Barbara A Lafford

Acquisition of Lexical Meaning in a Natural Environment: "Ser" and "Estar" and the Granada Experience.

Prepared by Karen L. Smith* Acquisition of Lexical Meaning in a Study Abroad Environment: Ser and Estar and the Granada Experience * John M. Ryan and Barbara A. Lafford, Arizona State University 1.0 Introduction. spective, and pedagogical in nature with little attention paid to actual performance by students. Results of first language acquisition os-desstudIn the 1960s there was a greater concern for ies i spired second language acquisition recomparing the differences between native and searches-s to investigate potential acquisition ortarget languages because it was believed that des-s of various morphemes in the developing these dissimilarities were responsible for all erinterlanguage of L2 students. Researches-s hike s-os-s. In the hate 1970s and early 1980s researchA s-sen (1986), Blake (1985), Duhay and Burt es-s tried to better define the range of proper uses

Spanish Second Language Acquisition: State of the Science.

PrefaceIntroductionBarbara A. Lafford and Rafael Salaberry Part I: Linguistic Topics: Products 1. PhonologyStaking Out the Territory at the Turn of the Century: Integrating Phonological Theory, Research, and the Effect of Formal Instruction on Pronunciation in the Acquisition of Spanish as a Second LanguageA. Raymond Elliott 2. Tense/AspectThe Development of Tense/Aspect Morphology in Spanish as a Second LanguageSilvina Montrul and Rafael Salaberry 3. Subjunctive/SyntaxThe Development of Subjunctive and Complex-Syntactic Abilities among Foreign Language Learners of SpanishJoseph G. Collentine 4. CliticsCognitive and Linguistic Perspectives on the Acquisition of Object Pronouns in Spanish as a Second LangaugeJames F. Lee 5. LexiconThe Acquisition of Lexical Meaning by Second Language Learners: An Analysis of General Research Trends with Evidence from SpanishBarbara A. Lafford, Joseph G. Collentine, and Adam S. Karp 6. Pragmatics/DiscoursePragmatics and Discourse Analysis in Spanish Second Language Acquisition Research and PedagogyDale A. Koike, Lynn Pearson, and Caryn Witten Part II: Theoretical Perspectives: Processes 7. Generative PerspectivesCurrent Issues in the Gernerative Study of Spanish Second Language SyntaxLiliana Sanchez and Almeida Jacqueline Toribio 8. Cognitive PerspectivesCognitive Perspectives on the Acquisition of Spanish as a Second LanguagePaola E. Dussias 9. Sociocultural PerspectivesSociocultural Theory and the Acquisition of Spanish as a Second LanguageMarta Anton, Frederick J. Dicamilla, and James P. Lantolf Part III: Methodological Perspectives 10. InstructionThe Role of Instruction in Spanish Second Language AcquisitionCharles Grove AfterwordBarbara A. Lafford and Rafael Salaberry ContributorsIndex

Entre dicho y hecho …: An Assessment of the Application of Research from Second Language Acquisition and Related Fields to the Creation of Spanish CALL Materials for Lexical Acquisition

Despite the problems presented by lexical errors in second language (L2) communication, most computer assisted language learning (CALL) programs tend to focus on the acquisition of grammar points rather than on the development of the L2 lexicon. In addition, CALL vocabulary tasks are typically limited in scope and mechanical in nature, covering mostly basic lexical meanings and ignoring many implications of language-related research that points out the need to focus on the layers of meanings associated with lexical items in various cultural contexts. This article brings together findings from research in various research fields related to Spanish SLA (e.g., cognitive psychology, psycholinguistics, and sociolinguistics) in order to propose 10 design features (DFs) of CALL software that would apply these insights to the creation of various types of computerbased lexical acquisition activities. As the authors propose these principles, they review several examples of Spanish CALL lexical materials in terms of their application of current theory (SLA and related fields) to practice (the design of the software activities to teach vocabulary). To conclude, the authors discuss logistical barriers that complicate and inhibit the application of theory and empirical research to practice in the creation of Spanish CALL lexical materials.

Spanish Applied Linguistics in the twentieth century : A retrospective and bibliography (1900-99)

A review of selected influential works in Spanish Applied Linguistics in the twentieth century is presented with an accompanying bibliography. This research can be divided into four eras (1900-44, 1945-65, 1965-79, 1980-99) which are defined by paradigm shifts that occur when significant changes are perceived in the following areas: psychological/second language acquisition (SLA) theories, linguistic theories, themes treated, types of studies carried out, and the origin/source of the data. The article concludes with a discussion of the application of Spanish SLA research to the classroom and a brief research agenda for the twenty-first century.

Spanish in the professions and in the community in the US

Over the past two decades, Languages for Specific Purposes (LSP) and Community Service Learning (CSL) in the United States (US) have gained traction in post-secondary institutions. Abbott and Lear (2010) established that CSL provides excellent opportunities for students to meet the National Foreign Language Standards. After establishing a brief historical overview of programs and research in the fields of Spanish LSP and CSL, this paper provides an overview of core issues facing the field, i.e., the need to (1) focus LSP on a new specific purpose (foundational training in professionalism) (i.e., those linguistic abilities, behaviors, skills, and manners that are vital to all professions in the target culture), (2) thread this training in professionalism throughout the curriculum (from basic language, to majors, to graduate students), (3) build interdisciplinarity among faculty through professional development, especially in the field of CSL, and (4) provide professional research training to second languag...

From theory to research: Contextual predictors of “ estar + adjective” and the study of the SLA of Spanish copula choice – a response to Woolsey

The use of social vs. cognitive approaches to the study of second language acquisition (SLA) has engendered considerable debate in the field. For instance, the recent Modern Language Journal Focus Issue (Lafford, 2007a) reviewed the ongoing debate between scholars espousing socially- and cognitively-grounded approaches to SLA research and explored the extent to which SLA scholars have answered Firth and Wagners (1997, p. 286) call for a reconceptualization of SLA “as a more theoretically and methodologically balanced enterprise that endeavours to attend to, explicate, and explore, in more equal measures and, where possible, in integrated ways, both the social and cognitive dimensions of S/FL [second/foreign language] use and acquisition”. Firth and Wagner (1997, p. 286) specifically called for “(a) a significantly enhanced awareness of the contextual and interactional dimensions of language use, (b) an increased emic (i.e., participant-relevant) sensitivity towards fundamental concepts, and (c) the broadening of the traditional SLA data base”.

The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis in L2 Acquisition and Teaching

Preface 1. The State of The Art of Teaching Spanish: From Research to PraxisRafael Salaberry and Barbara Lafford 2. A Content-Based Approach to Spanish Language Study: Foreign Languages Across the CurriculumCarol A. Klee and Gwendolyn Barnes-Karol 3. Spanish SLA Research, Classroom Practice and Curriculum DesignJoseph Collentine 4. Theoretical and Research Considerations Underlying Classroom Practice: The Fundamental Role of InputBill VanPatten and Michael Leeser 5. Concept-Based Instruction and The Acquisition of L2 SpanishEduardo Negueruela and James P. Lantolf 6. The Effects of Study Abroad and Classroom Contexts on the Acquistion of Spanish as a Second Language: From Research to ApplicationBarbara Lafford and Joseph Collentine 7. Online Language Learning: The Case of Spanish Without WallsRobert Blake and Ann Marie Delforge 8. Testing SpanishRafael Salaberry and Andrew D. Cohen 9. Incorporating Linguistic Variation into the ClassroomManuel J. Gutierezz and Marta Fairclough 10. Making Connections: Second Language Acquisition Research and Heritage Language TeachingGuadalupe Valdes 11. Spanish Second Language Acquisition: Applications to the Teaching of Professional Translation (and Interpretation)Sonia Colina Contributors Index

Seidlhofer, B. (Ed.). (2003). Controversies in applied linguistics

CONTROVERSIES IN APPLIED LINGUISTICS. Barbara Seidlhofer (Ed.) . Oxford: Oxford University Press, 2003. Pp. ix + 346. £22.05 paper. Echoing Bakhtins assertion of the importance of a dialogic approach to the study of language and literature and Kramschs ( 1995 ) view that exploring differences is more important than achieving consensus, Seidlhofers book focuses on the analysis of a collection of readings from original works by authors with opposing views on several topics in applied linguistics.