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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 4 of 4 (0.039 seconds)Spelling suggestions: "subject:"iberian languages"" "subject:"iberian ianguages""
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Second Language Discourse Markers and Study Abroad: The Case of Pues and Bueno in Peninsular SpanishSydney Lauren Dickerson (8812247) 07 May 2020 (has links)
<p>This investigation examined the
functions of two Spanish discourse markers, <i>pues</i>
and <i>bueno</i>, in the interlanguage of intermediate English-speaking
learners of Spanish. <i>Pues</i> is translated in English to ‘so’, ‘then’, ‘cos’,
and ‘well’, and <i>bueno</i> is translated in English to ‘well’ and ‘alright’.
Discourse markers like <i>pues</i> and
<i>bueno </i>provide cohesion in spoken interaction, and despite the
lack of attention received in second language research and classrooms, they are
important linguistic features for second language users. While several studies
have addressed discourse markers by non-native speakers, the present
investigation contributed to the scarce body of research on interlanguage
discourse marker use in Spanish and to general theoretical discussions about
second language discourse marker use and acquisition by considering discourse
marker frequency in input and describing the use of <i>pues</i> and <i>bueno</i>
in the interlanguage of Spanish learners. In this investigation, frequency of
use, functional range, and functional distribution were analyzed as three
distinct facets of discourse marker proficiency.</p>
<p>Using a native speaker functional
framework established by Travis (2005) for reference, the analyses responded to
the following general questions: How do Spanish learners compare to native
speakers of Peninsular Spanish in their frequency of use, functional range, and
functional distribution of <i>pues</i> and <i>bueno</i>? How are these three
variables among learners affected by a 6-week, language immersion study abroad
program? Finally, how do native speakers of Peninsular Spanish and second
language learners of Spanish compare in their characteristic patterns of <i>pues</i>
and <i>bueno</i> functional use? Using oral interviews of 58 non-native (L2)
Spanish speakers at the beginning and end of a program abroad and 14 native
speakers (NS) of Spanish from Madrid, all tokens of <i>pues</i> (<i>N</i> = 506) and <i>bueno</i> (<i>N</i> = 273) were
analyzed according to the functional framework (Travis, 2005). Analyses
revealed infrequent L2 use of <i>pues </i>and <i>bueno</i> with a limited range of functions and distinct
functional distribution compared to NS data. Over the program abroad, learners
significantly increased their functional range of <i>pues</i>.<i> </i>No other significant differences in
learner use over the program were identified. Detailed analysis of the patterns
of use of native speakers and learners led to the identification of unique
discourse marker uses in the interlanguage of learners. These findings were
discussed in light of issues of interlanguage discourse marker use, discourse
marker frequency in input, and second language instruction.</p>
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The Acquisition of Spanish Accusative Clitics by Chinese-Spanish BilingualsJian Jiao (10716798) 01 June 2021 (has links)
<p>This project examined the
acquisition of third person accusative clitics in Spanish by Chinese-speaking
learners. Specifically, it focused on the role of cross-linguistic influence and
patterns of language exposure and use in the acquisition of the syntactic and
semantic properties constraining the production and intuition of overt and null
clitics in Spanish. An elicited production task and an acceptability judgment
task were performed on a total of 83 participants divided into four groups. A
group of Chinese immigrants in Spain (n = 24), a group of classroom learners in
China with study abroad experience (n = 23), and a group of learners without
study abroad experience (n = 19) were compared to a group of native speakers of
Spanish (n=17). The results showed that, while all the experimental groups
showed knowledge of accusative clitics, their knowledge regarding the distribution
of overt and null clitics was generally not related to definiteness or
syntactic island. However, some participants with higher proficiency or more
use of Spanish showed some sensitivity to the syntactic property of null
clitics but not definiteness. Proficiency in Spanish had different effects on
the immigrants and the classroom learners. Use of Spanish also played different
roles between the pure classroom learners and the other two groups with naturalistic
exposure. Finally, the results also showed that, while the three groups all
showed influence from Chinese, the Spanish and Chinese grammars of the
immigrants showed more similarity, compared to the two groups of classroom
learners. Based on a proposed path of
acquisition, the results were discussed in line with second language
acquisition theorizing on feature accessibility and reassembly. Some
implications on classroom instruction are also discussed. </p>
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Perspectivas de desenvolvimento do galego / Perspectives on the development of the Galician languageBruce, Daniel January 2009 (has links)
<p>O presente trabalho trata da língua galega. É principalmente um estudo sobre a história da língua galega, desde o nascimento do galego até o tempo contemporâneo. O estudo explica o surgimento do problema da falta de um consenso lingüístico quanto ao galego. Dependendo de quem é a pessoa a quem se pergunta, as respostas sobre o que é a língua galega, são sempre diferentes. Consultando diferentes dicionários e opiniões de lingüistas a língua que se fala na Galiza, pode classificar-se como: uma língua independente ibero-românica, um dialeto do português, uma língua ibero-românica fortemente “castelhanizada” etc. Isto deve-se às complexas relações políticas, que a Galiza teve com Portugal e com a Espanha. Relatando sobre os principais problemas em relação à questão da evolução lingüística da língua galega, apresento dois movimentos lingüísticos, o movimento reintegracionista e o isolacionismo. Eles mostram de maneira clara, que há diferentes alternativas possíveis de um desenvolvimento para a língua galega. A dificuldade de chegar a um consenso lingüístico quanto à língua galega, mostra o fato de existirem paralelamente diferentes normas ortográficas.</p>
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Perspectivas de desenvolvimento do galego / Perspectives on the development of the Galician languageBruce, Daniel January 2009 (has links)
O presente trabalho trata da língua galega. É principalmente um estudo sobre a história da língua galega, desde o nascimento do galego até o tempo contemporâneo. O estudo explica o surgimento do problema da falta de um consenso lingüístico quanto ao galego. Dependendo de quem é a pessoa a quem se pergunta, as respostas sobre o que é a língua galega, são sempre diferentes. Consultando diferentes dicionários e opiniões de lingüistas a língua que se fala na Galiza, pode classificar-se como: uma língua independente ibero-românica, um dialeto do português, uma língua ibero-românica fortemente “castelhanizada” etc. Isto deve-se às complexas relações políticas, que a Galiza teve com Portugal e com a Espanha. Relatando sobre os principais problemas em relação à questão da evolução lingüística da língua galega, apresento dois movimentos lingüísticos, o movimento reintegracionista e o isolacionismo. Eles mostram de maneira clara, que há diferentes alternativas possíveis de um desenvolvimento para a língua galega. A dificuldade de chegar a um consenso lingüístico quanto à língua galega, mostra o fato de existirem paralelamente diferentes normas ortográficas.
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