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

By Rafael Salaberry; Barbara A. Lafford | Go to book overview
TABLES AND FIGURES
Tables
5.1Uses of preterit and imperfect according to Dasilva and Lovett (1965)83
6.1Spanish study abroad research113
7.1SWW students' experience with Spanish in high school135
7.2Students' reasons for taking Spanish in the online format135
7.3UC Davis students' experience with Spanish in high school137
7.4Students' reasons for taking Spanish at UC Davis137
7.5T-test comparison between SWW I and SPA 1 grammar scores139
7.6T-test comparison between SWW II and SPA 2 grammar scores139
7.7T-test comparison of written samples from SWW and UC Davis students140
9.1Percentages of innovative estar in Houston by generation177
9.2Percentages of forms in apodoses in Houston by generation179
9.3Percentages of forms in apodoses in Michoacán and Houston180
9.4Southwestern United States: Morphological future, periphrastic future, and present indicative use in alternation contexts181
9.5Mexico City: Morphological future, periphrastic future, and present indicative use181
11.1Basic components of a research-based pedagogy of translation225
11.2Activity types226
11.3Goals and justifications for activity types228
Figures
3.1The relationship between focus-on-form, processing instruction, and grammatical development (adapted from VanPatten and Cadierno 1993)44
5.1Didactic model constructed by Negueruela (2003) based on Bull (1965)85
7.1CHAT interface135
9.1Model of Linguistic Interaction: English/Spanish in the United States176
11.1Cao's Model of Translation Proficiency (1996)214

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