Joan Carles Mora
List of John Benjamins publications in which Joan Carles Mora is involved.
Journal
ISSN 2215-1931 | E‑ISSN 2215‑194X
2026 Examining the relationship between speech rhythm, fluency measures and comprehensibility ratings in L2 English speech Journal of Second Language Pronunciation: Online-First Articles | Article
This study investigates the relationship between speech rhythm, utterance fluency, and native listeners’ perceptions of comprehensibility and fluency in second language (L2) English. Eighty-two advanced Spanish–Catalan bilingual learners of English completed a spontaneous speaking task, from… read more
2024 Exploring the potential of textually‑enhanced captioned video to direct learners’ attention to challenging sound contrasts Journal of Second Language Pronunciation 10:3, pp. 309–338 | Article
This study investigates the potential of textually-enhanced captioned video to direct EFL learners’ attention to a difficult L2 vowel contrast (English /æ/-/ʌ/) while watching a 30-minute episode of Ted Lasso. Spanish EFL learners (N = 89) were randomly assigned to five different viewing… read more
2024 Contrastive input enhancement in captioned video for L2 pronunciation learning Audiovisual Input and Second Language Learning, Muñoz, Carmen and Imma Miralpeix (eds.), pp. 150–175 | Chapter
This study investigated the potential of input enhancement in captioned video to facilitate learners’ perceptual sensitivity to a difficult L2 vowel contrast (/æ/-/ʌ/). Participants were randomly assigned to two control and four experimental viewing conditions to explore the effects of… read more
2023 Chapter 8. Oral fluency measures in study abroad research Methods in Study Abroad Research: Past, present, and future, Pérez-Vidal, Carmen and Cristina Sanz (eds.), pp. 183–207 | Chapter
Measuring L2 speaking fluency is methodologically challenging. The current chapter critically evaluates measures of L2 speaking fluency and their limitations in study abroad (SA) research and offers new methodological directions based on current findings from L2 fluency research. The analysis of… read more
2021 Chapter 14. Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels English Pronunciation Instruction: Research-based insights, Kirkova-Naskova, Anastazija, Alice Henderson and Jonás Fouz-González (eds.), pp. 327–356 | Chapter
This study investigated the effects of phonetically-oriented and lexically-oriented high-variability phonetic training. Forty-one L1-Catalan/Spanish EFL learners were randomly assigned to three groups. Two were trained on the English /æ/-/ʌ/ contrast either through nonwords (n=14) or words… read more
2017 Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech Journal of Second Language Pronunciation 3:2, pp. 167–198 | Article
This study investigated the relationship between processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech as a function of an L1- match between speaker and listener and non-native listeners’ proficiency. Instructed L2-English learners differing in L1… read more
2016 Executive control and phonological processing in language acquisition: The role of early bilingual experience in learning an additional language Cognitive Individual Differences in Second Language Processing and Acquisition, Granena, Gisela, Daniel O. Jackson and Yucel Yilmaz (eds.), pp. 249–277 | Chapter
This chapter discusses the relationship between cognitive control and phonological processing in a second language (L2). Cognitive control is globally referred to as executive functions, mainly consisting of attention control, working memory and inhibitory control. Our research examines how… read more
2015 Effects of Spanish use on the production of Catalan vowels by early Spanish-Catalan bilinguals The Phonetics–Phonology Interface: Representations and methodologies, Romero, Joaquín and María Riera (eds.), pp. 33–54 | Article
This study examined the production of Catalan vowels by 82 adults who had begun using both Spanish (S) and Catalan (C) at school age but differed in their self-reported percentage of Catalan use (11%=MostlyS, 40%=S/C, 63%=C/S, 86%=MostlyC). Bark-normalized Euclidean distances between the vowels… read more
2014 Chapter 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad Language Acquisition in Study Abroad and Formal Instruction Contexts, Pérez-Vidal, Carmen (ed.), pp. 167–194 | Chapter
The present study addresses, focusing on perceptual phonological competence, one of the main research questions within the SALA Project: namely, whether there are differential gains attributable to Formal Instruction (FI) and Study Abroad (SA) contexts, and whether there are different patterns of… read more
2014 Chapter 5. L2 fluency development in formal instruction and study abroad: The role of initial fluency level and language contact Language Acquisition in Study Abroad and Formal Instruction Contexts, Pérez-Vidal, Carmen (ed.), pp. 111–136 | Chapter
This chapter examines L2 fluency development across Formal Instruction (FI) and Study Abroad (SA) learning periods, thus investigating one of the research questions in the SALA Project, namely whether a three-month SA after a FI period results in significant benefits. The longitudinal approach in… read more