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Relevant bibliographies by topics / Foreign Language Study / Spanish

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Academic literature on the topic 'Foreign Language Study / Spanish'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Foreign Language Study / Spanish"

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Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (September 12, 2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.

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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary. Keywords: foreign language, motivation, language studies, English, French, Spanish, German

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Conceição Silva, Cristiane, and Plínio Almeida Barbosa. "The contribution of prosody to foreign accent: A study of Spanish as a foreign language." Loquens 4, no. 2 (January 18, 2018): 041. http://dx.doi.org/10.3989/loquens.2017.041.

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The aim of this study is to analyze the contribution of prosody on the perception of foreign accent by Brazilian learners of Spanish. The data were collected from 15 participants and a control group of 5 native Spanish speakers. A perceptual test was performed with two different speech styles (reading and storytelling) and with delexicalized and natural speech. The speech production was judged by 24 native Spanish subjects. First, they had to determine the nationality of the speaker by listening to the delexicalized excerpts in Spanish (storytelling). After that, the listeners used a continuous scale to rate the excerpts (reading and storytelling) for the degree of foreign accent in Spanish. The results suggest that it is possible to identify foreign accent only with the prosodic information provided in the delexicalized stimuli, i.e., f0, duration, and overall intensity. In addition, the perceptual test allowed us to assess the degree of foreign accent of each subject while revealing the great variability of their production. Finally, concerning the external data, the following factors predicted foreign accent among the learners: gender, length of residence in Spain, formal language instruction in Brazil, age of arrival in Spain, and reported use of Brazilian Portuguese in Spain. These results confirm the crucial role of naturalistic learning of a foreign language, as shown by previous studies.

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Markham, Paul, and Lizette Peter. "The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension." Journal of Educational Technology Systems 31, no. 3 (March 2003): 331–41. http://dx.doi.org/10.2190/bhuh-420b-fe23-ala0.

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The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission. The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The Spanish language dependent measure consisted of a 20-item multiple-choice listening comprehension test. The statistically significant results revealed that the English captions group performed at a considerably higher level than the Spanish captions group which in turn performed at a substantially higher level than the no captions group on the listening test. The article concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension.

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Gibson, Todd A. "The Influence of Native- Versus Foreign-Accented Speech on Spanish–English Bilingual Children's Spanish Receptive Vocabulary Performance: A Pilot Study." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 710–16. http://dx.doi.org/10.1044/2019_lshss-18-0136.

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Purpose There are many fewer speech-language pathologists (SLPs) who can administer Spanish language testing than there are children in the United States who need such testing. Although there are precautions against language testing by foreign speakers, results from testers using native- versus foreign-accented speech have not been compared using popular picture-pointing vocabulary tests of the sort used by SLPs. Therefore, we sought to determine if nonnative Spanish speech (i.e., foreign-accented speech) was sufficient for the administration of a Spanish receptive vocabulary test. Method Using a single group, within-subjects design, 15 Spanish–English bilingual 5-year-olds from a low socioeconomic background listened to native- and foreign-accented digital audio recordings of targeted vocabulary words. Native- and foreign-accented testing was counterbalanced with a 2-month interlude. Using standard procedures, children were also administered English and Spanish–English bilingual picture-pointing vocabulary tests. Language histories were collected from caregivers and teachers. Results Standard scores were significantly lower for foreign- than for native-accented Spanish vocabulary testing. However, native-accented testing produced outcomes similar to those found in the literature for standard administration procedures. Conclusions Results support precautions that language testers should be proficient in the language of testing. However, standardized picture-pointing receptive vocabulary tests might be amenable to adaptations using recorded speech instead of standard procedures. This potentially extends the number of SLPs who might administer some Spanish testing.

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Sumillera, Rocío G. "Sixteenth-Century Italian, French, Spanish and English Language Learning Material. A Bibliographical Study." Sederi, no. 23 (2013): 139–58. http://dx.doi.org/10.34136/sederi.2013.7.

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This bibliographical study offers a list of the first printed language manuals in Western Europe expressly designed to teach a particular foreign language to speakers of a particular tongue. Hence, the study lists references to sixteenth-century grammars, dictionaries and language handbooks with the possible linguistic combinations of Italian, French, Spanish and English, the first three being the most popular modern languages in sixteenth-century Western Europe and hence the most representative ones offering an insight into the foreign language learning map of the time. The bibliographical study is preceded by an introduction to the manner in which foreign tongues were taught and learned in the early modern period, and is completed by a selection of references to secondary sources that have been researched on each linguistic combination.

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Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Anxiety about Foreign Language among Students in French, Spanish, and German Classes." Psychological Reports 82, no. 3 (June 1998): 1007–10. http://dx.doi.org/10.2466/pr0.1998.82.3.1007.

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The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.

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Carlson, Matthew T. "Making Room for Second Language Phonotactics: Effects of L2 Learning and Environment on First Language Speech Perception." Language and Speech 61, no. 4 (April 9, 2018): 598–614. http://dx.doi.org/10.1177/0023830918767208.

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Language-specific restrictions on sound sequences in words can lead to automatic perceptual repair of illicit sound sequences. As an example, no Spanish words begin with /s/-consonant sequences ([#sC]), and where necessary (e.g., foreign loanwords) [#sC] is repaired by inserting an initial [e], (e.g. foreign loanwords, cf., esnob, from English snob). As a result, Spanish speakers tend to perceive an illusory [e] before [#sC] sequences. Interestingly, this perceptual illusion is weaker in early Spanish–English bilinguals, whose other language, English, allows [#sC]. The present study explored whether this apparent influence of the English language on Spanish is restricted to early bilinguals, whose early language experience includes a mixture of both languages, or whether later learning of second language (L2) English can also induce a weakening of the first language (L1) perceptual illusion. Two groups of late Spanish–English bilinguals, immersed in Spanish or English, were tested on the same Spanish AX (same–different) discrimination task used in a study by Carlson et al., (2016) and their results compared with the Spanish monolinguals from Carlson et al.’s study. Like early bilinguals, late bilinguals exhibited a reduced impact of perceptual prothesis on discrimination accuracy. Additionally, late bilinguals, particularly in English immersion, were slowest when responding against the Spanish perceptual illusion. Robust L1 perceptual illusions thus appear to be malleable in the face of later L2 learning. It is argued that these results are consonant with the need for late bilinguals to navigate alternative, conflicting representations of the same acoustic material, even in unilingual L1 speech perception tasks.

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Chen, Chen. "An Experimental Study of Spanish Learners’ Language Transference in Pronouncing Chinese Vowels." Sinología hispánica 2, no. 1 (June 13, 2016): 69. http://dx.doi.org/10.18002/sin.v2i1.5251.

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<p align="LEFT">Based on the vowel pattern, an experiment</p><p align="LEFT">is designed to summarize and compare the</p><p align="LEFT">Chinese vowel pattern articulated by Spanish</p><p align="LEFT">students whose first foreign language is English</p><p align="LEFT">and second foreign language is Chinese, and the</p><p align="LEFT">native Chinese speakers. The aim of this study is</p><p align="LEFT">to investigate the transference of mother</p><p align="LEFT">tongue and the first foreign language in the</p><p align="LEFT">learning of a second foreign language. It is</p><p align="LEFT">found that the mother tongue and the first</p><p align="LEFT">foreign language both have the impact on</p><p align="LEFT">transferring the vowel pronunciation to the</p><p align="LEFT">second foreign language. The conditions of</p><p align="LEFT">interference of mother tongue are relatively</p><p align="LEFT">stricter. Compared with the transference of</p><p align="LEFT">mother tongue, the transference condition of</p><p align="LEFT">the first foreign language is stricter. The</p><p align="LEFT">construction of vowel pattern in interlanguage</p><p>is in accordance with the internal law of</p><p>children’s acquisition of mother tongue.</p>

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Ivaz, Lela, Kim L. Griffin, and Jon Andoni Duñabeitia. "Self-bias and the emotionality of foreign languages." Quarterly Journal of Experimental Psychology 72, no. 1 (June 13, 2018): 76–89. http://dx.doi.org/10.1177/1747021818781017.

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Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a language’s foreignness versus its non-nativeness. We employed the same self-paradigm (a simple perceptual matching task of associating simple geometric shapes with the labels “you,” “friend,” and “other”), testing unbalanced Spanish–Basque–English trilinguals. We applied the paradigm to three language contexts: native, non-native but contextually present (i.e., non-native local), and non-native foreign. Results showed a smaller self-bias only in the foreign language pointing to the foreign-language-induced psychological/emotional distance as the necessary prerequisite for foreign language effects. Furthermore, we explored whether perceived emotional distance towards foreign languages in Spanish–English bilinguals modulates foreign language effects. Results suggest that none of the different indices of emotional distance towards the foreign language obtained via questionnaires modulated the self-biases in the foreign language contexts. Our results further elucidate the deeply rooted and automatic nature of foreign-language-driven differential emotional processing.

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Rivera, Joel Laffita. "Orthography Analysis-Spanish Graphical Accentuation Setting." International Journal of Contemporary Education 2, no. 2 (September 16, 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 foreign language subject (FLs). Numerous studies have emphasized on the need to provide accuracy-learning-materials in relation to this orthography-linguistic-trait. Consequently to this observation, the study aimed to deliver valuable text-references through which Spanish language learners know about the application of the “Tilde” in the writing system of Spanish language. Furthermore, methodological schemes are provided to assist Spanish language teachers in formatting and delivering Spanish-language-assignments that fit into the subject-matter-discussed.

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Dissertations / Theses on the topic "Foreign Language Study / Spanish"

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Fournier-Kowaleski, Lisa A. "Depicting washback in the intermediate Spanish language classroom a descriptive study of teacher's instructional behaviors as they relate to tests /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1130425075.

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Gago, Nuria. "Application of computer-based technology to the teaching of writing in Spanish as a foreign language a case study /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1477.

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Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains ix, 118 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 62-67).

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Isabelli, Christina Louise. "Motivation and extended interaction in the study abroad context : factors in the development of Spanish language accuracy and communication skills /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992827.

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

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This creative project consists of a course syllabus and materials based on the functional approach. It was designed for students of English at Universidade Federal do Para in Brazil.The first chapter is about the teaching-learning situation where the syllabus will be applied; the second chapter is the proposed syllabus; the third chapter consists of the teacher's manual; and the fourth chapter is the students' book.

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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-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality and quantity of written composition in the foreign language classroom.

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

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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, expectations, and listening and pronunciation skills.The study also investigates the impact of age and gender, as well as associations between the individuals' basic skills and L2 learning success.In addition, the study documents the teacher's experiences, observations, and insights during these classroom sessions. The researcher functioned as a participant-observer by teaching, recording, transcribing, and analyzing.The material for this study comes from hours of classroom teaching which were video- and audio-taped and from careful notes. The tapes and notes were transcribed and analyzed for patterns of learning behavior.A large number of observations resulted from this indepth study. One of the main findings of the study was that classroom management, emotional climate, and peer group influence are very closely interconnected. Learning was strongly related to cooperativeness and supportiveness in the two groups of girls but not seem to be so with the boys. There was no conclusive evidence that any one personality trait was more important than another in the long run. Overall scores on the CTBS were positively related to success in second language learning and were not negatively affected from one year to the next from the time taken out to study Spanish. There was no one area in the CTBS battery that could successfully predict foreign language aptitude; the best predictor seemed to be overall classroom success. Learning a foreign language was not particularly easy or automatic with this group; however, they did seem to have an aptitude and a willingness for repeating unfamiliar sounds.
Department of English

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Ruiz-Funes, Marcela T. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37345.

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Trenchs, Mireia. "Using electronic mail to write in a foreign language : a case study in a public elementary school /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11547042.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Jo Anne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 135-141).

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Beaudrie, Sara Mariel. "Spanish Heritage Language Development: A Causal-Comparative Study Exploring the Differential Effects of Heritage Versus Foreign Language Curriculum." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194153.

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Dual tracks - for Foreign (FL) and Heritage languages (HL) - in Spanish language programs are becoming increasingly common in U.S. higher education institutions, although most only offer HL courses for intermediate and/or advanced learners. Few universities have incorporated specialized courses for receptive bilinguals into their programs. Contradictory arguments can be found in the HL education literature regarding the type of curriculum (FL or HL) that would best serve the pedagogical needs of these students (Carreira, 2004; Lipski, 1996; Potowski, 2005).This study attempts to offer insights into this discussion by examining the effects of these two types of curricula on the written and oral language development of three groups of learners: two groups of HL learners enrolled in HL and FL courses, and a group of FL learners taking the same FL courses. The purpose of this study is four-fold: 1) delineate a profile of receptive bilinguals; 2) measure changes in oral and written production and other language-related variables after one semester of instruction; 3) examine the students' level of satisfaction with the language curriculum; and 4) uncover linguistic differences between FL and HL learners. The data collection consisted of series of written and oral-elicitation tasks and online questionnaires at the beginning and end of the semester.The results showed that all groups made significant gains in writing fluency and complexity but only the HL group in the HL course significantly improved their writing accuracy. Both HL groups made greater gains in oral fluency and complexity than the FL group but the HL group in the HL course outperformed both groups in syntactic complexity gains. The HL group in the HL course showed the highest level of satisfaction and the greatest improvement in self-confidence and language attitudes but no differences in language use outside the classroom and self-evaluation of language abilities. The results offer implications for the inclusion of receptive bilinguals in HL programs, their language placement, and pedagogical and curricular practices most suitable for these students in the HL classroom.

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Books on the topic "Foreign Language Study / Spanish"

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

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CliffsAP Spanish language. New York, NY: Wiley Publishing, Inc., 2003.

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Kendris, Christopher. Spanish Verbs. Hauppauge: Barron's Educational Series, Inc., 2009.

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Christopher, Kendris, ed. Spanish verbs. New York: Barron's Educational Series, 1990.

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Spanish verbs. 2nd ed. Hauppauge, N.Y: Barron's, 2001.

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Lee, Bretz Mary, and Morris Michael, eds. Avance!: Intermediate Spanish. Boston: McGraw Hill, 2008.

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Spanish verbs. Piscataway, N.J: Research & Education Association, 2002.

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Couper, Heather. 15-Minute Spanish. London: Dorling Kindersley UK, 2009.

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15-Minute Spanish. London: Dorling Kindersley UK, 2009.

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Webster's New World 575+ Spanish verbs. Indianapolis, Ind: Wiley, 2004.

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Book chapters on the topic "Foreign Language Study / Spanish"

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Neff, JoAnne. "Contrasting English-Spanish interpersonal discourse phrases: A corpus study." In Phraseology in Foreign Language Learning and Teaching, 85–99. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.138.08aer.

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Vincze, Orsolya, Marcos García-Salido, Ana Orol, and Margarita Alonso-Ramos. "A corpus study of Spanish as a Foreign Language learners’ collocation production." In Spanish Learner Corpus Research, 299–331. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/scl.78.11vin.

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Luběnová, Anna. "Autentický literární text a čtení pro zábavu ve výuce cizího jazyka: přehledová studie." In Výzkum v didaktice cizích jazyků IV, 67–89. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0055-2021-3.

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This research study aims to map journal research articles related to the integration of authentic literary texts into foreign language classroom and monitor at the same time how they deal with the term “reading for pleasure”. It is based on 5 journal research articles which show that the issue is topical, yet there is a notable lack of sources dealing with French as a foreign language. Therefore, comparable research which focus on different foreign languages, namely Spanish or English, were chosen.

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Oud-de Glas, Maria. "The Difficulty of Spanish for Dutch Learners." In Perspectives on Foreign Language Policy, 41. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.05oud.

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Lewis, Marilyn. "Language Examinations." In How to Study Foreign Languages, 233–44. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14868-4_15.

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Reagan, Timothy G., and Terry A. Osborn. "Why Study a Foreign Language?" In World Language Education as Critical Pedagogy, 81–112. New York : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003029267-4.

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Lewis, Marilyn. "Culture and Language Learning." In How to Study Foreign Languages, 213–32. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14868-4_14.

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Lafford, Barbara A., and Izabela Uscinski. "Study Abroad and Second Language Spanish." In The Handbook of Spanish Second Language Acquisition, 386–403. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118584347.ch22.

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Lewis, Marilyn. "Literature in the Language Course." In How to Study Foreign Languages, 197–202. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14868-4_12.

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Lewis, Marilyn. "Writing in a New Language." In How to Study Foreign Languages, 203–12. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14868-4_13.

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Conference papers on the topic "Foreign Language Study / Spanish"

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Dolzhich, Elena, Svetlana Dmitrichenkova, and Yoandry Sanchez Pozuelo. "FOREIGN LANGUAGE TEACHING TO GEN Z STUDENTS (A CASE STUDY OF SPANISH LANGUAGE)." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0181.

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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"

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Gebhard, Christian Alexander. "Who attends our foreign language courses? A preliminary look into the profile of learners of Chinese." In 4th International Conference. Business Meets Technology. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/bmt2022.2022.15328.

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This article takes a look into the profile of students enrolled at elective foreign language (FL) courses at German universities. Two surveys on their study biography show that learners of Chinese have on average learned more previous foreign languages than learners of Spanish. As more experienced FL learners, they draw on more FL learning strategies and more sources for transfer, a psycholinguistic process observed in FL learning. Based on contrastive theories, possible sources for transfer into and out of Chinese are suggested to contribute to the successful teaching of Chinese.

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Degraeuwe, Jasper, and Patrick Goethals. "Interactive Word Sense Disambiguation in Foreign Language Learning." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190005.

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“Word sense awareness” is a feature which is not yet implemented in most corpus query tools, Intelligent Computer-Assisted Language Learning (ICALL) environments or computer-readable didactic resources such as graded word lists (Alfter and Graën, 2019; Pilán et al., 2016; Tack et al., 2018). The present paper aims to contribute to filling this lacuna by presenting a word sense disambiguation (WSD) method for ICALL purposes. The method, which is targeted at Spanish as a foreign language (SFL), takes a few prototypical example sentences as input, converts these sentences into “sense vectors”, and integrates part of the training data collection process into interactive vocabulary exercises. The evaluation of the method is based on a selection of 50 ambiguous items related to the domain of economics and compares different types of input data. With a top weighted F1 score of 0.8836, the present study shows that the currently available NLP tools, resources and methods provide all the necessary building blocks for developing a WSD method which can be integrated into interactive ICALL environments.

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Ruyffelaert, Ariane. "FRENCH FOREIGN LANGUAGE (FFL) LEVEL AND WRITING SKILLS OF SPANISH FFL PRE-SERVICE TEACHERS. A PRELIMINARY DIAGNOSTIC STUDY." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1670.

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Romero, Pilar. "Cultural Routes as Innovative Pedagogic Tool in Foreign Languages Teaching: Camino de Santiago (Pilgrims’ Way of Santiago) as an Object of Study and Teaching Spanish as a Foreign Language." In Spain: Comparative Studies oт History and Culture. Novosibirsk State University, 2021. http://dx.doi.org/10.25205/978-5-4437-1247-5-48-55.

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Herget, Katrin, and Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.

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Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.

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Gebhard, Christian Alexander. "The Necessity to Make Errors: The case of German learners of Spanish." In 3rd International Conference. Business Meets Technology. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/bmt2021.2021.13612.

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Learners of foreign languages make errors. There has been much debate over whether these errors are to be viewed as something bad, something wrong or something to be avoided. This paper analyses the efficiency of exercises aimed at avoiding the most frequent mistakes German beginning learners of Spanish make. A comparative study shows that learners who make these exercises improve only over their frequency of orthographic errors, but all other types of errors and the total number of errors remain the same as learners who do not make these exercises.

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Dolzhich, Elena. "FOREIGN LANGUAGE INCLUSIONS IN SPANISH ACADEMIC DISCOURSE." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s10.024.

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Dolzhich, Elena, Svetlana Dmitrichenkova, and Pablo Ramirez Rodriguez. "LEARNING IDIOMS IN THE SPANISH FOREIGN LANGUAGE CLASSROOM." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1407.

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Reports on the topic "Foreign Language Study / Spanish"

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Coloma, Carmen Julia, Claudia Araya, and Camilo Quezada. Development of grammaticality and sentence complexity in monolingual Spanish-speaking children with specific language impairment: An exploratory study. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/sintagma.2019.31.06.

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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, November 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).

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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, November 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).

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PODDUBSKAYA, O., V. DARJINA, and E. MAKSIMKINA. PECULIARITIES OF STORITELLING APPLICATION FOR SPEECH DEVELOPMENT OF FUTURE FOREIGN LANGUAGE TEACHERS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-2-3-7-15.

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The article is devoted to the study of storytelling possibilities as a means of speech development, including the ones in a foreign language. This determines its relevance, since fluency in the word is necessary for a teacher to solve learning problems and create an atmosphere of interest, creativity and psychological contact with students.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

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

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

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.

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Ustinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii, and Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3255.

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The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.

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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.

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