Gisela Granena
Biographic Data
| ID | 1692074 |
|---|---|
| NAME | Gisela Granena |
| GIVEN NAMES | Gisela |
| FAMILY NAME | Granena |
| SIGNATURE | GRANENA G |
| AFFILIATIONS | Universitat Oberta de Catalunya |
| ORCID | 0000-0002-6322-9078 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 68 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Predictions of Cognitive Individual Differences in Language Acquisition
Hulstijn’s BLC Theory proposes a dissociation between cognitive individual differences and two types of cognition—the cognition of oral language and the cognition of written language. Specifically, cognitive IDs are expected to affect the acquisition of reading and writing skills in both native and non-native speakers, but not the acquisition of speech comprehension and speech production in either native or non-native speakers. This commentary wi…
Cognitive individual differences in the process and product of L2 writing
This paper examines how research in second language acquisition has approached the study of cognitive individual differences in the process and product of L2 writing from a theoretical and empirical perspective, paying special attention to the three empirical studies included in this special issue. The paper is divided into three sections. The first section examines the cognitive abilities that have been investigated in L2 writing research, among…
Implicitness and Explicitness in Cognitive Abilities and Corrective Feedback
This aptitude–treatment interaction study investigated the extent to which explicit and implicit cognitive abilities are differentially related to learning outcomes under two corrective feedback conditions. One hundred and thirteen intermediate English learners of Spanish were randomly assigned to an implicit feedback (recast), explicit feedback (explicit correction), or control group after completing tests from two aptitude batteries (High-Level…
Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance
This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was measured by means of the serial reaction time task from the High-Level Language Aptitude Battery. Two Sp…
Implicit and explicit instruction in L2 learning
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and O…
L1 reading factors in extensive L2 reading-while-listening instruction
Language Aptitude and Long-term Achievement in Early Childhood L2 Learners
Language aptitude comprises cognitive and perceptual abilities that predispose individuals to learn well or rapidly (Carroll 1981; Doughty et al. 2007) and that can interplay with age by moderating its effects on learning outcomes. Although there is agreement regarding the importance of aptitude, findings have been mixed regarding its role in child second language acquisition (e.g. Abrahamsson and Hyltenstam 2008 vs. DeKeyser 2000). This study se…
Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood
Language aptitude has been hypothesized as a factor that can compensate for postcritical period effects in language learning capacity. However, previous research has primarily focused on instructed contexts and rarely on acquisition-rich learning environments where there is a potential for massive amounts of input. In addition, the studies conducted to date have investigated cognitive aptitudes weighted heavily in favor of explicit processes (e.g…
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains
A study was conducted to identify the scope and timing of maturational constraints in three linguistic domains within the same individuals, as well as the potential mediating roles of amount of second language (L2) exposure and language aptitude at different ages in different domains. Participants were 65 Chinese learners of Spanish and 12 native speaker controls. Results for three learner groups defined by age of onset (AO) – 3–6, 7–15, and 16–2…
Constructing and validating the foreign language attitudes and goals survey (FLAGS)
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains
A study was conducted to identify the scope and timing of maturational constraints in three linguistic domains within the same individuals, as well as the potential mediating roles of amount of second language (L2) exposure and language aptitude at different ages in different domains. Participants were 65 Chinese learners of Spanish and 12 native speaker controls. Results for three learner groups defined by age of onset (AO) – 3–6, 7–15, and 16–2…
Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood
Language aptitude has been hypothesized as a factor that can compensate for postcritical period effects in language learning capacity. However, previous research has primarily focused on instructed contexts and rarely on acquisition-rich learning environments where there is a potential for massive amounts of input. In addition, the studies conducted to date have investigated cognitive aptitudes weighted heavily in favor of explicit processes (e.g…
Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance
This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was measured by means of the serial reaction time task from the High-Level Language Aptitude Battery. Two Sp…
Constructing and validating the foreign language attitudes and goals survey (FLAGS)
Predictions of Cognitive Individual Differences in Language Acquisition
Hulstijn’s BLC Theory proposes a dissociation between cognitive individual differences and two types of cognition—the cognition of oral language and the cognition of written language. Specifically, cognitive IDs are expected to affect the acquisition of reading and writing skills in both native and non-native speakers, but not the acquisition of speech comprehension and speech production in either native or non-native speakers. This commentary wi…
Constructing and validating the foreign language attitudes and goals survey (FLAGS)
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains
A study was conducted to identify the scope and timing of maturational constraints in three linguistic domains within the same individuals, as well as the potential mediating roles of amount of second language (L2) exposure and language aptitude at different ages in different domains. Participants were 65 Chinese learners of Spanish and 12 native speaker controls. Results for three learner groups defined by age of onset (AO) – 3–6, 7–15, and 16–2…
Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood
Language aptitude has been hypothesized as a factor that can compensate for postcritical period effects in language learning capacity. However, previous research has primarily focused on instructed contexts and rarely on acquisition-rich learning environments where there is a potential for massive amounts of input. In addition, the studies conducted to date have investigated cognitive aptitudes weighted heavily in favor of explicit processes (e.g…
Language Aptitude and Long-term Achievement in Early Childhood L2 Learners
Language aptitude comprises cognitive and perceptual abilities that predispose individuals to learn well or rapidly (Carroll 1981; Doughty et al. 2007) and that can interplay with age by moderating its effects on learning outcomes. Although there is agreement regarding the importance of aptitude, findings have been mixed regarding its role in child second language acquisition (e.g. Abrahamsson and Hyltenstam 2008 vs. DeKeyser 2000). This study se…
Implicit and explicit instruction in L2 learning
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and O…
L1 reading factors in extensive L2 reading-while-listening instruction
Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance
This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was measured by means of the serial reaction time task from the High-Level Language Aptitude Battery. Two Sp…
Implicitness and Explicitness in Cognitive Abilities and Corrective Feedback
This aptitude–treatment interaction study investigated the extent to which explicit and implicit cognitive abilities are differentially related to learning outcomes under two corrective feedback conditions. One hundred and thirteen intermediate English learners of Spanish were randomly assigned to an implicit feedback (recast), explicit feedback (explicit correction), or control group after completing tests from two aptitude batteries (High-Level…
Cognitive individual differences in the process and product of L2 writing
This paper examines how research in second language acquisition has approached the study of cognitive individual differences in the process and product of L2 writing from a theoretical and empirical perspective, paying special attention to the three empirical studies included in this special issue. The paper is divided into three sections. The first section examines the cognitive abilities that have been investigated in L2 writing research, among…
Predictions of Cognitive Individual Differences in Language Acquisition
Hulstijn’s BLC Theory proposes a dissociation between cognitive individual differences and two types of cognition—the cognition of oral language and the cognition of written language. Specifically, cognitive IDs are expected to affect the acquisition of reading and writing skills in both native and non-native speakers, but not the acquisition of speech comprehension and speech production in either native or non-native speakers. This commentary wi…
Psychology (10 works) · Linguistics (9 works) · EFL/ESL Teaching and Learning (8 works) · Cognition (7 works) · Cognitive psychology (6 works) · Mathematics education (6 works) · Aptitude (5 works) · Computer Science (5 works) · Developmental psychology (5 works) · Second Language Acquisition and Learning (5 works)