Department of Languages, Literatures and Cultures
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This digital collection includes theses and dissertations from the Department of Languages, Literatures and Cultures. Due to departmental name changes, materials from the following historical department are also included here: Foreign Languages, Foreign Languages and Literatures.
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Browsing Department of Languages, Literatures and Cultures by Author "Correa, Maite, advisor"
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Item Open Access Pretérito y el imperfecto en los libros de texto, El: más allá de una lista de usos(Colorado State University. Libraries, 2014) Vélez, Elizabeth Dávila, author; Correa, Maite, advisor; Purdy, Andrea, committee member; Martey, Rosa Mikeal, committee memberHow and when to use the preterite or the imperfect is one of the most common issues that Spanish language learners face in the foreign language classroom. Most of the times, textbooks present students charts in which the use of each tense is listed. Nonetheless, this generalization doesn't take into account one of the most important aspects necessary to determine when to use the imperfect or the preterite: The speaker's intention. This thesis purports to show that more than memorizing a list of common uses, it is very important that students analyze the perfective or imperfective aspect of the action presented. Additionally, some examples were taken from two textbooks (Aventuras (2010) y Experience Spanish (2012)), and they were studied in order to prove that the lack of context produces ambiguous sentences that generate confusion among the students.Item Open Access The relationship between metalinguistic knowledge/learning contexts and language proficiency(Colorado State University. Libraries, 2013) Hanson, Jenna, author; Correa, Maite, advisor; Ehlers-Zavala, Fabiola, advisor; Velazquez-Castillo, Maura, committee member; Doe, Sue, committee memberThis study explores the relationship between learning context on learners' oral proficiency, metalinguistic knowledge of Spanish (MKS) and metalinguistic knowledge of English (MKE). The study also explores the relationship between MKE and MKS, and MKS on oral proficiency between the two learning contexts. The two contexts in question were a traditional semester (TS) that met five days a week, fifty minutes a day for fifteen weeks and a four-week summer intensive program that met five days a week, four hours a day for four weeks. A COPI (computerized oral proficiency interview) was administered to measure oral proficiency and two different measures of metalinguistic knowledge were employed to test MKE and MKS. The MKE test was administered as a pre and posttest, whereas the MKS test was given at the end of the semester. The study found that, a) students in the TS group have significantly higher levels of MKS, b) student in the TS group significantly improve their MKE more so than the IS group, c) there is a significant relationship between MKS and oral proficiency regardless of group, d) there is a significant relationship between MKE pretest and MKS at the end of the semester, and e) there is no significant difference between oral proficiency between the two contexts.Item Open Access Una investigación sobre el aspecto léxico y la comparación de su aplicación en el idioma Español y Chino(Colorado State University. Libraries, 2015) Guo, Jianing, author; Correa, Maite, advisor; Velazquez-Castillo, Maura, committee member; Martey, Rosa, committee memberThis paper discusses lexical aspect and its presence in Spanish and Chinese. We believe that linguistically, aspect exists in two dimensions: at sentence level (grammatical aspect) and at lexical level (lexical aspect). Semantically, lexical aspect is classified into state, activity, accomplishment and achievement. In this paper, we propose a method to distinguish these four types of verbs. In Spanish, lexical aspect associates with infinitive verbs, while in Chinese, lexical aspect does not consider particles as 着 zhe, 了l e, 过 guò but takes into account the complements. This paper studies the characteristics of lexical aspect in Chinese and then discusses in specific the aspectual function of resultative complements and static complements in Chinese. Furthermore, a comparison between those complements and its counterparts in Spanish is implemented.