DOCUMENT RESUME JC 700 176 Giles, Louise A Research Project to Determine the Student Acceptability and Learning Effectiveness of Microform Collections in Community Colleges: Phase Final Report. American Association of Junior Colleges, Washington, D. C,. Office of Education (DHEW) , Washington, D.C. Bureau of Research. BR-9-0260 Jun 70 OEC-0-9-180260-3703-(095) 248p. EDRS Price MF-$1.00 HC-$12.50 *Educational Research, Educational Resources, *Educational Technology, Information Retrieval, Information Storage, *Instructional Materials, *Junior Colleges, Microfiche, Microfilm, *Microforms Microform collections offer one of the more promising methods of increasing student learning while, at the same time, responding economically to the pressure of increasing enrollments. This study reports on the first phase of a 3-phase project to determine student acceptance of microform, and on the effectiveness of microform for learning. Included in this report are a description of the problem to be investigated, the methods and activities involved in establishing the project office and selecting staff, and the progress of the project to date. At this time, microform materials will be used in conjunction with the following courses: art appreciation, Black studies, college algebra, economics, freshman composition, life science, nursing, political science, basic psychology, and beginning college Spanish. Bibliographies for these courses have been prepared (included as appendices to the report) and will be microformed to provide most of the necessary course material. In concluding the Phase I report, the principal investigator observes that completion of the full study could have a meaningful effect on patterns of information storage and retrieval, and on the field of educational resources in general. -(Phase II will involve the conduct of a pilot study using developed materials, and Phase III will involve the conduct of a full field study and evaluation of the results.) (JO) U.S. DEPARTMENT OF HEWN, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE N. PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. C:) L4.1 Final Report Contract No. OEC-0-9-i80260-3703-(095) A Research Project to Determine the Student Acceptability and Learning Effectiveness of Microform Collections in Community Colleges: Phase I

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A Research Project to Determine the Student Acceptability and Learning Effectiveness of Microform Collections in Community Colleges: Phase I, Final Report.

Spanish grammarians used to say that the demonstrative adverbs aqui ‘here’ and aca ‘here’ can alternate in some contexts They attempt to explain the alternation by appealing to one of two hypotheses, which can be identified as the movement-to-a-goal hypothesis and the delimitation hypothesis The former states that aca is associated with movement directed to a goal, whereas aqui is associated with all other possibilities The latter states that the place denoted by aqui is less limited and defined than the place denoted by aca The present article evaluates both hypotheses in a corpus of Venezuelan Spanish The evaluation takes into account the kind of place denoted by aqui and aca (goal of movement, source of movement, place of transit, and location) and also the prepositions and verbs used when the adverbs denote the goal of movement The results of the quantitative analysis prove the validity of the delimitation hypothesis

Evaluation of two hypotheses about the alternation between aquí and acá in a corpus of present-day Spanish

During World War II there arose in the United States an urgent need for intensive foreign language instruction that emphasized the spoken language. Beginning in April, 1943, the U. S. Army Specialized Training Program (ASTP) established approximately 500 intensive speaking courses in over 30 languages in fifty-five United States universities. After a single year, the program was suddenly abandoned, owing to combat personnel needs. The present study proposes to describe the sources, implementation, content, materials development, and methods of the ASTP in foreign languages. The study analyzes the ASTP Spanish language materials, explores the attempts at assessing the speaking proficiency of trainees of the program, and evaluates the program’s contributions to subsequent pedagogical approaches and assessment in the United States.

The “Scientific Linguist” Goes to War: The United States A.S.T. Program in Foreign Languages

I N THE past three years, language teachers have interested themselves in an extremely varied number of the aspects of foreign language instruction. Contrastive studies; programed learning; uses of television, language laboratories, and other devices; development of new texts and tests; and continued appraisal of a variety of classroom techniques have all contributed to producing rather extensive changes in the teaching of foreign languages. The most important changes are probably the rather wide acceptance given to the use of recorded materials; developing acceptance of an audiolingual approach, with its emphasis on learning to speak the language taught; and wider extension of foreign language instruction into primary and secondary education. However, recent research has not addressed itself so intensively as one might think either to the interests of language teachers or to the actual changes that have taken place. This emphasis in itself cannot be viewed negatively, since research is motivated and controlled by factors other than the simple questions of what one needs to know. Since research is now much more objectively oriented than at any time in the past, one can look forward to a day when more questions will receive more satisfactory answers. At the same time, the teacher has become increasingly aware that research studies often do not provide clear-cut yes or no directions. He has been led to conclude (a) that many basic problems can only be answered by psycholinguistic research or by pure psychological research and (b) that the extremely complex language teaching-learning situation is such that the effect of some experimental variables is likely to be marginal and the results are necessarily so qualified with conditions that interpretation is extremely difficult. Study that summarizes, compares, and interprets related research has become essential, since the individual teacher can no longer single-handedly collect and interpret the studies applicable to any single problem. An example of this kind of study is Pimsleur, Mosberg, and Morrison's (1962) examination of \"Student Factors in Foreign Language Learning.\" Having reviewed all the available recent research, they estimated that verbal intelligence accounted for some 20 percent of the variance in foreign language achievement and that motivation might account for an additional 15 percent. Approximately 65 percent of the variance in foreign language achievement remained largely unexplained. In spite of these findings, much research in foreign language instruction has been and still is centered in various aspects of verbal intelligence. Additional Reference: Brooks, Hockett, and O'Rourke (1963).

Chapter VIII: Foreign Language Instruction

Second Language Acquisition of the Spanish Tap and Trill in a Contact Learning Environment Andrew M. Weech Department of Spanish and Portuguese Master of Arts The purpose of this thesis is to study whether target-like articulation of the Spanish tap [ɾ] and trill [r] is achieved by second language learners who have lived in a Spanish-speaking environment for an extensive period of time. The subjects of this study were students at Brigham Young University (BYU) who had spent 18 months to two years in a Spanish-speaking country. Most of the subjects had little to no previous Spanish instruction, but rather learned the language primarily through their contact with native speakers while abroad. In addition to whether or not subjects achieved target-like pronunciation of these two Spanish sounds, this study sought to observe whether or not certain linguistic factors (e.g., neighboring sounds, syllable stress, etc.) and extra-linguistic factors (e.g., previous Spanish instruction, instructors who were native speakers of Spanish, articulation in formal or informal speech, etc.) had influence on their articulation. The results of this study reveal that the subjects were generally successful in articulating the Spanish rhotic sounds. The majority of the subjects pronounced the rhotics in a target-like manner over 80% of the time. Furthermore, while previous studies have claimed that the transfer of the American English approximant [ɹ] is the most common error when acquiring the Spanish tap and trill, the current study suggests that the most common error of L2 speakers who have lived abroad is developmental: the production of the tap [ɾ] in place of the trill /r/. Lastly, it reveals, through the results of a variable rule analysis, that the two most significant factors in accurate tap and trill articulation are its phonetic context and whether or not the participants had received adequate Spanish instruction prior to having lived abroad.

https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3030&context=etd

Second Language Acquisition of the Spanish Tap and Trill in a Contact Learning Environment

Spanish for Beginners

IT IS CHARACTERISTIC of our Association, and of other professional associations, that the president, in the status of a candidate for that office, does no campaigning, presents no program to the electorate, has therefore no promises to fulfill or to explain away in the course of his administration, delivers no inaugural address, yet is responsible at the conclusion of his term of office for delivering an address on the state of the union." He can therefore tell his constituents that affairs

The Making of the Hispanist 1966

Not long ago, while reading for a publisher the manuscript of a Spanish grammar, I came across the time-honored rule concerning the use of acd and alld with verbs of motion as contrasted with aqui and alii, presumably limited to verbs of rest. That the manuscript in question was not alone in giving a new lease on life to a rule long remembered but not safely buried is attested by the presence of the rule in school grammars at hand, published in this country in 1942, 1943, 1944, and 1952. Moreover, in one other grammar, in which the problem is given no special treatment, the end vocabulary offers hither as a translation for acd but not for aqui (for some reason, alla is denied its thither), and some of our bilingual dictionaries, among them those of Cuyas and Velazquez, attempt by means of hither and thither to associate acd and alld with verbs of motion. Those who have abandoned or who

Aqui, aca, alli, and alla

cientemente en el N. Y. Times Book Review: Robert G. Mead, Jr., "A Literary Letter from Mexico", (May 21, 1961), y Mildred Adams, "A Literary Letter from South America," (December 10, 1961). 8 1954: p. 8; 1957: p. 8; 1961: I, 8. 9 1957: p. 116; 1961: I, 167. 10 Ed. de Emma S. Speratti Pifiero, Mexico, Fondo de Cultura Econ6mica, 1956, p. 5. 11 Ibid., p. 59. 12 Ibid., p. 19. a3 Ibid., p. 68. Juan Marichal, agudo critico espafiol, sostiene casi lo mismo en su resefia de la nueva versi6n inglesa de los Comentarios reales, hecha del frances por Maria Jolas. La resefia apareci6 en The Christian Science Monitor, January 18, 1962, p. 5. 14 1954: p. 30; 1957: p. 53; 1961: I, 66. 15 1954: p. 54; 1957: p. 70; 1961: I, 94. 16 1954: p. 259; 1957: p. 321; 1961: 11, 9. 17 1957: 282; 1961: I, 385. 18 Cnf. Amado Alonso, Poesia y estilo de Pablo Neruda, Buenos Aires, Losada, 1940, y E. Anderson Imbert, Historia de la literatura hispanoamericana, 1961, II, 188-191. 1" 1954: 387-390; 1957: 463-465; 1961: II, 341-345. 20 Carlos Hamilton, Historia de la literatura hispanoamericana, New York, Las Americas Publishing Company, 1962, 2 vols., 180 y 221 pp. 21 Revista Iberoamericana, No 52 (Julio-Diciembre, 1961), 373-383. 22 Arthur P. Whitaker, ed., Latin America and the Enlightenment, 2nd ed., Ithaca, N. Y., Cornell University Press, 1961. Lease sobre todo el ensayo de Charles C. Griffin, "The Enlightenment and Latin American Independence', pp. 119-141, y sobre los jesuitas, pp. 9, 14, 35, 36, 87, 121, 125 y 136. 23 Cnf. Miguel Batllori, El abate Viscardo, historia y mito de la intervenci6n de los Jesuitas en la independencia de Hispanoamerica, Caracas, 1953. 24 Cnf. Francisco Garcia Calder6n, Le Perou Contemporain, Paris, Dujarric et Cie., 1907, y Luis Alberto Sainchez, Aladino o Vida y obra de Jose Santos Chocano, Mexico, Libro Mex. Editores, 1960, pp. 381 et passim.

A Study in Spanish Pronunciation Errors

The background of the project in which I have the pleasure of taking part is by now sufficiently well known to members of the modem language teaching profession as to render unnecessary a statement here of its origin and purpose.* Suffice it to say that a Working Committee of six, consisting of Dwight L. Bolinger (coordinator), J. Donald Bowen, Agnes M. Brady, Ernest F. Haden, Lawrence Poston, and myself have since February of this year been engaged in implementing, in the form of an experimental textbook in beginning Spanish at the college level, the "Statement of Recommendations" produced by the Conference on Criteria for a College Textbook in Beginning Spanish, which was held under MLA auspices in New York City on May 19-20, 1956. A grant by The Rockefeller Foundation has made it possible for us to hold conferences in New York, Austin, and Madison, and to spend the entire spring semester of 1958 at the University of Texas, free of teaching duties, in order to carry the project through to completion. Our project, then, has enjoyed the sponsorship of MLA, the financial support of The Rockefeller Foundation, and the active collaboration of the University of Texas. Before I present what one co-worker at least is going to refer to as "an inside job," it might be well to acquaint you with the nature of the project and the Working Committee and give you some idea of the linguistic principles informing the project. At the risk of repeating or restating some of the formulations in our May 1956 "Statement of Recommendations," I would like to bring to your attention the following tems:

Norman P. Sacks

Papers

Spanish for Beginners

The Making of the Hispanist 1966

Aqui, aca, alli, and alla

A Study in Spanish Pronunciation Errors

The MLA College Language Manual Project: The Spanish Textbook