Carmen Muñoz
Biographic Data
| ID | 3592447 |
|---|---|
| NAME | Carmen Muñoz |
| GIVEN NAMES | Carmen |
| FAMILY NAME | Muñoz |
| SIGNATURE | MUÑOZ C |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0002-4150-8834 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 124 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 7 |
Using LLAMA_B as a predictor of L2 vocabulary learning by young learners
Audio–Visual Input and Language Learning
The increasing digitization of society has dramatically boosted the opportunities for contact with additional languages, and more and more language learning is taking place outside the classroom and through audio–visual input. Audio–visual input is an enriched, multimodal form of input characterized by the interaction among sound, image, and, often, written language on the screen. This interaction is thought to support L2 processing and learning.…
Measuring the visual in audio-visual input: The effects of imagery in vocabulary learning through TV viewing
This exploratory study investigates the effects of imagery on word learning through audio-visual input. A total of 82 adolescent EFL learners were exposed to 8 episodes of a TV series under four conditions, depending on the language of the on-screen text (L1 or L2) and whether they were pre-taught target words or not. The effects of co-occurrence of the word with its image, and the image time on screen (ITOS) were explored, alongside frequency, p…
The Development of Receptive Language Skills from Captioned Video Viewing in Primary School EFL Learners
The evidence obtained to date supports the use of captioned videos for L2 learning purposes, such as vocabulary acquisition and the development of L2 listening skills. However, little research has been conducted with primary school learners, and even less so on the extent to which L2-captioned videos foster the development of L2 reading skills. Thus, the present investigation aimed to determine the extent to which five groups of primary school EF…
Input in study abroad and views from acquisition: Focus on constructs, operationalization and measurement issues: Introduction to the special issue
This article briefly discusses the notion of input in a study abroad perspective, situating it against how input is treated in second language acquisition (SLA) more broadly, with a focus on methodological issues, operationalizations, and measurements. It further introduces three studies that examine input as studied in ‘the real wild’, and two studies that instead focus on ‘the digital wild’
Audio-visual input for learning L2 vocabulary and grammatical constructions
This article addresses the benefits of audio-visual input for learning second language (L2) vocabulary and grammatical constructions. Specifically, it explores the role of frequency, the effects of subtitles and captions, and the mediating role of learner proficiency on language gains in two longitudinal studies. Study 1 targets vocabulary acquisition in two groups of adolescents with an elementary L2 proficiency level who view 24 episodes of a T…
Examining Adolescent Efl Learners’ Tv Viewing Comprehension Through Captions and Subtitles
This study explores the differential effects of captions and subtitles on extensive TV viewing comprehension by adolescent beginner foreign language learners, and how their comprehension is affected by factors related to the learner, preteaching of target vocabulary, the lexical coverage of the episodes, and the testing instruments. Four classes of secondary school students took part in an 8-month intervention viewing 24 episodes of a TV series, …
Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
Different Starting Points for English Language Learning: A Comparative Study of Danish and Spanish Young Learners
This study compared receptive English grammar skills of two groups of 7- and 9-year-old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language-related factors (receptive vocabulary skills, cognate linguistic distance) and two context-related factors (amount of formal instruction,…
The role of age and proficiency in subtitle reading. An eye-tracking study
Around and Beyond the Critical Period Hypothesis
L1 reading factors in extensive L2 reading-while-listening instruction
Morphosyntactic cues to noun categorization in English child-directed speech
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners
The present study focuses on the influence of starting age and input on foreign language learning. In relation to starting age, the study investigates whether early starters in instructional settings achieve the same kind of long-term advantage as learners in naturalistic settings and it complements previous research by using data from oral performance. In relation to input, this study examines and compares the relative impact on learners’ oral p…
Complexities and Interactions of Age Effects in L2 Learning: Broadening the Research Agenda
This special issue gathers together a collection of studies that broadens the research agenda and debates in the area of age studies in second language (L2) learning (see Munoz and Singleton 2011). The contributions point to the current breadth and wealth of approaches to age effects, from those that predominantly rely on a maturational constraint explanation to those that propose a multi-factor explanation focusing their attention on the interac…
The interaction of L1 timing, onset age and input in second/foreign language acquisition
Preview this article: The interaction of L1 timing, onset age and input in second/foreign language acquisition, Page 1 of 1 /docserver/preview/fulltext/lab.4.3.12mun-1.gif
Exploring young learners’ foreign language learning awareness
The present study explores young learners’ awareness of foreign language learning and of their learning conditions. The participants were 76 Catalan-Spanish children who were learning English at primary school. Both cross-sectional and longitudinal data were collected by means of two different interviews that contained questions related to pupils’ views about themselves as learners, their learning of English, the difficulty of English language le…
The effect of proficiency on CLIL benefits in Engineering students in S pain
This paper reports on a follow‐up study of a Content and Language Integrated Learning ( CLIL ) pilot experience with bilingual postgraduate engineering students at a S panish university. It aimed at examining learners' gains in listening and grammar skills after a CLIL course in E nglish for a semester, in particular whether students' listening and grammar skills were affected similarly and whether participants' proficiency level played a role. P…
Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home
This study examines the effects of learning context and age on second language development by comparing the language gains, measured in terms of oral and written fluency, lexical and syntactic complexity, and accuracy, experienced by four groups of learners of English: children in a study abroad setting, children in their at-home school, adults in a study abroad setting, and adults in their at-home university. Results show that the study abroad c…
Explicit Learning in Second Language Acquisition
An introduction to explicit learning needs to refer to implicit learning as well, either as the other extreme of a dichotomy or of a continuum.
Age‐Appropriate Instruction and Assessment for School‐Age Learners
The recent trend toward teaching foreign languages in primary and pre‐primary school has enriched the education of young populations in many parts of the world while at the same time it has brought about new challenges for teachers, schools, and educational systems. Mainly, the inclusion of young learners in the foreign language teaching agenda has made evident the importance of age‐related differences among learners and has emphasized the releva…
The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension
The project Early Language Learning in Europe (ELLiE) has studied the longitudinal effects of an early foreign language (FL) start in seven European contexts. This article presents a sub-study of ELLiE that investigates the impact of out-of-school factors on learners' listening and reading skills in year four of formal FL instruction. More specifically, we include parents' educational level, parents' use of the FL professionally, exposure, intera…
A critical review of age-related research on L2 ultimate attainment
This article addresses age-related attainment effects in second language acquisition, posing the question of whether such effects are to be explained in terms of a Critical Period with a predictable and abrupt offset point or in terms of the impact of a wider range of factors. It attempts to explore this question by focusing on four discussion points in the current debate: (i) the wide use of native-speaker behaviour as the key L2 attainment yard…
Expression of Myosin Heavy Chain Isoforms in the Supraspinatus Muscle of Different Primate Species: Implications for the Study of the Adaptation of Primate Shoulder Muscles to Different Locomotor Mode…
St Aying Abroad with the Family: A Case Study of two Siblings’ Second Language Development During a year’s Immersion
The present paper deals with second language learning in an increasingly common type of situation: the one encountered by children of families that move to a different country for a limited period of time. These children enjoy a learning experience that provides them with a naturalistic setting for full immersion in the language community as well as formal instruction at school. The paper presents a case study that investigates the longitudinal d…
A short stay abroad: Does it make a difference
The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension
The project Early Language Learning in Europe (ELLiE) has studied the longitudinal effects of an early foreign language (FL) start in seven European contexts. This article presents a sub-study of ELLiE that investigates the impact of out-of-school factors on learners' listening and reading skills in year four of formal FL instruction. More specifically, we include parents' educational level, parents' use of the FL professionally, exposure, intera…
The effect of proficiency on CLIL benefits in Engineering students in S pain
This paper reports on a follow‐up study of a Content and Language Integrated Learning ( CLIL ) pilot experience with bilingual postgraduate engineering students at a S panish university. It aimed at examining learners' gains in listening and grammar skills after a CLIL course in E nglish for a semester, in particular whether students' listening and grammar skills were affected similarly and whether participants' proficiency level played a role. P…
Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home
This study examines the effects of learning context and age on second language development by comparing the language gains, measured in terms of oral and written fluency, lexical and syntactic complexity, and accuracy, experienced by four groups of learners of English: children in a study abroad setting, children in their at-home school, adults in a study abroad setting, and adults in their at-home university. Results show that the study abroad c…
Same hours, different time distribution: Any difference in EFL
Different Starting Points for English Language Learning: A Comparative Study of Danish and Spanish Young Learners
This study compared receptive English grammar skills of two groups of 7- and 9-year-old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language-related factors (receptive vocabulary skills, cognate linguistic distance) and two context-related factors (amount of formal instruction,…
The role of age and proficiency in subtitle reading. An eye-tracking study
Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
Audio-visual input for learning L2 vocabulary and grammatical constructions
This article addresses the benefits of audio-visual input for learning second language (L2) vocabulary and grammatical constructions. Specifically, it explores the role of frequency, the effects of subtitles and captions, and the mediating role of learner proficiency on language gains in two longitudinal studies. Study 1 targets vocabulary acquisition in two groups of adolescents with an elementary L2 proficiency level who view 24 episodes of a T…
Expression of Myosin Heavy Chain Isoforms in the Supraspinatus Muscle of Different Primate Species: Implications for the Study of the Adaptation of Primate Shoulder Muscles to Different Locomotor Mode…
Input in study abroad and views from acquisition: Focus on constructs, operationalization and measurement issues: Introduction to the special issue
This article briefly discusses the notion of input in a study abroad perspective, situating it against how input is treated in second language acquisition (SLA) more broadly, with a focus on methodological issues, operationalizations, and measurements. It further introduces three studies that examine input as studied in ‘the real wild’, and two studies that instead focus on ‘the digital wild’
Trilingualism in the Catalan Educational System
This paper focuses on the use of Catalan, Spanish, and English in Catalonia, Spain, where Catalan and Spanish are official languages. The school curriculum includes at least three languages (Catalan, Spanish, and English) and Catalan has become the main language of instruction. The paper summarizes the use of the three languages in the curriculum and the teaching conditions and describes in more detail the teaching of English as an additional lan…
Es mio no; no es tuo: Emergence and use offirst and second person reference in Spanish, some observational data
Trilingualism in the Catalan Educational System
This paper focuses on the use of Catalan, Spanish, and English in Catalonia, Spain, where Catalan and Spanish are official languages. The school curriculum includes at least three languages (Catalan, Spanish, and English) and Catalan has become the main language of instruction. The paper summarizes the use of the three languages in the curriculum and the teaching conditions and describes in more detail the teaching of English as an additional lan…
Age and the Rate of Foreign Language Learning
This book examines the various ways in which age affects the process and the product of foreign language learning in a school setting. It presents studies that cover a wide range of topics, from phonetics to learning strategies. It will be of interest to students and researchers working in SLA research, language planning and language teaching.
The His / Her Challenge: Making Progress in a ‘Regular’ L2 Programme
This paper reports on two studies that investigated the effectiveness of a contrastive analysis type of pedagogical intervention, which aimed to promote interlanguage development in the use and understanding of English possessive determiners (PDs) among adolescent second language (L2) learners. The first research question asked whether explicit instruction involving a rule of thumb, contrastive information and repeated contextualised practice of …
Same hours, different time distribution: Any difference in EFL
Symmetries and Asymmetries of Age Effects in Naturalistic and Instructed L2 Learning
Journal Article Symmetries and Asymmetries of Age Effects in Naturalistic and Instructed L2 Learning Get access Carmen Muñoz Carmen Muñoz University of Barcelona Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 29, Issue 4, December 2008, Pages 578–596, https://doi.org/10.1093/applin/amm056 Published: 31 January 2008
A short stay abroad: Does it make a difference
St Aying Abroad with the Family: A Case Study of two Siblings’ Second Language Development During a year’s Immersion
The present paper deals with second language learning in an increasingly common type of situation: the one encountered by children of families that move to a different country for a limited period of time. These children enjoy a learning experience that provides them with a naturalistic setting for full immersion in the language community as well as formal instruction at school. The paper presents a case study that investigates the longitudinal d…
A critical review of age-related research on L2 ultimate attainment
This article addresses age-related attainment effects in second language acquisition, posing the question of whether such effects are to be explained in terms of a Critical Period with a predictable and abrupt offset point or in terms of the impact of a wider range of factors. It attempts to explore this question by focusing on four discussion points in the current debate: (i) the wide use of native-speaker behaviour as the key L2 attainment yard…
Expression of Myosin Heavy Chain Isoforms in the Supraspinatus Muscle of Different Primate Species: Implications for the Study of the Adaptation of Primate Shoulder Muscles to Different Locomotor Mode…
Explicit Learning in Second Language Acquisition
An introduction to explicit learning needs to refer to implicit learning as well, either as the other extreme of a dichotomy or of a continuum.
Age‐Appropriate Instruction and Assessment for School‐Age Learners
The recent trend toward teaching foreign languages in primary and pre‐primary school has enriched the education of young populations in many parts of the world while at the same time it has brought about new challenges for teachers, schools, and educational systems. Mainly, the inclusion of young learners in the foreign language teaching agenda has made evident the importance of age‐related differences among learners and has emphasized the releva…
The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension
The project Early Language Learning in Europe (ELLiE) has studied the longitudinal effects of an early foreign language (FL) start in seven European contexts. This article presents a sub-study of ELLiE that investigates the impact of out-of-school factors on learners' listening and reading skills in year four of formal FL instruction. More specifically, we include parents' educational level, parents' use of the FL professionally, exposure, intera…
The effect of proficiency on CLIL benefits in Engineering students in S pain
This paper reports on a follow‐up study of a Content and Language Integrated Learning ( CLIL ) pilot experience with bilingual postgraduate engineering students at a S panish university. It aimed at examining learners' gains in listening and grammar skills after a CLIL course in E nglish for a semester, in particular whether students' listening and grammar skills were affected similarly and whether participants' proficiency level played a role. P…
Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home
This study examines the effects of learning context and age on second language development by comparing the language gains, measured in terms of oral and written fluency, lexical and syntactic complexity, and accuracy, experienced by four groups of learners of English: children in a study abroad setting, children in their at-home school, adults in a study abroad setting, and adults in their at-home university. Results show that the study abroad c…
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners
The present study focuses on the influence of starting age and input on foreign language learning. In relation to starting age, the study investigates whether early starters in instructional settings achieve the same kind of long-term advantage as learners in naturalistic settings and it complements previous research by using data from oral performance. In relation to input, this study examines and compares the relative impact on learners’ oral p…
Complexities and Interactions of Age Effects in L2 Learning: Broadening the Research Agenda
This special issue gathers together a collection of studies that broadens the research agenda and debates in the area of age studies in second language (L2) learning (see Munoz and Singleton 2011). The contributions point to the current breadth and wealth of approaches to age effects, from those that predominantly rely on a maturational constraint explanation to those that propose a multi-factor explanation focusing their attention on the interac…
The interaction of L1 timing, onset age and input in second/foreign language acquisition
Preview this article: The interaction of L1 timing, onset age and input in second/foreign language acquisition, Page 1 of 1 /docserver/preview/fulltext/lab.4.3.12mun-1.gif
Exploring young learners’ foreign language learning awareness
The present study explores young learners’ awareness of foreign language learning and of their learning conditions. The participants were 76 Catalan-Spanish children who were learning English at primary school. Both cross-sectional and longitudinal data were collected by means of two different interviews that contained questions related to pupils’ views about themselves as learners, their learning of English, the difficulty of English language le…
Around and Beyond the Critical Period Hypothesis
L1 reading factors in extensive L2 reading-while-listening instruction
Morphosyntactic cues to noun categorization in English child-directed speech
The role of age and proficiency in subtitle reading. An eye-tracking study
Different Starting Points for English Language Learning: A Comparative Study of Danish and Spanish Young Learners
This study compared receptive English grammar skills of two groups of 7- and 9-year-old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language-related factors (receptive vocabulary skills, cognate linguistic distance) and two context-related factors (amount of formal instruction,…
Examining Adolescent Efl Learners’ Tv Viewing Comprehension Through Captions and Subtitles
This study explores the differential effects of captions and subtitles on extensive TV viewing comprehension by adolescent beginner foreign language learners, and how their comprehension is affected by factors related to the learner, preteaching of target vocabulary, the lexical coverage of the episodes, and the testing instruments. Four classes of secondary school students took part in an 8-month intervention viewing 24 episodes of a TV series, …
Psychology (27 works) · Linguistics (24 works) · EFL/ESL Teaching and Learning (21 works) · Mathematics education (19 works) · Second Language Learning and Teaching (17 works) · Computer Science (14 works) · Language acquisition (11 works) · Subtitles and Audiovisual Media (9 works) · Second Language Acquisition and Learning (8 works) · Second-language acquisition (8 works)