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Theories of Stress Assignment in Spanish Phonology

Description: This thesis examines existing theories of Spanish stress assignment in generative phonology and proposes an alternative theory that is more effective in predicting the surface representations of Spanish stress. Stress is characterized according to traditional textbook standards and examples are given (Chapter I). The current theoretical setting, especially the theories of James W. Harris, is then described (Chapter II). This writer's own theory, based upon an underlying distinction between tense and lax vowels, is delineated (Chapter III) and defended (Chapter IV). The new stress assignment rule--along with a rule of vowel laxing before a word boundary (#) and a rule of stress adjustment--shows stress in Spanish to be predictable and, therefore, not phonemic.
Date: May 1977
Creator: Garner, Kathryn C.
Partner: UNT Libraries
open access

Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students

Description: Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality …
Date: December 2004
Creator: Oxford, Raquel Malia Nitta
Partner: UNT Libraries
open access

The Attitude of Mexican-Americans Toward Their Texas Spanish

Description: "The purpose of this study is to examine the attitude of Mexican Americans toward their Texas Spanish in order to determine if present educational policies are successful in promoting high self-concepts for Mexican-American students..the conclusion of this thesis [is] that a sizable number of Mexican-Americans do not have a positive self-image as speakers of their native language. It is suggested that the rejection of Spanish dialects which are different and distinct from the school standard is a major factor in causing a low self-image on the part of the speaker of a non-standard dialect."-- leaves 1,3.
Date: August 1973
Creator: McDonald, Bobby Gene
Partner: UNT Libraries
open access

L2 acquisition of Spanish telic se constructions

Description: This thesis examines the acquisition of the aspectual properties of the Spanish se in transitive constructions by L2 learners of Spanish. Based on a parameterized distinction of the telic features in English and Spanish, this study investigates whether second language (L2) learners are able to reset the aspectual value of the English parameter to that of Spanish in their interlanguage grammar. Results indicate that L2 learners' responses to a picture interpretation task vary according to proficiency levels. Low-intermediate and intermediate learners did not differentiate between telic and atelic constructions whereas advanced learners successfully acquired the telic properties of the transitive se constructions. Results were interpreted in the light of current theories of second language acquisition and the mental representation of aspect in interlanguage.
Date: August 2000
Creator: Suárez Cepeda, Sonia
Partner: UNT Libraries

The Diminishing Value of the Simple-Present Tense in Spanish among Spanish-English Bilinguals Living in the United States

Description: 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. …
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Date: May 2018
Creator: Wooten, Lisa Renee
Partner: UNT Libraries
open access

Estrategias Didácticas para la Enseñanza del Enfoque Léxico y las Nuevas Tecnologías de la Información y de la Comunicación (TIC) en la Clase de Español como Lengua Extranjera (ELE)

Description: The purpose of this research was to use a lexical approach, and information and communication technologies (ICT) as strategies to facilitate learning to students of Spanish as a foreign language, to answer the research questions: (1) if the use of multiword lexical units improves the lexical competence and (2) whether the use of technology is an effective strategy to facilitate learning. A lesson plan with different activities was designed and put into practice with two groups of students (experimental and control) of the intermediate level of the University of North Texas (UNT). The collected data were analyzed using the quantitative paradigm with the variance model ANOVA with repeated measures, and the qualitative or interpretive paradigm to offer a broader perspective of the learning process of multiwords lexical units (collocations and idiomatic expressions). The results of this investigation answered the research questions and confirmed the effectiveness of the lexical approach and ICT in the teaching-learning process and facilitated the student's acquisition of L2.
Date: May 2018
Creator: Reed, Stella L
Partner: UNT Libraries

Digitizing Multilingual Newspapers for NDNP Grants

Description: Presentation gives information on how to digitize multilingual newspapers for National Digital Newspaper Program Grants. It includes steps that should be take prior to and after digitization. This presentation was given at the 2015 National Digital Newspaper Program (NDNP) Awardee Conference at the Library of Congress in Washington, D.C. on September 17, 2015.
Date: September 17, 2015
Creator: Fisher, Sarah Lynn
Partner: UNT Libraries
open access

Spanish Diction in Latin American Art Song: Variant Lyric Pronunciations of (s), (ll), and (y)

Description: Latin American art song is a genre primarily of the first half of the twentieth-century, when popular folklore served as the voice and inspiration of many poets and musicians. The nationalist movement served as a means of expression, each Latin American country with its own identity. There is great benefit for singers to study Spanish diction at an academic level, since it is a language already familiar to most U.S.A residents. There is a significant amount of unknown repertoire that would be very useful in the singing studio because of the language's open vowels. This repertoire can also serve as a confidence-builder to young Spanish-speaking singers at the beginning of their training. I will be focusing on the (s), (ll), and (y) sounds as pronounced in the diverse regions of Latin America; in particular, why they matter when coaching singers, and the articulators involved in each. The purpose of this study is to discuss diction differences in the repertoire, expound on its benefits for voice pedagogy, all while informing about varied options for recital programming.
Date: May 2017
Creator: Ortiz, Camille
Partner: UNT Libraries
open access

Leccioncitas Prácticas en Español Texto para Niños en la Escuela Primaria

Description: This group of lessons is intended to help the child who does not speak Spanish to learn the language. The text is based on the interests of a child; in his dramatic attempts; in his love of the beautiful and the natural. It is not entirely complete, but the author hopes that it serves to give an idea how these materials can be used.
Date: 1949
Creator: Uranga, Louis V.
Partner: UNT Libraries
open access

A Comparison of Two Methods of Teaching Spanish to Non-Spanish-Speaking Fourth-Grade Students with the Aid of Non-Specialist Teachers

Description: The problem of this study was to compare the effectiveness of two methods of teaching Spanish by non-specialist teachers in grade four. This study was planned to investigate the effectiveness of two programs designed to teach Spanish to non-Spanish-speaking fourth grade students.
Date: August 1971
Creator: Dalton, Thomas Edward, 1936-
Partner: UNT Libraries
open access

An Analysis of the Effect of Distance Learning on Student Self-Efficacy of Junior High School Spanish Students.

Description: Prior to the development of interactive television, schools that were either geographically isolated or financially restricted were often unable to provide courses that may have been essential for students. Interactive television has helped such school districts provide appropriate courses for their students. Because student self-efficacy is a significant indicator of student success, the relationship between distance learning and students' self-efficacy requires research. The problem of the study was to examine the impact of site location in a distance learning environment on student self-efficacy in Spanish instruction. The participants in this study were junior high school students enrolled in distance-learning Spanish classes at two junior high schools in a north central Texas independent school district. All of the students were taught by the same instructor. The age range of the students was from 11 to 14 years of age, and all students were in either the seventh or the eighth grade. Students took a modified version of the Motivated Strategies for Learning Questionnaire at the end of each treatment. Using the counterbalanced design, each subject was matched to themselves. T-tests for nonindependent samples were used to compare the two treatments. The findings indicate that there is no significant difference in the level of student self-efficacy by site location. The findings in this study support the use of distance learning as a medium for Spanish instruction at the junior high school level. Because of the strong statistical relationship between self-efficacy and student performance, teachers and administrators can reasonably believe that site location will not hamper their students' success.
Date: August 2004
Creator: Vroonland, David W.
Partner: UNT Libraries
open access

Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes

Description: Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants’ grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students’ early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students’ receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own self-motivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with …
Date: May 2015
Creator: Baker, Adelita Gonzales
Partner: UNT Libraries
captions transcript

[News Clip: Census / Span]

Description: Video footage from the KXAS-TV/NBC station in Fort Worth, Texas, to accompany a news story.
Date: March 28, 1980, 10:00 p.m.
Duration: 1 minute 30 seconds
Creator: KXAS-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections
captions transcript

[News Clip: Escoria]

Description: B-roll video footage from the KXAS-TV/NBC station in Fort Worth, Texas, to accompany a news story.
Date: August 31, 1984, 5:00 p.m.
Duration: 1 minute 09 seconds
Creator: KXAS-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections
captions transcript

[News Clip: KESS Effort]

Description: Video footage from the KXAS-TV/NBC station in Fort Worth, Texas, to accompany a news story.
Date: September 20, 1985, 6:00 p.m.
Duration: 1 minute 05 seconds
Creator: KXAS-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections
captions transcript

[News Clip: City Hall Translator]

Description: Video footage from the KXAS-TV/NBC station in Fort Worth, Texas, to accompany a news story.
Date: May 26, 2005, 4:00 p.m.
Duration: 1 minute 23 seconds
Creator: KXAS-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections
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