Matching Items (28)

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Power Lines: A Play in Two Acts

Description

This full-length, two-act play explores the way loss brings together and tears apart two families in the United States, a lower-middle class Mexican family and a relatively wealthy white family. Throughout the play we explore family dynamics, culture, and how

This full-length, two-act play explores the way loss brings together and tears apart two families in the United States, a lower-middle class Mexican family and a relatively wealthy white family. Throughout the play we explore family dynamics, culture, and how we all ultimately cope with navigating a complex and often devastating world. While this thesis project has completed the honors requirements, the play itself is still under construction. The version you see here is a final thesis project, but not a final product.

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2015-05

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The acquisition of the subjunctive mood by intermediate-level learners of Spanish: the relationship between mood and modality

Description

This study examines the effect that the modality (volition, doubt, emotion, belief, knowledge, etc.) of matrix noun clauses has on the ability of intermediate (second-year) Spanish L2 students (n=56) to properly produce the subjunctive and indicative moods, the relative order

This study examines the effect that the modality (volition, doubt, emotion, belief, knowledge, etc.) of matrix noun clauses has on the ability of intermediate (second-year) Spanish L2 students (n=56) to properly produce the subjunctive and indicative moods, the relative order in which students tend to most accurately produce the subjunctive in response to the modalities of volition, doubt, and emotion, and students' level of syntactic ability and mood development. Each participant took a test consisting of twenty questions containing various modalities intended to elicit either the subjunctive or indicative mood. Participants also filled out a questionnaire that was designed to ascertain the participants' level of formal and informal experience with Spanish. The results of this study show that a) when the subjunctive was the target response most participants favored the unmarked indicative mood significantly more than the marked subjunctive mood, b) students most accurately produced the subjunctive to the modality of volition (VL), followed by doubt (DT), and emotion (EM), which is consistent with Collentine's study, and c) students were able to process complex syntax when producing the unmarked indicative mood but not when they were prompted to produce the marked subjunctive mood. The results of this study show that pedagogical expectations regarding the acquisition of the subjunctive mood by second-year Spanish students may be unrealistic as these students were operating somewhere between the pre-syntactic and syntactic stages.

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2011

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Pragmatic competence: the case of advice in second language acquisition (SLA) abroad

Description

Using Spencer-Oatey's rapport management approach, the present study evaluates the interlanguage pragmatic development of 17 native English-speaking American learners over the course of a semester in Spain, specifically in terms of the strategies they used in their second language (L2)

Using Spencer-Oatey's rapport management approach, the present study evaluates the interlanguage pragmatic development of 17 native English-speaking American learners over the course of a semester in Spain, specifically in terms of the strategies they used in their second language (L2) to manage rapport in an advice-giving, oral role-play situation at semester start and semester end. To allow for a more in-depth analysis of the effect that a semester abroad has on Spanish L2 advice-giving behaviors, the learners were grouped into two distinct proficiency levels. Group 1 (n=9) represents learners who entered the semester abroad with a beginning to intermediate-low proficiency level and group 2 (n=8) represents learners who entered the semester abroad with an intermediate-high proficiency level. The results indicate that both learner groups had similar overarching behavioral expectations in this context. Specifically, both sets of learners expressed empathy, involvement, and respect for the interlocutor, while at the same time they used advice-giving strategies of varied illocutionary force to claim authority in addressing the interlocutor's dilemma. Both groups also balanced face sensitivities through strategies that both enhanced and challenged the interlocutor's identity face. However, it is argued that in this context claiming authority and challenging the interlocutor's identity face were permitted behaviors that emphasized the relational goals of the participants. Additionally, when developmental differences between the two proficiency levels were analyzed, the results showed that learner proficiency had an impact on specific strategy choices.

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2011

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Code-switching behavior in Antonito, CO and Phoenix, AZ: a comparative study

Description

The subject of bilingual language use in the southwestern United States has been widely researched. However research pertaining to the Phoenix Metropolitan area is lacking. Studies have shown that language choice is governed by linguistic as well as social constraints

The subject of bilingual language use in the southwestern United States has been widely researched. However research pertaining to the Phoenix Metropolitan area is lacking. Studies have shown that language choice is governed by linguistic as well as social constraints (Gumperz, 1977; Poplack 1980; 1981). This study examined and compared the code-switching behaviors of two communities in the southwestern United States: Antonito, Colorado and the Phoenix Metropolitan area in Arizona. The study explored the social and linguistic factors that are said to govern code-switching behaviors such as the type of switches made (intra-sentential or single lexical switches), the position in the utterance where the switch occurs (final or other), the direction of the switch (an utterance beginning in English and ending in Spanish, or beginning in Spanish and ending in English), the gender and level of education of the participants (college or above; high school or below), the ethnicity of the interviewer (Anglo or Hispanic), as well as which of the aforementioned social and linguistic factors most favored intra-sentential switches. The study used corpus data, with four participants from each community for a total of eight interviews. Participants from each corpus were selected to control for gender, the highest level of education achieved and the ethnicity of the interviewer. The study found that in the corpora looked at, linguistic factors such as position of the switch and direction of the switch affected intra-sentential switches more than social factors, although in terms of frequencies within individual factor groups, social factors such as the ethnicity of the interviewer, and the participant's level of education were found to be significant in affecting code-switching behavior.

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2013

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Exploring the use of tense and aspect morphology in Spanish oral narratives by intermediate and advanced learners

Description

Previous research (e.g., Bardovi-Harlig & Reynolds, 1995; Cadierno, 2000; Camps, 2002; Robison, 1990, 1995; Salaberry, 1999, 2003, 2011) has tested the validity of the Lexical Aspect Hypothesis (LAH), developed by Andersen and Shirai (1994), which proposes that in beginning stages

Previous research (e.g., Bardovi-Harlig & Reynolds, 1995; Cadierno, 2000; Camps, 2002; Robison, 1990, 1995; Salaberry, 1999, 2003, 2011) has tested the validity of the Lexical Aspect Hypothesis (LAH), developed by Andersen and Shirai (1994), which proposes that in beginning stages of the L2 acquisition process, the inherent lexical (meaning-based or semantic) aspect of a verb determines the selection of tense and aspect verbal morphology (preterit vs. imperfect) rather than the grammatical aspect, which is related to the viewpoint of the speaker (e.g., whether s/he wants to highlight the beginning, middle or end of an action or event). These studies analyzed written and oral data from personal and story retell learner narratives in classroom contexts. While many studies have found support for the association of lexical aspect with L2 verbal morphology, the claim of the LAH that such association is highest during beginning stages of learning has been questioned. For instance, Salaberry (1999, 2003) found evidence for the preterit acting as a past tense default marker across all lexical aspectual classes, while the association of lexical aspect with verbal morphology increased with L2 proficiency; both of these findings contradict the LAH. Studies have also investigated the influence of task type on tense and aspect morphology. Salaberry's (1999, 2003) beginning L2 learners utilized the preterit as a past tense default marker in a story retell (SR) task whereas the imperfect was used as a default marker in a personal narrative (PN) (2003). To continue testing the validity of LAH, the present study analyzed SR and PN data from twenty two university-level intermediate and advanced L2 Spanish learners. This study also explored the relationship between task type (SR vs. PN) and verb morphology. Results show that both intermediate and advanced learners appear to be using the preterit as a past tense default marker across all lexical aspectual classes, corroborating Salaberry's (1999, 2003) findings with beginning learners, and contradicting the LAH. Results of the present study also reveal that narrative task type (SR vs. PN) appears to play a role in the distribution of tense and aspect morphology among intermediate and advanced classroom L2 Spanish learners.

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Date Created
2013

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New directions in quantitative Hispanic sociolinguistics

Description

The present thesis explores how statistical methods are conceptualized, used, and interpreted in quantitative Hispanic sociolinguistics in light of the group of statistical methods espoused by Kline (2013) and named by Cumming (2012) as the “new statistics.” The new statistics,

The present thesis explores how statistical methods are conceptualized, used, and interpreted in quantitative Hispanic sociolinguistics in light of the group of statistical methods espoused by Kline (2013) and named by Cumming (2012) as the “new statistics.” The new statistics, as a conceptual framework, repudiates null hypothesis statistical testing (NHST) and replaces it with the ESCI method, or Effect Sizes and Confidence Intervals, as well as meta-analytic thinking. In this thesis, a descriptive review of 44 studies found in three academic journals over the last decade (2005 – 2015), NHST was found to have a tight grip on most researchers. NHST, much discredited outside of linguistics, confused authors who conflated the theories of Fisher and Neyman-Pearson, who themselves battled acrimoniously until the end of their publishing lives. Within the studies reviewed, with exceptions, dichotomous thinking ruled the quantitative approach, and binary reporting ruled the results and discussions. In addition, this thesis revealed that sociolinguistics, at least within the studies reviewed, is not exactly a “statistical monoculture” as suspected by Gorman and Johnson (2013), rather ANOVAs have joined Goldvarb’s logistic regression in its dominance. As described insightfully by Plonsky (2015), these two methods are exposed as extensions of the dichotomous thinking that attaches itself to NHST. Further, little evidence was found that the methods of the new statistics were being implemented in a coordinated fashion, including far too few meta-analyses. As such, quantitative Hispanic sociolinguistics, and linguistics in general, were shown to be vulnerable to problems with reliable quantitative theory building.

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Created

Date Created
2015

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Fostering self-efficacy in Spanish immersion teachers through a community of practice

Description

Learning a second language has been shown to have many benefits, but in the

state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual

Learning a second language has been shown to have many benefits, but in the

state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.

The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.

Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.

Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.

Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.

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Date Created
2016

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Spanish accusative clitics: Latino dual language learners in an English environment

Description

Spanish-speaking (SS) dual language learners (DLLs) have shown differential developmental profiles of the native language (L1). The current study examined whether or not the Spanish acquisition profile, specifically accusative clitics, in predominantly SS, Latino children continues to develop in an

Spanish-speaking (SS) dual language learners (DLLs) have shown differential developmental profiles of the native language (L1). The current study examined whether or not the Spanish acquisition profile, specifically accusative clitics, in predominantly SS, Latino children continues to develop in an English-language contact situation. This study examined (1) accuracy rates of clitic production, total substitutions, and total omissions across 5-, 6-, and 7-year-olds; (2) accuracy rates of clitic production, total substitutions, and total omissions across low and high English proficiency groups; and (3) whether or not there was a trend to use the default clitic lo in inappropriate contexts. Seventy-four SS children aged 5;1 to 7;11 participated in a clitic elicitation task. Results indicated non-significant effects of age and proficiency level on the accuracy of clitic production. These results suggest dual language learners are in an environment that does not foster the maintenance of the L1, at least in the accuracy of accusative clitic pronouns.

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Date Created
2012

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The effect of "chatting" on the oral production of Spanish present tense forms in the foreign language classroom

Description

Current research shows a positive relationship between the use of written synchronous computer-mediated communication (SCMC) and oral production (Isenberg 2010; Kern 1995; Payne & Whitney, 2002). No prior investigations specifically analyze the effect of SCMC on the conjugation of simple

Current research shows a positive relationship between the use of written synchronous computer-mediated communication (SCMC) and oral production (Isenberg 2010; Kern 1995; Payne & Whitney, 2002). No prior investigations specifically analyze the effect of SCMC on the conjugation of simple present tense verbal forms in narratives produced by learners of Spanish in online environments. This semester-long study addressed this issue by systematically analyzing the effect of written SCMC on the oral production of present-tense verb conjugations in two different oral tasks by students in two different intermediate level online Spanish courses. Written chat (WC), a type of synchronous group discussion, was used in the treatment group in order to examine the crossover effects of written SCMC on present tense forms in oral production tasks among intermediate Spanish students in online courses. Both online groups engaged in 30 minutes of concentrated interaction with the instructor and other students each week. The control group engaged in 30 minutes of oral interaction per week while the experimental group was exposed to 15 minutes of oral chat and 15 minutes of WC in the 30 minute session of interaction. Specifically, this study employed a pretest/posttest quasi-experimental design and tested the differential effects of a combination of oral and written SCMC online interaction and SCMC solely oral online interaction on the acquisition of Spanish present tense verb forms. The findings show a significant difference in oral gains among the experimental group.

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2012

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Estar extension in Arizona: a language contact study

Description

Past research has isolated an extension of the copular verb estar into the domain previously sanctioned for its counterpart, ser. This extension has been found in areas of contact between American English and Spanish speaking Mexican immigrants. A similar situation

Past research has isolated an extension of the copular verb estar into the domain previously sanctioned for its counterpart, ser. This extension has been found in areas of contact between American English and Spanish speaking Mexican immigrants. A similar situation of contact is in occurrence in Arizona, and this study endeavored to evaluate if this same extension was present, and to what degree. This study also explores the framework of linguistic hegemony in order to relate language attitudes in Arizona to language change in Arizona. The findings revealed minimal extension. This may be due to language maintenance in response to hegemony.

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Created

Date Created
2012