PUBLICATIONS
Selected journal articles
Serrano, R., Tragant, E., & Llanes, A. (In press). Summer English courses abroad vs at home. ELT Journal.
Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos, 363, pp. 60-82.
Tragant, E., Miralpeix, I., Serrano, R., Naves, T., Gilabert, R., Pahissa, I., & Serra, N. (2014). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista de Educación, 363. Retrieved from: http://www.revistaeducacion.mec.es/doi/363_170.pdf
Tragant, E., Thompson, M., & Victori, M. (2013). Understanding Foreign Language Learning Strategies: A validation study . System, 41, pp. 95-108.
Tragant, E., & Victori, M. (2012). Language learning strategies, course grades and age in EFL secondary school learners. Language Awareness, 21(3), pp. 293- 308.
Serrano, R., Llanes, A., & Tragant E. (2012). Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39(2), pp.133-143.
Serrano, R., Tragant, E., & Llanes, A. (2012). A longitudinal analysis of the effects of one year abroad. Canadian Modern Language Review-Revue Canadienne des Langues Vivantes, 68 (2), pp. 138-163.
Serrano, R., Llanes, A., & Tragant, E. (2011). The effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39(2), pp. 133-143.
Cid, E., Grañena, G., & Tragant, E. (2009). Constructing and validating the Foreign Language Attitudes and Goals Survey (FLAGS). System, 37(3), pp. 496- 513.
Pahissa, I., & Tragant, E. (2009). Grammar and the non-native secondary school teacher in Catalonia. Language Awareness (1), pp. 47 -60.
Torras, M.R., Tragant, E., & García, M.L. (1999). Les creences populars en torn de l’aprenentatge d’una llengua (anglès) abans dels vuit anys. Temps d’Educació, 22, pp. 311- 342.
Selected book chapters
Tragant, E., & Muñoz, C. (2012). Primary school teachers’ language practices. A four-year longitudinal study of three FL classes. In E. Alcón & M.P. Safont-Jordà (Eds.), A Language learners' discourse across L2 instructional settings (pp. 7-23). Amsterdam, Netherlands: Rodopi.
Tragant, E. (2012). Change or stability in learners' perceptions as a result of a study abroad. In C. Muñoz (Ed.), Intensive exposure experiences in second language learning (pp. 161-192). Bristol, UK: Multilingual Matters.
Tragant, E. & Lundberg G. (2011). The teacher´s role: what is its significance in early language learning? In J. Enever (Ed.), ELLiE. Early Language Learning in Europe (pp. 81-102). London, UK: British Council.
Tragant, E., & Victori, M. (2006). Reported strategy use and age. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 208-236). Bristol, UK: Multilingual Matters.
Tragant, E .(2006). Language learning motivation and age. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 237-269). Bristol, UK: Multilingual Matters.
Victori, M., & Tragant, E. (2003). Learner strategies: A cross-sectional and longitudinal study of primary and high-school EFL learners. In M. L. García-Lecumberri & M. P. García-Mayo (Eds.), Age and the Acquisition of English as a Foreign Language (pp. 182-209). Bristol, UK: Multilingual Matters.
Muñoz, C., & Tragant, E. (2001). Motivation and attitudes towards L2: Some effects of age and instruction. In S. Foster-Cohen & A. Nizegorodcew (Eds.), Eurosla Yearbook (Vol.1, pp. 211-224). Amsterdam, The Netherlands: John Benjamins Publishing Company.
Tragant, E., & Muñoz, C. (2000). La motivación y su relación con la edad en un contexto escolar de aprendizaje de lengua extranjera. In C. Muñoz (Ed), Segundas lenguas. Adquisición en el aula (pp. 81-104). Barcelona, Spain: Ariel.
Selected journal articles
Serrano, R., Tragant, E., & Llanes, A. (In press). Summer English courses abroad vs at home. ELT Journal.
Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos, 363, pp. 60-82.
Tragant, E., Miralpeix, I., Serrano, R., Naves, T., Gilabert, R., Pahissa, I., & Serra, N. (2014). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista de Educación, 363. Retrieved from: http://www.revistaeducacion.mec.es/doi/363_170.pdf
Tragant, E., Thompson, M., & Victori, M. (2013). Understanding Foreign Language Learning Strategies: A validation study . System, 41, pp. 95-108.
Tragant, E., & Victori, M. (2012). Language learning strategies, course grades and age in EFL secondary school learners. Language Awareness, 21(3), pp. 293- 308.
Serrano, R., Llanes, A., & Tragant E. (2012). Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39(2), pp.133-143.
Serrano, R., Tragant, E., & Llanes, A. (2012). A longitudinal analysis of the effects of one year abroad. Canadian Modern Language Review-Revue Canadienne des Langues Vivantes, 68 (2), pp. 138-163.
Serrano, R., Llanes, A., & Tragant, E. (2011). The effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39(2), pp. 133-143.
Cid, E., Grañena, G., & Tragant, E. (2009). Constructing and validating the Foreign Language Attitudes and Goals Survey (FLAGS). System, 37(3), pp. 496- 513.
Pahissa, I., & Tragant, E. (2009). Grammar and the non-native secondary school teacher in Catalonia. Language Awareness (1), pp. 47 -60.
Torras, M.R., Tragant, E., & García, M.L. (1999). Les creences populars en torn de l’aprenentatge d’una llengua (anglès) abans dels vuit anys. Temps d’Educació, 22, pp. 311- 342.
Selected book chapters
Tragant, E., & Muñoz, C. (2012). Primary school teachers’ language practices. A four-year longitudinal study of three FL classes. In E. Alcón & M.P. Safont-Jordà (Eds.), A Language learners' discourse across L2 instructional settings (pp. 7-23). Amsterdam, Netherlands: Rodopi.
Tragant, E. (2012). Change or stability in learners' perceptions as a result of a study abroad. In C. Muñoz (Ed.), Intensive exposure experiences in second language learning (pp. 161-192). Bristol, UK: Multilingual Matters.
Tragant, E. & Lundberg G. (2011). The teacher´s role: what is its significance in early language learning? In J. Enever (Ed.), ELLiE. Early Language Learning in Europe (pp. 81-102). London, UK: British Council.
Tragant, E., & Victori, M. (2006). Reported strategy use and age. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 208-236). Bristol, UK: Multilingual Matters.
Tragant, E .(2006). Language learning motivation and age. In C. Muñoz (Ed.), Age and the rate of foreign language learning (pp. 237-269). Bristol, UK: Multilingual Matters.
Victori, M., & Tragant, E. (2003). Learner strategies: A cross-sectional and longitudinal study of primary and high-school EFL learners. In M. L. García-Lecumberri & M. P. García-Mayo (Eds.), Age and the Acquisition of English as a Foreign Language (pp. 182-209). Bristol, UK: Multilingual Matters.
Muñoz, C., & Tragant, E. (2001). Motivation and attitudes towards L2: Some effects of age and instruction. In S. Foster-Cohen & A. Nizegorodcew (Eds.), Eurosla Yearbook (Vol.1, pp. 211-224). Amsterdam, The Netherlands: John Benjamins Publishing Company.
Tragant, E., & Muñoz, C. (2000). La motivación y su relación con la edad en un contexto escolar de aprendizaje de lengua extranjera. In C. Muñoz (Ed), Segundas lenguas. Adquisición en el aula (pp. 81-104). Barcelona, Spain: Ariel.