Journal Articles (last five years)
Forthcoming
- Muñoz, C. (in press) Boys like games and girls like movies. Age and gender differences in out-of-school contact with English. RESLA.
- Muñoz, C. (in press) Cognate recognition by young multilingual language learners. The role of age and exposure. Eurosla Series.
2020
- Pattemore, A. & Muñoz, C. (2020). Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors. System. https://doi.org/10.1016/j.system.2020.102303.
- Pujadas, G. & Muñoz, C. (2020) Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles. Studies in Second Language Acquisition, 1-25. doi:10.1017/S0272263120000042.
- Suárez, M.M., & González Argüello, V. (2020). Becoming a good booktuber. RELC Journal, 51(1), 158–167. https://doi.org/10.1177/0033688220906905
- Wisniewska, N. & Mora, J. C. (2020). Can captioned video benefit second language pronunciation? Studies in Second Language Acquisition, 1-26. doi:10.1017/S0272263120000029.
2019
- Ament, J., Barón, J., & Pérez-Vidal, C. (2019). A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners. Journal of Pragmatics.
- Barón, J., Celaya, M.L., Levkina, M. (2020). Learning pragmatics through tasks: when interaction plays a role. Applied pragmatics, 2(1), 1-25.
- Batlle, J., & Suárez, M.M. (2019). Secuencias didácticas gamificadas por docentes de LE en formación continua: puntos, insignias y tablas de clasificación. E-AESLA, 5, 43-51.
- Caballero, N. & M. L. Celaya. (2019). Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism.
- Celaya, M. L. (2019). The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4.
- Celaya, M. L. (2019). The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4, 41.
- De Jong, N. H. & Mora, J. C. (2019). Does having good articulatory skills lead to more fluent speech in first and second languages? Studies in Second Language Acquisition, 41, 227-239
- Malicka, A., Gilabert, R. & Norris, J. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 1-29.
- Mora, J. C. & Wisniewska, N. (2018). L’aprenentatge de la pronunciació en segones llengües mitjançant vídeos subtitulats. In Pons-Moll, C., Carrera-Sabaté, J. & Bach-Marquès, J. (coord.) Eines per a l’Aprenentatge del Català com a L2/LE, (pp. 9-22). Barcelona: Graó.
- Ortega, M. & M. L. Celaya. 2019. Lexical Crosslinguistic Influence and Study Abroad: Do Learners Use L1-Based Resources Less? Languages, 4.
- Pujadas, G., & Muñoz C. (2019) Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents, The Language Learning Journal.
- Serrano, R.& Pellicer-Sánchez (2019). A.Young L2 learners' online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements. Applied Linguistics Review.
- Suárez, M.M., & Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?. The Language Learning Journal.
- Tragant, E., Llanes, À. & Pinyana, À. (2019). Linguistic and non-linguistics outcomes of a reading-while-listening program for young learners of English. Reading and Writing. An interdisciplinary Journal, 32(1), 819-838.
- Tragant, E. & Pellicer-Sánchez, A. (2019). Young EFL learners' processing of multimodal input: Examining learners' eye movements. System, 80, 212-223.
- Vasylets, O., Gilabert, R. & Manchón, R. (2019). Differential contributions of oral and written modes on the promotion of linguistic and propositional complexity in instructed L2 contexts. Instructed Second Language Acquisition, 3(2), 181-205.
- Wang, X. & E. Tragant. (2019) The effect of written text on comprehension of spoken English as a foreign language: A replication study. International Review of Applied Linguistics in Language Teaching.
2018
- Armstrong, M., Esteve-Gibert, N., Igualada, A., Hübscher, I. & Prieto, P. (2018). Developmental and cognitive aspects of children's disbelief comprehension through intonation and facial gesture. First Language, 38(6), 596-616.
- Ament, J., Pérez-Vidal, C. & Barón, J. (2018). The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA), 18(4), 517-546.
- Barón, J. & Ortega, M. (2018). Investigating age differences in e-mail pragmatic performance. System, 78, 148-158.
- Elliott, N., Vila, F. X. & Gilabert, R. (2018). The presentation of Catalan universities' linguistic reality to a transnational audience. In T. Saarinen & U. Lanvers (Eds.), Special Issue on Englishization of Education in Europe. European Journal of Language Policy, 10(1), 121-146.
- Esteve-Gibert, N. & Guellaï, B. (2018). Prosody in the auditory and visual domains: a developmental perspective. Frontiers in Psychology, 9(338), 1-10.
- Llanes, À., Tragant, E. & Serrano, R. (2018). Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program. The Language Learning Journal, 46(2), 201-216.
- Michelas, A., Esteve-Gibert, N. & Dufour, S. (2018). On the French listeners' ability to use stress during spoken word recognition. Journal of Cognitive Psychology, 30(2), 198-206.
- Miralpeix, I. & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. International Review of Applied Linguistics (IRAL), 56(1), 1-24.
- Muñoz, C., Cadierno, T. & Casas, I. (2018). Different starting points for early foreign language learning: A comparative study with Danish and Spanish young learners of English. Language Learning, 68(4), 1076-1109.
- Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Llanes, À. & Serrano, R. (2018). L2 reading and reading-while-listening in multimedia learning conditions: an eye-tracking study. ELT Research Papers, 18(1), 1-36.
- Serrano, R. & Huang, H. (2018). Learning Vocabulary Through Assisted Repeated Reading: How Much Time Should There Be Between Repetitions of the Same Text? TESOL Quarterly.
- Tragant, E. & Vallbona, A. (2018). Reading while listening to learn: young EFL learners’ perceptions. ELT Journal, 72(4), 395-404.
2017
- Andria, M. & Serrano, R. (2017). Developing new 'thinking-for-speaking' patterns in Greek as a foreign language: The role of proficiency and stays abroad. The Language Learning Journal, 45(1), 66-80.
- Brión, R., Fullana, N. & Royo, C. (2017). Nivell de llengües dels futurs mestres. Articles, 73, 43-48.
- Esteve-Gibert, N., Borràs-Comes, J., Asor, E., Swerts, M. & Prieto, P. (2017). The timing of head movements: the role of prosodic heads and edges. Journal of the Acoustical Society of America, 141(6), 4727-4739.
- Esteve-Gibert, N., Prieto, P. & Liszkowski, U. (2017). Twelve-month-olds understand social intentions based on prosody and gesture shape. Infancy, 22(1), 108-129.
- Feijoo, S., Muñoz, C., Amadó, A. & Serrat, E. (2017). When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech. Frontiers in Psychology, 8(1242), 1-11.
- Hübscher, I., Esteve-Gibert, N., Igualada, A. & Prieto, P. (2017). Prosody and gesture as bootstrapping devices to speaker uncertainty. First Language, 37(1), 24-41.
- Igualada, A.; Esteve-Gibert, N. & Prieto, P. (2017). Beat gestures improve word recall in 3- to 5-year-old children. Journal of Experimental Child Psychology, 156, 99-112.
- Llanes, À., Mora, J. C. & Serrano, R. (2017). Differential effects of SA and intensive AH courses on teenagers’ L2 pronunciation. International Journal of Applied Linguistics, 27(2), 470-490.
- Ludwig, A. & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners' perception of L2 speech. Journal of Second Language Pronunciation, 3(2), 167-198.
- Montero, L., Serrano, R., & Llanes, À. (2017). The influence of learning context and age on the use of L2 communication strategies. The Language Learning Journal, 45(1), 117-132.
- Mora, J. C. & Levkina, M. (2017). Task-Based Pronunciation Teaching and Research: Key Issues and Future Directions. Studies in Second Language Acquisition, 39(2), 381-399.
- Muñoz, C. (2017). The role of age and proficiency in subtitle reading. An eye-tracking study. System, 67(3), 77-86.
- Ortega, M. (2017). Is the acquisition of multiple languages a challenge? Verbeia, Journal of English and Spanish studies, 1, 143-159.
- Suárez, M. M. (2017). Los portafolios electrónicos como oportunidad para el aprendizaje de la multimodalidad. Didacticae, 1(1), 130-141.
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). The effects of mode and task complexity on L2 production. Language Learning, 67(2), 394-430.
2016
- Armstrong, M., Andreu, L., Esteve-Gibert, N. & Prieto, P. (2016). Children’s processing of morphosyntactic and prosodic cues in overriding context-based hypotheses. Probus, 28(1), 57-90.
- Cigliana, K. & Serrano, R. (2016). Individual differences in U.S. study abroad students in Barcelona: A look into their attitudes, motivations and L2 contact. Study Abroad Research in Second Language Acquisition and International Education, 1(2), 154-185.
- Collins, L. & Muñoz, C. (2016). The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 100(S1), 133-147.
- Darcy, I., Mora, J. C. & Daidone, D. (2016). The role of inhibitory control in second language phonological processing. Language Learning, 66(4), 741-773.
- Gilabert, R., Manchón, R. M. & Vasylets, O. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics, 36, 117-135.
- Granena, G. (2016). Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study. Applied Psycholinguistics, 37(3), 577-600.
- Granena, G. (2016). Individual versus interactive task-based performance through voice-based computer-mediated communication. Language Learning & Technology, 20(3), 40-59.
- Laso, N. J., Comelles, E., Celaya, M. L. & Forcadell, M. (2016). Corpora and New Technologies in the Linguistics Classroom: A Pedagogical Use of a Clause Pattern Database. RAEL: Revista Electrónica de Lingüística Aplicada, 15(1), 150-165.
- Long, M., Granena, G. & Yilmaz, Y. (2016). Major Research Issues in SLA. Brill Research Perspectives in Multilingualism and Second Language Acquisition, 1(1), 1-86.
- Serrano, R., Llanes, À.; Tragant, E. (2016). Examining L2 development in two short-term intensive programs for teenagers: study abroad vs. "at home". System, 57, 43-54.
- Suárez, M. M. (2016). Review of El ABC y D de la formación docente by Vaillant, D.; Marcelo, C., Narcea, 2015. Aula de secundaria, 19, 51.
- Tragant, E. (2016). The impact of self-concept on language learning. Journal of Multilingual and Multicultural Development, 37(2), 230-231.
- Tragant, E., Muñoz, C. & Spada, N. (2016). Maximizing young learners' input: an intervention program. Canadian Modern Language Review, 72(2), 234-257.
- Tragant, E., Serrano, R. & Llanes, À. (2016). Learning English during the summer: A comparison of two domestic programs for pre-adoslescents. Language Teaching Research, 1-22.
- Yilmaz, Y. & Granena, G. (2016). The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition, 19(1), 147-161.
2015
- Barón, J. (2015). Can I make a party, mum? The development of requests from childhood to adolescence. Atlantis, 37(1), 179-198.
- Celaya, M. L. & Barón, J. (2015). The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics, 3(2), 181-203.
- Esteve-Gibert, N., Prieto, P. & Pons, F. (2015). Nine-month-old infants are sensitive to the temporal alignment of prosodic and gesture prominences. Infant Behavior and Development, 38, 126-129.
- Feijoo, S., Muñoz, C. & Serrat, E. (2015). Morphosyntactic cues to noun categorization in English child-directed speech. Language and Communication, 45, 1-11.
- Granena, G., Muñoz, C. & Tragant, E. (2015). L1 reading factors in extensive L2 reading-while-listening instruction. System, 55, 86-99.
- Hamilton, C. & Serrano, R. (2015). Contact, attitude, and motivation in the learning of Catalan at advanced levels. International Journal of Multilingualism, 12, 241-258.
- Lara, A. R., Mora, J. C. & Pérez-Vidal, C. (2015). How long is long enough? L2 English development through study abroad programmes varying in duration. Innovation in Language Learning and Teaching, 9(1), 46-57.
- Llanes, À., Tragant, E., & Serrano, R. (2015). Examining the role of learning context and individual differences on L2 development: The case
of teenagers. Language Learning Journal, 1-18.
- Révész, A., Michel, M. & Gilabert, R. (2015). Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments: A validation study. Studies in Second Language Acquisition, 38(4), 703-737.
- Serrano, R. & Llanes, À. (2015). An exploratory study of the role of age and language learning aptitude in a short stay abroad. VIAL (Vigo International Journal of Applied Linguistics), 12, 107-126.
- Serrano, R., Stengers, H., & Housen, A. (2015). Acquisition of formulaic sequences in intensive and regular EFL programs. Language Teaching Research, 19(1), 89-106.
- Suárez, M. M. (2015). Review of Cyberprogram 2.0. Programa de intervención para prevenir y reducir el ciberbullying. by Garaigordobil, M.; Martínez-Valderrey, V. Madrid. Pirámide, 2014. Aula de secundaria, 11, 45-46.
- Tragant, E.; Marsol, A.; Serrano, R.; Llanes, À. (2015). Vocabulary learning at primary school: comparing EFL and CLIL. International Journal of Bilingual Education and Bilingualism, 19(5), 579-591.
