Instructed Second Language Acquisition Lab

Personal Statement

My research focuses on cognitive individual differences in both instructed and naturalistic SLA contexts; aptitude-treatment interactions; task-based language teaching (TBLT); measures of implicit and explicit language knowledge, as well as the effects of early and late bilingualism on long-term L2 achievement.

Recent Publications

Canals, L., Granena, G., Yilmaz, Y., & Malicka, A. (2021). The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication. Language Teaching Research.

Yilmaz, Y., & Granena, G. (2021). Implicitness and explicitness in cognitive abilities and corrective feedback: A double dissociation? Studies in Second Language Acquisition, 43(3), 523–550.

Canals, L., Granena, G., Yilmaz, Y., & Malicka, A. (2020). Second language learners’ and teachers’ perceptions of delayed immediate corrective feedback in an asynchronous online setting: An exploratory study. TESL Canada Journal, 37(2), 181–209. https://doi.org/10.18806/tesl.v37i2.1336

Granena, G. (2020). Implicit Language Aptitude (Elements in Second Language Acquisition). Cambridge: Cambridge University Press.

Granena, G., & Yilmaz, Y. (2019). Phonological short-term memory capacity and L2 oral performance. Journal of Second Language Studies, 2(2), 317–335.  https://doi.org/10.1075/jsls.19005.gra

Yilmaz, Y., & Granena, G. (2019). Cognitive individual differences as predictors of improvement and awareness under implicit and explicit feedback conditions. The Modern Language Journal, 103(3), 686–702. https://doi.org/10.1111/modl.12587

Granena, G. (2019). Cognitive aptitudes and L2 speaking proficiency: Links between LLAMA and Hi-LAB. Studies in Second Language Acquisition, 41(2), 313–336. https://doi.org/10.1017/S0272263118000256

Granena, G., & Yilmaz, Y. (2019). Corrective feedback and the role of implicit sequence learning ability in L2 online performance. Language Learning, 69, S1, 127–156. https://doi.org/10.1111/lang.12319

Granena, G., & Yilmaz, Y. (2018). Aptitude-Treatment Interaction in L2 learning: A research synthesis. Studies in English Education, 23(4), 803–830.

Long, M. H., & Granena, G. (2018). Sensitive periods and language aptitude in second language acquisition. A commentary on Mayberry and Kluender. Bilingualism: Language and Cognition, 21(5), 926-927. https://doi.org/10.1017/S1366728918000184

Granena, G. (2016). Age differences, maturational constraints, and implicit and explicit L2 learning. Brill Research Perspectives in Multilingualism and Second Language Acquisition, 1(1), 9-44.

Granena, G., Jackson, D. O., & Yilmaz, Y. (2016). Cognitive individual differences in second language processing and acquisition. Amsterdam: John Benjamins. ISBN 9789027243744

Granena, G. (2016). Explicit and implicit cognitive aptitudes and information-processing styles: An individual differences study. Applied Psycholinguistics, 37(3), 577-600.

 Yilmaz, Y., & Granena, G. (2015). Explicit language aptitude and the relative effectiveness of explicit, implicit and mixed feedback: An ATI study. Bilingualism: Language and Cognition. http://journals.cambridge.org/repo_A95yCsm5

 Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483-503. http://dx.doi.org/10.1093/applin/amu013

 Granena, G. (2013). Individual differences in sequence learning ability and SLA in early childhood and adulthood. Language Learning, 63(4), 665-703.

 Granena, G., & Long, M. H. (2013a). Age of onset, length of residence, aptitude and ultimate L2 attainment in three linguistic domains. Second Language Research, 29(3), 311-343.

 Granena, G., & Long, M. H. (Eds.). (2013b). Sensitive periods, language aptitude, and ultimate L2 attainment. Amsterdam: John Benjamins.