Carmen Muñoz
List of John Benjamins publications in which Carmen Muñoz is involved.
Journals
ISSN 0019-0829 | E‑ISSN 1783‑1490
Language, Interaction and Acquisition
Langage, Interaction et Acquisition
Edited by Sandra Benazzo, Marion Blondel, Helen Engemann, Marianne Gullberg, Henriëtte Hendriks, Fabian Santiago, Anita Thomas and Georges Daniel Véronique
ISSN 1879-7865 | E‑ISSN 1879‑7873
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Published under the auspices of the Spanish Association of Applied Linguistics
Edited by Francisco Alonso-Almeida and Giovanni Garofalo
ISSN 0213-2028 | E‑ISSN 2254‑6774
Yearbook
Title
Audiovisual Input and Second Language Learning
Edited by Carmen Muñoz and Imma Miralpeix
This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and… read more[Language Learning & Language Teaching, 61] 2024. x, 241 pp.
2025 Chapter 3. Primary school learners benefit from captioned video viewing: Vocabulary learning, viewing distribution and perceptions Early Language Education in Instructed Contexts: Current issues and empirical insights into teaching and learning languages in primary school, Frisch, Stefanie and Karen Glaser (eds.), pp. 43–64 | Chapter
This study explored the extent to which 6 groups of primary school L2 students (n = 120) from Chile benefitted from viewing 11 captioned episodes of an animated cartoon in vocabulary learning at the level of written word form recall (dictation). The pretest-posttest research design compared the… read more
2024 The development of L1 and L2 reading skills from captioned video viewing in primary school EFL learners Audiovisual Input and Second Language Learning, Muñoz, Carmen and Imma Miralpeix (eds.), pp. 25–47 | Chapter
This investigation explored the extent to which captioned video viewing (11 episodes) fostered the development of L2 reading skills in a group of 92 L1-Spanish primary school learners of English (years 4 and 5). It also assessed the influence of L1- and L2-related factors on students’ reading… read more
2024 The effects of textual enhancement on young learners’ attention and vocabulary acquisition through captioned cartoons Audiovisual Input and Second Language Learning, Muñoz, Carmen and Imma Miralpeix (eds.), pp. 48–73 | Chapter
This study aimed to analyze the effects of textual enhancement of captions on vocabulary acquisition by 17 L1-Spanish/Catalan primary school learners of English in fifth grade. Participants watched 11 episodes of a children’s television series. They were divided into two groups: one watched the… read more
2024 More pieces in the puzzle about language learning through audiovisual input Audiovisual Input and Second Language Learning, Muñoz, Carmen and Imma Miralpeix (eds.), pp. 221–240 | Chapter
In this concluding chapter, we bring together findings from the studies in this volume and place them within the context of prior research on audiovisual input, particularly within the broader framework of the SUBTiLL project. The findings are organized into three sections: captioned viewing,… read more
2024 The role of language aptitude in learning L2 constructions from captioned and uncaptioned audiovisual input Audiovisual Input and Second Language Learning, Muñoz, Carmen and Imma Miralpeix (eds.), pp. 176–198 | Chapter
This chapter discusses the effects of aptitude on learning L2 grammatical constructions from TV series with or without captions. Study 1 involved 69 Catalan/Spanish learners of English (EFL) who watched ten episodes of an English TV series, and targeted grammatical constructions learning. Study… read more
2023 Exploring the effects of audiovisual material and age in pragmatic learning Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36:2, pp. 467–498 | Article
The present study aims at analyzing the effects of pragmatic instruction through captioned audiovisual input on pragmatic performance by learners of different ages. The participants were 40 intermediate English as a Foreign Language (EFL) learners, 20 children and 20 adults, who were distributed… read more
2023 Measuring the visual in audio-visual input: The effects of imagery in vocabulary learning through TV viewing ITL - International Journal of Applied Linguistics 174:2, pp. 263–290 | Article
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… read more
2022 Audiovisual input in L2 learning Language, Interaction and Acquisition 13:1, pp. 125–143 | Article
This article provides an overview of research showing the advantages of audiovisual input in enhancing second/foreign language learning. It reviews the theoretical frameworks that explain the processing of audiovisual input and its language learning outcomes, presents the multimodal complexity… read more
2020 Boys like games and girls like movies: Age and gender differences in out-of-school contact with English Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 33:1, pp. 171–201 | Article
In many contexts learners are enriching their limited contact with the foreign language in the classroom with unlimited contact outside the classroom thanks to the easy and immediate availability of the Internet and digital media. This study aimed to document the characteristics of the contact… read more
2011 Aptitude, age and cognitive development: The MLAT-E in Spanish and Catalan EUROSLA Yearbook: Volume 11 (2011), Roberts, Leah, Gabriele Pallotti and Camilla Bettoni (eds.), pp. 5–29 | Article
In the validation studies of the Modern Language Aptitude Test-Elementary (MLAT-E) (Carroll & Sapon 1967) and its Spanish version, the MLAT-ES (Stansfield & Reed 2005), the total scores across grades increase unsteadily. At no point, though, has this increase been discussed. Similar results are… read more
2010 St Aying Abroad with the Family: A Case Study of two Siblings’ Second Language Development During a year’s Immersion ITL - International Journal of Applied Linguistics 160, pp. 24–48 | Article
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… read more
2007 Foreign accent in advanced learners: Two successful profiles EUROSLA Yearbook: Volume 7 (2007), Roberts, Leah, Ayşe Gürel, Sibel Tatar and Leyla Martı (eds.), pp. 171–190 | Article
Research has generally found age of learning (AOL) (i.e., age of initial significant L2 exposure) to predict degree of foreign accent (FA), while length of residence (LOR) has sometimes been seen as simply a corollary of AOL. The subjects in the present study were twelve late L2 learners of English… read more
2001 Motivation and attitudes towards L2: Some effects of age and instruction EUROSLA Yearbook: Volume 1 (2001), Foster-Cohen, Susan H. and Anna Nizegorodcew (eds.), pp. 211–224 | Article
This paper analyses the answers to a questionnaire in which learners of different age-groups and different proficiency levels were asked about their attitudes and types of motivation towards the L2 (EFL). First, motivation is seen to increase with school experience. Second, the younger learners… read more