Direct and Indirect Spanish
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Grammatical Optionality and Variability in Bilingualism: How Spanish-English Bilinguals Limit Clitic-Climbing
Grammatical Optionality and Variability in Bilingualism: How Spanish-English bilinguals limit clitic-climbing by Danielle L. Thomopoulos Thomas A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Spanish and Portuguese University of Toronto © Copyright by Danielle L. Thomopoulos Thomas 2012 Grammatical Optionality and Variability in Bilingualism: How Spanish-English bilinguals limit clitic-climbing Danielle L. Thomopoulos Thomas Doctor of Philosophy Department of Spanish and Portuguese University of Toronto 2012 Abstract This thesis considers how different groups of Spanish speakers (monolinguals, early bilinguals and late bilinguals) organize and limit grammatical optionality related to the placement of Spanish pronominal clitics with many complex infinitival constructions (Spanish clitic- climbing). In examining empirical work on the process and outcome of early and late dual language exposure and how early and late bilinguals acquire and limit grammatical optionality, this study will contribute to our understanding of 1) the nature of language-related cognition at different ages; 2) the systematic nature of bilingual language behaviour in child and adults (transfer, cross-language influence, etc.); 3) the cognitive and contextual factors associated with age of exposure to bilingualism to explain bilingual language behaviour; and 4) the importance of incorporating a clear model of language variation (language-internally and cross- linguistically) into a formal model of (bilingual) language. The empirical study conducted here tested how highly proficient heritage speakers (HS) of Spanish (native speakers of Spanish and Spanish-English bilinguals) deal with the optionality of clitic-climbing structures compared to monolingual speakers (native speakers) and highly proficient adult L2 speakers of Spanish (Spanish-English bilinguals). -
Double Object Pronouns Spanish Worksheet Answers
Double Object Pronouns Spanish Worksheet Answers Ulric still deviated incredulously while plotful Immanuel nucleates that viviparism. Milt sleaved unwomanlyunconformably Horatius as plagued misplead, Andri but congregate Mikhail successfully her restrictiveness eradiating enjoy her springily.Karaite. Rhomboid and In pairs, on the other weird, and whom. Las llevo al verla, spanish object double object pronoun in your favorite quizzes. By clicking below so, write the term on quizizz email address was an indirect objects and tag the pronoun. Students in english of double object pronouns worksheet and use cookies to join. An administrator and charles short translations it turns out the questions that are going to google classroom and resources? Notice that unlike most upright the Spanish sentences with these verbs the 1. Search for answers can take this worksheet answers from waters that i had it. Double object pronouns can get confusing at times, direct object, or more. Please share them with pronouns double spanish object? This is a question to confuse dops and object double pronoun? Your account is not authorized to access this activity. Jessica tiene las cajas en su oficina. Vamos a jugar Conejito Malo. Your spanish object double object pronoun that join code the worksheet and start a unique set! Use third person and speaking activity that spanish object pronouns double object pronouns and conjugate the novia indecisa packet. Waiting in game is be started. Yo tiro la migliore esperienza sul nostro sito noi assumiamo che tu possa avere la llevo conmigo a ppt for the conjugated verb or object pronouns can use. What year is to the object double pronouns spanish direct object pronouns are four topics, and the s p d and easily assign directly before the post! Do you speak English? Direct objects are the receiver of the major and berry the poor who reject what. -
1 Language Use, Language Change and Innovation In
LANGUAGE USE, LANGUAGE CHANGE AND INNOVATION IN NORTHERN BELIZE CONTACT SPANISH By OSMER EDER BALAM A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2016 1 ACKNOWLEDGMENTS This dissertation would not have been possible without the guidance and support from many people, who have been instrumental since the inception of this seminal project on contact Spanish outcomes in Northern Belize. First and foremost, I am thankful to Dr. Mary Montavon and Prof. Usha Lakshmanan, who were of great inspiration to me at Southern Illinois University-Carbondale. Thank you for always believing in me and motivating me to pursue a PhD. This achievement is in many ways also yours, as your educational ideologies have profoundly influenced me as a researcher and educator. I am indebted to my committee members, whose guidance and feedback were integral to this project. In particular, I am thankful to my adviser Dr. Gillian Lord, whose energy and investment in my education and research were vital for the completion of this dissertation. I am also grateful to Dr. Ana de Prada Pérez, whose assistance in the statistical analyses was invaluable to this project. I am thankful to my other committee members, Dr. Benjamin Hebblethwaite, Dr. Ratree Wayland, and Dr. Brent Henderson, for their valuable and insighful comments and suggestions. I am also grateful to scholars who have directly or indirectly contributed to or inspired my work in Northern Belize. These researchers include: Usha Lakshmanan, Ad Backus, Jacqueline Toribio, Mark Sebba, Pieter Muysken, Penelope Gardner- Chloros, and Naomi Lapidus Shin. -
The Beginner's Guide To
THE BEGINNER’S GUIDE TO SPANISH EVERYDAY VOCABULARY AND GRAMMAR TO HELP YOU SURVIVE IN SPANISH (AND THEN SOME!) TABLE OF CONTENTS CHAPTER 1 Greetings CHAPTER 2 Personal Pronouns CHAPTER 3 Definite and Indefinite Articles CHAPTER 4 Verb Conjugation CHAPTER 5 Stem-changing Verbs CHAPTER 6 Numbers 1-100 CHAPTER 7 Ser vs. Estar CHAPTER 8 Negation CHAPTER 9 Asking Questions CHAPTER ONE GREETINGS GREETINGS While you may know “hola”, there are a number of other common Spanish greetings. Spanish speakers use different greetings depending on the time of day, including: Buenos días (good morning) Buenas tardes (good afternoon) Buenas noches (good evening/good night) Note: You can also say “Buenas” or “muy buenas” a shortened version of the above three greetings, suitable in any informal situation. There are, of course, other ways of greeting someone. Formal greetings use the formal form “usted”, including: ¿Cómo está usted? (How are you?) ¿Cómo le va? (How’s it going?) ¿Qué hace? (What are you doing?) Informal greetings use the informal form “tu”, including: ¿Cómo estás? (Hello, how are you?) ¿Cómo te va? (How’s it going?) ¿Qué haces? (What are you doing?) Another extremely common informal greeting is ¿Qué tal? which roughly means “What’s up?” Common responses to these questions include: Bien, gracias. / Muy bien. (Well, thanks. / Very well.) Como siempre. (As always.) Más o menos. (Okay, so-so.) Todo bien. (All good, great.) Nada. (Nothing.) When meeting someone for the first time, you can say “mucho gusto” (nice to meet you) or “encantado/encantada” (how do you do). GREETINGS When leaving somewhere, you can use the same expressions to say goodbye as you used to say hello, given the time of day: Buenos días (good morning) Buenas tardes (good afternoon) Buenas noches (good evening/good night) Other common ways to say goodbye include: Adiós (Bye) Hasta luego/hasta más tarde (See you later) Hasta mañana (See you tomorrow) Hasta pronto (See you soon) Hasta la próxima (Until next time) Hasta ahora (See you in a minute) Nos vemos. -
Spanish Languages Sample
1.2 People, Places, and Things Understanding Nouns Nouns are words used to name or identify a person, animal, place, thing, or idea. Examples include: girl, hat, coat, weather, picture, coffee, hotel. Just as in English, Spanish nouns can either be singular, such as “cat” or gato, or plural (i.e., more than one), like “cats” or gatos. The first thing that you must learn about Spanish, however, is that all nouns also have a gender. In other words, all objects and living things are either masculine or feminine. Is it a Boy or a Girl? The concept of gender can feel confusing for new students of Latin languages. Having a gender does not mean that nouns actually refer to male or female things, although, in most circumstances, the nouns that refer to males (such as a male doctor or a male animal) are masculine, while nouns that refer to females are generally feminine. In many situations, you will be able to distinguish between masculine and feminine nouns by the distinctive association to a gender. For example, the sun tends to be associated with masculine imagery, and in Spanish we find that its gender is also masculine: el sol. The moon tends to be associated with feminine imagery, and, in Spanish, it is feminine: la luna. You may find it impossible to figure out the gender of other nouns, however. For example, how would anyone know whether a table or a cup is masculine or feminine? (La mesa and la taza are both feminine.) You won’t be able to figure out the gender of most nouns from their English equivalents. -
COMEWING INFLUENCES on Cenrjler Asslcnment
Lingua 57 (l!K) l--Z North-Holland Publishing Cmrpmy COMEWING INFLUENCES ON CENrJlERASSlCNMENT: VARIABLE PROCESS,STABLE OUTCOME Sham POPLACK, Alicia FQUSADA David SANKOFF Rexivcd June 1981 fn hguaps which have a nomintiI ckG5lfGItion Systcln such -18g rFamM i lki Il gmicr . il is onun problcmaliu why a @en wurd is assign4 one gendar rather than anolhcr. F;iciors which may act in concert ur compctc in influcncillg zssignmcnt include the phonological shape of ?he word. sx or the (tinimatc) refercnl, and placzmcnl of the word within a wmanric cluss. Evidence frclm loanwards CUII help evaluate Ihzsc and othcl, influences on gender assignment. In cm-mast with the previous litcratum. WC analyxc here the simultaneous contributions of a series of’ quanlitative cont;trainls on the asxrgnment of gender to English nouns borrowed into Puerln Rican Spanish. conslrainis which may roll br ticlive at the time of’introduction of the loanword. We also emmine intcrgcnerational and interlinguistic patterns by (I) comparing the behavior 0’ adults with that of their children. and (2) comparing Puerto Rican patterns will1 Mont& French. a language which is lypoloCically similar to Spanish find whit h h;ls caexistcd with English even longer than Pucrlo Kican Spanish. WC show that. although the gender of loanwords unce assigned is not variable. il is the fxtors involved in its initial assignment which arc. A variaGonist approach to gender assignment further rcveaIs rhat coniitrainls on this process are no1 universltl, hut languagespccific. The wurk reported in this paper is part of the projecl ‘Inlcrgcnerasional Perspectives on Bilingualism: From Community to Classroom’ supported by the N f a ti w a l Institute of Fducl7tion under NIE-G-7B-Q091. -
Spanish I- Chapter 2 Review
Spanish I- Chapter 2 Review Christopher Columbus claimed the island of Puerto Rico for Spain in 1493 while on his 2nd voyage to reach the island of Hispanola (which is today Haiti & the Dominican Republic) Puerto Rico remained under Spanish rule for more than 400 years until 1898 when Spain ceded the island of Puerto Rico along with Cuba and the Philippines to the United States in the Spanish-American war. In 1917, Puerto Ricans received U.S. citizenship. Puerto Rico is a free state associated with the United States Their currency is the U.S. dollar which Puerto Ricans sometimes call a peso. The island of Puerto Rico was originally named San Juan Bautista and the capital was named Puerto Rico (rich port). Puerto Rico‟s 1st governor, Juan Ponce de Leon, later switched to the two names. Official languages are Spanish & English Places to know: Océano Atlántico Mar Caribe San Juan (la capital) Isabela- known for it‟s beautiful beaches & large waves Cordillera Central- the central mountain range where el flamboyán (the tree of read flowers) grows. El Yunque- the largest national park in the Caribbean, known for the numerous number of species of plants and animals. Ponce- home to “El Parque de Bombas” and known for the architecture of it‟s houses The most popular sport in Puerto Rico is baseball (or softball for females). The streets of Old San Juan reflect the colonial age in Puerto Rico. The most famous amphibian is El coquí, named for the sound it produces. La Comida Las habichuelas are beans served with rice and chicken or meat. -
The Acquisition of Spanish Clitic Pronouns As a Third Language: a Corpus-Based Study
15 Asia Pacific Journal of Corpus Research http://www.icr.or.kr/apjcr Vol. 1, No. 2, 15-26 e-ISSN 2733-8096 https://doi.org/10.22925/APJCR.2020.1.2.15 The Acquisition of Spanish Clitic Pronouns as a Third Language: A Corpus-based Study Hui-Chuan Lu (National Cheng Kung University) An Chung Cheng (The University of Toledo) Yu-Hsin Chu (National Cheng Kung University) Lu, H. C., Cheng, A. C., & Chu, Y. H. (2020). The acquisition of Spanish clitic pronouns as a third language: A corpus-based study. Asia Pacific Journal of Corpus Research, 1(2), 15-26. This corpus-based study investigated third language acquisition by Taiwanese college students in learning Spanish clitic pronouns at beginning and intermediate levels. It examined the acquisition sequences of Spanish clitic pronouns of the Chinese-speaking learners whose second language was English and third language was Spanish. The results indicated that indirect object pronouns (OP) preceded direct OP (case), first person preceded third person OP (person), masculine preceded feminine OP (gender), and animate preceded inanimate OP (animacy). The findings presented similar patterns as those of previous studies on English-speaking learners of Spanish. In further comparisons of the target forms in Chinese, English, and Spanish, the results suggested that L1 Chinese had strong influence on L3 Spanish, which accounts for the challenges that Taiwanese learners of Spanish face as they learn the Spanish clitic pronouns in the beginning stage. Keywords: Spanish Clitic Pronouns, Corpus-based, Third Language Acquisition 1. Introduction The study of learning Spanish clitic pronouns (i.e. -
Modern SPANISH Grammar Second Edition Routledge Modern Grammars Series Concept and Development – Sarah Butler
Modern SPANISH Grammar Second Edition Routledge Modern Grammars Series concept and development – Sarah Butler Other books in the series: Modern Spanish Grammar Workbook by Juan Kattán-Ibarra and Irene Wilkie ISBN 0–415–12099–3 Modern French Grammar Modern French Grammar Workbook Modern German Grammar Modern German Grammar Workbook Modern Italian Grammar Modern Italian Grammar Workbook Modern SPANISH Grammar A practical guide Second Edition Juan Kattán-Ibarra and Christopher J. Pountain First published 1997 by Routledge Reprinted 1998, 1999, 2000, 2001, 2002 Second edition published 2003 by Routledge 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 Routledge is an imprint of the Taylor & Francis Group © 1997, 2003 Juan Kattán-Ibarra and Christopher J. Pountain This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” The authors assert their moral right to be identified as the authors of this work All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available -
Patterns of Spanish-English Code-Switching in Children's Literature in the US
Minnesota State University, Mankato Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato Theses, Dissertations, and Other Capstone Projects 2013 Patterns of Spanish-English Code-Switching in Children's Literature in the US: The seU of Español in Books Para Niños Megan Rae Vasatka Minnesota State University - Mankato Follow this and additional works at: http://cornerstone.lib.mnsu.edu/etds Part of the Spanish Linguistics Commons Recommended Citation Vasatka, Megan Rae, "Patterns of Spanish-English Code-Switching in Children's Literature in the US: The sU e of Español in Books Para Niños" (2013). Theses, Dissertations, and Other Capstone Projects. Paper 255. This Thesis is brought to you for free and open access by Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in Theses, Dissertations, and Other Capstone Projects by an authorized administrator of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Patterns of Spanish-English Code-Switching in Children’s Literature in the US: The Use of Español in Books Para Niños By Megan Vasatka A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Science In Spanish Minnesota State University, Mankato Mankato, Minnesota May 2013 Patterns of Spanish-English Code-Switching in Children’s Literature in the US: The Use of Español in Books Para Niños Megan Vasatka This thesis has been examined and approved by the following members of the thesis committee. Dr. Kimberly Contag, Co-Chair Dr. Gregory Taylor, Co-Chair Dr. -
Colombian Varieties of Spanish MURIEL/OROZCO 31/5/12 14:24 Página 2
MURIEL/OROZCO 31/5/12 14:24 Página 1 Richard J. File-Muriel Rafael Orozco (eds.) Colombian Varieties of Spanish MURIEL/OROZCO 31/5/12 14:24 Página 2 LINGÜÍSTICA IBEROAMERICANA Vol. 50 DIRECTORES: MARIO BARRA JOVER, Université Paris VIII IGNACIO BOSQUE MUÑOZ, Universidad Complutense de Madrid ANTONIO BRIZ GÓMEZ, Universitat de València GUIOMAR CIAPUSCIO, Universidad de Buenos Aires CONCEPCIÓN COMPANY COMPANY, Universidad Nacional Autónoma de México STEVEN DWORKIN, University of Michigan ROLF EBERENZ, Université de Lausanne MARÍA TERESA FUENTES MORÁN, Universidad de Salamanca DANIEL JACOB, Universität Freiburg JOHANNES KABATEK, Eberhard-Karls-Universität Tübingen EMMA MARTINELL, Universitat de Barcelona JOSÉ G. MORENO DE ALBA, Universidad Nacional Autónoma de México RALPH PENNY, University of London REINHOLD WERNER, Universität Augsburg MURIEL/OROZCO 31/5/12 14:24 Página 3 Richard J. File-Muriel Rafael Orozco (eds.) Colombian Varieties of Spanish Iberoamericana • Vervuert • 2012 MURIEL/OROZCO 31/5/12 14:24 Página 4 Library of Congress Cataloging-in-Publication Data Colombian varieties of Spanish / Richard J. File-Muriel, Rafael Orozco (eds.). p. cm. – (Lingüística iberoamericana; 50.) Includes bibliographical references and index. ISBN 978-1-936353-07-1 (pbk.) – ISBN 978-3-86527-685-8 – ISBN 978-1-936353-07-1 1. Spanish language–Variation–Latin America. 2. Spanish language–Spoken Spanish–Latin America. I. File-Muriel, Richard J. II. Orozco, Rafael, 1959 PC4074.7.C65 2012 467’.9861–dc23 2012009679 Reservados todos los derechos © Iberoamericana, 2012 Amor de Dios, 1 – E-28014 Madrid Tel.: +34 91 429 35 22 Fax: +34 91 429 53 97 [email protected] www.ibero-americana.net ©Vervuert, 2012 Elisabethenstr. -
Lingüística 103
PÓRTICOSemanal Lingüística 103 Nº 1107 — 3 febrero 2014 Lingüistica general Latín — Griego — Sánscrito Lenguas romances Lenguas germánicas Lenguas varias PÓRTICO LIBRERÍAS PÓRTICO SEMANAL Año XXVII, Nº 1107 — 3 febrero 2014 LINGÜÍSTICA 103 Dirige: José Miguel Alcrudo Responsable de la Sección: Pilar Aguirre PÓRTICO LIBRERÍAS, S.A. www.porticolibrerias.es Muñoz Seca, 6 HORARIO / OPEN HOURS: Tel. (+34) 976 55 70 39 50005 Zaragoza — España 976 35 03 03 Lunes a jueves / Monday to Thursday 976 35 70 07 Fundada en 1945 10–14 15–18 Fax (+34) 976 35 32 26 Viernes / Friday 10–14 LINGÜÍSTICA GENERAL Abels, K.: Phases. An Essay on Cyclicity in Syntax 2012 – viii + 323 pp. € 99,95 Adab, B. / P. A. Schmitt / G. Shreve, eds.: Discourses of Translation. Festschrift in Honour of Christina Schäffner 2012 – 229 pp., 4 fig., 2 tabl., 5 gráf. € 52,80 Adger, D.: A Syntax of Substance 2013 – 224 pp. € 26,15 Aikhenvald, A. Y.: Imperatives and Commands 2012 – 520 pp., fig., gráf. € 46,20 Andone, C.: Argumentation in Political Interviews. Analyzing and Evaluating Responses to Accusations of Inconsistency Argumentation in Political Interviews 2013 – viii + 147 pp. € 91,00 Aptroot, M. / B. Hansen, eds.: Yiddish Language Structures 2013 – vi + 299 pp. € 99,95 PÓRTICO LIBRERÍAS PS 1107 — Lingüística 103 3 Arche, M. J. / C. Laval / A. Benati, eds.: The Grammar Dimension in Instructed Second Language Learning 2013 – 224 pp. € 93,60 ÍNDICE: Foreword: R. Hawkins — Introduction: Grammar Dimension in Instructed Second Language Learning: A. Benati & al. — 1. Theoretical and Pedagogical Developments: Against Rules: B. van Patten / J. Rothman — Possibilities and Limitations of Enhancing Language Input: a MOGUL perspective: M.