. http://scholarworks.umass.edu/theses/207/.

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7

Reeder, Jeffrey Tador. "An acoustic description of the acquisition of Spanish phonetic detail by adult English speakers /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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8

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.

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9

Escaip, Victoria. "The acquisition of phrasal vocabulary by non-native speakers of Spanish." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/2107.

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The term ‘phrasal vocabulary’ refers to multi-word expressions, that is, idioms, templates or “strings of words, which appear to be processed without recourse to their lowest level of composition” (Wray, 2002, p.4). Formulaicity constitutes an essential feature of language production and comprehension, and phrasal vocabulary plays a central role in everyday language usage. This research study replicates the experimental design carried out in the study Acquiring phrasal vocabulary by Kuiper, Columbus, & Schmitt (to appear), which used a cloze procedure to test three main hypotheses: a) There ar

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10

Noe, Kelly Dawn. "Incidental lexical acquisition and the modification of glosses in intermediate Spanish." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091560569.

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11

Andrews, Donna Bosworth. "The acquisition of Spanish gender by English-speaking children in partial immersion setting /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/8421.

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12

Geeslin, Kimberly Louise. "The second language acquisition of copula choice in Spanish and its relationship to language change." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288962.

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While many linguists point to the value of using data from second language acquisition (SLA) to explore theories of language change, few conduct work in this area. The primary objective of this dissertation is to bridge the gap between these fields by examining the SLA of copula choice before adjectives in Spanish. Historically, the copulas 'ser' and 'estar' have been in competition as the latter has been adopted in new contexts with a wider variety of adjectives. Current sociolinguistic research shows that this change has been accelerated by contact with English (Silva-Corvalan, 1986) but tha

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13

Saunders, Joy Kathleen. "Null and overt references in Spanish second language acquisition : a discourse perspective /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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14

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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15

Isabelli, Christina Louise. "Motivation and extended interaction in the study abroad context : factors in the development of Spanish language accuracy and communication skills /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992827.

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16

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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17

Guidi, Claudia. "Glossing for meaning and glossing for form a computerized study of the effects of glossing and type of linguistic item on reading comprehension, noticing, and L2 learning /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453824066/viewonline.

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18

Whipple, Melanie. "The effect of global awareness on a middle school foreign language student." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/r1/whipplem/melaniewhipple.pdf.

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19

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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20

Alba, de la Fuente Anahi. "Clitic Combinations in Spanish: Syntax, Processing and Acquisition." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23168.

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The study of clitic clusters and the restrictions that surface when two or more clitics are combined have long intrigued linguists and, as such, clitic phenomena are at the core of an ever-growing body of research in linguistic theory. However, three aspects remain largely unexplored when it comes to clitic cluster constraints, namely the evolution of these restrictions through time, the perception and processing of different clitic combinations, both acceptable and unacceptable, by native speakers and the acquisition of such combinations by non-native speakers. This dissertation, which focuse

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21

Bruhn, de Garavito Joyce L. S. "The syntax of Spanish multifunctional clitics and near-native competence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ64524.pdf.

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22

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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23

Monheimer, Holly Ann. "L2 vocabulary acquisition through text reading can lexical processing strategies help? /." Full text available online (restricted access), 2004. http://images.lib.monash.edu.au/ts/theses/monheimer.pdf.

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24

Waltmunson, Jeremy C. "The relative degree of difficulty of L2 Spanish /d, t/, trill, and tap by L1 English speakers : auditory and acoustic methods of defining pronunciation accuracy /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8373.

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25

Schell, Karyn. "Functional categories and the acquisition of aspect in L2 Spanish : a longitudinal study /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8407.

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26

Encinas, Arquero Pablo. "Literal and figurative meanings of Spanish spatial prepositions in Chinese students' acquisition of Spanish as a third language." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/4873.

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This thesis investigates the acquisition of the spatial and figurative meanings of five Spanish spatial particles, namely sobre, encima, debajo, bajo and en, by a group of Chinese university students of Spanish as a foreign language at intermediate and upper-intermediate language levels. More specifically, this study aims to answer two questions. The first question considers the order of acquisition of prepositional meanings, that is, whether this is similar to a native language, with literal and more primary meanings acquired first and figurative ones later or, conversely, whether the pattern

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27

Popa, Simona. "Language transfer in second language acquisition. Some effects of L1 instruction (Romanian) on L2/L3 learning (Catalan/Spanish)." Doctoral thesis, Universitat de Lleida, 2016. http://hdl.handle.net/10803/380548.

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In migration contexts, the diversity of languages in contact triggers the processes of second language (L2) acquisition and language transfer; as well as drawing attention to the importance of mother tongue (L1) maintenance. The present study examines the processes of L2 acquisition (Catalan and Spanish), L1 (Romanian) maintenance, and L1transfer, in the case of 130 immigrant Romanian students, as well as the effect of attendance at L1 classes and length of residence on the three languages analysed. Accordingly, three parallel language competence tests were applied in seven public schools of

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28

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.

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29

Parrondo, Rodriguez Ana E. "The L2 acquisition of syllable structure and stress in Spanish." Thesis, Online version, 1999. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.287536.

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30

Franceschina, Florencia. "The nature of grammatical representations in mature L2 grammars : the case of Spanish grammatical gender." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250059.

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31

Bland, Justin. "Speech style, syllable stress, and the second-language acquisition of Spanish /e/ and /o/." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/78109.

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This study examines the effects of speech style, syllable stress, and proficiency level on the production of the second-language (L2) Spanish vowels /e/ and /o/. The study addresses traditional descriptions of L2 Spanish (e.g. Stockwell & Bowen, 1965), which claim that English-speaking learners, unlike native speakers (NSs), reduce vowels in unstressed syllables and diphthongize /e/ and /o/ in stressed syllables. Additionally, it adds to previous research by investigating how speech style affects L2 Spanish vowels, how these effects change by course level, and how they compare to NS style-shif

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32

Cabaniss, Laura. "The Role of Attitudes and Motivations as Major Factors in Acquisition of Spanish as a Second Language." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/384.

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This study used a questionnaire given to four classes of beginning Spanish to examine students’ motivations and attitudes towards learning a foreign language. Results show that although students do not regularly encounter individuals who do not speak English and therefore have little opportunity to practice language outside the classroom, their attitudes are overwhelmingly positive towards foreign language and culture. Most participants strongly agree that bilingualism is important and report they would want to be fluent in at least two languages.

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33

Dȩ̮bicka-Dyer, Anna Michalina. "French and Spanish in contact." Master's thesis, Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-11072006-174521.

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34

Montrul, Silvina A. "Transitivity alternations in second language acquisition : a crosslinguistic study of English, Spanish and Turkish." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ44520.pdf.

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35

Weech, Andrew M. "Second Language Acquisition of the Spanish Tap and Trill in a Contact Learning Environment." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2031.

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The purpose of this thesis is to study whether target-like articulation of the Spanish tap [ɾ] and trill [r] is achieved by second language learners who have lived in a Spanish-speaking environment for an extensive period of time. The subjects of this study were students at Brigham Young University (BYU) who had spent 18 months to two years in a Spanish-speaking country. Most of the subjects had little to no previous Spanish instruction, but rather learned the language primarily through their contact with native speakers while abroad. In addition to whether or not subjects achieved target-like

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36

Leal, Tania Lorena. "Processing long-distance dependencies: Clitic Left Dislocation in L2 Spanish." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1353.

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It has long been theorized that, after the so-called critical period has passed, acquiring language becomes a more difficult enterprise. While general differences between adult second language (L2) learners and normally developed child (L1) acquirers have been more or less empirically established, a strand of recent L2 accounts have focused on the specific locus of these differences. The main goal of this dissertation project is to test the predictions of one such account: Clahsen and Felser's Shallow Structure Hypothesis (SSH; Clahsen & Felser 2006a, 2006b). The SSH places emphasis on the emp

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37

Vasquez, Melissa. "Syntactic aspects of code-switchinging in bilingual Spanish- Swedish children." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20521.

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The aim of this essay was to analyze bilingual children in conversation. The essay examinesunder what syntactic circumstances bilingual Spanish / Swedish speaking children codeswitch.The data for this essay is based on recordings of two of the author’s familymembers. The focus is on how bilingual children code-switch, if it is more likely forbilingual children to code-switch when the syntax of two languages are in alignment and ifthere is a dominant language. The collections of recordings are based on real conversationsbetween two bilingual children. The two participants in the study are Spani

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38

Mayer, Kaylea. "The facilitative effects of the acquisition of one linguistic structure on a second pedagogical implications of the competition model /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436714825/viewonline.

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39

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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40

Woolsey, Daniel S. "Second language acquisition of the Spanish verb estar with adjectives an exploration of contexts of comparison and immediate experience /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215174.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1317. Advisers: Martha Nyikos; Kimberly Geeslin. "Title from dissertation home page (viewed May 14, 2007)."

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41

Alarcón, Irma V. "The second language acquisition of Spanish gender agreement : the effects of linguistic variables on accuracy /." Muenchen : LINCOM Europa, 2006. http://www.gbv.de/dms/sub-hamburg/526820675.pdf.

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42

Lear, Darcy Whilldin. "Communicative Needs Of English-Speaking Health Care Professionals Who Work With Spanish-Speaking Clients: A Case Study." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1053113899.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 318 p.: ill. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 308-318).

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43

Nelson, Meleah L. "Assessing the early literacy skills of young English learners : use of DIBELS in Spanish /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102181.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-111). Also available for download via the World Wide Web; free to University of Oregon users.

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44

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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45

Muñoz, Sánchez Alicia. "The effect of phonological status on the acquisition of new contrasts : evidence from Spanish and Japanese L2 learners of English /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099916.

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46

Massery, Laurie A. "Syntactic development of the Spanish subjunctive in second language acquisition complement selection in nominal clauses /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024796.

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47

Rodríguez, Prieto Juan Pablo. "Verbal morphology in second language Spanish acquisition the roles of declarative and procedural memory systems /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024946.

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48

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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49

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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50

Longbottom, William George. "DISSECTING L2 SPANISH LEARNER NARRATIVES: HOW THE ASPECT AND DISCOURSE HYPOTHESIS EXPLAIN L2 PRETERIT AND IMPERFECT SELECTION IN TWO NARRATIVE TYPES." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599725.

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Spanish<br>Ph.D.<br>One of the most researched challenges in learning Spanish is the acquisition and use of the past aspect, namely, the preterit and imperfect. L2 learners encounter this challenge due to differences in how native English and Spanish speakers view past events. Numerous studies on the Spanish past aspect have analyzed L2 learners’ past aspectual selections through two hypotheses: the lexical aspect hypothesis (LAH), which claims that lower-level L2 learners are guided by the lexical semantics of the verb in their selections of past aspect; and the discourse hypothesis (DH), whi

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