Discusses pedagogical descriptions in high school textbooks covering Spanish reflexive verb constructions. Points out that these textbooks rarely contain the full reflexive construction displayed with all the grammatical persons and complete English glosses. (17 references) (Author/CK)

Focuses on how to teach English-speaking students of Spanish the practical distinction between the verbs, "saber" (to be cognizant of) and "conocer" (to be acquainted with). This article describes a solution proposed by K. Taylor for explaining the limits of the two verbs and examines similar proposals delineated in three other Spanish textbooks.…

It is shown that many students' errors in second-language learning are based on conclusions that they are drawing from faulty and incomplete information in textbooks, whereas other "errors" are the result of normal language learning strategies and occur in systematic patterns. (LB)

Examines the evolution of Spanish textbooks qualitatively using computerized pedagogical data. Results show distinct generational text style trends from 1860 to 1998 which chronicle a common engine of change and conflict in standardization movements and the production of generational text styles. Summarizes 20th-century textbook generations and…

Preterite/Imperfect (PI) usage is one of the hardest grammatical features of Spanish to learn. Some of the blame lies with misleading textbook explanations. A discussion of problematic P/I textbook explanations shows why the presentation of a more reliable set of principles is a preferable alternative to questionable rules of thumb. (18…

Examination of the cultural content in grammar exercises in recent college-level Spanish textbooks suggests a trend toward integration of cultural content with grammar, in accordance with recent research on form-based practice within a communicative context. Teachers can supplement their texts' offerings by creating form-focused activities with…

Compares priorities of language functions (1) between community college and university studnets; (2) between students enrolled in traditional language courses and those in conversational language courses; and (3) among students in first-term French, German, and Spanish at a community college. Results are presented in six tables. (Author/LMO)

Analysis of the term "communicative" as used by scholars and realized in textbooks suggests a gap between theory and practice and substantial differences between the perspectives held by scholars and those held by instructors, publishers, and others. Differences are reviewed and their sources traced to attempts to adapt the term itself to existing…