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Pérez-Núñez, Antonio – Hispania, 2023
ChatGPT employs a deep learning (DL) model constructed using artificial neural networks and designed to analyze input data and extract increasingly complex features (Hu and Buehler 2023). Its chatbot interface makes it easy to use, requiring just a prompt to generate a response from the model. It is capable of producing fluent text in multiple…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Artificial Intelligence
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Muñoz-Basols, Javier; Neville, Craig; Lafford, Barbara A.; Godev, Concepción – Hispania, 2023
Artificial Intelligence (AI) and AI-powered machine translation bring opportunities and challenges for L2 educators and students. Most recently, the emergence of AI-based chatbots, such as ChatGPT, has led to calls for a revision of traditional teaching methods to prioritize reflective reasoning and critical thinking. This article studies the…
Descriptors: Artificial Intelligence, Second Language Learning, Second Language Instruction, Computer Software
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Moreno, Nina; Malovrh, Paul A. – Hispania, 2020
The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The study provides a template for the successful…
Descriptors: Teaching Methods, Educational Change, Blended Learning, Spanish
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Martinsen, Rob A.; Thompson, Gregory L. – Hispania, 2023
Interacting with native speakers in various types of virtual exchanges is becoming increasingly accessible for language learners and teachers around the world. The present study examined the experiences of beginning and intermediate level learners of Spanish in the United States as they interacted weekly with native Spanish speakers over the…
Descriptors: Exchange Programs, Intercultural Communication, Second Language Learning, Second Language Instruction
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Jones-Kellogg, Rebecca – Hispania, 2015
This paper describes a task-based activity used at the United States Military Academy, in their first- through third-semester Portuguese language sequence "Proficiencies" (Proficiências). The stand-alone task-based activity can be an effective tool in gaining foreign-language proficiency at even the lowest levels of classroom instruction…
Descriptors: Language Proficiency, Vocabulary Development, Learning Processes, Task Analysis
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Lado, Beatriz; Bowden, Harriet Wood; Stafford, Catherine; Sanz, Cristina – Hispania, 2017
Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial…
Descriptors: Second Language Learning, Learning Processes, Bilingualism, Educational Experiments
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Beaudrie, Sara M. – Hispania, 2017
Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived…
Descriptors: Teaching Methods, Learning Processes, Spelling, Spanish
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Hermosilla, Luis – Hispania, 2014
Several types of hybrid Spanish programs have been developed in US colleges and universities for more than ten years, but the most common structure consists of a course in which the instruction combines face-to-face time with an instructor and the use of an online platform. Studies have demonstrated that a well-developed hybrid Spanish program can…
Descriptors: Spanish, Second Language Learning, Personal Autonomy, College Second Language Programs
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Reynolds-Case, Anne – Hispania, 2012
This article presents a qualitative study demonstrating how teachers who are non-native speakers (NNS) of the target language and who have learned the target language in a similar environment as their students can use their past learning experiences as pedagogical tools in their classes. An analysis of transcripts from classrooms with NNS and…
Descriptors: English (Second Language), Learning Processes, Qualitative Research, Spanish
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Tuttle, Harry G. – Hispania, 1981
Describes mnemonic devices which can be taught to second-language students to improve their learning including mnemonic reduction, visual word pictures, elaboration, and the keyword method. (BK)
Descriptors: Learning Processes, Mnemonics, Second Language Learning, Spanish
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Papalia, Anthony – Hispania, 1975
Testing of Spanish students revealed that students preferred to learn vocabulary through use of synonyms or devices using similarity of implied class membership. (CK)
Descriptors: Language Instruction, Learning Activities, Learning Processes, Second Language Learning
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Ney, James W. – Hispania, 1975
Advocates a methodology for teaching second languages which would combine the most effective aspects of the audiolingual habit theory and the cognitive code learning theory. (TL)
Descriptors: Audiolingual Methods, Conditioning, Language Instruction, Language Skills
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Horwitz, Elaine K. – Hispania, 1986
Summarizes current trends in second language acquisition research and suggests their implications for teaching. Five second language acquisition principles are presented, followed by a discussion of the relevant literature and a description of language teaching practices consistent with each principle. (SED)
Descriptors: Applied Linguistics, Feedback, Holistic Approach, Interlanguage
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Goldin, Mark G. – Hispania, 1987
Considers several factors that combine to hinder a learner in the task of second language acquisition, including barriers related to culture and society and the classroom environment. Appropriate teaching strategies for Spanish classes and research opportunities are also discussed. (CB)
Descriptors: Anxiety, Classroom Environment, Cultural Differences, Language Research
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Call, Mary Emily; Sotillo, Susana M. – Hispania, 1995
Describes a study conducted to test the hypothesis that focused conversations with native speakers held on a weekly basis will contribute to the development of learners' internal grammars of Spanish. This study centered on college students as they developed an appreciation of the different contexts requiring the preterite or the imperfect tense…
Descriptors: College Students, Discourse Analysis, Interaction Process Analysis, Interlanguage