Journal Articles (last five years)
2016
Serrano, R., Llanes, À.; Tragant, E. (in press). Examining L2 development in two short-term intensive programs: abroad vs. "at home". System.
Tragant, E.; Marsol, A.; Serrano, R.; Llanes A. (in press). Vocabulary learning at primary school: comparing EFL and CLIL. International Journal of Bilingual Education and Bilingualism.
Llanes, À., Tragant, E., & Serrano, R. (in press). Examining the role of learning context and individual differences on L2 development: The case
of teenagers. Language Learning Journal.
Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., & Serra, N. (in press). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos.
- 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).
2015
- 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.
- Aguilar, M. & Muñoz, C. (in press). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics.
- 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.
- González, V., Ramos, C., & Suárez, M.M. (in press). Blogs de aula: ¿Espacio para el desarrollo de la competencia comunicativa? Lenguaje y Textos.
- Granena, G. (forthcoming). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics. Special Issue on “Factors interplaying with age in second language learning.
- Granena, G. (in preparation). Language aptitude and degree of foreign accent in reading-aloud and oral production tasks. Granena, G., Muñoz, C., & Tragant, E. (In preparation). The role of L1 reading habits and attitudes in extensive L2 reading instruction.
- Granena, G. (accepted for publication). Explicit and implicit cognitive aptitudes and information-processing styles: An individual differences study. Applied Psycholinguistics.
- Granena, G. (accepted for publication). Effects of individual versus interactive task performance through voice-based computer-mediated communication on L2 learning. Language Learning & Technology.
- Kivistö-de Souza, H. & Mora, J.C. (in press). Effects of speech rate on the intelligibility of non-native vowels. Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics 5.
- Komori, S., Ahn, S., Granena, G., Jiang, N., & Miralpeix, I. (in preparation). Effects of L1 syntax on the organization of the L2 mental lexicon.
- 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). Festschrift Special Issue for Jim Coleman.
- Montero, L., Serrano, R., & Llanes, À. (in press). The Role of Learning Context and Age on the Use of L2 Communication Strategies. The Language Learning Journal.
- Muñoz, C. (forthcoming). Contrasting effects of starting age and type of input on the oral performance of foreign language learners. Applied Linguistics. Special Issue on “Factors interplaying with age in second language learning”.
- Muñoz, C. (Eds.) (forthcoming). Applied Linguistics. Special Issue on “Factors interplaying with age in second language learning”.
- Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., Serra, N. (forthcoming). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés, Lenguaje y Textos, 39:91-99.
- Sánchez, L. (in press). Activation and Blending in Third Language Acquisition: Evidence of Crosslinguistic Influence from the L2 in a Longitudinal Study on L3 English. Bilingualism: Language & Cognition. Special issue "Cognitive Approaches to L3 acquisition".
- Serrano, R., Stengers, H., & Housen, A. (in press). Acquisition of formulaic sequences in intensive and regular EFL programs. Language Teaching Research.
- Serrano, R., Tragant, E., & Llanes, À. (in press). Summer English courses abroad vs. "at home". ELT Journal.
- Tragant, E., Miralpeix, I., Serrano, R., Navés, T., Gilabert, R., Pahissa, I., Serra, N. (forthcoming). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados, Revista de Educación, 363:60-82.
- Yilmaz, Y., & Granena, G. (in press). Explicit language aptitude and the relative effectiveness of explicit, implicit and mixed feedback: An ATI study. Bilingualism: Language and Cognition.
2014
- Buscà, F., Suárez, M., Burset, S., Bosch, E. (2014). La credibilidad de los sistemas de evaluación formativa en docencia universitaria: un estudio de casos múltiple aplicado a la formación del profesorado. Enseñanza & Teaching, 32 (2), 177-193.
- Darcy, I., Mora, J. C. & Daidone, D. (2014). Attention control and inhibition influence phonological development in a second language. In Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics, 5, 115-129.
- Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4). http://applij.oxfordjournals.org/content/early/2014/04/23/applin.amu013.full?key&ijkey=jSwbnrxpjvA9Nc9.
- Kivistö-de Souza, H. & Mora, J. C. (2014). Effects of speech rate on the intelligibility of non-native vowels. In Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics, 5, 337-352.
- Mora, J. C., Rochdi, Y. & Kivistö-de Souza, H. (2014). Mimicking accented speech as L2 phonological awareness. Language Awareness, 23 (1-2), 57-75.
- Muñoz, C. (2014) Exploring young learners’ foreign language learning awareness. Language Awareness, 23(1-2), 24-40.
- Muñoz, C. & Llanes, À. (2014). Study Abroad and Changes in Degree of Foreign Accent in Children and Adults. The Modern Language Journal , 98, 432-449.
- Tragant, E., Miralpeix, I., Serrano, R., Pahissa, I., Naves, T., Gilabert, R., & Serra, N. (2014) Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista de Educación, 363.
2013
- Aguilar, M. & Muñoz, C. (2013). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics. Available online: Doi: 10.1111/ijal.12006.
- Andria, M. & Serrano, R. (2013). Developing new ‘thinking-for-speaking’ patterns in Greek as a foreign language: The role of proficiency and stays abroad. The Language Learning Journal. Available online: Doi: 10.1080/09571736.2013.804584
- Feijóo, S. & Hilferty, J. (2013). The availability of cues for word segmentation and vocabulary acquisition in Catalan child-directed speech. Revista de Lingüística Teórica y Aplicada, 51(2) : 13-27.
- González, V., Ramos, C., Suárez, M.M. (2013). Blogs de aula: ¿Espacio para el desarrollo de la competencia comunicativa? Lenguaje y Textos, 38, 77-84.
- Granena, G. (2013). Individual differences in sequence learning ability and SLA in early childhood and adulthood. Language Learning, 63(4), 665-703.
- Granena, G., & Long, M. H. (2013a). Age of onset, length of residence, aptitude and ultimate L2 attainment in three linguistic domains. Second Language Research, 29 (3), 311-343.
- Lindgren, E. & Muñoz, C. (2013) The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10(1), 105-129.
- Llanes, À. & Muñoz, C. (2013) Age effects in a study abroad context: children and adults studying abroad and at home. Language Learning, 63(1), 63-90.
- Montero, L., Serrano, R., & Llanes, À. (2013) Influence of learning context and age on the use of L2 communication strategies. The Language Learning Journal. Available online: Doi: 10.1080/09571736.2013.853824
- Mora, J. C., Rochdi, Y., & Kivistö-de Souza, H. (2013) Mimicking accented speech as L2 phonological awareness. Language Awareness. Available online: Doi: 10.1080/09658416.2013.863898.
- Muñoz, C. (2013) Exploring young learners’ foreign language learning awareness. Language Awareness , 23(1-2), 24-40.
- Ortega, M., Celaya, M. L. (2013). El gos és a dins del basket: Lexical CLI in L3 Catalan by L1 English-speaking learners. Revista Española de Lingüística Aplicada (RESLA), 26, 409-432.
- Serrano, R. & Miralpeix, I. (2013) Review of doctoral research on second language teaching and learning in Spain (2008-2010). Language Teaching, 46, 87-107.
- Tragant E., M. Thompson, & Victori, M. (2013) Understanding Foreign Language Learning Strategies: A validation study. System 41, 95-108.
2012
- Avello, P., Mora, J. C., & Pérez-Vidal, C. (2012) Perception of FA by non-native listeners in a study abroad context. Research in Language 10(1), 63-78.
- Comelles, E., Laso, N., Forcadell, M., Castaño, E., Feijóo, S., & Verdaguer, I. (2012) Using online databases in the linguistics classroom: dealing with clause patterns. Computer Assisted Language Learning, pp. 1-13.
- Feijóo, S., Serrat E. & Muñoz, C. (2012) The role of phonology in the grammatical categorization of high-frequency words in child-directed speech. Proceedings of the XXX AESLA International Conference, pp. 329-334.
- Llanes, À. (2012) The short- and long- term effects of a short study abroad experience: The case of children. System 40, pp. 179-190.
- Llanes, À., Tragant, E. & Serrano, R. (2012) The role of individual differences in a study abroad experience: the case of Erasmus students. The International Journal of Multilingualism 9(3), pp. 318-342.
- 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
- Mora, J. C. & Nadeu, M. (2012) L2 effects on the perception and production of a native vowel contrast in early bilinguals. International Journal of Bilingualism 16(4), pp. 484-500.
- Mora, J. C. & Valls-Ferrer, M. (2012) Oral fluency, accuracy and complexity in formal instruction and study abroad learning contexts. TESOL Quarterly 46(4), pp. 610-641.
- Serrano, R., Tragant, E. & Llanes, À. (2012) A longitudinal analysis of the effects of one year abroad. The Canadian Modern Language Review 68(2), pp. 138-163.
- Serrat, E., Sanz-Torrent, M., Feijóo, S., Chireac, S.M. & Hilferty, J. (2012) Acquiring verbs in Spanish: an evaluation of two proposals. Annual Review of Cognitive Linguistics 10, pp. 133-155.
- Tragant, E. & Victori, M. (2012) Language Learning Strategies, Course Grades, and Age in EFL Secondary School Learners. Language Awareness 21(3), pp. 293-308.
2011
- Aliaga-Garcia, C., Mora, J.C. & Cerviño-Povedano, E. (2011) Phonological short-term memory and L2 speech learning in adulthood. Poznań Studies in Contemporary Linguistics 47(1), pp. 1-14.
- Amadó, A., Serrano, J., Sidera, F. & Feijóo, S. (2011) Facilitar la teoría de la mente en niños con alteraciones del lenguaje. INFAD. Psicología de la Infancia y la Adolescencia 4, pp. 403-412.
- Feijóo, S. (2011) Grammatical Categories and the Nature-Nurture Debate. Rivista Italiana di Filosofia del Linguaggio, pp. 56-70.
- Feijóo, S. & Serrat, E. (2011) The usefulness of phonological information for the acquisition of grammatical structure in child language development. INFAD. Psicología de la Infancia y la Adolescencia 1, pp. 473-482.
- Granena, G., Koeth, J., Lee-Ellis, S., Lukyanchenko, A., Prieto-Botana, G., & Rhoades, E. (Eds.). (2011) Second Language Research Forum Conference Proceedings. Somerville, MA: Cascadilla.
- Llanes, À. & Serrano, R. (2011) Length of Stay and Study Abroad: Language Gains in Two versus Three months. RESLA 24, pp. 95-110.
- Llanes, À. (2011) The Many Faces of Study Abroad: An Update on the Research on L2 Gains emerged during a Study Abroad Experience. International Journal of Multilingualism 3, pp. 189-215.
- Miralpeix, I. (2011) Age effects on second language acquisition: Critical issues under debate. Language Teaching 44(1), pp. 122-132.
- Muñoz, C. & Gilabert, R. (2011) More evidence concerning the Aspect Hypothesis. International Review of Applied Linguistics (IRAL) 49(3), pp. 241-263.
- Muñoz, C. & Singleton, D. (2011) A critical review of age-related research on L2 ultimate attainment. Language Teaching 44(1), pp. 1-35.
- Muñoz, C. (2011) Is input more significant than starting age in foreign language acquisition? International Review of Applied Linguistics (IRAL) 49(2), pp. 113-133.
- Ruiz de Zarobe, Y. & Celaya, M.L. (2011) CLIL across languages: Research outcomes in two bilingual communities. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información. Lenguas Minoritarias, Educación en Bilingüismo y CLIL 1(3), pp. 200-214.
- Sánchez, L. (2011) Against ¿Canonical Word Order?: Evidence of basic word order transfer at the initial state of LnA. Newcastle Working Papers in Linguistics 17, pp. 220-236.
- Serrano, R. (2011) From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks. Language Awareness 20, pp. 1-16.
- Serrano, R. (2011) The effect of program type and proficiency level on learners’ written production. Revista Española de Lingüística Aplicada (RESLA) 24, pp. 211-226.
- Serrano, R. (2011) The time factor in EFL practice. Language Learning, 61, pp. 117-145.
- Serrano, R., Llanes, À. & Tragant, E. (2011) Analyzing The Effect Of Context Of Second Language Learning: Domestic Intensive And Semi-Intensive Courses Vs. Study Abroad In Europe. System 39(2), pp. 133-143.
- Tragant, E., Serrano, R., Miralpeix, I., Navés, I., Pahissa, I., Gilabert, R., et al. (2011) Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista De Educación, Ministerio de Educación.
2010
- Barón, J. (2010) Input Matters in SLA. System 38(2), pp. 347-348.
- Celaya, M.L. & Ruiz de Zarobe, Y. (2010) First Languages and Age in CLIL and non-CLIL contexts. International CLIL Research Journal 1(3), pp. 60-66.
- Gilabert, R. & Muñoz, C. (2010) Differences in attainment and performance in a foreign language: the role of working memory capacity. International Journal of English Studies (IJES) 10(1), pp. 19-42.
- Kiuken, F., Vedder, I., & Gilabert, R. (2010) Communicative adequacy and linguistic complexity in L2 writing. EUROSLA Monographs1, pp. 81-100.
- Miralpeix, I. (2010) Review of R.M. Jiménez (Ed.). Gender perspectives on vocabulary in foreign and second languages. Revista Española de Lingüística Aplicada (23), pp. 335-340.
- Miralpeix, I. (2010) Review of P. Meara. Connected words. Word associations and SL vocabulary acquisition. The Canadian Modern Language Review 66(5), pp. 763-765.
- Muñoz, C. (2010) Staying abroad with the family: a case study of two siblings’ second language development during a year’s immersion. ITL. International Journal of Applied Linguistics 160, pp. 24-48.
- Muñoz, C., Tragant, E. & Torras, M.R. (2010) Los inicios de la producción oral en lengua extranjera en alumnos europeos de primaria. ELIA. (Estudios de Lingüística Aplicada Inglesa) 10, pp. 11-39.
- Sánchez, L. (2010) Systematicity and Variability in over time IL development: Developmental Sequences in the acquisition of order within VPs in English as a Foreign Language. Odisea. Revista de Estudios Ingleses, pp. 59-84.
- Serrano, R. (2010) Development of English language skills in oral production by adult students in intensive and regular EFL courses. Vial - Vigo International Journal of Applied Linguistics 7, pp. 99-115.
- Tragant, E., Serrano, R., Miralpeix, I., Navés, T., Pahissa, I., Serra, N., et al. (2010) Six high schools with outstanding results in the PAU: The view of the English teachers and their students. APAC Monographs (70), pp. 60-64.
- Yilmaz, Y., & Granena, G. (2010) Task effects in synchronous computer-mediated communication. ReCALL, 22, pp. 20-38.
2009
- Barón, J. (2009) Writing in Foreign Language Contexts: learning, teaching, and research. System 38(1), pp. 148-150.
- Cid, E., Granena, G. & Tragant, E. (2009) Constructing and validating the Foreign Language Attitudes and Goals Survey (FLAGS). System 37(3), pp. 496-513.
- Fullana, N., & MacKay, I.R.A. (2009) Assessing the contribution of second language experience and age of learning in Catalan/Spanish bilinguals' perception and production of English sounds. Journal of the Acoustical Society of America, 125, 2763 (A).
- Gilabert, R.; Barón, J. & Llanes, À. (2009) Manipulating cognitive complexity across task types and impact on learners’ interactional feedback during oral performance. International Review of Applied Linguistics 47, pp. 367-395.
- Llanes, À. & Muñoz, C. (2009) A short stay abroad: does it make a difference? System 37(3), pp. 353-365.
- Miralpeix, I. (2009) Review of H. Daller, J. Milton & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge. System 37(2), pp. 347-348.
- Mora, J.C. & Nadeu, M. (2009) Experience effects on the categorization of a native vowel contrast in highly proficient Catalan-Spanish bilinguals. Journal of the Acoustical Society of America 125(4), pp. 2775.
- Pahissa, I. & Tragant, E. (2009) Grammar and the non-native school teacher in Catalonia. Language Awareness 18(1), pp. 47-61.
- Tragant, E. (2009) Trilingualism in Catalan schools and universities? Not yet. APAC Quarterly Magazine 65, pp. 33-38.
Serrano, R., Llanes, À.; Tragant, E. (in press). Examining L2 development in two short-term intensive programs: abroad vs. "at home". System.
Tragant, E.; Marsol, A.; Serrano, R.; Llanes A. (in press). Vocabulary learning at primary school: comparing EFL and CLIL. International Journal of Bilingual Education and Bilingualism.
Llanes, À., Tragant, E., & Serrano, R. (in press). Examining the role of learning context and individual differences on L2 development: The case
of teenagers. Language Learning Journal.
Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., & Serra, N. (in press). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos.
- 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).
2015
- 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.
- Aguilar, M. & Muñoz, C. (in press). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics.
- 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.
- González, V., Ramos, C., & Suárez, M.M. (in press). Blogs de aula: ¿Espacio para el desarrollo de la competencia comunicativa? Lenguaje y Textos.
- Granena, G. (forthcoming). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics. Special Issue on “Factors interplaying with age in second language learning.
- Granena, G. (in preparation). Language aptitude and degree of foreign accent in reading-aloud and oral production tasks. Granena, G., Muñoz, C., & Tragant, E. (In preparation). The role of L1 reading habits and attitudes in extensive L2 reading instruction.
- Granena, G. (accepted for publication). Explicit and implicit cognitive aptitudes and information-processing styles: An individual differences study. Applied Psycholinguistics.
- Granena, G. (accepted for publication). Effects of individual versus interactive task performance through voice-based computer-mediated communication on L2 learning. Language Learning & Technology.
- Kivistö-de Souza, H. & Mora, J.C. (in press). Effects of speech rate on the intelligibility of non-native vowels. Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics 5.
- Komori, S., Ahn, S., Granena, G., Jiang, N., & Miralpeix, I. (in preparation). Effects of L1 syntax on the organization of the L2 mental lexicon.
- 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). Festschrift Special Issue for Jim Coleman.
- Montero, L., Serrano, R., & Llanes, À. (in press). The Role of Learning Context and Age on the Use of L2 Communication Strategies. The Language Learning Journal.
- Muñoz, C. (forthcoming). Contrasting effects of starting age and type of input on the oral performance of foreign language learners. Applied Linguistics. Special Issue on “Factors interplaying with age in second language learning”.
- Muñoz, C. (Eds.) (forthcoming). Applied Linguistics. Special Issue on “Factors interplaying with age in second language learning”.
- Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., Serra, N. (forthcoming). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés, Lenguaje y Textos, 39:91-99.
- Sánchez, L. (in press). Activation and Blending in Third Language Acquisition: Evidence of Crosslinguistic Influence from the L2 in a Longitudinal Study on L3 English. Bilingualism: Language & Cognition. Special issue "Cognitive Approaches to L3 acquisition".
- Serrano, R., Stengers, H., & Housen, A. (in press). Acquisition of formulaic sequences in intensive and regular EFL programs. Language Teaching Research.
- Serrano, R., Tragant, E., & Llanes, À. (in press). Summer English courses abroad vs. "at home". ELT Journal.
- Tragant, E., Miralpeix, I., Serrano, R., Navés, T., Gilabert, R., Pahissa, I., Serra, N. (forthcoming). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados, Revista de Educación, 363:60-82.
- Yilmaz, Y., & Granena, G. (in press). Explicit language aptitude and the relative effectiveness of explicit, implicit and mixed feedback: An ATI study. Bilingualism: Language and Cognition.
2014
- Buscà, F., Suárez, M., Burset, S., Bosch, E. (2014). La credibilidad de los sistemas de evaluación formativa en docencia universitaria: un estudio de casos múltiple aplicado a la formación del profesorado. Enseñanza & Teaching, 32 (2), 177-193.
- Darcy, I., Mora, J. C. & Daidone, D. (2014). Attention control and inhibition influence phonological development in a second language. In Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics, 5, 115-129.
- Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4). http://applij.oxfordjournals.org/content/early/2014/04/23/applin.amu013.full?key&ijkey=jSwbnrxpjvA9Nc9.
- Kivistö-de Souza, H. & Mora, J. C. (2014). Effects of speech rate on the intelligibility of non-native vowels. In Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics, 5, 337-352.
- Mora, J. C., Rochdi, Y. & Kivistö-de Souza, H. (2014). Mimicking accented speech as L2 phonological awareness. Language Awareness, 23 (1-2), 57-75.
- Muñoz, C. (2014) Exploring young learners’ foreign language learning awareness. Language Awareness, 23(1-2), 24-40.
- Muñoz, C. & Llanes, À. (2014). Study Abroad and Changes in Degree of Foreign Accent in Children and Adults. The Modern Language Journal , 98, 432-449.
- Tragant, E., Miralpeix, I., Serrano, R., Pahissa, I., Naves, T., Gilabert, R., & Serra, N. (2014) Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista de Educación, 363.
2013
- Aguilar, M. & Muñoz, C. (2013). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics. Available online: Doi: 10.1111/ijal.12006.
- Andria, M. & Serrano, R. (2013). Developing new ‘thinking-for-speaking’ patterns in Greek as a foreign language: The role of proficiency and stays abroad. The Language Learning Journal. Available online: Doi: 10.1080/09571736.2013.804584
- Feijóo, S. & Hilferty, J. (2013). The availability of cues for word segmentation and vocabulary acquisition in Catalan child-directed speech. Revista de Lingüística Teórica y Aplicada, 51(2) : 13-27.
- González, V., Ramos, C., Suárez, M.M. (2013). Blogs de aula: ¿Espacio para el desarrollo de la competencia comunicativa? Lenguaje y Textos, 38, 77-84.
- Granena, G. (2013). Individual differences in sequence learning ability and SLA in early childhood and adulthood. Language Learning, 63(4), 665-703.
- Granena, G., & Long, M. H. (2013a). Age of onset, length of residence, aptitude and ultimate L2 attainment in three linguistic domains. Second Language Research, 29 (3), 311-343.
- Lindgren, E. & Muñoz, C. (2013) The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10(1), 105-129.
- Llanes, À. & Muñoz, C. (2013) Age effects in a study abroad context: children and adults studying abroad and at home. Language Learning, 63(1), 63-90.
- Montero, L., Serrano, R., & Llanes, À. (2013) Influence of learning context and age on the use of L2 communication strategies. The Language Learning Journal. Available online: Doi: 10.1080/09571736.2013.853824
- Mora, J. C., Rochdi, Y., & Kivistö-de Souza, H. (2013) Mimicking accented speech as L2 phonological awareness. Language Awareness. Available online: Doi: 10.1080/09658416.2013.863898.
- Muñoz, C. (2013) Exploring young learners’ foreign language learning awareness. Language Awareness , 23(1-2), 24-40.
- Ortega, M., Celaya, M. L. (2013). El gos és a dins del basket: Lexical CLI in L3 Catalan by L1 English-speaking learners. Revista Española de Lingüística Aplicada (RESLA), 26, 409-432.
- Serrano, R. & Miralpeix, I. (2013) Review of doctoral research on second language teaching and learning in Spain (2008-2010). Language Teaching, 46, 87-107.
- Tragant E., M. Thompson, & Victori, M. (2013) Understanding Foreign Language Learning Strategies: A validation study. System 41, 95-108.
2012
- Avello, P., Mora, J. C., & Pérez-Vidal, C. (2012) Perception of FA by non-native listeners in a study abroad context. Research in Language 10(1), 63-78.
- Comelles, E., Laso, N., Forcadell, M., Castaño, E., Feijóo, S., & Verdaguer, I. (2012) Using online databases in the linguistics classroom: dealing with clause patterns. Computer Assisted Language Learning, pp. 1-13.
- Feijóo, S., Serrat E. & Muñoz, C. (2012) The role of phonology in the grammatical categorization of high-frequency words in child-directed speech. Proceedings of the XXX AESLA International Conference, pp. 329-334.
- Llanes, À. (2012) The short- and long- term effects of a short study abroad experience: The case of children. System 40, pp. 179-190.
- Llanes, À., Tragant, E. & Serrano, R. (2012) The role of individual differences in a study abroad experience: the case of Erasmus students. The International Journal of Multilingualism 9(3), pp. 318-342.
- 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
- Mora, J. C. & Nadeu, M. (2012) L2 effects on the perception and production of a native vowel contrast in early bilinguals. International Journal of Bilingualism 16(4), pp. 484-500.
- Mora, J. C. & Valls-Ferrer, M. (2012) Oral fluency, accuracy and complexity in formal instruction and study abroad learning contexts. TESOL Quarterly 46(4), pp. 610-641.
- Serrano, R., Tragant, E. & Llanes, À. (2012) A longitudinal analysis of the effects of one year abroad. The Canadian Modern Language Review 68(2), pp. 138-163.
- Serrat, E., Sanz-Torrent, M., Feijóo, S., Chireac, S.M. & Hilferty, J. (2012) Acquiring verbs in Spanish: an evaluation of two proposals. Annual Review of Cognitive Linguistics 10, pp. 133-155.
- Tragant, E. & Victori, M. (2012) Language Learning Strategies, Course Grades, and Age in EFL Secondary School Learners. Language Awareness 21(3), pp. 293-308.
2011
- Aliaga-Garcia, C., Mora, J.C. & Cerviño-Povedano, E. (2011) Phonological short-term memory and L2 speech learning in adulthood. Poznań Studies in Contemporary Linguistics 47(1), pp. 1-14.
- Amadó, A., Serrano, J., Sidera, F. & Feijóo, S. (2011) Facilitar la teoría de la mente en niños con alteraciones del lenguaje. INFAD. Psicología de la Infancia y la Adolescencia 4, pp. 403-412.
- Feijóo, S. (2011) Grammatical Categories and the Nature-Nurture Debate. Rivista Italiana di Filosofia del Linguaggio, pp. 56-70.
- Feijóo, S. & Serrat, E. (2011) The usefulness of phonological information for the acquisition of grammatical structure in child language development. INFAD. Psicología de la Infancia y la Adolescencia 1, pp. 473-482.
- Granena, G., Koeth, J., Lee-Ellis, S., Lukyanchenko, A., Prieto-Botana, G., & Rhoades, E. (Eds.). (2011) Second Language Research Forum Conference Proceedings. Somerville, MA: Cascadilla.
- Llanes, À. & Serrano, R. (2011) Length of Stay and Study Abroad: Language Gains in Two versus Three months. RESLA 24, pp. 95-110.
- Llanes, À. (2011) The Many Faces of Study Abroad: An Update on the Research on L2 Gains emerged during a Study Abroad Experience. International Journal of Multilingualism 3, pp. 189-215.
- Miralpeix, I. (2011) Age effects on second language acquisition: Critical issues under debate. Language Teaching 44(1), pp. 122-132.
- Muñoz, C. & Gilabert, R. (2011) More evidence concerning the Aspect Hypothesis. International Review of Applied Linguistics (IRAL) 49(3), pp. 241-263.
- Muñoz, C. & Singleton, D. (2011) A critical review of age-related research on L2 ultimate attainment. Language Teaching 44(1), pp. 1-35.
- Muñoz, C. (2011) Is input more significant than starting age in foreign language acquisition? International Review of Applied Linguistics (IRAL) 49(2), pp. 113-133.
- Ruiz de Zarobe, Y. & Celaya, M.L. (2011) CLIL across languages: Research outcomes in two bilingual communities. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información. Lenguas Minoritarias, Educación en Bilingüismo y CLIL 1(3), pp. 200-214.
- Sánchez, L. (2011) Against ¿Canonical Word Order?: Evidence of basic word order transfer at the initial state of LnA. Newcastle Working Papers in Linguistics 17, pp. 220-236.
- Serrano, R. (2011) From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks. Language Awareness 20, pp. 1-16.
- Serrano, R. (2011) The effect of program type and proficiency level on learners’ written production. Revista Española de Lingüística Aplicada (RESLA) 24, pp. 211-226.
- Serrano, R. (2011) The time factor in EFL practice. Language Learning, 61, pp. 117-145.
- Serrano, R., Llanes, À. & Tragant, E. (2011) Analyzing The Effect Of Context Of Second Language Learning: Domestic Intensive And Semi-Intensive Courses Vs. Study Abroad In Europe. System 39(2), pp. 133-143.
- Tragant, E., Serrano, R., Miralpeix, I., Navés, I., Pahissa, I., Gilabert, R., et al. (2011) Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista De Educación, Ministerio de Educación.
2010
- Barón, J. (2010) Input Matters in SLA. System 38(2), pp. 347-348.
- Celaya, M.L. & Ruiz de Zarobe, Y. (2010) First Languages and Age in CLIL and non-CLIL contexts. International CLIL Research Journal 1(3), pp. 60-66.
- Gilabert, R. & Muñoz, C. (2010) Differences in attainment and performance in a foreign language: the role of working memory capacity. International Journal of English Studies (IJES) 10(1), pp. 19-42.
- Kiuken, F., Vedder, I., & Gilabert, R. (2010) Communicative adequacy and linguistic complexity in L2 writing. EUROSLA Monographs1, pp. 81-100.
- Miralpeix, I. (2010) Review of R.M. Jiménez (Ed.). Gender perspectives on vocabulary in foreign and second languages. Revista Española de Lingüística Aplicada (23), pp. 335-340.
- Miralpeix, I. (2010) Review of P. Meara. Connected words. Word associations and SL vocabulary acquisition. The Canadian Modern Language Review 66(5), pp. 763-765.
- Muñoz, C. (2010) Staying abroad with the family: a case study of two siblings’ second language development during a year’s immersion. ITL. International Journal of Applied Linguistics 160, pp. 24-48.
- Muñoz, C., Tragant, E. & Torras, M.R. (2010) Los inicios de la producción oral en lengua extranjera en alumnos europeos de primaria. ELIA. (Estudios de Lingüística Aplicada Inglesa) 10, pp. 11-39.
- Sánchez, L. (2010) Systematicity and Variability in over time IL development: Developmental Sequences in the acquisition of order within VPs in English as a Foreign Language. Odisea. Revista de Estudios Ingleses, pp. 59-84.
- Serrano, R. (2010) Development of English language skills in oral production by adult students in intensive and regular EFL courses. Vial - Vigo International Journal of Applied Linguistics 7, pp. 99-115.
- Tragant, E., Serrano, R., Miralpeix, I., Navés, T., Pahissa, I., Serra, N., et al. (2010) Six high schools with outstanding results in the PAU: The view of the English teachers and their students. APAC Monographs (70), pp. 60-64.
- Yilmaz, Y., & Granena, G. (2010) Task effects in synchronous computer-mediated communication. ReCALL, 22, pp. 20-38.
2009
- Barón, J. (2009) Writing in Foreign Language Contexts: learning, teaching, and research. System 38(1), pp. 148-150.
- Cid, E., Granena, G. & Tragant, E. (2009) Constructing and validating the Foreign Language Attitudes and Goals Survey (FLAGS). System 37(3), pp. 496-513.
- Fullana, N., & MacKay, I.R.A. (2009) Assessing the contribution of second language experience and age of learning in Catalan/Spanish bilinguals' perception and production of English sounds. Journal of the Acoustical Society of America, 125, 2763 (A).
- Gilabert, R.; Barón, J. & Llanes, À. (2009) Manipulating cognitive complexity across task types and impact on learners’ interactional feedback during oral performance. International Review of Applied Linguistics 47, pp. 367-395.
- Llanes, À. & Muñoz, C. (2009) A short stay abroad: does it make a difference? System 37(3), pp. 353-365.
- Miralpeix, I. (2009) Review of H. Daller, J. Milton & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge. System 37(2), pp. 347-348.
- Mora, J.C. & Nadeu, M. (2009) Experience effects on the categorization of a native vowel contrast in highly proficient Catalan-Spanish bilinguals. Journal of the Acoustical Society of America 125(4), pp. 2775.
- Pahissa, I. & Tragant, E. (2009) Grammar and the non-native school teacher in Catalonia. Language Awareness 18(1), pp. 47-61.
- Tragant, E. (2009) Trilingualism in Catalan schools and universities? Not yet. APAC Quarterly Magazine 65, pp. 33-38.
