Browsing Articles publicats (Anglès i Lingüística) by Author "Llanes, Àngels"
Now showing items 1-12 of 12
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A short stay abroad: does it make a difference?
Llanes, Àngels; Muñoz Lahoz, Carmen (Elsevier, 2009)Given that summer abroad programs are becoming more and more popular, the aim of the present study is to find out whether foreign language proficiency can be significantly improved during a summer stay of 3-4 weeks. The ... -
An exploratory study of the role of age and language learning aptitude in a short stay abroad
Serrano, Raquel; Llanes, Àngels (University of Vigo, 2015)The purpose of this study is to analyze the effect of age and aptitude on the second language (L2) gains made in English by a group of Catalan/Spanish bilinguals who spent three weeks in the United Kingdom. The participants ... -
Differential effects of SA and intensive AH courses on teenagers' L2 pronunciation
Llanes, Àngels; Serrano, Raquel; Mora, Joan Carles (Wiley, 2016)The present study compares the differential effects of two learning contexts on the L2 pronunciation accuracy of L1-Spanish/Catalan teenage learners of English. The learners engaged in either a study abroad (SA) course in ... -
Erasmus students using English as a lingua franca: does study abroad in a non-English-speaking country improve L2 English?
Llanes, Àngels; Mancho Barés, Guzmán; Arnó Macià, Elisabet (Taylor & Francis, 2016) -
L2 reading and vocabulary development after a short Study Abroad experience
Borràs Andrés, Judith; Llanes, Àngels (Universidade de Vigo. Servicio de Publicacións, 2020)This study explores the development of L2 reading and vocabulary as a result of a short (3-week) SA experience. Given the growing literature on Study Abroad (SA) research, this investigation attempts to shed some light on ... -
Learning English during the summer: A comparison of two domestic programs for pre-adolescents
Llanes, Àngels; Serrano, Raquel; Tragant Mestres, Elsa (SAGE Publications, 2016)Contexts that promote intensive L2 experiences (typically, stay abroad, immersion, etc.) are reported to facilitate language development; yet, little is known about such programs when they are addressed to school-age learners ... -
Length of stay and study abroad: Language gains in two versus three months abroad
Llanes, Àngels; Serrano Serrano, Raquel (Asociación Española de Lingüística Aplicada (AESLA), 2011)This study examines the effect of 'length of stay' on the written and oral development of two groups of Spanish-speaking students learning English in the UK through the Erasmus Program. Written and oral data were collected ... -
Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance
Llanes, Àngels; Gilabert Guerrero, Roger; Barón Parés, Júlia (Walter de Gruyter, 2009)The goal of this study is to investigate the impact of manipulating the cognitive complexity of three different types of oral tasks on interaction. The study first considers the concepts of task complexity and interaction ... -
Reading in English as a Foreign language: Examining differences in reading speed, comprehension, efficacy and L1 cross-linguistic influence across grades
Llanes, Àngels (Asociación Española de Comprensión Lectora, 2018)Reading in a second or foreign language (L2) is a more complicated process than reading in one's first language because it requires additional demands on the reader. Reading can be assessed from various ... -
Studying the impact of academic mobility on intercultural competence: a mixed-methods perspective
Llanes, Àngels; Cots Caimons, Josep Maria; Mas-Alcolea, Sònia; Aguilar Pérez, Marta (Taylor & Francis, 2016)This paper contributes to the study of the impact of academic mobility on the development of students’ intercultural competence (IC). Following Byram, IC is seen as comprising the three components of knowledge, behaviour ... -
The influence of a short study abroad experience on perceived foreign accent: an exploratory study beyond the immediate effects
Llanes, Àngels (John Benjamins, 2016)This study examines the impact of learning context on the L2 pronunciation of 14 Catalan/Spanish-speaking children. Eight children engaged in a two-month study abroad (SA) experience, whereas six students learned English ... -
Young learners’ processing of multimodal input and its impact on reading comprehension: an eye-tracking study
Pellicer-Sánchez, Ana; Tragant Mestres, Elsa; Conklin, Kathy; Rodgers, Michael; Serrano, Raquel; Llanes, Àngels (Cambridge University Press, 2020)Theories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening ...