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Perception and Production of Intonation among English-Spanish Bilingual Speakers at Different Proficiency Levels
(Georgetown University, 2015)
This dissertation examined the perception and production of intonation among 55 English-native speakers of Spanish at three proficiency levels (low, high, and very high). Their performance was compared with monolingual ...
The Role of Crosslinguistic Influence from L2 Spanish, Type of Linguistic Item, and Aptitude in the Learning Stages of L3 Portuguese Forms: An Exploratory Study
(Georgetown University, 2017)
This study investigates facilitative and non-facilitative crosslinguistic influence (CLI) from second language (L2) Spanish in third language (L3) Portuguese learning by native English speakers, testing some of the hypotheses ...
THE MORPHOSYNTAX OF GENDER AND WORD CLASS IN SPANISH: EVIDENCE FROM -(C)ITO/A DIMINUTIVES
(Georgetown University, 2017)
Since the inception of Distributed Morphology (Halle & Marantz, 1993), there have been two notable, but preliminary, analyses of Spanish gender and word class within this framework: Harris (1999) and Kramer (2015). This ...
THE EFFECT OF PHONETICS INSTRUCTION ON ADULT LEARNERS' PERCEPTION AND PRODUCTION OF L2 SOUNDS
(Georgetown University, 2012)
Traditional pronunciation instruction and instruction in second language (L2) phonetics have been shown to improve learners' L2 accent in some, though certainly not all, cases. Learners in intermediate and advanced Spanish ...
El(la) Mapping: An Integrated Account of Learning Context, Feedback and Agreement Morphology in the Processing of OclVS Sentences in Advanced L2 Spanish
(Georgetown University, 2015)
Previous literature has shown that beginning and intermediate English-speaking learners persistently misinterpret O-cliticVS sentences in Spanish, preferring word order over morphology when assigning semantic functions to ...
The Secret Is in the Processing: A Study of Levels of Explicit Computerized Feedback in Heritage and L2 Learners of Spanish
(Georgetown University, 2017)
The field of Instructed Second Language Acquisition (ISLA) has expressed interest in pursuing a research agenda that expands the current heritage language (HL) strand of research to investigate how this heterogeneous ...
Two Classes of Transitive Verbs: Evidence from Spanish
(Georgetown University, 2011)
The unaccusativity hypothesis (Burzio 1986; Levin & Rappaport Hovav 1995; Perlmutter 1978) posits that intransitive verbs may be divided into two broad classes: unaccusatives, whose sole argument is an internal argument ...
Individual differences and linguistic factors in the development of mid vowels in L2 Spanish learners: A longitudinal study
(Georgetown University, 2017)
This study was a longitudinal investigation into how learner individual differences (IDs) and linguistic factors shape developmental trajectories of second language (L2) production of the Spanish mid vowels /e/ and /o/. ...
A Systematic Investigation of the Spanish Subjunctive: Mood Variation in Subjunctive Clauses
(Georgetown University, 2021)
Standard Spanish grammar states that desideratives (querer que), directives (aconsejar que ), purpose clauses (para que), causatives (hacer que), emotive-factives (alegrarse de que), negated epistemics (no creer que), ...
The Morphosemantics of Spanish Gender: Evidence from Small Nominals
(Georgetown University, 2019)
The feature of ‘gender’ has been a popular topic in recent years due to a general interest in phi-features, agreement and concord, and noun categorization (Mathieu et al., 2018). Nevertheless, how interpretable gender is ...