Alicia Martínez‐Flor
Biographic Data
| ID | 5434676 |
|---|---|
| NAME | Alicia Martínez‐Flor |
| GIVEN NAMES | Alicia |
| FAMILY NAME | Martínez‐Flor |
| SIGNATURE | FLOR A M |
| AFFILIATIONS | Universitat Jaume I |
| ORCID | 0000-0001-8510-6872 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring the Connections Between EFL Learners’ Motivation, Engagement and Pragmatic Development in Self-Access Web-Based Instruction
The present study investigates the relationship between initial learner motivation, engagement, and pragmatic development within a self-access web-based instructional environment. Focused on the development of awareness and production of English email requests to faculty, the study involved 65 first-year English Studies students at a Spanish public university. Motivation was assessed qualitatively through open-ended responses which were classifie…
The Effects of Self-Access Web-Based Pragmatic Instruction and L2 Proficiency on EFL Students’ Email Request Production and Confidence
The present study pursued three objectives: (i) to examine whether self-access web-based instruction could significantly improve EFL students’ ability to formulate pragmatically appropriate email requests; (ii) to determine whether L2 proficiency influenced students’ pragmatic performance and their gains following instruction; and (iii) to explore changes in learners’ confidence when evaluating the appropriateness of their own email requests. Six…
Tracing a pre-service primary English teacher's development in teaching L2 pragmatics
Answering the call for greater inclusion of pragmatics into language teacher education (Glaser, 2018) as well as for increased empirical research to support this inclusion (Schauer, 2022a), this study traces a pre-service teacher’s development while planning and implementing a pragmatic unit in Primary English Language Teaching (PELT) classrooms in Germany. Following the reiterative structure of Design-Based Research, the trainee developed and de…
The interface between proficiency and pragmatics
This study investigates the interface between second language pragmatics and proficiency by focusing on pragmatic awareness of compliment responses (CRs). The participants were Spanish learners of English as a foreign language. Their perceptive pragmatic knowledge was tested via a pragmatic awareness video elicitation task where they had to rate the appropriateness of 15 CRs from 1 (inappropriate) to 6 (very appropriate). Learners were divided in…
Classroom Research on Pragmatics
Pragmatic competence involves the ability to produce and comprehend meaning and intentions in an appropriate way, given a particular social and cultural context. Dealing with pragmatic competence in the classroom context is a complex phenomenon since attention needs to be paid to how language, language users, and context of interaction interplay. Classroom organization is therefore essential in terms of what kind of input, opportunities for commu…
Fostering learners’ (meta)pragmatic awareness through film analysis
Film-based dialogues have been praised in the current work on pragmatics as a potentially useful source that can enhance learners’ (meta)pragmatic awareness of the pragmatic phenomena in actual communicative events. Following this view, this paper first outlines the concept of (meta)pragmatic awareness and explains, drawing on McConachy and Spencer-Oatey (2020), the different theoretical perspectives examining the role that awareness plays in dev…
Teaching speech acts in a second language
Speech acts are one of the most widely examined pragmatic features that second and foreign language (L2/FL) learners need to master in order to commu-nicate appropriately in the target language. Without a proper knowledge of how to use and understand a particular speech act that is appropriate to the contextual andcultural parameters of a specific situation, L2/FL learners may run the risk of being perceived as rude and/or impolite. Consequently,…
Teaching intercultural communicative competence through the four skills
Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of …
The Interactive Effects of Pragmatic‐Eliciting Tasks and Pragmatic Instruction
the effects of data‐gathering methods on pragmatic data have been well documented, yet an inquiry into the interactive effects of assessment tasks with pragmatic instruction has received scant attention. This study investigated the interaction between two assessment tasks (e‐mail and phone) and two types of pragmatic instruction (explicit and implicit). Forty‐nine Spanish learners of English engaged in these two tasks as pre‐ and posttests. The e…
A theoretical review of the speech act of suggesting
The aim of this paper is to present a taxonomy of linguistic realisation strategies concerning the speech act of suggesting. In this regard, we will first provide a definition of this particular speech act, outlining its main characteristics and differentiating it from other directive speech acts, such as requests. Second, we will review the research conducted on suggestions by examining studies from both the cross-cultural and interlanguage prag…
The effects of instruction on learners’ production of appropriate and accurate suggestions
The effects of instruction on learners’ production of appropriate and accurate suggestions
The Interactive Effects of Pragmatic‐Eliciting Tasks and Pragmatic Instruction
the effects of data‐gathering methods on pragmatic data have been well documented, yet an inquiry into the interactive effects of assessment tasks with pragmatic instruction has received scant attention. This study investigated the interaction between two assessment tasks (e‐mail and phone) and two types of pragmatic instruction (explicit and implicit). Forty‐nine Spanish learners of English engaged in these two tasks as pre‐ and posttests. The e…
Teaching intercultural communicative competence through the four skills
Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of …
A theoretical review of the speech act of suggesting
The aim of this paper is to present a taxonomy of linguistic realisation strategies concerning the speech act of suggesting. In this regard, we will first provide a definition of this particular speech act, outlining its main characteristics and differentiating it from other directive speech acts, such as requests. Second, we will review the research conducted on suggestions by examining studies from both the cross-cultural and interlanguage prag…
The effects of instruction on learners’ production of appropriate and accurate suggestions
Teaching intercultural communicative competence through the four skills
Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of …
The Interactive Effects of Pragmatic‐Eliciting Tasks and Pragmatic Instruction
the effects of data‐gathering methods on pragmatic data have been well documented, yet an inquiry into the interactive effects of assessment tasks with pragmatic instruction has received scant attention. This study investigated the interaction between two assessment tasks (e‐mail and phone) and two types of pragmatic instruction (explicit and implicit). Forty‐nine Spanish learners of English engaged in these two tasks as pre‐ and posttests. The e…
Teaching speech acts in a second language
Speech acts are one of the most widely examined pragmatic features that second and foreign language (L2/FL) learners need to master in order to commu-nicate appropriately in the target language. Without a proper knowledge of how to use and understand a particular speech act that is appropriate to the contextual andcultural parameters of a specific situation, L2/FL learners may run the risk of being perceived as rude and/or impolite. Consequently,…
Fostering learners’ (meta)pragmatic awareness through film analysis
Film-based dialogues have been praised in the current work on pragmatics as a potentially useful source that can enhance learners’ (meta)pragmatic awareness of the pragmatic phenomena in actual communicative events. Following this view, this paper first outlines the concept of (meta)pragmatic awareness and explains, drawing on McConachy and Spencer-Oatey (2020), the different theoretical perspectives examining the role that awareness plays in dev…
Classroom Research on Pragmatics
Pragmatic competence involves the ability to produce and comprehend meaning and intentions in an appropriate way, given a particular social and cultural context. Dealing with pragmatic competence in the classroom context is a complex phenomenon since attention needs to be paid to how language, language users, and context of interaction interplay. Classroom organization is therefore essential in terms of what kind of input, opportunities for commu…
The interface between proficiency and pragmatics
This study investigates the interface between second language pragmatics and proficiency by focusing on pragmatic awareness of compliment responses (CRs). The participants were Spanish learners of English as a foreign language. Their perceptive pragmatic knowledge was tested via a pragmatic awareness video elicitation task where they had to rate the appropriateness of 15 CRs from 1 (inappropriate) to 6 (very appropriate). Learners were divided in…
The Effects of Self-Access Web-Based Pragmatic Instruction and L2 Proficiency on EFL Students’ Email Request Production and Confidence
The present study pursued three objectives: (i) to examine whether self-access web-based instruction could significantly improve EFL students’ ability to formulate pragmatically appropriate email requests; (ii) to determine whether L2 proficiency influenced students’ pragmatic performance and their gains following instruction; and (iii) to explore changes in learners’ confidence when evaluating the appropriateness of their own email requests. Six…
Tracing a pre-service primary English teacher's development in teaching L2 pragmatics
Answering the call for greater inclusion of pragmatics into language teacher education (Glaser, 2018) as well as for increased empirical research to support this inclusion (Schauer, 2022a), this study traces a pre-service teacher’s development while planning and implementing a pragmatic unit in Primary English Language Teaching (PELT) classrooms in Germany. Following the reiterative structure of Design-Based Research, the trainee developed and de…
Exploring the Connections Between EFL Learners’ Motivation, Engagement and Pragmatic Development in Self-Access Web-Based Instruction
The present study investigates the relationship between initial learner motivation, engagement, and pragmatic development within a self-access web-based instructional environment. Focused on the development of awareness and production of English email requests to faculty, the study involved 65 first-year English Studies students at a Spanish public university. Motivation was assessed qualitatively through open-ended responses which were classifie…
Linguistics (9 works) · Psychology (9 works) · EFL/ESL Teaching and Learning (8 works) · Pragmatics (8 works) · Computer Science (7 works) · Language, Discourse, Communication Strategies (5 works) · Innovative Teaching and Learning Methods (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Second Language Acquisition and Learning (3 works)