G
Gisela Granena
Researcher at Open University of Catalonia
Publications - 42
Citations - 1357
Gisela Granena is an academic researcher from Open University of Catalonia. The author has contributed to research in topics: Aptitude & Second-language acquisition. The author has an hindex of 16, co-authored 42 publications receiving 1170 citations. Previous affiliations of Gisela Granena include University of Maryland, College Park.
Papers
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Journal ArticleDOI
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains
Gisela Granena,Michael H. Long +1 more
TL;DR: This article identified the scope and timing of maturational constraints in three linguistic domains within the same individuals, as well as the potential mediating roles of amount of second language (L2) exposure and language aptitude at different ages in different domains.
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Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood
TL;DR: This article examined whether sequence learning ability (one aspect of a cognitive aptitude hypothesized to be relevant for implicit language learning and processing) is involved in early and late second language learners' morphosyntactic attainment, as measured by two types of structures and tasks.
BookDOI
Sensitive periods, language aptitude, and ultimate L2 attainment
Gisela Granena,Michael H. Long +1 more
TL;DR: The LLAMA Language Aptitude Test (LAT) as mentioned in this paper has been used to measure language aptitude in second-language acquisition, and it has been shown that high-level proficiency in late L2 acquisition is associated with high aptitude for native-like selection.
Journal ArticleDOI
The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback
Yucel Yilmaz,Gisela Granena +1 more
TL;DR: This article investigated the extent to which cognitive abilities that involve explicit cognitive processes (i.e., explicit language aptitude) are related to second language (L2) learning outcomes under two corrective feedback conditions.
Journal ArticleDOI
The effects of task type in synchronous computer-mediated communication
Yucel Yilmaz,Gisela Granena +1 more
TL;DR: This study examines the potential of learner-learner interaction through Synchronous Computer-Mediated Communication (SCMC) to focus learners’ attention on form through Language-Related Episodes, instances where learners turn their attention to formal aspects of language by questioning the accuracy of their own or each other’s language use.