Applied Spanish linguistics, second language acquisition, literary linguistics/pedagogical applications of linguistic analysis of literature.
Frantzen, D. (2009). Lazos: Gramática y vocabulario a través de la literatura. Upper Saddle
River, NJ: Pearson/Prentice Hall
Lunn, P., & Frantzen, D. (In press). The lion and the lamb: Literature and linguistics in Spanish Departments. Hispania.
Frantzen, D. (2013). Using literary texts to reveal problematic rules of usage. Foreign Language Annals 46(4), 628-645.
Frantzen, D. (2010). Incremental gains in foreign language programs: The role of reading in learning about other cultures. Reading in a Foreign Language 22 (supplement 1: The Role of Reading in Reconfiguring Foreign Language Programs), 31-37.
Frantzen, D. (2010). Evidence of incremental vocabulary learning in advanced L2 Spanish learners. In R. Chacón-Beltrán, C. Abello-Contesse, & M. Torreblanca-López (Eds.), Insights into Non-native Vocabulary Teaching and Learning (pp. 126-142). Bristol, UK: Multilingual Matters.
Frantzen, D., & Magnan, S. S. (2005). Anxiety and the true-beginner false-beginner dynamic in beginning French and Spanish courses. Foreign Language Annals 38(2), 171-190.
Magnan, S. S., Frantzen, D., & Worth, R. (2005). Factoring in previous study of other foreign languages when designing introductory courses. In C. M. Barrett & K. Paesani (Eds.). AAUSC (American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs) volume: Language Program Articulation: Developing a Theoretical Foundation, vol. year 2004 (pp. 149-171). Boston: Heinle & Heinle.
Frantzen, D. (2003). Factors affecting how second language Spanish students derive meaning from context. The Modern Language Journal 87(2), 168-199.
Frantzen D., (2002). Rethinking foreign language literature: Towards an integration of literature and language at all levels. In V. M. Scott & H. Tucker (Eds.). AAUSC volume: Second Language Acquisition and the Literature Classroom: Fostering Dialogues, vol. year 2001 (pp. 109-130). Boston: Heinle & Heinle.
Frantzen, D. (1999). Flaws in and merits of typical 'Meaning Change' explanations for the Ser/Estar + adjective structure in Spanish. Hispanic Journal 20, 9-27.
Frantzen, D. (1998). The value of one type of previous exposure for foreign language vocabulary learning. Spanish Applied Linguistics 2, 107-136.
Frantzen, D. (1998). Intrinsic and extrinsic factors that contribute to the difficulty of learning false cognates. Foreign Language Annals 31, 243-254.
Frantzen, D. (1998). Focusing on form while conveying a cultural message. Hispania 81, 134-45.
Frantzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. The Modern Language Journal 79, 329-344.
Frantzen, D. (1995). Preterite/Imperfect half-truths: Problems with Spanish textbook rules for usage. Hispania 78, 145-158.
Frantzen, D., & Rissel, D. (1987). Learner self-correction of written compositions: What does it show us? In B. VanPatten, T. R. Dvorak, & J. F. Lee (Eds.) Foreign Language Learning: A Research Perspective (pp. 92-107). Cambridge: Newbury House.
Professor Frantzen is the Director of the lower-level Spanish Language Program. She specializes in foreign language (FL) pedagogy, applied Spanish linguistics, and second language acquisition (SLA). She has published articles on issues in FL lexical and grammatical acquisition, error correction, culture, FL anxiety, and pedagogical applications of linguistic analysis of literature. Her textbook, Lazos: Gramática y vocabulario a través de la literatura, is an Intermediate/Advanced college Spanish text which combines a selection of 15 Hispanic short stories and an intensive review of selected Spanish grammar and lexical topics (published by Pearson/Prentice Hall, © 2009). She teaches courses in FL teaching methodology, applied Spanish linguistics, Spanish phonetics/phonology, and SLA.