OSAT Spanish flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Null-subject parameter

Spanish allows omission of subject pronouns because verb endings carry person and number; pronouns appear only for emphasis, contrast, or ambiguity.

Subjunctive trigger WEIRDO

Wishes, Emotions, Impersonal expressions, Recommendations, Doubt/denial, and Ojalá require the subjunctive in the dependent clause, as in «Espero que vengas».

Preterite vs. imperfect

Preterite expresses completed, bounded past events; imperfect expresses background, habitual actions, or ongoing states. «Ayer comí» vs. «Siempre comía».

Ser vs. estar

Ser marks inherent or identifying traits (origin, profession, time); estar marks location, temporary states, and progressive aspect. «Es médico» vs. «Está cansado».

Por vs. para

Por indicates cause, exchange, duration, or movement through; para indicates purpose, destination, deadline, recipient, or opinion. «Gracias por» vs. «Para ti».

Double object pronouns

When both appear, the indirect object pronoun precedes the direct: «Me lo dio». «Le» becomes «se» before «lo/la/los/las»: «Se lo dije».

Reflexive vs. pronominal verbs

Reflexive verbs have the same subject and object («se lava»); pronominal verbs shift meaning with the pronoun, e.g. «ir» (to go) vs. «irse» (to leave).

Spanish accent rules

Words ending in vowel, -n, or -s stress the penultimate syllable; others stress the final. Written accents mark exceptions and distinguish homophones like él/el.

Krashen input hypothesis

Acquisition occurs when learners receive comprehensible input slightly beyond their current level (i+1); the affective filter can block intake if anxiety is high.

Interpretive communication

One-way reception of spoken or written text in which the learner extracts meaning, main idea, details, tone, and purpose without producing a response.

False friends español-inglés

Cognates that differ in meaning: «embarazada» = pregnant, «éxito» = success, «actual» = current, «largo» = long, «realizar» = to carry out.

Sinalefa and linking

In connected speech, vowels across word boundaries blend («mi amigo» sounds like «miamigo»), obscuring word boundaries for listeners.

Skimming vs. scanning

Skimming reads quickly for gist and organization; scanning searches for specific data such as dates, prices, or names.

Register cues in Spanish

«Tú» signals informal singular; «usted» formal singular; «vosotros» informal plural in Spain; «ustedes» formal or plural in Latin America.

Author's purpose verbs

Common purpose labels: informar, persuadir, entretener, describir, comparar, criticar. Match the dominant function to the text.

Inference question strategy

The correct answer is implied but not stated; eliminate options that are literally true yet fail to answer the specific question asked.

Interpersonal vs. presentational

Interpersonal is two-way negotiation of meaning (conversation, email); presentational is one-way production for an audience (speech, essay, report).

ACTFL proficiency levels

Novice uses words and phrases; Intermediate uses sentences and asks questions; Advanced narrates and describes in paragraphs; Superior supports opinions in extended discourse.

Presentational text structure

Introduction with thesis, body with transitions («por un lado», «además»), and conclusion that restates and extends the thesis.

Formal register markers

Use «usted», conditional politeness («¿Podría…?»), and avoid slang; informal register permits «tú», diminutives, and colloquialisms.

Circumlocution strategies

When a word is unknown, describe function («sirve para…»), category («es un tipo de…»), or comparison («es como…») to maintain communication.

Cohesion devices

Pronoun reference, synonyms, and discourse connectors (sin embargo, por lo tanto, mientras que) maintain flow in extended speech and writing.

Narrative time frames

Preterite advances plot events; imperfect sets scene and background; pluperfect (había + participle) marks events prior to the narrative present.

Interpersonal assessment focus

Evaluate comprehensibility, appropriateness of response, and negotiation of meaning rather than grammatical perfection alone.

Three Ps of culture

Products (artifacts, food, music), Practices (rituals, customs), and Perspectives (values, beliefs); effective instruction connects all three.

Cultural comparison framework

Describe a product or practice, explain its underlying perspective, and compare with the student's own culture while avoiding stereotypes.

Spanish official status

Twenty-one countries designate Spanish as an official language; regional variation appears in lexicon (carro/coche/auto), phonology (seseo, yeísmo), and voseo.

Key celebrations

Día de los Muertos (Mexico, Nov 1–2), La Tomatina (Buñol, Spain), Inti Raymi (Peru), Carnaval (widespread), and Las Fallas (Valencia).

ACTFL 5 Cs

Communication, Cultures, Connections, Comparisons, and Communities form the national standards framework for language learning.

Backward design

Plan by first identifying desired results (standards), then determining acceptable evidence (assessment), and finally designing learning experiences.

Formative vs. summative assessment

Formative monitors learning during instruction (exit tickets, checks); summative evaluates achievement at the end (unit test, presentational task).

Heritage speaker differentiation

Build on existing oral proficiency, develop academic literacy and biliteracy, and avoid reteaching beginning-level grammar the student already controls.