Un Nuevo Acercamiento a la Enseñanza del Español como Segunda Lengua: El Modelo Neurocognitivo
| dc.contributor.advisor | Gragera, Antonio | |
| dc.contributor.author | Meadows, Claire E. | |
| dc.date.accessioned | 2020-07-14T17:03:18Z | |
| dc.date.available | 2020-07-14T17:03:18Z | |
| dc.date.issued | 2009-12 | |
| 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.description.department | World Languages and Literatures | |
| dc.format | Text | |
| dc.format.extent | 83 pages | |
| dc.format.medium | 1 file (.pdf) | |
| dc.identifier.citation | Meadows, 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.uri | https://hdl.handle.net/10877/12069 | |
| dc.language.iso | en | |
| dc.subject | second language acquisition | |
| dc.subject | Spanish language | |
| dc.subject | cognitive learning | |
| dc.subject | human-computer interaction | |
| dc.subject | computer-assisted instruction | |
| dc.title | Un Nuevo Acercamiento a la Enseñanza del Español como Segunda Lengua: El Modelo Neurocognitivo | |
| dc.title.alternative | A New Approach to Teaching Spanish as a Second Language: The Neurocognitive Model | |
| dc.type | Thesis | |
| thesis.degree.department | Modern Languages | |
| thesis.degree.grantor | Texas State University-San Marcos | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Arts |
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