Conferences as Invited Speakers (last five years)
2019
- Barón, J. (2019). Teaching Pragmatics to Advanced EFL Learners through Podcasts. Linguistics Friday Speaker Series in the Department of Linguistics. Georgetown University, Washington, USA.
- Mora, J. C. (2019). Phonetic training in and beyond the lab: L2 pronunciation learning through multimodal input-based tasks. Invited plenary talk at the 5th Annual Spring Research Seminar. Institute for Multilingualism – MULTIMAT Research Group. 31 May 2019, Universitat Internacional de Catalunya, Barcelona (Spain).
- Mora, J. C. (2019). L2 Pronunciation training in and beyond the lab: assessing the benefits of enhanced HVPT and multimodal input-based tasks for pronunciation learning. Invited talk at the Phon&Phon meeting of The Department of Contemporary English Language (DoCELu), Faculty of English, Adam Mickiewicz University. 21 November, 2019.
- Serrano, R. (2019). Eye-movements in repeated reading under different schedules and their relation to vocabulary learning. Universitat Autònoma de Barcelona, Research Day, May 2019.
2018
- Esteve-Gibert, N. (2018). La melodía del habla y la gestualidad: herramientas para la adquisición del lenguaje. Talk given at the I Congreso internacional sobre didáctica del lenguaje infantil. Leioa (Spain).
- Esteve-Gibert, N. (2018). Do children use gesture before prosody as a cue to pragmatic meaning? A study on the acquisition of information structure in French. Talk given at the Symposium on Gesture and Meaning. Barcelona (Spain).
- Esteve-Gibert, N. (2018). The role of communicative style in preschoolers' learning of L2 sounds. Talk given at the Symposium on Prosody and Second Language Development. Tilburg (The Netherlands).
- Gesa, F. (2018). L1/L2 subtitled videos and EFL learning: A study on vocabulary acquisition and content comprehension at different proficiency levels. Talk given at MULTIPLES - Research Centre for Multilingual Practices and Language Learning in Society. Ghent (Belgium).
- Gilabert, R. (2018). Is what we look at what we learn? Learning a foreign language through subtitles and captions. Talk given at the Escola Oficial d’Idiomes de Cornellà de Llobregat. Cornellà de Llobregat (Spain).
- Gilabert, R. (2018). Learning a foreign language through subtitled and captioned video: what do our eyes and minds do as we watch? Talk given at the Universiy of Amsterdam. Amsterdam (The Netherlands).
- Gilabert, R. (2018). Is what we look at what we learn? Learning a foreign language through subtitles and captions. Talk given at Language, Education & Society. Leuven (Belgium).
- Gilabert, R. (2018). Gamification and second language acquisition. Talk given at Institució Cultural del CIC. Barcelona (Spain).
- Gilabert, R. (2018). Eye movements and language learning of foreign languages through video subtitles and captions. Talk given at Leiden University. Leiden (The Netherlands).
- Gilabert, R. (2018). El proyecto iRead y el desarrollo de las habilidades lectoras. Talk given at the Universidad San Jorge. Zaragoza (Spain).
- Marín, J., Pérez, M. A. & Vasylets, O. (2018). Tapping into processes and processing while making use of feedback: Methodological considerations for future research agendas. Talk given at the L2 Writing Seminar: The Language Learning Potential of L2 Writing and Written Corrective Feedback. Murcia (Spain).
- Mora, J. C. (2018). Contributions of auditory attention control to L2 phonetic learning. Plenary talk given at the Workshop on Psycholinguistic, Cognitive and Neurolinguistic Modeling in Phonetics and Phonology. SimPhon.net and Stuttgart Research Focus (RSF) Language and Cognition, Stuttgart (Germany).
- Muñoz, C. (2018). Learning languages in and out of the classroom. Plenary talk given at the 4th Annual Spring Research Seminar: Multilingual Approaches to Content and Language Teaching and Communication. Barcelona (Spain).
- Tragant, E. (2018). Reading to learn and enjoy: Evidence from research. Plenary talk given at the Opening session of the Master's Degree in Teacher Development for Foreign Language Education and Content and Language Integrated Learning (CLIL) at the Universitat Autònoma de Barcelona. Barcelona (Spain).
- Vasylets, O., Manchón, R. & Gilabert, R. (2018). Task complexity across modealities. Talk given at the L2 Writing Seminar: The Language Learning Potential of L2 Writing and Written Corrective Feedback. Murcia (Spain).
2017
- Gilabert, R. (2017). Task design for L2 production, interaction, an development: research and pedagogic innovations. Talk given at the Educating for Change: Innovative Foreign Language Learning Approaches' Symposium. Vitoria (Spain).
- Mora, J. C. (2017). Assessing cross-linguistic influence in L3 phonology through language switching tasks: the role of L1 dominance and individual differences in attention and inhibitory control. Plenary talk given at the Workshop on Multilingual Language Acquisition, Processing and Use 2017 (L3W 2017). Poznan (Poland).
- Muñoz, C. (2017). English learning through subtitles. Plenary talk given at the ASYRAS 2017 Conference. Barcelona (Spain).
- Muñoz, C. (2017). In- and out-of-school learning. The case of subtitles. Plenary talk given at the ELTRIA Conference. Barcelona (Spain).
- Muñoz, C. (2017). Ten years of English school learning. Plenary talk given at the Orwell Symposium. Amsterdam (The Netherlands).
- Muñoz, C. (2017). La enseñanza temprana del inglés. Condiciones básicas. Talk given at the Ministerio de Educación de Chile. Viña del Mar (Chile).
- Muñoz, C. (2017). La enseñanza temprana del inglés. Talk given at the Universidad Diego Portales. Santiago de Chile (Chile).
2016
- Gesa, F. (2016). Captioned TV series and vocabulary learning: A study at secondary school. Talk given at the Symposium on Teaching and Learning Vocabulary in Another Language. London (Canada).
- Gilabert, R. (2016). Teaching and Learning Languages at University Level. Talk given at Birzeit University. Birzeit (Palestine).
- Muñoz, C. (2016). The role of cognates in young learners’ FL receptive vocabulary. Plenary talk given at the Symposium on multilingualism, language proficiency and age. Stockholm (Sweden).
- Muñoz, C. (2016). Exposure Effects on Young Learners. Plenary talk given at the Young Language Learners Symposium 2016. Oxford (UK).
- Muñoz, C. (2016). Young foreign language learners: the beginning of a long journey. Plenary talk given at the 28th International Conference on Second/Foreign Language Acquisition. Katowice (Poland).
- Muñoz, C. (2016). Linguistic progression in primary school. Internal and external factors. Plenary talk given at Workshop on The learning of foreign languages in primary school in England: issues and challenges. Essex (UK).
- Ruiz Tada, M. & Vasylets, O. (2016). Manga as a Language Learning Tool: Potential Implications. Talk given at the Sophia Linguistic Institute for International Communication, Sophia University. Tokyo (Japan).
- Tragant, E. (2016). Motivational trajectories in school-aged learners of English. Talk given at the Pre-conference seminar of the 8th International Conference on Language Acquisition: Learning Additional languages at home and abroad. Palma de Mallorca (Spain).
2015
- Esteve-Gibert, N. (2015). The role of audiovisual prosody in children’s development of pragmatic meanings. Talk given at the Workshop EUDIA-4 Linguistic Variation in the Basque Language and Education. Vitoria (Spain).
- Esteve-Gibert, N. (2015). Temporal and pragmatic integration of prosody and gestures in infants. Talk given at the Laboratoire de Parole et Langage, Aix-Marseille Université. Aix-en-Provence (France).
- Gilabert, R. (2015). Input enhancement and the learning of pragmatics in subtitling: an eye-tracking study. Talk given at the 2nd L-SLARF Colloquium. Reading (UK).
- Gilabert, R. (2015). Learning pragmatics through input enhancement in subtitling: an eye-tracking study. Talk given at the Institute of Education, University College London (UCL). London (UK).
- Gilabert, R. (2015). Learning pragmatics through input enhancement in subtitling: an eye-tracking study. Talk given at the Second Language Learning and Teaching Research Group (SLLAT), Lancaster University. Lancaster (UK).
- Mora, J. C. (2015). Individual differences in L2 phonological processing. Talk given at the Faculty of English, Adam Mickiewicz University. Poznan (Poland).
- Muñoz, C. (2015). Young learners’ journeying towards English: Linguistic and attitudinal changes. Plenary talk given at the 17th Summer School of Psycholinguistics. Balaton (Hungary).
- Muñoz, C. (2015). Input quantity and quality in foreign language learning. Plenary talk given at the Conference: Classroom-oriented research: Towards effective learning and teaching. Konin (Poland).
- Muñoz, C. (2015). Time and input in L2 learning. Talk given at Georgetown University. Washington DC (USA).
- Muñoz, C. (2015). Conducting multilingual research with school learners: How and what for?. Talk given at Georgetown University. Washington DC (USA).
- Muñoz, C. (2015). Early foreign language learning: challenges and opportunities. Talk given at the Centre for Research in Language Development throughout the Lifespan (LaDeLi). Essex (UK).
- Muñoz, C. (2015). Effects of Starting Age, Cognitive Skills and Input in Long-Term Foreign Language Learning. Talk given at the Seminar on Individual and Contextual Factors in Second Language Acquisition. Cork (Ireland).
