Dr Inés Antón-Méndez

Senior Lecturer - Faculty of Humanities, Arts, Social Sciences and Education; School of Humanities, Arts, and Social Sciences

Inés Antón-Méndez

Phone: +61 2 6773 3765

Email: iantonm2@une.edu.au


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Teaching Areas

LING101 Introduction to Linguistics
/LING564 First Language and Literacy Acquisition
LING550 The Design of Language
LING561 Research Methods in Second Language Acquisition

Supervision Areas

  • Psycholinguistics of language production.
  • Psycholinguistics of second language acquisition.
  • Quantitative investigations on TESOL.

Research Interests

Dr. Antón-Méndez's main research interest is in language production.The focus of her current research is on speakers’ decisions during sentence production. She also does research on second language production and the interactions between first and second languages.


2006-10. Netherlands Organization for Scientific Research (NWO). Putting it into words: The processing of non-linguistic concepts for their linguistic expression.

1998. Social and Behavioral Sciences Research Institute. University of Arizona. Pronoun errors in second language.

1998. Graduate Student Final Project Fund. University of Arizona. Pronoun errors in second language.

Research Supervision Experience

Research Projects Supervised or Co-Supervised

  • Kristal Spreadborough, 'Towards an alternative from of analysis of vocal timbre in popular song', M.Phil. Thesis.
  • Mark Conroy, 'Structural priming and second language learning'', PhD Thesis.
  • Nathalie Wess, 'The relationship between individual differences in inhibition and second language proficiency', PhD Thesis.
  • Matthew Campbell, 'Fluency development in a second language', Master's Honours Dissertation.
  • Brian Rusk, 'Variable acquisition of English finite verb marking by early second language learners', Master's Honours Dissertation.
  • Barry Lawrence, 'The relationship between situational motivation and output quantity in L2 tasks' , Master's Honours Dissertation.


Antón-Méndez, I. Submitted. The role of verbs in sentence production.

Antón-Méndez, I., Talk, A., Johnston, S. 2019. Analysis of Gaze Direction Reveals Item and Source Memory in Older Adults in the Absence of Accurate Verbal Responses. PLoS ONE, 14(12), e0226018. DOI 10.1371/journal.pone.0226018.

Antón-Méndez, I., Cuetos, F., Suárez-Coalla, P. 2019. Independence of syntactic and phonological deficits in dyslexia: A study using the attraction error paradigm. Dyslexia, 25(1), 38-56. DOI 10.1002/dys.1601.

Spreadborough, K., & Antón-Méndez, I. 2018. It’s not what you sing, it’s how you sing it: How the emotional valence of vocal timbre influences listeners’ emotional perception of words. Psychology of Music, DOI 10.1177/0305735617753996.

Talk, A., & Antón-Méndez, I., Pennefather, B. 2017. Graded expression of source memory revealed by analysis of gaze direction. PLoS ONE, 12(11), e0188727.

Pozzan, L., & Antón-Méndez, I. 2017. Producing and understanding English possessives: Similarities and differences between first and second language learners. Applied Psycholinguistics.

Antón-Méndez, I. 2016. Visual salience effects on speaker choices: Direct or indirect influences on linguistic processing? Applied Psycholinguistics.

Antón-Méndez, I., Gerfen, C., & Ramos, M.R. 2016. Salience effects: L2 sentence production as a window on L1 speech planning.Journal of Psycholinguistic Research, 45, 537-552.

Antón-Méndez, I., Ellis, L., Coventry, W., Byrne, B., & van Daal, V. 2015. Markers of success: A study of twins’ instructed second language acquisition. Learning and Individual Differences, 42, 44-52.

Conroy, M., & Antón-Méndez, I. 2015. A preposition is something you can end a sentence with: Learning English stranded prepositions through structural priming. Second Language Research, 31(2), 211-237.

Coventry, W., Antón-Méndez, I., Ellis, L., Levisen, C., Byrne, B., van Daal, V., Ellis, N., & Woodman, K. 2012. The etiology of individual differences in second language acquisition in Australian school students: A behaviour-genetic study. Language Learning, 62(3), 880-901.

Antón-Méndez, I., Schütze, C.T., Champion, M.K., & Gollan, T.H. 2012. What tip-of-the-tongue (TOT) states say about homophone frequency inheritance. Memory & Cognition, 40(5), 802-811.

Antón-Méndez, I. 2010. Whose? L2 English speakers' possessive pronoun gender errors. Bilingualism: Language and Cognition, 14(3), 318-331.

Antón-Méndez, I., & Gollan, T.H. 2010. Not just semantics: Cognate and frequency effects on semantic association in bilinguals. Memory and Cognition, 38(6), 723-739

Antón-Méndez, I., & Hartsuiker, R.J. 2010. Morphophonological and conceptual effects on Dutch subject-verb agreement. Language and Cognitive Processes, 25(5), 728-748.

Antón-Méndez, I. 2010. Gender bender: Gender errors in L2 pronoun production. Journal of Psycholinguistic Research, 39, 119-139.

Franck, J., Vigliocco, G., Antón-Méndez, I., & Collina, S. 2008. The interplay between syntax and form in language production: A cross-linguistic investigation of gender agreement. Language and Cognitive Processes, 23, 329-337.

Nicol, J., & Antón-Méndez, I. 2008. The effect of case marking on subject-verb agreement errors in English. In W.D. Lewis, S. Karmi, H. Harley, S.O. Farrar (eds.), Time and again. Theoretical perspectives on formal linguistics. In honor of Terrence Langendoen. Amsterdam: John Benjamins.

Hartsuiker, R.J., Antón-Méndez, I., Roelstraete, B., Costa, A. 2006. Spoonish Spanerisms: A lexical bias effect in Spanish. Journal of Experimental Psychology: Learning, Memory, & Cognition, 32, 949-953.

Antón-Méndez, I., & Hartsuiker, R. 2003. Agreement errors and object attraction. In Advances in Psychological Research, vol. 26.

Antón-Méndez, I., Nicol, J.L., Garrett, M.F. 2002. The relation between gender and number agreement processing. Syntax, 5, 1-25.

Hartsuiker, R., Antón-Méndez, I., & Van Zee, M. 2001. Object attraction in subject-verb agreement construction. Journal of Memory and Language, 45, 546-572.