Florence Baills
Florence Baills (BA in Translation and Interpreting, UAixMarseille; Master’s in Theoretical and Applied Linguistics, UPF; PhD in Translation and Language Sciences, UPF) is a lecturer (Serra Húnter program) at the University of Lleida, where she teaches foreign languages and translation. Her research focuses on of oral skills’ learning strategies in a foreign language and on the gestural marking of prosody, pragmatics, and syntax.
Research
Recent publications
Teaching
Others
Research
- Acquisition of oral and pragmatic skills in foreign languages
- Multimodal learning, musical and embodied training for the acquisition of foreign languages
- Syntactic, prosodic and gestural marking of pragmatic aspects in L1 and L2 French
- Perception of the prominence of prosody and gesture
- Individual differences of foreign language learners, characterization and integration in research protocols
Recent publications
Capítols de llibre/capítulos de libro/book chapters (2018-2024):
- Baills, F., & Esteve-Gibert, N. (In press). Developing pragmatics in the L2: Enhancing pronunciation through multimodal cues. In Z. Bárkányi, M.M. Galindo-Merino & A. Pérez-Bernabeu (Eds.), La integración de la pronunciación en el aula de ELE. John Benjamins.
- Baills, F., & Prieto, P. (Accepted). The benefits of embodied prosody and music practice for pronunciation learning. In E. Tergujeff & A. Kirkova-Naskova (Eds.), L2 Pronunciation Achievements. Cambridge: Cambridge University Press.
- Li, P., Baills, F., Xi, X., & Prieto, P. (2024). Gesture shape and gesture-speech alignment predict simultaneous L2 sound production accuracy. In A. Brown & S.W. Eskildsen (Eds), Multimodality across epistemologies in second language research, pp-173-186. Routledge.
Articles/artículos (revisats per parells/revisión por pares/peer-reviewed) (2018-2024):
- Baills, F., & Baumann, S. (Under review). Prosody and head gestures as markers of information status in French as a native and foreign language. Language and Cognition.
- Xi, X., Li, P., Baills, F., & Prieto, P. (Under review). Appropriate gesture performance helps the pronunciation of nonnative segmental features more than gesture observation. Studies in Second Language Learning and Teaching.
- Zhang, Y., Baills, F., & Prieto, P. (In press). Embodied music training may help improve speech imitation and pronunciation skills. Language Teaching.
- Li, P., Zhang, Y., Baills, F., & Prieto, P. (2023). Musical perception skills predict speech imitation skills: Differences between speakers of tone and intonation languages. Language and Cognition. First Online. https://doi.org/10.1017/langcog.2023.52
- Li, P., Baills, F., Alazard-Guiu, C., Baqué, L., & Prieto, P. (2023). A pedagogical note on teaching L2 prosody and speech sounds using hand gestures. Journal of Second Language Pronunciation, 9(3), 340-249. http://doi.org/10.1075/jslp.23043.li
- Baills, F., & Prieto, P. (2023). Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words. Language Teaching Research, 27, 1576-1606. https://doi.org/10.1177/1362168820986716
- Zhang, Y., Baills, F., & Prieto, P. (2023). Singing songs facilitated L2 pronunciation and vocabulary for Chinese adolescent ESL learners. Languages, 8(3), 219. https://doi.org/10.3390/languages8030219
- Baills, F., & Prieto, P. (2022). Els beneficis de la música en l’aprenentatge fonològic d’una llengua estrangera. Llengua, societat i comunicació, 20, 35-47. https://doi.org/10.1344/LSC-2022.20.4
- Baills, F., Alazard-Guiu, C., & Prieto, P. (2022). Embodied prosodic training helps improve accentedness and suprasegmental accuracy. Applied Linguistics, 43(4), 776-804. http://doi.org/10.1093/applin/amac010
- Baills, F., Rohrer, P.-L., & Prieto, P. (2022). Le geste et la voix pour enseigner la prononciation en langue étrangère. Mélanges Crapel, 43(1). https://www.atilf.fr/wp-content/uploads/publications/MelangesCrapel/Melanges_43_1_8_Baills_e t_al.pdf
- Li, P., Xi, X., Baills, F., Baqué, L., & Prieto, P. (2022). Embodied prosodic training helps improve not only accentedness but also vowel accuracy. Language Teaching Research, 39(4), 1077-1105. https://doi.org/10.1177/02676583221124075
- Baills, F., Cheng, Y., Bu, Y., Zhang, Y., & Prieto, P. (2021). Listening to songs and singing benefitted initial stages of L2 pronunciation but not recall of word meaning. Language Learning, 71(2), 369-413. https://doi.org/10.1111/lang.12442
- Li, P., Xi, X., Baills, F., & Prieto, P. (2021). Training non-native aspirated plosives with hand gestures: Learners’ gesture performance matters. Language Cognition and Neuroscience, 36(10), 1313-1328. https://doi.org/10.1080/23273798.2021.1937663
- Li, P., Baills, F., & Prieto, P. (2020). Observing and producing durational hand gestures facilitates the pronunciation of novel vowel length contrasts. Studies in Second Language Acquisition, 42(5), 1015-1039. http://doi.org/10.1017/S0272263120000054
- Zhang, Y., Baills, F., & Prieto, P. (2020). Handclapping to the rhythm of newly learned words improves L2 pronunciation: Evidence from training Chinese adolescents with French words. Language Teaching Research, 24(5), 666-689. http://doi.org/10.1177/1362168818806531
- Baills, F., Suárez-González, N., González-Fuente, S., & Prieto, P. (2019). Observing and producing pitch gestures facilitate the learning of Mandarin Chinese tones and words. Studies in Second Language Acquisition, 41(1), 33-58. http://doi.org/10.1017/S0272263118000074
Yuan, C., González-Fuente, S., Baills, F., & Prieto, P. (2019). Observing pitch gestures favors the learning of Spanish intonation by Mandarin speakers. Studies in Second Language Acquisition, 41(1), 5-32. http://doi.org/10.1017/S0272263117000316
Teaching
- French language
- German language
- Audiovisual translation
- Multimodality (Gesture and language interfaces)
- Phonetics and phonology
Others