A case study of the use of reflexive constructions by a Spanish-speaking child from age 2;5.2 to 3;5.2 is presented. Sixty hours of audiotaped utterances were recorded monthly over a one year period. The utterances are analyzed in terms of self-induced actions, impersonal constructions, and two-argument predicates. The data show the regular…

Observations are made from an examination of a Barcelonese newspaper over a period of several months regarding geographical names and their use with the definite article. (RM)

Discusses the issue of the use of the Spanish subjunctive in clauses that express neither doubt nor emotion, but appear to deal with strictly factual material. Such uses of the subjunctive are accommodated within the generally accepted one- or two-subjunctive models. (EJS)

Discusses the teaching of the semantics and syntax of a particular construction employed to quote questions indirectly in Spanish. Argues that questions in indirect speech are always introduced by "que" in Spanish and are interpreted as questions. Indirect questions not introduced by "que" are normally interpreted as assertions. (SED)

Discusses the need to take enough time to properly teach second-language students grammatical rules and outlines major points in a first-year Spanish curriculum that stresses reviewing grammatical concepts throughout the four semesters. (18 references) (GLR)

Second-language acquisition data are provided from a study abroad environment to support or reject prior assertions about natural states in the acquisition of the Spanish copulas "ser" and "estar." It is suggested that students tend to acquire the different copulas in given ordered stages. (20 references) (LB)

The use of graphics for clarifying paradigmatic and syntagmatic relationships of nominals is described. This approach improves student understanding of reflexive, pseudo-reflexive, and nonreflexive sequences. (Contains seven references.) (Author/LB)