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Paul D. Toth

Picture of Prof. Paul Toth

PhD, University of Pittsburgh
Assistant Professor of Spanish

Research Interests:

As an applied linguist, my research focuses on the acquisition of Spanish morphosyntax (grammar) in second language classroom settings.  Specifically, I have investigated the impact of different communicative and task-based approaches to grammar instruction on learners’ knowledge of Spanish pronouns and verb meanings.  I have also conducted research on cohesion in classroom interaction and the ways in which teachers’ discourse turns affect learner responses. Currently, I am working on a project investigating learning outcomes for story-based, inductive and deductive approaches to grammar instruction.  Other forthcoming work includes an analysis of learner study abroad journals that documents development in their use of indirect object pronouns, as well as theoretical work discussing how generative, cognitive, and sociocultural perspectives may each inform classroom practice by improving our understanding of second language processing.

Recent Publications:
Toth, P. D. (in press). Output-based instructional approaches. In C. Chapelle & L. Ortega (Eds.), The encyclopedia of applied linguistics: Language learning and teaching.  Hoboken, NJ: Wiley-Blackwell.

Toth, P. D. (in press). Social and cognitive factors in making teacher-led classroom discourse relevant for L2 grammatical development. Modern Language Journal 93.

Toth, P. D.  (in press).  Relevance, cohesion and the sociocognition of form-focused, teacher-led L2 discourse.  In Rob Batstone (Ed.), Sociocognitive perspectives on language use and language learning.  Oxford, UK:  Oxford University Press. (30 pages).

Toth, P. D. (2008).  Teacher- and learner-led discourse in task-based  grammar instruction:  Providing procedural assistance for L2 morphosyntactic development. Language Learning 58 (2), 237-283.

Toth, P. D. & Garritano, A. (2008).  La retroalimentación implícita por medio de «contraejemplos» en una clase de español como lengua extranjera. (Implicit feedback through “recasts” in a Spanish foreign language class.) Hispania 91(1), 124-138.

Toth, P. D. (2006).  Processing Instruction and a role for output in second language acquisition. Language Learning 56, 319-385.
                  (Winner of ACTFL Paul Pimsleur Award for Excellence in Foreign Language Education Research, September 2007)

Toth, P. D.  (2005).  [Review of the book Processing Instruction:  Theory, Research, and Commentary]. Language Teaching Research 9(2), 223-226. 

Toth, P. D.  (2004). When grammar instruction undermines cohesion in L2 Spanish classroom discourse. Modern Language Journal 88, 14-30.

Toth, P. D.  (2003).  Psych verbs and morphosyntactic development in instructed L2 Spanish.  In S. Montrul & F. Ordóñez (Eds.), Linguistic theory and language development in Hispanic languages:  Papers from the 5th Hispanic linguistics symposium and the 4th conference on the acquisition of Spanish and Portuguese (pp. 468-497). Sommervile, MA:  Cascadilla Press.

Toth, P. D. (2000).  The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax. Studies in Second Language Acquisition 22, 169-208.

                  (Winner of ACTFL Paul Pimsleur Award for Excellence in Foreign Language Education Research, September 2002)

 

Teaching Interests:

Since I began university-level teaching in 1991, it has been my privilege to work with students from a variety of social and academic backgrounds in a broad range of courses in my field. I have taught all levels of Spanish language, as well as graduate and undergraduate courses on second language acquisition, linguistics, and pedagogy. In graduate courses, I aim to help learners understand the scope of inquiry and evaluate the investigative tools that different theoretical approaches offer. Through our assignments and discussions, I encourage students to explore the implications of research for language teaching and learning in light of the cognitive, social, and linguistic factors involved. Meanwhile, in writing, grammar, and linguistics courses, I favor an inductive approach where learners must draw conclusions about Spanish structure and use based on a range of culturally-authentic sources. Finally, as a language instructor, I am committed to carefully-planned teaching that emphasizes purposeful, accurate interaction for cross-cultural communication. I advocate a task-based, integrative skills approach in line with the ACTFL National Standards, and draw on learner interests, target-language media and community resources as the basis for classroom interaction. I believe that cultural, literary, and popular texts provide not only a rich source of linguistic input for acquisition, but also an ideal point of departure for engaging learners with the diverse world views of Spanish-speaking communities.

 

Honors and distinctions:

2008.  Editorial board of the Modern Language Journal.

2007. Winner of the American Council on the Teaching of Foreign Languages / Modern Language Journal  Paul Pimsleur Award for excellence in foreign language education research.  Award for the article “Processing Instruction and a role for output in second language acquisition.” in Language Learning 56, pp. 319-385.

2002. Winner of the American Council on the Teaching of Foreign Languages / Modern Language Journal  Paul Pimsleur Award for excellence in foreign language education research.  Award for the article “The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax” in Studies in Second Language Acquisition 22, pp. 169-208.

 

Department of Spanish and Portuguese
Anderson Hall 4th Floor 1114 West Berks Street Philadelphia, PA 19122-6090
Phone: (215) 204-8285 Fax: (215) 204-3731
http://www.temple.edu/spanpor/