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Journal articles on the topic 'Spanish foreign language teaching'

Author: Grafiati

Published: 9 September 2021

Last updated: 29 July 2025

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1

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

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This article proves statistically the effectiveness of humour in the teaching of English and German to Spanish students of foreign languages. The referred lexicon is particularly troublemaking because of the difficulties that such vocabulary poses for Spanish learners of not-Latin-originated languages. The approach followed is a quantitative and contrastive analysis and was carried out with four groups of Spanish learners. The experimental groups (one for each language) were presented with the input they were supposed to learn in sentences and contexts in which the use of the English/German te

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Guo, Wenzheng. "A Study on the Training Strategies of Spanish-English Application-Oriented Talents." International Journal of Languages, Literature and Linguistics 9, no. 2 (2023): 124–28. http://dx.doi.org/10.18178/ijlll.2023.9.2.391.

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With application-oriented talents of foreign languages being concerned and acquiring great attention, compound Spanish-English bilingual professionals should follow the trend. It is an important way for the foreign language colleges of universities to meet the requirements of the new external economy. This paper explores the problems of bi-foreign languages–majors, and probes into the bi-foreign languages application-oriented professionals cultivating strategies in terms of curriculum, teaching methods, teaching level and students’ extracurricular practice, and puts forward the specific sugges

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

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

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

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Music has multiple characteristics that make it an ideal tool for teaching and learning languages. Although some research has been done on this subject, there are still many areas to explore. This quantitative research presents survey data from 178 students of Spanish as a Foreign Language to better understand how adult learners use music and other media in their practice of Spanish. Non-parametric statistical tests were carried out. Data showed participants used music more frequently than other media as a means to practice Spanish outside of the classroom, despite having difficulties understa

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

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Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002,

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

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

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

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This article focuses on highlighting the application of discourse analysis in the Spanish Language Teaching as a Foreign Language. Especially, it does emphasize the importance of the conceptual fluency acquisition, as a strategic competence in particular, and as a communicative competence in general for non-native speakers of other languages enrolled in Spanish courses as a foreign language. That is, it does draw attention to Metaphorical Competence (MC), which can be defined as the ability to acquire, create, and interpret metaphors in the target language. For this purpose, we have chosen a G

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18

Killman, Jeffrey. "Book Review: Ruggiero, Diana (2022). Teaching World Languages for Specific Purposes: A Practical Guide. Georgetown University Press, pp. 121." Revista de Lenguas para Fines Específicos, no. 29 (June 14, 2023): 177–81. http://dx.doi.org/10.20420/rlfe.2023.623.

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In Teaching World Languages for Specific Purposes: A Practical Guide, the author, Diana Ruggiero, Associate Professor of Spanish at the University of Memphis, draws on her over 10 years of experience designing and teaching Spanish as a world language for specific purposes (WLSP) in American higher education. Though Spanish in the US is the context within which she works, the book is intentionally written to be applicable to the teaching of all WLSPs and not just in the US context of higher education. The book also sets out to be useful to foreign languages instructors of all backgrounds that a

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Маслова, Ю. В. "Технология развития триглоссии в процессе обучения испанскому языку как второму иностранному языку в педагогическом вузе". Modern Humanities Success, № 8 (29 серпня 2024): 270–75. http://dx.doi.org/10.58224/2618-7175-2024-8-270-275.

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в статье рассматриваются вопросы обучения испанскому языку как второму иностранному в педагогическом вузе, где английский язык изучается в как первый иностранный язык. При этом коммуникативные умения родного, первого иностранного и второго иностранного языка развиваются на фоне искусственного субординативного трилингвизма (триглоссии), таким образом коммуникативная компетенция на иностранных языках развивается одновременно, что должно находить отражение в методике преподавания второго иностранного языка. Опора в данном случае производится, главным образом, на первый иностранный язык, что не от

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

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

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

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Marin, Juan Carlos Lopez, and Yeimey Paola Valero Robayo. "Bilingual reading-writing, biliteracy and operational curriculum." South Florida Journal of Development 6, no. 4 (2025): e5199. https://doi.org/10.46932/sfjdv6n4-052.

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Reading and writing in English as a foreign language in Colombia and Spanish as a mother tongue, is presented in the context of biliteracy based on the operational curriculum and is defined as a problem situation, the difficulties in the management of learning-teaching in the classroom, where it is tended to articulate the theoretical, didactic and methodological elements in the process of teaching reading and writing, corresponding to the area of knowledge in English and Spanish in a bilingual teaching context; although both languages are from the same area, as subjects they develop methodolo

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Luchenko, Olha. "EMI AND ELF IN TEACHING LANGUAGES OTHER THAN ENGLISH." Grail of Science, no. 43 (September 21, 2024): 479–81. http://dx.doi.org/10.36074/grail-of-science.06.09.2024.064.

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The increasing global mobility has led to a rise in multilingual classrooms, making foreign language teaching more complex. In such environments, using students’ native languages to teach foreign languages has become problematic. This challenge is even more pronounced when teaching languages other than English (LOTEs) in multilingual settings, where relying on a common native language is no longer feasible. This is especially true for high-context languages, which depend heavily on contextual and non-verbal cues for communication. These languages often convey implicit information, requiring a

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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

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Dyadya, Valentina. "LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 16–24. http://dx.doi.org/10.15421/251903.

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The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The pu

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Diachkova, Svetlana Sergeevna. "The use of learning strategies in teaching Spanish as a second foreign language at a language university." Pedagogy. Theory & Practice 9, no. 12 (2024): 1179–84. https://doi.org/10.30853/ped20240150.

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The article presents examples of learning strategies that are used in the process of learning Spanish and offers models of learning tasks within the framework of learning strategies for different levels of Spanish proficiency. The necessity of familiarizing students with the culture of Spain and Latin American countries is indicated. The purpose of the study is to identify the effectiveness of using educational strategies in classes on mastering Spanish as a second foreign language at a language university. Metacognitive, communicative, interactive and affective strategies and examples of thei

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

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The Interference and Transition Errors in the Fild of Semantic Resulting from First and Second Language in The Writing Production of Iraqi Apprentices when Teaching Spanish as a Foreign Language The acquisition of a foreign language for students can not be crossed only with the help of a. Here, the student begins to strengthen his tools of the rules and vocabulary (semantic, cultural), stages enhances the linguistic and communicative abilities, and the role of a professor in the field of foreign language learning is to help the student to overcome the difficult stages and prevent t

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Angulo-Jiménez, Henry, Marisela Bonilla-López, and Esteban Rojas-Ramírez. "Foreign Language Learning." Topics in Language Disorders 44, no. 1 (2024): 44–62. http://dx.doi.org/10.1097/tld.0000000000000332.

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Purpose: Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate this situation, we conducted an exploratory study on the experiences of self-identified autistic bloggers with foreign language learning (FLL). Methods: We used deductive thematic analysis to characterize the bloggers and establish the perceived effe

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Fernández Bueno, Aída. "Language learning as a factor of social cohesion in multilingual society: rection on the functional change of teaching and learning foreign languages." Cuadernos Iberoamericanos, no. 2 (June 28, 2017): 63–67. http://dx.doi.org/10.46272/2409-3416-2017-2-63-67.

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Teaching / learning foreign languages in Spain has improved a signi cant functional change in recent years, motivated directly by the social changes, and especially, by immigration. To the group of students from more traditional and large pro le is added another, multinational, for whom Spanish is a foreign language. That implies the condition of bridge language. To attend these students causes some adjustments in the obligatory education and in a lesser level at the university. Considering this context of diversi cation of student´s pro le foreign language, the answer only can be encourage la

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Butunbayeva, Aziza. "THE ROLE OF EDUCATION TECHNOLOGIES IN ENGLISH TEACHING." MODERN SCIENCE AND RESEARCH 2, no. 11 (2023): 123–26. https://doi.org/10.5281/zenodo.10082501.

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<i>Learning foreign languages has been a vital need and necessity for every nation since ancient times. Language is the messenger of all innovations, discoveries and cultures. Language is becoming one of the factors that contribute to development, one of the factors that bring scientific-technical and cultural achievements. Out of more than 5,000 languages in the world, English is the third most spoken language in the world (after Spanish and Mandarin Chinese). It is the main language of the European Union, and 900 million people use it as their L1.</i>

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Ustyantseva, K. E. "SPECIAL ASPECTS OF TEACHING FOREIGN LANGUAGE GRAMMAR TO RUSSIAN-SPEAKING STUDENTS WITH DUE ACCOUNT OF FUNCTIONAL BRAIN ASYMMETRY (ON THE MATERIAL OF THE SPANISH LANGUAGE)." Siberian Philological Forum 13, no. 1 (2021): 24–30. http://dx.doi.org/10.25146/2587-7844-2021-13-1-68.

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Nowadays, individual features of functional brain asymmetry are rarely taken into account in teaching a foreign language. The purpose of this article is to theoretically prove the need to consider these features in teaching Spanish grammar. The article reviews the main theoretical framework of the functional brain asymmetry and its relation to teaching a foreign language, types of perception, and special aspects of teaching Spanish grammar to Russian-speaking students. Research methods include analysis of scientific literature and classification of obtained data. As a result, this study provid

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Núñez-Román, Francisco, and Emilio J. Gallardo-Saborido Emilio J. Gallardo-Saborido. "La crónica deportiva como recurso de escritura en ELE/L2. Un enfoque procesual." Studia Romanica Posnaniensia 47, no. 2 (2020): 123–39. http://dx.doi.org/10.14746/strop.2020.472.009.

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This paper stands up for the defence of writing as a hugely valuable resource for teaching Spanish as a Foreign Language or a Second Language. Specifically, it pursues two general targets: a) to highlight the importance of considering writing into the classroom of Spanish as a Foreign Language as a process that has to be constantly coached and developed; b) to emphasise how this way of teaching provides pedagogical benefits that go further the development of the writing ability itself, since it has an impact on other students’ general cognitive features. Methodologically, this text begins with

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Neo, Swee Leng, and Lee Luan Ng. "Learning style and teaching style preferences in a foreign language classroom in Malaysia." Moderna Språk 114, no. 2 (2020): 139–60. http://dx.doi.org/10.58221/mosp.v114i2.7408.

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 Despite learning styles being one of the main topics of interest in education, not many studies have considered the influence of learning styles regarding students learning foreign languages in Malaysia. This study investigates the learning style preferences of 35 Spanish beginner level students aged between 20 and 24 years, the teaching style preferences of their Spanish teacher, and the relationship between the matching of teacher and learner styles and the learners’ language achievement. Data were collected using an adapted perceptual learning style preference questionnaire, a teachi

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Ciszewska, Katarzyna. "Cooperative learning as a tool for teaching Iberian Romance minority languages in an online Spanish classroom." Zeszyty Łużyckie 61, no. 2 (2025): 107–33. https://doi.org/10.32798/zl.1407.

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The article provides a practical guide for Spanish language teachers on how to use Cooperative Learning (CL) to develop plurilingual competence in students by incorporating information about the smaller Romance languages of the Iberian Peninsula into Spanish as a Second or Foreign Language classes. It presents a didactic proposal of five lessons based on authentic texts - translations of The Little Prince into Spanish and four minor Romance languages (Catalan, Galician, Aragonese and Alguerese - the Catalan dialect spoken in the Sardinian city of Alghero). The article contains a methodological

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Gapon, Valentyna, Liudmyla Chymbay, and Larysa Popkova. "THE STATE OF FOREIGN LANGUAGE LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS IN THE CONTEXT OF UKRAINE'S INTEGRATION INTO THE EUROPEAN EDUCATION AREA." Educational Analytics of Ukraine, no. 2 (2024): 45–64. http://dx.doi.org/10.32987/2617-8532-2024-2-45-64.

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This article presents the findings of a study on the current state of foreign language learning and teaching in the languages spoken by national minorities and indigenous peoples in general secondary education institutions (GSEIs). The authors conducted an analysis of scholarly sources and contemporary legislative acts related to these topics. It is determined that promoting foreign language acquisition is crucial for developing individuals capable of intercultural communication, which is increasingly important in the context of European integration and globalisation. Based on statistical info

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

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We analyze methods of teaching foreign legal vocabulary, legal texts translation that are important for the student translation skills development as well as to compare the linguistic and national cultural specifics of German, Spanish and Russian legal texts. The research material is jurisprudence area in German and Spanish and national legal systems since specialized translation requires preliminary (background) knowledge to understand a legal text properly. The students of the legal Spanish/German language must have the language competence allowing to make a translation close to the original

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Karantyshch, Galina Vladimirovna, Larisa Alexandrovna Guterman, and Polanco Tatyane Martinez. "Application of Speech Therapy Techniques in Teaching Russian language to Spanish-speaking Students." Siberian Pedagogical Journal, no. 4 (September 1, 2024): 35–46. http://dx.doi.org/10.15293/1813-4718.2404.04.

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Currently, there is an increase in Spanish-speaking students studying at Russian universities. Therefore, the problem of developing approaches, methods and means to minimize the difficulties associated with the adaptation of foreign speakers to learning remains relevant. However, issues related to the use of speech therapy techniques for teaching Russian as a foreign language remain insufficiently studied. The purpose of the study is to study the effectiveness of using speech therapy techniques to teach Russian as a foreign language to Spanish-speaking students. The article describes the pract

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Moreira da Silva, Girlene. "Literary reading in Spanish as a foreign language (S/FL) classes in Brazil." Linguo Didáctica 3 (April 11, 2024): 44–58. http://dx.doi.org/10.33776/linguodidactica.v3.8162.

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We understand that the literary text (LT) provides the student with a familiarity with the forms and uses of the language studied, in addition to the chance to acquire practical, functional, communicative, cultural, discursive and literary knowledge. With this, it can be a strong ally for the success of teaching and learning foreign languages, in order to develop the communicative and especially reading competence of language learners. In Brazil, it has already taken fifteen years of teaching, research, extension and practices for the inclusion of literature in Spanish language classes, consid

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Faller, Ronaldo Josué. "EL CHAVO AS A GATEWAY FOR TEACHING SPANISH TO CHILDREN." Criar Educação 13, no. 2 (2024): 173–92. http://dx.doi.org/10.18616/ce.v13i2.8277.

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Abstract: With Serial El Chavo del Ocho as a media product in the Spanish language, this work aims to think, present and base the use of television serials (not nicknamed) in Foreign Language (LE), in order to methodologically seek new sources and alternatives for the development of LE for children and young people. The aim of this article is to reflect on the potential of the use of television series as a gateway to language teaching and with it the problem of this study points to two questions. First, if it is possible to learn languages through a serial? Secondly, does the use of the series

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

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Abstract Foreign language education (FLE) has always been a pending issue in Spain. However, after the accession to the European Union, globalisation and the European Commission language policies (European Commission 1995), new and more effective approaches to language teaching have been progressively established. Bilingual education has proved to be a successful pedagogical model to increase the knowledge of languages and content (Lasagabaster and Ruiz de Zarobe 2010). This article overviews the development of FLE in Spain from the mid-20th century to date. The main methodological changes fro

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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Studies in Humanities and Education 3, no. 1 (2022): 24–47. http://dx.doi.org/10.48185/she.v3i1.452.

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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (G

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Galitskaya, V. A. "Lexical Interference and Positive Transfer in the Process of Teaching Catalan Language after Spanish Among University Students." Prepodavatel XXI vek, no. 1/1 (March 31, 2024): 174–82. http://dx.doi.org/10.31862/2073-9613-2024-1-174-182.

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The article is devoted to identifying possible areas of lexical interference and positive transfer when teaching Catalan to students who already speak Spanish. To identify areas of convergence and divergence of the Spanish and Catalan languages in the methodological aspect a study of the lexical systems of these languages is carried out using a lexical approach. A comparison of word-chunks united by the semantic field “House” and a number of collocations, expressions and phraseological units with various functions allowed to identify the main types of chunks and collocations of the Catalan lan

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Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.

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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned

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Canga-Alonso, Andrés, and Andrea Rubio-Goitia. "Students’ Reflections on Pedagogical Translation in Spanish as a Foreign Language / Reflexiones sobre la traducción pedagógica de estudiantes de español como lengua extranjera." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 23 (January 10, 2016): 132–57. http://dx.doi.org/10.17398/1988-8430.23.1.132.

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The use of the L1 and translation in foreign language teaching (FLT) has been widely analysed in recent decades. However, little attention has been paid to student’s beliefs on the use of translation in FLT. Thus, the present study aims at showing secondary school Spanish FL learners’ reflections on the use of translation activities in the teaching and learning of Spanish as a second language in a secondary school in the United Kingdom. Our findings reveal that students not only consider translation a natural activity in their learning process, but also a beneficial tool in the acquisition of

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Jaskot, Maciej, Marta Wojakowska, and Wojciech Sosnowski. "Culturally anchored lexical units in modern foreign language teaching." XLinguae 15, no. 3 (2022): 114–25. http://dx.doi.org/10.18355/xl.2022.15.03.10.

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The question of interculturality and the plurilingual and pluricultural competence connected with it is often found at the heart of contemporary language learning debate. The documents drafted by the Council of Europe seem to reflect this fact. Nowadays, language teachers face the challenge of designing a lesson unit which not only contains and practises all aspects of the language but also develops all skills and competences through the process of so-called integrated learning. Language teaching and learning is coupled with cultural and linguistic anthropology which is often termed as anthrop

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Maričić-Mesarović, Sanja, and Mirjana Matović. "Presence of music elements in teaching Spanish as a foreign language." Nastava i vaspitanje 73, no. 2 (2024): 187–201. http://dx.doi.org/10.5937/nasvas2402187m.

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This article aims to analyze the presence of musical elements as well as the importance of the use of music in the process of learning a foreign language with a focus on the teaching of Spanish as a foreign language. Music and language have numerous common characteristics that are recognizable through rhythm, melody, intonation, dynamics and represent a form of continuous mutual communication. Music stimulates the activity of the right hemisphere of the brain, thus encouraging creativity and imagination as key motivators in the learning process. Our research deals with the analysis of the pres

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Nguendjo, Issacar. "Problematic Aspects of the Teaching of Spanish Phonetics to Francophone University Students of West Cameroon." Íkala, Revista de Lenguaje y Cultura 18, no. 1 (2013): 35–43. http://dx.doi.org/10.17533/udea.ikala.11403.

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According to recent theories on language learning in general and on Spanish language in particular, to be efficient in teaching and learning foreign languages, one can among other things identify the major stumbling blocks and the systematic errors common to a sample of learners who have a common profile and linguistic background. I have therefore decided, in the framework of this piece of work, to focus on the sensitive aspects of the teaching of Spanish phonetics and phonology to our Spanish students of the University of Dschang. It is noticeable that our Spanish- speakers (mostly of Bantu b

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Lahoz, José María. "Syllable, accent, rhythm: typological and methodological considerations for teaching Spanish as a foreign language." Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, no. 1 (December 31, 2012): 129–50. http://dx.doi.org/10.17345/rile1.13.

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Rhythm is a speech property related to the temporal organization of sounds in terms of grouping. Segmentation units are language-specific and emerge from phonological properties such as syllable structure, phonotactics, and prosodic contrasts at the lexical and postlexical level.Rhythmic differences across languages pose problems for second language acquisition, given the intricate combination of acoustic cues, the perceptual difficulties caused by phonological deafness, and the interferences with the organization of segmental contrasts and with lexical access.This paper provides a typological

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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 (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

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Verenich, Тatiana К., Svetlana A. Zlobina, and Violetta S. Srmikyan. "Using the resources of the e-learning course in forming language and speech skills of Spanish-speaking students." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 3, 2020 (2020): 181–93. http://dx.doi.org/10.31862/2218-8711-2020-3-181-193.

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This article summarizes the material on the introduction of electronic courses in teaching Russian as a foreign language. Recently, e-learning has become an integral part of the educational process at the university and is used in all forms of education. The relevance of studying existing online courses is due to the need to introduce distance learning courses in the practice of teaching Russian as a foreign language for Spanish-speaking students in a series of entry-level lessons to form language and speech skills of students’. The application of an electronic training course allows one to im

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