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Littérature scientifique sur le sujet « Spanish/L2 »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 25 avril 2022

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Articles de revues sur le sujet "Spanish/L2"

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Saalfeld, Anita K. "Teaching L2 Spanish Stress." Foreign Language Annals 45, no. 2 (2012): 283–303. http://dx.doi.org/10.1111/j.1944-9720.2012.01191.x.

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Sánchez-Castro, Olga, and Colette Mrowa-Hopkins. "Chatting in L2 Spanish." Australian Review of Applied Linguistics 35, no. 1 (2012): 48–73. http://dx.doi.org/10.1075/aral.35.1.03san.

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This study seeks to examine variations in patterns of interactivity as they are displayed in the ongoing discourse construction of high and low self-efficacy learners of Spanish in the context of computermediated-communication. The paper specifically focuses on the analysis of synchronous text chats of six university students of Spanish at intermediate level over the course of two semesters as they carried out semi-directed discussions. The analytical framework is drawn from Eggins and Slade’s (2006) model of speech functions within Systemic Functional Linguistics which, to our knowledge, has

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Peace, Meghann M. "L2 Spanish clitic pronouns." Language, Interaction and Acquisition 11, no. 1 (2020): 99–129. http://dx.doi.org/10.1075/lia.00009.pea.

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Abstract Spanish clitic pronouns present multiple morphosyntactic and semantic challenges to second language learners. One particular issue is that of case marking, which can be further complicated by variable native input. As a result, a number of factors have been proposed to explain L2 clitics, such as acquisition sequences, classroom input, dialect-specific input, and animacy cues (e.g. Andersen, 1984; Geeslin, García-Amaya, Hasler-Barker, Henriksen, & Killam, 2010; Malovrh, 2008; Malovrh & Lee, 2013; VanPatten, 1990; Zyzik, 2004). This paper uses the Dynamic Systems Theory to desc

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Brown, Megan M. "Grammatical gender acquisition in sequential trilinguals: Influence of a gendered L1 vs. L2." Proceedings of the Linguistic Society of America 5, no. 1 (2020): 331. http://dx.doi.org/10.3765/plsa.v5i1.4712.

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In an investigation of the acquisition of grammatical gender at the initial stage of L3 acquisition, beginner L3 German learners with L1 English/L2 Spanish or L1 Spanish/L2 English were compared in their ability to identify gender errors in a German grammaticality judgement task. L2 Spanish learners significantly outperformed L1 Spanish learners. Potential explanations for group differences include (1) exclusive transfer of L2 grammatical knowledge at the initial stages of L3, as predicted by the L2 Status Factor Model (Bardel & Falk 2007), as well as (2) increased metalinguistic knowledge

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Blumenfeld, Henrike K., Ashley Adams Sanabria, and Ignatius S. B. Nip. "Native Language and Second Language Convergence and Second Language Instruction Shape Speech-Language Performance in Adult Learners." Journal of Speech, Language, and Hearing Research 65, no. 3 (2022): 970–81. http://dx.doi.org/10.1044/2021_jslhr-21-00382.

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Purpose: We examined native language (L1) and second language (L2) convergence of underlying skills in adult L2 learners as well as the contribution of instructional L2 level on L2 attainment across speech motor, lexical, and narrative levels. Method: Thirty-four adult Spanish L2 learners who had completed at least 1 year of college Spanish participated in this preliminary study. Learners were tested at the speech motor, lexical, and narrative levels in their L1 (English) and L2 (Spanish). L1–L2 convergence was indexed by associative links between corresponding L1 and L2 skills. In regression

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Patience, Matthew. "Acquisition of the Tap-Trill Contrast by L1 Mandarin–L2 English–L3 Spanish Speakers." Languages 3, no. 4 (2018): 42. http://dx.doi.org/10.3390/languages3040042.

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The goals of this study were to investigate the developmental patterns of acquisition of the Spanish tap and trill by L1 Mandarin–L2 English–L3 Spanish speakers, and to examine the extent to which the L1 and the L2 influenced the L3 productions. Twenty L1 Mandarin–L2 English–L3 Spanish speakers performed a reading task that elicited production of rhotics from the speakers’ L3 Spanish, L2 English, and L1 Mandarin, as well as the L2 English flap. The least proficient speakers produced a single substitution initially, generally [l]. The same non-target segment was produced for both rhotics, mirro

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Ortega-Santos, Iván, Lara Reglero, and Jon Andoni Franco Elorza. "Wh-Islands in L2 Spanish and L2 English: A Poverty of the Stimulus and Data Assessment." Fontes Linguae Vasconum, no. 126 (December 21, 2018): 435–71. http://dx.doi.org/10.35462/flv126.7.

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This paper sheds light on the acquisition of wh-islands in L2 English spoken by native speakers of Spanish and L2 Spanish spoken by native speakers of English as well as on the distribution of wh-islands in L1 Spanish. A grammaticality judgment task with a 7-point Likert scale provides evidence that wh-island effects are present in L1 and L2 Spanish as well as L1 and L2 English. The L1 Spanish facts challenge the received view of wh-islands in this language, in keeping with recent developments which show that islands are more widely attested across languages than previously thought. These fact

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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posit

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Amaro, Jennifer Cabrelli. "Testing the Phonological Permeability Hypothesis: L3 phonological effects on L1 versus L2 systems." International Journal of Bilingualism 21, no. 6 (2016): 698–717. http://dx.doi.org/10.1177/1367006916637287.

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Aims and Objectives/Purpose/Research Questions: We investigate the extent to which L1 versus adult L2 phonological systems resist influence from an L3. We test the Phonological Permeability Hypothesis (Cabrelli Amaro & Rothman, 2010), which states that adult L2 phonological systems are different from L1 systems with regards to instability. Design/Methodology/Approach: To isolate the variable of age of acquisition, we examined the acquisition of L3 Brazilian Portuguese (BP) by two types of sequential bilinguals: L1 English/L2 Spanish, L1 Spanish/L2 English. We tested perception via a forced

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Koronkiewicz, Bryan. "Acquiring L1-English L2-Spanish Code-Switching: The Role of Exposure to Language Mixing." Languages 3, no. 3 (2018): 26. http://dx.doi.org/10.3390/languages3030026.

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This paper explores the code-switching behavior of second language (L2) bilinguals as a lens into the development of their L2 linguistic systems. Specifically, it investigates the acceptability judgments of L1-English L2-Spanish bilinguals on intra-sentential code-switching, comparing those judgments to a group of Spanish–English bilinguals who acquired both languages as an L1. The particular issues of proficiency and bilingual language behavior are analyzed, testing whether either factor has an effect on L2 code-switching intuitions. The results suggest that both proficiency and bilingual lan

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Thèses sur le sujet "Spanish/L2"

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Mory, Jenna Lynn Becker Misha Karen. "Verbal acquisition in L2 Spanish." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1855.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Linguistics." Discipline: Linguistics; Department/School: Linguistics.

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Margaza, Panagiota. "The distribution of subjects in L2 Spanish and L2 Greek." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/665809.

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El objetivo de esta tesis es estudiar la distribución de los sujetos en español y en griego como L2, dado que ambas lenguas comparten la propiedad del sujeto nulo. Por eso, representan un término de comparación relevante con respecto a la Hipótesis de la Interfaz, muy influyente en la adquisición de segundas lenguas. En particular, examino la validez de dos versiones de esta hipótesis, la IH-1 que establece complejidad de la adquisición en los niveles de interfaz (Sorace and Filiaci, 2006) y la IH-2, que establece que es más fácil la adquisición de las interfaces internas en comparación con la

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Teller, Matthew Buchanan 1964. "Broken agreement in L2 processing of Spanish." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288926.

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In natural language processing subject-verb agreement sometimes derails yielding ungrammatical sentences such as *The cost of the programs have not yet been estimated. In light of questions concerning the semantic versus syntactic nature of sentence subjects and the interactivity of language processing, researchers have investigated the occurrence and possible causes of erroneous agreement. In complex subject noun phrases such as The cost of the programs, the plurality of the noun in the lower clause has been shown to significantly affect the frequency of subject-verb agreement errors. This e

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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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Stotts, Grant Perry. "L2 Spanish Speakers' Attitudes Toward Selected Features of Peninsular and Mexican Spanish." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4076.

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Many studies have been done on language attitudes, including attitudes toward languages in contact, various dialects of a language, nonnative speech, and attitudes of second-language (L2) learners toward the language that they are learning. Typically the studies of second-language learning deal with the attitudes toward the language in general rather than toward specific varieties within the language. The present study measures the attitudes of L2 learners of Spanish who lived in Spain, Mexico and Argentina toward native speakers from Spain and Mexico. The nonnative speakers listened to record

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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.

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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.

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Velasco, ZaÌrate Kalinka. "L2 acquisition of Spanish determiners : articles and clitics." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446052.

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Rose, Marda C. "Pragmatic development of L2 Spanish proposals in planning talk." Thesis, Indiana University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.

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<p> This study examines proposals made during planning talk—a speech act that has received little attention in previous literature—to determine the applicability of the stages of second language (L2) pragmatic development posited by Kasper and Rose (2002). Although Kasper and Rose suggest that formulas play a prominent role in L2 pragmatic development, few studies have considered the applicability of their stages to a non-formulaic speech act. The current study investigated proposal production in the planning talk of 69 participants: 46 learners of Spanish enrolled at five levels o

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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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Company, Maria Teresa. "Dynamic Written Corrective Feedback and Linguistic Accuracy of University Learners of Spanish." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6273.

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This study evaluated the efficacy of Dynamic Written Corrective Feedback (DWCF) on advanced students' writing accuracy of Spanish. This method focuses on manageable, meaningful, timely and constant feedback. Previously, DWCF was studied in the context of English as a second language. The current study investigated the efficacy of DWCF in the context of students who were enrolled in an advanced Spanish grammar class at the university level. A comparative study was conducted measuring students' writing accuracy who received the DWCF against students' writing accuracy who did not receive this fee

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Livres sur le sujet "Spanish/L2"

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Dumitrescu, Domnita, and Patricia Lorena Andueza, eds. L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182.

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Navarro Ortega, Samuel A. Comprehending and Speaking about Motion in L2 Spanish. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49307-7.

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1954-, Leow Ronald P., and Sanz Cristina, eds. Spanish applied linguistics at the turn of the millennium: Papers from the 1999 Conference on the L1 & L2 Acquisition of Spanish and Portuguese. Cascadilla Press, 2000.

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Suárez, Susana Ma Doval. The acquisition of L2-English spelling. LINCOM EUROPA, 2004.

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Technology in the L2 Curriculum. Pearson Education, 2013.

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Quesada, Margaret. L2 Acquisition of Spanish Subjects: Multiple Perspectives. De Gruyter, Inc., 2015.

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Dumitrescu, Domnita, and Patricia Lorena Andueza. L2 Spanish Pragmatics: From Research to Teaching. Taylor & Francis Group, 2018.

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L2 Spanish Pragmatics: From Research to Practice. Taylor & Francis Group, 2018.

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Quesada, Margaret. L2 Acquisition of Spanish Subjects: Multiple Perspectives. De Gruyter, Inc., 2015.

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Pérez Leroux, Ana T. 1962- and Liceras Juana M, eds. The acquisition of Spanish morphosyntax: The L1/L2 connection. Kluwer Academic Publishers, 2002.

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Chapitres de livres sur le sujet "Spanish/L2"

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Ortega, M. Belén Alvarado. "The Pragmatics of Irony in the L2 Spanish classroom 1." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-10.

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de los Heros, Susana. "Teaching with and About Humor in the L2 Spanish Classroom." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-11.

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Pearson, Lynn. "L2 Spanish Pragmatics Instruction at the Novice Level." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-12.

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Russell, Victoria. "Web-Based Pragmatics Resources." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-13.

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Escandell-Vidal, Victoria. "The Pragmatics Toolbox 1." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-2.

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Mir, Montserrat. "Learning L2 Spanish pragmatics." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-3.

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De Pablos-Ortega, Carlos. "Pragmatics in L2 Spanish TextBooks." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-4.

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Callahan, Laura. "When to Speak Spanish and When Not to." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-5.

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Mancera, Ana M. Cestero. "Nonverbal Communication in L2 Spanish Teaching." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-6.

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Fuentes-Rodríguez, Catalina. "Teaching L2 Spanish Discourse Markers and Pragmatic Markers." In L2 Spanish Pragmatics. Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-7.

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Actes de conférences sur le sujet "Spanish/L2"

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Pardo-Ballester, Cristina. "A longitudinal study on language learning vocabulary in L2 Spanish." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8062.

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Some learners perform better on listening tests that include visual input instead of only audio (Wagner, 2008) while others have found no difference in the performance of participants in the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in listening comprehension (LC). This study examines the effect of input modality on the learning of new vocabulary with intermediate L2 learners. The study gave four versions of the same text: a baseline in audio format, a baseline in video format, a redundancy-enhanced version in audio forma

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Miaschi, Alessio, Sam Davidson, Dominique Brunato, et al. "Tracking the Evolution of Written Language Competence in L2 Spanish Learners." In Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.bea-1.9.

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Sánchez-Alvarado, Covadonga, and Meghan E. Armstrong. "Pitch scaling and the perception of contrastive focus in L1 and L2 Spanish." In Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-121.

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Herrero, Cristina, and Empar DevÍs. "Unintentional impolite intonation in L2 Spanish requests produced by Chinese workers living in Madrid." In 10th International Conference on Speech Prosody 2020. ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-173.

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Maastricht, Lieke van, Marieke Hoetjes, and Ellen van Drie1. "Do gestures during training facilitate L2 lexical stress acquisition by Dutch learners of Spanish?" In The 15th International Conference on Auditory-Visual Speech Processing. ISCA, 2019. http://dx.doi.org/10.21437/avsp.2019-2.

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Ruiz-Perez, Sergio, and Gema Lopez-Hevia. "¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13003.

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In the past decade, the second language acquisition (SLA) field has challenged the understanding of bi/multilingual speakers and even second language (L2) learners (Valdés, 2005). This multilingual reconception has brought the use of translingual practices to the forefront of the SLA discussion. Translanguaging is a new approach to language use, bilingual acquisition, and bilingual education that sees all acquired languages (or those being acquired) as components of one bi/multilingual repertoire (García &amp; Wei, 2014). Discussions of specific pedagogical applications of translingualism

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Escudero-Mancebo, David, César González-Ferreras, Lourdes Aguilar, Eva Estebas-Vilaplana, and Valentín Cardeñoso-Payo. "Exploratory use of automatic prosodic labels for the evaluation of Japanese speakers of L2 Spanish." In Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-156.

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Calvo Valiente, Juan José, Anna Devís Arbona, and Ángela Gómez-López. "STRUCTURES OF COOPERATIVE LEARNING IN L2 INSTRUCTION: AN EXPLORATORY STUDY WITH SPANISH PRIMARY SCHOOL CHILDREN." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0325.

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Colantoni, Laura, Gabrielle Klassen, Matthew Patience, Malina Radu, and Olga Tararova. "Task-effects in the L2 perception and production of English sentence types by L1 Spanish speakers." In Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-3.

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Bautista Maldonado, Salvador, Gina del Pilar Pacheco Balam, and Rafael Ferrer Mendez. "ANALYZING THE PAST TENSE -ED MORPHEME IN L2 ENGLISH BY SPANISH SPEAKERS: EVIDENCE OF L1 TRANSFER." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2524.

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Rapports d'organisations sur le sujet "Spanish/L2"

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Ogneva, Anastasiia. Exploring grammatical gender in L2 Spanish : is a transparent gender system easy to use for Russian-speaking students? Edicions i Publicacions de la Universitat de Lleida, 2022. http://dx.doi.org/10.21001/sintagma.2022.34.05.

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