dr Breno B. Silva

Department of Applied Linguistics and Translation Studies

assistant professor

Room number: 3.411

email: b.barreto-sil2@uw.edu.pl

https://orcid.org/0000-0001-6574-5896

Researchgate profile

  Office hours: Online or face-to-face (at a time suitable to all parties involved). Please arrange face-to-face or via email.
dr Breno B. Silva

Degrees

M.A., University of Warsaw, 2016

M.A., University of Nottingham, 2019

Ph.D., University of Warsaw, 2021

 

TESOL Diploma (270 hours), Coventry House International, Canada.

TESOL Certificate (120 hours), Victoria International Academy, Canada.

Research interests and projects

  • Second language acquisition
  • Academic vocabulary
  • Incidental lexical learning (reading and writing)
  • Psycholinguistics
  • Bilingualism and multilingualism
  • Cognate vocabulary
  • Eye-tracking research
  • Statistics
  • Vocabulary learning and teaching
  • Vocabulary research methodology
  • Teaching English to adults

Selected publications

  • Silva, B., Ragni, V., Otwinowska, A., & Szarkowska, A. (2024). Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study. Language Learning and Technology, 28(1), 1-25. https://hdl.handle.net/10125/73592
  • Szarkowska, A., Ragni, V., Orrego-Carmona, D., Black, S., Szkriba, S., Kruger, J.-L., Krejtz, K., & Silva, B. (2024). The impact of video and subtitle speed on subtitle reading: An eye-tracking replication study. Journal of Audiovisual Translation, 7(1), 1–23. https://doi.org/10.47476/jat.v7i1.2024.283.
  • Silva, B. (2022). Writing to learn academic words: Assessment, cognition, and learning. Springer
  • Silva, B., Orrego-Carmona, D., & Szarkowska, A. (2022). Using linear mixed models to analyze data from eye-tracking research on subtitling. Translation Spaces, 11(1), 60-88.
  • Szarkowka, A., Silva, B., Orrego-Carmona, D. (2021). Effect of subtitle speed on proportional reading time: Re-analyzing subtitle reading data with mixed effects models. Translation, Cognition & Behaviour. https://doi.org/10.1075/tcb.00057.sza
  • Silva, B., Kutyłowska, K., & Otwinowska, A. (2021). Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load? Language Teaching Research, 28(3),1143­–1175. DOI: 10.1177/13621688211020421.
  • Silva, B., & Otwinowska, A. (2019). VST as a reliable academic placement tool despite cognate inflation effects. English for Specific Purposes, 54, 35-49.
  • Silva, B., & Otwinowska, A. (2018). Vocabulary acquisition and young learners: Different tasks, similar involvement loads. International Review of Applied Linguistics in Language Teaching, 56(2), 205-299.

Older publications can be found on the complete list in PBN

Conferences

Conferences
  • AILA 2024 - International Association of Applied Linguistics conference in Kuala Lumpur, Malaysia. Topic: Task-induced cognitive load affects the learning of academic words through writing. Authors: Silva, B. and Otwinowska, A.
  • EuroSLA 2023 - European Second Language Acquisition conference in Fribourg, Switzerland. 30.08.2023 – 02.09.2023. Topic: Cognate vs. Non-cognate Processing in Subtitle Reading: an Eye Tracking Study.Authors: Valentina, A., Silva, B., Otwinowska, A, Szarkowska, A.
  • EuroSLA 2022 - European Second Language Acquisition conference in Fribourg, Switzerland. 24.08.2022 – 27.08.2022. Topic: Cumulative L1-L2-L3 lexical similarity impacts learners' L3 word knowledge more than L2-L3 similarity.Authors: Otwinowska, A., Foryś-Nogala, M., Silva, B., Ambroziak, A., Broniś, O., Janczarska, A., Królak, D.
  • Foryś-Nogala, M., Silva, B., Ambroziak, A., Broniś, O., Janczarska, A., Królak, D., and Otwinowska, A. (2021, July). Adapting the Vocabulary Knowledge Scale to measure L3 lexical learning. International Symposium of Bilingualism (ISB). University of Warsaw, Poland.
  • Silva, B., Kutylowska, K., and Otwinowska, A. (2021, July). Learning academic words through writing timed essays, untimed essays, or sentences: Does increased cognitive load affect task involvement? European Second Language Acquisition Conference (EuroSLA). University of Barcelona, Spain.
  • Silva, B. and Otwinowska, A. (2019, May). The lexical learning potential of writing in light of the Involvement Load Hypothesis. 31st International Conference on Foreign and Second Language Acquisition (ICFSLA). Szczyrk, Poland.
  • Silva, B. and Otwinowska, A. (2018, September). Knowledge of academic words predicted by a combination of tests, despite cognate inflation effects. Poster presented at the 24th Annual Conference on Architectures and Mechanisms for Language Processing. Berlin, Germany.
  • Silva, B. and Otwinowska, A. (2018, November). VST as a reliable academic placement tool despite cognate inflation effects. Young Linguists Meeting in Poznan – From exploration to explanation in the study of language. Poznan, Poland.

Other

Current project:

Digital tools in L2 and L3 vocabulary acquisition. A cross-linguistic investigation (funded by NCN grant 2022/47/I/HS2/01182).

Previous project:

Learning academic words via sentence and essay writing: Any signs of increased cognitive load? (funded by NCN grant 2019/35/N/HS2/03550).