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PUSHING FOR PROCESSING: THE ROLES OF DEPTH OF PROCESSING, WORKING MEMORY, AND REACTIVITY ON COMPREHENSION
(Georgetown University, 2015)
PUSHING FOR PROCESSING:
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 ...
Degrees of Instructional Explicitness, Depth of Processing, Learning styles and L2 Development: A study on the Spanish Imperfect subjunctive
(Georgetown University, 2014)
The aim of the present study was three-fold: First, it intended to investigate the effects that different types of instruction varying in explicitness (e.g., Rosa & O'Neill, 1999; Rosa & Leow, 2004), had on 88 intermediate-level ...
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 ...
A longitudinal study on the role of lexical stress and motivation in the perception and production of L2 Spanish stop consonants
(Georgetown University, 2014)
This study investigated the perception and production of two L2 stop consonants, examining the importance of lexical stress and motivation to learners' ability to discriminate and produce Spanish /b/ and /p/. Longitudinal ...
Level of Intake, Depth of Processing, and Type of Linguistic Item in L2 Development
(Georgetown University, 2014)
L2 learners must employ selective attention minimally to isolate linguistic features in input to be able to take them in. Based on previous theoretical postulations and empirical research, Leow (forthcoming) postulates ...
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 ...
THE EFFECTS OF TYPE OF FEEDBACK, AMOUNT OF FEEDBACK AND TASK-ESSENTIALNESS IN A L2 COMPUTER-ASSISTED STUDY
(Georgetown University, 2016)
For decades SLA research has looked at learner-external factors as influencers of learning outcomes, one of them being computerized types of feedback, with non-conclusive results. Moreover, a potentially significant ...