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Dissertations / Theses on the topic 'Spanish foreign language teaching'

Author: Grafiati

Published: 9 September 2021

Last updated: 29 July 2025

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Steves, Karen L. "A case study of children in second and third grades learning Spanish as a foreign language." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117102.

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The case studies offered in this ethnography describe the learning experiences of 13 second and third grade students, six girls and seven boys, living in a medium-sizemidwestern town in the United States, who are taught Spanish as a foreign language once a week in 30 minute sessions during the 1995-6 school year. None of the children had any prior exposure to Spanish nor any additional exposure to Spanish outside the class I taught.The research investigates several areas of individual variety, including motivation, learning style, approach to vocabulary learning, classroom behavior, expectatio

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12

Lancho, Perea Luis Andres. "Spanish as a foreign language at university level : the role and use of language learning strategies by absolute beginners." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/61263.

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This research is logged in the field of language acquisition, focusing on Spanish as a foreign language learnt at university level. It investigates how learning strategies are used by students to develop proficiency in Spanish over a three-year period (from the first year to the third year). Adopting a cognitive lens that places special attention to how linguistic knowledge is constructed, deconstructed and reconstructed, this study focuses on the language learning process, specifically on what the students do to learn a language. Taking into account that the learning of foreign language pos

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13

Kentner, Melissa A. "Successful teachers of Spanish who commit to the teaching of cultures two qualitative case studies /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110209882.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 299 p. Includes bibliographical references (p. 281-299). Available online via OhioLINK's ETD Center

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Wilson, Desrian. "The teaching of Spanish as a modern foreign language in Trinidad : a case study of the Spanish initiative implementation in the primary classroom." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37612.

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The focus on human capital development in the republic of Trinidad and Tobago may be viewed as an instrumental economic imperative. This government position has brought with it changes to the educational landscape of the local primary school. Recognition of the impetus for improved trade within the region has brought with it a new curricular focus, that of a modern foreign language at the level of the primary school. It is generally noted that policies are often imported and implemented in the local context without an evaluation of their efficacy. This study thus considers the issue of the imp

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15

Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

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Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorg

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Cetz, Ricardo Gustavo. "Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4411.

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The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on the relationships between cultural products, practices, and perspectives. However, while most language instructors agree that language and culture should be connected, many fail to teach culture explicitly because they are so focused on the language components of their courses. Of those who do teach culture explicitly, many either teach only about the cultural products and not the perspectives, or they teach the culture

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Al, Masaeed Katharine Burns. "The Ideology of U.S. Spanish in Foreign and Heritage Language Curricula: Insights from Textbooks and Instructor Focus Groups." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323442.

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According to data from the U.S. Census Bureau (2012), the United States is the world's fifth most populous Spanish-speaking country, with over 35 million Spanish-speakers. In addition, Spanish is the most widely taught foreign language in the United States, with more students enrolled in Spanish at the higher-education level than in all other modern languages combined, as detailed in a 2010 report from the Modern Language Association (MLA). How are these two realities connected? Is the United States' status as a top Spanish-speaking country reflected in Spanish as a Foreign Language (SFL) and

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Noble, Priscilla Garrido. "Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05092007-164942/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Philo Hutcheson, committee chair; Gertrude Tinker-Sachs, Joyce E Many, Douglas Davis, committee members. Electronic text (325 p.) : digital, PDF file. Description based on contents viewed Dec. 6, 2007. Includes bibliographical references (p. 292-309).

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Sibayan, Anna Marie. "Prompted and Unprompted Self-Repairs of Filipino Students of Spanish as a Foreign Language." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454821.

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The present dissertation, which contributes to the dearth of research on the acquisition of Spanish as a foreign language by Filipinos, is a pseudolongitudinal study of their Spanish interlanguage (IL) whose two-fold objective is to provide a descriptive analysis of their developing IL based on errors produced in their speech as influenced by language proficiency levels and crosslinguistic similarity of their other known languages, and to identify the thresholds of their IL based on the prompted and unprompted self-repair of these errors. Participants of the study were four groups of studen

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O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.

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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. T

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Gabbitas, Jeffrey William. "ARTICULATION IN THE SPANISH PROGRAM AT A LARGE SOUTHWESTERN UNIVERSITY: A CASE STUDY." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202692.

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Articulation is defined by Byrnes as "the well motivated and well designed sequencing and coordination of instruction toward certain goals." Factors concerning vertical articulation (the sequencing of language courses from the entry point to the end point of instruction) and horizontal articulation (coordination of multi-sectioned language courses) are the foci of this research. Student motivation relating to articulation efforts is also considered. The data for the study included departmental documents, course textbooks and course syllabi, questionnaires from 725 students and 99 instructor

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22

Moe, Cailey Catherine. "Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4059.

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Within the population of adult English-language learners in the United States, the largest portion is comprised of Spanish speakers from Mexico and Central and South America. At the same time, Spanish is the second-most commonly spoken language in the U.S., and an increasing presence in U.S. media and culture. This puts English learners from this demographic in a unique position with respect to language and culture acquisition and the experience of working towards their goals within U.S. society at large. The purpose of this study is to explore motivations and beliefs about language and cultur

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Proper, Rebecca A. "A Unit on the Family and Traditions: For Middle School Spanish Classes." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5563.

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This thesis project for a Master of Arts in Spanish Pedagogy consists of a four-week, ten-lesson unit on culture in the family. This unit is designed for a middle school Spanish I class and is intended to supplement Chapter 5 in the Realidades textbook in the cultural aspect of learning a foreign language. The intention is to engage students to consider cultural perspectives, or the “why” cultures do what they do. The lesson plans from the unit are based on backward design and are structured around essential questions including, “What constitutes an ideal family?” An emphasis is placed on cu

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Carbutt, Ren S. "The Experiences of Hispanic International Students as Interviewees in a Cross-Cultural Interview Project." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3403.

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In the field of world language education, it has long been affirmed that language and culture are inseparable. It has also often been asked how teaching language and culture in an inseparable way is to be accomplished. One solution that has been proposed is ethnographic interviews. Other studies have demonstrated that interviewing native cultural informants is beneficial for language students. This study examined whether such interviews are also beneficial to the native informants. The participants in this project, sixteen native speakers of Spanish, were each interviewed three times by a pair

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Fernandez, Gustavo Javier. "A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana `My Gypsy Life,' a Bilingual Play." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/397.

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The present study analyzed the language in the script of the bilingual play Mi Vida Gitana `My Gypsy Life' (Malán, 2006) in order to better understand issues relating to codeswitching (CS). The analysis was done from a structural and a functional perspective and utilized various models developed by renowned CS scholars. For the structural analysis, I utilized concepts and ideas put forth in the three-tiered typology created by Muysken (2000) and the Matrix Language Frame model developed by Myers-Scotton (1993). The results of this portion of the study showed that some form of CS, whether occur

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Blaurock, Colleen A. "Skype™: A Portal Into the 21^st Century in a Secondary Spanish Classroom." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302178019.

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Gordillo, De Paz Macarena. "El papel de la cultura en la enseñanza de español como lengua extranjera (ELE) en las universidades de Australia. Un estudio de caso. The Role of Culture in the Teaching of Spanish as a Foreign Language in Australian Universities. A Case Study." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21649.

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As teachers of Spanish as a foreign language, we have become aware of a deficiency in the knowledge of culture in students learning Spanish as a foreign language in Australian universities. The deficiency led to this investigation which delves into the situation of what cultural aspects are taught and learnt in textbooks and classrooms, as well as to examine the point of view of both teachers and first year students of Spanish as a foreign language within Australian universities.The main objectives of this study are to discover how language and culture are intertwined, to investigate culture p

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Reed, Stella L. "Estrategias Didácticas para la Enseñanza del Enfoque Léxico y las Nuevas Tecnologías de la Información y de la Comunicación (TIC) en la Clase de Español como Lengua Extranjera (ELE)." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157564/.

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The purpose of this research was to use a lexical approach, and information and communication technologies (ICT) as strategies to facilitate learning to students of Spanish as a foreign language, to answer the research questions: (1) if the use of multiword lexical units improves the lexical competence and (2) whether the use of technology is an effective strategy to facilitate learning. A lesson plan with different activities was designed and put into practice with two groups of students (experimental and control) of the intermediate level of the University of North Texas (UNT). The collecte

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Backhouse, Åsa. "Los Principales Problemas Fonéticos y Fonológicos en la enseñanza del Español para Extranjeros." Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5559.

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The purpose of this study is to investigate the most common phonetic and phonological difficulties in the teaching of Spanish as a foreign language. The study has been based on the following questions: Which difficulties can teachers encounter when teaching phonetics and phonology? Which difficulties can students encounter when learning phonetics and phonology? How is phonetics and phonology taught? In order to be able to investigate the difficulties, a questionnaire has been handed out to five experienced teachers. The results of the questionnaires, together with the theory, has been analysed

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Dixon, Richard. "The effects of semantic textual cues vs. semantic contextual cues on recall measures of listening comprehension in second semester college Spanish." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/533884.

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The purpose of this study was to investigate the effects of specific textual and contextual materials to bridge the gap between the student's present level o proficiency in a target language and the level of proficiency required to perform a listening comprehension task in that language. This study also tested for interaction between the use of the textual and contextual materials and the learning modality of the students. In addition, confounding effects by either learning modality and foreign language classroom anxiety were controlled.Listening comprehension was assessed by a fourteen-item m

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Gonzáles, Alma Rosa. "Using directed listening-thinking activities to increase production in English for Spanish speaking fourth and fifth graders." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/815.

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This project used an active research approach in order to measure how the incorporation of Directed Listening-Thinking Activities (DLTA) in the classroom promoted increased production in English oral language skills for Spanish speaking fourth and fifth graders.

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Rosas, Pedro. "A process of using mini-shared and guided reading to transition fluent readers in Spanish to English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2161.

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A descriptive study was conducted using a modified approach to Guided Reading and Mini-Shared Reading to improve the reading comprehension levels of bilingual second graders in their second language, English.

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Enkin, Elizabeth Bella. "The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238674.

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The maze task is a psycholinguistic tool that is used in experimentally measuring online sentence processing time (Forster et al., 2009). It asks subjects to "weave" their way through sentences, choosing the correct grammatical alternative from two choices. This task can also offer insight into the processing strategies of L2 learners. Thus, whether or not this task can be used as an effective training program for beginning L2 learners is the topic of this current investigation. The maze task is therefore transformed into the "story maze", which contextualizes sentences for learners. Because t

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Wendahl, Arnesson Anna. "¡Qué dices!Desafíos y ventajas de usar la lengua meta en la enseñanza de los primeros pasos de ELE." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100765.

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En el presente estudio se pretende indagar con qué ventajas y desafíos se encuentran los profesores y alumnos en clases de ELE en los pasos 1 y 2, en las que los profesores procuran utilizar la lengua meta lo más posible. Mientras los expertos de educación en Suecia resaltan que el grado de uso de español en clases de ELE debe aumentar, a su vez, estudios muestran que es común que profesores y alumnos piensan que sería imposible enseñar en la lengua meta en los niveles principiantes (Skolinspektionen, 2010). A través de un método mixto, con entrevistas con tres profesores y encuestas a sus 86

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Chevalier, Elizabeth. "The effects of the Spanish Civil War in the lives of women and children: teaching philosophy and unit plan." Kansas State University, 2015. http://hdl.handle.net/2097/18949.

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Master of Arts<br>Department of Modern Languages<br>Douglas Benson<br>The purpose of this report is to demonstrate mastery of content in the Spanish MA program in Second Language Acquisition at Kansas State University. After graduation from this program, I plan to pursue a career as a high school Spanish teacher. As evidence of content mastery, this report contains my philosophy of education, which emphasizes communicative competence in the Spanish classroom. I discuss best teaching practices in presenting and practicing Spanish vocabulary and grammar with students. The use of the target lang

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Gonçalves, Eliane. "Marcadores conversacionais na interlíngua de aprendizes de espanhol no Brasil." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-22102007-115052/.

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A produção oral de aprendizes de língua estrangeira se insere no âmbito das atividades lingüísticas desenvolvidas pelo homem e se realiza mediante a cooperação entre os seus falantes e o uso de estratégias que possam garantir a interação. Em estágios de aquisição/aprendizagem de uma língua estrangeira, observa-se que um dos recursos utilizados pelos alunos para obter sucesso nas situações de interação é o uso de marcadores conversacionais. Nesse sentido, o marcador conversacional foi o foco desta pesquisa com vistas à identificação de possíveis padrões de seu uso na interlíngua de aprendizes d

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Reynolds, Adrian K. "Intersections of Contexts and Concepts in Learning to Teach: A Qualitative Case Study of the Appropriation of the Communicative Language Teaching Approach by Pre-service Teachers of Spanish in the United States." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338306655.

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Callegari, Marília Oliveira Vasques. "Motivação, ensino e aprendizagem de espanhol: caminhos possíveis. Análise e intervenção num centro de estudos de línguas de São Paulo." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18032009-154414/.

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Neste trabalho estudamos a motivação de alunos brasileiros em aulas de espanhol como língua estrangeira, em contextos formais de aprendizagem. Partimos do pressuposto de que a motivação dos alunos é um construto complexo, que envolve fatores de diversos contextos (pessoal, familiar, escolar, social etc.) e que pode ser influenciada por uma série de escolhas que faz o professor durante o curso. Através da revisão bibliográfica realizada, pautada, sobretudo, nos modelos teóricos de Zoltán Dörnyei (1990, 1994, 2001a, 2001b) e do estudo empírico que levamos a cabo, objetivamos: i) aprofundar o nos

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Kevari, Mary Kathleen. "The role of universal grammar in second language acquisition: An experimental study of Spanish ESL students' interpretation of lexical pronouns." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1710.

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Guerra, Rebecca. "Español como lengua extranjera : un estudio de métodos de enseñanza." Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5536.

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This essay concerns methods of teaching, with the focus being mainly on methods of grammar, interaction, oral methods and the real context. The purpose of the study is to examine different methods used in the education of Spanish as a foreign language, as well as to show the effect of those methods. The investigation is based on the following questions: Which methods are used by teachers of Spanish as a foreign language? Which of these methods would be the most effective ones when it comes to learning? The methods of investigation used in the study are: search in related literature and intervi

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Muro, Maritza. "La competencia metafórica en el aula de E/LE. : Un acercamiento teórico-prácticoal fenómeno, una propuesta didáctica para su incorporación en el aulay un recuento de las dificultades encontradas en la realización del estudio." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107885.

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The metaphoric competence does not have the importance it deserves in the field of Spanish as a foreign language; the metaphoric language must cease to be considered as an exclusive language of the literary text. This paper addresses and discusses theories related to metaphor and particularly, the implications of metaphoric competence (MC) in the teaching and learning of languages. Furthermore, we will describe a small experiment that was conducted at the University of Stockholm in which we sought to prove that the explicit instruction of theory and practice of metaphor makes the acquisition o

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Hyte, Heidi D. "The Effects of Computer-Based Metacognitive Strategy Training for Adult Second Language Learners." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4816.

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The purpose of this study was to investigate the effects of a metacognitive language learning strategy training program that was implemented into computer-assisted language learning (CALL) software on second language learners' independent use of metacognition and language learning strategies (LLS). Questions under investigation included what effect this metacognitive training had on learners' independent use of metacognition, the differences in use of metacognitive strategies between fast and slow language learners, and the effect of learners' perceptions of metacognition on their use of LLS a

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Ginarte, Agra Maria Caridad. "Envolver-se com o fascinio pelo patrimonio "Real-Maravilhoso" Latino-Americano como forma de apropriação da lingua-alvo." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269424.

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Orientador: Jose Carlos Paes de Almeida Filho<br>Tese (doutorado) - Universidade Estadual de Campinas,Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-09T08:24:41Z (GMT). No. of bitstreams: 1 GinarteAgra_MariaCaridad_D.pdf: 1205185 bytes, checksum: 1fbc2877e2874aec7164dc083c83df68 (MD5) Previous issue date: 2007<br>Resumo: O presente trabalho descreve e interpreta como se constrói a competência comunicativa na sala de aula de Espanhol Língua Estrangeira (doravante, ELE) a partir de uma abordagem comunicacional-intercultural que prioriza a produção e troca de sentidos

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Sousa, Greice de Nobrega e. "Entre línguas de negócios e de cultura. Sentidos que permeiam a relação do brasileiro com a língua inglesa e a espanhola." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-17122007-115605/.

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Neste trabalho analisamos, a partir do lugar teórico da Análise do Discurso de linha francesa, a relação do aprendiz brasileiro com duas línguas estrangeiras: a Língua Inglesa (LI) e a Língua Espanhola (LE). Para tanto, exploramos as imagens detectadas nos comentários dos aprendizes sobre essas línguas estrangeiras, que recuperamos por meio de questionários aplicados a vários grupos. A imagem que marca a relação aprendiz/LI é a de que ela é uma língua de negócios; no caso da LE, aparece, primeiro, a imagem de 2a língua de negócios, e depois, ganhando força ao longo do processo de aprendizagem,

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Dressler, Lutz. "Wie lässt sich das Interesse am Erlernen von Deutsch als Fremdsprache (wieder) steigern? : Warum lernt man als schwedischer Schüler neben der eigenen Muttersprache gerade Deutsch als zweite Fremdsprache? Was sind Anreize dafür?" Thesis, Högskolan Dalarna, Tyska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21787.

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By the means of a questionnaire the present work examines the attitudes among pupils between the 5th and 9th grade towards choosing French, Spanish or German as their third language. The main question to be answered is "What needs to be improved to raise the interest in choosing specifically German as their preferred third language?". The other questions posed are for example "Do they want to study a language at all?", "Which language do they want to study and why?" or "What motivates them to keep studying generally?". The results show a high motivation and that the most pupils have already de

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Junior, Jorge Rodrigues de Souza. "Cultura enquanto objeto discursivo: considerações e lineamentos sobre seu papel em práticas de ensino de língua estrangeira, especificamente nas de espanhol para brasileiros." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-11082016-152316/.

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Esta tese discute a noção de cultura e realiza o movimento de alçá-la como um objeto discursivo, a partir do seu papel em práticas de ensino/aprendizagem de línguas estrangeiras, especificamente as de língua espanhola para brasileiros. Nesse movimento de devolver historicidade ao termo, ao discutir sua relação com a história, parto de uma série de trabalhos teóricos sobre cultura produzidos no campo dos Estudos Culturais, da Sociologia e da Antropologia Cultural, mobilizando-os para o campo dos Estudos da Linguagem (conforme a perspectiva teórica da Análise do Discurso materialista) e, mais es

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Kallin, Marianne. "¡Yo solamente quiero saber hablar español! : Las opiniones de los alumnos en la secundaria acerca de cómo aprenden a hablar español." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50818.

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The purpose of this paper is to investigate what pupils who study Spanish as a foreignlanguage in the senior level of the nine year compulsory school, think about how theylearn to talk Spanish. What is their opinion about what it takes to be able to speak andcommunicate in Spanish? And what type of exercises do they prefer? This paper alsoaims at investigating if the pupils understand the importance of reading, writing andlistening to as much Spanish as possible if they want to be good at talking Spanish. Inour investigation are we using the Common European Framework of Reference forlanguages:

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Rinaldi, Simone. "Um retrato da formação de professores de espanhol como língua estrangeira para crianças: um olhar sobre o passado, uma análise do presente e caminhos para o futuro." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21062007-110155/.

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Este trabalho trata da formação de professores de espanhol para crianças. A pergunta inicial que nos motivou foi: o ensino de espanhol para crianças é necessário e desejável? Textos legais, teóricos, pesquisadores e pais nos mostraram que sim, tanto desejável quanto necessário. A partir disso, buscamos saber como se dá a formação dos docentes que trabalham com a faixa etária dos 7 aos 10 anos. Explicitamos alguns pontos da história do ensino de línguas estrangeiras no Brasil, das abordagens e métodos de ensino de idiomas, da criação da Universidade de São Paulo e, com ela, a Faculdade de Filos

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Feuerstein, Amanda L. "La ansiedad y los aprendices de español como segunda lengua." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332185908.

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Lundqvist, Louise. "La clase multilingüe : La influencia del multilingüismo en las clases de español como LE y L2." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101284.

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El multilingüismo es un tema frecuentemente tratado en el ámbito de la enseñanza y la didáctica. Cuando trata de las lenguas maternas y los conocimientos lingüísticos previos de los estudiantes, las clases de hoy no son tan homogéneas como antes, cuando podíamos dar por hecho que la mayoría del alumnado tenía la misma lengua materna. Esto influye directamente en la manera de enseñar, y sobre todo en cómo enseñamos lenguas. En este estudio, tratando temas como el translingüismo, la enseñanza basada en el alumnado y la tipología lingüística, se investiga la influencia que las lenguas maternas y

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