artículos y capítulos de libro

• Fernández Fuertes, R. y E. Gómez Garzarán. 2025. Explicit instruction and length of exposure in the teaching of English noun-noun compounds. En García Mayo, Mª del Pilar (ed.). Investigating attention to form and individual differences: research with EFL children. Second Language Learning and Teaching. Springer.
• Fernández Fuertes, R., T. Gómez Carrero, y J.M. Liceras. 2025. Activation and local inhibition in the bilingual child’s processing of codeswitching. Second Language Research 41 (1): 163-190.

• Arnold, P. y M.T. Martinez-García. 2025. The Spanish Vowels: The Great Forgotten in the Spanish Classroom. Hispania 108 (1): 3-10.

• Martinez Garcia, M.T. 2025. Orthographic influence on English word recognition by Spanish and Korean learners. Estudios de Fonética Experimental 34: 113–128.

• Martínez García, M.T., J. Amber y S. Schwab. 2024. Use of word-level stress in L2 Spanish word recognition. Proceedings of the Speech Prosody 2024 (SP2024).

• Mujcinovic, S. 2024. Monolingual and bilingual production of English sentential subjects: the frog story. In Granados Chiguer, I., V. Jiménez Jiménez, J.A. Carretero Bruña, P. Miguel Naranjo and J. Álvarez García (coords.). Innovación en el aula: Nuevas estrategias didácticas en humanidades. Dyckinson S.L.

• Martínez García, M.T. 2024. Bridging the gap: Leveraging neuroeducation to enhance teaching methodologies. Korea TESOL Journal 20 (2): 3-25.

• Fernández Fuertes, R., S. Mujcinovic y Q. Yuan. 2024. How much does the first language weigh in the second language learning of object and verb properties? En Flores Borjabad, S.A., J.A. Nisa Ávila and O.S. Ould García (coords.). Tejiendo palabras: explorando la lengua, la lingüística y el proceso de traducción en la era de la inteligencia artificial. Dyckinson S.L.
• Mañas Navarrete, I., E. Rosado Villegas, S. Mujcinovic y N. Fullana Rivera. 2024 (online). Acquisition of modal readings of the Imperfect tense in L2 Spanish. Language Acquisition.
• Álvarez de la Fuente, E. y R. Fernández Fuertes. 2024 (online). Characterizing natural interpreters’ attitudes towards natural interpreting: The effect of experimental contexts. Lingua 298.
• Gómez Carrero, T. and A. Ogneva. 2024. Who does it better? The acquisition of Spanish grammatical gender by L1 English and L1 Russian adults. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37 (1): 143-171.

• Ogneva, A. and T. Gómez Carrero. 2024. Exploring grammatical gender acquisition in L2 Spanish: Difficulties and didactic recommendations. In Montoya-Reyes, A., A. Barsaglini-Castro and E. Sánchez-Barreiro (eds.). A Multidisciplinary Approach to Applied Linguistics and Education: Building Knowledge in Foreign Language Teaching, Translation, Critical Discourse Analysis and Posthumanism. Peter Lang.

• Sánchez Calderón, S. y R. Fernández Fuertes. 2023. Are there biological gender differences at the early stages of first language acquisition when producing double object constructions and to/for-datives? Onomázein 61: 21-43.
• Gómez Carrero, T. y A. Ognieva. 2023. Does the ending matter? Revisiting the acquisition of L2 Spanish grammatical gender by gendered and ungendered L1 adults. En Ariño-Bizarro, A., N. López-Cortés y D. Pascual (eds). En torno al lenguaje: aportaciones al estudio lingüístico. Zaragoza: Prensas de la Universidad de Zaragoza.
• Fernández Fuertes, R., E. Gómez Garzarán, S. Mujcinovic y I. Mañas Navarrete. 2022. When teaching works and time helps: Noun modification in L2 English school children. Open Linguistics 8 (1): 475-495.
• Sánchez Calderón, S. y R. Fernández Fuertes. 2022. The acquisition of English active and passive mono transitive constructions by English-Spanish simultaneous bilingual children. International Journal of Bilingualism 26 (4): 502-526.
• Liceras, J.M. y R. Fernández Fuertes. 2021. On the nature of crosslinguistic influence: root infinitives revisited. En Avram, L., A. Sevcenco y V. Tomescu (eds.). L1 Acquisition and L2 Learning. John Benjamins.
• Fernández Fuertes, R. y S. Sánchez Calderón. 2021. The syntactic status of English dative alternation structures in bilingual and in monolingual acquisition data. Linguistic Approaches to Bilingualism Journal 11 (6): 817-845.
• Gómez Garzarán, E. y R. Fernández Fuertes. 2020. Is explicit instruction effective? The learning of English noun-noun and adjective-noun structures by L1 Spanish school children. Culture and Education 32 (2): 299-339.
• Sánchez Calderón, S. y R. Fernández Fuertes. 2020. Bilingual and monolingual children’s acquisition of Spanish dative alternation structures: order of acquisition and adult input effects. International Journal of Bilingual Education and Bilingualism 23 (4): 347-367.
• Fernández Fuertes, R., E. Gómez Garzarán e I. Mañas Navarrete. 2020. Noun-noun compounds in a game task: what child data can tell us about teaching practices. En Planelles, M., A. Foucart y J.M. Liceras (eds.). Current Perspectives in Language Teaching and Learning in Multicultural Contexts. Thomson Reuters Aranzadi.
• Stankova, R. and R. Fernández Fuertes. 2020. The acquisition of ser and estar in 2L1 English-Spanish data. En Levey, D. (ed.). Strategies and Analyses of Language and Communication in Multilingual and International Contexts. Cambridge Scholars Publishing.

volúmenes editados

• Álvarez de la Fuente, E., S. Álvarez Álvarez y G. Faya Ornia (eds.). 2020. E-Aesla. Revista Digital de Lingüística Aplicada 6. Centro virtual Cervantes.
• Mujcinovic, S. y E. Gómez Garzarán (eds.). 2019. Formal and Methodological Approaches to Applied Linguistics. Languages 4 (4).

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