Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 106-116). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11875

Thesis (Ed.M.)--Boston University

Problem: The purpose in undertaking this study was to determine more exactly the contemporary usage of the Spanish relative pronouns, thus making it possible (1) to supplement existing descriptions of the usage of the relative pronouns, and (2) to restate contemporary usage. Method: For this study, representative works of the best contemporary Spanish and Spanish-American authors were used, employing Keniston's sampling technique. Three passages of ten pages each were selected from the beginning, the middle, and the end of the work in question. All examples found were recorded individually for analysis, thus making possible a study of a much larger number of actual examples than are available from the Keniston study. Conclusion: A. The following findings which have been established in this thesis in some cases supplement existing descriptions by the authorities and in others, are at variance with them. 1. Que is not frequently replaced after con by el cual to avoid confusion with conque. 2. Que does not necessarily follow its antecedent immediately. In fifteen per cent of all cases observed que was removed from its antecedent in such a way that determination of its antecedent was difficult. 3. Que does on rare occasions as object of a preposition refer to a person. 4. Quien is frequently used to distinguish a person from a thing, as antecedent. 5. Quien as a substantive refers more frequently to indefinite persons than el que. 6. Quien as a substantive is used almost exclusively after como (meaning "as one who"). 7. El que, as well as el cual, is regularly removed from its antecedent by a comma (or similar punctuation, and/or one or more words.) B. Restatement of Contemporary Usage. 1. In a restrictive clause: a. The subject is regularly que for persons and things. b. The object is usually que for persons and things. Quien is used with "personal a". Al cual and al que are rarely so used. 2. In a non-restrictive clause: a. The subject is usually que for persons and things, but may be quien, el cual, and to a lesser extent, el que. b. The object is usually que for persons and things; quien is used frequently with "personal a"; al cual or al que, rarely. 3. Object of a (exclusive of "personal a"), en, de and con: a. Referring to persons, quien, el cual or el que are used. In non-restrictive clauses quien is most frequently used. b. Referring to things, que, el cual or el que are used. Que is normal in restrictive clauses; que, el cual or el que in non-restrictive. 4. Object of por, sin and tras: a. El cual or el que are used; possibly, quien. 5. Object of dissyllabic prepositions: a. El cual or el que are normally used. 6. Object of compound preposition: a. El cual is normally used; el que, rarely. NOTE: Where there are choices in the usage indicated throughout Section B to this point, variety, rhythm and euphony are considerations. However, the choice of quien, el cual and el que to avoid ambiguity must be particularly borne in mind. 7. Lo cual and lo que as restrictive and non-restrictive relatives: a. After monosyllabic prepositions both are used. b. After dissyllabic and compound prepositions, only lo cual is used. 8. Quien and el que as substantive relatives: a. As object of a preposition, quien and el que are both used, the latter more frequently. b. Referring to indefinite persons, quien is used more frequently. c. Referring to definite persons, el que is used more frequently. d. After como (meaning "as one who") quien is used. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

The intent of the thesis, as explained in the Introduction, is to examine the development and use of the verb + preposition + infinitive construction in Castilian. The Introduction serves to present the problem and to suggest an explanation. That is, the postulation of an initial prepositional meaning within the construction, which has since been lost in many cases. Chapter One deals with the three terms employed in the construction, and indicates the possible ambiguity of each term, and the complexity inherent within its use. It examines several accepted definitions of the terms and of their relationship to one another, and seeks to resolve several consequent problems. Chapter Two consists of a study of the development of the construction from Latin to Old Spanish. It attempts to deal briefly with various Latin constructions and their subsequent influence, and tries to show how many of them resulted in the Spanish construction under consideration. Chapter Three examines a number of examples of this construction in Old Spanish. It presents a possible interpretation of these quotations in the context of the verb + preposition + infinitive construction, and attempts to demonstrate how and why they occurred, comparing and contrasting Old and modern usage. Chapter Four is an examination of the situation of Modern Spanish, in terms of the same construction. It looks at a number of verbs in the language, indicates their etymology briefly, and points out various comparisons and contrasts with modern French. A discussion of these forms follows, with the intent of corroborating the original hypothesis. The Conclusion consists of a summation of the information gained in the course of the study. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

"The purpose of this paper is to analyze certain significant changes in subject matter presentation that have occurred in Spanish textbooks since the participation of the United States in World War I and to relate these changes to selected aspects of the growth and reorientation of the American education system during this period. The textbooks chosen for comparison are the 1915 edition of A Spanish Grammar by E. C. Hills and J. D. M. Ford and First Year Spanish by C. H. Staubach and J. W. Walsh, published in 1954"--Introduction. / "August 1957." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Marion J. Hay, Professor Directing Paper. / Includes bibliographical references (leaf 70).

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