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(1 - 19 of 19)
- Title
- The Regularization of Spanish Irregular Verbs.
- Creator
- Oro, Cesar, Resnick, Melvyn C., Florida Atlantic University
- Abstract/Description
-
By reexamining the concept of regularity and irregularity as applicable to the Spanish verb, a set of rules has been devised and presented here to enable the regularization of the vast majority of the Spanish traditionally termed irregular verbs. To accomplish such regularization, we have introduced or redefined several terms. The dichotomous division of verbs into regular and irregular is reexamined, and a third group of verbs is formed and treated as REGULABLE, Six constituents have been...
Show moreBy reexamining the concept of regularity and irregularity as applicable to the Spanish verb, a set of rules has been devised and presented here to enable the regularization of the vast majority of the Spanish traditionally termed irregular verbs. To accomplish such regularization, we have introduced or redefined several terms. The dichotomous division of verbs into regular and irregular is reexamined, and a third group of verbs is formed and treated as REGULABLE, Six constituents have been distinguished in each verb form as followsa Stem, STEM MODIFIER, theme vowel, THEME VOWEL MODIFIER, TENSE-MOOD-STRESS MARKER, and person-number marker. These are used to permit the consistent use of phonologically predictable paradigms for almost all Spanish verbs including the vast majority of the so-called irregular verbs in the language, The stem and theme vowel of each verb are always constant to enable identification and classification of all verbs from these two constituents. No two forms out of the fifty finite forms which constitute each paradigm are identical (excluding defective verbs and those with more than one paradigm); distinction between two generated forms is never based on stress alone. Furthermore, the stress distribution, tense and mood are always predicted by tense-mood-stress constituent. The thesis contains seventy-four tables, five charts, and three appendices. However, neither defective verbs (unless the defective verbs follow a definite regulable pattern) nor non-finite forms have been treated here. These rules demonstrate that the apparent arbitrariness of many Spanish verb irregularities are reasonable consequences of phonological principles.
Show less - Date Issued
- 1970
- PURL
- http://purl.flvc.org/fau/fd/FA00000945
- Subject Headings
- Spanish language--Verb
- Format
- Document (PDF)
- Title
- AN EXPERIMENTAL VERIFICATION OF THE PHONEMIC STATUS OF OPEN AND CLOSED VOWELS IN SPANISH.
- Creator
- HAMMOND, ROBERT M., Florida Atlantic University, Resnick, Melvyn C.
- Abstract/Description
-
The phoneme /s/ appEars as the sibilant [s] in standard Spanish and has a high functional load. In those dialects of Spanish in which /s/ --> [ø], however, the question arises as to how, apart from context, those morphological distinctions carried by /s/ are maintained. This study attempts to verify experimentally the often-repeated hypothesis that a compensatory phonemic change in quality takes place in the vowel immediately preceding this [ø] allophone of /s/ in syllable-final and word...
Show moreThe phoneme /s/ appEars as the sibilant [s] in standard Spanish and has a high functional load. In those dialects of Spanish in which /s/ --> [ø], however, the question arises as to how, apart from context, those morphological distinctions carried by /s/ are maintained. This study attempts to verify experimentally the often-repeated hypothesis that a compensatory phonemic change in quality takes place in the vowel immediately preceding this [ø] allophone of /s/ in syllable-final and word-final positions. Speech samples were elicited from four native speakers of Cuban Spanish; a perception test was constructed from these samples and was administered to 20 test subjects. The items used on the perception test were also studied spectrographically. In neither the acoustic nor the perceptual portions of this study could we find evidence of any phonemicization of differences in vowel quality before word-final /s/ --> [ø]. This investigation did show that vowel length is phonemic, in this particular dialect of Spanish, in syllable-final position before /s/ appearing as [ø]. A significant increase in vowel length provided the test subjects used in this study with sufficient acoustic cues to correctly discriminate pairs of words such as patillas [patiyas] and pastillas [paøtiyas] at a rate of 91.6%.
Show less - Date Issued
- 1973
- PURL
- http://purl.flvc.org/fcla/dt/13599
- Subject Headings
- Spanish language--Dialects--Phonetics, Spanish language--Phonemics
- Format
- Document (PDF)
- Title
- The role of other-regulation in second language learners of beginning Spanish.
- Creator
- Seiden, Carolina M., Florida Atlantic University, DuBravac, Stayc
- Abstract/Description
-
This qualitative study analyzes speech data from learner's interaction in small group and paired activities in the classroom. The analysis is framed in Vygotsky's theory of language. The findings suggest that peer-peer interaction alone does not increase the opportunities for students to understand, practice and incorporate new concepts into their developing second language. Other-regulation---collaborative dialogue---and scaffolding---the task preparation so the student is compelled to...
Show moreThis qualitative study analyzes speech data from learner's interaction in small group and paired activities in the classroom. The analysis is framed in Vygotsky's theory of language. The findings suggest that peer-peer interaction alone does not increase the opportunities for students to understand, practice and incorporate new concepts into their developing second language. Other-regulation---collaborative dialogue---and scaffolding---the task preparation so the student is compelled to perform a task that appears to be within his/her reach---are compromised when the task lacks context and personal significance for the students.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/13120
- Subject Headings
- Second language acquisition, Interdisciplinary approach in education, Spanish language--Study and teaching, Language and languages--Study and teaching
- Format
- Document (PDF)
- Title
- A CONTRASTIVE ANALYSIS OF THE CONCEPTS OF ASPECT IN THE VERB SYSTEMS OF ENGLISH AND SPANISH.
- Creator
- PRUCE, SUSAN MARILYN., Florida Atlantic University, Resnick, Melvyn C.
- Abstract/Description
-
The Spanish verb is obligatorily inflected for aspect in the past tense: the speaker must indicate by his use of either a preterite or an imperfect form whether an action is perfective or imperfective. Because no such obligatory morphological distinction exists in English, the English-speaking student of Spanish may not always make the proper distinction between tense and aspect in the forms of the target language. The problem, then, is to teach the student to express the aspect of any past...
Show moreThe Spanish verb is obligatorily inflected for aspect in the past tense: the speaker must indicate by his use of either a preterite or an imperfect form whether an action is perfective or imperfective. Because no such obligatory morphological distinction exists in English, the English-speaking student of Spanish may not always make the proper distinction between tense and aspect in the forms of the target language. The problem, then, is to teach the student to express the aspect of any past verbal action so that he will be able to choose correctly between the preterite and the imperfect. A contrastive analysis of the role of aspect in all tenses of the verb systems of English and Spanish is presented for the purpose of ultimately formulating the best possible set of rules for differentiating between perfective and imperfective past actions.
Show less - Date Issued
- 1972
- PURL
- http://purl.flvc.org/fcla/dt/13483
- Subject Headings
- Spanish language--Aspect, English language--Aspect, Spanish language--Grammar, Comparative--English, English language--Grammar, Comparative--Spanish
- Format
- Document (PDF)
- Title
- THE PHONOLOGY OF THE SPANISH OF TAMPA, FLORIDA.
- Creator
- HULME, ANTONIA LALA., Florida Atlantic University, Resnick, Melvyn C.
- Abstract/Description
-
Thi s study consists of a descriptive phonological analysis of the Spanish of Tampa, Florida. Selected segmental features are then compared with those of the Castilian of Asturias and Galicia, as well as with present-day Cuban Spanish. The predominant influence in the phonology of Tampa Spanish is determined to be Cuban, rather than the Castilian of Asturias or Galicia spoken by many of the early settlers of Tampa. Several highly distinctive traits of Tampa Spanish are pointed out which would...
Show moreThi s study consists of a descriptive phonological analysis of the Spanish of Tampa, Florida. Selected segmental features are then compared with those of the Castilian of Asturias and Galicia, as well as with present-day Cuban Spanish. The predominant influence in the phonology of Tampa Spanish is determined to be Cuban, rather than the Castilian of Asturias or Galicia spoken by many of the early settlers of Tampa. Several highly distinctive traits of Tampa Spanish are pointed out which would facilitate dialect identification.
Show less - Date Issued
- 1973
- PURL
- http://purl.flvc.org/fcla/dt/13612
- Subject Headings
- Spanish language--Dialects--Florida--Tampa--Phonology, Spanish language--Dialects--Florida--Tampa
- Format
- Document (PDF)
- Title
- THE LEXICAL AND SYNTACTICAL IMPACT OF ENGLISH ON THE CUBAN SPANISH SPOKEN IN SOUTHEASTERN FLORIDA.
- Creator
- FERNANDEZ, ROBERTO G., Florida Atlantic University, Rangel, Vicente H.
- Abstract/Description
-
The purpose of this study is to describe the extent of the English lexical and syntactic influences on the Cuban Spanish of southeastern Florida. The data for this study were gathered from the following sources: native informants, newspapers, magazines, letters, radio and television programs, and advertising. The data was divided and analyzed in the following categories: loanshifts, hybrid creation, hybrid compounds, loan translation and syntactic interference. These data were further...
Show moreThe purpose of this study is to describe the extent of the English lexical and syntactic influences on the Cuban Spanish of southeastern Florida. The data for this study were gathered from the following sources: native informants, newspapers, magazines, letters, radio and television programs, and advertising. The data was divided and analyzed in the following categories: loanshifts, hybrid creation, hybrid compounds, loan translation and syntactic interference. These data were further analyzed as to the sub-categories of formal speech, informal speech, formal written and informal written. As a result of this analysis, the most productive categories were found to be loanshifts and hybrid creation. The informal speech category accounted for almost 100% of the borrowing. There are three positions that may be taken regarding this new emerging Cuban dialect: (1) it may be totally accepted; (2) it may be totally rejected; (3) parts of it may be accepted, especially those expressions which convey a concept not found in the Cuban culture, e.g. coger un incompli, 'to get an incomplete.'
Show less - Date Issued
- 1973
- PURL
- http://purl.flvc.org/fcla/dt/13578
- Subject Headings
- Spanish language--Foreign elements--English., Spanish language--Dialects--Florida.
- Format
- Document (PDF)
- Title
- A DESCRIPTIVE PHONOLOGICAL STUDY OF THE SPANISH OF LIBERIA, IN THE PROVINCE OF GUANACASTE, COSTA RICA.
- Creator
- COWIN, SUZANNE MARIE., Florida Atlantic University, Resnick, Melvyn C.
- Abstract/Description
-
Selected segmental phonemes of the Spanish of the city and canton of Liberia, in Guanacaste, Costa Rica, are described and analyzed on articulatory criteria. Tabulation of frequencies of occurrence of principle allophones of each phoneme show the rural and urban speech of this area to be similar in all but one feature, the pronunciation of /tr/. A comparison of the Spanish of Liberia with published data on the Spanish of nearby Nicaragua and the socially and politically influential Valle...
Show moreSelected segmental phonemes of the Spanish of the city and canton of Liberia, in Guanacaste, Costa Rica, are described and analyzed on articulatory criteria. Tabulation of frequencies of occurrence of principle allophones of each phoneme show the rural and urban speech of this area to be similar in all but one feature, the pronunciation of /tr/. A comparison of the Spanish of Liberia with published data on the Spanish of nearby Nicaragua and the socially and politically influential Valle Central of Costa Rica shows the sharing of important phonological features with the speech of these two areas.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/13902
- Subject Headings
- Spanish language--Costa Rica--Liberia--Phonology, Spanish language--Provincialisms--Costa Rica--Guanacaste
- Format
- Document (PDF)
- Title
- A CONTRASTIVE ANALYSIS OF PAPIAMENTO AND SPANISH VERBS, AND SOME THEORIES ON THE ORIGIN OF PAPIAMENTO (ANTILLES, CREOLE).
- Creator
- QUINN, ROBERT ANTHONY., Florida Atlantic University, Resnick, Melvyn C.
- Abstract/Description
-
The first chapter of this thesis examines the influences of Spanish and Portuguese on the development of Papiamento, and concludes that Papiamento is most likely of Afro-Portuguese origin. The influence of Spanish, however, has grown steadily and to such an extent that Papiamento, regardless of its origin, has definitely become a Spanish creole. A contrastive analysis of the internal constituents of Papiamento and Spanish verb phrases, constituting the principal objective of this thesis, is...
Show moreThe first chapter of this thesis examines the influences of Spanish and Portuguese on the development of Papiamento, and concludes that Papiamento is most likely of Afro-Portuguese origin. The influence of Spanish, however, has grown steadily and to such an extent that Papiamento, regardless of its origin, has definitely become a Spanish creole. A contrastive analysis of the internal constituents of Papiamento and Spanish verb phrases, constituting the principal objective of this thesis, is presented in chapter two. Points of conflict and agreement in the formation of verb constructions in the two languages are emphasized in the course of the contrastive analysis, and the salient points are summarized in charts. The last part of the the sis consists o f a thematic index of works on Papiamento and a linguistic bibliography.
Show less - Date Issued
- 1971
- PURL
- http://purl.flvc.org/fcla/dt/13463
- Subject Headings
- Papiamentu language, Comparative linguistics, Spanish language--Verb, Creole dialects, Dutch--Netherlands Antilles
- Format
- Document (PDF)
- Title
- Achievement and satisfaction in adult Spanish language courses with compressed and standard formats.
- Creator
- Schoenfeldt, Alyse Lesser., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
This study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in...
Show moreThis study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in southeast Florida, 73 in standard format courses, 56 in compressed formats. The findings indicated that adult students learning Spanish as a foreign language in compressed and standard time formats with an equal number of contact hours had similar levels of student achievement and intent to continue to the next level of Spanish. The one exception was that a significantly higher vocabulary and structure mean achievement score (<.05) was obtained by the students in the compressed term. The major conclusion is that an adult learner may expect similar results in an elementary Spanish course regardless of whether it is offered in a standard or compressed format. Inferences which can be drawn must be limited to similar populations and time frames. Since a learner's achievement and satisfaction level in elementary Spanish classes for adults is dependent upon many factors, not just the element of time, a multiple perspective is needed to analyze and assess foreign language learning. One implication is that courses be made available in a wide variety of time formats. It is recommended that administrators concerned with scheduling and curriculum planning use adult student needs assessments to determine what the adult learner considers to be convenient, flexible scheduling. Recommendations include replicating the study with a larger, more diverse population, amplifying it to include a qualitative segment for student personal responses, and adding a longitudinal component containing follow-up surveys over varying time periods.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12505
- Subject Headings
- Adult education, Academic achievement, Spanish language--Study and teaching
- Format
- Document (PDF)
- Title
- STUDENT GOALS FOR LEARNING SPANISH AND THEIR ATTITUDES TOWARD THE HISPANIC COMMUNITY.
- Creator
- BALDYGA, CAROLANN WALACH, Florida Atlantic University, Staczek, John J.
- Abstract/Description
-
This descriptive study examined students' reasons for studying Spanish, their integrative or instrumental orientation toward studying the language, their attitude toward Hispanics and preference for Spanish over English. It was conducted in Dade County, Florida, a community with a large Hispanic population. Respondents were Hispanic and non-Hispanic students of elementary and intermediate level Spanish at Miami-Dade Community College and Florida International University. A questionnaire was...
Show moreThis descriptive study examined students' reasons for studying Spanish, their integrative or instrumental orientation toward studying the language, their attitude toward Hispanics and preference for Spanish over English. It was conducted in Dade County, Florida, a community with a large Hispanic population. Respondents were Hispanic and non-Hispanic students of elementary and intermediate level Spanish at Miami-Dade Community College and Florida International University. A questionnaire was administered to a random cluster sample at both colleges. Findings indicated that the respondents choose to study Spanish because there are opportunities to use it. Integrative and instrumental orientation were neither well-defined, nor were they always clearly related to students' reasons for studying Spanish. Attitude toward Hispanics was more positive for Hispanics than for non-Hispanics. Most students had a moderately positive attitude toward Hispanics, but prefer English over Spanish in their daily life. Additional research to determine the correlation between student attitude, orientation and reasons for studying Spanish was recommended.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11832
- Format
- Document (PDF)
- Title
- ANIMACY EFFECTS IN SPANISH VISUAL WORD RECOGNITION: A CORPUS STUDY.
- Creator
- Martin, Micaela, Viktor Kharlamov, Florida Atlantic University, Department of Languages, Linguistics and Comparative Literature, Dorothy F. Schmidt College of Arts and Letters
- Abstract/Description
-
This thesis analyzes if animacy facilitates the visual recognition of words in Spanish. I compared native-speaker reaction times to Spanish words with animate and inanimate referents in a word-nonword identification task, also known as the lexical decision task. Responses were collected from a database and coded for animacy as well as six lexical and semantic variables known to affect reading times. Linear mixed effects modeling suggested that participants responded to animate words...
Show moreThis thesis analyzes if animacy facilitates the visual recognition of words in Spanish. I compared native-speaker reaction times to Spanish words with animate and inanimate referents in a word-nonword identification task, also known as the lexical decision task. Responses were collected from a database and coded for animacy as well as six lexical and semantic variables known to affect reading times. Linear mixed effects modeling suggested that participants responded to animate words significantly more quickly, independently of factors such as frequency and familiarity. The findings are interpreted from the perspective of parallel distributed processing model of word recognition in Seidenberg and McClelland (1989). The present study highlights the importance of animacy to language processing and presents one avenue through which we can understand which dimensions of the referential world are relevant to the processing and organization of language.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014145
- Subject Headings
- Animacy (Grammar), Spanish language, Grammar, Comparative and general--Animacy
- Format
- Document (PDF)
- Title
- Predictors of English Reading Skill in Children from Spanish Speaking Homes: A Longitudinal Study from Five to 10 Years.
- Creator
- Tulloch, Michelle K., Hoff, Erika, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Learning to read is a fundamental skill that is understudied among children who hear more than one language at home. A particular limitation in the extant literature is that the samples are often Spanish-dominant and come from low-income households. This literature has evidence that Spanish skills – both language-specific (i.e., vocabulary) and language-general (i.e., phonological processing) – predict English reading ability. In the current study, we investigated the effect of oral language...
Show moreLearning to read is a fundamental skill that is understudied among children who hear more than one language at home. A particular limitation in the extant literature is that the samples are often Spanish-dominant and come from low-income households. This literature has evidence that Spanish skills – both language-specific (i.e., vocabulary) and language-general (i.e., phonological processing) – predict English reading ability. In the current study, we investigated the effect of oral language skills in both English and Spanish, as well as other pre-literacy skills, on the English reading skill of Spanish-English bilinguals who are English dominant and received English only instruction from school entry. The oral language skills and other pre-literacy skills of 101 Spanish-English dual language learners were assessed at 5 years. English reading skill was measured annually from 6 to 10 years. Latent growth curve analysis was used to model initial English reading skill at 6 years and the growth of English reading skill from 6 to 10 years. Four sets of hypothesized foundational skills measured at child age 5 years were tested as predictors of subsequent English reading skill: (1) English oral language skills, (2) Spanish oral language skills, (3) English and Spanish oral language skills, and (4) English and Spanish oral language skills, with other pre-literacy skills. The results of structural equation modeling indicated that English vocabulary and phonological awareness measured in Spanish were significant predictors when English and Spanish skills were entered separately. When English and Spanish oral language skills were included together, Spanish oral language skills did not explain English reading growth better than when oral language skills were modeled independently. The best model of predictors of English reading for bilingual 5-year-olds included only English vocabulary and English letter recognition.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014162
- Subject Headings
- Reading, English language--Study and teaching--Spanish speakers
- Format
- Document (PDF)
- Title
- SELECTED SOCIOPSYCHOLOGICAL ATTITUDES ASSOCIATED WITH FOREIGN LANGUAGE INSTRUCTION IN HIGH SCHOOL AND POSTSECONDARY STUDENTS.
- Creator
- AKE, CATHERINE ANN., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine if selected sociopyschological variables were influenced by foreign language instruction. Attitude surveys were administered to 260 students from a high school, a junior college, and a university in Florida before and after instruction in introductory Spanish classes. A combination of instruments developed by Gardner and Lambert at McGill University was adapted for the study. A Likert-type scale was used to elicit responses regarding anomie,...
Show moreThe purpose of this study was to determine if selected sociopyschological variables were influenced by foreign language instruction. Attitude surveys were administered to 260 students from a high school, a junior college, and a university in Florida before and after instruction in introductory Spanish classes. A combination of instruments developed by Gardner and Lambert at McGill University was adapted for the study. A Likert-type scale was used to elicit responses regarding anomie, ethnocentrism, and attitude toward Hispanics; a semantic differential scale, to elicit stereotypes of Americans, Spaniards, Cubans, Puerto Ricans, and Mexicans. Data obtained were analyzed by one-way analyses of variance, correlation and t-tests for significance, and the orthogonal comparison method. Results included the following: The university students did not change attitudes significantly on any variable tested. The junior college students' attitudes improved significantly toward Mexicans. The high school students' attitudes toward Hispanics in general and toward Mexicans in particular declined significantly. For the total sample, there was a significant trend toward anomie following instruction, but there was no change in ethnocentrism. A significant positive relationship existed between these two variables prior to instruction; no significant relationship existed afterward. Stereotypes elicited rated Americans most favorably followed by Spaniards. There were no significant differentiations made between the other three groups. It was concluded that instruction in Spanish neither improved overall attitude toward Hispanics nor decreased ethnocentrism. Nevertheless, it was found that the high school students' attitudes were flexible and susceptible to change. Recommendations included the reassessment of affective goals in foreign language instruction and the development of cultural awareness units to be incorporated into the curriculum.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11796
- Subject Headings
- Spanish language--Study and teaching--Psychological aspects, Spanish language--Study and teaching--Florida, Students--Attitudes
- Format
- Document (PDF)
- Title
- Estudio Semantico de los Neologismos Introducidos en la Lengua Castellana por el Rey Alfonso X en la Cuarta y Quinta Partida de su Libro Las Siete Partidas.
- Creator
- Revilla, Maria G., Arango, D., Florida Atlantic University
- Date Issued
- 1970
- PURL
- http://purl.flvc.org/fau/fd/FA00000955
- Subject Headings
- Alfonso--X,--King of Castile and Leon,--1221-1284, Siete partidas (Spanish law code), Spanish language--To 1500, Spanish language--Semantics, Historical
- Format
- Document (PDF)
- Title
- Culture as a factor in the motivation of heritage speakers to study Spanish at the college level in South Florida.
- Creator
- Seiden, Carolina M., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
- Abstract/Description
-
The purpose of this study is to understand culture as a factor in the motivation of heritage speakers of Spanish to study Spanish at the college level in South Florida. 59 participants divided into three groups of heritage speakers of Spanish at Florida Atlantic University at Boca Raton participated in a questionnaire survey, for a combination of quantitative and qualitative analyses. Subjects were grouped according to the degree of involvement in Spanish-related activities at the college...
Show moreThe purpose of this study is to understand culture as a factor in the motivation of heritage speakers of Spanish to study Spanish at the college level in South Florida. 59 participants divided into three groups of heritage speakers of Spanish at Florida Atlantic University at Boca Raton participated in a questionnaire survey, for a combination of quantitative and qualitative analyses. Subjects were grouped according to the degree of involvement in Spanish-related activities at the college-level. The instrument was a combination of Likert-scale questions as well as open-ended questions aimed at clarifying or expanding on topics presented during the Likert-scale part of the questionnaire. The findings of this study indicate that most heritage speakers understood culture as a part of their identity. Students who were enrolled in Spanish classes were not just looking to expand their Spanish knowledge, but to re-connect and re-establish links with their cultural heritage. Finally, those who chose not to study Spanish cite as their most important reason a dislike for the Spanish language. The results revealed the following implications for the heritage speaker curriculum: the need to address the unique demographic make-up of Spanish heritage speakers in South Florida; the necessity for a consistent and reliable methodology for the identification of heritage speakers, and; the importance of instructors' sensitivity to regional and social dialect variation.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77651
- Subject Headings
- Cognition and culture, Spanish language, Study and teaching (Higher), Spanish speakers, Language and languages, Study and teaching (Higher), Social aspects, Language and culture, Study and teaching (Higher), Social aspects
- Format
- Document (PDF)
- Title
- Bilingual Sentiment Analysis of Spanglish Tweets.
- Creator
- Serrano, Melissa, Shankar, Ravi, Florida Atlantic University, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
- Abstract/Description
-
Sentiment Analysis has been researched in a variety of contexts but in this thesis, the focus is on sentiment analysis in Twitter, which poses its own unique challenges such as the use of slang, abbreviations, emoticons, hashtags, and user mentions. The 140-character restriction on the length of tweets can also lead to text that is difficult even for a human to determine its sentiment. Specifically, this study will analyze sentiment analysis of bilingual (U.S. English and Spanish language)...
Show moreSentiment Analysis has been researched in a variety of contexts but in this thesis, the focus is on sentiment analysis in Twitter, which poses its own unique challenges such as the use of slang, abbreviations, emoticons, hashtags, and user mentions. The 140-character restriction on the length of tweets can also lead to text that is difficult even for a human to determine its sentiment. Specifically, this study will analyze sentiment analysis of bilingual (U.S. English and Spanish language) Tweets. The hypothesis here is that Bilingual sentiment analysis is more accurate than sentiment analysis in a single language (English or Spanish) when analyzing bilingual tweets. In general, currently sentiment analysis in bilingual tweets is done against an English dictionary. For each of the test cases in this thesis’ experiment we will use the Python NLTK sentiment package.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004877, http://purl.flvc.org/fau/fd/FA00004877
- Subject Headings
- Twitter., Online social networks., Connotation (Linguistics), Mass media--Audiences., Spanish language--Usage.
- Format
- Document (PDF)
- Title
- PERFORMANCE ERRORS AND COMPETENCE ERRORS IN SECOND LANGUAGE LEARNING.
- Creator
- MARTIN, JOSE MANUEL., Florida Atlantic University, Resnick, Melvyn C.
- Abstract/Description
-
Competence errors reveal a learner's lack of knowledge of target language (TL) rules. Other errors may be corrected immediately and are regarded as performance errors. Some errors involve rules also within the learner's TL competence even though these errors are left uncorrected in speech, possibly because the still-unconsolidated rules require conscious monitoring which has been impeded in a stressful situation. This study proposes and tests the hypothesis that such uncorrected errors are...
Show moreCompetence errors reveal a learner's lack of knowledge of target language (TL) rules. Other errors may be corrected immediately and are regarded as performance errors. Some errors involve rules also within the learner's TL competence even though these errors are left uncorrected in speech, possibly because the still-unconsolidated rules require conscious monitoring which has been impeded in a stressful situation. This study proposes and tests the hypothesis that such uncorrected errors are also performance errors. Five adult Spanish-speaking learners of English were asked to perform three speech tasks under differing degrees of monitoring difficulty. They later edited a transcription of their speech and attempted to discriminate the correct form on a test. Errors that a subject edited and discriminated correctly were considered performance errors. Stabilized variability errors were inconsistently edited or discriminated, while true competence errors were not recognized by the subjects.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/14111
- Subject Headings
- Speech errors, English language--Study and teaching--Spanish students
- Format
- Document (PDF)
- Title
- Spanish Language Learning as a Determinant of Knowledge of Hispanic Culture in Secondary Schools.
- Creator
- Balado, Carl R., Mealor, David J., Florida Atlantic University
- Abstract/Description
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The purpose of the study was to determine if the learning of the Spanish language is a determinant of knowledge of Hispanic culture in secondary schools. The consulted literature provided a dichotomy of opinion regarding the generally accepted statement that foreign language instruction does automatically afford students an opportunity to become aware of the cultural aspects of the targeted group in comparison to students who had never studied a foreign language. However, the literature also...
Show moreThe purpose of the study was to determine if the learning of the Spanish language is a determinant of knowledge of Hispanic culture in secondary schools. The consulted literature provided a dichotomy of opinion regarding the generally accepted statement that foreign language instruction does automatically afford students an opportunity to become aware of the cultural aspects of the targeted group in comparison to students who had never studied a foreign language. However, the literature also indicated that this assumption has not been substantiated by research. A total of 408 students (204 Spanish language students and 204 non-Spanish language students) from eight high schools in Brevard County, Florida, were selected to participate in the study. Half of these students had attended a minimum of two years and a maximum of three years of Spanish language classes. There was no attempt to control for sex, race, age, socio-economic status or measured intelligence. Since an appropriate commercial instrument to measure the intended goal was not located, the writer designed a data collection instrument. The instrument was validated by standard statistical procedure. The researcher found that no significant difference in knowledge of Hispanic culture existed between students in Spanish language classes and students in non-Spanish language classes. However, a significant difference did exist in knowledge of Hispanic culture between Spanish II and Spanish III students. Students in Spanish III language classes scored consistently higher than students in Spanish II language classes. It was also evident that when students in Spanish II were parcelled out and Spanish III students' performance on the test was compared with non-Spanish language students there was a significant difference in favor of Spanish III language students. Recommendations that a careful analysis of the Spanish language curriculum be undertaken and that there be developed and implemented cultural component objectives starting with the Spanish I course were among those growing out of the study.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fau/fd/FA00000647
- Subject Headings
- Spanish language, Civilization, Hispanic--Social life and customs, Education, Secondary
- Format
- Document (PDF)
- Title
- Entre Nebrija y Valdâes: un diâalogo gramatical sobre el castellano renacentista.
- Creator
- Lewis, Ron., Harriet L. Wilkes Honors College
- Abstract/Description
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The two earliest grammars of the Castilian language are the Grammar of the Castilian Language by Antonio de Nebrija and the Dialogue of the Language by Juan de Valdâes. The former was published in 1492, a historically paramount year for Spain, while the latter was completed in 1535 but not published until two centuries later. Working with edited texts of both grammars, secondary sources regarding the lives of Nebrija and Valdâes, and information about the history of Spain, this thesis...
Show moreThe two earliest grammars of the Castilian language are the Grammar of the Castilian Language by Antonio de Nebrija and the Dialogue of the Language by Juan de Valdâes. The former was published in 1492, a historically paramount year for Spain, while the latter was completed in 1535 but not published until two centuries later. Working with edited texts of both grammars, secondary sources regarding the lives of Nebrija and Valdâes, and information about the history of Spain, this thesis explores the linguistic substance of both works, evidence of the authors' personal attitudes and dispositions that influenced their works, and the political and social context surrounding all of these factors. The purpose of this investigation is to gain further insight into the Grammar and the Dialogue, as well as the history of Spain and the historical development of Castilian.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/3335108
- Subject Headings
- Criticism and interpretation, Criticism and interpretation, Spanish literature, Criticism and interpretation, Language and culture, History
- Format
- Document (PDF)
