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Journal articles on the topic 'Spanish Second Language Teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

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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YOON, Jiyoung. "Teaching Infinitival Complements in Spanish as a Second Language: Spanish Textbook Explanations." International Journal of Languages' Education 1, Volume 6 Issue 4 (2018): 300–320. http://dx.doi.org/10.18298/ijlet.3222.

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White, Benjamin, Fei Fei, and Marthe Russell. "Research in second language studies at Michigan State University." Language Teaching 42, no. 4 (2009): 530–35. http://dx.doi.org/10.1017/s0261444809990085.

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The Second Language Studies (SLS) Program was established in 2005 with the express purpose of providing ‘a firm foundation in the field of Second Language Acquisition and its application to current second language research and teaching’ (http://sls.msu.edu). Under the leadership of Professor Susan Gass, the program has grown to include 12 core faculty members and 27 Ph.D. students. As an interdisciplinary program, linkages across the university exist with the Department of Linguistics and Germanic, Slavic, Asian, and African Languages; the Department of French, Classics, and Italian; the Depar

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Lacorte, Manel. "Sociopolitical and institutional conditions for teaching Spanish as a L2 in US universities." Spanish in Context 10, no. 3 (2013): 331–49. http://dx.doi.org/10.1075/sic.10.3.01lac.

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This article examines the teaching of Spanish as a second language (L2) in the US in recent years through a review of public documents and a synthesis of relevant literature. The main goals of the article are to compare the sociopolitical and institutional presence of Spanish with that of other languages within the US educational context, and to explore specific critical dimensions that are likely to influence the future development of Spanish as a L2 in this country. This analysis makes it clear that the current abundance of students studying Spanish does not guarantee a constantly increasing

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Asensio Pastor, Margarita Isabel, and Juan Pablo Carmona García. "Exploratory Research for the Improvement of the Teaching of Spanish as a Second Language in a Spanish Public Center." Languages 4, no. 4 (2019): 95. http://dx.doi.org/10.3390/languages4040095.

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This paper is part of the R&D project DIPURE (El Discurso Público sobre los Refugiados en España in English Public Discourse on Refugees in Spain) and it is one of the research lines of the research group “Andalusian Circle of Applied Linguistics, HUM-194” on the study of teaching Spanish as a second language (SSL) for immigrants and refugees. Its objective is to establish a profile of Spanish second language (SL) students at the Official School of Languages (OSL). To meet this objective, we carried out an exploratory study based on mixed quantitative–qualitative methods, including, among

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Lakshmanan, Usha. "THE TEACHING AND ACQUISITION OF SOUTH ASIAN LANGUAGES.Vijay Gambhir (Ed.). Philadelphia: University of Pennsylvania Press, 1995. Pp. xv + 226. $29.95 cloth." Studies in Second Language Acquisition 21, no. 4 (1999): 659–61. http://dx.doi.org/10.1017/s0272263199234067.

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The last thirty years have witnessed considerable research in the fields of second language acquisition (SLA) and second language teaching (SLT). However, most of this research has been concerned with second languages such as English, Spanish, French, and German. There has been comparatively little research on the less commonly taught second languages such as Hindi and other South Asian languages. As the editor states in the preface, enrollment in courses on South Asian languages has rapidly grown in universities in the United States and there is an urgent need for a careful examination of the

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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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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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Rama, Paul S., Rebecca W. Black, Elizabeth van Es, and Mark Warschauer. "Affordances for second language learning in World of Warcraft." ReCALL 24, no. 3 (2012): 322–38. http://dx.doi.org/10.1017/s0958344012000171.

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AbstractWhat are the affordances of online gaming environments for second language learning and socialization? To answer this question, this qualitative study examines two college-age Spanish learners’ experiences participating in the Spanish language version of the massively multi-player online game World of Warcraft. Using data culled from participant observation, interviews, logs of in-game chat, and student journal entries, we describe how the design of the game, cultural norms for its use, and participants’ own abilities interact to afford distinct opportunities for language learning for

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Geeslin, Kimberly L. "The art of teaching Spanish: second language acquisition from research to praxis." International Journal of Bilingual Education and Bilingualism 12, no. 1 (2009): 101–4. http://dx.doi.org/10.1080/13670050802149549.

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Lotherington, Heather. "Diary of an Edu-Tourist in Costa Rica: An Autoethnographical Account of Learning Spanish." TESL Canada Journal 24, no. 2 (2007): 109. http://dx.doi.org/10.18806/tesl.v24i2.141.

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This article presents an autoethnographical account of my foray into Spanish immersion education in Costa Rica as a professor of multilingual education at a university in Canada. This language-learning journey was inspired by curiosity about the growing trend for Internet marketing of second-language learning as a form of tourism, which I label edu-tourism. I map the course of my edu-tourism experience, contemplating second-language learning in a local context, describing professionalism in private language teaching institutes, comparing pedagogical practice across various Spanish-as-a-second-

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Níkleva, Dimitrinka G. "The teaching of Spanish as a second language to students enrolled in language-support classrooms." Doblele. Revista de lengua y literatura 4, no. 1 (2018): 159. http://dx.doi.org/10.5565/rev/doblele.46.

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MONTRUL, SILVINA. "How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order." Applied Psycholinguistics 31, no. 1 (2009): 167–207. http://dx.doi.org/10.1017/s014271640999021x.

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ABSTRACTRecent studies of heritage speakers, many of whom possess incomplete knowledge of their family language, suggest that these speakers may be linguistically superior to second language (L2) learners only in phonology but not in morphosyntax. This study reexamines this claim by focusing on knowledge of clitic pronouns and word order in 24 L2 learners and 24 Spanish heritage speakers. Results of an oral production task, a written grammaticality judgment task, and a speeded comprehension task showed that, overall, heritage speakers seem to possess more nativelike knowledge of Spanish than t

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Amanti, Cathy. "Is native-speakerism impacting the Dual Language Immersion teacher shortage?" Multilingua 38, no. 6 (2019): 675–86. http://dx.doi.org/10.1515/multi-2018-0011.

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Abstract Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing o

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Colina, Sonia, and Barbara A. Lafford. "Translation in Spanish language teaching: the integration of a “fifth skill” in the second language curriculum." Journal of Spanish Language Teaching 4, no. 2 (2017): 110–23. http://dx.doi.org/10.1080/23247797.2017.1407127.

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Sanchez, Ana Cristina, and Maria Elena Arias-Zelidon. "Using the Picture Word Inductive Model, Art and ACTFL 5 C’s to learn a second or foreign language." Advances in Social Sciences Research Journal 7, no. 8 (2020): 35–48. http://dx.doi.org/10.14738/assrj.78.8639.

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This paper will examine how art can be used as a visual aid and a primary input to teach and learn the Spanish language and culture. Art will be limited to the use of photographs and paintings that will be combined with the Picture Word Inductive Model [PWIM] and the 5C goal areas on the teaching of a foreign language as recommended by the American Council on the Teaching of Foreign Languages [ACTFL]. The five C goals stand for Communications, Culture, Connections, Comparisons, and Communities. The Picture Word Inductive Model [PWIM] was developed by the Language Arts Specialist, Emily C

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Stevens, John J., Rafael Salaberry, and Barbara A. Lafford. "The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis in L2 Acquisition and Teaching." Hispania 90, no. 3 (2007): 516. http://dx.doi.org/10.2307/20063554.

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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.

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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German insti

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Blanco Canales, Ana. "Training and Research in Phonetics for Spanish as a Second Language with Technological Support." EuroCALL Review 21, no. 2 (2013): 3. http://dx.doi.org/10.4995/eurocall.2013.9787.

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Foreign language acquisition must inevitably start with phonetics, an aspect of language whose importance is matched only by its neglect. Different research has shown how the systematic teaching of pronunciation is beneficial not only because it aids the comprehension of messages and their expression, but also because it diminishes the anxiety students feel when communicating orally. Furthermore, pronunciation is the first indication of social identity, with all that means for one's integration in or exclusion from a speech community. But nevertheless, phonetics practice takes a back seat in f

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Yao, Junming. "F 0 declination of intonation groups in Spanish and in Mandarin Chinese." Prosodic Issues in Language Contact Situations 16, no. 3 (2019): 523–42. http://dx.doi.org/10.1075/sic.00049.yao.

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Abstract Mandarin Chinese and Spanish are the first two languages in the world by number of speakers. The interaction between speakers and thus between the two languages increases day by day. There are more and more Chinese students who study Spanish and Spanish students who study Chinese. At the same time, difficulties arise from the teaching-learning process, particularly with regard to phonetics, and more specifically the intonation, as they are two typologically-different languages. However, there exist very few comparative studies between them. This article seeks to explore the global dec

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Al-Shammari, Dr Mowaffaq H. Mansi. "The need for the presence, absence or alternation of the null subject in the Spanish language." Al-Adab Journal 1, no. 136 (2021): 1–12. http://dx.doi.org/10.31973/aj.v1i136.1182.

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In this study we develop a didactic unit, in which we try to determine the cases in which the presence, absence and alternation of the null subject in the Spanish language will be necessary, the purpose of the work will be to support the task of the teacher and the student in the process of teaching Spanish as a second language or as a foreign language.

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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.

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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research

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Hamel, Rainer Enrique, and Norbert Francis. "The Teaching of Spanish as a Second Language in an Indigenous Bilingual Intercultural Curriculum." Language, Culture and Curriculum 19, no. 2 (2006): 171–88. http://dx.doi.org/10.1080/07908310608668761.

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Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.

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Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction wit

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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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Camus, Pablo. "The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops." Instructed Second Language Acquisition 3, no. 1 (2019): 81–103. http://dx.doi.org/10.1558/isla.37279.

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The present study examines the effectiveness of second language explicit pronunciation instruction of adult second language (L2) learners of Spanish in a classroom setting. This study seeks to shed light on the effectiveness of teaching pronunciation while considering the level of instruction of first, second and third year students. Eighty-three learners of Spanish as an L2 were recruited to participate in a control (n = 45) or experimental (n = 38) group. From the beginning to the end of a twelve-week semester, participants in the experimental condition received instruction on typically diff

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

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This research article is setting up an outlined-linguistic-overview regarding to the use of the “Tilde” in the writing context of Spanish Language. The study looked over various-literature-materials from different sources and added new-insights into its contextual framework to expose Spanish-language-Orthography such as Words-Type; Accents-Type; Vocabulary and Grammar-Patterns. The use of the “tilde” in teaching and learning Spanish as Second Foreign Language (ELE) continue to be a focus of concern and discussion among Spanish language teachers as well as the learners of this particular foreig

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Zhou, Xiaozhou (Emily), XiaoLing Huang, and Jili He. "Translanguaging in L3 Spanish Classrooms: Practices and Attitudes." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 65–75. http://dx.doi.org/10.5209/clac.71996.

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Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of

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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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Lee, Juyeon, Soyoung Park, and Michael Heinz. "Exploring patterns of article use by advanced Korean learners of English and Spanish." International Review of Applied Linguistics in Language Teaching 56, no. 1 (2018): 79–101. http://dx.doi.org/10.1515/iral-2018-0187.

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AbstractIt has been widely recognized in the field of second language acquisition that language learners tend to struggle with the acquisition of articles when their first languages (L1) do not have a similar linguistic system. Thus, various L1 effects on the usage of articles have been studied. In this context, the present study examined how the same L1 (i. e., Korean) would influence article usage in two different languages (i. e., English and Spanish). Specifically, advanced learners of English and advanced learners of Spanish performed a task of consecutive interpreting from Korean to Engl

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Rodríguez Izquierdo, Rosa María. "Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 25–41. http://dx.doi.org/10.30827/portalin.v0i35.16859.

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Linguistically responsive teaching (LRT) means understanding the role that language has in building meaningful learning environments. In this paper linguistically responsive teaching is viewed as one way of implementing the notion of intercultural education. This qualitative study analysed data from 10 specialist language teachers and mainstream teachers to examine their perceptions of linguistic responsiveness in teaching Spanish as a second language to immigrant students. The findings revealed that there are differences in the perceptions of teachers on linguistically responsive teaching. Ov

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Sánchez Calderón, Silvia, and Marina Pacheco Plaza. "The Impact of Error Analysis and Feedback in English Second Language Learning." English Literature and Language Review, no. 71 (January 13, 2021): 5–14. http://dx.doi.org/10.32861/ellr.71.5.14.

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This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information rega

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VanPatten, Bill. "Second Language Acquisition Research and the Learning/Teaching of Spanish: Some Research Findings and Implications." Hispania 69, no. 1 (1986): 202. http://dx.doi.org/10.2307/341193.

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Winsor, Matthew S. "Bridging the Language Barrier in Mathematics." Mathematics Teacher 101, no. 5 (2007): 372–78. http://dx.doi.org/10.5951/mt.101.5.0372.

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Teaching mathematics to English Language Learners (ELL students) has become a challenge faced by an increasing number of U.S. teachers. Between 1979 and 2004, the number of K–12 students who spoke a language other than English at home increased from 3.8 million to 9.9 million. During that same time, the number of K–12 students who had difficulty speaking English increased from 1.3 million to 2.8 million (U.S. Department of Education 2006). Even teachers who may speak a second language still face the daunting task of teaching mathematics effectively to ELL students. I was one of those teachers.

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Philp, Jenefer, Margaret Borowczyk, and Alison Mackey. "Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice." Annual Review of Applied Linguistics 37 (September 2017): 1–13. http://dx.doi.org/10.1017/s0267190517000174.

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This issue was designed to include a wide range of research on children's second language learning. Here we provide a short overview of each of the articles contained in this issue, many of which bring up novel ideas and topics, as well as new takes on familiar themes that sometimes challenge prior conceptions and, ideally, inspire new understandings of child language acquisition, and policies, and practices in instructed settings. The 15 articles in this issue are based in instructed and naturalistic settings and include reviews and experimental work, and collectively represent learners betwe

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Neumann, Farrah, and Matthew Kanwit. "Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish." Studies in Hispanic and Lusophone Linguistics 13, no. 1 (2020): 79–113. http://dx.doi.org/10.1515/shll-2020-2025.

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AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequ

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Garrote Camarena, Inmaculada, Ricardo Moreno-Rodríguez, and Francisco Reyes Téllez. "Aprendizaje de una Lengua Extranjera en Educación Obligatoria: Experiencias de Estudiantes con Sordera e Hipoacusia." Qualitative Research in Education 10, no. 1 (2021): 88. http://dx.doi.org/10.17583/qre.2021.6641.

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The Spanish educational system is characterized by an increased emphasis placed on language teaching, apart from the majority language and other co-official languages. Furthermore, the educational reality is distinguished by the existing diversity within the classroom, increasing the complexity of learning a second language. This study analyses the opinions, beliefs and attitudes of deaf and hard-of-hearing students at university regarding their teaching-learning process of the English language during compulsory education. The data were collected through in-depth interviews, having as main top

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Mahmud, Abdullah Al, and Suparna Gupta. "A Collaborative Action Research on Teaching Writing to the Spanish Speaking Equatorial Guinea Students of an Efl Class at a Malaysian University College." Journal of Business and Social Review in Emerging Economies 5, no. 1 (2019): 1–8. http://dx.doi.org/10.26710/jbsee.v5i1.545.

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Out of the four universal language skills, writing is the most reliable instrument for assessing one’s proficiency in a foreign language due to its challenge of production with a scope of reflection. So the writing samples of a learner can be a rich source of understanding their error patterns not only of performance but also of competence. The error patterns may be due to a first or second language interruption as well as the learners’ different worldviews, cultural/ethnic features and individual characteristics. However, the aim of this study is to look into the typical mistake patterns in S

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Slivchikova, Y. V. "Vestimentary eponyms in contemporary Spanish language." MGIMO Review of International Relations, no. 1(34) (February 28, 2014): 290–95. http://dx.doi.org/10.24833/2071-8160-2014-1-34-290-295.

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In a consequence of the perpetual changes in the world of fashion, which can be explained by the introduction of new tendencies, materials and designers, the vocabulary that describes clothing enlarges by the internal means of the language and with the help of lexical borrowing. The article considers the characteristic usage of terms-eponyms for clothing description in Spanish language. Eponyms complicate the learning of languages and translation being a result of the worldview reflection of a determinate group of people in a determined period of time. As the study sets out to find out and exp

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Ábrahám, Szilvia. "Dificultades de los estudiantes Húngaros en el aprendizaje del español." Acta Hispanica 13 (January 1, 2008): 135–46. http://dx.doi.org/10.14232/actahisp.2008.13.135-146.

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The aim of the paper is to examine, with the methodology of contrastive analysis, the difficulties Hungarian students face in the process of learning Spanish, both in the fields of oral and written assignments. Thus, the paper examines the problematics of teaching both grammar (nouns, verbs, tenses and modes) and pronunciation. Although not all linguists agree on the merits of the use of the contrastive method, it is still indispensable. This method makes it possible to examine the impact of the connection between the mother tongue, and the second and third acquired language, and explore simil

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Cohen, Andrew D. "Teaching and assessing L2 pragmatics: What can we expect from learners?" Language Teaching 41, no. 2 (2008): 213–35. http://dx.doi.org/10.1017/s0261444807004880.

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This paper starts by giving a rationale for why there is value in explicitly teaching second-language (L2) learners pragmatics in the target language. The importance of a research basis for choosing pragmatic materials to teach is underscored, and the focus is put on sources for materials on pragmatics and the means of data collection. Issues in the teaching of pragmatics are considered, including determining which material to teach, how to prepare teachers to teach it, and the role of teachers in facilitating the learning of pragmatics. Next, L2 pragmatics is viewed from the learners' perspec

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Mir, Montserrat. "Teaching and learning about Spanish L2 compliments in short-term study abroad." Study Abroad Research in Second Language Acquisition and International Education 5, no. 2 (2020): 230–57. http://dx.doi.org/10.1075/sar.18004.mir.

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Abstract The case for pragmatics instruction in second language (L2) learning has been evidenced by empirical research, although investigations within the context of study abroad are more limited. The objective of this article is to detail the impact of a pedagogical intervention which included explicit teaching and ethnographic field work on the learning of Spanish compliments and compliment responses during a four-week study abroad program. Despite their restricted exposure to the target language community, the 20 participants in the study demonstrated approximation to native norms in their

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Díaz Gutiérrez, EVA, and MARÍA DEL Suñén Bernal. "THE PROJECT-BASED LEARNING IN CLASS OF SPANISH FOR PROFESSIONAL PURPOSES." Cuadernos Iberoamericanos, no. 2 (June 28, 2016): 77–82. http://dx.doi.org/10.46272/2409-3416-2016-2-77-82.

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With this workshop we would like to present the principles of project-based learning in second languages and how to implement it when teaching foreign languages. Moreover, we would like to share our experience in using this method in two parallel courses at the Leuphana Universität in Lüneburg and the Technische Universität Berlin, both located in Germany. Our idea to collaborate in the creation of educational materials which could be suitable to our needs arose in 2011. We were looking for a new teaching strategy to enable students to feel completely involved in situa-tions in which they coul

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Perozzi, Joseph A. "A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children." Journal of Speech and Hearing Disorders 50, no. 4 (1985): 403–6. http://dx.doi.org/10.1044/jshd.5004.403.

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Three Spanish-speaking (SS) and 3 English-Speaking (ES) preschool children served as subjects. One SS subject was diagnosed as having mild language delay, 1 as being language disordered, and 1 as having normal language. One ES subject was diagnosed as having mild language delay and 2 as having normal language. A within-subject design wherein Condition A consisted of teaching receptive vocabulary in L1 (native language) followed by L2 (second language) and Condition B consisted of teaching receptive vocabulary in L2 followed by L1 was utilized. The sequence of conditions was ABBA for each subje

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Barski, Ewelina, and Camelia Nuñez. "Service-Learning as Part of the L2 Spanish Classroom in Canada." Revista Canaria de Estudios Ingleses, no. 81 (2020): 303–19. http://dx.doi.org/10.25145/j.recaesin.2020.81.20.

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Service-learning in foreign language classrooms is an effective resource for developing language motivation. Unfortunately, Canadian language programs have been off to a slow start in adopting integrative teaching such as service-learning in their foreign language curricula (Hale, 1999). This work reports on a Community Service Learning (CSL) initiative introduced at a Canadian university in the Hispanic Studies program. A total of fifty second and third year Spanish language students volunteered with various community partners on a weekly basis for a total of sixteen weeks. End-of-term questi

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García, Próspero N. "Methodological Developments in Teaching Spanish as a Second and Foreign Language ed. by Guadalupe Ruiz Fajardo." Hispania 97, no. 3 (2014): 529–30. http://dx.doi.org/10.1353/hpn.2014.0080.

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Lipski, John M. "Rethinking the Place of Spanish." PMLA/Publications of the Modern Language Association of America 117, no. 5 (2002): 1247–51. http://dx.doi.org/10.1632/003081202x61124.

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One of my favorite sayings——SITUated on the tenuous interface between humor and seriousness—is “Money isn't everything, but it's way ahead of whatever is in second place,” which is cynical and materialistic but impossible to completely reject. In our profession, one could plug in the word Spanish and derive the same results. At colleges and universities across the country, enrollments in Spanish language courses are growing out of proportion, while programs in other languages often struggle to attract students; some small language offerings have in fact become endangered species, and compariso

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GARCÍA-SAMPEDRO, MARTA, and SUSANA AGUDO PRADO. "AFFECTIVE AND MOTIVATIONAL FACTORS IN ENGLISH AS A SECOND LANGUAGE IN SPAIN." Journal of Education Culture and Society 11, no. 1 (2020): 163–73. http://dx.doi.org/10.15503/jecs2020.1.163.173.

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Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training

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González Sepúlveda, Paola. "La imagen del mundo hispánico en Polonia: hispanismo, relaciones hispanopolacas y su reflejo en la enseñanza del español a través de los manuales de ELE." Politeja 16, no. 3(60) (2020): 199–210. http://dx.doi.org/10.12797/politeja.16.2019.60.13.

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The Image of the Hispanic World in Poland: Hispanicism, Spanish-Polish Relations and Their Reflection in the Teaching of Spanish through the ELE Manuals There is evidence of medieval Polish pilgrimages to (place) and the first Polish writings about Latin America date back to the 16th century. Since then the Hispanic World has raised the interest of the Polish population and its perception has been reflected not only in literary works but also in Spanish teaching books. This paper aims to approach the concept of country image, and it will reflect on the first trips of Polish citizens to S

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Antón, Marta. "A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish." Language Teaching 44, no. 1 (2010): 78–112. http://dx.doi.org/10.1017/s0261444810000340.

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Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extran

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