Roger Gilabert
Biographic Data
| ID | 2444698 |
|---|---|
| NAME | Roger Gilabert |
| GIVEN NAMES | Roger |
| FAMILY NAME | Gilabert |
| SIGNATURE | GILABERT R |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0001-6464-4161 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Instruction in Second Language Acquisition
The goal of this entry is to describe the role of instruction in second language acquisition. It starts by comparing naturalistic and instructed second language acquisition, and it emphasizes their main difference, that is, the lack of exposure to and processing of input in foreign language contexts. It emphasizes how instruction may compensate for such a lack of input, and it zooms in on two main dimensions of instruction that may be employed to…
Robinson, Peter
Born in London, United Kingdom, Peter Robinson is probably best known for his empirical studies, beginning in the mid‐1990s, into the roles of attention and awareness during implicit and explicit second language learning, and the effects of task complexity on L2 learners’ production and acquisition. Throughout his work in these areas he has consistently addressed the influence of individual differences in cognitive abilities on successful learnin…
Where SLA and Language Education Meet
This theoretical article sets a goal to investigate how task-based needs analysis (TBNA) as part of instructed second language acquisition (ISLA) may mediate between constructs and concepts in second language acquisition (SLA) and task-based design. It is claimed that as an instantiation of instructed second language acquisition (ISLA), TBNA in task-based language teaching (TBLT) may bring together decision-making during task design and what is k…
Audio-synchronized textual enhancement in foreign language pronunciation learning from videos
The benefits of multimodal input on foreign language listening comprehension and vocabulary learning are well-established, but only recently has its impact on pronunciation been explored. In this study, we audio-synchronized the highlighting of target words in captions to promote the activation of their phonolexical representations at the time they are auditorily processed and improve phonological updating in the mental lexicon. We recorded the e…
Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy
Recent years have seen a surge of calls for personalization of education. Automatised adaptivity in serious games has been advocated as a potential instantiation of such calls. Yet little is known about the extent to which personalised learning through automatised adaptivity poses an advantage for language learning over generalised teacher‐led sequencing in digital, game‐based learning environments. The goal of this paper is to address this quest…
The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology
Much research exists on the role of textual enhancement in instructed second language (L2) development, yet little is known about how its effectiveness is influenced by multiple exposures, whether it can facilitate the acquisition of L2 derivational morphology, and how it may affect child language learning. To fill these gaps, this study employed a six‐week multiple‐exposure design to investigate the extent which to textual enhancement can benefi…
Task‐Based Learning
Over the past 30 years, proposals for task‐based language teaching (TBLT) have drawn on a variety of claims about, and research into, the cognitive processes thought to promote successful second language acquisition (SLA). This entry reviews issues fundamental to the cognitive underpinnings and rationales for these proposals. They reflect a shift from a concern with the cognitive processes that facilitate comprehension of input, to a concern with…
The Effects of Mode and Task Complexity on Second Language Production
Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex versions of an argumentative, instruction-giving task orally, the other half did it in writing. The c…
Task‐Based Learning
Over the past thirty years, proposals for task‐based language teaching (TBLT) have drawn on a variety of claims about, and research into, the cognitive processes thought to promote successful second language acquisition (SLA).
The Effects of Mode and Task Complexity on Second Language Production
Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex versions of an argumentative, instruction-giving task orally, the other half did it in writing. The c…
Audio-synchronized textual enhancement in foreign language pronunciation learning from videos
The benefits of multimodal input on foreign language listening comprehension and vocabulary learning are well-established, but only recently has its impact on pronunciation been explored. In this study, we audio-synchronized the highlighting of target words in captions to promote the activation of their phonolexical representations at the time they are auditorily processed and improve phonological updating in the mental lexicon. We recorded the e…
Task‐Based Learning
Over the past thirty years, proposals for task‐based language teaching (TBLT) have drawn on a variety of claims about, and research into, the cognitive processes thought to promote successful second language acquisition (SLA).
The Effects of Mode and Task Complexity on Second Language Production
Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex versions of an argumentative, instruction-giving task orally, the other half did it in writing. The c…
Task‐Based Learning
Over the past 30 years, proposals for task‐based language teaching (TBLT) have drawn on a variety of claims about, and research into, the cognitive processes thought to promote successful second language acquisition (SLA). This entry reviews issues fundamental to the cognitive underpinnings and rationales for these proposals. They reflect a shift from a concern with the cognitive processes that facilitate comprehension of input, to a concern with…
Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy
Recent years have seen a surge of calls for personalization of education. Automatised adaptivity in serious games has been advocated as a potential instantiation of such calls. Yet little is known about the extent to which personalised learning through automatised adaptivity poses an advantage for language learning over generalised teacher‐led sequencing in digital, game‐based learning environments. The goal of this paper is to address this quest…
The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology
Much research exists on the role of textual enhancement in instructed second language (L2) development, yet little is known about how its effectiveness is influenced by multiple exposures, whether it can facilitate the acquisition of L2 derivational morphology, and how it may affect child language learning. To fill these gaps, this study employed a six‐week multiple‐exposure design to investigate the extent which to textual enhancement can benefi…
Where SLA and Language Education Meet
This theoretical article sets a goal to investigate how task-based needs analysis (TBNA) as part of instructed second language acquisition (ISLA) may mediate between constructs and concepts in second language acquisition (SLA) and task-based design. It is claimed that as an instantiation of instructed second language acquisition (ISLA), TBNA in task-based language teaching (TBLT) may bring together decision-making during task design and what is k…
Audio-synchronized textual enhancement in foreign language pronunciation learning from videos
The benefits of multimodal input on foreign language listening comprehension and vocabulary learning are well-established, but only recently has its impact on pronunciation been explored. In this study, we audio-synchronized the highlighting of target words in captions to promote the activation of their phonolexical representations at the time they are auditorily processed and improve phonological updating in the mental lexicon. We recorded the e…
Instruction in Second Language Acquisition
The goal of this entry is to describe the role of instruction in second language acquisition. It starts by comparing naturalistic and instructed second language acquisition, and it emphasizes their main difference, that is, the lack of exposure to and processing of input in foreign language contexts. It emphasizes how instruction may compensate for such a lack of input, and it zooms in on two main dimensions of instruction that may be employed to…
Robinson, Peter
Born in London, United Kingdom, Peter Robinson is probably best known for his empirical studies, beginning in the mid‐1990s, into the roles of attention and awareness during implicit and explicit second language learning, and the effects of task complexity on L2 learners’ production and acquisition. Throughout his work in these areas he has consistently addressed the influence of individual differences in cognitive abilities on successful learnin…
Linguistics (8 works) · Psychology (8 works) · Computer Science (7 works) · EFL/ESL Teaching and Learning (7 works) · Cognition (5 works) · Second Language Acquisition and Learning (5 works) · Task (project management) (5 works) · Cognitive psychology (4 works) · Mathematics education (4 works) · Second Language Learning and Teaching (4 works)