Relevant bibliographies by topics / Spanish foreign language teaching

Contents

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

Academic literature on the topic 'Spanish foreign language teaching'

Author: Grafiati
Published: 9 September 2021
Last updated: 29 July 2025

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Journal articles on the topic "Spanish foreign language teaching"

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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 m
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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 (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, e
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Maslova, Y. V. "SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH." Educational Psychology in Polycultural Space 55, no. 3 (2021): 91–98. http://dx.doi.org/10.24888/2073-8439-2021-55-3-91-98.

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The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students st
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Gvelesiani, Ana, and Ketevan Khuskivadze. "Modern Approaches to Spanish Language Teaching, Blended Learning." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (2019): 57–65. http://dx.doi.org/10.22333/ijme.2019.13007.

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Every language is a living organismand cannot be taught through the application of only theoretical or practical tools. Therefore, the integration of modern approaches in foreign language instruction takes on a particular importance. Along with the development of online technologies, modern foreign language classes are gradually undergoing changes and modifications. Introduction of online learning is one of such significant changes. There are various forms of online learning, including blended (online) learning, which represents a synthesis of classroom and online education. The present work s
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Osmushina, Anastasiya Andreevna. "Cosmo-psycho-logos of the Spanish language in the teaching of foreign languages." Филология: научные исследования, no. 1 (January 2023): 48–59. http://dx.doi.org/10.7256/2454-0749.2023.1.38502.

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The relevance of the work lies in the understanding that knowledge of logic, epistemology, ontology of language contributes to the competent implementation of the dialogue of cultures. The purpose of the study is to formulate the Cosmo-Psycho-Logos system of the Spanish language in comparison with Russian, English, German and French, as well as to substantiate the importance of introducing CPL in teaching a foreign language. The subject of the study is the CPL of the Spanish language. The methods of our research include general scientific methods of analyzing sources, namely colloquial Spanish
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Bihych, Oksana, and Yelyzaveta Dmytriieva. "Tools for development of Spanish lexical competence." Scientific and methodological journal "Foreign Languages", no. 2 (August 4, 2023): 40–48. http://dx.doi.org/10.32589/1817-8510.2023.2.285388.

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Teaching tools are the required component of the teaching foreign languages and cultures system in high educational institutions. The authors of this article offer to complete the current typology of teaching foreign language and culture tools with the help of two more groups. The lexical competence that is one of the components of foreign language communicative competence still remains the target to develop at various levels of foreign language learning. The authors of this article perform an analytical review of modern tools that can form lexical competence for prospective Spanish teachers,
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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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Sánchez-Saus Laserna, Marta. "Lexical Availability and Foreign Language Teaching: Main Contributions of a Growing Field." Theory and Practice of Second Language Acquisition 10, no. 1 (2024): 1–20. http://dx.doi.org/10.31261/tapsla.14839.

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Teaching vocabulary presents a significant challenge in foreign language instruction. This article discusses the advantages that the results obtained in studies on lexical availability offer for foreign language teaching. The methodology of lexical availability, which involves extracting vocabulary that is closely associated with specific lexical categories, was first developed in France in the 1950s, and since then, it has been predominantly used for teaching Spanish as a first language. More recently, in the past 15 years, it has also been employed for teaching Spanish as a foreign language.
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Zuev, Mikhail B. "EDUCATIONAL TRAJECTORY IN TEACHING SPANISH (FOREIGN AND RUSSIAN EXPERIENCE)." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2023): 28–37. http://dx.doi.org/10.28995/2073-6398-2023-3-28-37.

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Mastering foreign languages is traditionally one of the ways of obtaining universal competencies in the educational process. The choice of studying Spanish as a component of the trend of continuity of education leads to the need to create an individual educational route. The article examines the ways of forming the educational trajectory of teaching Spanish in the context of the development of intercultural communication and the increasing need of an individual for personal improvement. The study demonstrates the possibilities of choosing the forms of learning a foreign language in the Russian
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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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Dissertations / Theses on the topic "Spanish foreign language teaching"

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

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Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately
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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.<br>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.

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Macedo, Celia Maria Macedo de. "A functionally-based course for adult foreign language learners in Brazil." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/471713.

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This creative project consists of a course syllabus and materials based on the functional approach. It was designed for students of English at Universidade Federal do Para in Brazil.The first chapter is about the teaching-learning situation where the syllabus will be applied; the second chapter is the proposed syllabus; the third chapter consists of the teacher's manual; and the fourth chapter is the students' book.
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Oliveira, Desiree. "Portuguese as a Foreign Language: Motivations and Perceptions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2874.

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Portuguese enrollments have been on a continuous rise at universities in the United States. Due to this increase it is important that teachers and department administrators understand what the motivations of Portuguese students are. This study reports on the findings of a survey conducted with lower-level Portuguese students at Brigham Young University regarding their motivations to study the language and compares these motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on students' perspectives on Portuguese in contrast to their perspect
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Pearson, Lynn Ellen. "Pragmatics in foreign language teaching : the effects of instruction on L2 learners' acquisition of Spanish expressions of gratitude, apologies, and directives /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035162.

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

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Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assis
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Ruiz-Funes, Marcela T. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37345.

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González, Fariña Elena. "Attending to form and meaning in processing second language input : a study of advanced second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64154.pdf.

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Cox, Chelsea L. "A Spanish three model unit on food: a teaching philosophy with complementary instructional practices." Kansas State University, 2011. http://hdl.handle.net/2097/13127.

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Master of Arts<br>Department of Modern Languages<br>Douglas K. Benson<br>In this report, I present my personal teaching philosophy and the instructional practices that I believe best contribute to a successful second language classroom. Comprising the teaching philosophy chapter are sections concerning: the role of the instructor, the three parameters of post-method pedagogy, the maximization of learning opportunities and minimalization of perceptual mismatches, the need for negotiated interaction, the promotion of learner autonomy, the teaching of higher order thinking skills, the advantages
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Books on the topic "Spanish foreign language teaching"

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

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Bloomington Public Schools (Minn.), ed. Foreign language: Composite French, German, Latin, Russian, Spanish. The Schools, 1988.

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Fajardo, Guadalupe Ruiz, and Guadalupe Ruiz Fajardo. Methodological developments in teaching Spanish as a second and foreign language. Cambridge Scholars Publishing, 2012.

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Dickson, Peter. Assessing foreign languages: The French, German and Spanish tests. NFER-Nelson (for) the Assessment of Performance Unit, 1986.

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Petrow, Jenny. Spanish conversation demystified: A self-teaching guide. McGraw-Hill, 2010.

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Hendrickson, James M. Intercambios: Spanish for global communication. 2nd ed. Heinle & Heinle Publishers, 1995.

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Hendrickson, James M. Intercambios: Spanish for global communication. Heinle & Heinle, 1991.

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Hendrickson, James M. Intercambios: Spanish for global communication. 3rd ed. Heinle & Heinle Publishers, 1999.

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Sandstedt, Lynn A. Intermediate Spanish. 9th ed. Thomson/Heinle, 2008.

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Rodriguez, Jill. CliffsQuickReview Spanish I. John Wiley & Sons, Ltd., 2001.

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Book chapters on the topic "Spanish foreign language teaching"

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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. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1358-5_7.

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

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

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

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Plötner, Kathleen. "Chapter 14. Construction grammar and foreign language learning (L3)." In Constructional Approaches to Language. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cal.34.14plo.

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This paper focuses on predicative constructions with ser and have-constructions with tener in written language production of native German students studying Spanish as a third language (L3). First, I establish a common ground between a usage-based approach and construction grammar and then define so-called ‘construction learning’ in the teaching of a foreign language. Subsequently, the study investigates the use of tener (‘to have’) and ser (‘to be’), both irregular high-frequency verbs, in the third person singular and the constructional embedding of these two verbal forms in patterns like [N
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Schulte, Kim. "Chapter 11. Do translators need a different knowledge of their target language?" In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.11sch.

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This chapter aims to identify areas in which students of translation can benefit from specific language teaching geared towards their needs as future translators who will normally be expected to translate from as well as into their second language. Drawing on data from translations by several hundred students at a Spanish university, it is shown that general English teaching as it is currently conceived is not sufficient to prepare these students for the job, mainly because they require specific knowledge and contrastive awareness to be able to produce linguistically, stylistically and formall
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García-Dussán, Éder. "Tracking Colombian Andes Speech: A Decolonial Take on Teaching Spanish as a Foreign Language." In Unauthorized Outlooks on Second Languages Education and Policies. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-45051-8_6.

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Hecht, Ana Carolina. "Argentina: Minority Indigenous Teachers of Bilingual Intercultural Education." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_15.

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AbstractIn the province of Chaco (northeastern Argentina) bilingual and intercultural school models emerged to help meet the educational needs of indigenous children. Bilingual intercultural education schools implemented a system in which two teachers coexist in the same classroom: a non-indigenous teacher and a minority indigenous teacher. However, in recent decades, indigenous languages are being displaced by Spanish, which is becoming widespread as a means of daily communication for indigenous families. In this scenario, the role of indigenous teachers is currently focused on linguistic rev
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Rodrigo, Andrea, Silvia Reyes, Cristina Mota, and Anabela Barreiro. "Causal Discourse Connectors in the Teaching of Spanish as a Foreign Language (SLF) for Portuguese Learners Using NooJ." In Formalizing Natural Languages with NooJ 2019 and Its Natural Language Processing Applications. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38833-1_14.

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Vinagre, Margarita, and Reyes Llopis-García. "Multilingual Landscapes in Telecollaboration: A Spanish-American Exchange." In Educational Linguistics. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_4.

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AbstractIn this chapter we aim to explore the role that the linguistic landscape (LL) can play in intercultural telecollaborative exchanges. Although research in the field of LL has gained worldwide interest over the last decade and some studies have analyzed its potential for foreign language learning (Cenoz J, Gorter D, Int Rev Appl Linguist Lang Teach 46(3):267–287, 2008; Gorter D, Cenoz J, Knowledge about language and linguistic landscape. In: Hornberger N (ed), Encyclopedia of language and education. Springer Science, Berlin, pp. 1–13, 2007; Dagenais D et al, Linguistic landscape and lang
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Conference papers on the topic "Spanish foreign language teaching"

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Nguyen, Thuy Trang, and Thuy Anh Chu. "SPANISH TEACHING AS A FOREIGN LANGUAGE USING VIRTUAL PLATFORM DURING COVID-19." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1687.

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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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Kolabinova, Tatiana, and Liliya Gazizova. "TEACHING SPANISH AS A FOREIGN LANGUAGE IN ADULT LEARNERS 65+." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.0913.

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Шерзод қизи, Ачилова Мадина. "Фонетические, лексические и диалектические различия испаноязычных стран". У TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-58.

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This article talks about the benefits of learning the Spanish language, its place in the world, as well as phonetic, lexical and dialectical differences with Spanish-speaking countries. In this article we will get acquainted with the Spanish language and its influence and spread in modern society.
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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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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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Kittová, Zuzana, and Mária Spišiaková. "Teaching Spanish as a Foreign Language for Students of Economics and Business." In 3rd International Scientific Conference Teaching Methods for Economics and Business Sciences. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-356-2.10.

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

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Palutina, Olga, Alia Ismagilova, Svetlana Pupyreva, Nadezhda Dyrygina, and Natalia Novikova. "TEACHING SPANISH AS A SECOND FOREIGN LANGUAGE AT THE RUSSIAN SECONDARY SCHOOL." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1686.

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Reports on the topic "Spanish foreign language teaching"

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. The Economics Network, 2004. http://dx.doi.org/10.53593/n208a.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Ramirez, Jorge. Weekend Spanish Immersion Camp: A Non-Traditional Teaching World Language to Middle School American Students. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7348.

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Murieva, Meri Valerianovna, and Natalia Nikolaevna Tchaiko. LINGUADIDACTIC AND EDUCATIONAL ASPECTS OF FAIRY-TALES IN A FOREIGN LANGUAGE TEACHING PROCESS. DOI СODE, 2022. http://dx.doi.org/10.18411/doicode-2023.107.

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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an
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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.283.

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises sev
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PODDUBSKAYA, O., V. DARJINA, and E. MAKSIMKINA. COMPARATIVE ANALYSIS OF SERVICES FOR CREATING AND CONDUCTING TEST CONTROL IN TEACHING A FOREIGN LANGUAGE. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-3-21-29.

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The article is devoted to the analysis of the capabilities of available platforms for creating and conducting tests as a means of test control of foreign language training. The work provides answers to the questions of how platforms available in the public domain are suitable for tests creating, and which ones are the most convenient for the personal use of a teacher to organize testing.
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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

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This study presents the study of the practise-oriented nature of teaching of a foreign language at a university. The work reveals the concept of “practice-oriented learning” and the principles of this approach. The study demonstrates the “Flipped class” method as the method that has the main characteristics of a student-centered approach to learning. Besides the results of the application of this method by foreign researchers are illustrated in this work. The main purpose of the article is to attract the interest of Russian researchers to the application of the “Flipped class” method in univer
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