Research Grants
External Funding
2023 – 24 Jakob Wuest Fonds, Empiris foundation. Project title: The influence of stress ‘deafness’ on word recognition in a foreign language. Role: Co-investigator. Co-Investigators: Dr. Sandra Schwab (University of Bern, Bern, Switzerland). Amount: 29.925 CHF for 12 months. Support: research assistant, research travel, subject payment, conference travel.
2022 – 2023 Faculté des Lettres, UniBE. Project title: The influence of stress ‘deafness’ on word recognition in a foreign language. Role: Co-investigator. Co-Investigators: Dr. Sandra Schwab (University of Bern, Bern, Switzerland).
2022 – 2023 Stiftung für wissenschaftliche Forschung, UZH. Project title: Are you able to distinguish the Spanish words CÁSCARA, CASCARA and CASCARÁ? The role of linguistic and musical training in learning L2 stress contrasts. Role: Co-investigator. Co-Investigators: Dr. Sandra Schwab (University of Bern, Bern, Switzerland).
Internal Funding
2022 – 23 Fall 2022 Faculty Small Grant Program (FSGP) Award, University of Utah. Project title: The influence of stress ‘deafness’ on word recognition in a foreign language. Role: Co-investigator. Co-Investigators: Dr. Sandra Schwab (University of Bern, Bern, Switzerland). Amount: $2.030 for 12 months. Support: research assistant, research travel, subject payment.
Selected Articles in Scholarly Journals
Martínez García, M. T. (2023), Orthographic effects in word recognition among Spanish-speaking learners of English. Langue(s) & Parole, 8, 127-148. (link to article)
Pais do Amaral, M. J. & Martinez-Garcia, M. T. (2023). ¿Qué nos pueden enseñar las fricativas sobre la importancia de investigar múltiples lenguas? European Journal of Multilingualism and Translation Studies, 3(1), 102-108. (link to article)
Pais do Amaral, M. J. & Martinez-Garcia, M. T. (2023). Fricatives and Affricates as a Source of Pronunciation Errors among Korean-Speaking Learners of Spanish and Portuguese: Instructors’ Perceptions and Approaches. European Journal of Applied Linguistics Studies, 7(2), 111-125. (link to article)
Martinez-Garcia, M. T. & Arnold, P. (2022). New Perspectives on the Teaching of Pronunciation: The Case of the Spanish Vowels. European Journal of Applied Linguistics Studies, 5(1), 145-164. (link to article)
Martínez García, E. y Martínez García, M. T. (2022). El valor económico del español en Estados Unidos: Oportunidades y retos para el futuro. Estudios del Observatorio / Observatorio Studies, 78, pp. 1-50. (link to article)
Martínez García, E. & Martínez García, M. T. (2022). The Economic Value of Spanish in the United States: Opportunities and Challenges for the Future. Estudios del Observatorio / Observatorio Studies, 78, pp. 1-48. (link to article)
Martinez-Garcia, M. T. (2021). Syllable Structure Effects in Word Recognition by Spanish- and German-Speaking Second Language Learners of English. Atlantis, 43(2), 1-21. (link to article)
Martinez-Garcia, M. T. (2019). Using eye-movements to track bilingual activation. Languages, 4(3), 59-78. (link to article).
Lee, G., Shin, D.J., & Martinez-Garcia, M. T. (2019). Perception of lexical stress and sentence focus by Korean-speaking and Spanish- speaking L2 learners of English. Language Sciences, 72, 36-49. (link to article).
Martinez-Garcia, M. T. (2018). Language bias and proficiency effects on cross-language activation: A comprehension and production comparison. Linguistic Approaches to Bilingualism, 10(6), 873–901. (link to article).
Martinez-Garcia, M. T. (2018). Revisión de literatura científica: La pronunciación en el aula de ELE/L2. Boletín de ASELE, 59, 39-46. (link to article).
Martinez-Garcia, M. T. (2018). The effect of ‘illusory vowels’ in Spanish-speaking second language learners of English. Language and Linguistics, 79, 147-176. (link to article).
Connell, K., Hüls, S., Martínez-García, M. T., Qin, Z., Shin, S., Yan, H. & Tremblay, A. (2018). English Learners’ Use of Segmental and Suprasegmental Cues to Stress in Lexical Access: An Eye-Tracking Study. Language learning, 68(3), 635-668 (link to article).
Martinez-Garcia, M. T. (2018). The effect of ‘illusory vowels’ in Spanish-speaking second language learners of English. Language and Linguistics, 79, 147-176 (link to article).
Tremblay, A., Namjoshi, J., Spinelli, E., Broersma, M., Cho, T. Kim, S., Martínez-García, M. T., & Katrina Connell, K. (2017). Experience with a second language affects the use of fundamental frequency in speech segmentation. PLOS ONE, 12(7): e0181709. (link to article).
Fiorentino, R., Politzer-Ahles, S., Pak, N., Martínez-García, M. T., & Coughlin, C. (2015). Dissociating morphological and form priming with novel complex word primes: Evidence from masked priming, overt priming, and event-related potentials. The Mental Lexicon, 10(3), 413-434. (link to article).
Wulff, S., Lester, N., & Martínez-García, M. T. (2014). That-variation in German and Spanish L2 English. Language and Cognitive Processes, 6, 271‐299. (link to article).
Martínez-García, M. T. & Wulff, S. (2012). Not wrong, yet not quite right: Spanish ESL students’ use of gerundial and infinitival complementation. International Journal of Applied Linguistics, 22(2), 225-244. (link to article).
Book & Book Chapters
Martínez-García, E. & Martínez-García, M. T. (submitted). El Valor Económico del Español: Un Valor Activo. Edizioni Ca’ Foscari. Fondazione Università Ca’ Foscari, Venezia (Italy).
Martínez-García, M. T. & Martínez-García, V. (2022). Do you use Instagram? The presence of social media in the foreign language classroom. In García-Sánchez, S. & Clouet, R. (Eds.), Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education. Pennsylvania, United States: IGI Global. (link to book)
Martínez-García, M. T. & Arnold, P. (2020). Translanguaging Strategies for Teaching Literature in a Multicultural Setting. In Mather, P.-A. (Ed.) Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, pp. 39-49. (link to book).
Martínez-García, M. T. (2019). Beyond the English Divide in South Korea. In C. A. Huertas-Abril & M. E. Gómez-Parra, International Approaches to Bridging the Language Gap (pp. 214-233). Pennsylvania, United States: IGI Global. (link to book).
Martínez-García, M. T. (2019). A final project for university-level Spanish language learners. In G. Gorsuch (Ed.), Tests that second language teachers make and use (pp. 384 – 410). Newcastle-upon-Tyne, United Kingdom: Cambridge Scholars Publishing. (link to book).
Arnold, P. & Martínez-García, M. T. (2019). Traditional New Mexican Spanish: The Past, Present and Future. In G. L. Thompson & S. M. Alvord (Eds.), Contact, Community, and Connections: Current Approaches to Spanish in Multilingual Populations (pp. 175-202). Wilmington, DE: Vernon Press. (link to book).
Martínez-García, M. T. (2018). Tracking Bilingual Activation in the Processing of Lexical Stress. In Díaz Pérez & Moreno Moreno (Eds.), Languages at the Crossroads: Training, Accreditation and Context of Use (pp. 133 – 144). Jaén: Universidad de Jaén. (link to book).
Selected Conference Presentations
PLENARY TALKS
Martínez-García, M. T. (2023). “Bilingualism: Classroom influences on the path to “being bilingual””. Plenary talk given at the KOTESOL 2023 National Conference (Kangnam University, Yongin-si Gyeonggi-Do, South Korea), November 11th.
INVITED LECTURES
Martínez-García, M. T. (2023). “El Español en Asia: Corea del Sur”. Lecture given in the Conference Series “Piensa en ELE”, Universidad Camilo José Cela (Madrid, Spain), May 18th.
Martínez-García, M. T. (2023). “Native and Learners’ Use of Stress Cues in Word Recognition”. Lecture given in the Linguistics Department, Speech Acquisition Lab, University of Utah (Salt Lake City, USA), January 28th.
Martínez-García, M. T. (2022). “Never Too Late: Demystifying the Role of Bilingualism”. Lecture given in the November Meeting of the KOTESOL Yongin Chapter, Yongin Immigrant Support Center (YISC, South Korea), November 12th.
Martínez-García, E. & Martínez-García, M. T. (2022). “Los beneficios económicos de aprender español en diferentes partes del mundo: Motivaciones y hallazgos preliminares”. Lecture given in the Victoria Association of Teachers of Spanish Annual Congress, (online), October 23rd.
Martínez-García, E. & Martínez-García, M. T. (2021). “El valor económico del español en los EEUU: Oportunidades y retos para el futuro”. Lecture given in the speaker series of the Observatorio del Instituto Cervantes at the University of Harvard, (online), December 2nd (link).
Martínez-García, M. T. (2017). “Desmitificando la Fonética del Español: Teoría y Propuestas Didácticas.” Professional Development Day, Texas A&M University—Commerce at the Universities Center at Dallas, February 10th.
Martínez-García, M. T. (2017). “Understanding the Acquisition of a Second Language Phonology: What are the limitations?” Lecture given in the speaker series of the Department of Literature and Languages, Texas A&M University-Commerce (Texas, United States), February 14th.
Martinez-Garcia, M. T., & Tremblay, A. (2016). Tracking Bilingual Activation in the Processing and Production of Spanish Stress. Paper presented at the symposium Language contact in the mind and in the community: Insights from bilingual phonetics and phonology. 90th Annual Meeting of the Linguistic Society of America, Washington DC, United States
Martínez-García, M. T. (2016). “Tracking Bilingual Activation in the Processing and Production of Spanish Stress.” Lecture given in the speaker series of the Department of Psychology, University of Reading (Reading, United Kingdom), June 3rd.
Martínez-García, M. T. (2016). “Tracking Bilingual Activation in the Processing and Production of Spanish Stress.” Lecture given in the speaker series of the Department of Linguistics, University of Kansas (Kansas, United States), April 22th.
Martínez-García, M. T. (2015). “Tracking Bilingual Activation in the Processing and Production of Spanish Stress”. Lecture given at the Child Language Proseminar, University of Kansas (Kansas, United States), October 18nd.
Martínez-García, M. T. (2014). “Plurilingüísmo: teoría y nuevos horizontes”. Lecture given at the Colegio Diocesano Oratorio Festivo, (Novelda (Alicante), Spain), June 7th.
CONFERENCE AND POSTER PRESENTATIONS (*=presenter)
*Martínez-García, M. T., & Schwab, S. (2024). El uso del acento prosódico en el reconocimiento de palabras en una L2 por parte de aprendices de español franceses, coreanos y alemanes. Lecture given in the LII Simposio de la Sociedad Española de Lingüística (SEL 2024) (Madrid, Spain), January 22-25th
Trinks, D., & *Martínez-García, M. T. (2023). The Effect of Learning Go on Students’ Attention Span, Working Memory and Task Engagement. Lecture given in the 23nd Seoul National University International Conference on Education Research (ICER), (Seoul, South Korea), October 20-22th.
*Martínez-García, M. T., & Schwab, S. (2023). Relation between Musical Aptitude and L2 Stress Perception in French- and Korean-Speaking Listeners. Lecture given in the 20th International Congress of the Phonetic Sciences (ICPhS 2023) (Prague, Czech Republic), August 7-11th.
*Martínez-García, M. T. (2023). Active Research in the Language Classroom: How Research and Teaching Pronunciation are Interrelated. Paper presented at the 106th AATSP Annual Conference, Salamanca, Spain.
*Martínez-García, M. T., & Schwab, S. (2023). Do Korean and French-speaking listeners present similar difficulties in perceiving Spanish lexical stress?. Lecture given in the 9th International Conference on Experimental Phonetics (CIFE 2023) (Vigo, Spain), June 21st-23rd.
*Martínez-García, M. T. (2023). How do the Properties of the Native Language Influence how Listeners Perceive Sounds in a Second Language?. Lecture given in the Incheon Global Campus Research Symposium (Songdo, Incheon, South Korea), May 22nd.
*Martínez-García, M. T. (2023). Beyond the English Divide in South Korea. Lecture given in the Salt Lake Community College Asia Conference 2023 (Salt Lake, United States), March 30th.
*Martínez-García, M. T. (2022). Spanish for Specific Purposes Outside of the Designed Curricula: An Exploratory Study. Paper presented at the 104th AATSP Annual Conference, San Juan, Puerto Rico.
*Martínez-García, M. T. (2022). Exploring how to Improve Language Skills in a Language for Specific Purposes Course. Paper presented at the 29th Korea TESOL International Conference. Online presentation.
*Martínez-García, M. T., *Shin, D. J., & *Lee, G. (2021). Lexical Effects in the Use of Word-Level Stress for Word Recognition by English and Korean Learners of Spanish. Paper presented in the VIII Congreso Internacional de Fonética Experimental CIFE 2021, Universitat de Girona, Girona, Spain (Online presentation).
*Martínez-García, M. T. (2020). Evaluating the Use of Literature in the Foreign Language Classroom: Teachers’ Perspective. Paper presented in the International Virtual Conference on Language and Literature (IVICOLL 2020), State Polytechnic of Malang, Indonesia. Online presentation.
*Martínez-García, M. T. & Arnold, P. (2020). Translanguaging Strategies for Teaching a Foreign Language Classroom. Paper presented in the KOTESOL National Conference, Online presentation.
*Martínez-García, M. T., *Lee, G., Lee, H., & Shin, D. J. (2019). Korean and English Learners’ Use of Word-Level Stress in Spanish Word Recognition. Paper presented in the 2019 Seoul International Conference on Speech Sciences, Seoul National University, Seoul, Republic of Korea.
*Martinez-Garcia, M. T., & Holliday, J. (2019). The perception of Korean stops by native speakers of Spanish. Poster presented at the International Congress of Phonetic Sciences, Melbourne, Australia.
*Martínez-García, M. T. (2019). Using Eye Movements to Track Bilingual Activation. Paper presented in the third international conference on Bilingualism in the Hispanic and Lusophone world (BHL), Leiden University, the Netherlands.
*Arnold, P. y *Martínez-García, M. T. (2018). New Perspectives on the Teaching of Pronunciation: The Case of the Spanish Vowels. Paper presented in the New Perspectives in Teaching Pronunciation in the Classroom panel, presented at the 100th American Association of Teachers of Spanish and Portuguese (AATSP) Conference, Universidad de Salamanca, Spain.
Espinosa Leal, I. P. y *Martínez-García, M. T. (2018). Análisis de Errores en Aprendices Coreanos de Español como Lengua Extranjera: Implicaciones Pedagógicas. Paper presented at the Congreso de la Asociación Coreana de Hispanistas, Pusan University of Foreign Studies, Pusan, Republic of Korea.
*Martínez-García, M. T. (2017). Learning to recognize words in English as a second language: Study on the effects of spelling. Paper presented at the VII Congreso Internacional de Fonética Experimental CIFE 2017, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain.
*Lee, G., Shin, D., & *Martínez-García, M. T. (2017). Perception of lexical stress and sentence focus by Korean/Spanish learners of English. Paper presented at the 2017 Seoul International Conference on Speech Sciences, Seoul National University, Seoul, Republic of Korea.
*Martínez-García, M. T. (2017). Does stress constrain lexical access in bilingual speakers? An eye-tracking study. Paper presented at the XXXV Congreso Internacional de AESLA: “Las lenguas en la encrucijada: formación, acreditación y contexto de uso”, Universidad de Jaén, Jaén, Spain.