This thesis presents a first critical edition of Lope de Vega’s saint’s play 'San Nicolás de Tolentino' (c. 1614) alongside an introductory study. The text is based on the sole seventeenth-century witness. The four modern re-prints/editions of the play have been consulted to help remedy defects in the 'princeps', which has been edited in accordance with the current practices of 'comedia' editors. Variants are collated in a list following the playtext. Footnotes to the text explain the important complexities and obscurities of 'San Nicolás' and some idiosyncrasies of Golden-Age literature generally. The introductory study has six sections. The first pieces together a history of the veneration of St Nicholas in Spain, detailing the miracles and patronages that might have led Lope to compose this play of his own accord or that might have led to a commission. Internal evidence suggests strongly that any commission must have come specifically from the Discalced Augustinians. The second section examines Lope’s possible sources, concluding tentatively that Critana’s 'Vida' is the most likely source. Sections 3 and 4 present an interpretation of the protagonists – Nicolás and the 'gracioso' Ruperto. My comparison of Lope’s Nicolás with the saint depicted in the hagiographies casts into relief techniques Lope used to prevent this prodigious miracle-worker from alienating the audience. The 'gracioso' character, I argue, is intended to offer a model of Christian piety of a humbler kind: one significant factual departure from the hagiographic tradition places Ruperto at the forefront of the play’s religious purpose. However, a couple of comically lewd scenes in Act 2 (unmentioned by previous critics) make for a complex 'gracioso' struggling to resist temptation. I argue that Ruperto’s inner turmoil might reflect Lope’s own sense of unworthiness as he prepared for priestly ordination. Section 5 treats the supernatural in 'San Nicolás', demonstrating Lope’s familiarity with early modern theories of supernatural phenomenology and concluding that, despite the typically allegorical names of Ira, Carne, and Inobediencia, for example, these figures are intended, not as literary abstractions, but as real spirits, incorporeal demons. The final section presents an analysis of the play’s versification, which is largely in keeping with Lope’s usual habits.

No description available.

It will be the purpose of this thesis to comment upon the five novels by Gironella published to date, with special consideration given to the religious aspects which are found in them. Gironella's attitude toward the Catholic Church and its representatives will also be examined, particularly in regard to the role which the Church and its priests played in the Civil War.

The status of bilingual education in Texas has been examined in this paper in order to explore the nature of bilingual education and bilingual education programs, to ascertain whether the implementation of bilingual education programs has been successful in Texas, and to determine if there is sufficient justification for the continuation of such programs.

This work studies the arguments of eleven of Manuel Ortiz de Pinedo's works, which the author considers as a matter of research and worthy of criticism and analysis on everything related to their themes, characters and resources used by the playwright.

Esta investigação focou-se em elementos do desenvolvimento da competência tradutória (CT) atribuíveis a um treinamento em tradução desenhado para que estudantes universitários de Letras em estágios iniciais de aprendizagem de L2 pudessem \"captar princípios fundamentais da tradução\", começando a assimilar um método de trabalho adequado, conforme a meta formulada por Hurtado (1996) para um curso introdutório à tradução direta escrita \"geral\". Este recorte de pesquisa inseriu-se no interesse amplo de entender a CT e seu desenvolvimento, com auxílio de observações empíricas, tanto quanto de reflexões já elaboradas na literatura sobre esses temas. Estudos empíricos e reflexões teóricas foram reunidos da literatura e discutidos nos capítulos iniciais para justificar (1) nossa seleção dos ?princípios fundamentais que regem a tradução?; (2) os critérios para a seleção de materiais, pontos teóricos e procedimentos metodológicos; (3) as diretrizes para a coleta de dados e (4) os parâmetros para a análise dos dados coletados. Para observar os resultados do treinamento, reuniu-se um corpus de traduções de contos infantis da escritora argentina María Elena Walsh feitas por vinte e um sujeitos, distribuídos em três grupos: (a) grupo principal (oito participantes do treinamento, todos estudantes universitários de Letras-Espanhol, finalizando a disciplina básica de Língua Espanhola 2); (b) grupo de controle de estudantes (sete sujeitos de mesmo perfil que os primeiros, sem participação no treinamento); (c) grupo de controle de profissionais de Letras (seis sujeitos graduados e pós-graduados em Letras-Espanhol, profissionais experientes no ensino de Língua Espanhola e/ou Literaturas de Língua Espanhola). Para os dois grupos de estudantes, o corpus foi coletado longitudinalmente, de maneira sincronizada com o início, o meio e o término do treinamento, permitindo observar modificações no desempenho em tradução ao longo do tempo. Conforme a delimitação prévia de princípios tradutórios fundamentais e de indicadores de sua captação e operacionalização pelos sujeitos, a análise de resultados focou-se na detecção de problemas relacionados ao contexto e a requisitos de adequação funcional em dezoito fragmentos das traduções, assim como no desempenho dos sujeitos em termos de qualidade de adequação funcional atingida para os fragmentos selecionados. Os resultados foram favoráveis à hipótese central de que um curso introdutório à tradução direta escrita geral de bases funcionalistas, discursivas e cognitivas, que explore didaticamente a tradução subordinada, a tradução de função poética e de elementos culturalmente marcados, terá resultados importantes sobre a subcompetência estratégica, observáveis no produto e no processo tradutórios, mesmo no caso de estudantes ainda não proficientes na L2, no caso do par lingüístico português-espanhol. Contribuições mais amplas deste estudo seriam: (1) fornecer evidências empíricas de um importante ponto em que a CT se diferencia da competência bilíngüe; (2) oferecer elementos para sustentar que o princípio de prevalência do contexto é universal e central na tradução e é nuclear na subcompetência estratégica da CT; (3) apontar que as dificuldades da tradução subordinada e da tradução de função poética e de elementos culturalmente marcados são prototípicas do princípio de prevalência do contexto em tradução; (4) mostrar que o trabalho sobre esse tipo de material é eficaz para reformular esquemas mentais em cursos introdutórios à tradução geral; (5) propor que a tradução de função poética é um subtipo da tradução subordinada; (6) oferecer parâmetros para pensar a especificidade do par português-espanhol em tradução; (7) contribuir para o debate e o estudo do papel da explicitação de conceitos teóricos e dos conhecimentos ditos ?declarativos? na formação de tradutores. Além disso, o corpus coletado poderá abrir outras perspectivas interessantes de investigação empírica da CT / This research focused on elements of the development of translation competence (TC) ascribable to a translation training course designed so that undergraduate students of a Language and Literature Studies Program at basic levels of L2, could \"grasp overall principles which govern translation\" and begin to acquire appropriate translation working methods, according to the goals proposed by Hurtado (1996) for an introductory course of general direct written translation. This focus should be seen as a part of a broader concern to understand TC and its development by means of empirical observations integrated with theoretical reflections available in the literature. In this thesis, empirical findings and theoretical proposals were gathered from Translation Studies and discussed in the initial chapters to support (1) our selection of the \"overall principles which rule translation\"; (2) our choice of materials, theoretical issues and methodological procedures; (3) the guidelines on data collection and (4) the parameters to analyze the collected data. In order to observe the results of the training, a corpus of translations was formed. Children stories of the Argentine author María Elena Walsh were translated by twenty-eight volunteers distributed in three groups: (a) the main group (eight participants of the training, all of them majoring in Spanish, at the end of the basic subject Spanish Language 2); (b) a control group of students (seven students with the same profile as the main group, who did not take part in the training); (c) a control group of Language and Literature Studies professionals (six graduates of Spanish Language and Literature Studies, who work professionally as teachers of Spanish and/or Spanish Literature, and have completed a master\'s degree in the area). The data of the two groups of students were collected as a longitudinal corpus, in a synchronized way with respect to the start, the middle and the end of the pilot training course. This corpus allowed me to observe modifications in the performance of the students over time. According to the initial reflections on fundamental translation principles, I established indicators of the grasping and application of these principles by the subjects. The data analysis relied on these indicators, defined as the detection, in eighteen fragments of the translated stories, (a) of problems related to the context and (b) of functional appropriateness requirements. The performance of the subjects was also assessed in terms of the quality achieved in their translation solutions. The results of the analysis were in favor of our main hypothesis, according to which an introduction to general direct written translation based on functionalist, discursive and cognitive approaches to translation training and which deals with materials involving constrained translation and the translation of poetic and culture-specific elements would have important effects on the strategic subcompetence, which would be apparent in the translation product and process, even for students who were not highly proficient in the L2, in the case of the Spanish- Portuguese pair. This research also presents the following broader contributions: (1) providing empirical evidences of an important aspect in which TC differs from bilingual competence; (2) offering elements to argue that the principle of the hierarchical predominance of the context is universal and central in translation and that it is a core in the strategic subcompetence of TC; (3) pointing that the difficulties of constrained translation and translation of poetic function and culture specific elements are prototypically related to the predominance of context principle; (4) showing that working on this type of materials is an efficient way to reconstruct mental schemes about translation in an general introductory translation course; (5) proposing that the translation of poetic function is a subtype of constrained translation; (6) offering parameters to identify the specificity of the Portuguese-Spanish pair in translation; (7) contributing to the debate and the study of the role of theoretical concepts and of the so-called \"declarative\" knowledge in translation training. Finally, the collected corpus can open other interesting perspectives of empirical studies of TC and its development

This paper reports a study of VanPatten's processing instruction (PI) and Ray's TPRS. High school students in a beginning Spanish course were divided into three groups (PI, TPRS, and control) and instructed in forms using the Spanish verb gustar. Treatment included sentence-level and discourse-level input, and tests included interpretation and production measures in a pretest, an immediate posttest, and a delayed posttest given two and a half months following treatment. The PI group made the greatest gains in production measures and in a grammaticality judgment test, and the TPRS group made the greatest gains in written fluency. The PI group's statistical gains in production measures held through the delayed posttest.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This case study reports on the revising processes of 6 bilingual 5th grade students who have been identified as skilled English writers. The research was situated in two 5th grade mainstream classrooms an urban elementary school in the Northeastern United States. The following research questions guided the study: 1) How do bilingual fifth-graders evaluate and recognize needs in their writing and do they use their first language to meet these needs? 2) What strategies and languages do these bilingual students employ as they revise text written in English? The researcher observed the participants as they composed text during literacy block, audiotaped think-alouds during revising and peer revising conferences, collected written products from all stages of the writing process, and conducted interviews with the participants. Data were collected as the participants wrote four different assignments over a period of four months. The multiple data sources provided information not only on the products of writing, but also on the processes of writing. Quantitative and qualitative methods were employed to analyze data for evidence of evaluative ability and revising strategies. The levels of discourse at which participants revised (linguistic, textual, and pragmatic) and the operations employed in revision (deletion, addition, substitution, and reordering) were investigated. Data analysis also addressed the use of the participants' first language, Spanish, during composing and revising. Cross-case analyses investigated similarities and differences among participants. The findings suggest that the participants made the most revisions at the linguistic level. All participants engaged in textual changes, but very few pragmatic changes were initiated. Participants employed the following operations (ranked by frequency): substitution, addition, deletion, and reordering. The participants were able to revise their written work on their own and with help from peers and teachers. Revisions were made for a range of purposes throughout all writing process stages. Five of the participants incorporated Spanish words into their writing, and the most recently mainstreamed participant reported using Spanish during the phases of the writing process. Revision is an important cognitive ability developing in these young bilingual writers. / 2031-01-01

No description available.

Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: Lilián Uribe. "... in partial fulfillment of the requirements for the degree of MA, Department of Modern Languages." Includes bibliographical references (leaves 91-96). Also available via the World Wide Web.