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Journal articles on the topic 'Foreign Language Study / Spanish'
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1
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
2
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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Koeswiryono, Dika Pranadwipa, and Francisca Titing Koerniawaty. "Journeys to polyglotism: a case study of French, Spanish, and Japanese tourist guides." Journal of Applied Studies in Language 5, no. 2 (December 7, 2021): 252–58. http://dx.doi.org/10.31940/jasl.v5i2.252-258.
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The study aimed at discovering the process through which three tourist guides of French, Spanish, and Japanese acquired different foreign languages. The data was taken through in-depth interviews to explore the motivation that drove their language learning, the language interference, the technique they used to self-teach themselves the language, and their immersion in the language’s native country. The recorded interviews were then transcribed and analyzed through data reduction, data display, and verification drawing. The results were then given to the subjects to ensure trustworthiness and to verify the researcher’s interpretation of the interview. The study found that 1) one of the most crucial factors of language learning success was strong motivation, which led to consistency and risk-taking attitude; 2) a significant growth of language mastery took place when the subjects spent extended time in the language’s native country; 3) both formal classroom instruction and informal independent learning were essential for their language improvement; 4) the subjects proactively consulted the native speakers to improve their vocabulary inventory, to correct inaccuracies or to gain new language expressions; and 5) due to the different nature of the languages they were learning, each subject had a diverse view on grammar and language interference. In pedagogical implication, teachers could foster students’ willingness to learn with either instrumental motivation, i.e. by raising awareness of the benefit of foreign language ability, or with integrative motivation, i.e. by raising students’ interest in the culture or people whose language was being studied. Besides, language learners, or language teachers, might reflect on this research to complement formal-classroom learning with a large degree of informal-independent learning.
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Dyadya, Valentina. "LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 16–24. http://dx.doi.org/10.15421/251903.
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The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The purpose of the study is to reveal the features of the systems of learning English and Spanish, the effect of these features on the organization of the educational process and on the actual process of learning these languages in its various aspects. The research method in this article is a contrastive-comparative analysis of the phonetics, vocabulary and grammar of English and Spanish languages as well as the analysis of their own experience in teaching these languages and the difficulties arisen in this process. The result of the study. This study has revealed the influence of the linguistic characteristics of foreign languages on the didactic features of their study and teaching. The practical importance is seen directly in applying the results in the educational process, namely in its organization, the choice of methods of teaching English and Spanish. The main author’s conclusions are as follows: 1) the issue of teaching and learning foreign languages other than English is not sufficiently covered in the methodology as English is taught mostly; 2) considering that the number of people who speak English is growing, there is a demand for other international languages, in particular, Spanish; 3) English and Spanish have common features, but significantly more differences in phonetics, vocabulary and grammar; 4) such differences affect not only the course of a particular lesson, but the organization of the course of study as a whole.
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Tallon, Michael. "Foreign Language Anxiety and Heritage Students of Spanish: A Quantitative Study." Foreign Language Annals 42, no. 1 (March 2009): 112–37. http://dx.doi.org/10.1111/j.1944-9720.2009.01011.x.
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SAKOVETS, Svetlana Aleksandrovna, Sofya Vladimirovna KUDRYASHOVA, and Marina Georgievna KALININA. "ASPECTS OF TEACHING TRANSLATION IN THE FIELD OF PROFESSIONAL COMMUNICATION (ON THE MATERIAL OF LEGAL TEXTS IN GERMAN AND SPANISH)." Tambov University Review. Series: Humanities, no. 177 (2018): 16–29. http://dx.doi.org/10.20310/1810-0201-2018-23-177-16-29.
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We analyze methods of teaching foreign legal vocabulary, legal texts translation that are important for the student translation skills development as well as to compare the linguistic and national cultural specifics of German, Spanish and Russian legal texts. The research material is jurisprudence area in German and Spanish and national legal systems since specialized translation requires preliminary (background) knowledge to understand a legal text properly. The students of the legal Spanish/German language must have the language competence allowing to make a translation close to the original text. The research material is the criminal and civil codes of Germany and Spain, dictionaries of legal German and Spanish languages, publications of periodicals, linguistic scientific articles and monographs. The need of study the methods of teaching foreign legal language and translating legal texts is quite evident on the universal contemporary background of the dynamic development of cross-cultural communication. The specifics of the German and Spanish legal languages, their structural and semantic features, functioning and methods of translating the legal texts are not studied thoroughly. This makes our study highly relevant to present works. In the given research we used descriptive and comparative methods, the method of lexicographic selection developed in the analysis of German verbs of possession as well as the interpretative analysis of legal German and Spanish languages.
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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 (December 13, 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 the commission of linguistic errors, for example, the negative interference of the mother language or any second language , the learner acquired during the various stages of study.
To overcome such mistakes so we must - the task of the professor- identify strategies used by the student while speaking, writing when learning a foreign language with the knowledge of its causes, and so we can find ways to identify them with the correct teaching aids. Recently, it appeared the subject aroused the interest of many researchers in the field of foreign language learning, and that is the subject of "Analysis Errors", this new interest fields transforming the concept of error of old and traditional concept and put it in the new evaluation, as it is currently considered one of the essential tools in modern teaching methods when teaching a foreign language.
So we all know that any foreign language education methods, in all stages, full of challenges and obstacles to the professor and to the student too. So this investigation is the my summary of continued and direct remarks with the Iraqi learner the Faculty of Languages in Baghda. It was highlighted in our research on the extraction of the following:
The negative interference and transition errors in the semantic field, committed by the iraqi university student when he learned Spanish as a foreign language. And what causes it? And how to avoid them in the future?
The study cited many examples extracted from three different stages of learning (intermediate and advanced) from the texts of Iraqi students in the Department of Spanish language / Faculty of Languages in Baghdad for two academic years, the interest of which is to know what the wrong strategies practiced by the learner in written tests - in the advanced stages of learning Spanish language - and identify the most important errors and concluded the results of research and recommendations that will contribute to the provision of the problems of the study solutions.
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Gomez-Dominguez, Maria, M. Carmen Fonseca-Mora, and Francisco H. Machancoses. "First and foreign language early reading abilities: The influence of musical perception." Psychology of Music 47, no. 2 (January 15, 2018): 213–24. http://dx.doi.org/10.1177/0305735617746734.
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There is a growing body of literature that recognises how music perception affects first-language learning, but much less is known about its influence on foreign-language reading skills. The purpose of this paper is to examine the effect of music perception abilities on the acquisition of some foreign early reading skills based on their transference from first language. Data for this study were collected from 63 Spanish-speaking English-language learners studying second grade of primary school. We used a music perception test and the Early Grade Reading Assessment battery, which measures early reading skills in both languages. A mediation analysis using structural equation modelling was performed, integrating music perception and letter-sound knowledge, initial sound identification, and familiar word and pseudoword reading in Spanish and English. This research provides new insights into how music perception affects early reading skills in both languages. These findings indicate a transfer of music perception abilities to first-language alphabetic principle, phonemic awareness and word recognition skills that affect foreign language early reading abilities.
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Hornikx, Jos, Frank van Meurs, and Marianne Starren. "Welke Associaties Roepen Vreemde Talen in Reclame op?" Toegepaste Taalwetenschap in Artikelen 74 (January 1, 2005): 71–80. http://dx.doi.org/10.1075/ttwia.74.07hor.
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In multilingual advertising, a foreign language is often used for symbolic purposes. Symbolic associations carried by the foreign language are assumed to transfer to the product advertised. Although a number of suggestions have been made as to the associations generated by foreign language use, it has never been tested what associations are actually evoked in the minds of the consumers, and whether these association are only positive. In an experimental study, 78 Dutch respondents were asked to write down their associations with advertisements for one product which were identical except for the foreign language in which they were written (French, German, or Spanish). Some associations were shared by the three languages, but there were also large differences in the kinds of associations. Half of the associations with French and Spanish were positive. With German, only a third of the associations were positive and a relatively high number of negative associations were found.
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Martín-Laguna, Sofía. "The multilingual turn in pragmatics." Applied Pragmatics 4, no. 1 (February 9, 2022): 63–91. http://dx.doi.org/10.1075/ap.20024.mar.
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Abstract In the Valencian Community in Spain, the coexistence of Spanish and Catalan as co-official languages and English as a foreign language, which is learned as a third language (L3), shapes a unique multilingual setting. This study examined the extent to which multilingual learners’ use of two interpersonal pragmatic markers (PMs), i.e., hedges (e.g., I believe) and attitude markers (e.g., fortunately), is related across languages and whether the relationship changes over time. Participants were 313 Spanish-Catalan bilingual high school learners of L3 English. They wrote three opinion essays over one academic year in the three languages of instruction: Spanish, Catalan, and English. Quantitative results revealed a trend towards stronger correlations over time in both PMs. At Time 3, correlations were statistically significant for all language pairs in hedges and for two language pairs in attitude markers (Spanish and Catalan, Spanish and English). Qualitative analyses of the learners’ essays lend support to these results and show transfer at the phrase and discourse-level.
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Jochum, Christopher J., Jared R. Rawlings, and Ana María Tejada. "The Effects of Study Abroad on Spanish Teachers’ Self-Efficacy: A Multiple Case Study." Frontiers: The Interdisciplinary Journal of Study Abroad 29, no. 1 (April 27, 2017): 28–45. http://dx.doi.org/10.36366/frontiers.v29i1.384.
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Teacher efficacy, or the degree to which teachers feel as though they can affect positive outcomes in their classrooms, has received considerable attention over the last three decades (Bandura 1977, 1997; Tschannen-Moran & Johnson, 2011). Research has shown that, among foreign language teachers, self-efficacy is associated with their language proficiency (Chacón, 2005; Yilmaz 2011) and students’ achievement (Swanson, 2014). The purpose of this qualitative inquiry was to better understand how the study abroad experience affected four, inservice Spanish teachers’ feelings of self-efficacy as it relates to language proficiency and instructional practice. Using a multiple case design (Stake 2006), we conducted interviews, recorded field note observations and collected participant reflection journals. Findings revealed that, as a result of the study abroad experience, participants described awareness of their foreign language proficiency, discussed re-assessing their classroom practice and explained a commitment to increasing target-language use in the classroom.
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Qian, Cheng, and Zhao Ke. "Language choice at a Chinese subsidiary of a Spanish bank." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 45–62. http://dx.doi.org/10.5209/clac.65647.
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This study explored language management in Banco Santander in China, a multilingual workplace where two major languages, Spanish and Chinese, are used along with English as a lingua franca. We collected data through conducting interviews with four senior managers in charge of human resources, strategic development, retailing and commercial banks to understand how languages are used and managed in this Spanish bank. Analyses of data revealed consistencies and inconsistencies between employees’ choices of language and beliefs as mediated by relevant social cultural, corporate and linguistic factors. The findings shed light on the complexity of language management at a Spanish bank in China against the backdrop of the changing scenario of foreign direct investment. They highlight the importance for multinational corporations to manage languages in response to multilingual challenges at workplaces in China.
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Ramón García, Noelia. "Multiple modification in English and Spanish NPs." International Journal of Corpus Linguistics 11, no. 4 (December 8, 2006): 463–95. http://dx.doi.org/10.1075/ijcl.11.4.06ram.
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This paper is an English-Spanish corpus-based contrastive study of multiple modification within the boundaries of the noun phrase. This issue is particularly problematic when comparing English and Spanish, and causes difficulties in foreign language learning as well as in translation processes between the two languages. The aim of this study is to unveil the interaction between meaning and grammar in this linguistic area in English and Spanish, revealing the different grammatical structures used in the two languages to actualise a particular meaning. The approach followed in this paper is a functional one (Bondarko 1991; Chesterman 1998). The empirical data on which the study is based are instances of authentic language in use extracted from two large monolingual reference corpora, Cobuild/Bank of English and CREA (Reference Corpus of Contemporary Spanish). The contrastive analysis consists of three stages: description, juxtaposition and a contrastive stage in which functional-semantic correspondences are suggested on the basis of meaning.
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Studies in Humanities and Education 3, no. 1 (July 11, 2022): 24–47. http://dx.doi.org/10.48185/she.v3i1.452.
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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between teaching foreign languages and Cameroonians' transnational aspirations. The data were collected from discussions on two Facebook threads about the topic, discussions with lecturers of foreign languages at university, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
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Khong, Hou Keat, Swi Ee Cheah, Nurul Na’imy Wan, and Susana Martínez Vellón. "Does the adapted version of The Amazing Race (AVOTAR) benefit Spanish language learning among technical students?" Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 159–96. http://dx.doi.org/10.1075/resla.15019.kho.
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Abstract Students’ lack of interest and motivation in language learning has long been the focus of language scholars and researchers. In the Malaysian Technical and Vocational Education and Training (TVET) context, this concern has posed many practical challenges particularly to the foreign language teachers. This study proposes a teaching innovation adapted from the popular reality television program, The Amazing Race, to instill and promote interest in learning Spanish among the technical students. The study on the Adapted Version of The Amazing Race (AVOTAR) was conducted using a quantitative dominant mixed methods approach in a technical university where Spanish language is a compulsory subject. The quantitative findings show that AVOTAR improves learners’ linguistic performance especially in the areas of vocabulary and reading comprehension while the qualitative findings indicate that AVOTAR helps increase learners’ motivation. This may contribute useful insights to address the challenges and improve the curriculum and instruction of foreign languages.
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Kutlu, Ethan, and Ruth Kircher. "A Corpus-Assisted Discourse Study of Attitudes toward Spanish as a Heritage Language in Florida." Languages 6, no. 1 (February 28, 2021): 38. http://dx.doi.org/10.3390/languages6010038.
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Spanish speakers constitute the largest heritage language community in the US. The state of Florida is unusual in that, on one hand, it has one of the highest foreign-born resident rates in the country, most of whom originate from Latin America—but on the other hand, Florida has a comparatively low Spanish language vitality. In this exploratory study of attitudes toward Spanish as a heritage language in Florida, we analyzed two corpora (one English: 5,405,947 words, and one Spanish: 525,425 words) consisting of recent Twitter data. We examined frequencies, collocations, concordance lines, and larger text segments. The results indicate predominantly negative attitudes toward Spanish on the status dimension, but predominantly positive attitudes on the solidarity dimension. Despite the latter, transmission and use of Spanish were found to be affected by pressure to assimilate, and fear of negative societal repercussions. We also found Spanish to be used less frequently than English to tweet about attitudes; instead, Spanish was frequently used to attract Twitter users’ attention to specific links in the language. We discuss the implications of our findings (should they generalize) for the future of Spanish in Florida, and we provide directions for future research.
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Menke, Mandy Renee. "Phonological development in two-way bilingual immersion." Journal of Second Language Pronunciation 3, no. 1 (April 7, 2017): 80–108. http://dx.doi.org/10.1075/jslp.3.1.04men.
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In spite of the well-documented advantage of an early age of acquisition, findings from one-way (foreign language) immersion programs suggest that this instructional context is insufficient for acquisition of nativelike articulations by child foreign language learners. It has been suggested that the lack of exposure to native speaking peers may contribute to reported non-native pronunciation. This study expands upon the previous research with child second language learners of Spanish, exploring how children, who learn academic content in Spanish, alongside native Spanish-speaking peers produce the Spanish vowels. Few differences are observed between the learner and peer native speaker groups, suggesting that the direct contact with native speakers of Spanish afforded by two-way bilingual immersion promotes phonological acquisition.
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Vargas-Urpi, Mireia. "Judged in a Foreign Language: A Chinese-Spanish Court Interpreting Case Study." European Legacy 23, no. 7-8 (July 9, 2018): 787–803. http://dx.doi.org/10.1080/10848770.2018.1492814.
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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril, and Mª Elena Gómez-Parra. "Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences." Journal of Language and Education 7, no. 2 (June 30, 2021): 243–55. http://dx.doi.org/10.17323/jle.2021.11938.
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Language learning, as a means to promote intercultural awareness and communication as well as to help citizens prosper professionally, is one of today’s main goals of educational systems around the world. In Europe, several guidelines have been published, and significant efforts have been devoted to encouraging the development of the quality of foreign and bilingual language education to improve citizens’ communicative skills. Although there were attempts to foster foreign language proficiency in some parts of the United Kingdom between the 1990s and the early 2000s, the country has not traditionally considered languages among its educational priorities. Nonetheless, Brexit seems to have increased the need to learn languages in the country. In some other European countries, however, Content and Language Integrated Learning (CLIL), an additive bilingual approach, has been implemented since the early 2000. Considering that the nations in the United Kingdom and the regions in Spain have the freedom to organise educational affairs, an analysis of the provision of foreign and bilingual language education in the United Kingdom and Spain appears relevant. This paper presents the results of a systematic review of 2012-2020 literature in the field of foreign and bilingual language education in both contexts. The differences that exist within the United Kingdom concerning foreign language teaching are discussed, and information in relation to the provision of CLIL in some Spanish regions is also examined. The findings show that foreign language teaching is provided across the United Kingdom, whereas bilingual education is offered in the form of Welsh-, Irish-, and Gaelic-medium education mainly, although CLIL is also implemented in England.
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Barrios, Elvira, and Irene Acosta-Manzano. "Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners." Journal of Language and Education 8, no. 2 (June 30, 2022): 66–79. http://dx.doi.org/10.17323/jle.2022.13506.
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Background. Research interest in FLE and its associated factors has increased in recent years, especially regarding learner-internal factors. Happiness could potentially be one of the predictors of FLE.
Purpose. This study aimed to investigate the link between foreign language enjoyment (FLE) and a measure of subjective happiness (SH).
Methods. A total of 594 adult foreign language learners aged 16 to 72 participated in the study. Ten items extracted from the FLE scale and the SH scale translated and validated into Spanish were used to gather the data.
Results. With a significant 3.6% shared variance between FLE and SH, the study found that participants with higher scores on FLE have higher scores on SH. However, the percentage of shared variance found is considerably higher for different subgroups (e.g., 6.7% for the older adolescent group and 10% for mature and senior adults). The results suggest that the relationship between personality variables and FLE may differ depending on learner-internal factors such as age, gender, competence level and foreign language.
Implications. The study opens a new line of research into the interaction between FLE and happiness, and factors affecting it with a sample that, due to the wide range of participant ages and the number of participants beyond their twenties, is more representative of the adult foreign language learner population than is usually the case in studies of FLE.
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Lu, Xiuchuan, Yongyan Zheng, and Wei Ren. "Motivation for Learning Spanish as a Foreign Language: The Case of Chinese L1 Speakers at University Level." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 79–98. http://dx.doi.org/10.5209/clac.65649.
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The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’s L2 Motivational Self System (L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodology and complementary interviews, the results of our experiment showed that these Chinese students displayed two types of foreign-language learning motivation, one being “Multilingual group with an English orientation”, and the other “Strong Spanish”. The first group, profoundly influenced by their ideal L2 selves, had a strong motivation to learn English instead of Spanish, while the second group learned Spanish with a motivation closely related to their ought-to L2 selves. A variety of analyses were applied to answer questions pertaining to group differences and students’ attitudes towards Spanish and English learning mediated by individual, educational, and social factors.
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Olvido, Andújar-Molina. "BRUJAS, PRINCESAS, OGROS Y DRAGONES: LA ENSEÑANZA DE LA LENGUA A TRAVÉS DEL CUENTO POPULAR. WITCHES, PRINCESSES, OGRES AND DRAGONS: TEACHING THE LANGUAGE THROUGH FOLKTALES." Culture Crossroads 15 (November 9, 2022): 54–62. http://dx.doi.org/10.55877/cc.vol15.190.
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Folktales and Fairy Tales have been useful for centuries to give voice to the dreams, aspirations and concerns of all peoples. These cultural samples are an extraordinary ally for the study of Spanish as a Foreign Language, acting as a link between the culture of origin and the target language. This article presents a project in which students from a Master’s Degree in Teaching Spanish as a Foreign Language (SFL) and students from Spanish courses from different institutions worked collaboratively in recovering oral tradition stories. Its objective was to develop intercultural competence in the SFL classroom and, later, to create teaching materials.
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Smidfelt, Linda, and Joost Van de Weijer. "The role of previous foreign language knowledge when translating from Italian as an unknown language into L2 English or L3 Spanish or French." Moderna Språk 113, no. 1 (July 6, 2019): 1–24. http://dx.doi.org/10.58221/mosp.v113i1.7576.
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The aim of the present study is to examine and describe Swedish upper secondary students’ use of their background languages while translating a text from Italian, a language unknown to them, into either their L2 English or their L3 French or Spanish. The assumption here is that searching for similarities between these languages is a natural feature of language learning and that intercomprehension can lead to at least limited understanding of an unknown language. The written translations were analysed quantitatively by calculating translation accuracy in the different languages and qualitatively by means of a retrospective questionnaire on the translation process. A psychotypology questionnaire was also included to examine the participants’ perceptions of the similarities between the languages involved. The majority of the participants stated that they perceived Spanish to be more similar to Italian than any of the other languages involved in the study. Moreover, the results show that the students in the group that translated into Spanish translated the text more accurately than those who translated into French and English. The comments in the retrospective questionnaire show that the students reflected on similarities between the languages on a lexical level, but also on structural and phonological similarities. Contextual cues were also important for the participants’ inferences and translations.
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STAMER, MELISSA K., and MICHAEL S. VITEVITCH. "Phonological similarity influences word learning in adults learning Spanish as a foreign language." Bilingualism: Language and Cognition 15, no. 3 (September 6, 2011): 490–502. http://dx.doi.org/10.1017/s1366728911000216.
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Neighborhood density – the number of words that sound similar to a given word (Luce & Pisoni, 1998) – influences word learning in native English-speaking children and adults (Storkel, 2004; Storkel, Armbruster & Hogan, 2006): novel words with many similar sounding English words (i.e., dense neighborhood) are learned more quickly than novel words with few similar sounding English words (i.e., sparse neighborhood). The present study examined how neighborhood density influences word learning in native English-speaking adults learning Spanish as a foreign language. Students in their third semester of Spanish-language classes learned advanced Spanish words that sounded similar to many known Spanish words (i.e., dense neighborhood) or sounded similar to few known Spanish words (i.e., sparse neighborhood). In three word-learning tasks, performance was better for Spanish words with dense rather than sparse neighborhoods. These results suggest that a similar mechanism may be used to learn new words in a native and a foreign language.
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Ahsan Ahmad, Gaurav Kumar, Ranjeeva Ranjan, and Andrew Philominraj. "On the Role of Social Media in Spanish Language Learning in Indian Context." International Journal of Emerging Technologies in Learning (iJET) 17, no. 22 (November 28, 2022): 100–115. http://dx.doi.org/10.3991/ijet.v17i22.31381.
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Research on social media in the foreign language classroom has grown significantly in the last decade. The usage of social media has increased many times during the pandemic due to known reasons. The aim of the present study is to examine the perception of the use of social media in learning Spanish as a foreign language in a non-native context. The research was carried out in Indian Higher Education Institutions (HEIs) where Spanish is taught as a foreign language at graduate and undergraduate levels. The objective was to explore the attitudes and perceptions of the students towards the use of social media platforms for learning Spanish as a foreign language and examine the differences in its use concerning gender, background and year of study. The research study was developed in the quantitative framework with the use of a comprehensive questionnaire as an instrument in this study. The results showed that the students tend to use social media for enhancing and reinforcing their communication skills and language learning capabilities including reading, writing, and learning new phrases and structures. Moreover, the study also found the benefits of collaborative learning embedded during the use of social media, which helped in improving the learning process sophistically.
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Yao, Gang. "Vocabulary learning through data-driven learning in the context of Spanish as a foreign language." Research in Corpus Linguistics 7 (2019): 18–46. http://dx.doi.org/10.32714/ricl.07.02.
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An increasing number of studies have shown the potential associations between corpus work and second language acquisition and teaching. Some research, for example, explores the effect of data-driven learning (DDL, Johns 1991) in the context of foreign language learning. Up till now, however, empirical quantitative studies on the topic have been limited, especially with respect to foreign languages other than English. In order to bridge this gap, a quasi-experimental longitudinal design was used in the present study to examine whether there is a statistically significant difference between the DDL approach to vocabulary learning and more traditional learning methods (e.g., dictionary approach) in the context of Spanish as a foreign language (SFL) by Chinese students. The study further gauged students’ attitude towards DDL activities. The results of two post-tests revealed that the DDL group of students significantly outperformed the group of students following a traditional learning method. Furthermore, a questionnaire assessment collected from the experimental group showed that the respondents generally favored DDL and adopted a positive attitude towards its future application to Spanish learning.
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Liepa, Zenta. "Spāņu valodas apguve Latvijā: pašreizējās situācijas raksturojums." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 226–46. http://dx.doi.org/10.37384/va.2022.17.18.226.
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With its ever increasing number of speakers, Spanish, being one of the so-called major languages of the world, has overtaken English in terms of native speakers in recent years, now ranking second behind Chinese, and its growing popularity and expansion can be felt in Latvia as well. In recent years it is evidenced by an increase in translations of original works into Latvian, cinema and theatre performances, rapid growth of various Spanish companies and, undoubtedly, the interest of the residents of Latvia, particularly young people, in learning Spanish. In Latvia, Spanish can be learned in general education schools, starting from Form 6; it is more popular among secondary school pupils, as evidenced by the number of general education schools: in academic year 2018/19 Spanish could be learned in 18 general education schools, while in academic year 2019/20 there were 16 education institutions offering the language. Moreover, the capital of Latvia is not the only place where Spanish is taught as a second or third foreign language: everything depends on the opportunities provided by each individual school. In total, there were 32 schools in Latvia where Spanish was taught as the third or even the fourth foreign language during last academic year. To obtain secondary education in Latvia, one of the centralised exams has to be taken in a foreign language; English is the most popular choice among schools. Those who wish to obtain a certificate in Spanish can do so at the Instituto Cervantes DELE examination centre, which has been operating at the Latvian Academy of Culture since 2004. The centre offers an opportunity to take exams at 6 levels and obtain the internationally recognised DELE diploma, certifying the examinee’s Spanish knowledge and skills. Spanish can also be learned in courses and at language centres irrespective of the students’ age and previous knowledge. Picasso and Seneca, two private Spanish language centres, have been successfully operating in Latvia for more than 10 years, and their students range from pupils to seniors. Bachelor students learn Spanish at the Latvian Academy of Culture in the Latvia-Spain Cross-Cultural Communication programme; however, they do not obtain a qualification in philology. Master students can learn Spanish as part of the Romance Language and Culture Studies study programme at the University of Latvia, and the language is also offered as an elective course at other higher education institutions in Latvia. Unfortunately, systemic Spanish acquisition and programme continuity is hindered by the lack of a Spanish philology bachelor study programme at the University of Latvia. The paper focuses on Spanish learning traditions, issues, and future opportunities in Latvia, drawing upon data available in the state education system and interviews with industry experts: officials, educators, and translators.
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Dos Santos, Luis Miguel. "The Relationship between Social Identity and Foreign Language Learning Motivation: The Sustainability of Heritage Language Learners." Sustainability 13, no. 23 (November 26, 2021): 13102. http://dx.doi.org/10.3390/su132313102.
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This study aimed to explore the relationship between social identity and language learning motivations of a group of heritage Spanish language learners in a university environment in the United States. Based on the qualitative research inquiry with semi-structured interview and focus group activity tools, a group of 78 Spanish language learners in one university environment in the United States were surveyed. Under the open-coding and axial-coding techniques, the finding of this study indicated that the three main motivations were Latinx Americans with dual identities, interests in career development, and surrounding environments and individuals. Department heads, non-profit organisation managers, and researchers may use this study as the blueprint to reform and polish the current foreign language teaching and learning programmes, courses, and policies to meet the expectations of multilingualism.
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Bruscato, Amanda Maraschin, and Jorge Baptista. "Synchronous and asynchronous distance learning of anaphora in foreign languages." Texto Livre: Linguagem e Tecnologia 14, no. 1 (April 20, 2021): e29177. http://dx.doi.org/10.35699/1983-3652.2021.29177.
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This paper analyses the influence of the distance learning modality (synchronous/asynchronous) in the learning of anaphora in English and Spanish as foreign languages, based on the results of a course offered to Modern Language students at a Brazilian university in the first semester of 2020. Factors as the level of proficiency, type of task, and degree of motivation were also considered. Two experimental groups and one control group were compared in four written tests. English learners demonstrated a higher prior knowledge of anaphora than Spanish learners and showed the best test results. A positive and moderate correlation was found between the knowledge of anaphora, level of proficiency, and degree of motivation to study the language. Although the experimental groups made progress in the reading tests, the same did not happen in the writing tests. Finally, the difference was not significant between the two experimental groups.
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Zenkovich, Alla. "Particularities of the Spanish Language in Uruguay." Cuadernos Iberoamericanos, no. 4 (December 28, 2018): 49–56. http://dx.doi.org/10.46272/2409-3416-2018-4-49-56.
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The purpose of this article is to analyze the particular characteristics of the Spanish language in Uruguay, which is a variety of the Spanish language in Rio de la Plata (Argentina, Chili, Paraguay) and represents a special interest for the linguists, professors of Spanish language and foreign experts who go to work in Uruguay. We analyze the history of this particular language variety beginning from the epoch of the Spanish conquest, the influence of the local American languages (in particular of the Guarani Indians), as well as the Italian language and its dialects due to an important immigration from this country. We also pay attention to the phenomenon of the bilingualism, in other words the influence of the Portuguese language (the well-known “Portunol”) and the influence of the French language after the French immigration of the XIX century that led to gallicisms in Spanish language. All these facts provoked such linguistic characteristics as “an untypical use of some pronouns, a less rhythmical intonation and a very special vocabulary to compare with classical Spanish of Spain. The study is based on our own notes made during two trips to Uruguay, and on the “New Dictionary of Americanisms”, books of the history of Latin America and scientific works of the philologists who dedicated their studies to this subject.
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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril, and María Elena Gómez-Parra. "Language teaching and bilingual education policies in Scotland and Andalusia: A language-use-based comparative study." Research in Comparative and International Education 16, no. 2 (April 16, 2021): 140–59. http://dx.doi.org/10.1177/17454999211008660.
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European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit will pose to citizens. Scotland, however, seems keen on promoting the inclusion of languages into curricula. Analysing language policies may help understand differences between both contexts and, ultimately, build synergies between the educational administrations of these countries. Considering that corpus linguistic analysis of language policies allows identifying political ideologies permeating language policy and planning, this article studies and compares the use of language in Scottish and Andalusian language teaching policies. Although differences are identified in terms of the focus of the instruction and the language approach followed, findings show the efforts of Andalusia and Scotland to foster plurilingualism.
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Neo, Swee Leng, and Lee Luan Ng. "Learning style and teaching style preferences in a foreign language classroom in Malaysia." Moderna Språk 114, no. 2 (December 1, 2020): 139–60. http://dx.doi.org/10.58221/mosp.v114i2.7408.
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Despite learning styles being one of the main topics of interest in education, not many studies have considered the influence of learning styles regarding students learning foreign languages in Malaysia. This study investigates the learning style preferences of 35 Spanish beginner level students aged between 20 and 24 years, the teaching style preferences of their Spanish teacher, and the relationship between the matching of teacher and learner styles and the learners’ language achievement. Data were collected using an adapted perceptual learning style preference questionnaire, a teaching style questionnaire, interviews and class observations. The findings show that the learners preferred kinaesthetic and auditory learning styles, while the teacher preferred kinaesthetic and tactile teaching. Interestingly, the results suggest that improvement in terms of achievement may not necessarily be related to a match between teacher and learner style. It was found that learners who improved were those who could adapt to the teacher’s styles and also those who would use multiple strategies to learn Spanish. Also, the results indicate that application of multiple teaching styles help students learn Spanish in a more enjoyable and effective manner. These insights are of interest to research on learner styles in general, and specifically to Spanish teachers in their instruction planning.
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Alonso Arruabarrena, Irene, and David Lasagabaster Herrarte. "An analysis of language anxiety in English and Basque-Medium Instruction: A study with primary school students." Vigo International Journal of Applied Linguistics, no. 20 (January 20, 2023): 9–48. http://dx.doi.org/10.35869/vial.v0i20.4353.
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In an era of globalisation, acquiring communicative competence in foreign languages has become an educational priority, and in this scenario, Content and Language Integrated Learning (CLIL) emerged as a European endeavour to improve students’ foreign language proficiency. In the Basque Autonomous Community (BAC), learners are required to deal with the coexistence of three languages in the school curriculum, which may be regarded as an anxiety-provoking process. Through a mixed method approach, this study explores the interaction between language anxiety and the language of instruction in the case of 89 primary education students in the BAC, along with the effects of students’ gender, linguistic repertoire and achievement on anxiety means. Results indicated that participants experienced significantly more anxiety in their English subjects than in their Basque subjects. Moreover, students speaking Spanish at home or scoring lower grades in both instruction types exhibited higher anxiety levels, and this trend diminished in the case of females. These findings reveal the challenging nature of anxiety, an affective factor that should be taken into consideration in the implementation of language teaching methodologies.
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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 (November 29, 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 number of learners in future Spanish programs, especially in a sociopolitical and institutional climate such as the present one, in which the study of the humanities, in general, as well as the study of second or foreign languages, in particular, seem to be heading for a marked decline.
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Paquot, Magali. "L1 frequency in foreign language acquisition: Recurrent word combinations in French and Spanish EFL learner writing." Second Language Research 33, no. 1 (July 7, 2016): 13–32. http://dx.doi.org/10.1177/0267658315620265.
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This study investigated French and Spanish EFL (English as a foreign language) learners’ preferred use of three-word lexical bundles with discourse or stance-oriented function with a view to exploring the role of first language (L1) frequency effects in foreign language acquisition. Word combinations were extracted from learner performance data (i.e. argumentative essays), and the frequency of their translation equivalent forms was analysed on the basis of French and Spanish L1 corpora. Strong and positive monotonic correlations were found between the frequency of a lexical bundle in the EFL learners’ written productions and the frequency of its equivalent form in the learners’ first language. Results also suggest that different patterns of use across the two L1 learner populations may be explained by frequency differences in L1 French and Spanish. Overall, the study calls for a more systematic investigation of L1 frequency effects within usage-based perspectives on second language acquisition.
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Elola, Idoia, and Ariana M. Mikulski. "Similar and/or Different Writing Processes?: A Study of Spanish Foreign Language and Heritage Language Learners." Hispania 99, no. 1 (2016): 87–102. http://dx.doi.org/10.1353/hpn.2016.0000.
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Velleman, Barry L. "The “Scientific Linguist” Goes to War." Historiographia Linguistica 35, no. 3 (August 4, 2008): 385–416. http://dx.doi.org/10.1075/hl.35.3.05vel.
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Summary During World War II there arose in the United States an urgent need for intensive foreign language instruction that emphasized the spoken language. Beginning in April, 1943, the U. S. Army Specialized Training Program (ASTP) established approximately 500 intensive speaking courses in over 30 languages in fifty-five United States universities. After a single year, the program was suddenly abandoned, owing to combat personnel needs. The present study proposes to describe the sources, implementation, content, materials development, and methods of the ASTP in foreign languages. The study analyzes the ASTP Spanish language materials, explores the attempts at assessing the speaking proficiency of trainees of the program, and evaluates the program’s contributions to subsequent pedagogical approaches and assessment in the United States.
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Melchor-Couto, Sabela. "Virtual world anonymity and foreign language oral interaction." ReCALL 30, no. 2 (January 25, 2018): 232–49. http://dx.doi.org/10.1017/s0958344017000398.
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AbstractIn recent years, a considerably high number of research studies have looked into the use of virtual worlds (VWs) for language learning. A number of authors have hypothesised about the effects of anonymity when foreign language interactions are conducted via VWs. This study addresses the effect that the anonymity experienced in VW interaction may have on participants that present different affective profiles. The participants are 18 students (five male, 13 female) aged between 19 and 20 years old and registered in a Spanish undergraduate degree at the University of Roehampton (London). They were involved in four tandem oral interaction activities in the VW Second Life with a group of native Spanish students from the Universidad de Cádiz (Spain). A mixed-methods research design with quantitative and qualitative data was applied. Data were collected about the participants’ foreign language anxiety (FLA) levels, self-efficacy beliefs, and psychological profile (introvert/extrovert). Participants were also asked to answer three open-ended questions about how they felt during the interaction in the VW. The results obtained reveal a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students, although no correlation was found between the participants’ FLA levels or personality profiles and their experience of the anonymity afforded by the VW.
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Nikitina, Larisa. "Do country stereotypes influence language learning motivation? A study among foreign language learners in Malaysia." Moderna Språk 113, no. 1 (July 6, 2019): 58–79. http://dx.doi.org/10.58221/mosp.v113i1.7624.
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It has been acknowledged in research literature that stereotypes about a target language country held by language learners influence the students’ motivation to learn a foreign language (L2 motivation). However, there is a lack of studies that link explorations of these stereotypes and L2 motivation in a single research project. This mixed-methods study addressed this gap in research literature. It examined relationships between endogenous stereotypes about target language countries and L2 motivation using a sample of 194 students learning foreign languages in a major public university in Malaysia. These languages included French, German, Italian, Portuguese (European and Brazilian varieties), Russian and Spanish. The data were collected through a questionnaire survey. One open-ended question sought the students’ mental images of the target language countries; two thermometer-type scales assessed the students’ general attitudes toward the target language countries and people and 16 closed-ended statements with attached Likert-type scales assessed their L2 motivation. The findings from the qualitative strand of the analysis revealed that the respondents had distinct and predominantly positive images of each of the target language countries. This allowed making a tentative proposition that the country stereotypes would have a positive relationship with the students’ L2 motivation, especially the integrative orientation. Results of the statistical analyses in the quantitative phase indicated that the relationship between the country stereotypes and L2 motivation was the strongest in the case of the integrative orientation. The article concludes with a brief discussion of implications that can be drawn from this study.
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Dzhumayov, Georgi. "Motivations and Difficulties in Learning Foreign Language that Contemporary Students Face." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 2 (April 25, 2021): 155–67. http://dx.doi.org/10.53656/for21.24moti.
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The present study aims to test students’ motivation in foreign language classes. The survey also aims to gather information which area of learning English or Spanish contemporary students consider most difficult to acquire – reading, writing, listening, speaking, grammar, vocabulary, and why they have decided to learn the relevant foreign language.
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Deen, Jeanine. "COLLABORATIVE NEGOTIATION OF MEANING: A LONGITUDINAL APPROACH.Kristi Jauregi Ondarra. Amsterdam: Rodopi, 1997. Pp. 492. $100.00 paper." Studies in Second Language Acquisition 20, no. 3 (September 1998): 437–38. http://dx.doi.org/10.1017/s0272263198313066.
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This book is a longitudinal study of negotiation of meaning in interactions among foreign language learners (FLLs) of Spanish at a Dutch university, and interactions between those students and native speakers (NSs) of Spanish.
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Bono, Mariana. "L’influence des langues non maternelles dans l’acquisition du SN en espagnol L3." Language, Interaction and Acquisition 1, no. 2 (December 10, 2010): 251–75. http://dx.doi.org/10.1075/lia.1.2.06bon.
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This article investigates the role of second or non-native languages (L2) in the acquisition of an additional language (L3). We study the impact of cross-linguistic influence on the placement of the adjective in the Noun Phrase. The analysis of oral data from learners of Spanish L3 shows that the position of adjectives departs from the canonical word order of both Spanish L3 and French L1, reflecting the word order that characterizes the other languages known by the speakers, English and German. We will attempt to identify the psycholinguistic factors underlying this phenomenon. Particular attention will be placed on the ‘foreign language effect,’ which can transform non-native languages into a default grammatical model for the processing of L3 linguistic input.