When bilinguals read in either their first language (L1) or their second language (L2), words from both languages are unconsciously and automatically activated in their mind (e.g., Kroll et al. 2006; Van Heuven and Dijkstra 2002). Many bilinguals, particularly in Florida, choose to learn Portuguese in college as a third language (L3), thus…

This pilot study looks at the effect of learning second language vocabulary with gesture. Specifically, this current study asks whether researcher-instructed or student-constructed gestures are more effective. Depth of processing theories (Craik and Lockhart 1972) as well as more recent educational frameworks like ICAP ("Interactive,"…

This article attempts to highlight the importance of theoretical linguistics and empirical cognitive linguistics studies for the practical teaching of Spanish as a second language. Looking at the domain of subject pronominal use as an example, I endeavor to show how formal linguistics can be useful to language instructors. This is a significant…

I provide an update on the state of the art of the research--the last one being Collentine (2003)--on the acquisition of the function of the subjunctive and mood selection, as well as the research's implications for pedagogy. The article considers what we currently know about the role of universal grammar, psycholinguistic perspectives on the…

Responds to concerns put forth about an investigation conducted by the author that raised concerns about the validity and generalizability of the author's study on the efficacy of processing instruction--an input-oriented psycholinguistic approach to grammar instruction. (Author/VWL)

Collentine's (1998) treatment materials are discussed in light of Van Patten's (1996) definition of processing instruction (PI) and the four processing problems outlined in Van Patten (1997). Collentine's understanding of communicative value is contrasted with VanPatten's (1995) original definition of the term and Collentine's comments concerning…

Discusses the importance of student motivation in the foreign language classroom. Suggests that although most foreign language teachers are well trained in methods and materials, the psychological principles related to motivation and reinforcement are more elusive than those related to learning activities. (NCR)

A survey of 64 University of New Mexico undergraduates examined their attitudes toward the different varieties of Spanish and the use of Spanish. (HP)

Applies a Vygotskyan perspective to explain the speech activity of 16 third-year high school learners of Spanish, focusing on their talk about task, talk about talk, and use of English during a problem-solving speaking task. Findings suggest that not all speech activity between second-language learners during classroom communicative tasks is…

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)

Presents a review of selected influential works in Spanish applied linguistics in the twentieth century, with an accompanying bibliography. The research is divided into four eras, which are defined by "paradigm shifts" that occur when significant changes are perceived in the following areas: psychological/second language acquisition theories,…

Explores the few studies that compare the psycholinguistic processes characterizing second language acquisition in the classroom and native-speaking environments. A description of a study that found that, although intermediate Spanish students extensively monitored language usage in both environments, their monitored knowledge was still quite…

The term "ethno-lingual relativity" is a perspective that is not limited by one's own cultural and linguistic experiences, but rather is open to the contrasting cultural and linguistic patterns of other peoples. This article explores the hypothesis that having such a perspective might facilitate second language acquisition. (19 references)…