Journal articles: 'Foreign language Spanish'

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Iovenko, V. A. "School of Spanish." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 231–33. http://dx.doi.org/10.24833/2071-8160-2014-5-38-231-233.

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Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002, the Department of Spanish Language separated from the Department of Roman Languages and is teaching students of all Departments and at all stages of educating at MGIMO, including almost all masters programs. It is hard to imagine successful language learning without the understanding of a broad cultural context. This is why the Department supports the Spanish theater for more than 20 years. Currently, the Department is headed by of professor, Doctor of Philology Valery Iovenko. The Department staff includes more than 45 teachers who successfully address new educational and scientific objectives, creating teaching materials, fully adapted to the new educational standards.

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Leal, Maria Jesús. "Spanish as a Foreign Language in Humanities Studies." International Journal of Communication and Linguistic Studies 13, no. 1 (2015): 15–23. http://dx.doi.org/10.18848/2327-7882/cgp/v13i01/43598.

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Pajić, Sonja. "Dramatization in teaching Spanish as a foreign language." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 13 (2019): 201–9. http://dx.doi.org/10.5937/zrufpl1913201p.

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Corbacho Sánchez, Alfonso, and Luis Javier Conejero Magro. "Humour as a pedagogical tool in the teaching of English and German equivocal words." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 645–53. http://dx.doi.org/10.18844/cjes.v13i4.3886.

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This article proves statistically the effectiveness of humour in the teaching of English and German to Spanish students of foreign languages. The referred lexicon is particularly troublemaking because of the difficulties that such vocabulary poses for Spanish learners of not-Latin-originated languages. The approach followed is a quantitative and contrastive analysis and was carried out with four groups of Spanish learners. The experimental groups (one for each language) were presented with the input they were supposed to learn in sentences and contexts in which the use of the English/German term, with the meaning of its Spanish ‘false friend’, resulted in nonsensical and highly humorous utterances. The presentation of the same lexical items to the control groups was more neutral and deliberately bereft of humour. After that, the participants were set a test to find out whether or not they remembered the proper sense of the lexicon taught and could also use it correctly. The results are conclusive and the outcome strongly supports the beneficial effects of pedagogical humour in the language classroom. Keywords: Humour, English as a foreign language, German as a foreign language, L2 resources, motivation, vocabulary development.

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Hidalgo, Margarita. "Language contact, language loyalty, and language prejudice on the Mexican border." Language in Society 15, no. 2 (June 1986): 193–220. http://dx.doi.org/10.1017/s004740450000018x.

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ABSTRACTThis paper documents attitudes toward English, Spanish, and Spanish-English Code-switching in Juarez, Mexico, the oldest and largest city along the Mexican–U.S. border. It refutes the finding of related work which has shown two distinct orientations – integrative and instrumental – toward English as a foreign and as a second language, but supports various assumptions regarding the relationship between attitudes and use and the impact of the local milieu on language attitudes. It also explores attitudes toward correctness and sentiments of language loyalty, and highlights the influence of language loyalty on perceptions of Spanish-English Code-switching. Eighty-five Juarez residents were interviewed. (Language attitudes, so-ciolinguistics, Hispanic linguistics, border studies, ethnic studies, Latin American studies)

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Carlson, Matthew T. "Making Room for Second Language Phonotactics: Effects of L2 Learning and Environment on First Language Speech Perception." Language and Speech 61, no. 4 (April 9, 2018): 598–614. http://dx.doi.org/10.1177/0023830918767208.

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Language-specific restrictions on sound sequences in words can lead to automatic perceptual repair of illicit sound sequences. As an example, no Spanish words begin with /s/-consonant sequences ([#sC]), and where necessary (e.g., foreign loanwords) [#sC] is repaired by inserting an initial [e], (e.g. foreign loanwords, cf., esnob, from English snob). As a result, Spanish speakers tend to perceive an illusory [e] before [#sC] sequences. Interestingly, this perceptual illusion is weaker in early Spanish–English bilinguals, whose other language, English, allows [#sC]. The present study explored whether this apparent influence of the English language on Spanish is restricted to early bilinguals, whose early language experience includes a mixture of both languages, or whether later learning of second language (L2) English can also induce a weakening of the first language (L1) perceptual illusion. Two groups of late Spanish–English bilinguals, immersed in Spanish or English, were tested on the same Spanish AX (same–different) discrimination task used in a study by Carlson et al., (2016) and their results compared with the Spanish monolinguals from Carlson et al.’s study. Like early bilinguals, late bilinguals exhibited a reduced impact of perceptual prothesis on discrimination accuracy. Additionally, late bilinguals, particularly in English immersion, were slowest when responding against the Spanish perceptual illusion. Robust L1 perceptual illusions thus appear to be malleable in the face of later L2 learning. It is argued that these results are consonant with the need for late bilinguals to navigate alternative, conflicting representations of the same acoustic material, even in unilingual L1 speech perception tasks.

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Enriquez, Javier Julian. "Metaphorical and Strategic Competence in the Spanish Language Teaching Classroom as a Foreign Language through Task-Based Learning Methodology." JURNAL PENDIDIKAN PROFESI GURU INDONESIA (JPPGI) 1, no. 1 (February 8, 2021): 1–10. http://dx.doi.org/10.30598/jppgivol1issue1page1-10.

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This article focuses on highlighting the application of discourse analysis in the Spanish Language Teaching as a Foreign Language. Especially, it does emphasize the importance of the conceptual fluency acquisition, as a strategic competence in particular, and as a communicative competence in general for non-native speakers of other languages enrolled in Spanish courses as a foreign language. That is, it does draw attention to Metaphorical Competence (MC), which can be defined as the ability to acquire, create, and interpret metaphors in the target language. For this purpose, we have chosen a Golden Age poet, Gongora, considered by most literary critics as the most influential and important poet in Spanish-language poetry, whose works represent the most admirable literary masterpieces in the western classical literature and Baroque poetry. In the same way, we would like to bring to light his literary value, excellent, and didactic potential for teaching poetry in the second language classroom, underpinned by a Task-based Learning methodology.

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Cenoz, Jasonc. "Age differences in foreign language learning." ITL - International Journal of Applied Linguistics 135-136 (January 1, 2002): 125–42. http://dx.doi.org/10.1075/itl.135-136.06cen.

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Abstract This article is based on the results of a project that analyses the linguistic development of English as a third language at different ages in a bilingual program. Specifically, it examines the influence of the age of introduction of English as a foreign language on general proficiency. Participants were 60 secondary school students who had Basque and/or Spanish as their first language and Basque as the language of instruction except for the subjects Spanish and English. All the students had studied English for six years but they had started learning English at different ages. Half of the students started learning English in grade 6 and the other half in grade 3. All the participants completed a battery of tests and questionnaires including different measures of proficiency in English: story telling, listening comprehension, composition, grammar and cloze test. The results indicate that older learners present a higher level of proficiency in English. The differences between older and younger students are discussed as related to several factors involved in foreign language learning.

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Ivaz, Lela, Kim L. Griffin, and Jon Andoni Duñabeitia. "Self-bias and the emotionality of foreign languages." Quarterly Journal of Experimental Psychology 72, no. 1 (June 13, 2018): 76–89. http://dx.doi.org/10.1177/1747021818781017.

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Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a language’s foreignness versus its non-nativeness. We employed the same self-paradigm (a simple perceptual matching task of associating simple geometric shapes with the labels “you,” “friend,” and “other”), testing unbalanced Spanish–Basque–English trilinguals. We applied the paradigm to three language contexts: native, non-native but contextually present (i.e., non-native local), and non-native foreign. Results showed a smaller self-bias only in the foreign language pointing to the foreign-language-induced psychological/emotional distance as the necessary prerequisite for foreign language effects. Furthermore, we explored whether perceived emotional distance towards foreign languages in Spanish–English bilinguals modulates foreign language effects. Results suggest that none of the different indices of emotional distance towards the foreign language obtained via questionnaires modulated the self-biases in the foreign language contexts. Our results further elucidate the deeply rooted and automatic nature of foreign-language-driven differential emotional processing.

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DeFeo, Dayna Jean. "Spanish Is Foreign: Heritage Speakers’ Interpretations of the Introductory Spanish Language Curriculum." International Multilingual Research Journal 9, no. 2 (February 12, 2015): 108–24. http://dx.doi.org/10.1080/19313152.2015.1016828.

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Hubert, Michael D. "Foreign language production and avoidance in US university Spanish-language education." International Journal of Applied Linguistics 21, no. 2 (July 2011): 222–43. http://dx.doi.org/10.1111/j.1473-4192.2010.00276.x.

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Dahl, Susan G., Beth Plott, and Jonathan D. Kaplan. "Foreign Language Tutoring - Implications for Software Development." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 19 (October 1996): 962–66. http://dx.doi.org/10.1177/154193129604001902.

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Over the past ten years, the Army Research Institute (ARI) Advanced Training Methods Research Unit (ATMRU) has developed tools and techniques to support the Army's language training needs. Most notably, a PC-based military language tutor (MILT) has been developed to teach Arabic and Spanish skills. One of the most powerful elements of this tool is its authoring component, in which an Arabic or Spanish instructor need not be a trained linguist to develop lessons that include a wide variety of exercise types (e.g., multiple choice, full discourse). This capability is possible through the MILT's graphical user interface and embedded natural language processing (NLP) component. This paper describes the process through which this tool was designed to provide a flexible authoring capability as well as a powerful instructional delivery system for a wide target audience.

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Murashkina, O. V. "Dialectal variation in the Spanish language as a problem of mastering spoken language by Russian-speaking students." Cuadernos Iberoamericanos, no. 2 (June 28, 2015): 90–94. http://dx.doi.org/10.46272/2409-3416-2015-2-90-94.

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The article deals with the problem of phonological hearing formation in the process of teaching Spanish as a foreign language. The main difficulty of mastering Spanish phonetics is the diversity of nationalvariants and dialects of the Spanish language, as they represent the varied allophonic picture at the levelof speech.

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Conceição Silva, Cristiane, and Plínio Almeida Barbosa. "The contribution of prosody to foreign accent: A study of Spanish as a foreign language." Loquens 4, no. 2 (January 18, 2018): 041. http://dx.doi.org/10.3989/loquens.2017.041.

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The aim of this study is to analyze the contribution of prosody on the perception of foreign accent by Brazilian learners of Spanish. The data were collected from 15 participants and a control group of 5 native Spanish speakers. A perceptual test was performed with two different speech styles (reading and storytelling) and with delexicalized and natural speech. The speech production was judged by 24 native Spanish subjects. First, they had to determine the nationality of the speaker by listening to the delexicalized excerpts in Spanish (storytelling). After that, the listeners used a continuous scale to rate the excerpts (reading and storytelling) for the degree of foreign accent in Spanish. The results suggest that it is possible to identify foreign accent only with the prosodic information provided in the delexicalized stimuli, i.e., f0, duration, and overall intensity. In addition, the perceptual test allowed us to assess the degree of foreign accent of each subject while revealing the great variability of their production. Finally, concerning the external data, the following factors predicted foreign accent among the learners: gender, length of residence in Spain, formal language instruction in Brazil, age of arrival in Spain, and reported use of Brazilian Portuguese in Spain. These results confirm the crucial role of naturalistic learning of a foreign language, as shown by previous studies.

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Gibson, Todd A. "The Influence of Native- Versus Foreign-Accented Speech on Spanish–English Bilingual Children's Spanish Receptive Vocabulary Performance: A Pilot Study." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 710–16. http://dx.doi.org/10.1044/2019_lshss-18-0136.

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Purpose There are many fewer speech-language pathologists (SLPs) who can administer Spanish language testing than there are children in the United States who need such testing. Although there are precautions against language testing by foreign speakers, results from testers using native- versus foreign-accented speech have not been compared using popular picture-pointing vocabulary tests of the sort used by SLPs. Therefore, we sought to determine if nonnative Spanish speech (i.e., foreign-accented speech) was sufficient for the administration of a Spanish receptive vocabulary test. Method Using a single group, within-subjects design, 15 Spanish–English bilingual 5-year-olds from a low socioeconomic background listened to native- and foreign-accented digital audio recordings of targeted vocabulary words. Native- and foreign-accented testing was counterbalanced with a 2-month interlude. Using standard procedures, children were also administered English and Spanish–English bilingual picture-pointing vocabulary tests. Language histories were collected from caregivers and teachers. Results Standard scores were significantly lower for foreign- than for native-accented Spanish vocabulary testing. However, native-accented testing produced outcomes similar to those found in the literature for standard administration procedures. Conclusions Results support precautions that language testers should be proficient in the language of testing. However, standardized picture-pointing receptive vocabulary tests might be amenable to adaptations using recorded speech instead of standard procedures. This potentially extends the number of SLPs who might administer some Spanish testing.

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Gomez-Dominguez, Maria, M. Carmen Fonseca-Mora, and Francisco H. Machancoses. "First and foreign language early reading abilities: The influence of musical perception." Psychology of Music 47, no. 2 (January 15, 2018): 213–24. http://dx.doi.org/10.1177/0305735617746734.

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There is a growing body of literature that recognises how music perception affects first-language learning, but much less is known about its influence on foreign-language reading skills. The purpose of this paper is to examine the effect of music perception abilities on the acquisition of some foreign early reading skills based on their transference from first language. Data for this study were collected from 63 Spanish-speaking English-language learners studying second grade of primary school. We used a music perception test and the Early Grade Reading Assessment battery, which measures early reading skills in both languages. A mediation analysis using structural equation modelling was performed, integrating music perception and letter-sound knowledge, initial sound identification, and familiar word and pseudoword reading in Spanish and English. This research provides new insights into how music perception affects early reading skills in both languages. These findings indicate a transfer of music perception abilities to first-language alphabetic principle, phonemic awareness and word recognition skills that affect foreign language early reading abilities.

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Dronova, Svetlana. "Board games in learning foreign languages: theory and practice (on the example of Spanish language)." Современное образование, no. 1 (January 2021): 59–70. http://dx.doi.org/10.25136/2409-8736.2021.1.35174.

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  The goal of this article consists in assessment of possibilities of using board games in the process of learning foreign languages. The object of this research is gamification in learning foreign languages, the subject is the educational potential of board games in teaching foreign languages to adolescents and adults. The relevance of this work lies in finding the new forms of integration of educational process and practical activity. The author notes an important advantage of communication in foreign language during the game over other forms of educational communication in shifting the focus of students’ attention and perception of foreign language as an instrument for achieving the goals of the game, rather than an end in itself. Special attention is given to variability of implementation of each game and ways of adapting to the educational goals, level of attainment, and allocated time. Based on the general scientific methods, such as literature searches, analysis and synthesis, classification, as well as empirical methods, such as experiment, observation and comparison, the  author provides methodological substantiation and review of the eight board games; seven of them are intended for learning any foreign language, not Spanish alone, which is taken as an example in this research. The article carries out classification of board games and gives comparative characteristic of the two types of games used in the educational process. The acquired results are of a practical nature and can be applied in teaching foreign languages on any level or stage of education. All methodologies were tested in learning Spanish language at the university in non-linguistic specialties, and demonstrated high effectiveness.  

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CohenMiller, Anna. "Stealth Language Teaching: A Preschool Foreign Language Pilot Program." Practicing Anthropology 30, no. 1 (January 1, 2008): 50–53. http://dx.doi.org/10.17730/praa.30.1.qh1j90u1466t77p3.

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In 2003, I worked at the Deacon Park Preschool1, non-profit private preschool in Atlanta, Georgia, to create a foreign language-learning environment that used second language (L2) as a medium for the curriculum instead of as a separate subject matter. With a background in Montessori education, through first hand experience as a student as well as professional experience as a Montessori teacher, I was interested in the possibility of creating a Montessori inspired content-based environment where early learners (ages ranging from months to 5 years old) could be exposed to Spanish as a natural part of their day.

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Rivera, Joel Laffita. "Orthography Analysis-Spanish Graphical Accentuation Setting." International Journal of Contemporary Education 2, no. 2 (September 16, 2019): 130. http://dx.doi.org/10.11114/ijce.v2i2.4528.

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This research article is setting up an outlined-linguistic-overview regarding to the use of the “Tilde” in the writing context of Spanish Language. The study looked over various-literature-materials from different sources and added new-insights into its contextual framework to expose Spanish-language-Orthography such as Words-Type; Accents-Type; Vocabulary and Grammar-Patterns. The use of the “tilde” in teaching and learning Spanish as Second Foreign Language (ELE) continue to be a focus of concern and discussion among Spanish language teachers as well as the learners of this particular foreign language subject (FLs). Numerous studies have emphasized on the need to provide accuracy-learning-materials in relation to this orthography-linguistic-trait. Consequently to this observation, the study aimed to deliver valuable text-references through which Spanish language learners know about the application of the “Tilde” in the writing system of Spanish language. Furthermore, methodological schemes are provided to assist Spanish language teachers in formatting and delivering Spanish-language-assignments that fit into the subject-matter-discussed.

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Muñiz Cachón, Carmen. "The teaching of Spanish as a foreign language in the work of Navarro Tomás." Loquens 5, no. 1 (July 2, 2018): 047. http://dx.doi.org/10.3989/loquens.2018.047.

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On the hundredth anniversary of the Manual de pronunciación española by Navarro Tomás, the great contribution of this work to the teaching of Spanish as a foreign language is highlighted. It is put on a parallel with A Primer of Spanish Pronunciation, also published by Navarro Tomás in collaboration with Espinosa, in 1926, aimed at Anglo-American students. These studies were made at a time when a change in the teaching methodology of foreign languages was made thereby giving it the prominence it deserved.

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Qian, Cheng, and Zhao Ke. "Language choice at a Chinese subsidiary of a Spanish bank." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 45–62. http://dx.doi.org/10.5209/clac.65647.

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This study explored language management in Banco Santander in China, a multilingual workplace where two major languages, Spanish and Chinese, are used along with English as a lingua franca. We collected data through conducting interviews with four senior managers in charge of human resources, strategic development, retailing and commercial banks to understand how languages are used and managed in this Spanish bank. Analyses of data revealed consistencies and inconsistencies between employees’ choices of language and beliefs as mediated by relevant social cultural, corporate and linguistic factors. The findings shed light on the complexity of language management at a Spanish bank in China against the backdrop of the changing scenario of foreign direct investment. They highlight the importance for multinational corporations to manage languages in response to multilingual challenges at workplaces in China.

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Hornikx, Jos, Frank van Meurs, and Marianne Starren. "Welke Associaties Roepen Vreemde Talen in Reclame op?" Toegepaste Taalwetenschap in Artikelen 74 (January 1, 2005): 71–80. http://dx.doi.org/10.1075/ttwia.74.07hor.

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In multilingual advertising, a foreign language is often used for symbolic purposes. Symbolic associations carried by the foreign language are assumed to transfer to the product advertised. Although a number of suggestions have been made as to the associations generated by foreign language use, it has never been tested what associations are actually evoked in the minds of the consumers, and whether these association are only positive. In an experimental study, 78 Dutch respondents were asked to write down their associations with advertisements for one product which were identical except for the foreign language in which they were written (French, German, or Spanish). Some associations were shared by the three languages, but there were also large differences in the kinds of associations. Half of the associations with French and Spanish were positive. With German, only a third of the associations were positive and a relatively high number of negative associations were found.

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HyeJin Cho. "Spanish as a Foreign Language and Strategies of Politeness." Journal of Mediterranean Area Studies 18, no. 3 (August 2016): 77–99. http://dx.doi.org/10.18218/jmas.2016.18.3.77.

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Nogueroles López, Marta. "Listening comprehension processes in Spanish as a foreign language." Doblele. Revista de lengua y literatura 5 (December 7, 2019): 4. http://dx.doi.org/10.5565/rev/doblele.55.

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Sanchez, Aquilino. "Renaissance Methodologies for Teaching Spanish as a Foreign Language." Histoire Épistémologie Langage 9, no. 2 (1987): 41–60. http://dx.doi.org/10.3406/hel.1987.2424.

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Lanseros Sánchez, Raquel, and Remedios Sánchez García. "Intervención en CL para ELE mediante textos literarios. La poesía de Antonio Hernández aplicada al aula de nivel avanzado." Investigaciones Sobre Lectura, no. 7 (January 31, 2017): 73–84. http://dx.doi.org/10.37132/isl.v0i7.181.

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This article seeks to enhance reading comprehension from the area of Spanish as a foreign language, as well as to raise awareness of the cultural richness of literature written in the Spanish language. It aims to delve into the classroom applicability of literary texts and their didactic exploitation. In order to achieve this, we have selected several poems by Antonio Hernández, whose quality and magnitude represent a benchmark in contemporary Spanish poetry. The objectives are to expand the vocabulary of students of Spanish as a foreign language, to approach poetry in the advanced level Spanish classroom through different means which help us meet the challenge and improve the students’ skills in the field of reading comprehension, by using poetic texts. We will work with Antonio Hernández in order to exemplify the educational possibilities of poetry in the classroom of Spanish as a foreign language. Target key competencies inthis paper are linguistic competence and autonomy of learning.

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Lanseros Sánchez, Raquel, and Remedios Sánchez García. "Intervención en CL para ELE mediante textos literarios. La poesía de Antonio Hernández aplicada al aula de nivel avanzado." Investigaciones Sobre Lectura, no. 7 (January 31, 2017): 73–84. http://dx.doi.org/10.24310/revistaisl.vi7.10982.

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This article seeks to enhance reading comprehension from the area of Spanish as a foreign language, as well as to raise awareness of the cultural richness of literature written in the Spanish language. It aims to delve into the classroom applicability of literary texts and their didactic exploitation. In order to achieve this, we have selected several poems by Antonio Hernández, whose quality and magnitude represent a benchmark in contemporary Spanish poetry. The objectives are to expand the vocabulary of students of Spanish as a foreign language, to approach poetry in the advanced level Spanish classroom through different means which help us meet the challenge and improve the students’ skills in the field of reading comprehension, by using poetic texts. We will work with Antonio Hernández in order to exemplify the educational possibilities of poetry in the classroom of Spanish as a foreign language. Target key competencies inthis paper are linguistic competence and autonomy of learning.

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SAKOVETS, Svetlana Aleksandrovna, Sofya Vladimirovna KUDRYASHOVA, and Marina Georgievna KALININA. "ASPECTS OF TEACHING TRANSLATION IN THE FIELD OF PROFESSIONAL COMMUNICATION (ON THE MATERIAL OF LEGAL TEXTS IN GERMAN AND SPANISH)." Tambov University Review. Series: Humanities, no. 177 (2018): 16–29. http://dx.doi.org/10.20310/1810-0201-2018-23-177-16-29.

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We analyze methods of teaching foreign legal vocabulary, legal texts translation that are important for the student translation skills development as well as to compare the linguistic and national cultural specifics of German, Spanish and Russian legal texts. The research material is jurisprudence area in German and Spanish and national legal systems since specialized translation requires preliminary (background) knowledge to understand a legal text properly. The students of the legal Spanish/German language must have the language competence allowing to make a translation close to the original text. The research material is the criminal and civil codes of Germany and Spain, dictionaries of legal German and Spanish languages, publications of periodicals, linguistic scientific articles and monographs. The need of study the methods of teaching foreign legal language and translating legal texts is quite evident on the universal contemporary background of the dynamic development of cross-cultural communication. The specifics of the German and Spanish legal languages, their structural and semantic features, functioning and methods of translating the legal texts are not studied thoroughly. This makes our study highly relevant to present works. In the given research we used descriptive and comparative methods, the method of lexicographic selection developed in the analysis of German verbs of possession as well as the interpretative analysis of legal German and Spanish languages.

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García Bermejo, María Luisa. "Foreign language education in Spain: A historical view." European Journal of Applied Linguistics 9, no. 1 (January 28, 2021): 115–35. http://dx.doi.org/10.1515/eujal-2020-0021.

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Abstract Foreign language education (FLE) has always been a pending issue in Spain. However, after the accession to the European Union, globalisation and the European Commission language policies (European Commission 1995), new and more effective approaches to language teaching have been progressively established. Bilingual education has proved to be a successful pedagogical model to increase the knowledge of languages and content (Lasagabaster and Ruiz de Zarobe 2010). This article overviews the development of FLE in Spain from the mid-20th century to date. The main methodological changes from traditional models such as grammar-translation, direct and audio-visual methods to communicative approaches like task-based language teaching and, more recently, CLIL (Content and Language Integrated Learning), will be examined in the light of the Spanish official language policies.

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قــيس إبـراهــيم, غــيداء. "Análisis de Errores Semánticos por la Interferencia de la LM y LE1 en la Producción Escrita de los Aprendices Iraquíes de ELE." Al-Adab Journal 1, no. 121 (December 13, 2018): 37–56. http://dx.doi.org/10.31973/aj.v1i121.268.

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The Interference and Transition Errors in the Fild of Semantic Resulting from First and Second Language in The Writing Production of Iraqi Apprentices when Teaching Spanish as a Foreign Language The acquisition of a foreign language for students can not be crossed only with the help of a. Here, the student begins to strengthen his tools of the rules and vocabulary (semantic, cultural), stages enhances the linguistic and communicative abilities, and the role of a professor in the field of foreign language learning is to help the student to overcome the difficult stages and prevent the commission of linguistic errors, for example, the negative interference of the mother language or any second language , the learner acquired during the various stages of study. To overcome such mistakes so we must - the task of the professor- identify strategies used by the student while speaking, writing when learning a foreign language with the knowledge of its causes, and so we can find ways to identify them with the correct teaching aids. Recently, it appeared the subject aroused the interest of many researchers in the field of foreign language learning, and that is the subject of "Analysis Errors", this new interest fields transforming the concept of error of old and traditional concept and put it in the new evaluation, as it is currently considered one of the essential tools in modern teaching methods when teaching a foreign language. So we all know that any foreign language education methods, in all stages, full of challenges and obstacles to the professor and to the student too. So this investigation is the my summary of continued and direct remarks with the Iraqi learner the Faculty of Languages in Baghda. It was highlighted in our research on the extraction of the following: The negative interference and transition errors in the semantic field, committed by the iraqi university student when he learned Spanish as a foreign language. And what causes it? And how to avoid them in the future? The study cited many examples extracted from three different stages of learning (intermediate and advanced) from the texts of Iraqi students in the Department of Spanish language / Faculty of Languages in Baghdad for two academic years, the interest of which is to know what the wrong strategies practiced by the learner in written tests - in the advanced stages of learning Spanish language - and identify the most important errors and concluded the results of research and recommendations that will contribute to the provision of the problems of the study solutions.

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Martínez-Gómez, Aída. "Language rights and interpreting services in Spanish prisons." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 6 (December 31, 2017): 813–34. http://dx.doi.org/10.1075/babel.00015.mar.

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Abstract Criminal justice systems throughout the world are becoming increasingly aware of the challenges posed by language barriers. However, that awareness is still limited to the realm of court proceedings, whereas legislation aiming to protect language rights of foreign prisoners is scarce and vague. In the particular case of Spain, only a few provisions in the Prison Rules envisage the notion of language assistance, making it explicit that such support is to be provided by other prisoners or staff. This paper aims to analyze the implications of an underdeveloped language policy in the realm of Spanish penitentiary institutions, focusing on how the specific measures stemming from that policy affect the rights of imprisoned foreign nationals. Against the backdrop of the limited legislative coverage of language issues, communication strategies seem to be based on the linguistic assimilation of foreign language-speaking inmates, either to communicate directly with staff or to serve as interpreters for newly arrived fellow inmates. Causes and consequences of these strategies are discussed in this paper, including an analysis of the quality of the interpretations that nonprofessional prisoner-interpreters are able to provide.

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BITI, Dr Viola, and Dr Admira NUSHI. "Grammar Activities of Spanish Language in Albanian Auditorium." European Journal of Language and Literature 8, no. 1 (May 19, 2017): 7. http://dx.doi.org/10.26417/ejls.v8i1.p7-15.

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The attitude towards grammatical exercises of a foreign language is one of the fundamental pillars upon which differences and changes of methods are historically produced. It's like an image of teaching practice. Switching from the traditional approach to the direct method, from the audio-visual method to the actual communicative methods through natural access is complemented by grammar with its own activities as a concrete way to develop language, as well as a way to see how it can be best learned. The place where grammatical activities can be developed, “the auditorium” where the student learns being a participant and cooperating with other students, with the teacher in the real process of research and joint construction of knowledge in personal and relevant social issues. The teaching process of foreign languages may take place in various forms: linguistic projects, occasional texts analysis, solution of situations or problems or preparation of topics that may arise during scientific activity. The grammar of Spanish language is consulted between lecturers who define a basic method that serves to orientate, but in many cases it happens that each of the teachers uses methods that are considered appropriate based on the requirements and capacities of students' learning process who are participants in the auditorium.

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Oyama, Andressa Carvalho Silva. "The interlanguage development in the spanish learning as foreign language in Teletandem under the View of the Complexity Theory." Revista Brasileira de Linguística Aplicada 13, no. 2 (June 2013): 517–47. http://dx.doi.org/10.1590/s1984-63982013000200008.

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This article presents, under the perspective of Complexity Theory, the characteristics of the learning process of Spanish as a foreign language in Teletandem. Data were collected from two pairs of Portuguese-Spanish interagents, who were engaged in a systematic and regular interaction, based on the tandem principles. It was found that the learning experience is developed with the peculiarities that arise from the context, agents, members and their nuances, which revealed the presence of a "shallow space" between the systems of native and foreign languages.

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Xiaoxiao, Lyu. "Problems in the Translation of Phraseologisms in Bilingual Dictionaries Spanish-Chinese / Chinese-Spanish." Sinología hispánica 1, no. 8 (June 15, 2019): 103. http://dx.doi.org/10.18002/sin.v1i8.5928.

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<p>The phraseology is part of the linguistic studies on phrases, proverbs, idioms, proverbs and other units of syntax totally or partially fixed. It is the reflection of a certain tradition and idiosyncrasy of society. The native speaker recognizes the phraseological units in the praxis of speech without difficulty. However, because of their idiomaticity and the sociocultural divergence between two linguistic communities, Spanish sayings and expressions cannot always be understood by the Chinese speakers. Students of Spanish as a foreign language have difficulty recognizing the non-literal meaning of an expression, the use of this type of expression in language teaching develops communicative competence, linguistics competence, sociolinguistics and pragmatics competence. Then, when producing a bilingual dictionary, it is not enough to translate it into the target language, but rather to contrast the two languages in order to inform non-native speakers of unknown elements, such as historical and cultural backgrounds, uses, and their frequency of application, variants, etc.</p>

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STAMER, MELISSA K., and MICHAEL S. VITEVITCH. "Phonological similarity influences word learning in adults learning Spanish as a foreign language." Bilingualism: Language and Cognition 15, no. 3 (September 6, 2011): 490–502. http://dx.doi.org/10.1017/s1366728911000216.

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Neighborhood density – the number of words that sound similar to a given word (Luce & Pisoni, 1998) – influences word learning in native English-speaking children and adults (Storkel, 2004; Storkel, Armbruster & Hogan, 2006): novel words with many similar sounding English words (i.e., dense neighborhood) are learned more quickly than novel words with few similar sounding English words (i.e., sparse neighborhood). The present study examined how neighborhood density influences word learning in native English-speaking adults learning Spanish as a foreign language. Students in their third semester of Spanish-language classes learned advanced Spanish words that sounded similar to many known Spanish words (i.e., dense neighborhood) or sounded similar to few known Spanish words (i.e., sparse neighborhood). In three word-learning tasks, performance was better for Spanish words with dense rather than sparse neighborhoods. These results suggest that a similar mechanism may be used to learn new words in a native and a foreign language.

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Allegra, Stefania. "Management Education – The Semitic and Indo-European Languages: Arabic, Russian, Spanish languages." International Journal of Scientific Research and Management 8, no. 09 (September 4, 2020): 1634–42. http://dx.doi.org/10.18535/ijsrm/v8i09.el02.

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The ability to work in more tasks in every field life it’s hard goal to achieve. I can affirm with proof that you need to train constantly for it. It means that you have to train the mind and the action through the same direction. I’ve been trained myself in this task as personal experience of life. Since I was twenty I’ve held many important and hard tasks that have changed my mind results. It’s the same in the field of learning, studying and teaching foreign languages. If you don’t train quite every day your memorization, it’s quite impossible to learn a foreign language. A professional professor in foreign languages is normally used to teach one, two languages or sometimes more, and it’s difficult in any case. According to my experience I got the special training to teach in contemporary more languages, I mean at the same time, to switch more languages, so it happens that I teach more languages in the same day and even in the same hour, without any difficulty. It’s possible only because my mind is always well trained. It’s for example, when you change language, you must remember all skills, in contemporary with other languages, it’s so when I teach English, German, French, Russian, Arabic, Italian, etc.. It’s not easy to train the mind in this way, but you can succeed if you do the right training. It’s important to be conscious about the power of the mind, when we want to learn a foreign language. It’s not easy but you must focus in hard training to get true results. The mistake is to think to learn a language without passion just for a duty, in this way you will never learn it; it’s the first step in helping the memorization. Then you will find the next step to follow the training of memorization.

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Zenkovich, Alla. "Particularities of the Spanish Language in Uruguay." Cuadernos Iberoamericanos, no. 4 (December 28, 2018): 49–56. http://dx.doi.org/10.46272/2409-3416-2018-4-49-56.

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The purpose of this article is to analyze the particular characteristics of the Spanish language in Uruguay, which is a variety of the Spanish language in Rio de la Plata (Argentina, Chili, Paraguay) and represents a special interest for the linguists, professors of Spanish language and foreign experts who go to work in Uruguay. We analyze the history of this particular language variety beginning from the epoch of the Spanish conquest, the influence of the local American languages (in particular of the Guarani Indians), as well as the Italian language and its dialects due to an important immigration from this country. We also pay attention to the phenomenon of the bilingualism, in other words the influence of the Portuguese language (the well-known “Portunol”) and the influence of the French language after the French immigration of the XIX century that led to gallicisms in Spanish language. All these facts provoked such linguistic characteristics as “an untypical use of some pronouns, a less rhythmical intonation and a very special vocabulary to compare with classical Spanish of Spain. The study is based on our own notes made during two trips to Uruguay, and on the “New Dictionary of Americanisms”, books of the history of Latin America and scientific works of the philologists who dedicated their studies to this subject.

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Hijazo-Gascón, Alberto, and Reyes Llopis-García. "Applied cognitive linguistics and foreign language learning. Introduction to the special issue." International Review of Applied Linguistics in Language Teaching 57, no. 1 (February 25, 2019): 1–20. http://dx.doi.org/10.1515/iral-2018-2004.

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Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.

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Ramón García, Noelia. "Multiple modification in English and Spanish NPs." International Journal of Corpus Linguistics 11, no. 4 (December 8, 2006): 463–95. http://dx.doi.org/10.1075/ijcl.11.4.06ram.

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This paper is an English-Spanish corpus-based contrastive study of multiple modification within the boundaries of the noun phrase. This issue is particularly problematic when comparing English and Spanish, and causes difficulties in foreign language learning as well as in translation processes between the two languages. The aim of this study is to unveil the interaction between meaning and grammar in this linguistic area in English and Spanish, revealing the different grammatical structures used in the two languages to actualise a particular meaning. The approach followed in this paper is a functional one (Bondarko 1991; Chesterman 1998). The empirical data on which the study is based are instances of authentic language in use extracted from two large monolingual reference corpora, Cobuild/Bank of English and CREA (Reference Corpus of Contemporary Spanish). The contrastive analysis consists of three stages: description, juxtaposition and a contrastive stage in which functional-semantic correspondences are suggested on the basis of meaning.

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Andrzejewska, Anna. "OBRAZOWANIE W NAUCZANIU GRAMATYKI JĘZYKA OBCEGO." Acta Neophilologica 1, no. XIX (June 1, 2017): 5–16. http://dx.doi.org/10.31648/an.664.

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The author of the paper assumes that cognitive grammar has an educational potential,which is also noticeable in the increasing use of cognitive tools in foreign languageteaching. A project of the University of Granada entitled “The educational potentialof cognitive grammar” was a stimulus for this research. Therefore, the paper focuseson Spanish as a foreign language and the concept of construal defined by Langackerin his “Cognitive grammar”. The author, using content analysis and dimensions of construalas the methods of research, creates a key of categories of visual representationsof grammar in textbooks of Spanish as a foreign language. The categories are inspired bythe concept of construal, which is a natural human process. Pictures are used to facilitatethe explication of grammar in a more comprehensible way. Moreover, the author showsthe potential of creating visual representations of particular grammatical problems andbenefits of their usage in teaching other foreign languages.

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Journal articles on the topic 'Foreign language Spanish'

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