Imma Miralpeix
Biographic Data
| ID | 6303119 |
|---|---|
| NAME | Imma Miralpeix |
| GIVEN NAMES | Imma |
| FAMILY NAME | Miralpeix |
| SIGNATURE | MIRALPEIX I |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0002-9118-5391 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Vocabulary Size in a Second Language
Vocabulary size in a second language (L2) can be defined as the number of words we know in the L2. We usually distinguish between receptive vocabulary size (the number of words that can be comprehended when encountered in spoken or written input) and productive vocabulary size (the number of words that can be freely used in speech or writing). Measuring vocabulary size has proven to be extremely challenging. Nowadays, we tend to use frequency‐bas…
Extensive viewing and L2 vocabulary learning
This article presents two classroom-based studies lasting one academic year: Study 1 with beginner learners of English as a foreign language and Study 2 with intermediate learners. In each study, learners in the comparison and experimental groups were introduced to new vocabulary through regular explicit instruction in class, but only those in the experimental group additionally watched subtitled (Study 1) or captioned (Study 2) television series…
Out-of-School Exposure to English in EFL Teenage Learners
Learning a Foreign Language (FL) beyond the classroom has become common practice thanks to advances in technology and the use of English as a Lingua Franca. This study explores the types and amount of out-of-school informal exposure to English that Spanish secondary school students typically receive in their daily lives. Informed by recent literature on the influence of extramural activities on FL proficiency, the second aim of this study is to i…
Vocabulary learning at first exposure
This article puts forward several proposals for replicating two well-known First Exposure studies dealing with the earliest stages of adult second language acquisition. Both of them enquire into the word-level knowledge that complete beginners are able to extract from minimal input when exposed to a new language for the first time. They also focus on several input variables that may enhance learning from minimal input. However, the first, by Gull…
ESL Written development at home and abroad
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…
Organizational and Formational Structures of Networks in the Mental Lexicon
This state-of-the-art presents a systematic exploration on the use of network patterns in global research efforts to understand, organize and represent the mental lexicon. Results have shown an increase over recent years in the usage of complex, small-world and scale-free network patterns within the literature. With the increasing complexity of network patterns, we see more potential in the inter-disciplinary exploration of the mental lexicon thr…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Who Transfers More … and What? Crosslinguistic Influence in Relation to School Grade and Language Dominance in EFL
Cross-linguistic influence (CLI) is receiving increasing attention in multilingual learners (Cenoz et al., 2001). Research with bilingual learners has analysed CLI in relation to language dominance (see, for instance, Hulk & Müller, 2000; Yip & Stephen, 2000) and to language dominance and grade in school settings (Cenoz, 2003; Lasagabaster, 2003a; Sanz, 2000). The aim of this study is threefold: (a) to analyse the relationship between CLI and gra…
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Who Transfers More … and What? Crosslinguistic Influence in Relation to School Grade and Language Dominance in EFL
Cross-linguistic influence (CLI) is receiving increasing attention in multilingual learners (Cenoz et al., 2001). Research with bilingual learners has analysed CLI in relation to language dominance (see, for instance, Hulk & Müller, 2000; Yip & Stephen, 2000) and to language dominance and grade in school settings (Cenoz, 2003; Lasagabaster, 2003a; Sanz, 2000). The aim of this study is threefold: (a) to analyse the relationship between CLI and gra…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Organizational and Formational Structures of Networks in the Mental Lexicon
This state-of-the-art presents a systematic exploration on the use of network patterns in global research efforts to understand, organize and represent the mental lexicon. Results have shown an increase over recent years in the usage of complex, small-world and scale-free network patterns within the literature. With the increasing complexity of network patterns, we see more potential in the inter-disciplinary exploration of the mental lexicon thr…
ESL Written development at home and abroad
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…
Extensive viewing and L2 vocabulary learning
This article presents two classroom-based studies lasting one academic year: Study 1 with beginner learners of English as a foreign language and Study 2 with intermediate learners. In each study, learners in the comparison and experimental groups were introduced to new vocabulary through regular explicit instruction in class, but only those in the experimental group additionally watched subtitled (Study 1) or captioned (Study 2) television series…
Out-of-School Exposure to English in EFL Teenage Learners
Learning a Foreign Language (FL) beyond the classroom has become common practice thanks to advances in technology and the use of English as a Lingua Franca. This study explores the types and amount of out-of-school informal exposure to English that Spanish secondary school students typically receive in their daily lives. Informed by recent literature on the influence of extramural activities on FL proficiency, the second aim of this study is to i…
Vocabulary learning at first exposure
This article puts forward several proposals for replicating two well-known First Exposure studies dealing with the earliest stages of adult second language acquisition. Both of them enquire into the word-level knowledge that complete beginners are able to extract from minimal input when exposed to a new language for the first time. They also focus on several input variables that may enhance learning from minimal input. However, the first, by Gull…
Vocabulary Size in a Second Language
Vocabulary size in a second language (L2) can be defined as the number of words we know in the L2. We usually distinguish between receptive vocabulary size (the number of words that can be comprehended when encountered in spoken or written input) and productive vocabulary size (the number of words that can be freely used in speech or writing). Measuring vocabulary size has proven to be extremely challenging. Nowadays, we tend to use frequency‐bas…
Computer Science (7 works) · Psychology (7 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Mathematics education (5 works) · Second Language Acquisition and Learning (4 works) · Vocabulary (4 works) · Mathematics (3 works) · Second Language Learning and Teaching (3 works) · Artificial Intelligence (2 works)