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.
Júlia Barón
List of John Benjamins publications for which Júlia Barón plays a role.
Title
Subjects Applied linguistics | Discourse studies | Language acquisition | Language teaching | Multilingualism | Pragmatics
Articles
2023 Chapter 13. A task-supported language approach to teaching L2 pragmatics L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process, Martínez-Flor, Alicia, Ariadna Sánchez-Hernández and Júlia Barón (eds.), pp. 319–339
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 | Chapter
2023 Exploring the effects of audiovisual material and age in pragmatic learning Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36:2, pp. 467–498
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 | Article
2023 Chapter 1. L2 pragmatics in action: Teachers, learners and the teaching-learning interaction process L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process, Martínez-Flor, Alicia, Ariadna Sánchez-Hernández and Júlia Barón (eds.), pp. 3–27
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 | Chapter
2021 Effects of task complexity on L2 suggestions: An exploratory study on trade-offs between accuracy and complexity TASK 1:2, pp. 227–265
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 | Article
2020 Learning pragmatics through tasks: When interaction plays a role Applied Pragmatics 2:1, pp. 1–25
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 | Article
2018 The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers Pragmatics 28:4, pp. 517–546
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 | Article
2018 Chapter 7. Independently measuring cognitive complexity in task design for interlanguage pragmatics development Task-Based Approaches to Teaching and Assessing Pragmatics, Taguchi, Naoko and YouJin Kim (eds.), pp. 160–190
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 | Chapter
2013 3. The impact of increasing task complexity on L2 pragmatic moves Second Language Interaction in Diverse Educational Contexts, McDonough, Kim and Alison Mackey (eds.), pp. 45–70
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 | Chapter
2011 Chapter 5. Manipulating task complexity across task types and modes Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance, Robinson, Peter (ed.), pp. 105–138
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 | Chapter
2010 Developing pragmatic fluency in an EFL context EUROSLA Yearbook: Volume 10 (2010), Roberts, Leah, Martin Howard, Muiris Ó Laoire and David Singleton (eds.), pp. 38–61
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 | Article