Show simple item record

dc.contributor.advisorGragera, Antonio
dc.contributor.authorMeadows, Claire E. ( )
dc.date.accessioned2020-07-14T17:03:18Z
dc.date.available2020-07-14T17:03:18Z
dc.date.issued2009-12
dc.identifier.citationMeadows, C. E. (2009). Un nuevo acercamiento a la enseanza del espaol como segunda lengua: El modelo neurocognitivo (Unpublished thesis). Texas State University-San Marcos, San Marcos, Texas.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/12069
dc.description.abstract

The proposed study attempts to evaluate the underlying linguistic and cognitive theories in the neurolinguistic model of Computer Aided Language Learning (CALL) currently implemented at Texas State University-San Marcos, Texas. This model is in the experimentation process at the introductory level of Spanish at said institution It is the first electronic model to incorporate cognitive principles from the neurological perspective and a linguistic reflection of Spanish at the initial level of acquisition.

The study is constructed as a comparison between the textbook, Puntos en Breve. 2nd edition, and the Computer Aided Language Learning (CALL) model currently used to teach introductory-level Spanish at Texas State University-San Marcos. This work explores the different methodologies of both resources with a focus on the model of activities and the sequence and presentation of contents Using as a basis cognitive theory, we attempt to deconstruct the theoretical validity of the Neurocognitive (NC) model and the methods traditionally exhibited in those textbooks most frequently used in the teaching of a second language.

The paper begins with a general vision of the acquisition of a second language with respect to the role of the native language and the process of interlanguage development This is followed by a comparative study between the division of contents and the sequence of activities in the CALL program and the textbook used for the introductory level, Puntos de Partida. 8th edition. Finally we will take a look at the manner in which the specific case of pronominal verbs is taught both in the CALL program and the textbook.

The study is theoretical, and the data are based on research, observation and personal experience. We expect to see that this study will greatly distinguish the design of the CALL program from that of the textbook.

dc.formatText
dc.format.extent83 pages
dc.format.medium1 file (.pdf)
dc.language.isoen
dc.subjectSecond language acquisition
dc.subjectSpanish language
dc.subjectCognitive learning
dc.subjectHuman-computer interaction
dc.subjectComputer-assisted instruction
dc.titleUn Nuevo Acercamiento a la Enseñanza del Español como Segunda Lengua: El Modelo Neurocognitivo
dc.title.alternativeA New Approach to Teaching Spanish as a Second Language: The Neurocognitive Model
txstate.documenttypeThesis
thesis.degree.departmentModern Languages
thesis.degree.grantorTexas State University--San Marcos
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts
txstate.accessrestricted
dc.description.departmentWorld Languages and Literatures


Download

This item is restricted to the Texas State University community. TXST affiliated users can access the item with their NetID and password authentication. Non-affiliated individuals should request a copy through their local library’s interlibrary loan service.

This item appears in the following Collection(s)

Show simple item record