Minimizing transfer : including Spanish phonetics and phonology in curricula for beginner and intermediate university students of Spanish.

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dc.contributor.advisorMcManness, Linda M.
dc.creatorLyles, Dustin R., 1992-
dc.date.accessioned2017-06-05T13:11:21Z
dc.date.available2017-06-05T13:11:21Z
dc.date.created2017-05
dc.date.issued2017-04-07
dc.date.submittedMay 2017
dc.date.updated2017-06-05T13:11:21Z
dc.description.abstractThis thesis explores the ways in which certain types of linguistic transfer, specifically phonetic and phonological, impact the second language acquisition process of university students whose target language is Spanish. Included are pedagogical implications for future curricula that include the fundamental phonetic and phonological aspects of Spanish that should be taught to foster proper pronunciation starting at the beginning level. Four prominent Spanish textbooks are analyzed on their approach to teaching phonetics and phonology, including segmentals and suprasegmentals, intonation and dialectal variation, as well as their overall methodology concerning the instruction of skills to develop a native-like pronunciation in the target language.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2104/10052
dc.language.isoen
dc.rights.accessrightsWorldwide access
dc.rights.accessrightsAccess changed 8/24/22
dc.subjectSecond language acquisition. Transfer. Phonetics. Phonology. Spanish as a second language.
dc.titleMinimizing transfer : including Spanish phonetics and phonology in curricula for beginner and intermediate university students of Spanish.
dc.typeThesis
dc.type.materialtext
local.embargo.lift2022-05-01
local.embargo.terms2022-05-01
thesis.degree.departmentBaylor University. Dept. of Modern Languages & Cultures.
thesis.degree.grantorBaylor University
thesis.degree.levelMasters
thesis.degree.nameM.A.

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