<p><strong>Síntesis: </strong></p><p>Esta tesina trata de la presencia de voces indígenas en la prensa escrita chilena. Se han sacado artículos de los periódicos <em>El Morrocotudo</em>, <em>La tribuna de los Ángeles</em>, <em>El Mercurio</em> y <em>La Cuarta</em> publicados en un periodo de abril de 2009. Los dos primeros son editados y publicados a nivel regional, mientras que los dos últimos lo son a nivel nacional.</p><p>Este estudio se concentra en la búsqueda de voces indígenas y tiene una hipótesis  como punto de partida. Para responder a la hipótesis del trabajo, se utiliza un método cuantitativo-cualitativo, donde también se muestra la medición de la frecuencia de las voces indígenas.</p><p>En este análisis se examinan las voces encontradas y sus frecuencias. Esta investigación consiste en el análisis del corpus, siguiendo el objetivo principal del estudio: investigar en cuál de los periódicos considerado se encuentra más presencia de voces indígenas. Inicialmente, se tenía la idea de que había diferencias en cuanto al lenguaje periodístico de una línea editorial más bien popular, en comparación a la del lenguaje periodístico utilizado en una línea editorial más conservadora.</p><p>Sin duda, la hipótesis implica estudiar la presencia de las voces y sus frecuencias, pero también el comparar los lenguajes periodísticos y ver en cuáles de los periódicos se han encontrado más ocurrencias de las voces estudiadas.</p><p>El resultado de esta investigación muestra que se hay más presencia de voces indígenas en el periódico <em>La Cuarta</em> que en los otros tres periódicos del corpus. <em>La Cuarta</em> es conocida en Chile como un periódico popular en donde sus periodistas usan un lenguaje más popular y callejero.</p><p>Los resultados muestran, también, que no se han encontrado muchas voces indígenas, pero sí se han constatado diferencias entre los lenguajes periodísticos, en donde, en el lenguaje a nivel más popular se ha documentado una mayor presencia de voces indígenas que en el lenguaje periodístico utilizado por el periódico más conservador.<strong> </strong></p><p><strong>Hipótesis: </strong></p><p>Esta tesina parte de la hipótesis de que existe más presencia de voces indígenas en periódicos populares en Chile que en periódicos con una tendencia más conservadora. Mi hipótesis está basada, en primer lugar, en mi propia sospecha y también en el conocimiento de que existen periódicos que se diferencian por sus lenguajes utilizados.</p><p>Mi pregunta principal es si esta diferencia, en cuanto al lenguaje periodístico, es porque los periodistas utilizan más voces indígenas en sus artículos provenientes de una línea editorial más popular, que los otros periodistas catalogados como conservadores.<strong> </strong></p><p><strong>Objetivo y propósito: </strong></p><p><strong> </strong>El objetivo de esta tesina es comparar cuatro periódicos chilenos, dos a nivel nacional y dos periódicos regionales. El propósito, es tratar de establecer dónde se encuentran más voces indígenas, y estudiar y analizar la frecuencia de esta presencia. Los resultados van presentados en gráficos que muestran la frecuencia de esta presencia, así como las voces encontradas con más ocurrencias.</p><p> </p>

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

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The ever-increasing popularity of digital media and connectivity to the World Wide Web permeates every day culture to the extent that the use of modern technologies also influences the teaching of foreign languages. In connection with the desire to implement sound pedagogical practices that align with Standards of teaching foreign languages, teachers are turning to modern technologies to incorporate into their teaching repertoire. Not only do teachers attempt to integrate the four language skills and culture into their teaching, but they are now urged to incorporate technology into their curriculum. The smart classroom offers the greatest potential for instructors to integrate technology into their curriculum, since this resource is already available across college campuses. This qualitative multiple case study explored the conceptualization and reconceptualization four lower division instructors of Spanish made as they attempted to integrate the resources their smart classrooms had to offer. Secondly, this research project also highlighted the challenges instructors faced while integrating technology into their curriculum. Lastly, this study underscored the advantages instructors believed might derive from integrating technology into their classrooms. Data for this study was collected from four main data sources. Five observations were conducted during the fall of 2005. Three semi-structured interviews were conducted with each of the participants at the beginning, middle, and end of the semester. Email reflections were requested from the instructors every two to three weeks during data collection. The course syllabus, lesson plans, and class activity handouts comprised the documents data base. Findings profiled the changes instructors made over the course of the semester in terms of their conceptualizations and re-conceptualizations of the technology offered by smart classrooms. The challenges instructors faced suggest that instructors need to take advantage of more professional development opportunities, as well as enter into dialogue with their peers and other instructors. The advantages highlighted the depth and breadth of the foreign language learning experience, as well as the affordances the accessibility and availability of information stored on the Internet can hold for instructors. This study concludes with pedagogical implications and recommendations for directions of future research. / text

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This study replicates VanPatten's research (1990) in order to determine whether learners of Spanish as a second language (L2) can simultaneously attend to meaning and form when processing input. My research furthers VanPatten's work through an investigation of more advanced students of Spanish L2. / The participants for this study were 60 advanced Spanish L2 students at McGill University in Montreal, Canada. To investigate whether advanced L2 learners can focus on form while listening for meaning, participants were randomly assigned to complete one of four listening tasks: Task I (control task): listening to the passage for content only, Task II: listening to the passage for content and simultaneously noting the key lexical item, inflacion, Task III: listening to the passage for content and simultaneously noting the article la, and Task IV: listening for content and simultaneously noting the verb morpheme -n. Comprehension of the passage was assessed by a written recall protocol. / Results revealed that comprehension scores were higher among learners listening only for meaning than those of learners attending to meaning and one of the formal features. The findings of the present study are in agreement with VanPatten (1990). Learners' attention to form while listening for meaning appears to affect comprehension.

There is no abstract available for this dissertation. / Department of English

The case studies offered in this ethnography describe the learning experiences of 13 second and third grade students, six girls and seven boys, living in a medium-sizemidwestern town in the United States, who are taught Spanish as a foreign language once a week in 30 minute sessions during the 1995-6 school year. None of the children had any prior exposure to Spanish nor any additional exposure to Spanish outside the class I taught.The research investigates several areas of individual variety, including motivation, learning style, approach to vocabulary learning, classroom behavior, expectations, and listening and pronunciation skills.The study also investigates the impact of age and gender, as well as associations between the individuals' basic skills and L2 learning success.In addition, the study documents the teacher's experiences, observations, and insights during these classroom sessions. The researcher functioned as a participant-observer by teaching, recording, transcribing, and analyzing.The material for this study comes from hours of classroom teaching which were video- and audio-taped and from careful notes. The tapes and notes were transcribed and analyzed for patterns of learning behavior.A large number of observations resulted from this indepth study. One of the main findings of the study was that classroom management, emotional climate, and peer group influence are very closely interconnected. Learning was strongly related to cooperativeness and supportiveness in the two groups of girls but not seem to be so with the boys. There was no conclusive evidence that any one personality trait was more important than another in the long run. Overall scores on the CTBS were positively related to success in second language learning and were not negatively affected from one year to the next from the time taken out to study Spanish. There was no one area in the CTBS battery that could successfully predict foreign language aptitude; the best predictor seemed to be overall classroom success. Learning a foreign language was not particularly easy or automatic with this group; however, they did seem to have an aptitude and a willingness for repeating unfamiliar sounds. / Department of English

Research on morphological variability in second language (L2) acquisition has focused on the syntactic consequences of variability: that is, whether or not morphological variability entails underlying syntactic deficits. The interrelationship between morphological features in their own right has been largely ignored. This thesis addresses the representation of L2 features by investigating the use of default morphology---the outcome of systematic substitution errors employed by speakers of L2 Spanish. It is hypothesized that underspecified features act as defaults; by assumption, those features that are unmarked are underspecified. / Evidence to support this hypothesis comes from two sets of experiments conducted on intermediate- and advanced-proficiency L2 Spanish subjects (L1 English). The first set of experiments addresses verbal morphology, and consists of a spontaneous production experiment on person, number, tense, and finiteness, and a comprehension task on person and number. The second set of experiments addresses gender and number in nominal morphology, and consists of a spontaneous production experiment on determiners, an elicited production experiment on clitics and adjectives, and a picture-selection task on the comprehension of clitics. Across tasks and across verbal and nominal domains, errors involve the systematic substitution of underspecified morphology. The observation that morphological variability extends to comprehension, and is qualitatively similar to the variability found in production, counters the suggestion that variability is strictly a product of mere performance limitations on production. Finally, the systematicity of substitution errors suggests that the natural classes of features such as gender, number, tense, and person are acquirable in an L2, regardless of whether or not these features have been instantiated in the native language.

Thesis: M.A. (Hons.)--University of Western Sydney, Macarthur. Faculty of Education. Division of Languages and Linguistics. 1997. / Includes references and bibliography.