Dr Júlia Barón’s main research interests lie within the acquisition of English as a Foreign Language, more specifically in the acquisition of target language pragmatics, as well as how different teaching methodologies affect the instruction of English as a foreign language. She is currently carrying out research on the effects of audiovisual subtitled material on the acquisition of pragmatics and on the effects of task-based language teaching on the acquisition of pragmatics and communicative strategies.
Ament, J.R., Barón, J., & Pérez-Vidal, C. (desembre de 2018). A focus on the development of the use of interpersonal pragmatic markers and pragmatic awareness among English-medium instruction learners. In Sánchez-Hermandez, Adriana & Herraiz, Anna (Eds.) Learning second language pragmatics beyond traditional contexts. Peter Lang Linguistic Insights.
Ament, J. R., Pérez-Vidal, C. & Barón, J. (desembre de 2018). The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers. Pragmatics, 28(4), (pp.-).
Barón, J., & Ortega, M. (2018). Investigating age differences in e-mail pragmatic performance. System, 78, 148-158.
Ament, J. R., & Barón, J. (2018). The acquisition of pragmatic 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 in task design for interlanguage pragmatics development. In N. Taguchi & Y. Kim (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 160-190). Amsterdam: John Benjamins.
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.
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.
Gilabert, R. & Barón, J. (2013). “The impact of increasing task complexity on L2 pragmatic moves”. Dins Mcdonough, K. & Mackey, A. (ed.). Second Language Interaction in Diverse Educational Contexts (p. 45-70). Amsterdam: John Benjamins.
Barón, J. (2013). “John R. Searle”. In Chapelle, C. A. (ed.). The Encyclopedia of Applied Linguistics. Oxford, Regne Unit: Wiley-Blackwell.
Barón, J. (2013). “Please, please, please. Trying to be polite in an EFL context”. Dins Fernández-Amaya, L. et al. (ed.). New Perspectives on (im)politeness and interpersonal communication. Cambridge Scholars Publishing.
Gilabert, R., Barón, J. & Levkina, M. (2011). “Manipulating task complexity across task types and modes”. Dins Robinson, P. (ed.). Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance (p. 105-138). Amsterdam: John Benjamins.
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.
Barón, J. (2009). Pragmatic development in an EFL context. Tesi doctoral. Universitat de Barcelona.