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摘要：This study explores the differential effects of medium of delivery of aural input during listening tasks on learners noticing and type of comprehension (top-down and bottom-up) of Spanish object pronouns during focus on form listening tasks. Twenty-two college students enrolled in second year Spanish in a technology-enhanced classroom participated in the study. Two types of medium of delivery of input were compared: mobile assisted language learning (MALL), which is learner manipulated, and instructor manipulated language learning (IMLL). A quasi-experimental design was used -- treatment and immediate tests -- in order to measure participants' reported noticing and type of comprehension. Noticing was operationalized using think-aloud protocols, and measured on the post-test exposure comprehension assessment tasks. The findings of the study, interpreted within the attentional SLA framework, indicate that learners in the MALL group demonstrated significantly higher levels of reported noticing, bottom-up comprehension, and top-down overall comprehension than learners in the IMLL group. Directions for future research as well as pedagogical implications of the use of mobile technology and task-based listening activities are offered. Adapted from the source document

摘要：This study investigates whether practice with computer-administered feedback in the absence of meaning-focused interaction can help second language learners notice the corrective intent of recasts and develop linguistic accuracy. A group of 218 beginning Anglophone learners of Spanish received 1 of 4 types of automated feedback (no feedback, utterance rejection, recasts, or enhanced recasts) in the written mode or the oral mode, in response to noun-adjective gender or number agreement errors. For both modalities, written and oral posttests conducted up to 2 months after treatment revealed that recasts yielded more target-like production and learner repair than either no feedback or utterance rejection and that utterance rejection was in turn more effective than no feedback. Two factors were found to increase the effectiveness of computer-delivered recasts: oral, but not typographical, input enhancement (orally enhanced recasts were more beneficial than orally unenhanced and typographically enhanced recasts) and working memory (higher span learners were superior to lower span learners in all recast groups). We discuss the implications of our results for the area of error treatment as an instructional focus technique and suggest avenues for future research.

摘要：The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or read for meaning alone. Learners completed these tasks while either thinking aloud or not. Results indicated only a minimal effect for thinking aloud that did not appear to compromise the internal validity of the study. Additionally, results showed that attending to grammatical or lexical form while reading for meaning did not affect comprehension. Indeed, learners who processed these forms more deeply evidenced greater comprehension. These findings are considered in light of methodological issues and the larger issue of simultaneous attention to form and meaning in a L2. Adapted from the source document

摘要：This paper presents a case study of an individual student's increasing approximation of academic discourse during a third-semester Spanish class that included chat-based instruction. During both chat-based activities and oral discussions in class, the student's language use became increasingly characterized by longer turns and the use of subordination to express opinions. At the same time, her engagement in online play decreased over the course of the semester. This case suggests that, depending on the overall instructional context in which text-based chat is integrated, this medium, which is generally assumed to be social and informal, may actually be flexible enough to also support the development of academic discourse. Furthermore, the detailed description of language use and development across online and off-line environments invites consideration of the relationship between chatting and speaking. Adapted from the source document

摘要：This review presents a broad picture of recent work on L2 Spanish in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories. Adapted from the source document

摘要：This paper introduces readers to Wordle, a data visualization tool, and describes how word clouds, or wordles generated by Wordle, were used in an action research project designed to facilitate the teaching of foreign language (FL) writing within a dual coding theoretical framework. Over the course of one semester, students in a third-semester university FL Spanish course submitted drafts of their compositions electronically to create wordles (word clouds). The wordles were then used as visual tools to discuss students' writing development, writing strategies, and lexical acquisition. Word frequency counts along with wordles also contributed to student-centered discussions about writing. The paper concludes with a discussion of ways in which instructors can incorporate wordles into their FL classrooms to facilitate the teaching of L2 writing, as well as use them as tools to promote vocabulary development and communicative task-based teaching and learning. Adapted from the source document

摘要：This article describes the rationale for pedagogical, technological and organisational choices in the design of a virtual learning environment (VLE) for an upper-intermediate Spanish course with regard to the roles of participants (tutors, moderators and learners). We report on findings from a preliminary evaluation of the interaction between the different actors and this space, using quantitative and qualitative data obtained from interviews, questionnaires and analysis of usage logs. We look at the tensions that emerge as tutors and learners adopt new roles and engage in new pedagogical relationships around the opportunities afforded by this kind of teaching and learning space. We argue that our attempt to promote interaction through our VLE model has resulted in a contested space where traditional hierarchies and relationships between tutors and learners are in a state of flux and where new hierarchies and relationships are constantly being forged. Finally we explore new ways in which tutors' roles might be organised to more effectively fulfill their supportive and facilitative functions in this new online environment. Adapted from the source document

摘要：Technology enhanced learning (TEL) has shaped the way we teach and learn nowadays. Web 2.0 interactivity capacities have played a major role in providing a virtual space where learning can take place outside the classroom. Digital environments challenge the traditional educational establishment by blurring the boundaries between the recipient of knowledge and the knowledge provider. Noticeable changes in educational dynamics emergent through the use of technology affect teachers and learners alike. Despite strong government and institutional drivers to adopt TEL strategies in higher education institutions (HEIs) in the United Kingdom (UK), practitioners' adoption of TEL needs to be encouraged and their competence needs to be developed. This report aims to address this concern by discussing design and management of an online learning space for a face-to-face undergraduate Spanish course using proprietary technology. Focusing on specific features and designs for online learning interactions, the report will discuss practicalities of designing for effectiveness, both from a pedagogical perspective and from the user's interface standpoint. It will propose strategies to enable learners' autonomy, to foster collaboration and to develop metacognition via a blog. Adapted from the source document

摘要：This article examines the acquisition of Spanish idioms in a classroom setting that was supplemented with explicit instruction over a 10-week period. The research design manipulated two variables: prior lexical knowledge and idiom organization. Sixty-five second language (L2) learners completed pre- and posttests that measured their ability to recognize and produce the target idioms, as well as a vocabulary test to control for lexical knowledge. Participants in the experimental groups received contextualized idiom presentation that encouraged noticing, retrieving, and generating (Nation, 2001). The results indicate significant treatment effects, although no significant advantage was found for the thematic grouping of idioms. The results also show a significant effect for prior lexical knowledge on one of the dependent variables. These findings are discussed in relation to prior studies of idiom learning from a cognitive linguistics perspective (Boers et al., 2007) as well as psycholinguistic studies that emphasize the salience of literal meanings (Cielicka, 2006). [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：Expanding on the studies of Hernandez (2008) and de la Fuente (2009), this investigation examines the combined effect of explicit instruction (EI) and input flood (IF) vs. IF alone on students' use of discourse markers to narrate a past event. Participants included 91 English-speaking adults enrolled in fourth-semester college Spanish courses, assigned to the EI + IF group (n = 36), the IF group (n = 30), or the control group (n = 25). The EI + IF group was provided with EI on the function and use of discourse markers. This group also received a flood of input containing the target forms. Students were provided with communicative practice and feedback. In contrast, the IF group did not receive EI + IF on the use of discourse markers. This group received the same flood of input as the EI group. The IF group was presented with communicative practice although there was no feedback. Results of a speaking task administered as a pre-test, immediate post-test, and delayed post-test indicated that both treatments had a positive effect on students' use of discourse markers. Discourse transcripts show that the EI + IF group used more discourse markers to shape their output in student- student communicative exchanges than the IF group. Taken together, results suggest that the combined effect of EI and IF was not superior to IF alone in promoting student use of discourse markers as measured on the post-test speaking tasks. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：This article reports the efforts of an elementary school teacher of Spanish as a second language to implement principles of dynamic assessment (DA) in her daily interactions with learners. DA is neither an assessment instrument nor a method of assessing but a framework for conceptualizing teaching and assessment as an integrated activity of understanding learner abilities by actively supporting their development (Poehner, 2008). DA is based on Vygotsky's (1987) proposal of the zone of proximal development (ZPD), which underscores the developmental importance of providing appropriate support to learners to help them stretch beyond their independent performance. The particular approach to DA that the teacher followed reflected her interpretation of the ZPD as well as her knowledge of her instructional context and was arrived at through consultation with the present authors. In other words, her use of DA represents a unification of theory and practice, as advocated by Vygotsky, whereby theory offers a basis to guide practice but at the same time practice functions to refine and extend theory. Examples of the teacher's interactions with learners in her classroom are discussed with regard to the opportunities for development they create. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：The connection between goals and student motivation has been widely investigated in the research literature, but the relationship of goal setting and student achievement at the classroom level has remained largely unexplored. This article reports the findings of a 5-year quasi-experimental study examining goal setting and student achievement in the high school Spanish language classroom. The implementation of LinguaFolio, a portfolio that focuses on student self-assessment, goal setting, and collection of evidence of language achievement, was introduced into 23 high schools with a total of 1,273 students. By using a hierarchical linear model, researchers were able to analyze the relationship between goal setting and student achievement across time at both the individual student and teacher levels. A correlational analysis of the goal-setting process and language proficiency scores reveals a statistically significant relationship between the goal-setting process and language achievement (p < .01). Adapted from the source document

摘要：In contrast with the field of second language acquisition (SLA), where until recently sociocultural concerns were largely unaddressed (Block, 2007), identity has always been at the core of heritage language (HL) education. The present article highlights this often overlooked history and presents action research centering on a Spanish critical service-learning program stressing identity and social activism in HL education. The article begins with an examination of the constructs of identity, agency, and advocacy in Spanish HL education and critical pedagogy. Stressing that critical pedagogy seeks not only to promote agency but also to contribute to social justice outside of the classroom, we provide an overview of our critical service-learning program melding university HL education with community language activism. The program builds upon HL speakers' classroom-based learning of critical language awareness by providing community-based opportunities to enact and strengthen identities as language experts and to contribute to positive social change. Next, we present and analyze qualitative data gathered in order to investigate the emergence of expert and activist identities among program participants who worked to counteract school-based subordination of Spanish by running an after-school Spanish class for HL speakers at a local elementary school. Adapted from the source document

摘要：Fraga-Cananas discusses her work in building communities of practice (COPs) for foreign language teachers, which began when Fraga-Cananas, a native Spanish speaker, and a nonnative Spanish speaking colleague began an informal conversation group for Spanish teachers in order to help teachers maintain and improve their language proficiency. In the years since, Fraga-Cananas has continued to experience the sense of belonging to a COP even as she has come to appreciate the challenges that can arise when teachers try to build COPs at schools in ways that would benefit them. Adapted from the source document

摘要：This study compares descriptive quantitative and qualitative data from 2 beginning, university-level second-language (L2) Spanish classes to demonstrate the benefits of teacher-led discourse organized as collaborative, whole-class tasks. In one class, the teacher solicited target L2 forms through conversational questions to individuals with recasted feedback. In the other, the teacher sought multiple responses to communicative prompts and had learners problem-solve target-structure accuracy collectively. Ten-minute transcribed segments from each class were analyzed for the following characteristics: (a) extended silent latencies (i.e., > 5 seconds); (b) the number and distribution of learner turns; (c) the number of unsolicited learner turns; and (d) assistance with L2 form-meaning relationships. The results showed not only fewer extended latencies in the second class but also a greater quantity and distribution of both solicited and unsolicited learner turns and more L2 assistance. Qualitative excerpts are discussed using Sperber and Wilson's (1995, 2002; Wilson & Sperber, 2004) relevance theory to identify the social and cognitive benefits of collaborative whole-class tasks. Adapted from the source document