<html><body><a href="http://infoling.org" target="_blank"><img
src="http://infoling.org/img/infoling.png" alt="Logo image by Hay
Kranen / CC-BY" width="255" height="50" align="left" border="0" /></a>
<br /><br /><br />
<br /><font style="font-size:80%"><table border="0" bordercolor="#FFF"
width="190px"><tr><td> </td><td> <a
style="text-decoration:none" href="http://www.facebook.com/infoling"
target="_blank"><img border="0"
src="http://infoling.org/img/facebook-icon.png" alt="Infoling at
Facebook" style="vertical-align:-30%;height:16px;width:16px" />
Facebook</a></td><td> <a style="text-decoration:none"
href="http://www.twitter.com/infoling" target="_blank"><img border="0"
src="http://infoling.org/img/t_small-b.png" alt="Infoling at Twitter"
style="vertical-align:-30%;height:16px;width:16px" />
Twitter</a></td></tr></table></font>
<br />Moderador/a: Carlos Subirats (U. Autónoma Barcelona), Mar Cruz
(U. Barcelona)
<br />Editoras: Paloma Garrido (U. Rey Juan Carlos), Laura Romero (UB)
<br />Programación, desarrollo: Marc Ortega (UAB)
<br />Directoras/es de reseñas: Alexandra Álvarez (U. Los Andes,
Venezuela), Yvette Bürki (U. Bern, Suiza), María Luisa Calero (U.
Córdoba, España), Luis Cortés (U. Almería)
<br />Asesoras/es: Isabel Verdaguer (UB), Gerd Wotjak (U. Leipzig,
Alemania)
<br />Colaboradoras/es: Julia Bernd (Cause Data Collective, EE.UU),
Antonio Ríos (UAB), Danica Salazar (UB)
<br />
<br />Con el patrocinio de:
<br /><table border="0" bordercolor="#FFFFFF"
width="200px"><tr><!--<td><a href="http://www.fundacioncomillas.es/"
target="_blank"><img
src="http://www.infoling.org/img/logo-comillas.png" alt="Fundación
Comillas" width="85" height="49" align="left" border="0"
/></a></td>--><td><a
href="http://www.arcomuralla.com/Arco/Shop/default.asp"
target="_blank"><img style="border:0;margin-top:10px"
src="http://www.infoling.org/img/logoarco.jpg" alt="Arco Libros"
width="62" height="34" align="left" border="0"
/></a></td></tr></table><br /><hr /><font style="font-size:90%">
<br /><b>Infoling 10.10 (2012)</b><br />ISSN: 1576-3404 </font>
<br /><font style="font-size:90%">© Infoling 1996-2012. Reservados
todos los derechos</font>
<br />
<br /><hr /><b>Tesis doctoral: </b><br />Zhezha-Thaumanavar, Mikela.
2012. Social networks, L2 pragmatics, and Spanish hasta as an
aspectual marker with and without negation: student understandings,
judgments, and uses. Western Michigan University (Estados Unidos),
Department of Spanish.<br /><b>Información de:</b> Mikela
Zhezha-Thaumanavar <mikela_zhezha@hotmail.com><br />Compartir:
<a
href="http://api.addthis.com/oexchange/0.8/forward/facebook/offer?url=http://www.infoling.org/informacion/T72.html&pubid=ra-4def7f4a7565a706"
target="_blank" rel="nofollow"><img border="0"
src="http://infoling.org/img/facebook-icon.png" alt="Send to Facebook"
title="Send to Facebook"
style="vertical-align:-30%;height:16px;width:16px"
/></a> <a
href="http://api.addthis.com/oexchange/0.8/forward/twitter/offer?url=http://www.infoling.org/informacion/T72.html&template=@infoling%20Zhezha-Thaumanavar,%20M.%20Social%20networks,%20L2%20pragmatics,%20and%20Spanish%20hasta%20as%20an%20aspectual%20marker%20with%20and%20without%20negation:%20student%20understandings,%20judgments,%20and%20uses%20{{url}}&pubid=ra-4def7f4a7565a706&shortener=bitly&bitly.login=infoling&bitly.apiKey=R_60e1d6b1cb688030e7759b835f63d0c0"
target="_blank" rel="nofollow"><img border="0"
src="http://infoling.org/img/t_small-b.png" alt="Tweet this"
title="Tweet this" style="vertical-align:-30%;height:16px;width:16px"
/></a><hr /><p><a
href="http://infoling.org/english/search/tesis/ID/72"
target="_blank">View with English headings</a></p><hr /><br
/><b>Director/a de tesis: </b>Robert E. Vann <br /><br
/><b>Descripción</b><br /><p>This dissertation investigates how
social networks influence understandings, judgments, and uses of L2
pragmatics. The pragmatic target is the particle <i>hasta</i>
‘until’ as it is used orally and in writing to mark inception with
and without negation in Spanish. This study examines how L2 students
of Spanish understand, judge, and use <i>hasta</i> when they are
members of social networks in university Spanish classes based on (a)
pedagogy practice, (b) class level, and (c) mode of expression, and
when, outside of university Spanish classes, they are integrated into
social networks that involve exposure to different dialectal varieties
of Spanish.<br /><br />Data were collected from 72 students of
Spanish. Statistical analysis revealed that (a) students’ attitudes
towards L2 pragmatics are influenced by the linguistic norms
propagated by their L2 instructors; (b) correlations are not always
positive between class level and understandings, judgments, and uses
of L2 pragmatics; (c) mode of expression affects only oral production
of L2 pragmatics; and (d) outside the classroom, membership in social
networks that expose individuals to particular Spanish dialects
affects L2 pragmatics in speech and writing in opposite ways. <br />
<br />This study contributes to (1) Spanish pragmatics, by showing
that (a) pragmatic change can be built on semantic and syntactic
interaction, (b) NPI formation in Spanish can be affected by the scope
of negation, and (c) aspectual markers in Spanish can derive from
contextually-influenced verbal situations and may be dialect-specific;
(2) Spanish sociolinguistics, by demonstrating that (a) there is value
in using network analysis to study language variation and change in
Spanish, (b) approaching Spanish L2 classrooms as social networks is
worthwhile, and (c) social network analysis may provide a viable
alternative or complement to SLA approaches in the study of L2
pragmatics in Spanish; and (3) Spanish L2 pedagogy, by highlighting
(a) the didactic importance of influencing student ideologies toward
L2 pragmatics, (b) that students might benefit from being introduced
to L2 pragmatics at the beginning stages of their Spanish language
study, and (c) the need for teachers of L2 Spanish to revise currently
held expectations for appropriate student understandings, judgments,
and uses of L2 pragmatic forms.</p><br /><b>Área temática:</b>
Español como lengua extranjera (ELE), Español como segunda lengua
(EL2), Pragmática, Sociolingüística<br /><br /><b>Índice</b><br
/><p>Acknowledgments <br />List of tables <br /><br />Chapter 1:
Research questions and review of literature<br />Introduction <br
/>Background on hasta <br />Definitions and exposition of basic
contextual meanings of hasta <br />Structural and functional
distribution of hasta <br />Historical development of affirmative
inceptive hasta <br />Dialectal and sociolinguistic descriptions of
affirmative inceptive hasta <br />Social networks in and outside the
classroom <br />The concept of social network <br />Social network
studies relevant to this dissertation’s research questions and
potential results <br />Social networks outside of class settings
<br /><br />Chapter 2: Pragmatic analysis of affirmative inceptive
hasta<br />Introduction <br />Cooperative Principle <br />Negation in
Spanish and pragmatic justification of affirmative inceptive
hasta <br />Verbal lexical aspect <br /> <br />Chapter 3:
Methodology<br />Introduction <br />Selection of research
participants <br />The student sample <br />Classrooms and
courses <br />The concept of social network in the present study and
identification of participants as members of particular social
networks in and outside of class settings <br />Social networks in
class settings <br />Social networks outside of class settings <br
/>Procedure of data collection <br />Oral tasks <br />Written tasks
<br />Background questionnaire <br />Expected findings <br /><br
/>Chapter 4: Quantitative data and statistical analysis<br
/>Introduction <br />Variables and the concepts that they
represent <br />Coding of variables distinguished in this study <br
/>Coding of independent variables <br />Coding of dependent
variables <br />Construction of index variables used in the analyses
<br />Variable tables <br />Analytical statistics <br
/>Paired-Samples t tests <br />Regression analyses <br /> <br
/>Chapter 5: Conclusions<br />Introduction <br />Research questions
informed by statistical analyses <br />Further discussion of results
and general conclusions <br />Implications of the study <br /> <br
/>References <br /><br />Appendix A: Consent form <br />Appendix B:
Oral Task # 1 <br />Appendix C: Oral Task # 1 – English translation
<br />Appendix D: Audio script for Oral Task # 2 <br />Appendix E:
Audio script for Oral Task # 2 – English translation <br />Appendix
F: Oral Task # 2 <br />Appendix G: Written Task # 1 <br />Appendix
H: Written Task # 1 – English translation <br />Appendix I: Written
Task # 2 <br />Appendix J: Background questionnaire <br />Appendix
K: Code key sheet <br />Appendix L: Approval letter from the Human
Subjects Institutional Review Board <br /> <br />Table 1. Research
questions (1-3) and respective hypotheses<br />Table 2. Research
question 4 and respective hypothesis<br />Table 3. Research questions
(5-7) and respective hypotheses <br />Table 4. Supermaxims and maxims
of the Cooperative Principle <br />Table 5. Aspectual functions of
hasta<br />Table 6. Cronbach’s alpha for Oral Task # 1<br />Table 7.
Cronbach’s alpha for Text # 1 (MCAE usage of hasta to mark
inception)<br />Table 8. Cronbach’s alpha for Text # 2 (control)<br
/>Table 9. Cronbach’s alpha for Text # 3 (non-MCAE usage of hasta to
mark inception)<br />Table 10. Cronbach’s alpha for Text # 4 (a las
used to mark inception) <br />Table 11. Cronbach’s alpha for Text #
5 (control)<br />Table 12. Cronbach’s alpha for Text # 6 (MCAE usage
of hasta to mark inception) <br />Table 13. Cronbach’s alpha for
Written Task # 1, questions (a) & (b), judgments of sentences 11 and
14 <br />Table 14. Cronbach’s alpha for Written Task # 1, questions
(a) & (b), judgments of sentences 2, 9, and 12<br />Table 15.
Cronbach’s alpha for Written Task # 1, question (c), participant
responses to sentences 2, 6, 9, 12, and 15<br />Table 16. Cronbach’s
alpha for Written Task # 1, question (c), participant responses to
sentences 1, 4, 7, 11, and 14<br />Table 17. Cronbach’s alpha for
Written Task # 2 <br />Table 18. Spanish dialectal exposure <br
/>Table 19. Oral production <br />Table 20. Judgment of oral usage:
inception with MCAE hasta (Text # 6 only) <br />Table 21. Judgment of
oral usage: inception with non-MCAE hasta (Text # 3 only) <br />Table
22. Judgment of written usage of MCAE hasta <br />Table 23. Judgment
of written usage of non-MCAE hasta <br />Table 24. Comprehension of
written usage of MCAE hasta <br />Table 25. Comprehension of written
usage of non-MCAE hasta <br />Table 26. Written production of
hasta <br />Table 27. Paired-Samples t test: Text # 1 vs. Text #
4 <br />Table 28. Paired-Samples t test: Text # 3 vs. Text # 6 <br
/>Table 29. Paired-Samples t test: Text # 2 vs. Text # 5 <br />Table
30. One-sample t test: Text # 1 vs. Text # 4 <br />Table 31.
One-sample t test: Text # 6 vs. Text # 3 <br />Table 32.
Paired-Samples t test for Written Task # 1, questions (a) & (b) <br
/>Table 33. Paired-Samples t test for Written Task # 1, question
(c) <br />Table 34. Regression on oral production <br />Table 35.
Regression on judgment of oral usage: inception with MCAE hasta (Text
# 6 only) <br />Table 36. Regression on judgment of oral usage:
inception with non-MCAE hasta (Text # 3 only) <br />Table 37.
Regression on judgment differential for oral uses of inception with
MCAE and non-MCAE hasta <br />Table 38. Regression on judgment of
written usage of MCAE hasta (sentences 2, 9, and 12 only) <br />Table
39. Regression on judgment of written usage of non-MCAE hasta
(sentences 11 and 14 only) <br />Table 40. Regression on the judgment
differential for written uses of MCAE and non-MCAE hasta <br />Table
41. Regression on comprehension of written usage of MCAE hasta <br
/>Table 42. Regression on comprehension of written usage of non-MCAE
hasta <br />Table 43. Regression on comprehension differential for
written uses of MCAE and non-MCAE hasta <br />Table 44. Regression on
written production of hasta <br />Table 45. Summary of
hypotheses <br />Table 46. Summary of quantitative support for
research hypotheses</p><br /><b>Fecha de lectura o defensa:</b> 18 de
junio de 2012<br /><br /><b>Número de págs.:</b> 275<br /><br
/><b>Cómo obtener la tesis:</b> Thesis will be available via Pro
Quest in 2014<br /><br /><b>Correo-e del autor/a:</b>
<mikela_zhezha@hotmail.com><br /><br /><b>Información en la web
de Infoling:</b><br /> <a
href="http://www.infoling.org/informacion/T72.html" target="_blank">
http://www.infoling.org/informacion/T72.html</a></body></html>