Browsing by Subject "Grammar"
Now showing 1 - 20 of 20
Results Per Page
Sort Options
Item A simple, practical model for knowledge discovery in textual information(Texas Tech University, 2003-12) Craig, Donald RNot availableItem Affect in the context of language: a bilingual experience(Texas Tech University, 1987-08) Marchioni, Kathryn Sue WortzThe purpose of this study was to determine whether language serves as a cue to affective states of bilingual individuals. Forty female coordinate Spanish-English bilinguals served as paid subjects. Velten's mood induction procedure (VMIP) was used both in its original form and in its Spanish translated form to induce mild, transitory mood states of depression and elation. The hypotheses of the study were: 1) significant differences in mood would be found between induced elation subjects and induced depression subjects, 2) the mood inductions in Spanish would have a greater effect than the mood inductions in English, and 3) greater effects for the mood induction would be found on a measure given in the same language as the mood induction than on a measure given in the other language. The independent variables were the mood of the induction (elation or depression), the language in which the mood induction took place (Spanish or English), and the language of the verbal dependent measure (Spanish or English). The mood of the induction and the language of the induction were between-subjects variables, whereas the language of the dependent measure was a within-subjects variable. The dependent variables were Spanish and English versions of the Multiple Affect Adjective Check List (MAACL) and a writing speed task. The MAACL is a verbal measure of mood, whereas the writing speed task is a behavioral measure of mood. Reading proficiency scores in each language were intended to serve as covariates; however, these scores failed to meet basic assumptions of covariance. A repeated measures analysis of variance was conducted for the MAACLs. An analysis of variance was conducted for the writing speed task. Results showed that the VMIP produced the expected changes in subjects' mood on the MAACLs but not on the writing speed task. However, neither the interaction between the language of induction and mood of induction nor the interaction between the language of induction, mood of induction, and language of MAACL were statistically significant. Therefore, only the first of the hypotheses was supported. Unexpected findings indicated that Spanish proficiency and the Spanish MAACL were positively correlated for the Spanish depression induction condition and that English proficiency and the English MAACL were negatively correlated for the English elation induction condition. These results are discussed. It is suggested that English may serve as a mediator to elated states and that Spanish may serve as a mediator to depressed states for subjects who are highly proficient in each of these languages. Spanish translation studies of the VMIP and the MAACL are presented in the appendices.Item An investigation of the phonological systems of monolingual and bilingual children(Texas Tech University, 1978-08) Harwood, LindaNot availableItem An analysis of the relationship between English non-word repetition and morphosyntax in bilingual children(2016-05) Gutierrez, Analea Patricia; Bedore, Lisa M.; Peña, Elizabeth PThis study evaluates the relationship of between phonological short-term memory, as measured by a non-word repetition task (NWR), and the performance on morphosyntax language tasks, as assessed by grammatical priming and the Bilingual Spanish Assessment (BESA)/Bilingual English Spanish Assessment Middle Extension (BESAME) morphosyntax subtest in English. Sixty-nine Spanish-English first graders were selected from a previous study. A correlational analysis indicated there was no relationship between phonological short-term memory and performance on the BESA or the priming task. A moderate significant relationship occurred between the two morphosyntax tasks. The results imply that children may require a foundation of grammatical knowledge before they are able to benefit from grammatical priming. Performance on the BESA suggests that children’s ability to learn new grammatical forms was not dependent on their phonological short-term memory.Item Aspects of phonology and morphology of Teotepec eastern Chatino(2015-05) McIntosh, Justin Daniel; Woodbury, Anthony C.; England, Nora C.; Epps, Patience L; Wechsler, Stephen M; Rasch, Jeffrey W; Suslak, DanielThis dissertation is a description of aspects of the phonetics, phonology and morphology of Teotepec Chatino (ISO 639-3 identifier: cya; here abbreviated as TEO), an indigenous language spoken by approximately 3800 people in the Sierra Madre del Sur, Oaxaca, Mexico. This work presents a synchronic description of the language based on data collected in the eld over the course of six eld trips totaling eighteen months. This investigation is based on a corpus of thirty hours of transcribed and analyzed texts of naturally occurring speech, narratives, data gathered during elicitation sessions, and an expansion of my earlier grammatical sketch (2011). The final result is a description of the phonology and phonetics of tone and some of the morphological processes that exist in the grammar. The focus of this work is to describe the structure of the language produced by native Teotepec speakers and how it is used in an array of contexts. This is reflected in a rich body of procedural texts, conversations, speeches, rants, polemics, prayers, and narratives. These texts are the basis for the description of how the language encodes speakers' knowledge about the world and their greater context. This work arrives at a description of the details of the language while also making broader generalizations about these details. It is not possible that this work cover all aspects of the phonology, phonetics, morphology and so part of the focus has been to capture particular facets of the language and explain them in a way that is detailed while broad enough to be useful to as many as audiences as possible. This includes scholars interested in typology, tone languages, historical linguistics of Otomanguean, linguistic anthropology, anthropology, and the history and culture of the Chatinos, southern Oaxaca and Mesoamerica. The dissertation is written in English; however, I often create grammatical write-ups and practical pedagogical materials for a Spanish literate audience. Materials for TEO have been and will continue to be made available to Spanish and English speakers in order to reach an audience that includes, but is not limited to, members of the community, local and regional educators and literacy efforts, and scholars engaged in the study of Chatino language and linguistics. The approach to this work is data-driven and text-based. It is written in basic descriptive terms, as outlined in Payne (1997); Shopen (2007); Dixon (2010), and Haspelmath (2010). In this way the writing is carried out with fewer aprioristic notions about the language. The goal is to describe the language in its own terms. Thus the researcher is open to discover completely new, unexpected phenomena, can be guided by the data and their own thinking (Haspelmath, 2010).Item Aspects of the phonology and morphology of Zenzontepec Chatino, a Zapotecan language of Oaxaca, Mexico(2014-08) Campbell, Eric William; Woodbury, Anthony C.This dissertation is an analysis of aspects of the phonology and morphology of Zenzontepec Chatino (ISO 639-3: czn), a Zapotecan (Otomanguean) language spoken in a remote area of Oaxaca, Mexico (16°32"N, 97°30"W). There are an estimated 8,000 speakers of the language, but its vitality is weakening due to accelerating shift to Spanish. The phonological analysis begins with the segmental inventory. After that, the autosegmental contrasts are treated, with the highlight being the tone system. The tone bearing unit is the mora, which may bear high tone /H/, mid tone /M/, or no tone Ø. In tone systems with a three-way contrast, the unspecified category is usually the mid-level one. Therefore, Zenzontepec Chatino is typologically unusual in this respect. Special chapters are devoted to phonotactics and phonological processes, including a play language of "speaking backwards" that sheds light on crucial phonological questions, such as the status of glottalization and the limits of prosodic domains. There are also chapters on special topics in phonology: regional variation, Spanish loanwords, and sound symbolism. Another chapter bridges the phonology and the morphology, defining and comparing the phonological word versus the grammatical word, and outlining the basic morphological building blocks: roots, affixes, clitics, and particles. After that, lexeme classes are defined using morphosyntactic criteria, providing a syntactic sketch of the language. The language is strongly head-marking with somewhat agglutinating and synthetic morphology. Another chapter gives an overview of verbal morphology, which is the locus of most of the language's morphology. The dissertation is the beginning of a full descriptive grammar and is part of a larger project to document Zenzontepec Chatino, complementing a dictionary and a documentary text corpus recorded in the community with native speakers. The theoretical approach is one in which the language is explored as much as possible on its own terms using naturalistic textual data supplemented by lexicographic and elicited material. The analysis is not bound by any formal framework, but it is informed by socio-cultural and diachronic considerations. It is situated in a typological perspective to offer more of a contribution to the scientific understanding of the structure of human language.Item A grammar of Chol, a Mayan language(2011-08) Vázquez Álvarez, Juan Jesús, 1971-; England, Nora C.; Zavala, Roberto; Epps, Patience L.; Woodbury, Anthony C.; Stuart, David S.This dissertation consists of a description of the grammar of Tila Chol. Chol is one of the 30 Mayan languages spoken in Mexico, Guatemala and Belize. This language is used by nearly 200,000 speakers, distributed in two main dialects: Tila Chol and Tumbalá Chol. The data for this thesis are mostly from Tila Chol. This dissertation includes aspects of phonology, morphology, and syntax from a contrastive and typological perspective. The grammar begins with general information about the speakers and the language (chapter one). Chapter two is a description of phonology, which includes the inventory of sounds, stress, syllabic patterns and phonological processes. Chapter three presents the properties of root/word classes, as well as affixes and particles. Chapter four is about the person and number markers. Chapter five provides the main features of word classes, such as verbs, nouns, adjectives, positionals, affect words, adverbs, minor classes and clitics. The next chapter (chapter six) deals with the elements that verbs can take, including incorporation of modifiers and noun incorporation. Chapter seven provides the main features of non-verbal predicates. In chapter eight, the structures of noun phrases, such as possessors, determiners and modifiers are presented. Chapter nine describes the structure of simple sentences in both verbal and non-verbal predicates. Chapter ten is devoted to the operations that changevalence, including passive, antipassive, reflexive/reciprocal, causative and applicative. Chapter eleven deals with information structure in the discourse, specifically topicalization and focus. Chapter twelve is a brief description of passive constructions as operations triggered by paradigmatic gaps related to obviation as documented in Algonquian languages. Chapter thirteen deals with complex predicate structures. Finally, in Chapter fourteen, the complex sentences are described, including complement clauses, relative clauses, adverbial clauses, conditional clauses and coordination. This grammar will provide useful information for current Chol projects related to strengthening and revitalization efforts, such as in the construction of pedagogical materials and will also be useful for the field of linguistics or other related areas.Item A grammar of Guna : a community-centered approach(2014-08) Smith, Wikaliler Daniel; England, Nora C.This dissertation is a descriptive grammar of Guna, a Chibchan language of Panama with an approximate 40,000 speakers. The aim of the dissertation is to provide a description of the language that is linguistically relevant and at the same time straightforward and readable for a wider audience that may include the community of Guna speakers. This work fills a gap that exists in the literature for Guna. Great work has been done about Guna in diverse areas and disciplines. However, as the Guna population seeks to become more involved in their own representation (Howe 2010), there exists a great need for a document that bridges the understanding of Guna linguistics with the community's efforts of language maintenance and revitalization. In order to accomplish this, chapters are written in such a way that topics can be easily located, linguistic concepts are fully explained, and the language used to describe specific linguistic phenomena is straightforward. The dissertation is organized as follows: Chapter 1 introduces the reader to the academic and cultural context in which the dissertation was written and the methodology used in data collection and writing; Chapter 2 describes the phonology of the language and explains different orthographies that have surfaced for Guna; Chapter 3 presents the roots/bases and the formatives that attach to them; Chapter 4 builds on the previous chapter to describe phrases that have nouns and modifiers as heads; Chapter 5 discusses verbal morphology; Chapter 6 gives a description of sentence formation, which includes different syntactic phenomena such as type of predicates, word order, and pragmatically determined word orders; Chapter 7 serves as a bridge between Chapters 6 and 8 as it describes serial verb constructions, structures with two verbs that function as one predicate; and Chapter 8 is an account of clause combinations in the language. Although Guna is still spoken and learned by children, its dwindling percentage of native speakers makes it an endangered language. Therefore, this grammar is a contribution to the field of linguistics and to the efforts of revitalization and maintenance within the community.Item A grammar of Sierra Popoluca (Soteapanec, a Mixe-Zoquean language)(2009-12) De Jong Boudreault, Lynda Juliet; Zavala, Roberto; England, Nora C.; Epps, Patience; Crowhurst, Megan; Woodbury, Anthony C.This dissertation is a comprehensive description of the grammar of Sierra Popoluca (SP, aka Soteapanec), a Mixe-Zoquean language spoken by approximately 28,000 people in Veracruz, Mexico. This grammar begins with an introduction to the language, its language family, a typological overview of the language, a brief history of my fieldwork, and the methodology undertaken in this study. The grammar continues with a description of the phonology of SP, followed by an overview of the word classes, including verbs, nouns, relational nouns/postpositions, adjectives, adverbs, and numbers, and formative types. The bulk of this grammar is devoted to the morphosyntax of Sierra Popoluca, including nouns and nominal morphology, verbs and verbal morphology, and the mechanisms for expressing tense, aspect, mood, and modality. The grammar also describes the complex predicate formation strategies and sentence-level syntax. A compilation of interlinearized texts appears in the appendix. Sierra Popoluca is an agglutinating, polysynthetic, head-marking language with a complex verbal system. It has ergative-absolutive alignment and its grammar is sensitive to animacy and saliency hierarchies, evident in the case marking and `split' plural systems. Its constituent order is verb-initial, although word order is pragmatically determined. Sierra Popoluca has a number of strategies to form complex predicates, which include verb serialization, noun incorporation, and dependent verb constructions. The data available in this grammar contributes a body of data and descriptive analysis to broad theoretical areas of linguistics as well as existing research on the Mixe-Zoquean language family, languages throughout Mesoamerica, and especially the Gulf branch of the Zoquean family.Item Grammar sequencing in the communicative Arabic classroom : students’ written production(2013-05) Kauffman, Alan Ray; Al-Batal, MahmoudOver the course of the past 20 years, the rise in popularity of communicative language teaching as an alternative to traditional methodologies in Arabic-language pedagogy has led many within the field to re-examine their instructional priorities and methodological tenets. In general, traditional pedagogical approaches in the field of Arabic-language instruction dictate front-loaded presentation of grammatical concepts. The premise of communicative language teaching, on the other hand, is based on the primacy of successful foreign language interactions, where students are sequentially provided the grammatical concepts that are required to accomplish specific and targeted communicative functions and tasks. Concordantly, the instruction of grammar concepts that are deemed surplus to the requirements of level-appropriate interactions is deferred until the student has become linguistically prepared to incorporate and effectively utilize more complex grammatical structures. This thesis presents the results of a study of students’ spontaneous and planned written production in Arabic focusing on the production of dual and feminine plural forms, which have been strategically delayed in the sequence of grammar presentation. Additionally, individual interviews with both students and instructors were conducted to gather their impressions of, and strategies for, dealing with the sequence of grammar presentation in which these concepts are delayed. Results indicate that students who were not presented detailed instruction regarding the dual and feminine plural constructs early in their pedagogical sequence displayed level-appropriate patterns of avoidance and generalization in their early language production. As students progressed through the third-year courses and into post third-year courses, they displayed high levels of successful incorporation of the Modern Standard Arabic dual and feminine plural forms in their written production. With their successful conceptual uptake, the learners demonstrate their ability to acquire grammatical concepts despite the sequential delay in presentation thereof. Interview results show students’ and instructors’ awareness of the intent and focus of the pedagogical sequence. Based on their personal experience in studying and/or teaching Arabic, and despite instances of frustrations or challenges arising from the delay in grammar sequence, all interviewees expressed their support and endorsement of the methodology.Item The grammar teaching toolbox : a resource for U.S. secondary school foreign language teachers(2012-05) Swann, Elizabeth Trippet; Horwitz, Elaine Kolker, 1950-; Sardegna, Veronica G.This Report presents a variety of grammar teaching options for secondary school foreign language teachers in the U.S. Grammar teaching forms a large, and, in my opinion, important part of the foreign language curriculum in U.S. secondary schools. This Report presents grammar teaching methods in the form of a “grammar teaching toolbox” to encourage a variety-based teaching approach and allow teachers to enrich their pedagogical repertoires. All methods discussed in this Report involve explicit discussion of form and take place at the presentation or input/intake stage of grammar teaching. Sample lesson plans and helpful references for each methodology are presented. The first chapters of the Report present a discussion of the intended context, a brief history of grammar teaching, an analysis of the central issues in the debate over form-focused instruction and an outline for incorporating grammar into the contemporary communicative classroom.Item Ibero-romance: comparative phonology and morphology(Texas Tech University, 1977-08) Bergquist, Mildred FrancilleThis study is designed to show the similarities and differences of the phonological and morphological developments among the three Ibero-Romance languages, Castilian, Portuguese and Catalan. Several studies have been done on the respective languages: R. Men^ndez-Pidal, Manual de gram^tica hist6rica espanola, R. Lapesa, Historia de la lengua espafiola, A. Badfa Margarit, Gram^tica hist6rica catalana, and E. Williams, From Latin to Portuguese. A few of these studies have not been limited to the treatment of one language as in the case of W. Entwistle, The Spanish Language Together With Portuguese, Catalan and Basque, but none has attempted a parallel comparative approach based on the histories, sound systems and word formations of the three Iberian romances.Item Manners of speaking : linguistic capital and the rhetoric of correctness in late-nineteenth-century America(2009-08) Herring, William Rodney; Roberts-Miller, Patricia, 1959-; Barrish, Phillip; Henkel, Jacqueline; Aune, James A.; Longaker, Mark G.A number of arguments appeared in the late-nineteenth-century United States about “correctness” in language, arguments for and against enforcing a standard of correctness and arguments about what should count as correct in language. Insofar as knowledge about and facility with “correct” linguistic usage could affect one’s standing in the social structure, such knowledge and facility functioned as a form of capital—linguistic capital. This dissertation considers treatments of linguistic capital in a variety of contexts, including verbal criticism, linguistics, composition pedagogy, and novels. The subject of Chapter 1 is verbal criticism, popular writings that quibble over the “correct” meanings of words. Verbal critics’ goals and conclusions, however, were often full of contradictions. My first chapter offers an explanation for these contradictions based on their resonance within late-nineteenth-century capitalism’s social structure. Chapter 2 centers around William Dwight Whitney‘s efforts to establish what he called the “science of language” in America. Whitney’s potentially progressive principles sometimes appear conservative, capable of rationalizing a laissez-faire politics with regard to language and class—a politics this chapter considers in relation to Whitney’s attempt to craft an ethos for the discipline of linguistics. My third chapter examines the dominant composition pedagogy of this period, current-traditional rhetoric, at a time when universities increasingly admitted middle-class students. Chapter 3 considers what types of cultural capital current-traditional pedagogy assumed its students possessed and what effects its assumptions imply. Chapter 4 focuses on William Dean Howells, whose realist novels represented the language of various characters as precisely as possible in an effort to encourage readers to accept speakers of non-prestige dialects. This chapter explores the possibilities and the limits of Howells’s efforts, and what those possibilities and limits imply for any progressive language policy. The Conclusion analyzes the most famous attempt by a professional organization to adopt such a progressive language policy, the Conference on College Composition and Communication’s “Students’ Right to Their Own Language.” Deliberation over this policy deeply divided teachers in the language arts. My conclusion considers why both sides may be right—and wrong—to think their preferred means can achieve what turns out to be an agreed-upon end.Item A reference grammar of Paresi-Haliti (Arawak)(2014-05) Brandão, Ana Paula Barros; Epps, Patience, 1973-This dissertation is a description of the grammar of Paresi. The Paresi people live in the State of Mato Grosso, near the city of Cuiabá. Paresi belongs to the Arawak family, and it is classified in a branch called Paresi-Xingu (Aikhenvald, 1999; Ramirez, 2001). This language is spoken by approximately 2000 speakers. The data for this thesis were collected mostly in the Formoso area. In this dissertation, I expand on the work of Rowan (1969, 1978, among other works), Silva (2009), and on my own work conducted in my Master's report (Brandão, 2010) in order to provide a comprehensive analysis of aspects of phonology, morphology, and syntax. The grammar is presented in eight chapters and an appendix with text samples. The first chapter includes general information about the speakers and the language. The second chapter describes the sound system. The segmental phonology is simple, with morphophonemic alternations on some roots and morphemes. The third chapter describes the closed words classes (pronouns, demonstratives, indefinites, numerals, quantifiers, postpositions, adverbs, interjections and ideophones). The fourth chapter examines nouns and the structure of noun phrases. The fifth and sixth chapters are descriptions of verb classes, valency, tense, aspect and modality. Verb roots can be intransitive, transitive, or ditransitive. There are three mechanisms to decrease valency and six mechanisms to increase valency. Paresi expresses time through tense, aspect, and temporal adverbs. It also distinguishes three modalities. The seventh chapter is about simple clauses and negation. In this chapter, evidence is presented for describing Paresi as an OV language. Finally, the eighth chapter, on clause combining, describes coordination and the three types of subordination: relative clauses, complementation and adverbial clauses. Grounded primarily in “basic linguistic theory”, this dissertation uses a Functional-Typological linguistic framework, informed by discussions about particular phenomena in the general linguistics literature.Item The role of experience in acquisition of English grammar(2011-05) Resendiz, Maria Dolores; Peña, Elizabeth D.; Bedore, Lisa M.; Byrd, Courtney T.; Sheng, Li; Vaughn, Sharon M.Children learn language through experience by hearing and speaking the target language (Lany & Gomez, 2008; Rinaldo & Caselli, 2008). Children with different levels of experience with English would be expected to perform differently on linguistic tasks, including grammatical performance, depending on the amount of experience they have with English. Previous studies have found differences in grammatical performance depending on the amount of English the child speaks at home and school and socioeconomic status (SES) (Gathercole, 2002a; 2002b). DeBot (2000) proposes an adaptation of Levelt’s (1993) blueprint of the speaker, where he postulates that individuals who have more experience with a second language will present with less influence from the first language. The current study aims to evaluate changes made from pre-test to post-test, as well as performance at pre-test and post-test in the use of grammatical and Spanish-influenced utterances by Spanish-English bilingual children with different amounts of experience with English. We also evaluated the grammaticality of the Spanish-influenced utterances produced. Eighty-four Spanish-English bilingual kindergarten age children with typically developing language participated in the pre-test, narrative intervention, and post-test. Children’s current use of English ranged from 3% to 100% of the time during a typical week, based on parent and teacher reports. We also evaluated the role of mother SES (using weighted values for mother’s level of education and mother’s occupation); scores ranged from 0 to 58. Consistent with predictions from DeBot’s (2000) adaptation of Levelt’s (1993) blueprint of the speaker, results show that experience with English did make a difference in performance. Children who had more experience with English produced more grammatical utterances and fewer Spanish-influenced utterances. Overall, a small amount of Spanish-influenced utterances were used, but when Spanish-influenced utterances were used, they were more likely to be ungrammatical. Consistent with previous studies, experience appears to be predictive of performance in the use of grammatical and Spanish-influenced utterances in English. Clinically, results demonstrate the importance of understanding the client’s experience with English when evaluating language performance. Future studies are needed to determine if similar patterns are evident in bilingual children with language impairment.Item Sentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairment(2011-05) Longo, Beata Korytkowski; Bedore, Lisa M.; Pena, Elizabeth D.In this thesis four children, between the ages of 6 and 7, identified as at risk for language or reading impairment, participated in a bilingual intervention. The bilingual literacy intervention included a grammatical component that incorporated past tense verb, noun phrase, and prepositional phrase instruction. The children completed a sentence repetition test (SRT), which allowed examiners to measure grammatical progress over the coarse of the intervention. Overall SRT results showed that moderate grammatical gains were made during the intervention. The study also provided data on the sensitivity of SRT in targeted grammatical areas. The results showed that the past tense verb and noun phrase portions of the SRT had low sensitivity to progress. These findings suggest that clinicians can use SRT to measure overall progress; however, supplemental tasks should be used to evaluate past tense verb and noun phrase abilities in English-dominant bilingual children with language or reading impairment.Item The unmotivated passive transformation(Texas Tech University, 1969-05) Smith, Michael DouglasNot availableItem Using the Dictogloss in the high school foreign language classroom : noticing and learning new grammar(2010-05) Hornby Uribe, Amy Jean; Abrams, Zsuzsanna; Blyth, Carl; Horwitz, Elaine; Salaberry, Rafael; Schallert, DianeThe purpose of this classroom-based study was to create a variation of the Dictogloss that is successful in teaching target grammar within a meaningful context in beginning level secondary foreign language classrooms. Specifically, the study aimed to find out if there were differences in the amount of target grammar (demonstrative adjectives and the imperfect tense) noticed, learned and used by students in the three treatment groups: Treatment Group 1 completed a traditional Dictogloss with the last phase being a self-reflection activity, Group 2 was the same as Group 1, except the learners saw a written version of the text during the first reading in addition to hearing the text. Both the written text and a whole class discussion during the last stage of the Dictogloss were added to the lessons completed by Group 3. Differing from traditional DG studies that tend to examine Language Related Episodes, quantitative data was collected via pre, immediate post and delayed post-tests which consisted of multiple-choice and fill-in-the-blank questions. Although there were significant within-group differences for all three groups, indicating that the participants in all groups noticed and began learning the target grammar, there were no significant between-groups differences, suggesting that the addition of the written text and class discussion did not increase the amount of target grammar learned by the students. While the test scores showed that the participants’ knowledge of the TG did improve, the fact that many participants never scored above chance level shows that the Dictogloss is not an effective stand-alone activity for teaching TG. Qualitative data was also collected via student surveys and the written metatalk produced during self-reflection activities. The participants were asked what they liked, did not like and what they learned during the Dictogloss lesson. The data was analyzed using Content Analysis which revealed three themes: organization and administration of the Dictogloss based on the theoretical framework of the Dictogloss, issues regarding the texts and the Dictogloss and learning. The collaborating classroom teacher was interviewed two times in order to further analyze the effectiveness of using the variations of the Dictogloss with beginning Spanish FL learners.Item Item Vowel harmony in the verbal derivational suffixes of modern Swahili(Texas Tech University, 1971-05) Filler, Robert DeanNot available