The term ‘active voice’ refers to sentences or verbs where the subject performs the action of the verb. Juan come chocolate. (Contrast: passive voice)

This unit deals extensively with expressing likes and dislikes, using gustar and encantar, along with going shopping and dealing with weights and measures. Students are introduced to the concept of radical-changing verbs, specifically costar, jugar, querer and preferir. They also learn the indirect object pronouns and personal pronouns after prepositions.

Chapter 9 addresses intervention study in a variety of phenomena related to word-order configurations that fall beyond the scope of preceding chapters. Four distinct topics are covered: sentence-level word order (canonical word order, such as subject–verb–object in English, vs. noncanonical word order, such as object–verb–subject), adjective ordering (how adjectives are placed with respect to the noun that they modify), relative clauses (clauses which modify nouns), and quantifier scope (the interpretation of ambiguous sentences containing indefinite and universal quantifiers). Within each topic, the chapter provides an overview of the relevant experimental findings from SLA before considering intervention studies on the topic. Chapter 9 has the most diverse representation of target languages in the textbook; the target languages in the intervention studies reviewed include English, German, Spanish, Russian, French, and Japanese.

This unit enables students to speak about their health and feelings in general. Building on work in Unit 3, attention is given to the contrast between the two Spanish verbs meaning ‘to be’: ser and estar. The latter is used to describe variable states or conditions, for example, relating to symptoms or feelings; and also physical or metaphorical situations. In contrast, before a noun or when describing something inherent or unchanging, ser is the verb to use. The different meanings with an adjective or past participle are also explained and practised through exercises. There are exercises, too, on expressions of obligation – particularly using the verbs deber and hacer falta, which allow conversations and comments on problems and what must be done to solve them.

The following pages list models for regular verbs (A) and radical-changing verbs (B), as well as the majority of irregular and non-standard verb forms (C) to be found in Camino al español. The Spanish/English and English/Spanish vocabulary lists to be found near the back of the book identify radical-changing and irregular or non-standard verbs.

The words in these lists are to help you with the first ten units of Camino al español. It is suggested that a dictionary should be used for vocabulary questions relating to the remainder of the course. Nowadays there are digital dictionaries, applications and forums that can be used to consult the meaning of words in foreign languages.

Welcome to Camino al español. You have chosen to learn a language that millions of people throughout the world use to communicate on a daily basis. Spoken in Spain, Latin America and countries as far apart and diverse as the Philippines, Morocco and the United States of America, Spanish is an official language in over twenty countries.

Welcome to Camino al español. You have chosen to learn a language that millions of people throughout the world use to communicate on a daily basis. Spoken in Spain, Latin America and countries as far apart and diverse as the Philippines, Morocco and the United States of America, Spanish is an official language in over twenty countries.

The pronunciation of Spanish consonants ‘f’, ‘k’, ‘l’, ‘p’ and ‘t’ is similar to English.

Chapter 2 sets the stage for the rest of the book by introducing the major components of intervention research studies on grammatical phenomena and by providing a brief overview of major approaches to grammar teaching. The first half of Chapter 2 lays out the timeline and components of an intervention research study, including the pretests and posttests; considers the common types of intervention study design (experimental vs. quasi-experimental, comparison group vs. control group design); and discusses the advantages and disadvantages of placing an intervention study in the lab vs. in the classroom. The second half of the chapter reviews major approaches to grammar teaching, with a primary focus on those approaches commonly used in interventions studies on grammatical phenomena, including focus on form approaches and Input Processing instruction.

The words in these lists are to help you with the first ten units of Camino al español. It is suggested that a dictionary should be used for vocabulary questions relating to the remainder of the course. Nowadays there are digital dictionaries, applications and forums that can be used to consult the meaning of words in foreign languages.

Chapter 10 offers a wide-ranging examination of developments inside Germany from early 1943 to the end of the war in Europe in May 1945. After the major German defeat at Stalingrad, the Nazi regime announced a transition to a “Total War” footing, which involved a more thorough mobilization of women, university students, and youth for the war effort. The Allied air war against Germany intensified, inflicting widescale damage on German cities, and forcing German authorities to scramble to clear rubble and keep society functioning. Domestic resistance efforts intensified along a broad ideological spectrum but had little effect. The most notable instance of resistance was the failed attempt on July 20, 1944 to assassinate Hitler and have the army seize power. The end phase of the Nazi regime was characterized by the intensification of internally directed violence, the victims of which included foreign workers, Germans who wished to cooperate with the invading Allied armies in the West, and Jews who had managed to survive the Final Solution. The Volkssturm, a national militia created to help repel the invading forces, proved ineffectual. As Berlin was falling to the Red Army, Hitler committed suicide on April 30, 1945. The German surrender followed in early May.

In this unit students learn how to describe places and talk about accommodation. They practise prepositions of place, the differences between ser and estar, and study nouns, adjectives and articles, gender and number. Modifiers are explained, as is the use of hay to mean there is/there are.

Chapter 7 is about transitive and intransitive verbs and the syntactic structures they can appear in. Transitive verbs can appear in the passive voice while intransitive verbs are ungrammatical in passive sentences. There are different types of passive structures in Japanese and Korean, and learners of English have difficulty identifying which verbs can be passivized in English. Intransitive verbs are divided into two classes according to their meaning: Agentive verbs are unergative verbs, and non-agentive verbs are unaccusative verbs. In Spanish, some unaccusative verbs appear with the reflexive pronoun se. This chapter presents the learnability problem that different types of transtive and intransitive verbs present for second language learners of English and of Spanish and discusses intervention research conducted in this area. The first part focuses on the passive voice. The second part is about unaccusative verbs, which second language learners sometimes erroneously use in the passive voice.

This unit introduces students to the elemental greetings in Spanish, to nationalities and professions, enabling them to be able to give basic information about themselves and ask other people for the same. They are also introduced to subject pronouns and the present tense of ser and of reflexive verbs.

Chapter 10 concludes the book by summarizing the major findings from the intervention studies in the preceding chapters and putting forth suggestions for future research. Returning to the themes introduced at the beginning of the book, Chapter 10 addresses the relationship between intervention research and linguistic representations, as well as the role of crosslinguistic influence or transfer from the learners’ native languages. Suggestions for future research address issues of scope, generalizability, and study length in intervention research, as well as the incorporation of new technologies in intervention studies.