Arts and Humanities Commons^™

Orthography-Induced Transfer In L2 Phonological Acquisition Of Spanish, Yasaman Rafat

Research Day (Arts & Humanities, FIMS, and Education)

1. Does exposure to orthographic input promote L1- based phonological transfer, leading to non-target- like productions in English-speaking learners of Spanish?
2. Do condition of learning and production and grapheme-to-phoneme (in)consistency modulate the rate of orthography-induced transfer?

Input Vs Corrective Feedback In The Acquisition Of Spanish Negation, Yolanda Pangtay‐Chang

Research Day (Arts & Humanities, FIMS, and Education)

Input is important and necessary to acquire a language, nevertheless output will tell us in what degree the language has been acquired.

Since other factors such as motivation affect acquisition, what type of feedback is necessary and in what amount to help L2 students correct their proficiency in the target language?

Ellipsis And Agree: Parallelism Effects In Spanish Noun Drop, Joyce Bruhn De Garavito

Research Day (Arts & Humanities, FIMS, and Education)

In Spanish it is possible to drop nouns in order to avoid repetition. Noun drop is very productive (Ticio 2001; 2005).

Given the high level of accuracy in gender concord found in previous studies (Bruhn de Garavito and White 2002; White et al 2004, among others) I predict that adult learners of Spanish have the appropriate representation of number and gender in their L2. They will therefore distinguish between these two features under ellipsis.

Teaching And Learning Spanish In Second Life, Ana GarcíA-AlléN

Research Day (Arts & Humanities, FIMS, and Education)

It is generally assumed that the incorporation of new technologies in the process of language learning leads to better learning, but this is not always tested empirically. The primary goal of this study is to better understand student experiences and learning outcomes when using Second Life (SL) as a Teaching tool.