Book Chapters (last five years)
Upcoming publications
- Darcy, I. & Mora, J. C. (under review). Executive control and phonological processing in Spanish learners of English: the effect of learning in a monolingual or a bilingual context. In Granena, G., Jackson, D. O. & Yilmaz, Y. (ed.) Cognitive Individual Differences in L2 Processing and Acquisition. John Benjamins (Bilingual Processing and Acquisition series).
- Darcy, I., Mora, J. C. & Daidone, D. (to appear 2016). The role of inhibitory control in acquiring a new phonological system. Language Learning, 66 (3).
- Granena, G. (forthcoming). Elicited imitation as a measure of implicit L2 knowledge and working memory capacity. In Granena, G., Jackson, D. O., & Yilmaz, Y. (Under contract), Cognitive individual differences in second language processing and acquisition. Amsterdam: John Benjamins.
- Granena, G., Jackson, D. O., & Yilmaz, Y. (under contract). Cognitive individual differences in second language processing and acquisition. Amsterdam: John Benjamins.
- Miralpeix, I. & Meara, P. (in press). Knowledge of the written word. In J. Milton & T. Fitzpatrick (Eds.), Dimensions of Vocabulary Knowledge. Palgrave: Macmillan.
- Mora, J. C. & Safronova, E. (under review) Individual differences in the perception of L2 sounds and foreign accent. In Wright, C., Piske, T., and Young-Scholten, M. (eds.) Mind Matters in SLA. Bristol: Multilingual Matters.
- Mora, J. C. & Darcy, I. (to appear 2016). The relationship between cognitive control and pronunciation in a second language. In Isaacs, T. & Trofimovich, P. (ed.) Interfaces in Second Language Pronunciation Assessment: Interdisciplinary Perspectives. Multilingual Matters.
- Sánchez, L. (in press). An Inquiry into the Role of L3 Proficiency on Crosslinguistic Influence in Third Language Acquisition. In C. Bardel, U. Falk, and C. Lindqvist (Eds.), Tredjespråksinlärning.
- Sánchez, L. (in press). Can a background language alter the path of acquisition of verb placement in a multilingual context? Evidence from a longitudinal study. In G. De Angelis, M. Kresic and U. Jessner (eds.), Crosslinguistic Influence and Multilingualism. Clevedon: Multilingual Matters.
- Yilmaz, Y., & Granena, G. (forthcoming). Explicit language aptitude and the relative effectiveness of implicit and explicit corrective feedback. In Granena, G., Jackson, D. O., & Yilmaz, Y. (Under contract), Cognitive individual differences in second language processing and acquisition. 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.
- Mora, J. C., Keidel, J. L. and Flege, J.(2015). Effects of Spanish use on the production of Catalan vowels by early Spanish-Catalan bilinguals. In Romero, J. & Riera, M. (Eds.), The Phonetics /Phonology Interface: Sounds, representations, methodologies. Amsterdam: John Benjamins.
2014
- Baralt, M., Gilabert, R. & Robinson, P. (2014). An introduction to theory and research in task sequencing and instructed second language learning. In M. Baralt, R. Gilabert & P. Robinson (Eds.), Task sequencing and instructed second language learning. New York: Bloomsbury Academic.
- Granena, G. (2014). The role of sociopsychological factors in long-term L2 achievement. In Forsberg Lundell, F., & Bartning, I. (Eds.), Multiple perspectives on optimal second language acquisition. Amsterdam: John Benjamins.
- Levkina, M. & Gilabert, R. (2014). Task sequencing in the L2 development of spatial expressions. In M. Baralt, R. Gilabert & P. Robinson (Eds.), Task sequencing and instructed second language learning. New York: Bloomsbury Academic.
- Malicka, A. (2014). The role of task sequencing in L2 oral production. In M. Baralt, R. Gilabert, & P. Robinson (Eds.), Task sequencing and instructed second language learning. Bloomsbury Academic.
- Mora, J. C. (2014). The role of onset level on L2 perceptual phonological development after formal instruction and study abroad. In Pérez-Vidal, C. (ed) Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamins. 167-194.
- Mora, J. C. (2014). Inter-subject variation in L2 speech perception and cognitive abilities. In Casesnoves, R., Forcadell, M. & Gavaldà, N. (eds.) Ens queda la paraula. Estudis de lingüística aplicada en honor de M. Teresa Turell. Barcelona: Institut Universitari de Lingüística Aplicada. 83-101.
- Muñoz, C. (2014). The Association Between Aptitude Components and Language Skills in Young Learners. In M. Pawlak and L. Aronin (Eds.), Essential Topics in Applied Linguistics and Multilingualism, Second Language Learning and Teaching (pp. 51-68). Switzerland: Springer International Publishing.
- Sánchez, L. (2014). The Roles of Instruction and Age in the Development of Written Competence in L4 English. Evidence from a Spanish/ German CLIL Context. In A. Otwinowska and G. De Angelis (Eds.), Teaching and Learning in Multilingual Contexts (pp.125-141). Clevedon: Multilingual Matters.
- Suárez, M.M. (2014). Multimodality in e-portfolios: Has learning languages ever been so complicated? In S. Adamczak-Krysztofowicz i A. Szczepaniak-Kozak (Eds.), Communication, Culture, Creativity: Dimensions of Awareness in Tertiary Language Teaching. Peter Lang.
- Valls-Ferrer, M. & Mora, J. C. (2014). L2 fluency development in formal instruction and study abroad: the role of initial fluency level and language contact. In Pérez-Vidal, C. (ed) Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamins. 111-136.
2013
- Artieda, G. & Muñoz, C. (2013). The role of age and literacy in adult foreign language learning. In A. Berndt (Eds.), Foreign languages in the perspective of lifelong learning (pp. 163-180). Peter Lang Verlag.
- Avello, P., Lara, R., Mora, J.C., & Pérez-Vidal, C. (2013). The impact of study abroad and length of stay on phonological development in speech production. In A. Llanes Baró, L. Astrid Ciro, L. Gallego Balsà, & R.M. Mateus Serra (Eds.), Applied Linguistics in the Age of Globalization (pp. 67-73). Lleida: Edicions de la Universitat de Lleida.
- Gilabert, R. (2013). Robinson, Peter. In C.A. Chapelle (Eds.), Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.
- Gilabert, R. & Barón, J. (2013). The impact of increasing task complexity on L2 pragmatic moves. In A. Mackey & K. McDonough (Eds.), Second language interaction in diverse educational settings (pp. 45-69). Amsterdam: John Benjamins.
- Granena, G. (2013). Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 105-129). Amsterdam: John Benjamins.
- Granena, G. (2013). Reexamining the robustness of aptitude in second language acquisition. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 179-204). Amsterdam: John Benjamins.
- Muñoz, C. (2013). Age-appropriate instruction and assessment for school-age learners. In C.A. Chapelle (Eds.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Muñoz, C. (2013). Explicit learning in SLA. In C.A. Chapelle (Eds.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Robinson, P. & Gilabert, R. (2013). Task-based learning: Cognitive underpinnings. In C.A. Chapelle (Eds.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Rochdi, Y. & Mora, J. C. (2013). Mimicking foreign-accented speech as evidence of category formation for L2 sounds. In A. Llanes Baró, L. Astrid Ciro, L. Gallego Balsà, & R.M. Mateus Serra (Eds.), Applied Linguistics in the Age of Globalization (pp. 96-101). Lleida: Edicions de la Universitat de Lleida.
- Safronova, E. & Mora, J.C. (2013). Attention control in L2 phonological acquisition. In A. Llanes Baró, L. Astrid Ciro, L. Gallego Balsà, & R.M. Mateus Serra (Eds.), Applied Linguistics in the Age of Globalization (pp. 109-114). Lleida: Edicions de la Universitat de Lleida.
- Suárez, M.M. (2013). Sex differences in aptitude and foreign language proficiency in young learners. In A. Llanes, L. Astrid, L. Gallego, R.M. Mateu (Eds.), Applied Linguistics in the Age of Globalization (pp.126-131). Lleida: Universitat de Lleida.
2012
- Barón, J. (2012). Please, please, please. Trying to be polite in an EFL context. In L. Fernández Amaya, M. Hernández López, R. Gómez Morón, M. Padilla Cruz, M. Mejias Borrero, M. Relinque Barranca (Eds.), New Perspectives on (im)politeness and interpersonal communication (pp. 174-197). Cambridge: Cambridge Scholars Publishing.
- Celaya, M.L. (2012). “I wish I were three!”: Leraning EFL at an early age. In M. González-Davies & A. Taronna (Eds.), New Trends in Early Foreign Language Learning: The Age Factor, CLIL and Languages in Contact. Bridging Research and Good Practices (pp. 2-12). Cambridge Scholars’ Publishing.
- Gilabert, R. (2012). Self-repair. In P. Robinson (Eds.), The Routledge Encyclopedia of Second Language Acquisition (pp. 575-578). New York: Routledge.
- Levkina, M. & Gilabert, R. (2012). The effects of cognitive task complexity on L2 oral production. In A. Housen, I. Vedder & F. Kiuken (Eds.), Dimensions of L2 performance and proficiency investigating complexity, accuracy, and fluency in SLA (pp. 171–198). Amsterdam: John Benjamins.
- Llanes, À. (2012). The Impact of Study Abroad and Age on L2 Accuracy Development. In C. Muñoz (Eds.), Intensive exposure experiences in second language learning (pp. 193-212). Bristol: Multilingual Matters.
- Malicka, A. & Levkina, M. (2012). Measuring L2 complexity: does L2 proficiency matter? In S. Ali & C. Coombe (Eds.), TBLT in Foreign Language contexts (pp. 43-66), Amsterdam/Philadelphia: John Benjamins Publishing Company.
- Muñoz, C. & Gilabert, R. (2012). El análisis de las necesidades lingüísticas de la universidad española: dos ilustraciones. In E. Alcón & F. Michavila (Eds.), La universidad multilingüe. Madrid: Tecnos.
- Muñoz, C. (2012). Age effects in second language acquisition. In P. Robinson (Eds.), The Ruoutledge Encyclopedia of Second Language Acquisition. New York: Routledge.
- Muñoz, C. (2012). The significance of intensive exposure as a turning point in learners’ histories. In C. Muñoz (Eds.), Intensive Exposure Experiences in Second Language Learning (pp. 141-160). Bristol: Multilingual Matters.
- Muñoz, C. (2012). A Cross-linguistic Study of Narratives with Special Attention to the Progressive: A Contrast between English, Spanish and Catalan. In M. Watorek, S. Benazzo & M. Hickmann (Eds.), Comparative Perspectives to Language Acquisition: A tribute to Clive Perdue (pp. 502-519). Bristol: Multilingual Matters.
- Muñoz, C. (Eds.) (2012). Intensive Exposure Experiences in Second Language Learning. Bristol: Multilingual Matters.
- Pérez-Vidal, C., Juan-Garau, M., Mora, J. C. & Valls-Ferrer, M. (2012). Oral and written development in formal instruction and study abroad: differential effects of learning context. In Muñoz, C. (Eds.), Intensive Exposure Experiences in Second Language Learning (pp. 230-233). Bristol: Multilingual Matters.
- Safronova, E. & Mora, J. C. (2012). Acoustic and phonological memory in L2 vowel perception. In S. Martín Alegre, M. Moyer, E. Pladevall, S. Tubau (Eds.), At a Time of Crisis: English and American Studies in Spain. Barcelona: Universitat Autònoma de Barcelona/AEDEAN.
- Serrano, R. (2012). Is time concentration good or bad for learning? Reflecting on the results from the cognitive psychology and from the SLA literature. In C. Muñoz (Eds.), Intensive exposure experiences in second language learning (pp. 3-22). Clevedon: Multilingual Matters
- Suárez, M. & Muñoz, C. (2012). The MLAT-E in Catalan: A construct validity study using objective proficiency measures. In I. Elorza, O. Carbonell, R. Albarrán, B. García Riaza, Pérez-Veneros (Eds.), Empiricism and analytical tools for 21 century applied linguistics. Selected papers from the XXIX International Conference of the Spanish Association of Applied Linguistics (AESLA) (pp. 95-107).
- Suárez, M. & Pujolà, J.T. (2012). From listening to audiovisual comprehension. In M. Eisenmann & T. Summer (Eds.), Basic Issues in EFL Teaching and Learning (pp. 83-91). Heidelberg: Universitätsverlag Winter.
- Tragant, E. (2012). Change or Stability in Learners' Perceptions as a Result of a Study Abroad. In C. Muñoz (Eds.), A Intensive exposure experiences in second language learning. (pp. 191-192). Multilingual Matters.
- Tragant, E. & Muñoz, C. (2012). Primary school teachers’ language practices. A four-year longitudinal study of three FL classes. In E. Alcón & M. P. Safont (Eds.), Language learners’ discourse across L2 instructional setting (pp. 7-30). Amsterdam: Rodopi.
2011
- Cebrian, J. Mora, J.C., & Aliaga-Garcia, C. (2011). Assessing crosslinguistic similarity by means of rated discrimination and perceptual assimilation tasks. In Dziubalska-Kołaczyk, K., Wrembel, M., Kul, M. (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010 (pp. 41-52). Frankfurt am Main: Peter Lang.
- Cerviño-Povedano, E. & Mora, J.C. (2011). Investigating Catalan learners of English over-reliance on duration: vowel cue weighting and phonological short-term memory. Dziubalska-Kołaczyk, K., Wrembel, M. & Kul, M. (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010 (pp. 56-64). Frankfurt am Main: Peter Lang.
- Fullana, N. & MacKay, I.R.A. (2011). L2 fluency in the production of English extemporaneous speech by Catalan/Spanish bilinguals. In M. Wrembel, M. Kul, & K. Dziubalska-Kolaczyk (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010 (Volume II) (pp. 83-92). Poland: Peter Lang.
- Gilabert, R., Barón, J., & Levkina, M. (2011). Manipulating task complexity across task types and modes. In P. Robinson (Eds.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 105-140). Amsterdam: John Benjamins.
- Milton, M., Richards, B., Mäntyla, K., Treffers-Daller, J., Bell, H., Miralpeix, I., Daller, M., Schmitt, N., Pellicer-Sánchez, A. & Meara, P. (2011) Essential readings in vocabulary studies. In R. McColl & M.Durham (Eds.). Applied Linguistics, Global and Local (pp. 387-407). Aberdeen: Scitsiugnil Press.
- Mora, J. C., Keidel, J. L., & Flege, J. E. (2011). Why are the Catalan contrasts between /e/-/ɛ/ and /o/-/ɔ/ so difficult for even early Spanish-Catalan bilinguals to perceive?. In M. Wrembel, M. Kul and K. Dziubalska-Kołaczyk (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010. (pp. 183-193). Frankfurt am Main: Peter Lang.
- Muñoz, C. & Lindberg, E. (2011). Out-of-school factors – the Home. In J. Enever (Eds.), ELLiE. Early language learning in Europe. London: British Council.
- Pérez-Vidal, C., Juan-Garau, M. & Mora, J. C. (2011). The effects of formal instruction and study abroad contexts on foreign language development: the SALA project. In Sanz, C. & Leow, R.P. (Eds.), The Implicit/Explicit Dichotomy in SLA and Bilingualism: Conditions, Processes and Knowledge (pp. 115-127). Washington: Georgetown University Press.
- Sánchez, L. (2011). Luisa and Pedrito's dog will the breakfast eat: Interlanguage Transfer and the Role of the Second Language Factor. In G. DeAngelis & J.M. Dewaele (Eds.), New Trends in Crosslinguistic Influence and Multilingualism Research (pp. 86-104). Clevedon: Multilingual Matters.
- Singleton, D. & Muñoz, C. (2011). Around and beyond the Critical Period Hypothesis. In E. Hinkel (Eds.), Handbook of Research in Second Language Teaching and Learning, Vol II. (pp. 407-425). Routledge.
- Suárez, M. & Muñoz, C. (2011). Aptitude, age and cognitive development. The MLAT-E in Spanish and Catalan. Eurosla Yearbook, 11 (pp. 5-29).
- Tragant, E. & Lundgren, G. (2011). The teacher"s role: what is its significance in early language learning? ELLiE. In J. Enever (Eds.), Early Language Learning in Europe (pp. 81-102). UK: British Council.
2010
- Barón, J. & Celaya, M.L. (2010). Developing pragmatic fluency in an EFL context. In L. Roberts, M.Howard, M.Ó Laoire, D. Singleton (Eds.), EUROSLA Yearbook (pp. 38-61). Amsterdam: John Benjamins.
- Suárez, M. M. (2010). Análisis diferencial de ítems del MLAT-E en español en contextos monolingües y bilingües catalán-español. In J.A. Bueno Alonso, D. González Álvarez, U.K. Torrado, A.E. Martínez Insua, J. Pérez Guerra, E. Rama Martínez & R. Rodríguez Vázquez (Eds.), Analizar datos > Describir variación / Analysing data > Describing variation (pp. 784-794). Vigo: Servizo de Publicacións da Universidade de Vigo.
2009
- Aliaga-García, C. & Mora, J. C. (2009). Assessing the effects of phonetic training on L2 sound perception and production. In M. A. Watkins, A. S. Rauber, & B. O. Baptista (Eds.), Recent Research in Second Language Phonetics/Phonology: Perception and Production (pp. 2-31). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
- Celaya, M.L. & Navés, T. (2009). Age-related differences and associated factors in foreign language writing. Implications for L2 writing theory and school curricula. In R. Manchón (Eds.), Written production in English as a Foreign Language: age-related differences and associated factors. Clevadon: Multilingual Matters.
- Fullana, N. & Mora, J.C. (2009). Production and perception of voicing contrasts in English word-final obstruents: Assessing the effects of experience and starting age. In M. A. Watkins, A. S. Rauber, & B. O. Baptista (Eds.) Recent Research in Second Language Phonetics/Phonology: Perception and Production. (pp. 97-117). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
- MacKay, I.R.A & Fullana, N. (2009). Starting age and exposure effects on EFL learners’ sound production in a formal learning context. In M.A. Watkins, A.S. Rauber & B.O. Baptista (Eds.), Recent research in second language phonetics/phonology: Perception and production (pp. 97-117). Newcastle Upon Tyne: Cambridge Scholars Publishing.
- Muñoz, C. (2009). Input and Long-term Effects of Early Learning in a Formal Setting. In M. Nikolov (Eds.), Contextualizing the age factor: issues in early foreign language learning. Mouton de Gruyter.
- Darcy, I. & Mora, J. C. (under review). Executive control and phonological processing in Spanish learners of English: the effect of learning in a monolingual or a bilingual context. In Granena, G., Jackson, D. O. & Yilmaz, Y. (ed.) Cognitive Individual Differences in L2 Processing and Acquisition. John Benjamins (Bilingual Processing and Acquisition series).
- Darcy, I., Mora, J. C. & Daidone, D. (to appear 2016). The role of inhibitory control in acquiring a new phonological system. Language Learning, 66 (3).
- Granena, G. (forthcoming). Elicited imitation as a measure of implicit L2 knowledge and working memory capacity. In Granena, G., Jackson, D. O., & Yilmaz, Y. (Under contract), Cognitive individual differences in second language processing and acquisition. Amsterdam: John Benjamins.
- Granena, G., Jackson, D. O., & Yilmaz, Y. (under contract). Cognitive individual differences in second language processing and acquisition. Amsterdam: John Benjamins.
- Miralpeix, I. & Meara, P. (in press). Knowledge of the written word. In J. Milton & T. Fitzpatrick (Eds.), Dimensions of Vocabulary Knowledge. Palgrave: Macmillan.
- Mora, J. C. & Safronova, E. (under review) Individual differences in the perception of L2 sounds and foreign accent. In Wright, C., Piske, T., and Young-Scholten, M. (eds.) Mind Matters in SLA. Bristol: Multilingual Matters.
- Mora, J. C. & Darcy, I. (to appear 2016). The relationship between cognitive control and pronunciation in a second language. In Isaacs, T. & Trofimovich, P. (ed.) Interfaces in Second Language Pronunciation Assessment: Interdisciplinary Perspectives. Multilingual Matters.
- Sánchez, L. (in press). An Inquiry into the Role of L3 Proficiency on Crosslinguistic Influence in Third Language Acquisition. In C. Bardel, U. Falk, and C. Lindqvist (Eds.), Tredjespråksinlärning.
- Sánchez, L. (in press). Can a background language alter the path of acquisition of verb placement in a multilingual context? Evidence from a longitudinal study. In G. De Angelis, M. Kresic and U. Jessner (eds.), Crosslinguistic Influence and Multilingualism. Clevedon: Multilingual Matters.
- Yilmaz, Y., & Granena, G. (forthcoming). Explicit language aptitude and the relative effectiveness of implicit and explicit corrective feedback. In Granena, G., Jackson, D. O., & Yilmaz, Y. (Under contract), Cognitive individual differences in second language processing and acquisition. 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.
- Mora, J. C., Keidel, J. L. and Flege, J.(2015). Effects of Spanish use on the production of Catalan vowels by early Spanish-Catalan bilinguals. In Romero, J. & Riera, M. (Eds.), The Phonetics /Phonology Interface: Sounds, representations, methodologies. Amsterdam: John Benjamins.
2014
- Baralt, M., Gilabert, R. & Robinson, P. (2014). An introduction to theory and research in task sequencing and instructed second language learning. In M. Baralt, R. Gilabert & P. Robinson (Eds.), Task sequencing and instructed second language learning. New York: Bloomsbury Academic.
- Granena, G. (2014). The role of sociopsychological factors in long-term L2 achievement. In Forsberg Lundell, F., & Bartning, I. (Eds.), Multiple perspectives on optimal second language acquisition. Amsterdam: John Benjamins.
- Levkina, M. & Gilabert, R. (2014). Task sequencing in the L2 development of spatial expressions. In M. Baralt, R. Gilabert & P. Robinson (Eds.), Task sequencing and instructed second language learning. New York: Bloomsbury Academic.
- Malicka, A. (2014). The role of task sequencing in L2 oral production. In M. Baralt, R. Gilabert, & P. Robinson (Eds.), Task sequencing and instructed second language learning. Bloomsbury Academic.
- Mora, J. C. (2014). The role of onset level on L2 perceptual phonological development after formal instruction and study abroad. In Pérez-Vidal, C. (ed) Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamins. 167-194.
- Mora, J. C. (2014). Inter-subject variation in L2 speech perception and cognitive abilities. In Casesnoves, R., Forcadell, M. & Gavaldà, N. (eds.) Ens queda la paraula. Estudis de lingüística aplicada en honor de M. Teresa Turell. Barcelona: Institut Universitari de Lingüística Aplicada. 83-101.
- Muñoz, C. (2014). The Association Between Aptitude Components and Language Skills in Young Learners. In M. Pawlak and L. Aronin (Eds.), Essential Topics in Applied Linguistics and Multilingualism, Second Language Learning and Teaching (pp. 51-68). Switzerland: Springer International Publishing.
- Sánchez, L. (2014). The Roles of Instruction and Age in the Development of Written Competence in L4 English. Evidence from a Spanish/ German CLIL Context. In A. Otwinowska and G. De Angelis (Eds.), Teaching and Learning in Multilingual Contexts (pp.125-141). Clevedon: Multilingual Matters.
- Suárez, M.M. (2014). Multimodality in e-portfolios: Has learning languages ever been so complicated? In S. Adamczak-Krysztofowicz i A. Szczepaniak-Kozak (Eds.), Communication, Culture, Creativity: Dimensions of Awareness in Tertiary Language Teaching. Peter Lang.
- Valls-Ferrer, M. & Mora, J. C. (2014). L2 fluency development in formal instruction and study abroad: the role of initial fluency level and language contact. In Pérez-Vidal, C. (ed) Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamins. 111-136.
2013
- Artieda, G. & Muñoz, C. (2013). The role of age and literacy in adult foreign language learning. In A. Berndt (Eds.), Foreign languages in the perspective of lifelong learning (pp. 163-180). Peter Lang Verlag.
- Avello, P., Lara, R., Mora, J.C., & Pérez-Vidal, C. (2013). The impact of study abroad and length of stay on phonological development in speech production. In A. Llanes Baró, L. Astrid Ciro, L. Gallego Balsà, & R.M. Mateus Serra (Eds.), Applied Linguistics in the Age of Globalization (pp. 67-73). Lleida: Edicions de la Universitat de Lleida.
- Gilabert, R. (2013). Robinson, Peter. In C.A. Chapelle (Eds.), Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.
- Gilabert, R. & Barón, J. (2013). The impact of increasing task complexity on L2 pragmatic moves. In A. Mackey & K. McDonough (Eds.), Second language interaction in diverse educational settings (pp. 45-69). Amsterdam: John Benjamins.
- Granena, G. (2013). Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 105-129). Amsterdam: John Benjamins.
- Granena, G. (2013). Reexamining the robustness of aptitude in second language acquisition. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 179-204). Amsterdam: John Benjamins.
- Muñoz, C. (2013). Age-appropriate instruction and assessment for school-age learners. In C.A. Chapelle (Eds.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Muñoz, C. (2013). Explicit learning in SLA. In C.A. Chapelle (Eds.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Robinson, P. & Gilabert, R. (2013). Task-based learning: Cognitive underpinnings. In C.A. Chapelle (Eds.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Rochdi, Y. & Mora, J. C. (2013). Mimicking foreign-accented speech as evidence of category formation for L2 sounds. In A. Llanes Baró, L. Astrid Ciro, L. Gallego Balsà, & R.M. Mateus Serra (Eds.), Applied Linguistics in the Age of Globalization (pp. 96-101). Lleida: Edicions de la Universitat de Lleida.
- Safronova, E. & Mora, J.C. (2013). Attention control in L2 phonological acquisition. In A. Llanes Baró, L. Astrid Ciro, L. Gallego Balsà, & R.M. Mateus Serra (Eds.), Applied Linguistics in the Age of Globalization (pp. 109-114). Lleida: Edicions de la Universitat de Lleida.
- Suárez, M.M. (2013). Sex differences in aptitude and foreign language proficiency in young learners. In A. Llanes, L. Astrid, L. Gallego, R.M. Mateu (Eds.), Applied Linguistics in the Age of Globalization (pp.126-131). Lleida: Universitat de Lleida.
2012
- Barón, J. (2012). Please, please, please. Trying to be polite in an EFL context. In L. Fernández Amaya, M. Hernández López, R. Gómez Morón, M. Padilla Cruz, M. Mejias Borrero, M. Relinque Barranca (Eds.), New Perspectives on (im)politeness and interpersonal communication (pp. 174-197). Cambridge: Cambridge Scholars Publishing.
- Celaya, M.L. (2012). “I wish I were three!”: Leraning EFL at an early age. In M. González-Davies & A. Taronna (Eds.), New Trends in Early Foreign Language Learning: The Age Factor, CLIL and Languages in Contact. Bridging Research and Good Practices (pp. 2-12). Cambridge Scholars’ Publishing.
- Gilabert, R. (2012). Self-repair. In P. Robinson (Eds.), The Routledge Encyclopedia of Second Language Acquisition (pp. 575-578). New York: Routledge.
- Levkina, M. & Gilabert, R. (2012). The effects of cognitive task complexity on L2 oral production. In A. Housen, I. Vedder & F. Kiuken (Eds.), Dimensions of L2 performance and proficiency investigating complexity, accuracy, and fluency in SLA (pp. 171–198). Amsterdam: John Benjamins.
- Llanes, À. (2012). The Impact of Study Abroad and Age on L2 Accuracy Development. In C. Muñoz (Eds.), Intensive exposure experiences in second language learning (pp. 193-212). Bristol: Multilingual Matters.
- Malicka, A. & Levkina, M. (2012). Measuring L2 complexity: does L2 proficiency matter? In S. Ali & C. Coombe (Eds.), TBLT in Foreign Language contexts (pp. 43-66), Amsterdam/Philadelphia: John Benjamins Publishing Company.
- Muñoz, C. & Gilabert, R. (2012). El análisis de las necesidades lingüísticas de la universidad española: dos ilustraciones. In E. Alcón & F. Michavila (Eds.), La universidad multilingüe. Madrid: Tecnos.
- Muñoz, C. (2012). Age effects in second language acquisition. In P. Robinson (Eds.), The Ruoutledge Encyclopedia of Second Language Acquisition. New York: Routledge.
- Muñoz, C. (2012). The significance of intensive exposure as a turning point in learners’ histories. In C. Muñoz (Eds.), Intensive Exposure Experiences in Second Language Learning (pp. 141-160). Bristol: Multilingual Matters.
- Muñoz, C. (2012). A Cross-linguistic Study of Narratives with Special Attention to the Progressive: A Contrast between English, Spanish and Catalan. In M. Watorek, S. Benazzo & M. Hickmann (Eds.), Comparative Perspectives to Language Acquisition: A tribute to Clive Perdue (pp. 502-519). Bristol: Multilingual Matters.
- Muñoz, C. (Eds.) (2012). Intensive Exposure Experiences in Second Language Learning. Bristol: Multilingual Matters.
- Pérez-Vidal, C., Juan-Garau, M., Mora, J. C. & Valls-Ferrer, M. (2012). Oral and written development in formal instruction and study abroad: differential effects of learning context. In Muñoz, C. (Eds.), Intensive Exposure Experiences in Second Language Learning (pp. 230-233). Bristol: Multilingual Matters.
- Safronova, E. & Mora, J. C. (2012). Acoustic and phonological memory in L2 vowel perception. In S. Martín Alegre, M. Moyer, E. Pladevall, S. Tubau (Eds.), At a Time of Crisis: English and American Studies in Spain. Barcelona: Universitat Autònoma de Barcelona/AEDEAN.
- Serrano, R. (2012). Is time concentration good or bad for learning? Reflecting on the results from the cognitive psychology and from the SLA literature. In C. Muñoz (Eds.), Intensive exposure experiences in second language learning (pp. 3-22). Clevedon: Multilingual Matters
- Suárez, M. & Muñoz, C. (2012). The MLAT-E in Catalan: A construct validity study using objective proficiency measures. In I. Elorza, O. Carbonell, R. Albarrán, B. García Riaza, Pérez-Veneros (Eds.), Empiricism and analytical tools for 21 century applied linguistics. Selected papers from the XXIX International Conference of the Spanish Association of Applied Linguistics (AESLA) (pp. 95-107).
- Suárez, M. & Pujolà, J.T. (2012). From listening to audiovisual comprehension. In M. Eisenmann & T. Summer (Eds.), Basic Issues in EFL Teaching and Learning (pp. 83-91). Heidelberg: Universitätsverlag Winter.
- Tragant, E. (2012). Change or Stability in Learners' Perceptions as a Result of a Study Abroad. In C. Muñoz (Eds.), A Intensive exposure experiences in second language learning. (pp. 191-192). Multilingual Matters.
- Tragant, E. & Muñoz, C. (2012). Primary school teachers’ language practices. A four-year longitudinal study of three FL classes. In E. Alcón & M. P. Safont (Eds.), Language learners’ discourse across L2 instructional setting (pp. 7-30). Amsterdam: Rodopi.
2011
- Cebrian, J. Mora, J.C., & Aliaga-Garcia, C. (2011). Assessing crosslinguistic similarity by means of rated discrimination and perceptual assimilation tasks. In Dziubalska-Kołaczyk, K., Wrembel, M., Kul, M. (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010 (pp. 41-52). Frankfurt am Main: Peter Lang.
- Cerviño-Povedano, E. & Mora, J.C. (2011). Investigating Catalan learners of English over-reliance on duration: vowel cue weighting and phonological short-term memory. Dziubalska-Kołaczyk, K., Wrembel, M. & Kul, M. (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010 (pp. 56-64). Frankfurt am Main: Peter Lang.
- Fullana, N. & MacKay, I.R.A. (2011). L2 fluency in the production of English extemporaneous speech by Catalan/Spanish bilinguals. In M. Wrembel, M. Kul, & K. Dziubalska-Kolaczyk (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010 (Volume II) (pp. 83-92). Poland: Peter Lang.
- Gilabert, R., Barón, J., & Levkina, M. (2011). Manipulating task complexity across task types and modes. In P. Robinson (Eds.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 105-140). Amsterdam: John Benjamins.
- Milton, M., Richards, B., Mäntyla, K., Treffers-Daller, J., Bell, H., Miralpeix, I., Daller, M., Schmitt, N., Pellicer-Sánchez, A. & Meara, P. (2011) Essential readings in vocabulary studies. In R. McColl & M.Durham (Eds.). Applied Linguistics, Global and Local (pp. 387-407). Aberdeen: Scitsiugnil Press.
- Mora, J. C., Keidel, J. L., & Flege, J. E. (2011). Why are the Catalan contrasts between /e/-/ɛ/ and /o/-/ɔ/ so difficult for even early Spanish-Catalan bilinguals to perceive?. In M. Wrembel, M. Kul and K. Dziubalska-Kołaczyk (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010. (pp. 183-193). Frankfurt am Main: Peter Lang.
- Muñoz, C. & Lindberg, E. (2011). Out-of-school factors – the Home. In J. Enever (Eds.), ELLiE. Early language learning in Europe. London: British Council.
- Pérez-Vidal, C., Juan-Garau, M. & Mora, J. C. (2011). The effects of formal instruction and study abroad contexts on foreign language development: the SALA project. In Sanz, C. & Leow, R.P. (Eds.), The Implicit/Explicit Dichotomy in SLA and Bilingualism: Conditions, Processes and Knowledge (pp. 115-127). Washington: Georgetown University Press.
- Sánchez, L. (2011). Luisa and Pedrito's dog will the breakfast eat: Interlanguage Transfer and the Role of the Second Language Factor. In G. DeAngelis & J.M. Dewaele (Eds.), New Trends in Crosslinguistic Influence and Multilingualism Research (pp. 86-104). Clevedon: Multilingual Matters.
- Singleton, D. & Muñoz, C. (2011). Around and beyond the Critical Period Hypothesis. In E. Hinkel (Eds.), Handbook of Research in Second Language Teaching and Learning, Vol II. (pp. 407-425). Routledge.
- Suárez, M. & Muñoz, C. (2011). Aptitude, age and cognitive development. The MLAT-E in Spanish and Catalan. Eurosla Yearbook, 11 (pp. 5-29).
- Tragant, E. & Lundgren, G. (2011). The teacher"s role: what is its significance in early language learning? ELLiE. In J. Enever (Eds.), Early Language Learning in Europe (pp. 81-102). UK: British Council.
2010
- Barón, J. & Celaya, M.L. (2010). Developing pragmatic fluency in an EFL context. In L. Roberts, M.Howard, M.Ó Laoire, D. Singleton (Eds.), EUROSLA Yearbook (pp. 38-61). Amsterdam: John Benjamins.
- Suárez, M. M. (2010). Análisis diferencial de ítems del MLAT-E en español en contextos monolingües y bilingües catalán-español. In J.A. Bueno Alonso, D. González Álvarez, U.K. Torrado, A.E. Martínez Insua, J. Pérez Guerra, E. Rama Martínez & R. Rodríguez Vázquez (Eds.), Analizar datos > Describir variación / Analysing data > Describing variation (pp. 784-794). Vigo: Servizo de Publicacións da Universidade de Vigo.
2009
- Aliaga-García, C. & Mora, J. C. (2009). Assessing the effects of phonetic training on L2 sound perception and production. In M. A. Watkins, A. S. Rauber, & B. O. Baptista (Eds.), Recent Research in Second Language Phonetics/Phonology: Perception and Production (pp. 2-31). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
- Celaya, M.L. & Navés, T. (2009). Age-related differences and associated factors in foreign language writing. Implications for L2 writing theory and school curricula. In R. Manchón (Eds.), Written production in English as a Foreign Language: age-related differences and associated factors. Clevadon: Multilingual Matters.
- Fullana, N. & Mora, J.C. (2009). Production and perception of voicing contrasts in English word-final obstruents: Assessing the effects of experience and starting age. In M. A. Watkins, A. S. Rauber, & B. O. Baptista (Eds.) Recent Research in Second Language Phonetics/Phonology: Perception and Production. (pp. 97-117). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
- MacKay, I.R.A & Fullana, N. (2009). Starting age and exposure effects on EFL learners’ sound production in a formal learning context. In M.A. Watkins, A.S. Rauber & B.O. Baptista (Eds.), Recent research in second language phonetics/phonology: Perception and production (pp. 97-117). Newcastle Upon Tyne: Cambridge Scholars Publishing.
- Muñoz, C. (2009). Input and Long-term Effects of Early Learning in a Formal Setting. In M. Nikolov (Eds.), Contextualizing the age factor: issues in early foreign language learning. Mouton de Gruyter.
