Teacher and Student Perspectives of LREs in a Year 1 Spanish Class

This study examines teacher and student perceptions of language-related episodes (LREs) in two second-semester Spanish classrooms in an American university. One teacher and 18 students provided stimulated recall reports on 36 LREs. The teacher reported an intention to focus on language in all of his recall comments. Students reported focusing on the targeted linguistic item 26% of the time, with more specific focus occurring during student-initiated LREs. Students mentioned a specific focus roughly equally in vocabulary and grammatical LREs.