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ATTENTION TO FORM AND MEANING: LEARNING WITHOUT AWARENESS? AN INTERPRETABLE AND UNINTERPRETABLE APPROACH
(Georgetown University, 2012)
ATTENTION TO FORM AND MEANING: LEARNING WITHOUT AWARENESS? AN INTERPRETABLE AND UNINTERPRETABLE APPROACH
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 ...
A Contrastive Analysis of Spanish and Fang: an L2 approach to Equatorial Guinean Spanish as Spoken in Bata City
(Georgetown University, 2013)
Previous studies on Equatorial Guinean Spanish (EGS) have described this dialect as being heavily influenced by the L1. For example, Granda (1985), Lipski (1985), and Quilis & Casado-Fresnillo (1995) maintain that failure ...
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 ...
DIFFERENTIAL GAINS IN ORAL PROFICIENCY DURING STUDY ABROAD: THE ROLE OF LANGUAGE LEARNING APTITUDES
(Georgetown University, 2012)
This inquiry analyzed the relationships between individual differences and gains made in oral proficiency of adult, second language learners of Spanish during one semester studying abroad. Oral proficiency was measured ...
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 ...
Cognitive and Psychosocial Factors in the Long-term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency
(Georgetown University, 2013)
This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial ...
The Role of Discourse Context and Verb Class in Native and Non-Native Spanish Postverbal Subjects
(Georgetown University, 2016)
Recent research on the second language (L2) acquisition of postverbal subjects in Spanish has focused on the important role of discourse context in licensing postverbal subjects with unaccusative and unergative verbs ...
Cognitive Task Complexity, Foreign Language Anxiety and L2 Performance in Spanish: A Task-Based Language Teaching Perspective
(Georgetown University, 2018)
Although cognitive psychology literature (e.g., Derakshan & Eysenck, 2009) has demonstrated the detrimental effects anxiety has on cognitive processes, this relationship has barely been investigated in the SLA field (e.g., ...
Early and Emergent Bilinguals: The Role of Cognitive Control in the Processing of Linguistic Conflict
(Georgetown University, 2020)
Language processing requires frequent resolution of conflict (e.g. temporary ambiguities, conflicting parsing principles, see Jegerski, 2012). This conflict triggers cognitive control, which has been shown to be a major ...