Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 61
The following text was automatically extracted from the image on this page using optical character recognition software:
system and Windows 1998 operating system (Microsoft Corporation, www.microsoft.com),
although it may be better to launch it through MS-DOS (Microsoft Corporation,
Spanish Partner includes 30 main volumes (Appendix B) with topics meant to help
students review grammar and vocabulary. Although most volume titles are self-explanatory, the
material contained within the Un poco de todo (A little of everything) volume is quite varied:
there are vocabulary and structures ranging from the simple (such as telling the time, date, and
weather; numbers; and negative and indefinite words) to issues that are quite different in Spanish
or with no equivalents in English. Within the Vocabulary volume (detailed in Appendix B) there
are a variety of lesson topics that would be of personal interest to the student or useful to basic,
The student selects a volume and is then presented several exercises from which to
choose. In most cases the exercises in each section increase in complexity with the first activities
including a brief reminder of the pertinent grammar rules. Although Spanish Partner is definitely
grammar-based, the program presents most of the activities in contextualized paragraphs or
situations; for example, telling students to imagine themselves twenty years from now when they
may have a nostalgic dialogue with their children about what life was like when they were a
college student. The students are then told to change the verbs in the following sentences from
the present to the imperfect tense.
Once a student chooses an activity, the items that follow may be fill-in-the-blank,
multiple-choice or matching. The verb review section is a traditional drill-and-practice format in
which the learner fills in a table with the verb forms in multiple tenses. In some sections, the
learner must attend to the cultural clues in order to arrive at the correct response. In other
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students, dissertation, December 2004; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4688/m1/70/?rotate=90: accessed December 16, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .