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2024 - 20263
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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    Incidental learning of collocations through reading an academic text
    (El Gruyter, 2024-07-15) Viña, Inés de la; Kim, Christina S; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347
    This study investigated the incidental learning of collocations in two reading modes (reading-only (RO), reading-while-listening (RWL)), taking into account additional learner- and collocation-related predictors of learning (e.g., congruency). An academic text was used, as this could be a useful source for vocabulary learning for university-level English as a Foreign Language (EFL) learners. Sixty-eight advanced Spanish EFL learners read a text containing 14 target collocations, in the RO or the RWL condition. Learning gains were measured in terms of form recall and form recognition. Results showed that collocations can be learnt incidentally from reading. While reading mode did not influence learning, congruency and prior vocabulary knowledge improved form recall, emphasising the importance of features specific to individual learners and collocations for vocabulary learning.
  • Miniatura
    Publicación
    The effects of L2 exposure at school on the cognitive development of children from monolingual backgrounds: A longitudinal study
    (Cambridge University Press, 2025-09-03) Chamorro Galán, María Gloria; Viña, Inés de la; Janke, Vikki
    This longitudinal study examined the cognitive development of Spanish children from monolingual backgrounds attending schools with varying levels of English exposure (13%–83%) to assess whether higher L2 exposure results in advantages over time. 229 children (ages 6–7) completed background (nonverbal reasoning (NVR), working memory (WM), L1 vocabulary, L2 vocabulary) and experimental tests measuring attentional/executive functions (selective attention, divided attention, switching, inhibition) at the beginning and end of year 1 of primary education. Generalized linear mixed-effects models, accounting for factors such as family educational level, onset of L2 exposure and language exposure outside of school, indicated that children’s cognitive skills benefit from (high) L2 exposure at school, with greater L2 exposure being linked to more enhanced attentional/executive skills as well as to a larger L2 vocabulary. These findings support the positive effects of immersion programs, suggesting that L2 exposure in school settings alone can contribute to more developed attentional/executive skills.
  • Miniatura
    Publicación
    Theory-of-Mind development in educational bilingualism: Identifying the strongest predictors of performance and tracking them over time
    (Cambridge University Press, 2026-03-30) Chamorro Galán, María Gloria; Janke, Vikki; Viña, Inés de la; Comunidad de Madrid (CAM)
    This longitudinal study monitored Theory-of-Mind development in monolingually raised but bilingually educated Spanish children (age 5–6) with varied L2-English curricula (13%–83%) to assess whether higher L2-exposure resulted in advantages on seven ToM concepts (emotion, desires, belief, reference, moral-reasoning, lies, sarcasm). Attention (selective, switching, inhibition) and a full suite of individual-difference effects were also monitored. GLMMs linked greater L2-exposure to higher ToM accuracy, and although all three attention measures contributed to ToM scores, the effect of selective attention was the strongest. L1-vocabulary and NVR routinely predicted ToM scores, and girls surpassed boys on sarcasm. We conclude that bilingualism spurs ToM development quickly and is not linked to L2-vocabulary at this stage. In addition, the fact that L2-exposure and individual differences impacted cognitive, affective, and conative ToM differentially supports an approach that analyses these components separately.