Book Chapters (last five years)

Forthcoming

- Ament, J. R., Barón, J. & Pérez-Vidal, C. (in press). A focus on the development of the use of interpersonal pragmatic markers and pragmatic awareness among English-medium instruction learners. In A. Sánchez-Hernández & A. Herraiz (Eds.), Learning second language pragmatics beyond traditional contexts. Bern: Peter Lang Linguistic Insights.

- Celaya, M. L., Panelli, L. & Barón, J. (in press). "I'm jealous but I am very happy": Congratulating in an EFL context. In J. Gutiérrez, M. Martínez-Adrián & F. Gallardo (Eds.), Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice. London: Springer.

- McKeown, J., M. L. Celaya & H. Ward. (forthcoming). Academic development. In A. C. Odgen, B. Streitweiser & C. Van Mol (eds.), Education abroad: Bridging scholarship and practice.

- Ruiz-Tada, M., Fernandez-Villanueva, M., & Tragant, E. (forthcoming). Compliment Responses among Japanese-English bilingual women on Facebook. In M. Placencia (Eds.) Compliments and Compliment Responses on Social Media (chapter 5). Amsterdam: John Benjamins.


2019

- Celaya, M. L., Panelli, L. & Barón, J. 2019. “I’m jealous but I am very happy”: Congratulating in an EFL context. En Gutiérrez, J., Martínez-Adrián, M. y Gallardo, F. (eds.), Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice. London: Springer.

- Cokely, M. & Muñoz, C. (2019). Captioned Video, Vocabulary and Visual Prompts: An Exploratory Study. In C. Herrero & I. Vanderschelden (Eds.), Using Film and Media in the Language Classroom: Reflections on Research-Led Teaching. Bristol: Multilingual Matters.

- Gilabert, R. & Castellví, J. (2019). Task and syllabus design for morphologically complex languages. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press. 527-549.

- Manchón, R. M. & Vasylets, O. (2019). Language learning through writing: Theoretical perspectives and empirical evidence. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press. 341-362.

- Mora, J. C. & Cerviño-Povedano, E. (2019). The effects of bimodal L2 input on the processing of function words by Spanish EFL learners: an eye-tracking study. In C. Herrero & I. Vanderschelden (Eds.), Using Film and Media in the Language Classroom: Reflections on Research-led Teaching. Bristol: Multilingual Matters. 76-91.

- Mora, J. C. & Mora-Plaza, I. (2019). Contributions of cognitive attention control to L2 speech learning. In Nyvad, A. M., Hejná, M., Højen, A., Jespersen, A. B., & Sørensen, M. H. (eds.) A Sound Approach to Language Matters - In Honor of Ocke-Schwen Bohn. Dept. of English, School of Communication & Culture, Aarhus University, Denmark. 477-499.

- Muñoz, C. (2019). A new look at age: young and old L2 learners. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press. 430-450. 

- Pattemore, M., Gilabert, R., & Serra, J. (2019). Elaborative Feedback in L2 Reading Games. Proceedings of the 3rd International Symposium on Gamification and Games for Learning, (GamiLearn 2019), Vol. 2497.  ​

- Pujolà, J.T., & Suárez, M.M. (2019). El potencial del portafolio digital: plataformas y herramientas. In J.T. Pujolà (Ed.), El portafolio digital en la docencia universitaria, pp. 67-86. Barcelona: Octaedro, S.L - IDP/ICE. ISBN: 978-84-17667-92-4.

2018

- Alsina, P., Rolim, M. K. S. B., Fullana, N. & Robert, M. (2018). Recursos para la tutoría y la docencia: redes, transferencia y relaciones internacionales en la Facultad de Educación. In J. Gustems (Ed.), Retos de la tutoría universitaria. Por una presencia efectiva en la formación de maestros (pp. 103-114). Barcelona: Publicacions i Edicions de la Universitat de Barcelona.

- Ament, J. R. & Barón, J. (2018). The acquisition of pragmatic markers in the English-medium instruction context. In C. Pérez-Vidal, S. López-Serrano, J. R. Ament & D. J. Thomas-Wilhelm (Eds.), Learning effects: Study abroad, formal instruction and international immersion classrooms. (EuroSLA Studies 1) (pp. 44-74). Berlin: Language Science Press.

- Esteve-Gibert, N. & Prieto, P. (2018).  Prosodic cues to intention in early vocalizations. In P. Prieto & N. Esteve-Gibert (Eds.), The development of prosody in first language acquisition (pp. 227-246). Amsterdam: John Benjamins.

- Gilabert, R. & Barón, J. (2018). Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In N. Taguchi & Y. Kim (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 160-190). Amsterdam: John Benjamins.

- Levkina, M. (2018). Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role? In N. Taguchi & Y. Kim (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 138-157). Amsterdam: John Benjamins.

- Mora, J. C. & Levkina, M. (2018). Training vowel perception through map tasks: The role of linguistic and cognitive complexity. In J. Levis (Ed.), Proceedings of the 9th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 151-162). Ames: Iowa State University.

- Mora, J. C. & Safronova, E. (2018). Foreign accent in a second language: individual differences in perception. In C. Wright, T. Piske & M. Young-Scholten (Eds.), Mind Matters in SLA (pp. 137-161). Bristol: Multilingual Matters.

- Mora-Plaza, I., Mora, J. C. & Gilabert, R. (2018). Learning L2 pronunciation through communicative tasks. In J. Levis (Ed.), Proceedings of the 9th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 174-184). Ames: Iowa State University.

- Muñoz, C. & Singleton, D. (2018). Multilingualism and Age. In D. Singleton & L. Aronin (Eds.), Twelve Lectures on Multilingualism (pp. 213-230). Bristol: Multilingual Matters.

​- Muñoz, C. & Spada, N. (2018). Foreign language learning from early childhood to young aduthood. In A. De Houwer & L. Ortega &  (Eds.), The Cambridge Handbook of Bilingualism. Cambridge: Cambridge University Press. 233-249.

- Rusiewicz, H. & Esteve-Gibert, N. (2018). Temporal coordination of prosodic stress and gesture in the development of spoken language production. In P. Prieto & N. Esteve-Gibert (Eds.), The development of prosody in first language acquisition (pp. 103-124). Amsterdam: John Benjamins.

- Wisniewska, N. & Mora, J. C. (2018). Pronunciation learning through L2-captioned videos. In J. Levis (Ed.), Proceedings of the 9th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 204-215). Ames: Iowa State University.

2017

- Gesa, F. (2017). How many words do you know? Measuring the L2 Productive Vocabulary Size of EFL Learners. In P. Meara & I. Miralpeix (Eds.), Tools for Researching Vocabulary (pp. 138-150). Bristol: Multilingual Matters.

- Kogan, V. V. & Mora, J. C. (2017). What language sounds good to you? Researching sources of individual differences in processing unfamiliar non-native vowel contrasts. In E. Babatsouli (Ed.), Proceedings of the International Symposium on Monolingual and Bilingual Speech 2017 (pp. 168-173). Chania: Institute of Monolingual and Bilingual Speech.

- Muñoz, C. (2017). The development of language awareness at the transition from Primary to Secondary School. In M. P. García Mayo (Ed.), Learning Foreign Languages in Primary School: Research Insights (pp. 49-68). Bristol: Multilingual Matters.
​
2016

- Darcy, I. & Mora, J. C. (2016). Executive control and phonological processing in language acquisition: The role of early bilingual experience in learning an additional language. In G. Granena, D. O. Jackson & Y. Yilmaz (Eds.) Cognitive Individual Differences in L2 Processing and Acquisition (pp. 249-277). Amsterdam: John Benjamins

- Esteve-Gibert, N. (2016). La integración de gestos y habla en el discurso. In M. C. Horno, I. Ibarretxe & J. L. Mendívil (Eds.), Panorama actual de la ciencia del lenguaje (pp. 261-285). Zaragoza: Prensas Universitarias de Zaragoza.

- Esteve-Gibert, N. (2016). The role of gesture and prosodic cues in the development of pragmatic meanings. In G. Aurrekoetxea, I. Gaminde & A. Romero (Eds.), Tools for Linguistic Variation. Bilbao: EHU Press.

- Esteve-Gibert, E., Liszkowski, U. & Prieto, P. (2016). Prosodic and gesture features distinguish the pragmatic meaning of pointing gestures in child-directed communication. In E. M. Armstrong, N. Henriksen & M. M. Vanrell (Eds.), Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields (pp. 249-276). Amsterdam: John Benjamins.

- Fullana, N. (2016). nvestigating the role of listeners’ reaction time in the assessment of L2 speech. In A. M. Fernández Planas (Ed.), 53 reflexiones sobre aspectos de la fonética y otros temas de lingüística (pp. 198-208). Barcelona: Publicacions de la Universitat de Barcelona.

- Granena, G. (2016). Elicited imitation as a measure of implicit L2 knowledge: The role of working memory and short-term memory capacity. In G. Granena, D. Jackson & Y. Yilmaz (Eds.), Cognitive Individual Differences in Second Language Processing and Acquisition (pp. 185-204). Amsterdam: John Benjamins

- Mora, J. C. & Darcy, I. (2016). The relationship between cognitive control and pronunciation in a second language. In T. Isaacs & P. Trofimovich (Eds.) Interfaces in Second Language Pronunciation Assessment: Interdisciplinary Perspectives (pp. 95-120). Multilingual Matters.

- Mora, J. C. & Rochdi, Y. (2016). Phonological awareness in Spanish-English interphonology: the case of spirantization. In A. M. Fernández Planas (Ed.), 53 reflexiones sobre aspectos de la fonética y otros temas de lingüística (pp. 395-403). Barcelona: Publicacions de la Universitat de Barcelona.

- Yilmaz, Y., Granena, G. & Meyer, Z. (2016). The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions. In G. Granena, D. Jackson & Y. Yilmaz (Eds.), Cognitive Individual Differences in Second Language Processing and Acquisition (pp. 327-349). Amsterdam: John Benjamins

2015

- Goo, J., Granena, G., Yilmaz, Y. & Novella, M. (2015). Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated. In P. Rebuschat (Ed.), Implicit and explicit learning of languages. Amsterdam: John Benjamins.

- Granena, G. (2015). The role of sociopsycholinguistics factors in long-term L2 achievement of L1 Chinese learners of L2 Spanish. In F. Forsberg Lundell & I. Bartning (Eds.), Cultural Migrants and Optimal Language Acquisition (pp. 203-220). Bristol: Multilingual Matters.

- Mora, J. C., Keidel, J. L. & Flege, J. (2015). Effects of Spanish use on the production of Catalan vowels by early Spanish-Catalan bilinguals. In J. Romero & M. Riera (Eds.), The Phonetics / Phonology Interface: Sounds, representations, methodologies. Amsterdam: John Benjamins.

- Muñoz, C. (2015). Time and timing in CLIL: A comparative approach to language gains. In M. Juan-Garau & J. Salazar-Noguera (eds.), Content-based Language Learning in Multilingual Educational Environments, (pp. 87-104). Springer.