Relevant bibliographies by topics / Foreign language Spanish

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Foreign language Spanish'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Foreign language Spanish.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Foreign language Spanish"

1

van Cleve, John. "Is Spanish a Foreign Language?" PMLA 110, no. 2 (March 1995): 266. http://dx.doi.org/10.2307/462918.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Alonso, Carlos J. "Spanish: The Foreign National Language." Profession 2007, no. 1 (December 2007): 218–28. http://dx.doi.org/10.1632/prof.2007.2007.1.218.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Murashkina, O. V. "To the Issue of Communicative Teaching Foreign Languages." Язык и текст 7, no. 2 (2020): 54–60. http://dx.doi.org/10.17759/langt.2020070206.

Full text
Abstract:
The article deals with the issue of teaching foreign languages with the usage of methods communicative. Communicative approach and communicative method are two interrelated concepts. Language competence developed in social context is the basis for successful communication in the target language. The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The problem of learning the correct pronunciation is key in learning Spanish at the initial stage due to the diverse dialectal variability of the Spanish language. The main difficulty in mastering Spanish phonetics is the variety of national variants and dialects, which at the level of sounding speech represent a motley allophonic picture. In this regard, the task of forming phonological hearing in the process of teaching Spanish as a foreign language is a priority. The difference between phonetic systems and phonological structures of the native and the studied foreign languages is the main reason for linguistic interferences, therefore it is important to determine the allophonic picture when teaching the phonetics of the Spanish language.
APA, Harvard, Vancouver, ISO, and other styles
4

Gonzalez, Cristina. "Spanish Is Not a Foreign Language." PMLA/Publications of the Modern Language Association of America 111, no. 3 (May 1996): 475–76. http://dx.doi.org/10.2307/463175.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pérez-Carmona, José Luis, Alejandro Vicente-Bújez, María Teresa Díaz-Mohedo, and José Luis Ortega-Martín. "Learning Spanish as a foreign language through Music." Aula Abierta 50, no. 2 (June 24, 2021): 643–52. http://dx.doi.org/10.17811/rifie.50.2.2021.643-652.

Full text
Abstract:
Music has multiple characteristics that make it an ideal tool for teaching and learning languages. Although some research has been done on this subject, there are still many areas to explore. This quantitative research presents survey data from 178 students of Spanish as a Foreign Language to better understand how adult learners use music and other media in their practice of Spanish. Non-parametric statistical tests were carried out. Data showed participants used music more frequently than other media as a means to practice Spanish outside of the classroom, despite having difficulties understanding the lyrics. Also, musical training was found to be an indicator of a higher level of lyrical comprehension. It was concluded that the growing popularity of Spanish language music, changes in music consumption, and the democratization of listening platforms— along with the ability that songs have to generate well-being and to create links, as well as to represent the target culture—were decisive factors in the use of songs in the learning of Spanish as a foreign language.
APA, Harvard, Vancouver, ISO, and other styles
6

Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.

Full text
Abstract:
Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
APA, Harvard, Vancouver, ISO, and other styles
7

Markham, Paul, and Lizette Peter. "The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension." Journal of Educational Technology Systems 31, no. 3 (March 2003): 331–41. http://dx.doi.org/10.2190/bhuh-420b-fe23-ala0.

Full text
Abstract:
The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission. The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The Spanish language dependent measure consisted of a 20-item multiple-choice listening comprehension test. The statistically significant results revealed that the English captions group performed at a considerably higher level than the Spanish captions group which in turn performed at a substantially higher level than the no captions group on the listening test. The article concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension.
APA, Harvard, Vancouver, ISO, and other styles
8

Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Anxiety about Foreign Language among Students in French, Spanish, and German Classes." Psychological Reports 82, no. 3 (June 1998): 1007–10. http://dx.doi.org/10.2466/pr0.1998.82.3.1007.

Full text
Abstract:
The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.
APA, Harvard, Vancouver, ISO, and other styles
9

Murashkina, O. V. "Problems in teaching standard Spanish pronunciation to Russian-speaking students." Язык и текст 5, no. 3 (2018): 62–66. http://dx.doi.org/10.17759/langt.2018050308.

Full text
Abstract:
The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The difference between phonetic systems and phonological structures of native and studied foreign languages is the main reason for linguistic interferences, that is why it is important to shape the allophonic picture when learning the phonetics of the Spanish language.
APA, Harvard, Vancouver, ISO, and other styles
10

Valdes, Guadalupe, Sonia V. Gonzalez, Dania Lopez Garcia, and Patricio Marquez. "Language Ideology: The Case of Spanish in Departments of Foreign Languages." Anthropology Education Quarterly 34, no. 1 (March 2003): 3–26. http://dx.doi.org/10.1525/aeq.2003.34.1.3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Foreign language Spanish"

1

Fournier-Kowaleski, Lisa A. "Depicting washback in the intermediate Spanish language classroom a descriptive study of teacher's instructional behaviors as they relate to tests /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1130425075.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ruiz-Funes, Marcela. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171122/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.

Full text
Abstract:
Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately got interested and wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only one school in Kabul city. Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul University; the researcher therefore, conducted this study to compares English and Spanish language teachers in the university and a private school. Moreover, students’ perceptions as regards learning a second language are explored as well as their experience and motives. Data for this research is collected with the help of ready-made questionnaire which was distributed to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international school, 50 students of Spanish department and 50 students of Kabul international school. In addition to this, five classes were observed in university and five in private school, which helped the comparison of teachers’ perceptions and factual teaching performance in the class. It was found that there are both similarities and differences among teachers of English and Spanish teachers when teaching these foreign languages. In schools these languages are taught superficially and teachers lack professional knowledge while in the university vice versa. This research also found that nearly all the staff and students in Spanish department are grown up in urban areas and none of the students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school were concerned about the impact of Spanish on Afghan society while students in the university and Spanish teachers had the counter idea. Moreover, it was found that in university students were given articles, assignments and topics from magazines and newspapers apart from daily lessons for the intention that students strengthen their Spanish language while this practice was hardly visible in school classrooms. In school Spanish language was taught on lecture based where students rarely found any chance for practice of the language and most of the time was allocated for the translation of Spanish.
TEMP Afganistan
APA, Harvard, Vancouver, ISO, and other styles
4

Kaple, Emily J. "IMPROVING SPANISH FOREIGN LANGUAGE LISTENING COMPREHENSION: AIDED BY PRONUNCIATION OR LISTENING PRACTICE?" Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196214325.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gago, Nuria. "Application of computer-based technology to the teaching of writing in Spanish as a foreign language a case study /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1477.

Full text
Abstract:
Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains ix, 118 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 62-67).
APA, Harvard, Vancouver, ISO, and other styles
6

Rose, Marda C. "Pragmatic development of L2 Spanish proposals in planning talk." Thesis, Indiana University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.

Full text
Abstract:

This study examines proposals made during planning talk—a speech act that has received little attention in previous literature—to determine the applicability of the stages of second language (L2) pragmatic development posited by Kasper and Rose (2002). Although Kasper and Rose suggest that formulas play a prominent role in L2 pragmatic development, few studies have considered the applicability of their stages to a non-formulaic speech act. The current study investigated proposal production in the planning talk of 69 participants: 46 learners of Spanish enrolled at five levels of instruction in a seven-week Spanish immersion program, 12 native Spanish speaking instructors in the same program, and 11 native English speaking undergraduate students at the same institution enrolled during the academic year. The L2 learners worked in groups of two or three as they planned three different role-plays during the seventh week of instruction. The native speakers met with the researcher in groups of two or three to complete the same role-plays in their first language (L1). A total of 1809 proposals and 351 supporting moves were produced in approximately four hours of planning talk. Analysis of transcriptions focused on the realization of the head-act strategies, deictic centering, internal and external modification, and the influence of the conversational context on the production of proposals. Results of this cross-sectional analysis suggest that learners do not pass through a formulaic stage when producing proposals in planning talk. The results also suggest that the learners' production of proposals exhibits a u-shaped curve as they adhere to L1 English norms at intermediate levels of proficiency before reflecting L1 Spanish norms at more advanced levels of instruction. L1 English influence was observed in the level of directness of the head-act strategies, the use of deictic centering, internal and external modification, and the influence of the conversational context. Results point to a new framework involving three universal stages of L2 pragmatic development in which L1 influence and pragmatic expansion are more salient.

APA, Harvard, Vancouver, ISO, and other styles
7

Ferch, Taryn. "Goal one, communications standards for learning Spanish and level one Spanish textbook activities a content analysis /." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1123082750.

Full text
Abstract:
Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2005.
"August, 2005." Title from electronic dissertation title page (viewed 12/18/2005) Advisor, Susan Kushner Benson; Committee members, Susan Colville-Hall, Catharine Knight, Lynn Smolen, Matt Wyszynski; Department Chair, Walter Yoder, Jr.; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
APA, Harvard, Vancouver, ISO, and other styles
8

Whipple, Melanie. "The effect of global awareness on a middle school foreign language student." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/r1/whipplem/melaniewhipple.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Krause, Alice. "Optimal Diphthongs| An OT Analysis of the Acquisition of Spanish Diphthongs." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567812.

Full text
Abstract:

This dissertation investigates the acquisition of Spanish diphthongs by adult native speakers of English. The following research questions will be addressed: 1) How do adult native speakers of English pronounce sequences of two vowels in their L2 Spanish at different levels of acquisition? 2) Can OT learnability models, specifically the GLA, account for the pronunciation of L2 diphthongs? If so, what constraints do learners use and how do these constraints interact? If not, what other model(s) might offer an improved analysis of L2 diphthongs? Participants completed two production tasks, a Nonsense Word task and a Question & Answer task. The participants were divided by level of acquisition – Beginner, Intermediate, Advanced – and there was a Native Speaker Control group. After the data was collected, F2 values and duration of vowel sequence were measured and used to categorize the pronunciations as monophthongs, diphthongs, or hiatus. It was found that the use of diphthongization increased with level of acquisition in the data for the Question & Answer task. Data from the Nonsense Word task did not reveal the same pattern; instead, the level of diphthongization was more or less equal across all levels of acquisition and with the Native Speaker Control group. The OT account was able to explain most of the data in this study. The GLA proved successful in demonstrating how constraints interact in the pronunciation of L2 diphthongs. However, there were L2 pronunciations for which OT could not account. It is suggested that linguistic models based on lexical frequency may offer insight into how to account for these pronunciations.

APA, Harvard, Vancouver, ISO, and other styles
10

Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

Full text
Abstract:
Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality and quantity of written composition in the foreign language classroom.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Foreign language Spanish"

1

Blair, Robert Wallace. Spanish: The ultimate foreign language adventure. Provo, UT: Power-Glide, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Exploring the Spanish language. London: Arnold, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

A, Succar O., and Stern Irwin, eds. Living Language conversational Spanish. New York: Crown Publishers, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Castells, Matilde Olivella de. Mosaicos: Spanish as a world language. Englewood Cliffs, N.J: Prentice Hall, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Castells, Matilde Olivella de. Mosaicos: Spanish as a world language. Englewood Cliffs, N.J: Prentice Hall, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Spanish verbs. Piscataway, N.J: Research & Education Association, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lara, Jesus. Quecha-Spanish-English Dictionary. S.l: Hippocrene Books, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Basic Spanish. Dubuque, Iowa: McGraw-Hill Contemporary Learning, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Colin, Smith. Langenscheidt's new standard Spanish dictionary: Spanish-English, English-Spanish. New York: Langenscheidt, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Colloquial Spanish: A complete language course. London: Routledge, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Foreign language Spanish"

1

Oud-de Glas, Maria. "The Difficulty of Spanish for Dutch Learners." In Perspectives on Foreign Language Policy, 41. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.05oud.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vincze, Orsolya, Marcos García-Salido, Ana Orol, and Margarita Alonso-Ramos. "A corpus study of Spanish as a Foreign Language learners’ collocation production." In Spanish Learner Corpus Research, 299–331. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/scl.78.11vin.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Neff, JoAnne. "Contrasting English-Spanish interpersonal discourse phrases: A corpus study." In Phraseology in Foreign Language Learning and Teaching, 85–99. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.138.08aer.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Koike, Dale April. "Transfer of pragmatic competence and suggestions in Spanish foreign language learning." In Studies on Language Acquisition, 257–84. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110219289.2.257.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Terantino, Joe. "Taking Spanish to the soup kitchen." In Effects of Service-Learning in Foreign and Second Language Courses, 7–30. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Higueras García, Marta. "Lexical collocations and the learning of Spanish as a foreign language." In Spanish Word Formation and Lexical Creation, 437–64. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/ivitra.1.18gar.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jódar-Sánchez, José Antonio. "FrameNet as a Resource to Teach Spanish as a Foreign Language." In Teaching Language and Teaching Literature in Virtual Environments, 121–49. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1358-5_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mendelson, Adam. "A Spanish Speaker and a Friend: Identity Transformation in Foreign Language Chat." In Technology and the Psychology of Second Language Learners and Users, 227–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34212-8_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gallardo, Matilde. "The teaching of Spanish as a foreign language at the University of Oxford." In Studies in the History of the Language Sciences, 227. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sihols.95.30gal.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Szyszka, Magdalena. "Multimedia in Learning English as a Foreign Language as Preferred by German, Spanish, and Polish Teenagers." In Second Language Learning and Teaching, 3–19. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07686-7_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Foreign language Spanish"

1

Dolzhich, Elena. "FOREIGN LANGUAGE INCLUSIONS IN SPANISH ACADEMIC DISCOURSE." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s10.024.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dolzhich, Elena, Svetlana Dmitrichenkova, and Pablo Ramirez Rodriguez. "LEARNING IDIOMS IN THE SPANISH FOREIGN LANGUAGE CLASSROOM." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1407.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Noskova, Anna. "LEXICAL ACTIVITIES IN LEARNING SPANISH AS A FOREIGN LANGUAGE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1076.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dolzhich, Elena, Svetlana Dmitrichenkova, and Yoandry Sanchez Pozuelo. "FOREIGN LANGUAGE TEACHING TO GEN Z STUDENTS (A CASE STUDY OF SPANISH LANGUAGE)." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0181.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ruxandra, Capraru Andreea. "Teaching Gender in Spanish as a Foreign Language: Gendered Occupational Nouns." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Morales Álvarez, María, and Javier Domínguez Pelegrín. "Beliefs of teachers of Spanish as a Foreign Language about pronunciation." In The 5th Electronic International Interdisciplinary Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/eiic.2016.5.1.522.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Belenkova, Nataliya, and Victoriya Davtyan. "PHONETIC-GRAPHICAL CORRELATION IN TEACHING SPANISH AS A SECOND FOREIGN LANGUAGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0412.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kittová, Zuzana, and Mária Spišiaková. "Teaching Spanish as a Foreign Language for Students of Economics and Business." In 3rd International Scientific Conference Teaching Methods for Economics and Business Sciences. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-356-2.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gimaletdinova, Gulnara, and Zilia Sadykova. "TEACHING SPANISH AS A FOREIGN LANGUAGE: ANALYSING SYNTACTIC CALQUES IN BILINGUAL SPEECH." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0998.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Romero Forteza, Francesca, and María Del Mar Sáinz González. "THEORETICAL-PRACTICAL APPROACH TO SELF-LEARNING SPANISH LANGUAGE AS A FOREIGN LANGUAGE THROUGH MOBILE DEVICES APPLICATIONS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2210.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Foreign language Spanish' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography