Academic literature on the topic 'Spanish as a Foreign Language (SFL)'
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Journal articles on the topic "Spanish as a Foreign Language (SFL)"
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Ainciburu, María Cecilia, Kris Buyse, Marta Gallego-García, and Eva González Melón. "Current Approaches to Heritage Spanish and the Identity Construction of Spanish Heritage Speakers: Lessons Learnt from Five European Countries." Languages 8, no. 4 (November 28, 2023): 281. http://dx.doi.org/10.3390/languages8040281.
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An individual’s social identity, often overlooked in Europe in the field of Spanish as a second or foreign language (S2L/SFL), has always been the focus of attention in the teaching of heritage Spanish in the USA, especially in programmes designed from critical pedagogy and based on a reconstructive narrative of Latino immigration. There, heritage speakers (HS) strengthen their identity as linguistic experts and contribute to positive social change that counteracts the scholastic subordination of Spanish to English in primary schools. In this research based on verified questionnaires, we investigate in the European context (Italy, Poland, Germany, Portugal, and Belgium) how primary–middle school HSs attending extracurricular S2L/SFL classes self-perceive their identity in comparison to S2L/SFL students. The results show that the incidence of the factor “country of origin” is central to identity recognition and highlight the feelings linked to different classroom conditions and dynamics for heritage and S2L/SFL students. To conclude, these results are contrasted with those obtained in the United States.
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Santos Rovira, José María. "Attitudes to Spanish language variation. A study on Portuguese students of Spanish as a Foreign Language." Language Learning in Higher Education 13, no. 2 (October 1, 2023): 535–50. http://dx.doi.org/10.1515/cercles-2023-2023.
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Abstract Drawing on data collected via a web-based survey, this study investigates the attitudes of SFL (Spanish as a Foreign Language) learners in Portugal towards four Spanish varieties. A verbal guise experiment was designed to collect students’ perceptions of language variation. The sample comprised 196 undergraduate students from the School of Arts and Humanities of the University of Lisbon (Portugal). The results show that Portuguese students of SFL have a clear preference for the Castilian variety, as it obtained the highest rates in all domains (power, personal qualities, and status). Unexpectedly, factors such as participants’ age or sex did not influence the answers given.
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Olvido, Andújar-Molina. "BRUJAS, PRINCESAS, OGROS Y DRAGONES: LA ENSEÑANZA DE LA LENGUA A TRAVÉS DEL CUENTO POPULAR. WITCHES, PRINCESSES, OGRES AND DRAGONS: TEACHING THE LANGUAGE THROUGH FOLKTALES." Culture Crossroads 15 (November 9, 2022): 54–62. http://dx.doi.org/10.55877/cc.vol15.190.
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Folktales and Fairy Tales have been useful for centuries to give voice to the dreams, aspirations and concerns of all peoples. These cultural samples are an extraordinary ally for the study of Spanish as a Foreign Language, acting as a link between the culture of origin and the target language. This article presents a project in which students from a Master’s Degree in Teaching Spanish as a Foreign Language (SFL) and students from Spanish courses from different institutions worked collaboratively in recovering oral tradition stories. Its objective was to develop intercultural competence in the SFL classroom and, later, to create teaching materials.
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Colombo, Laura M. "role of the first language in hybrid foreign language classes: A sin or a tool?" Íkala, Revista de Lenguaje y Cultura 17, no. 3 (November 13, 2012): 245–62. http://dx.doi.org/10.17533/udea.ikala.11963.
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The use of the first language (L1) in the foreign language classroom has been highly contested in the last decades. This paper discusses the use of L1 in online activities in hybrid lower-level Spanish as a foreign language (SFL) courses, with a focus on threaded discussions about cultural topics. I first discuss the use of L1 in foreign language (FL) teaching. Second, I present Vygotsky's (1978) postulates about learning, and Cole and Engeström's (2001) activity theory. Third, I conduct an activity analysis of the SFL class to further narrow it down to L1 use in the discussion boards. By looking at the discussion boards through the lens of sociocultural theories, I claim that the use of L1 is a necessary cognitive tool for fostering inter-cultural learning through online discussions in SFL classes.
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ALEXE, Raluca. "Aspects of integrating culture in the Spanish-as-a-Foreign-Language class." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (June 30, 2020): 7–16. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.1.
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While there has been growing awareness among teachers that language learning/teaching and culture learning/teaching should occur together, the techniques and classroom activities for integrating culture in the FL classroom are still a matter of research and further testing. The present work explores some aspects of teaching culture in the Spanish-as-aForeign-Language (SFL) classroom, which may very well constitute suggestions for anyone approaching this subject matter. It is basically an account of my experience with different groups of students from Transilvania University of Brașov. I shall discuss the overall efficiency of the different techniques, specific activities, and teaching materials employed with my groups of SFL students, also pointing out some of the differences in the approach and challenging aspects of teaching culture to SFL students from different curricular areas and students with different linguistic competence of Spanish.
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León-Manzanero, Ana, and José Hernández Ortega. "DE ESTUDIANTES DE ESPAÑOL A HABLANTES INTERCULTURALES MEDIANTE EL APRENDIZAJE BASADO EN PROYECTOS. BECOMING AN INTERCULTURAL SPEAKER IN SPANISH BY MEANS OF PROJECT BASED LEARNING." Culture Crossroads 15 (November 9, 2022): 12–25. http://dx.doi.org/10.55877/cc.vol15.192.
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Taking as a starting point the dimension of Spanish as a foreign language learners as intercultural speakers [Instituto Cervantes 2006], we will insert this concept into the general framework for foreign language teaching [Byram and Zarate 1997; Byram 2009] and present project-based learning as an effective methodological approach for learners to become mediators between their own culture and the target culture. A proper implementation of PBL in SFL classes (as well as in those where subjects are taught by using SFL as a lingua franca) will generate real communicative needs that will allow students to acquire and consolidate knowledge in a motivating and significant context. In the last part of the article we will illustrate the project- based learning theory by providing recent examples of its implementation which have contributed to train SFL students to become intercultural speakers.
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De Urraza, María José, and Vigilija Žiūraitė. "Teaching Sociocultural Aspects in the SFL Class in Lithuania: Analysis of the Perception of Sociocultural Content." Sustainable Multilingualism 15, no. 1 (November 1, 2019): 195–218. http://dx.doi.org/10.2478/sm-2019-0020.
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Summary This article aims to study the field of sociocultural aspects teaching in the Spanish as foreign language classes in Lithuania and development of intercultural competencies of the students. In the curriculum of the language teaching, is very important the topic of sociocultural behaviours in the different Hispanic communities. The conducted research aimed to analyse how this topic can be studied during the Spanish classes in Lithuania and what is the receptivity of sociocultural elements among the local students. This paper also talks about the intercultural competences of the students, and the process of assimilation of cultural behaviours, which are different from the native culture. In order to achieve the aim, the data collection was carried on among students through observations and interviews in depth, using a qualitative method. The opinions and interpretations of Spanish and Hispanic traditions, celebrations and customs given by the students, were used for the qualitative analysis. The results of the research showed that students’ perception of the Spanish-speaking world contains prejudiced ideas and this is why it is important to include the sociocultural content in the classes of Spanish as a foreign language.
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Rodriguez Bonces, Jeisson Alonso. "Comprendiendo las influencias culturales y situacionales de los estudiantes frente al aprendizaje del Español como Lengua Extranjera (ELE) / Understanding the cultural and situational influences of students versus learning Spanish as a Foreign Language (SFL)." Revista Internacional de Educación y Aprendizaje 6, no. 4 (January 28, 2019): 229–34. http://dx.doi.org/10.37467/gka-revedu.v6.1814.
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ABSTRACTUnderstanding the beliefs that students have regarding learning a foreign language is essential to understand the strategies that the teacher should use to plan an adequate language teaching. This reflective article talks about the perceptions and vision that a group of high school students and other actors have about the learning of Spanish as a Foreign Language (SFL), and this multicultural world where knowing languages is essential. These perceptions and vision will be analysed by the context where they are learning Spanish and by the cultural differences between students themselves and their Spanish teacher. Finally, the conclusions suggest considering the typology of classes taught in SFL for a more inclusive education.RESUMENComprender las creencias que tienen los estudiantes con respecto al aprendizaje de un idioma extranjero es esencial para comprender las estrategias que el profesor debe usar para planificar una enseñanza del idioma adecuada. En este artículo de tipo reflexivo se hablará sobre las percepciones y visión que tienen un grupo de estudiantes de secundaria y otros actores de su entorno, sobre el aprendizaje del Español como Lengua Extranjera (ELE) y este mundo multicultural donde saber idiomas se hace imprescindible. Estas percepciones y visión se analizarán por el contexto donde ellos están aprendiendo español y por las diferencias culturales que hay entre los mismos estudiantes y su profesor de español. Finalmente, las conclusiones sugieren considerar la tipología de clases impartidas de ELE para una educación más inclusiva.
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Ramos-González, Noelia M., and Ana M. Rico-Martín. "The Teaching of Politeness in the Spanish-as-a-foreign-language (SFL) Classroom." Procedia - Social and Behavioral Sciences 178 (April 2015): 196–200. http://dx.doi.org/10.1016/j.sbspro.2015.03.180.
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Yao, Gang. "Vocabulary learning through data-driven learning in the context of Spanish as a foreign language." Research in Corpus Linguistics 7 (2019): 18–46. http://dx.doi.org/10.32714/ricl.07.02.
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An increasing number of studies have shown the potential associations between corpus work and second language acquisition and teaching. Some research, for example, explores the effect of data-driven learning (DDL, Johns 1991) in the context of foreign language learning. Up till now, however, empirical quantitative studies on the topic have been limited, especially with respect to foreign languages other than English. In order to bridge this gap, a quasi-experimental longitudinal design was used in the present study to examine whether there is a statistically significant difference between the DDL approach to vocabulary learning and more traditional learning methods (e.g., dictionary approach) in the context of Spanish as a foreign language (SFL) by Chinese students. The study further gauged students’ attitude towards DDL activities. The results of two post-tests revealed that the DDL group of students significantly outperformed the group of students following a traditional learning method. Furthermore, a questionnaire assessment collected from the experimental group showed that the respondents generally favored DDL and adopted a positive attitude towards its future application to Spanish learning.
Dissertations / Theses on the topic "Spanish as a Foreign Language (SFL)"
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Castan̋eda, Martha E. "Corrective feedback in online asynchronous and synchronous environments in spanish as a foreign language (sfl) classes." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001278.
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Castañeda, Martha E. "Corrective feedback in online asynchronous and synchronous environments in spanish as a foreign language (sfl) classes." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2814.
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This dissertation reports on an investigation of corrective feedback provided by instructors to learners in sixteen online asynchronous and synchronous interactions. The overarching objective of this study was to examine the provision of corrective feedback in computer-mediated communication (CMC) environments. This study also sought to examine the frequency of corrective feedback types and the relationship between learner error and corrective feedback provision. Finally, this study investigated what types of corrective feedback led to repaired learner responses.Over the course of one university semester, the instructors and students in four second-semester Spanish courses participated in bulletin board and chat room discussions and a detailed analysis of the transcripts revealed that instructors do provide learners with corrective feedback in online asynchronous and synchronous environments.
The results also reveal that corrective feedback is more prevalent in the asynchronous environment than in the synchronous environment. A total of six corrective feedback typesexplicit correction, recasts, metalinguistic feedback, clarification request, elicitation, and repetitionwere found in these environments. All corrective feedback types were present in the asynchronous environment while repetition was not observed in the synchronous environment. The results indicate instructors overall preference for explicit correction in the asynchronous environment and preference for recasts in the synchronous environment. In the synchronous environment, different types of learner errors are followed by different types of corrective feedback. Recasts most often follow grammatical and lexical errors, while an opportunity to negotiate form is most often provided for multiple errors.
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García, Montes Paloma. "Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/171795.
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[ES] La instrucción de género denominada narrativa personal de no ficción o memorias, junto con el método de enseñanza Harkness en la expresión escrita del español como lengua extranjera, demostrará en el contexto particular de una universidad americana en España y en Estados Unidos un desarrollo superior de esta habilidad y desempeño. A la autora de esta tesis le gustaría contribuir a una tan esperada presencia de la escritura del español como L2 en la literatura de investigación. Este estudio trata de desarrollar en las clases de ELE para estudiantes americanos nuevos métodos que logren despertar el deseo, ya que no existe en este contexto la necesidad, de aprender español. A partir de la experiencia en la enseñanza del español a estudiantes universitarios y de secundaria estadounidenses, por un lado, en Estados Unidos como requisito obligatorio por parte de la universidad para el crédito en lenguas extranjeras y, por otro lado, en programas académicos estadounidenses de inmersión en España (en ambos casos siguiendo los libros y el método impuesto por las universidades) es común que estudiantes y profesores estén insatisfechos. La intención es demostrar que con la pedagogía Harkness y la enseñanza de la expresión escrita a través del género ensayo personal, es posible crear un currículo académico donde se obtienen claras mejoras en el aprendizaje final. Además, crea un ambiente donde los estudiantes están motivados y felices de aprender un segundo idioma. Se podría llevar a cabo la construcción de género y de la pedagogía basada en el género en un primer plano socio-contextual, de manera que permitan a los alumnos de ELE ver el contenido en términos de lenguaje desde el principio, en lugar de tener que integrarlos más tarde. Los programas de estudios universitarios de ELE tienen a su disposición la configuración de su destino, la calidad de su programa y el de los aprendizajes de sus alumnos. El objetivo se habrá logrado si el estudio ha convencido a los lectores de que los programas universitarios de ELE pueden revitalizarse aplicando una orientación humanística, al mismo tiempo, basada en el lenguaje.[CA] L'orientació cap al gènere denominat non-fiction de la narrativa personal o Memoirs juntament amb el mètode Harkness d'ensenyament en l'expressió escrita d'ELE, en el context particular d'una Universitat Americana a Espanya i als Estats Units, demostrarà un desenvolupament més elevat de aquesta habilitat i del seu rendiment. L'autora d'aquesta tesi desitjaria contribuir a una llargament esperada presència de l'escriptura de l'espanyol com a L2 en la literatura d'investigació. Aquest estudi tracta de desenvolupar en les classes d'ELE per a estudiants americans nous mètodes que aconsegueixin despertar el desig, ja que no existeix en aquest context la necessitat, d'aprendre espanyol. Basat en l'experiència en ensenyar a estudiants universitaris americans espanyol, d'una banda, als Estats Units com a requeriment obligatori per part de la universitat de crèdit en llengües estrangeres i, de l'altra, en programes acadèmics americans d'immersió a Espanya (en els dos casos seguint els llibres i el mètode que imposen les universitats) és comú el desistiment i descontentament per part dels estudiants i professors. La intenció és demostrar que amb el mètode d'ensenyament Harkness juntament amb l'ensenyament de l'expressió escrita a través del gènere de l'assaig personal és possible crear un contingut acadèmic on no només s'obtenen clares millores de l'aprenentatge final, sinó que s'arriba a crear un ambient on els estudiants estan motivats i contents d'aprendre una segona llengua. Es podria dur a terme la construcció de gènere i de la pedagogia basada en el gènere en un primer pla soci-contextual, de manera que permetin als alumnes d'ELE veure el contingut en termes de llenguatge des del principi, en lloc d'haver de integrar-los posteriorment. S'haurà obtingut l'objectiu si l'estudi obté lectors convençuts que es poden revitalitzar programes universitaris d'ELA mitjançant l'aplicació d'una orientació humanista, a el mateix temps, basada en el llenguatge.
[EN] The gender instruction called the non-fiction personal narrative or memoirs, together with the Harkness method of teaching in the written expression of Spanish as a Foreign Language, will demonstrate in the particular context of an American University in Spain and in the US a higher development of this ability and performance. The author of this thesis would like to contribute to a long-awaited Spanish writing presence as L2 in the research literature. This study tries to develop in SFL classes for American universities and students' new methods that manage to awaken the desire since there is no need in this context to learn Spanish. Based on the experience in teaching Spanish to American university and high school students, on the one hand, in the United States as a mandatory requirement by the university for credit in foreign languages and, on the other hand, in American academic programs of immersion in Spain (in both cases following the books and the method imposed by the universities) it is common for students and teachers to be dissatisfied. The intention is to demonstrate that with the Harkness pedagogy and the teaching of written expression through the personal essay genre, it is possible to create an academic curriculum where clear improvements are obtained in the final learning. Besides, it creates an environment where students are motivated and happy to learn a second language. The construction of gender and gender-based instruction could be carried out in a socio-contextual foreground to allow SFL students to see the content in terms of language from the beginning, rather than having to integrate them later. SFL's university study programs have at their disposal shaping their destiny, the quality of their program, and that of their students' learning. The objective will have been achieved if the study has convinced readers that SFL university programs can be revitalized by applying a humanistic, at the same time, language-based orientation.
García Montes, P. (2021). Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/171795
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Marti, Alexandra. ""Feedback" Correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France: processus d'enseignement, apprentissage et acquisition." Doctoral thesis, Universidad de Alicante, 2017. http://hdl.handle.net/10045/83069.
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Esta tesis, que quiere ser transdisciplinaria, combinando las ciencias del lenguaje, las ciencias de la educación y la sociolingüística, se centra en cuatro áreas principales: la política del plurilingüismo en las instituciones educativas, el aprendizaje y la adquisición de LE (el Francés Lengua Extranjera: FLE, y el Español Lengua Extranjera: ELE), el tratamiento del error y el feedback correctivo (FC) en la producción escrita, así como las pistas de optimización didáctica para promover la educación plurilingüe y el FC. Los resultados de este trabajo de investigación muestran que, a nivel nacional, el objetivo del plurilingüismo en las instituciones educativas está muy lejos de ser alcanzado en Francia y en España, como lo demuestra el análisis de las cifras y las estadísticas publicadas por los dos Ministerios de Educación en el año académico 2014-2015, dejando ver una situación poco ventajosa del francés en España y del español en Francia frente al dominio del inglés, aunque es innegable que el ELE presenta en este sentido mejores resultados que el FLE. A nivel local, es decir en el marco del aula, la investigación-acción realizada en clase de FLE y de ELE se ha centrado en el análisis de diferentes tipos de FC escrito (directo, indirecto, reformulativo, metalingüístico, electrónico y mixto) a través de un proceso en tres etapas: redacción / comparación con el FC / reescritura. Se trataba de descubrir el impacto de cada FC experimentado en ambos sistemas educativos y de realizar una síntesis de la retroalimentación correctiva más eficaz en Francia y en España, con el fin de desarrollar el estadio de interlengua de los alumnos. Los datos y los resultados de la investigación muestran que la práctica de algunos tipos de FC, según diferentes modalidades de agrupamiento de aprendices (individual o por parejas), ha tenido un impacto directo en el proceso de aprendizaje / adquisición de la LE, tales como el FC directo en los alumnos de Secundaria de FLE y de ELE, el FC metalingüístico en tándem en los aprendices hispanófonos de Bachillerato, el FC mixto en los aprendices francófonos de Instituto y los estudiantes de ambos países. En cambio, otros FC no han provocado la asimilación de nuevos conocimientos por parte de los aprendices; a saber el FC indirecto, sobre todo en los alumnos españoles de ESO, el FC metalingüístico en tándem en los aprendices francófonos de Instituto, el FC metalingüístico individual en los aprendices de habla español, el FC indirecto en los estudiantes de ambos lados de los Pirineos. Esto ha dado lugar a que numerosas reglas gramaticales permanezcan todavía inertes. De ahí, la presencia recurrente de errores no rectificados en la producción escrita de los alumnos. El estudio finaliza proponiendo algunas recomendaciones susceptibles de ser ampliadas o modificadas, con el fin de lograr el "plurilingüismo" tan proclamado por las instancias europeas y optimizar el FC en clase de FLE y de ELE.
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Marti, Alexandra. "« Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition." Electronic Thesis or Diss., Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB184.
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Cette thèse qui se veut transdisciplinaire, alliant les sciences du langage, les sciences de l'éducation et la sociolinguistique, se centre sur quatre axes principaux : la politique du plurilinguisme dans les institutions éducatives, l'apprentissage et l'acquisition des LE (le Français Langue Etrangère : FLE, et l'Espagnol Langue Etrangère : ELE), les erreurs et le feedback correctif (FC) à l'écrit, les pistes d'optimisation didactique pour promouvoir l'éducation plurilingue et le FC. Les résultats de ce travail de recherche montrent que, à l'échelle nationale, l'objectif du plurilinguisme dans les institutions éducatives est très loin d'être atteint en France et en Espagne, comme en témoigne l'analyse des chiffres et des statistiques publiés par les deux Ministères de l’Éducation Nationale durant l'année académique 2014-2015, laissant transparaître la situation peu avantageuse du français en Espagne et de l'espagnol en France face à la prédominance de l'anglais, bien qu'il soit indéniable que l'ELE présente de bien meilleurs résultats que le FLE. A l'échelle locale, c'est-à-dire au niveau de la classe, notre travail de recherche-action autour du FLE et de l'ELE s'est centré sur l'analyse de différents types de FC expérimentés à l'écrit (direct, indirect, reformulatif, métalinguistique, électronique et mixte) à travers une démarche en trois étapes : rédaction / comparaison avec le FC / réécriture. L'objectif était de découvrir l'impact de chacun des FC à l'étude dans les deux systèmes éducatifs considérés, et de réaliser une synthèse de la rétroaction corrective s'avérant la plus efficace en France et en Espagne, en vue de faire évoluer le stade d'interlangue des apprenants. Les données et les résultats de la recherche montrent que la pratique de certains types de FC, suivant différentes modalités de regroupement d'apprenants (individuel ou en binôme), a eu une incidence directe dans le processus d'apprentissage / acquisition de la LE, tels que le FC direct chez les collégiens de FLE et d'ELE, le FC métalinguistique en binôme chez les lycéens espagnols, le FC mixte chez les lycéens français et les étudiants des deux pays. En revanche, d'autres FC n'ont pas entraîné l'assimilation de nouvelles connaissances par les apprenants, à savoir le FC indirect, surtout chez les collégiens hispanophones, le FC métalinguistique en binôme chez les lycéens francophones, le FC métalinguistique individuel chez les lycéens hispanophones, le FC indirect chez les étudiants de part et d'autre des Pyrénées. C'est ainsi que de nombreuses règles grammaticales restent encore inertes. D'où la présence récurrente d'erreurs non rectifiées dans les productions écrites de tous les apprenants. L'étude conclut en proposant quelques recommandations susceptibles d'être étoffées, voire modifiées, ayant pour finalité le « plurilinguisme » tant proclamé par les instances européennes et l'optimisation du FC en classe de LEThis thesis, which aims at adopting a transdisciplinary approach by combining the Language Sciences, Education Sciences and Sociolinguistics, focuses on four main ranges: the politics of the plurilingual education, the learning and acquisition of a foreign language (French as a Foreign Language: FFL, Spanish as a Foreign Language: SFL), error treatment and corrective feedback (CF) in writing, as well as the didactic optimization tools directed to promoting both plurilingual education and CF. The results of this piece of research show that the nationwide goal of fostering plurilingualism is far from being reached in France as well as in Spain, as evidenced by the figures and statistics issued by both respective Ministries of Education for the academic year 2014-2015, which attest to the underprivileged status of the French language in Spain and that of the Spanish language in France compared with English language, even though it cannot be denied that SFL teaching delivers, in this regard, better results than FFL teaching. On a local scale, at the classroom level, the methodological approach of action-research carried out in different FFL/SFL classrooms has focused on the analysis of different types of written corrective feedback (direct, indirect, reformulative, metalinguistic, electronic and mixed) throughout a process split into three phases: writing task / comparison between the aforementioned task and the provided corrective feedback / rewriting task. The objective sought was both to bring to light the impact of CF on both education systems and to elaborate an abridgment of the most effective CF in France and Spain in order to develop the students' interlanguage stages. As shown by the data and results of the research, the practice of some types of CF, according to different classification methods for learners (individual, pairs), has had a direct impact on the foreign language learning/acquisition process through the direct CF in secondary school students (both FFL and SFL), the metalinguistic CF in tandem partners amongst Spanish-speaking students undertaking the Spanish Baccalaureate and the mixed CF amongst the French-speaking high school students and the students of both countries. Nevertheless, other types of CF have been proven to be ineffective to insure assimilation by learners such as the case of the indirect CF, especially amongst secondary-school Spanish students, the metalinguistic CF in tandem partners amongst French-speaking high school students, the individual metalinguistic CF amongst Spanish-speaking learners and the indirect CF amongst students on both sides of the Pyrenees. This has brought about the specific conservatism of plenty of grammar rules. Hence, the recurring presence of errors left uncorrected by students in their writing tasks. The study concludes with some recommendations liable to being broadened or modified, with the objectives of reaching the much proclaimed "plurilingualism" by the European institutions and of optimizing the CF in the FFL/SLF classrooms
Esta tesis, que quiere ser transdisciplinaria, combinando las ciencias del lenguaje, las ciencias de la educación y la sociolingüística, se centra en cuatro áreas principales: la política del plurilingüismo en las instituciones educativas, el aprendizaje y la adquisición de LE (el Francés Lengua Extranjera: FLE, y el Español Lengua Extranjera: ELE), el tratamiento del error y el feedback correctivo (FC) en la producción escrita, así como las pistas de optimización didáctica para promover la educación plurilingüe y el FC. Los resultados de este trabajo de investigación muestran que, a nivel nacional, el objetivo del plurilingüismo en las instituciones educativas está muy lejos de ser alcanzado en Francia y en España, como lo demuestra el análisis de las cifras y las estadísticas publicadas por los dos Ministerios de Educación en el año académico 2014-2015, dejando ver una situación poco ventajosa del francés en España y del español en Francia frente al dominio del inglés, aunque es innegable que el ELE presenta en este sentido mejores resultados que el FLE. A nivel local, es decir en el marco del aula, la investigación-acción realizada en clase de FLE y de ELE se ha centrado en el análisis de diferentes tipos de FC escrito (directo, indirecto, reformulativo, metalingüístico, electrónico y mixto) a través de un proceso en tres etapas: redacción / comparación con el FC / reescritura. Se trataba de descubrir el impacto de cada FC experimentado en ambos sistemas educativos y de realizar una síntesis de la retroalimentación correctiva más eficaz en Francia y en España, con el fin de desarrollar el estadio de interlengua de los alumnos. Los datos y los resultados de la investigación muestran que la práctica de algunos tipos de FC, según diferentes modalidades de agrupamiento de aprendices (individual o por parejas), ha tenido un impacto directo en el proceso de aprendizaje / adquisición de la LE, tales como el FC directo en los alumnos de Secundaria de FLE y de ELE, el FC metalingüístico en tándem en los aprendices hispanófonos de Bachillerato, el FC mixto en los aprendices francófonos de Instituto y los estudiantes de ambos países. En cambio, otros FC no han provocado la asimilación de nuevos conocimientos por parte de los aprendices; a saber el FC indirecto, sobre todo en los alumnos españoles de ESO, el FC metalingüístico en tándem en los aprendices francófonos de Instituto, el FC metalingüístico individual en los aprendices de habla español, el FC indirecto en los estudiantes de ambos lados de los Pirineos. Esto ha dado lugar a que numerosas reglas gramaticales permanezcan todavía inertes. De ahí, la presencia recurrente de errores no rectificados en la producción escrita de los alumnos. El estudio finaliza proponiendo algunas recomendaciones susceptibles de ser ampliadas o modificadas, con el fin de lograr el "plurilingüismo" tan proclamado por las instancias europeas y optimizar el FC en clase de FLE y de ELE
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Godoy, Zúñiga María Elena. "Lingüística intercultural latinoamericana como propuesta de fortalecimiento de las competencias lectoras del español como lengua extranjera." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/163654.
Full textAbstract:
[ES] El objetivo de esta tesis doctoral es el diseño de una propuesta sobre un corpus de términos lingüísticos interculturales latinoamericanos, desarrollado en un sitio web, denominado Lingüística Andina. Este recurso digital se crea como una herramienta didáctica en donde se fusionan los conceptos, las respectivas traducciones y la semántica de vocablos, contenidos en las obras literarias latinoamericanas leídas por el estudiante de ELE de nivel avanzado, con la finalidad de fortalecer las competencias lectoras en este idioma.
En lo que respecta al aspecto metodológico del estudio, este pertenece al tipo exploratorio, ya que hubo la necesidad de recopilar un corpus de términos propios del habla vernácula andina con los que se diseñó un glosario de términos y se creó una taxonomía digital; procedimiento que, hasta la actualidad, no había sido realizado.
Bajo este contexto, el enfoque de esta investigación es cualitativa, ya que se centró en la búsqueda bibliográfica y documental de los conceptos y aspectos relevantes de la diversidad cultural latinoamericana que se encuentran reflejados en las expresiones lingüísticas de las novelas andinas escogidas para el presente estudio, Huasipungo y Los perros hambrientos, pertenecientes a Ecuador y Perú, respectivamente. Estas son naciones multiétnicas y multiculturales, con reconocimiento de sus festividades, arquitectura, medicina, gastronomía, vestimenta y espiritualidad. Adicional a esto, se aplicó una entrevista a tres expertos en lingüística, con el propósito de conocer cómo esta pluralidad se expone dentro de las aulas de las clases, especialmente, en las de educación superior.
Por otro lado, el estudio participa de un enfoque cuantitativo, puesto que se aplicó una encuesta a los estudiantes de ELE, para medir su percepción sobre la utilidad de la taxonomía digital del habla intercultural en la América española y su uso efectivo para comprender el contenido de las novelas indigenistas que leen dentro del salón de clases.
Entre los resultados se destaca que, de acuerdo a la percepción de los estudiantes de ELE, el conocimiento de términos lingüísticos andinos de las obras literarias leídas, los llevó a una mejor comprensión del contenido de las novelas indigenistas. Además, los estudiantes universitarios extranjeros del nivel avanzado de español, que adquirieron conocimientos de la lingüística latinoamericana en territorio andino, han podido vivenciar y valorar la cultura del país en donde aprenden el idioma.[CA] L'objectiu d'aquesta tesi doctoral és el disseny d'una proposta sobre un corpus de termes lingüístics interculturals llatinoamericans, desenvolupat en un lloc web, anomenada Literatura Andina. Aquest recurs digital es crea com una eina didàctica en on es fusionen els conceptes, les respectives traduccions i la semàntica de la terminologia de les obres literàries llatinoamericanes llegides per l'estudiant d'ELE de nivell avançat, amb la finalitat d'enfortir les competències lectores en aquest idioma. Pel que fa a l'aspecte metodològic de l'estudi, aquest pertany al tipus exploratori, ja que hi va haver la necessitat de recopilar un corpus de termes propis de la parla vernacla andina amb els quals es va dissenyar un glossari de termes i es va crear una taxonomia digital; procediment que, fins a l'actualitat, no s'havia realitzat. Sota aquest context, l'enfocament d'aquesta investigació és qualitativa, ja que es va centrar en la recerca bibliogràfica i documental, dels conceptes i aspectes rellevants de la diversitat cultural llatinoamericana que es troben reflectits en les expressions lingüístiques de les novel·les andines escollides per al present estudi, Huasipungo i Els gossos famolencs, pertanyents a Equador i Perú, respectivament. Aquestes són nacions multi-ètniques i multiculturals, amb reconeixement de les seves festivitats, arquitectura, medicina, gastronomia, vestimenta i espiritualitat. Addicional a això, es va aplicar una entrevista a tres experts en lingüística, amb el propòsit de conèixer com aquesta pluralitat s'exposa dins de les aules de les classes, especialment, en les d'educació superior. D'altra banda, l'estudi participa d'un enfocament quantitatiu, ja que es va aplicar una enquesta als estudiants d'ELE, per mesurar la seva percepció sobre la utilitat de la taxonomia digital de la parla intercultural a l'Amèrica espanyola i el seu ús efectiu per comprendre el contingut de les novel·les indigenistes que llegeixen dins el saló de classes. Entre els resultats es destaca que, d'acord amb la percepció dels estudiants d'ELE, el coneixement de termes lingüístics andins de les obres literàries llegides, els va portar a una millor comprensió del contingut de les novel·les indigenistes. A més, els estudiants universitaris estrangers del nivell bàsic de català, que van adquirir coneixements de la lingüística llatinoamericana en territori andí, han pogut experimentar i valorar la cultura de país on aprenen l'idioma.
[EN] The objective of this doctoral thesis is to design a proposal on a corpus of Latin American intercultural linguistic terms, developed on a website called Andean Literature. This digital resource is created as a didactic tool where the concepts, the respective translations and the semantics of the terminology of the Latin American literary works read by the advanced level ELE student are merged, in order to strengthen reading skills in this language. Regarding the methodological aspect of the study, this belongs to the exploratory type, since there was a need to compile a corpus of terms typical of Andean vernacular speech with which a glossary of terms was designed and a digital taxonomy was created; procedure that, until now, had not been performed. In this context, the focus of this research is qualitative, since it focused on the bibliographic and documentary search for the concepts and relevant aspects of Latin American cultural diversity that are reflected in the linguistic expressions of the Andean novels chosen for the present study, Huasipungo and The Hungry Dogs, belonging to Ecuador and Peru, respectively. These are multi-ethnic and multicultural nations, with recognition of their festivities, architecture, medicine, gastronomy, clothing, and spirituality. In addition to this, an interview was applied to three linguistics experts, with the purpose of knowing how this plurality is exposed within classrooms, especially in higher education. On the other hand, the study participates in a quantitative approach, since a survey was applied to ELE students, to measure their perception of the usefulness of the digital taxonomy of intercultural speech in Spanish America and its effective use to understand the content of the indigenous novels they read in the classroom. Among the results, it should be noted that, according to the perception of the ELE students, the knowledge of Andean linguistic terms of the literary works read, led them to a better understanding of the content of the indigenous novels. In addition, foreign university students of the advanced level of Spanish, who acquired knowledge of Latin American linguistics in the Andean territory, have been able to experience and appreciate the culture of the country where they learn the language.
Godoy Zúñiga, ME. (2021). Lingüística intercultural latinoamericana como propuesta de fortalecimiento de las competencias lectoras del español como lengua extranjera [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/163654
TESIS
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Nascimento, Maria Valdênia Falcão do. "Representação social, avaliação e léxico: um olhar sobre o discurso de professores e tutores do Curso de Licenciatura Letras/ Espanhol da Universidade Federal do Ceará." http://www.teses.ufc.br, 2012. http://www.repositorio.ufc.br/handle/riufc/6134.
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NASCIMENTO, Maria Valdênia Falcão. Representação social, avaliação e léxico: um olhar sobre o discurso de professores e tutores do Curso de Licenciatura Letras/ Espanhol da Universidade Federal do Ceará. 2012. 229f. Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2012.Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-24T14:28:35Z No. of bitstreams: 1 2007_DIS_MVFNASCIMENTO.pdf: 1401369 bytes, checksum: a8433e913605616bbceb661282cdbf0b (MD5)
Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-10-10T14:33:24Z (GMT) No. of bitstreams: 1 2007_DIS_MVFNASCIMENTO.pdf: 1401369 bytes, checksum: a8433e913605616bbceb661282cdbf0b (MD5)
Made available in DSpace on 2013-10-10T14:33:24Z (GMT). No. of bitstreams: 1 2007_DIS_MVFNASCIMENTO.pdf: 1401369 bytes, checksum: a8433e913605616bbceb661282cdbf0b (MD5) Previous issue date: 2007
The present work is the result of reflections on the social representation that both Spanish as foreign language pre-service teachers and instructors have about assessment. The main goal consists of investigate how the assessment is an instrument of social representation of multiple dimensions (cognitive, discourse, linguistics, and social). The analysis of the organizational semantics of the lexicon, which is embedded in discourse manifestations, allows for the understanding of assessment as content knowledge. The study addresses the following questions: (1) How do instructors and pre-service teachers view assessment in the pre-service context? (2) Which social representation of assessment emerges in the discourse of instructors and pre-service teachers when asked about assessment? (3) What are the key lexical items of social representation constructed by the participants involved? The analysis is based on the Theory of Social Representation, especially that of Moscovici (1976, 2009) and Jodelet (2001), on the Critical Discourse Studies proposed by Van Dijk (2003, 2008), and on the studies of Coracini (2003), Moita Lopes (2007) and Bordón (2004) in Applied Linguistics. Data were generated by semi-structured interviews and free word association techniques. The methodology employed for data analysis was content analysis, based onBardin’s (2010) propositions. Two teaching environments were considered: face-to-face and distance education. Results indicate that the participants have two perspectives of assessment: (1) as predominantly a verification of learning, based on instruments such as exams, seminars and portfolios; and (2) as a fundamental part of teaching and learning that serves as a “regulator” of the process. However, in the discourse of the participants, the evaluation process is not considered an important mechanism of control and exclusion, which indicates a lack of critical understanding of the sociological and ideological aspects involved in assessment. In broad terms, results indicate that assessment needs to be considered as an important issue in the preparation of pre-service teachers, and new alternatives of assessment should be discussed, studied and implemented. Furthermore, this study contributes to other studies that investigate how language and social representation mutually shape and affect each other.
Este trabalho resultou de nossas indagações a respeito da representação social de professores e tutores sobre a avaliação em um contexto de formação de professores de espanhol como língua estrangeira. O principal objetivo consistiu em investigar como a avaliação constitui-se um objeto de representação social considerando-se suas múltiplas dimensões (cognitiva, discursiva, linguística e social) e como, por meio da análise da organização semântica do léxico, presente nas manifestações discursivas dos sujeitos ao se posicionarem sobre o tema, pode-se mapear o significado construído para a avaliação enquanto objeto de conhecimento. Entre os questionamentos suscitados, visamos responder às seguintes questões: 1. De que forma os professores se posicionam acerca da avaliação num contexto de formação de professores de língua estrangeira? 2. Que representação social sobre a avaliação está presente nas manifestações discursivas dos professores ao se posicionarem sobre o tema? 3. Que itens lexicais, produzidos pelos sujeitos, podem ser tomados como vetores da representação social construída? Para o alcance dos objetivos propostos, baseamo-nos numa articulação entre a Teoria das Representações Sociais, particularmente os postulados de Moscovici (1976, 2009) e Jodelet (2001); os Estudos Críticos do Discurso propostos por van Dijk (2003, 2008), e, ainda, a Linguística Aplicada, com os trabalhos Moita Lopes (2007) e Bordón (2004). Os dados foram gerados por meio da técnica de associação livre de palavras e por entrevistas semiestruturadas. Para a análise dos dados foi empregada a metodologia da análise de conteúdo, de acordo com as proposições de Bardin (2010), considerando-se o exame dos posicionamentos presentes no discurso docente em torno da avaliação, tanto na modalidade presencial quanto na semipresencial de ensino. As análises realizadas evidenciaram que os sujeitos concebem a avaliação em duas direções: 1.como predominantemente circunscrita a uma concepção de avaliação como mera verificação da aprendizagem, centrada na aplicação de instrumentos como provas, seminários e portfólios e 2. como parte fundamental e inerente ao processo de ensino e aprendizagem, cuja função é “regular” esse processo. No entanto, o funcionamento do processo avaliativo como mecanismo de controle e de exclusão não aparece como uma questão importante nos discursos dos sujeitos, ficando ao largo uma compreensão crítica dos fatores ideológicos e sociológicos que perpassam tanto o discurso sobre a avaliação, como as condições em que essa é produzida. Em linhas gerais, o presente estudo oferece relevantes elementos para se pensar alternativas e caminhos para eventuais transformações das práticas de avaliação e sobre sua relevância na formação de futuros professores de línguas, além de fazer avançar a contribuição dos estudos que investigam a relação entre linguagem e representação social, tendo em vista a forma como estas se afetam mutuamente.
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Скирда, Тетяна Сергіївна. "Simultaneous learning of two foreign languages: English, Spanish." Thesis, Національний авіаційний університет, 2020. https://er.nau.edu.ua/handle/NAU/44810.
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The study considers the concept of bilingualism, the essence of which is the coexistence and interaction of two languages within one language environment, the learning of the Spanish
language is analyzed, which ranks it as the second language in business after English one. Today, students of higher education institutions often choose Spanish as a second foreign language. Thus, knowledge of two foreign languages makes it possible quickly reach the international level of professional activity and master the intercultural communication of many countries.У нашому дослідженні розглянуто дефеніцію двомовності, сутність якої полягає у співіснуванні і взаємодії двох мов у межах одного мовного середовища, здійснено аналіз вивчення іспанської мови, як другої іноземної мови, яка посідає друге у діловому середовище місце після англійської мови. Сьогодні студенти закладів вищої освіти найчастіше вибирають вивчення іспанської мови як другої іноземної мови. Отже, володіння двома іноземними мовами дають можливість швидко вийти на міжнародний рівень професійної діяльності та оволодіти міжкультурною комунікацією багатьох країн.
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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.
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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).
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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 textBooks on the topic "Spanish as a Foreign Language (SFL)"
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Blair, Robert Wallace. Spanish: The ultimate foreign language adventure. Provo, UT: Power-Glide, 1999.
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Association, Research and Education. Spanish. 2nd ed. Piscataway, New Jersey: Research & Education Association, 2014.
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Colin, Smith. Langenscheidt's new standard Spanish dictionary: Spanish-English, English-Spanish. New York: Langenscheidt, 1988.
Find full textBook chapters on the topic "Spanish as a Foreign Language (SFL)"
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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.
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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.
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Peart, Silvia M., Bradford S. Barrett, and Sharika D. Crawford. "Content-Based Instruction in a Spanish Language Classroom." In Education for Sustainable Development in Foreign Language Learning, 179–96. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-14.
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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.
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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.
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Margaza, Panagiota, and Anna Gavarró. "Word Order with Transitives and the Interface Hypothesis in L2 Greek and L2 Spanish." In Advances in Second/Foreign Language Acquisition, 97–121. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38522-3_5.
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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.
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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.
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Pálvölgyi, Kata Baditzné. "Word Stress Prosody in the Spontaneous Declarative Utterances of Threshold Level Hungarian Learners of Spanish." In Advances in Second/Foreign Language Acquisition, 49–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38522-3_3.
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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 textConference papers on the topic "Spanish as a Foreign Language (SFL)"
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Degraeuwe, Jasper, and Patrick Goethals. "Interactive Word Sense Disambiguation in Foreign Language Learning." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190005.
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“Word sense awareness” is a feature which is not yet implemented in most corpus query tools, Intelligent Computer-Assisted Language Learning (ICALL) environments or computer-readable didactic resources such as graded word lists (Alfter and Graën, 2019; Pilán et al., 2016; Tack et al., 2018). The present paper aims to contribute to filling this lacuna by presenting a word sense disambiguation (WSD) method for ICALL purposes. The method, which is targeted at Spanish as a foreign language (SFL), takes a few prototypical example sentences as input, converts these sentences into “sense vectors”, and integrates part of the training data collection process into interactive vocabulary exercises. The evaluation of the method is based on a selection of 50 ambiguous items related to the domain of economics and compares different types of input data. With a top weighted F1 score of 0.8836, the present study shows that the currently available NLP tools, resources and methods provide all the necessary building blocks for developing a WSD method which can be integrated into interactive ICALL environments.
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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.
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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.
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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.
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Vasiljevic, Zorana. "MOOCS AND FOREIGN LANGUAGE TEACHING: THE CASE OF SPANISH." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0013.
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Ruyffelaert, Ariane. "FRENCH FOREIGN LANGUAGE SKILLS’ ASSESSMENT IN SPANISH PRE-SERVICE TEACHERS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1735.
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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.
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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.
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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.
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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.
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