Júlia Barón

List of John Benjamins publications for which Júlia Barón plays a role.


L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process

Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón

[Language Learning & Language Teaching, 58] 2023. xxii, 343 pp.
Subjects Applied linguistics | Discourse studies | Language acquisition | Language teaching | Multilingualism | Pragmatics


Barón, Júlia 2023 Chapter 13. A task-supported language approach to teaching L2 pragmaticsL2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process, Martínez-Flor, Alicia, Ariadna Sánchez-Hernández and Júlia Barón (eds.), pp. 319–339 | Chapter
The aim of the present study is to explore the effects of a Task-Supported Language Teaching approach on second/foreign language (L2) pragmatic performance. The participants were 35 English as a Foreign Language learners with a C1 proficiency level, enrolled in a summer intensive language course.… read more
The present study aims at analyzing the effects of pragmatic instruction through captioned audiovisual input on pragmatic performance by learners of different ages. The participants were 40 intermediate English as a Foreign Language (EFL) learners, 20 children and 20 adults, who were distributed… read more
Martínez-Flor, Alicia, Ariadna Sánchez-Hernández and Júlia Barón 2023 Chapter 1. L2 pragmatics in action: Teachers, learners and the teaching-learning interaction processL2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process, Martínez-Flor, Alicia, Ariadna Sánchez-Hernández and Júlia Barón (eds.), pp. 3–27 | Chapter
Over the last four decades, interlanguage pragmatics studies have paid special attention to instructional pragmatics; that is, to what extent instruction plays a role in developing learners’ second/foreign language (L2) pragmatic ability in instructional settings (Plonsky & Zhuang, 2019).… read more
This exploratory study aims at determining whether increased task complexity affects performance of second language (L2) pragmatics. 34 Spanish learners of English as a foreign language (EFL) undertook simple and complex interactive tasks targeting the speech act of suggesting. Although previous… read more
Barón, Júlia, M. Luz Celaya and Mayya Levkina 2020 Learning pragmatics through tasks: When interaction plays a roleApplied Pragmatics 2:1, pp. 1–25 | Article
This study aims at examining the benefits of teaching L2 pragmatics with the use of tasks. The participants were 50 Catalan/Spanish bilingual students (aged 12–14) from three intact classes who were learners of English as a Foreign Language and with an upper-intermediate level of proficiency. The… read more
Ament, Jennifer, Carmen Pérez-Vidal and Júlia Barón 2018 The effects of English-medium instruction on the use of textual and interpersonal pragmatic markersPragmatics 28:4, pp. 517–546 | Article
This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall… read more
This study examines the effects of task design on interlanguage pragmatics, bringing together task complexity and L2 pragmatic outcomes measured holistically. Fifteen expert judges were asked independently to assess task complexity and to evaluate the pragmatic performance of 60 EFL learners who… read more
Gilabert, Roger and Júlia Barón 2013 3. The impact of increasing task complexity on L2 pragmatic movesSecond Language Interaction in Diverse Educational Contexts, McDonough, Kim and Alison Mackey (eds.), pp. 45–70 | Chapter
The study measures the impact of increasing cognitive task demands on the use of L2 learners’ pragmatic moves. L2 Spanish/Catalan learners of English (n = 36) were grouped into pairs and performed two types of problem-solving tasks. Task complexity was independently measured by means of a learners’… read more
This paper reports on the impact of manipulating cognitive task complexity on L2 production across task types and across modes. Specifically, the paper presents results from two separate but interrelated studies. The first study measured the impact of manipulating the cognitive demands of tasks… read more
Barón, Júlia and M. Luz Celaya 2010 Developing pragmatic fluency in an EFL contextEUROSLA Yearbook: Volume 10 (2010), Roberts, Leah, Martin Howard, Muiris Ó Laoire and David Singleton (eds.), pp. 38–61 | Article
Studies on pragmatic development, especially on the development of pragmatic fluency, are still scarce in the area of Interlanguage Pragmatics. The present study analyses whether EFL learners (N = 144), from Primary to University levels, who have not been instructed in pragmatics nevertheless show… read more