scholarly journals Transitioning to emergency online teaching: The experience of Spanish language learners in a US university

System ◽  
2021 ◽  
pp. 102684
Author(s):  
Ana Ruiz-Alonso-Bartol ◽  
Diane Querrien ◽  
Shelley Dykstra ◽  
Paloma Fernández-Mira ◽  
Claudia Sánchez-Gutiérrez
Keyword(s):  
Language Learners ◽  
Online Teaching ◽  
Spanish Language ◽  
Spanish Language Learners ◽  
Us University

scholarly journals Grammatical predictions in Spanish–English bilinguals and Spanish-language learners.

2020 ◽  
Vol 46 (5) ◽  
pp. 907-925
Author(s):  
Guadalupe de los Santos ◽  
Julie E. Boland ◽  
Richard L. Lewis
Keyword(s):  
Language Learners ◽  
Spanish Language ◽  
Spanish Language Learners

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

2018 ◽  
Vol 48 ◽  
pp. 69-96 ◽  
Author(s):  
Victoria Russell ◽  
Camilla Vásquez
Keyword(s):  
Language Learners ◽  
Speech Acts ◽  
First Language ◽  
Spanish Language ◽  
Target Language ◽  
Web Based ◽  
Pragmatic Development ◽  
Studying Abroad ◽  
Development Data ◽  
Spanish Language Learners

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.

scholarly journals The Relationship between Social Identity and Foreign Language Learning Motivation: The Sustainability of Heritage Language Learners

2021 ◽  
Vol 13 (23) ◽  
pp. 13102
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
United States ◽  
Social Identity ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
The United States ◽  
Spanish Language ◽  
University Environment ◽  
Spanish Language Learners ◽  
The Relationship

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.

scholarly journals Methodological Considerations on the Design and Compilation of a Spanish Learner Corpus

10.29007/7vb1 ◽  
2018 ◽  
Author(s):  
An Vande Casteele ◽  
Kim Collewaert
Keyword(s):  
Experimental Design ◽  
Data Collection ◽  
Language Learners ◽  
Spanish Language ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Valid Data ◽  
Spanish Language Learners ◽  
Methodological Considerations ◽  
Selection Of

As a corpus is a representation of the linguistic reality, it is important to have homogeneous, quantifiable and valid data. This article aims at discussing the issue of elaborating a corpus of oral data from language learners of Spanish. We hereby do not merely focus on the data collection, but also on the difficulties that arise regarding the experimental design, the selection of the participants, the elaboration of a transcription model and the analysis of the data. The discussion will be based upon our own research project, for which oral samples from Spanish language learners of different proficiency levels have been collected in order to be analysed cross-sectionally. Furthermore, this article focuses on the oral experiment specifically designed for this project, similar to those of previous studies on similar subjects. Next to this, we will also discuss the procedure used for the transcription of the data and finally, a codification system will be elaborated.

scholarly journals A Pedagogical Perspective on the Acquisition of Spanish Writing and Speaking Skills

2020 ◽  
pp. 27-36
Author(s):  
Joel Laffita Rivera
Keyword(s):  
Language Learners ◽  
Mixed Method ◽  
Cognitive Skills ◽  
Research Study ◽  
Spanish Language ◽  
Language Teachers ◽  
Language Writing ◽  
Spanish Language Learners ◽  
Method Approach ◽  
Speaking Skills

The research study aimed to deliver a pedagogical perspective on the acquisition of Spanish writing and speaking skills. A research study prospect and methodological schemes in association with the objective of the study has been charted. The study has used the mixed method approach for the collection of data and its analysis. The outcome revealed that the acquisition of the Spanish language writing and speaking skills could be enhanced, empowered and partially retained as a result of using an array of approaches based on delivering phrases and sentence constructions into Spanish written and spoken dialogues and paragraph contexts. It also showed that this practice tends to infuse cognitive skills and developing language competences among Spanish language learners up beginner’s level whose second language is English. The present study is very valuable for Spanish/English bilingual language teachers to deliver assignments based on the acquisition of Spanish writing and speaking skills.

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