任务教学法在西班牙语语法教学中的运用思考

任务教学法在20世纪80年代末由交际教学法发展而来,很快就为西班牙学者接受并应用在西班牙语作为外语的教学(ELE)中.但任务教学法在我国的运用以及研究都更多见于英语作为外语的教学当中.本文通过在西班牙语语法教学中尝试运用任务教学法,探讨如何在我国的西班牙语教学中运用任务教学法.     

高职高专西班牙语教学方法浅析

高职高专西班牙语教育的目的是培养学生具备必要的西班牙语语言知识,以及运用西班牙语进行有关涉外业务工作的能力。高职高专西班牙语教学应当强调语言学习的应用性,而非死记硬背语法知识,从注重知识转向注重技能,引导学生自主地学。通过开展各种辅助教学的活动、教学方法的改善和课堂教学形式的改革,可以充分提高学生的自信,调动学生的学习积极性。在教学过程中,加强听说技能、特别是实用交际能力的训练,有助于学生西班牙语表达能力的提高,使其将所学的知识都运用到今后的工作中。     

合作学习在西班牙语教学中的应用

本文根据合作学习的特点,分析合作学习运用于西班牙语教学中的优势,结合该教学方法进行西班牙语课堂设计。着重讨论如何在西班牙语教学中有效地开展合作学习活动,调动学生学习西班牙语的热情与积极性,全面提高学习效率。     

英语基础上的西语教学

西班牙语教学在我国并不普及,仅有少数国家外语院校开设西班牙语课程.但随着我国对外贸易市场的不断扩大,很多从事外贸工作的人们只能选择其他教学机构开设的西班牙语课程班.如何做好成人教育市场的西班牙语教学,是一个值得深入思考研究的问题.本文将从语言学习的各个方面来谈谈如何做到以英语为基础来展开西班牙语教学.     

如何在西班牙语教学中培养学生的积极情绪

由于西班牙语中存在大量复杂的发音规律和语法现象,导致西班牙语成为一门入门比较难的外国语言。学生学习国外语言时,最大的问题就是缺乏学习的语言环境,同时受到母语汉语和英语的影响,思维空间会有很大的局限。这就要求在西班牙语的课堂教学中,教学的重点就是培养学生西班牙语语感、创设积极的学习环境,并在教学过程中培养积极情绪。     

中国学生学习西班牙语常见的语法偏误分析

本文选取西班牙语本科教学中的学生作业及高等学校西班牙语专业四、八级考试学生答卷作为分析语料,运用第二语言习得中介语、偏误分析以及对比分析的有关理论对中国学生在学习西班牙语冠词、指示词以及人称代词过程中产生的典型性偏误进行了分析,尝试从不同角度对偏误原因做出解释,并对其做出相应评价以服务于教学和促进该领域的相关研究。     

双语教学方法探索

“双语”一词的英文为“Bilingual”,是指在某个国家或地区有两个(以上)民族同时存在,并存在两种(以上)文化历史背景条件下,运用两种语言开展的教学模式.例如:在美国,所谓双语是指英语和西班牙语.我国最初的双语研究实际上主要集中在各少数民族学习汉语的问题上.双语人才,本质上就是指能够熟练运用两种语言进行交流、工作和学习的人.     

西班牙语教学对智慧教学环境的需求探讨

21世纪的教育呈现出数字化、网络化、智能化和多元化的特征,对于西班牙语教学来说,加快智慧教学环境的建设日趋重要.基于高校小语种教学现状的分析,讨论西班牙语在课堂教学、口语课以及语言测试中对智慧教学环境的具体需求,以及如何打造智慧化学习环境,以满足个性化和主动学习的需求.     

西班牙的多语教育

正查理曼大帝说,学习另一种语言就好像拥有了另一个灵魂。西班牙是一个多语种国家,其官方语言除了西班牙语外,还有其他并存的官方语言。在使用除西班牙语之外的官方语言的自治区域,西班牙语和其他官方语言的教学有许多种方法,主要包括:西班牙语和其他官方语言的双语教育;用其他官方语言教学,将西班牙语作为一门课程;用西班牙语教学,将其他官方语言作为一门课程。西班牙遵循欧盟的语言教育政策。在2002     

在西班牙语教学中培养积极情绪渗透语感

西班牙语作为第二语言的教学,具有其特殊性。学生学习的最大难点是缺乏语言环境。学生的西班牙语思维空间有很大的局限性,且经常受到母语（中文）和英语思维的影响。西班牙语是一门入门较难的语言,存在着大量复杂的语法现象和发音规律。因此,在课堂教学中,创设积极的学习环境,培养学生的西班牙语感是教学的重点。     

The "Digital Divide": Hispanic college students' views of educational uses of the Internet

Concern has been expressed recently regarding the presence of a digital divide between majority and minority groups. Surveyed were 226 Hispanic college freshmen enrolled at a doctoral intensive institution in the Southwest regarding their attitudes toward educational uses of the Internet and their uses of technology. Statistically significant differences were found between males and females in their attitudes toward and uses of the Internet and computer technology. Differences were also revealed between students whose primary language spoken at home was English and students whose primary language spoken at home was Spanish in their attitudes toward and uses of the Internet and computer technology. Interestingly, no differences were present between first-generation and non-first-generation college students. Implications of our findings and relationships to existing literature are provided.     

网络语言的特点及对中学语文教学的影响

网络语言是汉语在计算机网络技术发展环境下的变体,是汉语多样化发展的表现。它使用的词汇构成独特,受社会约定的程度较低,表达上口语化与简约化,应用上方便、快捷。随着网络语言进入日常生活和课堂,势必对语文教学产生影响。语文教育工作者对网络语言应有科学的认识并担负起引导学生运用网络语言的责任。     

The Effect of Test Translation on the Performance of Second Grade English Learners on the KeyMath‐3

This study was conducted to determine whether Spanish‐enhanced administration of a standardized math assessment would result in improved scores for English Learners who used Spanish as a heritage language. Twenty‐one typically developing second‐graders (English Learners) were administered the traditional KeyMath‐3. If the child made an error on an item, a Spanish version of the item was presented. Difference scores were calculated to determine whether the Spanish‐enhanced version resulted in improved scores. Data were analyzed using paired t‐tests and simple regression. The data results showed that all children significantly benefited from the Spanish‐enhanced administration of items answered incorrectly in English. The amount of benefit was predicted by a child's degree of Spanish dominance. It was concluded that standardized math tests that do not accommodate second‐language learners may be inadvertently testing language skills in addition to math skills. Implications for assessment and interpretations of assessments are discussed.     

A mixed-method study of EFL teachers’ Internet use in language instruction

Information and communication technology has affected language instruction in Taiwanese higher education. Varieties of assorted Internet tools are incorporated in educational settings to engage students in learning. To facilitate the improvement of teacher preparation for Internet use, it is important to study the factors influencing teachers in integrating the Internet into their instruction. A concurrent mixed-method approach is employed in this study. Both quantitative and qualitative results show that teacher training is crucial for Internet-integration instruction by the teachers of English as a foreign language (EFL) in Northern Taiwanese higher education institutions. Continuous professional development focused on technology application in language instruction is imperative.     

Dual language development of Latino children: Effect of instructional program type and the home and school language environment

Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n = 163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed.     

简论仿拟格在网络语言中的运用

巧妙灵活的仿拟格在网络语言所运用的各种修辞方式中颇具特色。对网络语言中仿拟格运用情况的探讨，分析其基本类型、主要特点以及利弊，将使我们更好地认识和把握网络语言这一新兴的语言现象。     

The impact of bilingual preschool education on the language development of Spanish-speaking children

This study addressed the question of what effect bilingual preschool education has on the Spanish and English language development of Spanish speaking children. This question was addressed by measuring the language proficiency of children enrolled in a bilingual preschool program and children who stay at home during the day. Three dimensions of language proficiency were examined: language reception, production, and verbal complexity. Using a repeated measures design, it was found that children enrolled in preschool gained proficiency in English at a faster rate while maintaining a similar level of Spanish proficiency as those children who stay at home during the day. Results of this study are discussed in terms of current issues in the early childhood education of non-English-speaking children.     

互联网与英语教学改革

互联网的出现改变了人们的生活、学习和交流方式。本文阐述了互联网在英语教学中的应用和作用，以及由此所带来的对英语教学的影响，它对英语教学改革将起到促进作用。     

Relations between early reading and writing skills among Spanish-speaking language minority children

Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language.