Spanish Language Learners Research Articles

Orthography Analysis-Spanish Graphical Accentuation Setting

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.

Dialect and identity

AbstractHeritage language learners of Spanish are studying abroad in Spanish-speaking countries yet their linguistic evolution in Spanish is not addressed sufficiently in existing published scholarship. The current study consists of four case studies of US heritage speakers of Spanish studying abroad in Spanish-speaking countries different from their ancestors. Previous research on heritage speakers abroad has not addressed linguistic development. The current study attempts to fill this gap by using a variety of tasks to elicit the use of regional features to compare these heritage learners to second language learners and also first language learners who develop second dialects as a result of living abroad. The findings reveal changes in the production of regional features throughout the semester by three of the four learners of Spanish. These changes are attributed to shifts in identity coupled with proficiency level and contact with locals.

Gender assignment strategies used by L1 and L2 speakers of Spanish

Abstract This article compares gender assignment on known nouns by intermediate (n=15) and advanced (n=15) second language (L2) learners of Spanish (L1 English) and native Spanish speakers (n=15). Participants completed a written vocabulary task, which asked the meaning and gender of 63 nouns. Gender assignment scores revealed that only intermediate and native speaker groups scored significantly differently on known nouns, as shown by the vocabulary task. Results indicated that intermediate learners assigned the incorrect gender to known nouns significantly more than native speakers. Both L2 learner groups made errors on high frequency known nouns, whereas the few native speaker errors were on low frequency known nouns. Along with think-aloud data which showed the effectiveness of strategies that directly link the noun with its article, these results indicate that nouns need to be taught as units rather than bare nouns, using distributional co-occurrence relations.

The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops

The present study examines the effectiveness of second language explicit pronunciation instruction of adult second language (L2) learners of Spanish in a classroom setting. This study seeks to shed light on the effectiveness of teaching pronunciation while considering the level of instruction of first, second and third year students. Eighty-three learners of Spanish as an L2 were recruited to participate in a control (n = 45) or experimental (n = 38) group. From the beginning to the end of a twelve-week semester, participants in the experimental condition received instruction on typically difficult segments in L2-Spanish for first language (L1) English speakers. Pronunciation gains were measured acoustically by a word-reading task and the target structures were Spanish voiceless stops /p, t, k/. Results suggest that pronunciation instruction is beneficial to all voiceless stops. After a semester of instruction, the experimental group reduced their voice onset time (VOT) and reached native speakers' range, while no difference was observed in the control group. Additionally, instruction was beneficial at each curricular level, suggesting that pronunciation instruction should be part of the L2-Spanish curricular sequence at multiple levels. Results are discussed in terms of the theoretical, methodological and pedagogical implications of these findings and special emphasis is placed on the advantages of pronunciation instruction. A call is made for more teachers and practitioners to include pronunciation instruction in the L2-Spanish classroom.

Profiling Chinese university students’ motivation to learn multiple languages

ABSTRACTThis study extends our understanding of Chinese university students’ motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins’ ([1987]. “Self-discrepancy: A Theory Relating Self and Affect.” Psychological Review 94: 319–340.) original Own-Other standpoints and Lanvers’ ([2016]. “Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for Language Learners.” System 60: 79–92.; [2017]. “Contradictory Others and the Habitus of Languages: Surveying the L2 Motivation Landscape in the United Kingdom.” The Modern Language Journal 101 (3): 517–532.) Self-Discrepancy Theory for Language Learners to enrich the framework, and recruited two different learner groups with Chinese as their first language and English as their second language – voluntary learners of Spanish as a third language and non-voluntary learners of Spanish. The Q-methodology was applied to profile these two groups’ multilingual selves, with four motivational profiles emerging from the analysis: self-motivated with multilingual posture, self-motivated with instrumentality, other-motivated with promotion-focused instrumentality, and other-motivated with prevention-focused instrumentality. The findings revealed that multilingual posture was prominent in the self-motivated learners’ investment in learning Spanish, and the other-motivated learners were subjugated to the macro-level sociological influences of global English and the national foreign language policy. Our findings also suggested a potential gate-keeping role of global English in conceptualising non-Anglophone learners’ LOTE learning motivation. This paper concludes with some methodological and theoretical implications for future LOTE learning motivation research.

Entornos digitales: Conceptualización y praxis ed. by Beatriz Trigo and Mary Ann Dellinger

Reviewed by: Entornos digitales: Conceptualización y praxis ed. by Beatriz Trigo and Mary Ann Dellinger Margaret Boyle Trigo, Beatriz, and Mary Ann Dellinger, editors. Entornos digitales: Conceptualización y praxis. Editorial de la Universitat Oberta de Catalunya, 2017. Pp. 213. ISBN 978-8-49451-063-2. In Entornos digitales: Conceptualización y praxis, editors Beatriz Trigo and Mary Ann Dellinger bring together, through nine essays and an introduction, a range of approaches to the theory and practice of Digital Humanities within Hispanism. Topics vary widely, including for example, representations of technology within a variety of literary and filmic texts, the impact of digitization projects, the place of technology in the classroom, and more. Digital technology, the book argues, does not only have the potential to alter methodology and approach to scholarship within the humanities, but can also serve to contextualize or bolster the value of humanities within a world increasingly reliant on statistics and quantifiable data. Additionally, the book points to the ways in which digital humanities has increased interdisciplinary collaboration within and across universities. Part one “La digitalización de las humanidades” describes a variety of perspectives concerning the “digitalization of the humanities” and the manifestations of this development within a variety of academic settings today. The first essay, “Las humanidades digitales: qué, quién, cómo,” by Beatriz Trigo, is focused on how digital humanities work has shaped scholarly approaches within Hispanic Studies, arguing that digitalization and quantification of information through technology has served to increase accessibility, collaboration and breadth of scholarship. One of the most innovative contributions of this volume, in fact, is Trigo’s ability to succinctly summarize and translate into Spanish recent developments within Digital Humanities, signaling the ongoing need for digital representation of non-Anglophone cultures, as well as the creation of academic venues that could better support multilingual digital humanities projects. This part also includes an interesting contribution by Daniel Escandell Montiel on the intellectual diaspora of the twentieth century. Part two “Transmedialidad” is focused on the varying interpretations of “transmediality” as a concept, meaning the confluence of different medias relating to one topic and its effect on twenty-first-century audiences. Authors of chapters in this second part are Jonatán Martín Gómez, Nuria Ibáñez-Quintana, María Cristina C. Mabrey, Thomas Deveny, Mary Ann Dellinger, and Michele C. Davila Gonçalves. While all chapters are certainly worth reading, likely of most interest to audiences of Hispania is the concluding essay of the volume, titled “Youtube como antídoto contra la ansiedad durante el proceso de adquisición del español como segunda lengua,” which examines the efficacy of visual aids in facilitating or impeding oral communication within the classroom. David-Ross Gerling and Mary Ann Dellinger compare the various responses of Spanish language learners who are presented with YouTube videos in which protagonists [End Page 147] converse in varying degrees of Spanish language fluency. The study presents two groups of students: Classroom X and Classroom Y with two kinds of Spanish language videos: Classroom X only saw videos in which Spanish was spoken colloquially and Classroom Y only saw videos in which Spanish was spoken in “linguistic perfection” (204). Exams were then conducted daily following exposure to the videos. Controls included time of day, frequency of screenings during the week, kind and frequency of examinations given, and the length of the study. Results of the study were not conclusive, although in some cases there was a correlation between regular exposure to colloquial Spanish, and reduced anxiety and proficiency in the target language. The authors concluded that regular use of YouTube videos within class is an efficient method of making use of what they call the “silent period,” a time when students internalize the language (207). Further, the authors insist that students expecting to work in the Spanish-speaking world have much to gain from exposure to multiple dialects and situations of communication that can be found on You Tube or through comparable digital means. The study even tried to incorporate students’ various professional interests into classroom conversations and themes, such as discussing the publications of state and federal environmental agencies for students interested in conservation, or discussing...

TEACHING SPANISH IN SECONDARY SCHOOL OF LITHUANIA: POSSIBILITIES AND CHALLENGES OF SPANISH TEACHER IN 21st CENTURY

Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language. DOI: https://doi.org/10.2478/sm-2018-0020

Teach Spanish as a second language to students of Early Childhood Education: Challenges and methodological guidelines

This article focuses on the teaching of Spanish as SL to immigrant children and / or children of immigrants already born in Spain and who are enrolled in Early Childhood Education. It is an educational level increasingly relevant in the teaching-learning of Spanish as SL for which not all teachers are prepared. This teacher must respond to the curricular requirements of this level of education and, at the same time, teach Spanish in a context where Spanish speakers and Spanish language learners live together. In this sense, this work intends to collaborate in offering theoretical-practical reflections that help the teachers of Early Childhood Education to develop this work.

Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century

Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.

Writing proficiency profiles of heritage learners of Chinese, Korean, and Spanish

This article describes what Intermediate and Advanced heritage language learners of Mandarin Chinese, Korean, and Spanish can do when writing in their heritage language, and what prevents these writers from performing at the next proficiency level. One hundred eighty‐seven samples were collected using the ACTFL Writing Proficiency Test. Each sample is analyzed employing a review form through which floor and ceiling criteria are identified, and the strengths and weaknesses of writing while attempting next‐level functions are made evident. The proficiency profiles resulting from this analysis are used to propose pedagogical practices in support of literacy development.

Word formation as a tool to increase motivation for language learning

The article is dedicated to develop the motivation for Spanish language learning among aspiring linguists. For this purpose, a system of exercises to practice building words with prefixes is proposed to be used as an instrument. The knowledge of the prefix patterns would enhance students’ vocabulary. The article defines the most useful prefixes, and is based on works of Spanish and Russian linguists, as well as on the author’s own research. It describes the exercises system organized by units, which can be dealt in an independent way, and suggests examples to practice these exercises.

Assessing the effectiveness of a web-based tutorial for interlanguage pragmatic development prior to studying abroad

This manuscript reports the results of a research study that investigated the effect of a web-based tutorial (WBT) on 13 Spanish language learners’ pragmatic development during the semester prior to studying abroad in Spain. Students who anticipate living abroad with a host family may be particularly motivated to acquire pragmatic competence in order to better assimilate into the target language culture. The WBT was designed to teach the speech acts of complaints and requests to Spanish language learners whose first language is English. The content in the WBT is based upon available empirical evidence at the time of development. Data were collected at pretest and posttest and the analysis employed a mixed methods approach. The results revealed that the WBT was more effective with intermediate- than with novice-level learners of Spanish. In addition, learners’ comprehension gains were greater than their production gains. In other words, learners improved in their ability to recognize appropriate pragmatic strategy use; however, they still had difficulty producing pragmatically appropriate features after completing the WBT. It is possible that pragmatic awareness may precede learners’ ability to use appropriate pragmatic strategies in their linguistic output.

Does the adapted version of The Amazing Race (AVOTAR) benefit Spanish language learning among technical students?

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.

Efectos del contexto de inmersión en la competencia sociolingüística de EL2: La adquisición del "laísmo" madrileño

Aunque una cuantiosa investigación sobre el impacto de la inmersión en aprendices de español como segunda lengua se ha desarrollado en las pasadas dos décadas, todavía quedan por responder preguntas relativas al grado de exposición de estos a la comunidad local y la adquisición de los patrones de la variación lingüística común a una determinada comunidad de habla. En este artículo se presentan los resultados cuantitativos de un estudio de la adquisición de estructuras variables del lenguaje, específicamente, el fenómeno del laísmo, por cuarenta (N=40) aprendices de español (grupos experimentales) matriculados en dos tipos de programas de inmersión (programa académico de corte tradicional y de voluntariado) durante cuatro meses en Madrid (España). La producción oral de estos participantes se compara con el habla de treinta (N=30) hablantes nativos (grupo de control). Los análisis estadísticos revelan que un mayor contacto con la comunidad de habla meta facilita significativamente la incorporación de las formas no convencionales en la competencia sociolingüística. Este trabajo contribuye a conocer mejor la adquisición de la variación dialectal y a aportar nuevo conocimiento sobre el impacto lingüístico de un programa de voluntariado durante una experiencia académica internacional.

Realizing the Vision of Quality PreK–5 Spanish Language Programs: A Longitudinal Perspective

This essay offers a candid overview of the past one hundred years of preK–fifth grade Spanish language teaching and learning in the United States. Among the topics addressed are numbers of programs, program models, and factors that impact the success of learners and programs.

Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction

ABSTRACTTwo-way immersion (TWI) programs in the U.S. integrate learners with different home languages and varied proficiencies in Spanish and English. Although both English home language (EHL) and Spanish home language (SHL) TWI students succeed academically in English, they often experience incomplete acquisition (Montrul 2011. “Morphological Errors in Spanish Second Language Learners and Heritage Speakers.” Studies in Second Language Acquisition 33: 163–192. doi:10.1017/S0272263110000720) or attrition of their Spanish proficiency (Potowski 2007. Language and Identity in a Dual Immersion School. Clevedon: Multilingual Matters). Underdeveloped Spanish proficiency may partly be due to teachers’ tendency to prioritize content instruction while neglecting language development. Studies in one-way immersion programs have revealed positive effects of form-focused instruction (FFI) on language development (e.g. Harley 1998. “The Role of Form-Focused tasks in Promoting Child L2 Acquisition.” In Focus on Form in Classroom Second Language Acquisition, edited by Catherine Doughty and Jessica Williams, 156–174. Cambridge: Cambridge University Press; Lyster 1994. “The Effect of Functional-Analytic Teaching on Aspects of French Immersion Students’ Sociolinguistic Competence.” Applied Linguistics 15: 263–287; 2004. “Differential Aspects of Prompts and Recasts in Form-Focused Instruction.” Studies in Second Language Acquisition 26: 399–432. doi:10.1017/S0272263104263021). However, the diversity among TWI students regarding their proficiency in Spanish may render FFI challenging when some students produce accurate forms intuitively while others struggle with grammatical accuracy.Guided by sociocognitive theory (Batstone 2010. “Issues and Options in Sociocognition.” In Sociocognitive Perspectives on Language Use and Language Learning, edited by Rob Batstone, 3–23. Oxford: Oxford University Press), this qualitative study investigated how SHL and EHL Grade 5 TWI students responded to FFI on past tense/aspects. Discourse analysis of transcripts from classroom observations was conducted to examine student responses in relation to teacher input and FFI activities. Findings suggest an important relationship between the diversity among TWI students in terms of their Spanish proficiency and responses to FFI, and offer pedagogical implications for classrooms that integrate content and language.

Supporting more successful language learning: Approaches for helping post-secondary learners in three contexts

This paper offers a number of suggestions for foreign and second language teachers who want to help their students develop more positive learning characteristics. In response to a graduate-level methods class designed to help participants develop student-centered instruction, this paper presents three approaches for helping post-secondary language learners in three contexts: Syria, Turkey, and the U.S. The approaches involve learner training projects aimed at influencing learner beliefs and expectations (Project 1), reducing learner anxiety (Project 2), and encouraging motivation and learner autonomy (Project 3). The projects target beginning and intermediate-level English as a foreign language (EFL) and Spanish-language learners. They involve hands-on teaching strategies, awareness-raising activities, and integration of instructional technology. The paper presents a rationale for each project and includes sample activities. It ends with reflections on the learner training projects and implications for the development of such projects in different language learning contexts.

스페인어 교수·학습을 위한 이러닝 통합 학습 콘텐츠 프레임의 개발과 기대효과

국내 스페인어 교육 역사가 60여년이 되었지만 아직도 스페인어를 학습하려면 수월하게 스페인어 교육 서비스에 접근할 수 있는 환경이 조성되지 못했다. 이런 상황에서는 이러닝이 좋은 대안이 될 수 있다. 이러닝에 있어 외국어 분야는 중요한 분야이다. 또한 이러닝은 외국어학습에 많은 유익을 줄 수 있다. 외국어 교수·학습을 효과적으로 하기 위해서는 듣기, 말하기, 읽기, 쓰기가 종합적으로 다루어져야한다. 이러닝의 멀티미디어 도구는 이 4가지 학습영역을 효율적으로 연계시킬 수 있는 유용한 도구이다. 그런데, 외국어를 이러닝을 통해 교수·학습시 가장 필요한 기능을 잘 파악하고 활용 할 수 있는 사람은 교수자 자신이다. 따라서, 내용전문가인 교수자가 이러닝 콘텐츠를 만드는 기능의 프레임을 구성할 수 있다면 좋을 것이다. 이 글에서는 비 IT 전문가일지라도 사용할 수 있는 앱 및 e-book 저작도구를 통해 외국어 교수·학습을 위한 이러닝에 사용될 콘텐츠 프레임을 구성해 보고 이 틀을 통해 어떠한 외국어 교수·학습이 이루어질 수 있으며 기대되는 가능성은 무엇인지 가늠해 본다.

The role of translation technologies in Spanish language learning

ABSTRACTTranslation for language learning has reemerged during recent years as an additional asset for foreign language instruction. In this time, the professional practice and training of translation has moved to a technological paradigm in which virtually all translation activities are computer mediated and this complex activity is conceptualized as human–computer interaction. Translation is therefore now inseparable from the physical computer, translation technologies, tools and resources found online and the interconnectedness provided by the Internet. This article reviews these technologies in the context of Spanish language learning. For these purposes, three main areas of interest are discussed and placed in the context of language learning. First of all, the role of machine translation (MT) both as an assistance in reading and writing tasks and from the perspective of post-editing for language learning is examined. The second area of interest is the use of translational corpora in the foreign language classroom. The article will finish with a review of the increasingly popular language-related crowdsourcing technologies that are expanding translation tasks to language learners around the world using specialized micro-task workflows.

Exploring the Dynamic Long‐Term Interaction Between Cognitive and Psychosocial Resources in Adult Second Language Development at Varying Proficiency

This study draws on conceptual and methodological insights afforded within a dynamic systems perspective to explore shifting interrelationships between cognitive capacity and motivational resources in instructed adult second language (L2) learners of Spanish at increasing proficiency. Relationships that emerged showed both stability and fluctuation over a semester of instruction and varied by learners' stage of development. Findings support previous calls to improve upon mainstream approaches to conceptualizing and investigating learner individual differences (IDs) by adopting a holistic, non modular view of the L2 developmental system in general and learner IDs in particular (e.g., Dörnyei, , ; Dörnyei & Ryan, ; Larsen–Freeman, , , ). To further align with DST principles (see Hiver & Al‐Hoorie, ), future studies should endeavor to carry out longitudinal case studies with multiple data points in order to reveal intra‐individual complexity in the group‐level patterns seen here.