The study examines the effects of formal instruction on the acquisition of standard Spanish, looks at the expression of conditionality and suggests pedagogical implications based on the findings.
- TABLE OF CONTENTS
- List of figures
- List of tables
- Acknowledgments
- Abbreviations
- 1. Introduction
- 1.1. Introduction to the study
- 1.2. The language situation
- 1.3. Objectives of this investigation
- 1.4. Theoretical framework
- 1.5. Outline of the study
- 2. Review of the Literature
- 2.1. Conditionality
- 2.1.1. Conditionality, hypotheticality and conditional sente
nces
- 2.1.2. If-sentences: definition and parts
- 2.1.3. Verb forms: tense and mood
- 2.1.4. Typology
- 2.1.5. Alternatives to the expression of conditionality
- 2.1.6. Variation
- 2.1.6.1. Diachronic variation
- 2.1.6.2. Synchronic variation
- 2.1.7. Acquisition studies
- 2.1.8. Conclusions
- 3 Social Context
- 3.1.
Introduction
- 3.2. US Hispanic diversity
- 3.3. Hispanics in Texas and in Houston
- 3.4. Spanish for heritage learners
- 3.4.1. Definitions
- 3.4.2. Historical foundations of SHL programs
- 3.4.3. Diversity
- 3.4.4. Pedagogical issues
- 3.4.5. The prestige variety
- 3.4.6. Bidialectalism
- 4 Methodology
- 4.1. Introduction
- 4.2. Research design
- 4.2.1. Preliminary studies
- 4.2.2. The study of conditionality
- 4.3. Participants
- 4.4. Instrumentation
- 4.4.1. Short paragraphs
- 4.4.2. Cloze-type test
- 4.4.3. Acceptability judgment task
- 4.4.4. Peer interviews
- 4.4.5. Background questionnaires
- 4.5. Procedure
- 4.5.1. Written data collection
- 4.5.2. Oral data collection
- 4.5.3. Data coding and analysis
- 4.6. Summary of the methodology
- 5 Findings
- 5.1. Introduction
- 5.2. Study 1: Grammatical accuracy
- 5.3. Study 2: Different tasks
- 5.4. Study 3: Oral data
- 5.4.1. Contexts
- 5.4.2. [-PAST] contexts
- 5.4.3. [+PAST] contexts
- 5.5. Acceptability judgment
- 5.6. Longitudinal study
- 6 Discussion and conclusions
- 6.1. Introduction
- 6.2. Summary of the findings and discussion
- 6.3. Pedagogical implications of the findings to the teaching of Spanish to students of Hispanic heritage
- 6.3.1. What to teach?
- 6.3.2. How to teach?
- 6.3.3. When to teach and for how long?
- 6.4. Limitations of the study and recommendations for future research
- 6.5. Final comments
- Appendices
- Appendix 1a: Short Paragraphs
- Appendix 1b: Cloze-type Test
- Appendix 1c: Acceptability Judgment
- Appendix 2: Guide for Interviews
- Appendix 3: Student Information Sheet
- Appendix 4: Spanish Courses
- References
- Index
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