Book Chapters (last five years)
Forthcoming
- Cokely, M. & Muñoz, C. (under contract). 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.
- Levkina, M. (under contract). Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role?. In Y. Kim & N. Taguchi (Eds.), Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins.
- Manchón, R. M. & Vasylets, O. (under contract). Language learning through writing: Theoretical perspectives and empirical evidence. In A. Benati & J. W. Schwieter (Eds.), The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press.
- Mora, J. C. & Cerviño, E. (under contract). 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.
- Singleton, D. & Muñoz, C. (under contract). Multilingualism and Age. In D. Singleton & L. Aronin (Eds.), Twelve Lectures on Multilingualism. Bristol: Multilingual Matters.
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.
- 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.
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.
- Celaya, M. L. (2014). Review of Multilingualism in Spain. In R. Casesnoves, M. Forcadell & N. Gavaldà (Eds.), Estudis de Lingüística Aplicada en honor a M. Teresa Turell (pp. 359-363). Barcelona: Institut Universitari de Lingüística Aplicada.
- Celaya, M. L., Barón, J. & Miralpeix, I. (2014). Trabajo de campo sobre adquisicón del inglés como lengua extranjera y tutorización entre iguales. In A. Parcerisa (Ed.) Expreiencias de evaluación continuada en la Universidad (pp. 40-46). Octaedro.
- Granena, G. (2014). The role of sociopsychological factors in long-term L2 achievement. In F. Forsberg Lundell & I. Bartning (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.
- Miralpeix, I. & Meara, P. (2014). Knowledge of the written word. In J. Milton & T. Fitzpatrick (Eds.) Dimensions of vocabulary knowledge (pp. 30-44). Palgrave.
- Mora, J. C. (2014). The role of onset level on L2 perceptual phonological development after formal instruction and study abroad. In C. Pérez-Vidal (Ed.) Language Acquisition in Study Abroad and Formal Instruction Contexts (pp. 167-194). Amsterdam: John Benjamins.
- Mora, J. C. (2014). Inter-subject variation in L2 speech perception and cognitive abilities. In R. Casesnoves, M. Forcadell & N. Gavaldà (Eds.) Ens queda la paraula. Estudis de lingüística aplicada en honor de M. Teresa Turell (pp. 83-101). Barcelona: Institut Universitari de Lingüística Aplicada.
- Muñoz, C. (2014). The Association Between Aptitude Components and Language Skills in Young Learners. In M. Pawlak & L. Aronin (Eds.), Essential Topics in Applied Linguistics and Multilingualism, Second Language Learning and Teaching (pp. 51-68). Switzerland: Springer International Publishing.
- Suárez, M. M. (2014). Multimodality in e-portfolios: Has learning languages ever been so complicated? In S. Adamczak-Krysztofowicz & 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 C. Pérez-Vidal (Ed.) Language Acquisition in Study Abroad and Formal Instruction Contexts (pp. 111-136). Amsterdam: John Benjamins.
2013
- Artieda, G. & Muñoz, C. (2013). The role of age and literacy in adult foreign language learning. In A. Berndt (Ed.), Foreign languages in the perspective of lifelong learning (pp. 163-180). Peter Lang.
- Avello, P., Lara, A. R., Mora, J. C. & Pérez-Vidal, C. (2013). The impact of study abroad and length of stay on phonological development in speech production. In À. Llanes, L. Astrid, L. Gallego & R. M. Mateus (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 (Ed.), 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 (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Muñoz, C. (2013). Explicit learning in SLA. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Robinson, P. & Gilabert, R. (2013). Task-based learning: Cognitive underpinnings. In C. A. Chapelle (Ed.), 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 À. Llanes, L. Astrid, L. Gallego & R. M. Mateus (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 À. Llanes, L. Astrid, L. Gallego & R.M. Mateus (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 À. Llanes, L. Astrid, L. Gallego & R. M. Mateu (Eds.), Applied Linguistics in the Age of Globalization (pp. 126-131). Lleida: Edicions de la Universitat de Lleida.
- Cokely, M. & Muñoz, C. (under contract). 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.
- Levkina, M. (under contract). Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role?. In Y. Kim & N. Taguchi (Eds.), Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins.
- Manchón, R. M. & Vasylets, O. (under contract). Language learning through writing: Theoretical perspectives and empirical evidence. In A. Benati & J. W. Schwieter (Eds.), The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press.
- Mora, J. C. & Cerviño, E. (under contract). 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.
- Singleton, D. & Muñoz, C. (under contract). Multilingualism and Age. In D. Singleton & L. Aronin (Eds.), Twelve Lectures on Multilingualism. Bristol: Multilingual Matters.
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.
- 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.
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.
- Celaya, M. L. (2014). Review of Multilingualism in Spain. In R. Casesnoves, M. Forcadell & N. Gavaldà (Eds.), Estudis de Lingüística Aplicada en honor a M. Teresa Turell (pp. 359-363). Barcelona: Institut Universitari de Lingüística Aplicada.
- Celaya, M. L., Barón, J. & Miralpeix, I. (2014). Trabajo de campo sobre adquisicón del inglés como lengua extranjera y tutorización entre iguales. In A. Parcerisa (Ed.) Expreiencias de evaluación continuada en la Universidad (pp. 40-46). Octaedro.
- Granena, G. (2014). The role of sociopsychological factors in long-term L2 achievement. In F. Forsberg Lundell & I. Bartning (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.
- Miralpeix, I. & Meara, P. (2014). Knowledge of the written word. In J. Milton & T. Fitzpatrick (Eds.) Dimensions of vocabulary knowledge (pp. 30-44). Palgrave.
- Mora, J. C. (2014). The role of onset level on L2 perceptual phonological development after formal instruction and study abroad. In C. Pérez-Vidal (Ed.) Language Acquisition in Study Abroad and Formal Instruction Contexts (pp. 167-194). Amsterdam: John Benjamins.
- Mora, J. C. (2014). Inter-subject variation in L2 speech perception and cognitive abilities. In R. Casesnoves, M. Forcadell & N. Gavaldà (Eds.) Ens queda la paraula. Estudis de lingüística aplicada en honor de M. Teresa Turell (pp. 83-101). Barcelona: Institut Universitari de Lingüística Aplicada.
- Muñoz, C. (2014). The Association Between Aptitude Components and Language Skills in Young Learners. In M. Pawlak & L. Aronin (Eds.), Essential Topics in Applied Linguistics and Multilingualism, Second Language Learning and Teaching (pp. 51-68). Switzerland: Springer International Publishing.
- Suárez, M. M. (2014). Multimodality in e-portfolios: Has learning languages ever been so complicated? In S. Adamczak-Krysztofowicz & 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 C. Pérez-Vidal (Ed.) Language Acquisition in Study Abroad and Formal Instruction Contexts (pp. 111-136). Amsterdam: John Benjamins.
2013
- Artieda, G. & Muñoz, C. (2013). The role of age and literacy in adult foreign language learning. In A. Berndt (Ed.), Foreign languages in the perspective of lifelong learning (pp. 163-180). Peter Lang.
- Avello, P., Lara, A. R., Mora, J. C. & Pérez-Vidal, C. (2013). The impact of study abroad and length of stay on phonological development in speech production. In À. Llanes, L. Astrid, L. Gallego & R. M. Mateus (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 (Ed.), 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 (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Muñoz, C. (2013). Explicit learning in SLA. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley Blackwell.
- Robinson, P. & Gilabert, R. (2013). Task-based learning: Cognitive underpinnings. In C. A. Chapelle (Ed.), 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 À. Llanes, L. Astrid, L. Gallego & R. M. Mateus (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 À. Llanes, L. Astrid, L. Gallego & R.M. Mateus (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 À. Llanes, L. Astrid, L. Gallego & R. M. Mateu (Eds.), Applied Linguistics in the Age of Globalization (pp. 126-131). Lleida: Edicions de la Universitat de Lleida.
