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Methods of second language (L2) teaching should involve exposure to authentic forms to facilitate the development of proficiency and fluency. Exposure to authentic forms is important because prior research has shown that natural language discourse uses mostly prefabricated linguistic units (prefabs-formulaic language) that aid in developing linguistic competence and fluency; this occurs because learners' cognitive load is decreased when they are able to retrieve prefabricated wholes from their L2 repertoire as they produce L2 discourse (Erman & Warren, 2000). An effective method of acquiring prefabricated constructions as single units of meaning or structure is repetition of exposure to whole collocations (words that occur together in fixed phrases), since attention will shift from the individual constituents of the phrase to the unit as a whole as the meaning-bearing stored form (Bybee et al., 2006). Authentic materials (materials produced by native speakers for native speakers) contain a substantial number of prefabricated meaning units that are characteristic of native-speaker produced natural language. Compared to traditional L2 classroom approaches, authentic materials are more likely to engage learners due to the range of options available for learner interest; there is a psychological benefit for students who can be certain that their progress with authentic materials is tantamount to progress outside the classroom setting (Berardo, 2006; Ugalde, 2008). The efficacy of exposure to authentic forms can also be explained by virtue of the fact that it promotes incidental acquisition, which is the primary manner by which language is learned (Ellis & Wulff, 2015); it does so through facilitating implicit pattern recognition of exemplar structures. The research concludes with a discussion of why pedagogical approaches should seek to incorporate formulaic language for learners to achieve fluency.
ContributorsGuerithault, Nicolas Owen (Author) / Lafford, Barbara (Thesis director) / Martinez, Jacqueline (Committee member) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Nogales, Mexico experiences a number of socio-economic challenges stemming from industrialization and immigration due to its location on the border. The purpose of the study is to investigate how border issues affect those who live in communities on the Mexican-American border and to find out how non-governmental organizations, such as Hogar de Esperanza y Paz (HEPAC), play a role in combating and repairing social and economic damages caused by transnational immigration and industrialization. This study will look at interviews with staff, volunteers, and participants of HEPAC to see commonalities in responses about the work of the organization and the social and economic reality of their community. The following commonalities were found from the interviews: 1) a desire for people visiting Tirabichi to have a transformative experience that shows the personal result of socio-economic problems, 2) a socio-economic linkage to the situation in Tirabichi, 3) Personal solutions to the problems in Tirabichi through fostering a feeling of community and through education, 4) Culture of Peace workshops needed to change the next generation, necessary because of acclimation to violence in the children's community, 5) an influence of migrants in the community.
ContributorsDavison, Patrice Marie McDaniel (Author) / King, Carmen (Thesis director) / Lafford, Barbara (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor)
Created2014-05
Description
Curricular Design in Languages for Specific Purposes: The Case of a Needs Analysis for the Design of a Spanish for Pharmacists Course is a thesis project that argues for the creation of a Spanish course for pharmacists based in the model of Languages for Specific Purposes courses. In order to do this, a needs analysis was conducted by surveying and interviewing a pharmacist and medical Spanish instructor. Based on these results, objectives, activities, and evaluation criteria were created for such a course. The needs analysis found that Spanish use in a pharmacy is not limited to one ability or task, but rather an integration of many such as reading, writing, listening, and speaking. This course would be an invaluable addition to pharmacy schools in the United States due to the growing Hispanic population across the country.
ContributorsFrazier, Victoria E (Author) / Lafford, Barbara (Thesis director) / Petersen, Michelle (Committee member) / School of Molecular Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12