Barbara A Lafford

Biographic Data

ID696708
NAMEBarbara A Lafford
GIVEN NAMESBarbara A
FAMILY NAMELafford
SIGNATURELAFFORD B A
AFFILIATIONSSIL International
ORCID0000-0002-6322-826X
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS11
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR1985
LATEST PUBLICATION YEAR2023
H-INDEX2

  • Potentialities of Applied Translation for Language Learning in the Era of Artificial Intelligence

    Javier Muñoz-Basols, Javier Muñoz–basol et al.ARTICLEHispania2023Cited by: 3References: 4

    Artificial Intelligence (AI) and AI-powered machine translation bring opportunities and challenges for L2 educators and students. Most recently, the emergence of AI-based chatbots, such as ChatGPT, has led to calls for a revision of traditional teaching methods to prioritize reflective reasoning and critical thinking. This article studies the potentialities of Applied Translation (AT) to promote essential critical thinking skills needed to engage…

  • The Evolution of Future Spanish Graduate Programs to Meet Diverse Student Needs

    Barbara A LaffordARTICLEHispania2018

    As the 2007 report from the Modern Language Association attested, foreign language departments must undergo radical structural changes in order to meet student needs in a changed world. The implications of this report (e.g., to broaden the curriculum beyond the study of literature, linguistics, and culture to include courses with other disciplinary content [history, economics, business, medicine]) have been implemented by some university language…

  • The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis in L2 Acquisition and Teaching

    John J Stevens, John Stevens et al.ARTICLEHispania2007

  • Spanish Second Language Acquisition: State of the Science

    Ronald P Leow, Barbara A Lafford et al.ARTICLEHispania2005

    PrefaceIntroductionBarbara A. Lafford and Rafael Salaberry Part I: Linguistic Topics: Products 1. PhonologyStaking Out the Territory at the Turn of the Century: Integrating Phonological Theory, Research, and the Effect of Formal Instruction on Pronunciation in the Acquisition of Spanish as a Second LanguageA. Raymond Elliott 2. Tense/AspectThe Development of Tense/Aspect Morphology in Spanish as a Second LanguageSilvina Montrul and Rafael Salaber…

  • Spanish Applied Linguistics in the Twentieth Century: A Retrospective and Bibliography (1900-99)

    Barbara A LaffordARTICLEHispania2000

    A review of selected influential works in Spanish Applied Linguistics in the twentieth century is presented with an accompanying bibliography. This research can be divided into four eras (1900-44, 1945-65, 1965-79, 1980-99) which are defined by paradigm shifts that occur when significant changes are perceived in the following areas: psychological/second language acquisition (SLA) theories, linguistic theories, themes treated, types of studies car…

  • Special Feature El español, ¿lengua muerta en nuestra profesión

    Patricia Pardinas-Barnes, Joseph A Feustle et al.ARTICLEHispania1999

  • Latin American Spanish

    Barbara A Lafford, John M LipskiARTICLELanguage1996

  • The Acquisition of Lexical Meaning in a Study abroad Context: The Spanish Prepositions por and para

    Barbara A Lafford, John M RyanARTICLEHispania1995

    L'A. examine le developpement des relations forme/fonction des prepositions por et para a differents niveaux de competence dans l'interlangue d'etudiants en espagnol L2. Les utilisations incorrectes les plus courantes de ces prepositions sont des substitutions par d'autres prepositions ou conjonctions. L'utilisation de por et para pour exprimer la fonction de duree dans le temps amene l'A. a affirmer que le choix d'une preposition pour cette fonc…

  • Acquisition of Lexical Meaning in a Study Abroad Environment: Ser and Estar and the Granada Experience

    John M Ryan, Barbara A LaffordARTICLEHispania1992Cited by: 8

    Prepared by Karen L. Smith* Acquisition of Lexical Meaning in a Study Abroad Environment: Ser and Estar and the Granada Experience * John M. Ryan and Barbara A. Lafford, Arizona State University 1.0 Introduction. spective, and pedagogical in nature with little attention paid to actual performance by students. Results of first language acquisition os-desstudIn the 1960s there was a greater concern for ies i spired second language acquisition recom…

  • Providing Comprehensible Input for Advanced Conversation Classes in University Settings

    Barbara A LaffordARTICLEItalica1987

    One of the overriding assumptions of current second language acquisition theory (as developed by Krashen et al.) concerns the great importance of the receptive skills in the acquisition process: The ability to produce language is based primarily on comprehensible input, i.e., listening comprehension and (263).1 Rivers also has emphasized the importance of developing these two skills, which constitute 60% of communicative interaction. However, unt…

  • Curso de gramatica historica espanola

    Barbara A Lafford, Tom Lathrop et al.ARTICLEHispania1985