Carmen Pérez‐vidal

Biographic Data

ID1692920
NAMECarmen Pérez‐vidal
GIVEN NAMESCarmen
FAMILY NAMEPérez‐vidal
SIGNATUREVIDAL C P
AFFILIATIONSUniversitat Pompeu Fabra
ORCID0000-0002-7180-1978
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS5
AUTHOR COUNT13
EDITOR COUNT0
FIRST PUBLICATION YEAR2001
LATEST PUBLICATION YEAR2024
H-INDEX2

  • Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries

    Open AccessZeynep Köylü, Nurullah Eryılmaz et al.ARTICLELanguage Learning2024References: 55

    Because of authentic exposure, study-abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb-argument constructions, pragmatic and discourse features, and so on), use of formulaic sequences, and lexical measures. This study traces the development of these constructs over time in written diary texts of 26 Cat…

  • A dynamic usage-based analysis of L2 written complexity development of sojourners

    Open AccessZeynep Köylü, Nurullah Eryılmaz et al.ARTICLEJournal of Second Language Writing2023

    Studies exploring complexity, accuracy, and fluency (CAF) development from a complex dynamic or dynamic usage-based (DUB) systems view are well documented in the literature (Verspoor et al., 2021). However, the analyses in these studies are mostly limited to elementary to intermediate level L2 learners from instructed secondary school settings. The current study thus investigates the relationship between time and holistic judgments of proficiency…

  • ESL Written development at home and abroad

    Victoria Zaytseva, Imma Miralpeix et al.ARTICLEInternational Journal of…2022

    The present study examines the development of second language (L2) vocabulary in writing comparing two different learning contexts, formal instruction (FI) at home followed by a 3-month stay abroad (SA). Data were obtained from a group of 30 Catalan/Spanish advanced learners of English before and after each learning period by means of a written composition. These compositions were analyzed quantitatively in terms of lexical measures in various do…

  • Adjunct instruction in higher education

    Helena Roquet, Alexandra Vraçiu et al.ARTICLEInternational Journal of…2022

    This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students’ grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52 university students enrolled in two different strands of the same Dentistry degree: an English-Medium Instruct…

  • A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners

    Open AccessJennifer Ament, Júlia Barón Páres et al.ARTICLEJournal of Pragmatics2020Cited by: 2References: 50

  • Does gender have an impact on the potential benefits learners may achieve in two contexts compared

    Helena Roquet, Jaume Llopis et al.ARTICLEInternational Journal of…2016

    This study focuses on the degree of influence of one individual factor, namely gender, on the level of English competence attained in two different groups of intermediate-level Catalan Spanish adolescent learners of English as a foreign language: the first group (Group A) is 1 year younger and follows formal instruction (FI) and in parallel content and language integrated learning (CLIL) instruction (FI + CLIL). That is, the group receives some ‘…

  • Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing

    Helena Roquet, Carmen Pérez‐vidal et al.ARTICLEApplied Linguistics2015

    This study investigates the differential effects of two learning contexts, formal instruction (FI) and content and language integrated learning (CLIL), on the written production skills of intermediate-level Catalan Spanish adolescent learners of English as a foreign language. Written samples elicited through a composition at two data collection times over one academic year were quantitatively and qualitatively assessed for complexity, accuracy, a…

  • Practice makes best

    Carmen Pérez‐vidalARTICLEInternational Journal of…2015Cited by: 2References: 3

    Undoubtedly, different learning contexts offer different opportunities for foreign language practice. This article focuses on context effects, and reports on the findings of the Study Abroad and Language Acquisition (SALA) project, which has examined in depth the impact of two learning contexts, SA within the European Community Action Scheme for the Mobility of University Students (ERASMUS), and formal instruction (FI), on the progress made by ad…

  • The linguistic impact of a CLIL Science programme

    Open AccessCarmen Pérez‐vidal, Carmen Pérez-Vidal et al.ARTICLESystem2015Cited by: 1References: 2

  • Aila Research Network

    Open AccessCarmen Pérez‐vidal, Martin HowardARTICLEInternational Journal of Applied…2014

  • Study Abroad and Language Learning

    Open AccessCarmen Pérez‐vidal, Martin HowardARTICLEInternational Journal of Applied…2013

  • Aila research network

    Open AccessMartin Howard, Carmen Pérez‐vidalARTICLEInternational Journal of Applied…2013

  • Mixing and pragmatic parental strategies in early bilingual acquisition

    Open AccessMaría Juan-Garau, Carmen Pérez‐vidal et al.ARTICLEJournal of Child Language2001

    This paper investigates the relationship between a child's degree of bilingualism and features of parental input. It seeks to demonstrate that parental discourse strategies have a direct bearing on the levels of mixing present in the child's utterances in his weaker language, English. It is based on the longitudinal study of a Catalan/English bilingual child from 1;3 to 4;2 years old. The strategies adopted by both parents in response to their ch…