Languages, Literatures, & Cultures Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2785
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Item THE ROLE OF RULES, EXAMPLES AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION OF DECLARATIVE AND PROCEDURAL SECOND LANGUAGE KNOWLEDGE(2016) Kachinske, Ilina; DeKeyser, Robert M.; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The relevance of explicit instruction has been well documented in SLA research. Despite numerous positive findings, however, the issue continues to engage scholars worldwide. One issue that was largely neglected in previous empirical studies - and one that may be crucial for the effectiveness of explicit instruction - is the timing and integration of rules and practice. The present study investigated the extent to which grammar explanation (GE) before practice, grammar explanation during practice, and individual differences impact the acquisition of L2 declarative and procedural knowledge of two grammatical structures in Spanish. In this experiment, 128 English-speaking learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based task-essential practice for interpreting object-verb (OV) and ser/estar (SER) sentences in Spanish. Results confirmed the predicted importance of timing of GE: participants who received GE during practice were more likely to develop and retain their knowledge successfully. Results further revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and WM to a different extent. Since these correlations between individual differences and learning outcomes were the least observed in the conditions that received GE during practice, we argue that the suitable integration of rules and practice ameliorated task demands, reducing the burden on the learner, and accordingly mitigated the role of participants’ individual differences. Finally, some evidence also showed that the comprehension practice that participants received for the two structures was not sufficient for the formation of solid productive knowledge, but was more effective for the OV than for the SER construction.Item The Sword and the Pen: Life Writings by Militant-Authors of the Việt Minh and Front de Libération Nationale (FLN)(2016) Hoang, Phuong; Orlando, Valerie K; French Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation examines four life writings by militant-authors of the Việt Minh and Front de la Libération Nationale (FLN): Ngô Văn Chiêu’s Journal d’un combattant Viet-Minh (1955), Đặng Văn Việt’s De la RC 4 à la N 4: la campagne des frontières (2000), Si Azzedine’s On nous appelait fellaghas (1976), and Saadi Yacef’s two-volume La Bataille d’Alger (2002). In describing the Vietnamese and Algerian Revolutions through the perspectives of combatants who participated in their respective countries’ national liberation struggles, the texts reveal that four key factors motivated the militants and led them to believe that independence was historically inevitable: (1) a philosophical, political, and ideological framework, (2) the support of multiple segments of the local population, (3) the effective use of guerrilla and psychological warfare, and (4) military, moral, and political assistance provided by international allies. By fighting for the independence of their countries and documenting their revolutionary experiences, the four militant-authors leave their mark on the world using both the sword and the pen.Item EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY(2016) Benson, Susan Dianne; DeKeyser, Robert; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning which linguistic features to target and the type and amount of feedback to offer. This study examined two new pieces of writing by 151 learners of English as a Second Language (ESL), in order to investigate the effect of direct and metalinguistic written feedback on errors with the simple past tense, the present perfect tense, dropped pronouns, and pronominal duplication. This inquiry also considered the extent to which learner differences in language-analytic ability (LAA), as measured by the LLAMA F, mediated the effects of these two types of explicit written corrective feedback. Learners in the feedback groups were provided with corrective feedback on two essays, after which learners in all three groups completed two additional writing tasks to determine whether or not the provision of corrective feedback led to greater gains in accuracy compared to no feedback. Both treatment groups, direct and metalinguistic, performed better than the comparison group on new pieces of writing immediately following the treatment sessions, yet direct feedback was more durable than metalinguistic feedback for one structure, the simple past tense. Participants with greater LAA proved more likely to achieve gains in the direct feedback group than in the metalinguistic group, whereas learners with lower LAA benefited more from metalinguistic feedback. Overall, the findings of the present study confirm the results of prior studies that have found a positive role for written corrective feedback in instructed second language acquisition.Item The Drama of History: Representation and Revolutionaries in Haitian Theater, 1818-1907(2016) Dize, Nathan Hobson; Orlando, Valérie K; French Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Since the beginning of the Haitian theatrical tradition there has been an ineluctable dedication to the representation of Haitian history on stage. Given the rich theatrical archive about Haiti throughout the world, this study considers operas and plays written solely by Haitian playwrights. By delving into the works of Juste Chanlatte, Massillon Coicou, and Vendenesse Ducasse this study proposes a re-reading of Haitian theater that considers the stage as an innovative site for contesting negative and clichéd representations of the Haitian Revolution and its revolutionary leadership. A genre long mired in accusations of mimicking European literary forms, this study proposes a reevaluation of Haitian theater and its literary origins.Item Machtverhältnisse und die Problematik des postkolonialen Blicks in Uwe Timms Morenga (1978) und Gerhard Seyfrieds Herero (2003)(2016) Sellman, Eileen; Frederiksen, Elke P; Germanic Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Using a postcolonial methodology within a German Cultural Studies framework, this thesis applies a close reading to Uwe Timm’s 1978 novel Morenga and Gerhard Seyfried’s 2003 novel Herero. Both novels narrate the colonial experience in German Southwest Africa during the 1904-1907 Herero and Nama uprising through the eyes of a German male protagonist. I investigate how notions of the ‘other’ become ingrained in the collective cultural imaginary of a nation and manifest themselves as inherent truths used to justify methods of subjugation. I also examine the conflicts that arise due to the clash between these drastically different cultures in the “contact zone”, a term I borrow from Mary Louise Pratt. Emphasis is placed on analyzing the ways in which the natives’ use of mimicry allows for the creation of a cultural hybridity in which power relations are constantly negotiated and re-evaluated. I also problematize the difficulty both protagonists demonstrate in their quest to abandon the colonial gaze in favor of adopting a postcolonial perspective, an attempt that often appears ambivalent at best.Item THE RELATIVE SIGNIFICANCE OF SYNTACTIC KNOWLEDGE AND VOCABULARY KNOWLEDGE IN SECOND LANGUAGE LISTENING COMPREHENSION(2016) Vafaee, Payman; Ross, Steve; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The main purpose of the current study was to examine the role of vocabulary knowledge (VK) and syntactic knowledge (SK) in L2 listening comprehension, as well as their relative significance. Unlike previous studies, the current project employed assessment tasks to measure aural and proceduralized VK and SK. In terms of VK, to avoid under-representing the construct, measures of both breadth (VB) and depth (VD) were included. Additionally, the current study examined the role of VK and SK by accounting for individual differences in two important cognitive factors in L2 listening: metacognitive knowledge (MK) and working memory (WM). Also, to explore the role of VK and SK more fully, the current study accounted for the negative impact of anxiety on WM and L2 listening. The study was carried out in an English as a Foreign Language (EFL) context, and participants were 263 Iranian learners at a wide range of English proficiency from lower-intermediate to advanced. Participants took a battery of ten linguistic, cognitive and affective measures. Then, the collected data were subjected to several preliminary analyses, but structural equation modeling (SEM) was then used as the primary analysis method to answer the study research questions. Results of the preliminary analyses revealed that MK and WM were significant predictors of L2 listening ability; thus, they were kept in the main SEM analyses. The significant role of WM was only observed when the negative effect of anxiety on WM was accounted for. Preliminary analyses also showed that VB and VD were not distinct measures of VK. However, the results also showed that if VB and VD were considered separate, VD was a better predictor of L2 listening success. The main analyses of the current study revealed a significant role for both VK and SK in explaining success in L2 listening comprehension, which differs from findings from previous empirical studies. However, SEM analysis did not reveal a statistically significant difference in terms of the predictive power of the two linguistic factors. Descriptive results of the SEM analysis, along with results from regression analysis, indicated to a more significant role for VK.Item "Je ne vous dirai point, mon très cher fils" Correspondance de Catherine de Charrière de Sévery 1780-1783(2016) Lanz, Anne-Marie; Benharrech, Sarah; French Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation examines the principles of education imbued in a three year correspondence between an eighteenth century woman and her teenage son from the French speaking region of Vaud, current day Switzerland. Despite her great respect for the literature and ideas of the new pedagogues of the Enlightenment, especially J.J. Rousseau and Mme de Genlis, Catherine de Charrière de Sévery maintained the traditional perspective of education of the Ancien Régime. To explore the concepts of education and instruction through the epistolary practice, this research is based on the corpus of 107 letters that Mme de Sévery wrote to her son Vilhelm between 1780 and 1783. Additional documents - among them Mme de Sévery’s diaries - from the particularly rich archival holdings of this aristocratic family have been used to complement her correspondence. Most previous studies on family correspondence have dealt with mothers to daughters, or fathers to sons, whereas this research is centered on letters between a mother and her son. The location of this family – Lausanne and the Pays de Vaud – provides a particular regional perspective due to two factors: immersion into a region uniformly Protestant, and the dual-influence of Germanic and French cultures. The study analyzes the educational principles that appear throughout Mme de Sévery’s letters by comparison with three literary works of the 18th century: a familiar correspondence, the Lettres du Lord Chesterfield à son fils (1776); the fundamental education treatise by J.J. Rousseau, Émile, ou de l’Éducation (1762); and a pedagogical treatise written by Mme de Genlis as an epistolary novel, Adèle et Théodore, ou lettres sur l’éducation. Using letters as the main tool to guide her son’s upbringing, Mme de Sévery highlights the moral and family values that are most important to her and leads him to find his place in society.Item Alan Pauls: Poéticas del anacronismo(2016) Charry, Luis F.; Demaría, Laura; Merediz, Eyda; Spanish Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Alan Pauls (b. 1959) is an Argentine novelist and essayist. His works have barely been studied outside of Latin America; therefore, my work will be one of the first to focus critically and theoretically on his oeuvre and raise awareness of his importance to Contemporary Latin American Literature. The fundamental concept of my thesis is anachronism, which I develop by investigating the ways in which the present and the past are interconnected in the same temporal space. My dissertation has two interconnected parts. In the first, I propose an approach to Pauls’ literary work that emphasizes its engagement with literary and cultural theory. Specifically, I analyze how Pauls’ first novels –El pudor del pornógrafo (1984), El coloquio (1989), Wasabi (1994)– are strongly influenced by various theoretical discourses, especially the work of Roland Barthes. The guiding question of my dissertation’s first part is how one can narrate a fictional text without strictly appropriating narrative devices. Namely, I suggest that Pauls’ conception of literature is inevitably related to critical discourse. In the second part, I study a trilogy that Pauls wrote about the 1970s in Argentina: Historia del llanto (2007), Historia del pelo (2010), and Historia del dinero (2013). Here I focus on how Pauls uses the 1970s to propose a new conceptualization of the “political.” For Pauls, the “political” is not represented in the great events of a particular time but rather in the “effects” that these events produce; these effects are minor, almost imperceptible, and for that reason much more powerful as a literary event mechanism per se. From my point of view, this new conceptualization of the “political” contains in itself a problematic issue: the articulation between personal experience, history, and fiction. In conclusion, this interrelation between theory, politics, history, and fiction defines the path of my dissertation, which would have been just the “starting point” in my personal attempt to reconfigure the map of the Latin American literary contemporaneity.Item The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency(2015) Wagener, Thomas Robert; Ross, Steven; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This research investigates the ability of predictive measures to differentiate level of language proficiency among learners across languages, language categories, and learning contexts. It fills a gap in the literature pertaining to language categorization and demonstrates differential predictive ability of language learning aptitude measures depending on the language being learned. In addition, it challenges a default assumption that aptitude and other individual difference measures ought to be context independent. This is done through an analysis of the effects of context on the predictive ability of individual difference measures where results show the differing predictive patterns between a foreign language classroom, a domestic intensive instruction setting, and a study abroad program. Finally, several individual difference measures that have shown some past success in differentiating foreign language outcomes for learners are examined to analyze incremental predictive validity. Measures that demonstrate incremental predictive validity are useful in developing selection protocols for language learning programs. Additionally, measures that show differential incremental predictive validity across language categories and contexts may indicate a potential for aligning learners within a category and context to benefit learner outcomes. This research provides evidence to support claims that suggest an interactive role between the learner and context leading to differential learning outcomes based on individual differences. It highlights the fact that predictive models of proficiency are not consistent within language category, nor are they consistent across language category boundaries. It shows that a measure of general cognitive memory may be the best indicator of long term language learning success across languages. Finally, it replicates earlier findings that the Defense Language Aptitude Battery (DLAB) provides incremental predictive validity in the face of other individual difference measures indicating that it remains a useful predictor of language learning performance.Item Representations of "female" madness in German-language literature of the 20th and 21st centuries(2015) Volkhausen, Petra; Frederiksen, Elke P.; Germanic Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Using an interdisciplinary approach, my dissertation examines the intersection of “womanhood” and madness in German-language literature and culture. While scholars have studied the “madwoman” of the previous centuries extensively, my dissertation presents the first comprehensive study of representations of “female” madness from 1894 onward. Since the late 19th century, female authors from Germany, Austria, and Switzerland have been appropriating discourses of madness in order to critique the contradictory ramifications of mandatory adherence to the construct of “femininity”. Employing theories of Judith Butler and Michel Foucault, I argue that the madness discourse represents a key site where writers negotiate the ongoing hegemony of societal ideologies defining the special status of the female psyche, body and sexuality as entities which need to be monitored, shaped or optimized. My research thus redeploys “female” madness as a research category. While previously applied almost exclusively to the realities of white middle-class women, I argue for an intersectional conception of critical madness studies which takes account of gender, race, and religion to offer culturally specific insights into the lives of German women from diverse backgrounds. My study addresses texts by well-known authors, such as Hedwig Dohm, Christa Wolf, Ingeborg Bachmann, and Elfriede Jelinek, as well as lesser known writers, such as May Ayim and Christine Lavant.