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The Effects of Developing English Language and Literacy on Spanish Reading Comprehension
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In: Educational & Clinical Studies Faculty Publications (2017)
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| 22 |
Vertical Transfer and Baccalaureate Completion for Adult Community College Students: Milestones and Momentum Points That Matter
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS ...
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Bai, Yu. - : Digital Repository at the University of Maryland, 2016
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| 24 |
Exploring the Impact of the MassTransfer Program: A Look at Latina/ Latino Student Transfer Success at a Two Year Hispanic-Serving Institution into a Four Year Non-Hispanic University in Massachusetts
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In: Dissertations (2016)
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| 25 |
Learning by teaching. Developing transferable skills
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In: Corradini, Erika [Hrsg.]; Borthwick, Kate [Hrsg.]; Gallagher-Brett, Angela [Hrsg.]: Employability for languages. A handbook. Dublin; Voillans : Research-publishing.net 2016, S. 161-164 (2016)
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| 26 |
L2 Effect on Bilingual Spanish/English Encoding of Motion Events: Does Manner Salience Transfer?
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In: Open Access Dissertations (2016)
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Abstract:
This study explores the potential effect of a second language (L2) on first language (L1) encoding of motion events. The domain of interest is MANNER and the goal is to investigate if the degree of manner salience can be restructured under the effect of a L2. Slobin (2004, 2006) proposes an expansion of Talmy’s (1985, 1991, 2000) binary typology and observes that the degree of manner saliencevaries cross-linguistically. The two languages investigated in this study, Spanish and English, are at divergent points along the cline of manner salience. In addition, Slobin (1996b) suggests dividing MANNER into tier one (T1) manner and tier two (T2) manner. T1-MANNER is available in both Spanish and English, but T2-MANNER is not readily available in Spanish. Thus, it is postulated that if L2 transfer of manner salience occurs, a strong piece of evidence would be to observe an increase in the encoding of T2-MANNER in Spanish. In order to test this idea, the methodology and some of the stimuli from Sakurai (2014) were adapted. The experimental group consisted of adult L1-Spanish/L2-English bilinguals (n = 11 females; n = 19 males; M = 34.23 years of age, with SD = 10.32) and the control group consisted of adult L1-English speakers (n = 7 females; n = 13 males; M = 33.55 years of age, with SD = 11.91). There were two linguistic tasks and two non-linguistic tasks. The linguistic tasks involved narrating stories from Mayer’s (1969) picture book Frog, Where Are You? and from a custom-made animation created from episodes of Gazoon (Villemaine & Trouvé, 2007). The two non-linguistic tasks consisted of a MANNER/PATH categorical task and a MANNER/PATH similarity task originally designed by Sakurai (2014) and modified in the current study. In addition, the Bilingual Language Profile, BLP (Birdsong et al., 2012) was administered to the experimental group in order to assess the relationship (if any) between the L2 dominance scores and the performance in the tasks. The results show that both groups encoded more MANNER in the second linguistic task (the animation) as compared to the first linguistic task (the picture book). There are no statistically significant differences between groups for the proportions of MANNER encoded in the linguistic tasks. However, there is a significant positive correlation (p < 0.01) between the L2 dominance scores and the encoding of T2-MANNER in the animation. This suggests that the effect goes beyond variances in stimulus type: subjects with high L2 dominance scores produced more MANNER expressions characteristic of their L2. The results for the non-linguistic tasks show that the L1-English speakers preferred MANNER to a significantly greater degree than the bilinguals in the first task (p < 0.01). These results conform to the expected lexicalization patterns. There are no significant differences among groups for the second non-linguistic task in regards to MANNER. However, there are significant correlations (p < 0.05) between L2 dominance score and these results. The higher the L2 dominance score, the higher the average MANNER rating and the lower the average PATH rating. Further analyses reveal that the initial between-group difference in the categorical task disappears when the degree of L2 dominance is taken into account. That is, the subjects with L2 dominance scores above the median preferred and rated MANNER in a similar way to the control group in both non-linguistic tasks. Overall, these preliminary findings support the idea of a L2 effect on motion event cognition which could make MANNER more salient in the L1. These results have implications in the fields of cognitive linguistics, linguistic relativity, linguistic typology, second language acquisition, and motion-event experimentation. More data needs to be collected to further validate these results.
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Keyword:
and Multicultural Education; Bilingual; Bilingualism; Cognitive Psychology; Crosslinguistic influence; Education; Interference; Language literature and linguistics; Language transfer; Linguistics; Manner; Manner salience; Multilingual; Psychology
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URL: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=2019&context=open_access_dissertations
https://docs.lib.purdue.edu/open_access_dissertations/827
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| 27 |
CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS
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| 28 |
Ready for Transition: Factors that facilitate transfer to undergraduate engineering programs among Black African and American students
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| 29 |
Exploring Reading and Writing Connections in the Synthesis Writing of Multilingual Students in a Second Language Writing Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1433507195 (2015)
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| 30 |
Theorie-Praxis-Verhältnisse oder wie Fragen beruflicher Praxis mit einer Praxis der Theorie bearbeitbar sind
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In: Klages, Benjamin [Hrsg.]; Bonillo, Marion [Hrsg.]; Reinders, Stefan [Hrsg.]; Bohmeyer, Axel [Hrsg.]: Gestaltungsraum Hochschullehre. Potenziale nicht-traditionell Studierender nutzen. Opladen ; Berlin ; Toronto : Budrich UniPress Ltd. 2015, S. 227-238 (2015)
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| 31 |
Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century
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In: Dissertations and Theses (2015)
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| 32 |
TRANSFER RATES AND BACCALAUREATE ATTAINMENT: TWO-YEAR VERSUS HYBRID COLLEGES
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In: Dissertations - ALL (2015)
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| 33 |
Does the L1 have a role in the foreign language classroom? A review of the literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 55-80 (2015) (2015)
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| 34 |
Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 36-38 (2015) (2015)
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| 35 |
Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 50-52 (2015) (2015)
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| 36 |
Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 99-114 (2015) (2015)
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| 37 |
Musik: Ein neuer Weg für die Diagnostik bei Sprachentwicklungsstörungen?
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 341-347 (2014)
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| 38 |
Articulation Agreements: Academic Success, Persistence and Graduation from Online and Face-To-Face Degree Completion Programs
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In: Doctoral Dissertations and Projects (2014)
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| 39 |
Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze
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In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014)
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| 40 |
Schweigen braucht vernetzte Kommunikation – Transferarbeit in der Dortmunder Mutismus Therapie (DortMuT)
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 454-464 (2014)
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