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Thesis (doctoral)--Universidad Complutense de Madrid, 2001. / Includes bibliographical references (p. 345-350).

Thesis (doctoral)--Universidad Complutense de Madrid, 2001. / Includes bibliographical references (p. 345-350).

This thesis examines Spanish representations of Muslim and Jewish cultures in Morocco during the colonial campaigns in the Rif (1909-1927) in relation to constructions of Spanish identity during this period. It focuses on visual and textual narratives in the press (colonial photojournalism) and on three literary texts: Carmen de Burgos' En la guerra (1909), Ernesto Giménez Caballero's Notas marruecas de un soldado (1923) and Arturo Barea's La ruta (1943). The analysis undertaken centres on the use of the motifs of the body and the city and references to the medieval Castilian ballad tradition, the Romancero, by writers and photographers to explore the cultural relationship between Spain and North Africa. The chapters explore the delineation of boundaries between Spanish and Moroccan cultures by contemporary commentators and the power structures that underpin those boundaries, considering the different hierarchies that are established in Spain's relationship with Moroccan Muslims and Jews. Chapter 1 concerns the socio-historical context of the colonial campaigns and highlights the significance of the question of Spain's identity in relation to Morocco during this period. Chapter 2 compares representations of cultural and ethnic affinity between Spain and Morocco, arguing that beyond merely serving as a tool of colonial domination, they are harnessed in some cases to support the colonial venture, in others to challenge it, and yet in others to explore the pre-modern origins of the Spanish nation. In many of the examples examined, a process of self-Orientalisation is observed, where the 'Orientalist' and colonialist gaze is turned back on Spain as well as on Morocco. Chapter 3 examines representations of Muslim and Jewish alterity, arguing that these assertions of difference reveal Spanish anxieties about non-difference from North Africa, cultural regression, national fragmentation, and Spain's ability to dominate the protectorate. I conclude that these anxieties provide the fundamental underpinning to Spanish constructions of Morocco during the Rif War, and that this self-awareness about non-difference and failures of domination unsettles the predominant paradigm of discourse analysis within colonial studies.

Indiana University-Purdue University Indianapolis (IUPUI) / Una variable lingüística de Hispanoamérica: Cómo incorporar el voseo al español de nuestros estudiantes En esta investigación se hará una descripción histórica y lingüística del voseo. La metodología de este estudio consta primero de un breve análisis bibliográfico de estudios anteriores sobre la historia del español hasta llegar al fenómeno del voseo y los factores que afectaron su evolución y distribución en Hispanoamérica. La segunda parte consiste en un análisis sociolingüístico de un cuestionario para alumnos de español intermedio con el fin de investigar si los estudiantes conocen o no el vos. La tercera parte es una discusión de las preguntas que este trabajo intenta responder enfocándose en la importancia y valoración que el voseo puede tener en nuestras aulas.

No description available.

Although many studies have been carried out regarding the acquisition of Spanish as a second language, very few have focused on the acquisition of Spanish vowels. Studies that have compared the L2 production of Spanish vowels in learners who have spent an extensive time living abroad versus at home learners are scarce at best. The present study hopes to add to the literature by comparing the L2 pronunciation of the Spanish /a/ in these two groups using an acoustic analysis with the aid of speech-signal processing software and the inclusion of a native group for comparison. In addition, it hopes to provide insight into how these groups vary in their pronunciation of the Spanish /a/ in different tasks. Three tasks were administered—an oral interview, the reading of a short story, and the reading of a word list—whose range varied by less formal to more formal, respectively. The tokens were analyzed using Praat to find the F1 and F2 value at the midpoint of each. The results indicate that those who lived in a Spanish-speaking country for an extensive period of time (RM) demonstrated a significant difference (p<0.05) between their production of the Spanish stressed /á/ and the unstressed /a/ in the oral interview and short story tasks, but did not show a significant difference in the more formal word list task. The at-home (AH) group, who had spent no more than three weeks in a Spanish-speaking country, displayed a significant difference (p<0.05) between the two tokens in all three tasks. It was found that the RM group displayed a significant difference (p<0.05) in F2 values between it and the native speaker (NS) group in one of the tasks, indicating that language transfer was present in both its stressed and unstressed tokens of the Spanish /a/. Interestingly, the native Spanish-speaking group also displayed a significant difference (p<0.05) between its production of the stressed /á/ and the unstressed /a/ in the short story task.

No description available.

Language change is constant due to varied linguistic and sociolinguistic factors. Specifically, prolonged situations of language in contact have been observed to have a direct influence on language change and variation. Previous studies have documented several changes that may occur within bilingual speech communities in sustained circumstances of language in contact. This study examines the possibility of attrition of the simple present form of Spanish in bilingual speakers of Spanish and English due to prolonged interaction between the two languages. Specifically, it attempts to determine whether the value of the Spanish simple present tense diminishes, and the present progressive form gains prominence as a result of language transfer occurring where there is intensive contact between Spanish and English. In order to determine that this linguistic phenomenon has occurred in bilingual speech communities, data were collected and analyzed from bilingual Spanish and English speakers living in the United States. To demonstrate bilingual speakers' use of the simple and progressive present forms, participants were instructed to complete two tasks: 1) a background questionnaire designed to gather information regarding each participants' relationship with the Spanish language, and 2) a picture-narration task designed to reveal each bilingual's preference for the simple present or progressive form. The study intended to show that in prolonged situations of language in contact between Spanish and English the bilingual speaker without little or no formal education in Spanish would transfer features from the dominant language (English) to the minority language (Spanish) in an attempt to cope with the task of working in two different linguistic systems. The results of the written-narrative task show that bilingual participants did demonstrate support for the use of the progressive rather than the simple-present form of the present tense when referring to actions perceived as ongoing or continuous among all three groups of participants. Therefore, the results of the study seem to support the hypothesis that the selection for one present-tense form over the other is a result of language change due to intensive, long-term language contact between Spanish and English.

No description available.