Journal Articles (last five years)
Forthcoming
- De Jong, N. H. & Mora, J. C. (in press). Does having good articulatory skills lead to more fluent speech in first and second languages? Studies in Second Language Acquisition.
- Elliott, N., Vila, F. X. & Gilabert, R. (in press). 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.
- Malicka, A., Gilabert, R. & Norris, J. (in press). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 1-29.
- Michelas, A., Esteve-Gibert, N. & Dufour, S. (in press). On the French listeners' ability to use stress during spoken word recognition. Journal of Cognitive Psychology.
- Muñoz, C. (in press). Tracing trajectories of young learners. Ten years of school English learning. Annual Review of Applied Linguistics.
- Muñoz, C., Cadierno, T. & Casas, I. (under review). Variability in early foreign language learning. A comparative study of Danish and Spanish young learners of English. Language Learning.
- Ortega, M. (in press). Is the acquisition of multiple languages a challenge? Verbeia, Journal of English and Spanish studies.
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.
- 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.
2014
- Aguilar, M. & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.
- Buscà, F., Suárez, M. 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.
- Esteve-Gibert, N. & Prieto, P. (2014). Infants temporally coordinate gesture-speech combinations before they produce their first words. Speech Communication, 57, 301-316.
- Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483-503.
- Llanes, À. & Serrano, R. (2014). The effectiveness of classroom instruction 'at home' vs study abroad for learners of English as a foreign language attending primary, secondary school and university. The Language Learning Journal, 1-13.
- 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). Contrasting effects of starting age and input on the oral performance of foreign language learners. Applied Linguistics, 35(4), 463-482.
- 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.
- Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T. & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos, 39, 91-99.
- Serrano, R., Tragant, E. & Llanes, À (2014). Summer English courses abroad vs. 'at home'. ELT Journal, 68(4), 397-409.
- Suárez, M. M. (2014). Review of Cyberprogram 2.0. Programa de intervención para prevenir y reducir el ciberbullying, by Garaigordobil, M.; Martínez-Valderrey, V. Madrid. Pirámide, 2014. Guix, 409, 75-76.
- 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, 60-82.
2013
- Aguilar, M. & Muñoz, C. (2013). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.
- 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, 45, 66-80.
- 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. (2013). 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.
- 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., Thompson, M. & Victori, M. (2013) Understanding Foreign Language Learning Strategies: A validation study. System 41, 95-108.
- De Jong, N. H. & Mora, J. C. (in press). Does having good articulatory skills lead to more fluent speech in first and second languages? Studies in Second Language Acquisition.
- Elliott, N., Vila, F. X. & Gilabert, R. (in press). 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.
- Malicka, A., Gilabert, R. & Norris, J. (in press). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 1-29.
- Michelas, A., Esteve-Gibert, N. & Dufour, S. (in press). On the French listeners' ability to use stress during spoken word recognition. Journal of Cognitive Psychology.
- Muñoz, C. (in press). Tracing trajectories of young learners. Ten years of school English learning. Annual Review of Applied Linguistics.
- Muñoz, C., Cadierno, T. & Casas, I. (under review). Variability in early foreign language learning. A comparative study of Danish and Spanish young learners of English. Language Learning.
- Ortega, M. (in press). Is the acquisition of multiple languages a challenge? Verbeia, Journal of English and Spanish studies.
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.
- 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.
2014
- Aguilar, M. & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.
- Buscà, F., Suárez, M. 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.
- Esteve-Gibert, N. & Prieto, P. (2014). Infants temporally coordinate gesture-speech combinations before they produce their first words. Speech Communication, 57, 301-316.
- Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483-503.
- Llanes, À. & Serrano, R. (2014). The effectiveness of classroom instruction 'at home' vs study abroad for learners of English as a foreign language attending primary, secondary school and university. The Language Learning Journal, 1-13.
- 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). Contrasting effects of starting age and input on the oral performance of foreign language learners. Applied Linguistics, 35(4), 463-482.
- 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.
- Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T. & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos, 39, 91-99.
- Serrano, R., Tragant, E. & Llanes, À (2014). Summer English courses abroad vs. 'at home'. ELT Journal, 68(4), 397-409.
- Suárez, M. M. (2014). Review of Cyberprogram 2.0. Programa de intervención para prevenir y reducir el ciberbullying, by Garaigordobil, M.; Martínez-Valderrey, V. Madrid. Pirámide, 2014. Guix, 409, 75-76.
- 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, 60-82.
2013
- Aguilar, M. & Muñoz, C. (2013). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.
- 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, 45, 66-80.
- 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. (2013). 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.
- 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., Thompson, M. & Victori, M. (2013) Understanding Foreign Language Learning Strategies: A validation study. System 41, 95-108.
