This study investigates the acquisition of Spanish word order by native speakers of English. Specifically, it considers the development of sensitivity to the distinct interpretations of subject-verb (SV) vs. verb-subject (VS) order, as determined by lexical verb class (unaccusative and unergative verbs) and discourse structure. Participants included a native speaker control group and learners at four proficiency levels. Results from a contextualized production task indicate that beginning learners transferred the SV order of English for all structures. Intermediate learners showed a gradual increase in the production of lexically and discourse-determined inversion, although their data was also characterized by indeterminacy and variability. The advanced learners demonstrated a sensitivity to the word order effects of unaccusativity and discourse factors, but also tended to overgeneralize inversion to unergative verbs in a neutral discourse context. I IntroductionThe purpose of this study is to examine the acquisition of Spanish word order by native English speakers. In Spanish the word order of intransitive sentences, specifically subject-verb (SV) vs. verb-subject (VS) order, is determined by two factors: lexical verb class and information structure. The interaction of these factors is subtle, and inappropriate word order does not lead to ungrammaticality, but to pragmatic anomaly. In addition, these aspects of Spanish word order are rarely, if ever, addressed in the second language (L2) classroom. This study aimed to better understand the acquisition of lexically and discourse-determined Spanish word order. My goal was to ascertain what learners know and what they need to learn about the different interpretations of SV and VS order in Spanish.One factor influencing Spanish word order is verb class. It has been proposed that there are two classes of intransitive verbs,

This study investigates students' attitudes toward native and nonnative speaking instructors of Spanish. A quantitative questionnaire was administered to 292 students enrolled in three different levels of undergraduate Spanish courses at a U.S. university. Participants were asked to rate Likert scale items related to native versus nonnative speaking instructors' knowledge and teaching ability, as well as their own potential to learn from the instructors. Results indicate that students perceive native speaking instructors to possess advantages over nonnative speaking instructors with regard to pronunciation and culture, but not with regard to the teaching of grammar or vocabulary. Proficiency level and the native language of a participant's current instructor also influenced opinions.

This study describes an intercultural e‐mail exchange at the college level. Students in a beginning Spanish class in the United States and an intermediate English as a second language class in Mexico corresponded weekly for one semester. The U.S. students also wrote reflective papers and completed surveys before and after the exchange regarding their attitudes toward their own and Mexican cultures and their perceptions of the exchange itself. Quantitative and qualitative data from these papers and surveys are presented and discussed. Although students recognized the limited amount they were able to learn in one semester, they responded positively to the exchange and felt that their attitudes toward and perceptions about Mexican culture were influenced by the experience. Suggestions for implementing electronic exchanges are offered.

This article presents the quantitative and qualitative results of a nationwide survey of Spanish department faculty on the components of their undergraduate Spanish major curriculum and their perceptions of these components, as well as their perceptions of recent Modern Language Association (MLA) reports (2007, 2009) and the reports' influence on curricular change in their programs. Results indicate that, while institutions required and offered a wide variety of courses, literature courses composed the core of the curriculum. Faculty perceptions regarding the importance of particular courses varied, but courses that were more frequently offered and required, such as Advanced Language, Culture/Civilization, and Introduction to Literature, were rated the most highly, while courses that have not traditionally been part of the major, such as Spanish for the Professions, Translation, and less frequently taught linguistics courses, were rated among the lowest. Many faculty were familiar with the MLA reports, and many departments had recently made curricular changes, some of which were influenced by the reports' recommendations. Implications are discussed, including the need for professional development and graduate student education.