Showing papers in "Hispania in 1992"

Acquisition of Lexical Meaning in a Natural Environment: "Ser" and "Estar" and the Granada Experience.

Abstract: Prepared by Karen L. Smith* Acquisition of Lexical Meaning in a Study Abroad Environment: Ser and Estar and the Granada Experience * John M. Ryan and Barbara A. Lafford, Arizona State University 1.0 Introduction. spective, and pedagogical in nature with little attention paid to actual performance by students. Results of first language acquisition os-desstudIn the 1960s there was a greater concern for ies i spired second language acquisition recomparing the differences between native and searches-s to investigate potential acquisition ortarget languages because it was believed that des-s of various morphemes in the developing these dissimilarities were responsible for all erinterlanguage of L2 students. Researches-s hike s-os-s. In the hate 1970s and early 1980s researchA s-sen (1986), Blake (1985), Duhay and Burt es-s tried to better define the range of proper uses

Authentic Listening in Spanish: How Learners Adjust Their Strategies to the Difficulty of the Input

Abstract: * Susan M. Bacon, University of Cincinnati Input is considered critical in second-language to be more difficult; and second, that those who (L2) comprehension and acquisition.' Since adjusted their strategies between passages would Ks-ashen (1981; 1978) popularized the notion of exhibit a higher level of comprehension and "comprehensible input," the quality and variety learning. The findings have implications forboth of input have been widely studied. Besides sendthe use of authentic listening materials in instrucing a message, input provides linguistic evidence tion, and also listening-strategy research. that the leamer uses to acquire new language (Sharwood Smith). More recently, L2 methodReview of Literature ologists are taking another hook at the message in input, that is, the need to expose learners to Input. The act of listening involves an interacnatural and authentic language (Bacon, 1989; tion of input, task, and individual variables. 1987; Breen; Dunkel; Lund; Morrison; Rings; Ks-ashen (1989) argues that listeners and readers Rogers & Medley; Weissenreider).2 This kind of "acquire" language from comprehensible input, input provides the learner with both linguistic which renders formal instruction unnecessary, and cultural information that may not be availeven counterproductive.3 He cites several studies able in pedagogical texts. to support his hypothesis that learners who are Coincidental to the focus on authentic lanallowed time for free reading, for example, acguage, one finds concern with investigating quirevocabuharymore efficiently andwithdeeper learner strategies in comprehending and cornmeaning than from formal instruction. Some municating in the L2 (Alexander & Judy; Bacon evidence exists, as well, to suggest that children & Finnemann, "A Study," 1990; Chamot & acquire new vocabulary in Li by listening to Kupper, 1989; Chamot, O'Mahley, Kuppes& aural text. Studies in L2 by Peterson and Benson Impink-Hernandez; Ehrman & Oxford, 1990; both underscore the importance of content-area Fujita; O'Malhcy & Chamot, 1990; Oxford & instruction as the medium for teaching listening Crookall; Oxford, Crookall, Cohen, Lavine, & skills. Nyikos; Oxford, Lavine & Crookall). The quesLeamers are usually exposed to some form of tions addressed in this paper consider how heammodified, rather than authentic input. Several es-s comprehend and heam from authentic aural studies have examined how teachers and others input: First, what is the relationship between L2 alter input intended for learners: In a study of listening-passage difficulty and heamesstratenative speakes-/nonnative speaker (NS/NNS) gies?; and second, how do listening-passage conversations, Des-wing foundthatNSs increased difficulty, strategy variation and individual difthe amountof background detail they provided to fes-ences interrelate to ps-edict levels of compreNNSs when there were communication difficulhension and learning? In order to answer these ties. Furthermore, in a review of teacher input questions, the study examined the strategies stustudies, Chaudron found ample evidence that dents reported in relation to their level of comprespeakers deliberately slow their rate of speech hension and learning of new information while when they know their audience is NNS. The listening to two radio broadcasts in Spanish. It absolute rate of speech directed toward beginwas hypothesized, first, that all listeners would ners was showed to 100 wpm. Whether or not employ a significantly greater proportion of butthese kinds of modifications have bearing on tom-upto top-down strategies onapassagejudged comprehension and heaming is less clear: On the

An Analysis of Interlanguage Development Over Time: Part II "ser" and "estar"

Abstract: bation stage, in spite of the fact that its counterseveral for which this study seeks answers: part in English as a Second Language has flourWhich is used more at each level, por or para; ished for over two decades. Some notable excepthat is, which one is the "default," on marked, tions are studies reported by Andersen (1984), form? What meanings are expressed by por and Blake (1982), De Keyser (1991), Finnemann para, and which uses are not attempted? At what (1990), Frantzen (1991), Lafford and Collentine levels are most errors made with each form and (1989), Lantolf (1988), Licenas (1985, 1986), function? Finally, in what ways do learners exStokes(1988), and VanPatten(1985, 1987,1989). tend these prepositions beyond their designated This study, the first part of a larger planned functions, and what other forms do they substiinvestigation, examines the use of por and para tute for them? These questions ultimately relate by nine Peace Corps volunteers in oral interto the greaten issue of how these learners exviews at the end of training and roughly one year pressed meanings at different stages of acquisilater, in order to trace their acquisition over time, tion. in two learning contexts. The ultimate goal of the larger project is to describe the interlanguage of The Study these subjects from the standpoint of both form The Subjects and the Learning Contexts

Using Songs to Enrich the Secondary Class

Abstract: ence: time for something new. The answer may lum needs to develop a plan to examine what the well be the use of songs in the lesson plan. options are, and how they may be implemented. Songs as such are hardly a new idea; many To this end, the plan might include the desired teachers use them once in a while, if for nothing goals to be achieved in using songs, which songs more than the occasional "free day"fiesta, or a to use, techniques for classroom presentation, holiday villancico. What may be more of a novel and what aspects to evaluate. Let us examine idea is to plan to incorporate them into the each of these areas to see what some of the

Rediscovering the Audio Language Laboratory: Learning through Communicative Tasks

Abstract: Based on practical experience, this article will nual or a combination workbook/tab manual describe and explore an inexpensive way of designed to provide practice in listening and fo teri g interactive, parti ipatory teaming in speaking. The activities in these manuals often the language laboratory throug communicai clude meaningful and authenticype t ks for iv tasks. After examini g the main problem liste ing and speaking and are u doubtedly c aracteristic of t ditional ap roa hes for using m ch richer th n the type of non-co textuatiz d bo atory, i discuss s how teach rs at the dri l and p act ce ex rcises c arac eristic of he Un ve s y of Mary nd C lleg Park d sign d audio-lingual es-a.4 Nevertheless, further imand implemented activities which employ an provement is needed if we are to make the tab a n ov v p che us o communic tiv fully integral part of a truly communicative tasks-to counter ct those proble s and to program. Specifically, w must design lab r i v go a e n rest o l . The last ar f mater als th t complem n th changes tak ng the cl de r ction from b t t achers place in the c as room by p omoting in erac on d tud nts to u w ul i edi a v i .1 m g s dents, ro iding a better b lanc b w n cl d nd o e a vities (T el 203), N iv P c p io s by c s Abo and inte rating exercis s within its i a Traditional Audio Labs systematic and logical manner. We must also

From the Living Room to the Classroom: Working with Authentic Spanish Language Videos

Abstract: processed video materials protypes regarding Hispanic-America n culture as duced mainly by textbook publishers and Lancompared to Latin-America n culture outside the guage Resource Centers. However, little attenUnited States. Furthermore, this emphasis on the tion has been given to the Spanish-language Hispanic-Americ an culture found within the television (STV) materials that can easily be borders of the United States offers additional recorded with the help of a video recorder. Some opportunities for students to work with and use teaches-s are skeptical about the pedagogical and video materials that are just as authentic and methodological implications involved in the uses purposeful as those from Spanish-speaking

Bilingual grammar of English-Spanish syntax : a manual with exercises

Abstract: This is a revised, reorganized and expanded version of Professor Hill's original work, "Contrastive English-Spanish Grammatical Structures" (UPA, 1984). The book represents an inventory of the grammatical contrasts between English and Spanish and is divided into four major parts: basic syntax and verbal forms; the complex noun phrase; verb phrase complementaton; and syntactic and lexical variations. The text also includes exercises, divided into three categories based on the potential needs of professors and students using the book.

The modern Brazilian stage

Abstract: "An excellent introduction to a fascinating topic, concentrating on those companies and productions over the last fifty years which have made the Brazilian stage what it is: Os Comediantes, Teatro Brasileiro de Comedia, Teatro de Arena, Teatro Oficina, and the Grupo Macunaima. . . . Must reading for anyone interested in the fascinating phenomenon of theater in Brazil or Latin America in general." --World Literature Today

Flashcards: Fast and Fun.

Abstract: Hashcards provide not only a multitude of avsources of pictures are essential so that the end enues for teaming, reinforcement, and drill, but product is easy to see, handle, and file. they are fast and fun to use. White non-artists Everyone shares in the results of this creative may doubt it, flasheards are easy for alt teaches-s homework assignment. Artistically inclined into obtain. Obviously, teachers who have some dividuats enjoy the opportunity to use their speartistic talent can create them, but with limited ciat talent in the language class; all the students time, hectic schedules, and hours of preparation, use the newly created cards to test one another even the most creative teacheswelcomes an easy before pooling them for teachesuse with the way to compile a thematic file of flasheards. group. Thus new vocabulary is acquired white The type of flasheard recommended in this the students, hopefully, enjoyed the activity. The article is a pictorial one. No target language teacher and future students are the beneficiaries words appear on its face. It should be colorful, of a thematic file of the best flashcards chosen easily recognizable, and clearly visible across from the tot. the room. And most important, when possible, Thematic flashcards are a useful teaching toot it should be humorous. Finding materials to at any language level. The same picture stimulus create flasheards that fit these requirements is that serves at Level I readily serves at Levels II not as difficult as might be expected. and III with the introduction of additional voMagazines and newspapers are a prime cabutary and grammatical structures by the source of large pictures that can be stapled, teacher. Spiraling information by interweaving pasted or taped to a sheet of paper or cardboard. new and previously teamed material provides a Keeping the flasheards of uniform size makes built-in review and enhances understanding and them easier to handle and store. Appealing and retention. Therefore, a picture that was used humorous pictures can be accumulated to fill before may be used again in different contexts future needs. and activities. The flasheard activity, from simMagazine covet-s and whole pages make inple to complex, is adapted to the skills of the stant flashcards requiring no trimming, cutting students. os-pasting. On the other hand, a picture too small The teacher selects an activity suitable to the to be a flashcard can be enlarged on a copy level of the class and the object of the lesson. For machine. The enlargement can also be enlarged example, the teachesmay introduce ten new until the desired size is achieved. The resulting vocabulary items to begin auniton food. Holding 8 x 10 (or larger) black and white copy becomes up flashcard #1, the teachesorally models the the flashcard. It can then be made attractive by vocabulary word, and the whole class repeats simply outlining or coloring in with permanent chorally. Several models and repeats provide arkers. reinforcement. Ftashcard #2, placed so as to A wonderful resource forhetp with flasheards completely covetflashcard#t, is presented in the is right under our noses: our students. They can same manner: teachesmodel, group repetition, use markers to beautify previously made flashreinforcement. After flasheard #2, the teachescards or can create their own as a homework shows flashcard #1 again, allowing a few secassignment or unit project. For example, stuonds for the group to recall and say the vocabudents may select or be assigned several thematary itembefore modeling the word. Flashcard#2 tic vocabulary items. A flasheard for each word is then brought back into view; the group tries to or phrase, bearing the picture on the front and recall and say the vocabulary item before teacher the word or phrase on the back, is made. Speciprompting. Flashcard #3 is displayed, modeled, fic guidelines about the size, type of paper, and repeated, reinforced. The teacher, working back-

Legal Spanish : The Truth, the Whole Truth, and Nothing but the Truth

Abstract: Alors que l'espagnol commercial et l'espagnol medical sont bien representes dans le programme d'espagnol du superieur deuxieme cycle, l'espagnol juridique fait quasiment defaut. L'A. envisage les moyens d'integrer des cours d'espagnol juridique au programme

The Cultural Content of Business Spanish Texts.

Abstract: How much culture is taught in the business 1988. Fromeach we collected information on the Spanish course? Which aspects of culture are level of the text, cultural orientation, the balance treated, and with what methods? The need to of business, linguistic, and cultural content, incorporate cultural information and promote sources of cultural content, cultural topics and cross-cultural understanding is as great in busiactivity types. ness Spanish courses as in traditional Spanish

Using Meditation in the Classroom.

Abstract: Prepared by Gerard Melito* Using Meditation in the Classroom * Michael C. Moore, Pima Comnmunity College (Tucson, AZ) Inspired, os-perhaps, challenged by the theos-etiper minute? cal foundation of Loz nov's Suggestopedia, I Add to that the required dramatic presentai trod ce af m of meditation accompanied by tionby the teac er and you've got something th t music to my beginning Spanish classes, works for g fted teaches-s who have had extensive I first enc untered the Suggestopedi in Alice training in this m thod logy. Omaggio's Teaching Language in Context: "It As I see it, Lozanov's theory is that the was in r duced by G orgi Lozan v (1978), a co sc us mind severely limits the in ake of psychoth rapist a d p ys cian, w o believ s kn wledg . H t orizes that if we can access that laxation tech iques nd con en r t on will the subco scious mind, t at he u ent will b help lea ners tap their subc s iou r sou s f ee to s milate much re ha h ow and ai grea am u t f v cabulary nd does-b com ng a s per e n r. structu es tha t y v th u ht possibl " (84). Dr. Stevi k um arizes s ollows: "To be Rese rch l me to Earl St vi k' t cle, gi ith, I see Sugg toped s being ba d n "In erpr ti d A a t ng Loz v' P h soh e assumptio : (1) hat l arning involv s he y" (Olle , Ch t r 9). Dr. Stevick d 't u conscious fu c ions f t lear er, as claim to be knowledgeable about the the conscious functions; and (2) that people can Suggestopedia, nor does he use these methods in heam much faster than they usually do, but (3) his own classes, but "Reading about Sugthat learning is held back by (a) the norms and g s p dia a me to do ng om thi gs h t limit i ns whi soci t has taug t u , y I'm g a I d d v ugh m lv s (b) ha k f a ar on u , re x d working o ld n v r b c lled ex mples of Sugg st get o ll pa t of t r, a d by (c) edi " (O l r, 116). c eq e t f ur a u e of p w s whic D . L z v's app oach s b n imp i l os pe ple m s of he t me. nt i h y ic l c lege l sro , bu h s T stra gy f S gg s op di , t e f r , is to