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Pronunciation is a key element of second language (L2) proficiency. It can also be one of
the more difficult elements for students interacting with the L2 for the first time outside of the
critical period (before puberty). Gonzales-Bueno and Quintana-Lara (2011) completed a study to
(PPI), on teaching proper pronunciation. The team adapted the methodology from VanPattens
Input Processing Model in which learns complete strategically controlled drills that require their
active attention to the form of the input in order to attach meaning to it (Gonzales-Bueno &
Quintana-Lara, 2011, p. 53). The study is situated within the broader research spectrum that
examine and support the value of formal pronunciation instruction by attempting to clarify
which particular type of instruction is best for the acquisition and/or improvement of L2
Thankfully, PPI falls within the parameters of current standards of teaching foreign
languages within a communicative context and ultimately is designed to help promote effective
communication. Therefore, the study was completed within a classroom setting over the course
of 9 weeks. Even though this implementation doesnt allow for as much control as one would
typically like in such a study, the results tended towards the improvement of production;
therefore, Gonzales-Bueno and Quintana-Lara (2011) recommend that teachers incorporate PPI
Work Cited:
Processing
Instruction. Applied Language Learning, 21 (1&2), 53-78. Retrieved from:
http://www.dliflc.edu/publications.aspx
Article #2
Service learning (SL) has been a popular topic in recent years within the foreign language
allowing students to have more challenging and meaningful experiences while building better
relationships with the target language community beyond the classroom (Bettencourt, 2015).
This article takes a more intensive look at the benefits SL offers for student language learning.
The study adds to current literature that advocates for SL in the foreign language classroom due
to it being a pedagogy that supports ACTFL World Readiness Standards and the 5 C goal
areas.
importance of properly designing and identifying student learning outcomes before partaking in a
Bettencourt (2015) recommends the use of reflective assignments completed in the target
language following the DEAL (D: detailed description, E: examination of experiences, AL:
articulation of learning including future actions) model. His study followed a group of students
through a SL experience and required them to complete oral journals, interviews, mid and end of
year surveys (Bettencourt, 2015). The results, an analysis of growth in the areas of Communities
and Communication, supported the use of SL to enhance language learning. Participants sited
both the specific activities completed in the community as well as the various opportunities they
classroom. Unfortunately, it does not offer many ideas of how to overcome the time and cost
limitations present when attempting to incorporate such activities at the K-12 level.
Work Cited:
Foreign
Article #3
The era of kill and drill grammatical practices in the foreign language classroom ended
several years ago. Research has shown over and over again the value of analyzing grammar
within a meaningful context; however, such an approach often requires extensive planning and a
good amount of creativity on the part of the teacher. Frantzen (2013) proposes that using
literature in the target language as both a source of authentic input but also to demonstrate
appropriate uses of grammatical rules. This approach helps to avoid the problems that result
from the tendency of textbooks to present rules of thumb, given that these generalizations often
neglect fairly frequent instances when actual usage contradicts them (Frantzen, 2013, p. 629).
The article looks specifically at the rules and uses of the preterit and imperfect tenses in Spanish.
Throughout the article Frantzen (2013) offers several literary examples that contradict the
common explanations given to students about the preterit and imperfect. The examples serve
both to draw attention to the lacking nature of such explanations and also to advocate for the use
of literature and the larger context of a story to force students to use higher level thinking skills
to analyze the different uses of each tense. The article continues to expand on the benefits and
the importance of incorporating literature and language analysis of said literature into the
curriculum siting the effectiveness of creating a sense of discovery to facilitate learning over the
current tendency of allowing reading to be a passive activity (Frantzen, 2013). The suggestions
within this article provide for a fantastic place to start when attempting to furnish your classroom
with rich contexts where students can obtain higher levels of proficiency.
Work Cited:
Frantzen, D. (2013). Using Literary Texts to Reveal Problematic Rules of Usage. Foreign
Language Annals,