JOURNAL ARTICLES
Barón, J., Munoz, C. (in press). Exploring the effects of audiovisual material and age in pragmatic learning. RESLA.
Segura, M., Barón, J. & Roquet, H. (2022). Productive vocabulary learning in pre-primary education through soft CLIL. Open Linguistics, 8 (1): 297-327. Sánchez-Hernández, A., & Barón, J. (Eds. Special Issue). (2022). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 13621688211064931. Barón, J. (2021). BELC AND SUBs: From learner to subtitles corpora. Nexus, 1, 15-20 . Segura, M., Roquet, H., Barón, J. (2021). Receptive Vocabulary Acquisition in Pre-Primary Education through Soft-Content and Language Integrated Learning. English Language Teaching. Márquez-Guzmán, D., & Barón, J. (2021). Effects of Task Complexity on L2 Suggestions: An Exploratory Study on Tradeoffs between Accuracy and Complexity. TASK, 1(2): 227–265. Khazdouzian, Y., Celaya, M.L., Barón, J. (2021). When watching is not enough: the effects of captions on l2 pragmatics acquisition and awareness. RAEL - Revista Electrónica de Lingüística Aplicada, 19(2), pp. 90 – 107. Ament, J., Barón, J., Pérez-Vidal, C. (2021). Exploring the relationship between motivations, emotions and pragmatic marker use in English medium instruction learners. Language Learning in Higher Education, 10 (2). Barón, J., Roquet, H., Evnitskaya, N., & Navarro, N. (2020). Pragmatics in Teacher Talk: The Case of Pre-Primary Education. English Language Teaching, 13(8), 168-177. Barón, J., Levkina, M., Celaya, M.L. (2020). Learning pragmatics through tasks: when interaction plays a role. Applied Pragmatics 2(1), 1-25. Ament, J., Barón, J., Pérez-Vidal, C. (2020). The Functional uses of Textual Pragmatic Markers from Native Speakers and English-medium Instruction Learners. The Journal of Pragmatics 156, 41-53. Barón, J. & Ortega, M. (2018). Investigating age differences in e-mail pragmatic performance. System, 78, 148-158. Barón, J., & Gómez, R. (2017). “I’m afraid I can’t agree with you”: Teaching Pragmatics in English-as-a-Foreign-Language Contexts.APAC ELT Journal 85: 48-58. Barón, J. (2015). “Can I make a party, mum?” The development of requests from childhood to adolescence. ATLANTIS, 37 (1): 179-198. Celaya, M.L. & Barón, J. (2015). The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics (EJUAL), 3 (2): 181-203. Barón, J. & Celaya, M. L. (2010). “Developing pragmatic fluency in an EFL context”.Eurosla Yearbook, 10: 38-61. Gilabert, R., Barón, J., & Llanes, A. (2009). Manipulating cognitive complexity across task types and impact on learners’ interactional feedback during oral performance. International Review of Applied Linguistics(IRAL), 49: 367 – 395. |
BOOKS AND BOOK CHAPTERS
Barón, J., Celaya, M.L. Watkins, P. (in preparation). Pragmatics in Language Teaching. New York: Routledge.
Martínez-Flor, A., Sánchez-Hernández, A., Barón, J. (Eds.) (forthcoming). Pragmatics in Action: Teachers, Learners and the Teaching-Learning Interaction Proces. John Benjamins. Panelli, L., Celaya, M.L. & Barón, J. (2019). “I’m jealous but I am very happy”: Congratulating in an EFL context. In M.J. Gutierrez-Mangado, M. Martínez-Adrián, & F. Gallardo-del-Puerto (Eds.) Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, (pp. 149-160). Springer. Ament, J., Barón, J., Pérez-Vidal, C. (2018). A focus on the development of use of pragmatic markers among EMI learners. In Sánchez-Hernández A. & A. Herraiz-Martínez (Eds.) Learning second language pragmatics beyond traditional contexts. (pp. 111-146). Bern: Peter Lang. Ament, J. & Barón, J. (2018). The acquisition of discourse markers in the English-medium instruction context. In Pérez-Vidal, Lopéz-Serano, Ament & Thomas-Wilhelm (Eds.) Learning effects: study abroad, formal instruction and international immersion classrooms. Eurosla Study Series, 5. Amsterdam: The European Second Language Association. 1(1), 44-74. Gilabert, R., & Barón, J. (2018). Independently measuring cognitive complexity for task sequencing and interlanguage pragmatics development. In N. Taguchi & Y. Kim (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics. (pp. 160-190). Amsterdam: John Benjamins. Celaya, M.L., Barón, J. & Miralpeix, I. (2014). Trabajo de campo sobre adquisición del inglés como lengua extranjera y tutorización entre iguales. In Parcerisa, A. (coord.) Experiencias de evaluación continuada en la Universidad (pp. 40-47). Octaedro. Gilabert, R. & Barón, J. (2013). The impact of increasing task complexity on L2 pragmatic moves. In Mcdonough, K. and A. Mackey (Eds.)Second Language Interaction in Diverse Educational Contexts (pp. 45-70). Amsterdam: John Benjamins. Barón, J. (2013). John R. Searle. In Chapelle, C.A (Ed.)The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. Barón, J. (2013). Please, please, please. Trying to be polite in an EFL context. In Fernández-Amaya, L. et al. (Eds),New Perspectives on (im)politeness and interpersonal communication, (pp. 174-196). Cambridge: Cambridge Scholars Publishing. Gilabert, R., Barón, J. & Levkina, M. (2011). Manipulating task complexity across task types and modes. In Robinson, P. (Ed.),Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance, (pp.105-138) Amsterdam: John Benjamins. |