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Spanish Students (spanish + student)

Distribution by Scientific Domains
Humanities and Social Sciences60%
Psychology40%

Selected Abstracts

Teaching Gambits: The Effect of Instruction and Task Variation on the Use of Conversation Strategies by Intermediate Spanish Students

FOREIGN LANGUAGE ANNALS, Issue 2 2002
2Article first published online: 10 SEP 200, Gregory Taylor
This study, based in part on previous research by Wildner-Bassett (1984), examined (1) whether gambit use in Spanish can be taught effectively in the classroom, allowing the student to use gambits appropriately in unplanned speech; (2) how the type of interactional situation (a friendly discussion versus a complaint) affects the production of gambits; and (3) what types of gambits show the greastest increases in use for each interactional situation. Participants were intermediate students. A repeated-measures design was used. Results suggest that students can be taught to use gambits effectively and appropriately in the classroom. In addition, the nature of the interactional situation seemed to make a difference in the ability of the students to produce gambits in spontaneous interaction and in the types of gambits they produced. [source]

Factors Affecting How Second Language Spanish Students Derive Meaning from Context

MODERN LANGUAGE JOURNAL, Issue 2 2003
Diana Frantzen
Although first language (L1) and second language (L2) research has indicated that the meanings of unknown words can be derived from the contexts in which they occur, research has also found limitations to the value of context. Using data gathered in a classroom experiment on L2 vocabulary acquisition (Frantzen, 1998), the present study sought to determine some of the reasons why the context in which a word appears does not always lead a language learner to an accurate interpretation of its meaning. It expands the existing research by using a natural, intact, unmanipulated text as the context (an aspect underrepresented in current L2 word inferencing literature). Analysis of the students' answers, their self,reported guessing strategies, the contexts in which the words appeared, and the text's glossing revealed that the "blame" for the incorrect answers may be placed on: (a) the context itself, (b) the students' behavior, and in a minor way (c) the story's glossing. Numerous patterns are presented and discussed in light of other L1 and L2 research and new patterns are reported. [source]

Morningness in German and Spanish students: a comparative study

EUROPEAN JOURNAL OF PERSONALITY, Issue 4 2007
Christoph Randler
Abstract Humans show pronounced individual differences in circadian orientation. Transcultural comparisons are interesting since biological (or environmental) factors together with cultural ones may contribute to differences in morningness,eveningness. We compared Spanish and German undergraduates using the Composite Scale of Morningness (CSM) to assess circadian preferences. Confirmatory and multiple groups confirmatory factor analysis were used to assess factor structure and structural invariance across countries. The results showed that a three-factor model of morningness best characterises the CSM structure of both samples. Partial factorial invariance (factor loadings) across countries was demonstrated for the factors ,morningness' and ,morning alertness'. Scores of both factors were higher in German students. Potential cultural and biological explanations for the differences are discussed. Copyright © 2007 John Wiley & Sons, Ltd. [source]

Connecting linguistic description and language teaching: native and learner use of existential there1

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2006
Ignacio Palacios-Martínez
construcciones existenciales; corpus de estudiantes; enseñanza de lenguas; lingüística contrastiva; lingüística de corpus This article emerges from the need to connect linguistic theory and language teaching to find concrete solutions to problems Spanish students confront when learning English. This study looks at existential there constructions taken from the following native and non-native written English corpora: the International Corpus of Learner English and the Santiago University Learner of English Cor-pus for the non-native set, and the Louvain Corpus of Native English Essays, Biber et al. (1999) and a subcorpus of the BNC for the native English group. This contrastive study reveals important differences in the use of there constructions as regards their frequency, structural complexity, polarity and pragmatic value. Important implications for the presentation and the pedagogical treatment of the there constructions can be derived from the results. El presente artículo surge de la necesidad de conectar la teoría lingüística y la práctica pedagógica, tratando de encontrar soluciones concretas a problemas con los que se enfrentan alumnos españoles de inglés como lengua extranjera. Este trabajo estudia las construcciones existenciales con there (CTs) a partir de los siguientes corpus de textos escritos de hablantes nativos y no nativos: International Corpus of Learner English y Santiago University Learner of English Corpus para los no nativos, y Louvain Corpus of Native English Essays, Biber et al. (1999) y un subcorpus del BNC para los nativos. Este estudio contrastivo constata diferencias importantes en el uso de las CTs relativas a su frecuencia, complejidad estructural, polaridad y valor pragmático. De todos estos resultados se derivan importantes implicaciones para la presentación y tratamiento pedagógico de las CTs. [source]

Cultural and sex differences in aggression: A comparison between Japanese and Spanish students using two different inventories

AGGRESSIVE BEHAVIOR, Issue 4 2001
J. Martin Ramirez
Abstract Two self-report inventories developed to assess different dimensions of aggression, the Aggression Questionnaire and the EXPAGG, were administered to a sample (N = 400) of men and women undergraduates in two Japanese and Spanish universities. The factor structure of scales was assessed using exploratory factor analysis. Both questionnaires showed high correlations between their respective scales. In both cultures, males reported more physical aggression, verbal aggression, and hostility as well as higher instrumental beliefs, whereas females reported more expressive representation than males. Japanese students reported more physical aggression than their Spanish counterparts, who reported more verbal aggression, hostility, and anger and more expressive representation of aggression. Aggr. Behav. 27:313,322, 2001. © 2001 Wiley-Liss, Inc. [source]