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Conditioning variables at interfaces for Spanish pronominal subject expression : heritage language learners across proficiency levels / Heritage language learners across proficiency levelsWitte, Jennifer Lauren 20 August 2012 (has links)
Contributing to a more detailed understanding of heritage language (HL) learner levels of Spanish competence, this study examines the first-person singular Spanish pronominal subject expression by 17 HL learners across three levels of proficiency in oral interviews – as rated by modified ACTFL Proficiency Guidelines: intermediate (n = 3), intermediate-advanced (n = 4), and advanced (n = 10). Using a variationist approach, I analyze five conditioning variables (including discourse function and verb class) that have been found to affect pronominal expression in native speaker Spanish (Bentivoglio, 1980; Cameron, 1992, 1994; Cacoullos & Travis, 2010; Otheguy et al, 2007; Silva-Corvalán, 1989, 2001; Travis, 2005, 2007), as well as two additional variables (correct verbal inflection and presence of hesitation phenomena) seen in second language acquisition studies.
Following theories of interface vulnerability (cf. Montrul, 2011b; Sorace, 2004, 2005; Sorace & Serratrice 1995), I hypothesized that the incremental development of sensitivity to conditioning variables would be reflective of the complexity of the interface at which the variable is conditioned. Based on previous studies of HL leaners (Montrul, 2004; Montrul & Rodríguez-Louro, 2006) and second language learners (Geeslin & Gudmestad, 2010a, Rothman, 2007a, 2007b, 2009), I predicted that the variables related to the more vulnerable and complex interface of syntax-discourse/pragmatics would be acquired only by the advanced proficiency group. My analysis indicated that HL pronominal expression is in free variation and unconstrained by any of the interface-related variables at the intermediate-advanced proficiency level. Neither the intermediate-advanced nor the advanced proficiency level HL leaners showed native-like sensitivity to variables conditioned at the syntax-discourse/pragmatic interface. Importantly, the only variable that was significant in first-person singular subject expression by HL leaners of all proficiency levels was the presence of hesitation phenomena. These results support the claim (Evans, 1985; Fehringer & Fry, 2007; Kormos, 1999; Riazantseva, 2001; van Hest 1996a, 1996b; Verhoeven, 1989) of a relationship between hesitation phenomena in oral speech and anxiety and increased processing demands while speaking the heritage language.
Comparing the results across three proficiency levels, I analyze when and to what degree HL learners show sensitivity to these variables. The findings illustrate the benefits of extending the application of sociolinguistic methodology (specifically the comparative multivariable analysis and the stepwise logistic regression procedure) to HL and second language acquisition studies because it facilitates a fine-grained examination and comparison of leaners across proficiency levels. / text
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桃竹苗區國民中學兼任行政教師之幸福感 / The well-being of part-time administrative teachers of junior high schools in Taoyuan county, Hsinchu city, Hsinchu county, and Maioli county周碩政, Chou, Shuo Cheng Unknown Date (has links)
為瞭解桃竹苗區國民中學兼任行政教師之幸福感與人口變項、學校環境變項、社會支持、個人變項、工作滿意度間的關係,乃以桃竹苗區國中兼任行政教師642人為研究對象,再採用個人基本資料量表、社會支持量表、人格特質量表、自尊量表、工作滿意量表等研究工具,獲取所需資料,再以描述統計、平均數差異t考驗、單因子變異數分析、皮爾森積差相關、調節迴歸分析、多元逐步迴歸分析等統計方法進行分析。結果發現:
1.我國桃竹苗區的國中兼任行政教師,幸福感為中下程度。
2.40到49歲及50歲以上的國中兼任行政教師,比29歲以下的人有較高的幸福 感。
3.性別不同的國中兼任行政教師,對於幸福感的表現,彼此之間並沒有顯著差異存在。
4.已婚的國中兼任行政教師,其幸福感較未婚的人要高。
5.學校所在地不同與行政職務不同,國中兼任行政教師的幸福感並沒有顯著差異的存在。
6.學校規模18到35班的國中兼任行政教師,比17班以下的人,感受到較高的幸福感。
7.行政年資16年以上的國中兼任行政教師,比行政年資3年以下的,有較高的幸福感。
8.社會支持與國中兼任行政教師的幸福感有顯著的正相關,相關係數為.355。
9.社會支持的來源與國中兼任行政教師的相關性,以家人所給予的支持相關性最高,接下來依序為學生家長、同儕朋友、及長官。
10.社會支持的類型與國中兼任行政教師的相關性,以訊息性的相關性最高,其次為工具性的社會支持,最後是情緒性的社會支持。
11.內控型人格的國中兼任行政教師比外控型人格的人,對於幸福感的感受較高。
12.自尊與國中兼任行政教師的幸福感有顯著正相關的關係,其相關係數為.409。
13.工作滿意度與國中兼任行政教師的幸福感有顯著的正相關,其相關係數為.446。
14.國中兼任行政教師社會支持程度高的時候,工作滿意度愈高的時候,其幸福感感受也會愈高。在國中兼任行政教師社會支持程度高的時候,若工作滿意度愈低,也會降低其幸福感。所以,工作滿意度在社會支持與幸福感間有調節作用。
15.就全體國中兼任行政教師而言:「工作滿意度」、「自尊」、「社會支持」、「內控人格」、「行政年資16年以上」等五個變項,為預測國中兼任行政教師幸福感的重要變項,預測力為33.2%。
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