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Grammar as Concept: The Implementation of the PACE Model in Beginning Spanish Classes
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Okine, Ewurama; Zapata, Gabriela C. – Applied Language Learning, 2023
This study investigates the effectiveness of the PACE approach (Adair-Hauck & Donato, 2002) for grammar teaching in beginning (novice mid/high) second language (L2) Spanish classes. Even though research has reported instructional benefits for PACE in L2 French (Groenveld, 2011), Alutiiq (Branson, 2015), and ESL (Harris, 2017; Ngo, 2018), to…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Spanish
The Effects of Formal Instruction and Study Abroad on Improving Proficiency: The Case of the Spanish Subjunctive
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Cheng, An Chung; Mojica-Diaz, Clara C. – Applied Language Learning, 2006
It has been assumed that combining living in a native speech community with formal classroom instruction creates an ideal learning environment for foreign language learners. This study examines the extent to which formal instruction affects the oral discourse of advanced learners in target-language speaking environments. From a discourse…
Descriptors: Foreign Countries, Spanish, Second Language Learning, Verbs
What Foreign Language Recalls about the Input-to-Intake Phenomenon.
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Shook, David J. – Applied Language Learning, 1999
Provides information regarding the input-to-intake phenomenon by exploring data that were gathered but not analyzed in Shook (1994): reading recalls produced by subjects after reading the input passages. Two levels of Spanish students read reading passages containing one of two different target items under one of three different attention…
Descriptors: College Students, Higher Education, Language Tests, Linguistic Input
The Effects of Lexical and Grammatical Cues on Processing Past Temporal Reference in Second Language Input.
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Lee, James F.; Cadierno, Teresa; Glass, William R.; VanPatten, Bill – Applied Language Learning, 1997
Examines the hypothesis that learners focus their attention on lexical instead of grammatical items when processing input for semantic information. The study measured language processing via reconstruction of propositional content and recognition of verb tense within a passage. Results indicate that lexical cues improved reconstruction of a…
Descriptors: Analysis of Variance, Attention, College Students, Grammar