{"id":4469,"date":"2024-10-01T15:55:50","date_gmt":"2024-10-01T15:55:50","guid":{"rendered":"https:\/\/www.cla.udl.cat\/?p=4469"},"modified":"2024-10-01T16:33:39","modified_gmt":"2024-10-01T16:33:39","slug":"florence-baills","status":"publish","type":"post","link":"https:\/\/www.cla.udl.cat\/ca\/investigador\/florence-baills\/","title":{"rendered":"Florence Baills"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"4469\" class=\"elementor elementor-4469 elementor-4468\" data-elementor-post-type=\"post\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-21ca9adb elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"21ca9adb\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-1768a951\" data-id=\"1768a951\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1c0d3bdc elementor-widget elementor-widget-image\" data-id=\"1c0d3bdc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" src=\"https:\/\/www.cla.udl.cat\/wp-content\/uploads\/elementor\/thumbs\/Florence_pic3-quxb5yvj0avgza4frlnlxqevhmvls9uda2nxjfsgzc.jpg\" title=\"Florence_pic3\" alt=\"Florence_pic3\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-5b937075\" data-id=\"5b937075\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6bc48f8d elementor-widget elementor-widget-heading\" data-id=\"6bc48f8d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Florence Baills<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2f4f9406 elementor-widget elementor-widget-text-editor\" data-id=\"2f4f9406\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Florence Baills (Grau en Traducci\u00f3 e Interpretaci\u00f3, UAixMarseille; M\u00e0ster en Ling\u00fc\u00edstica Te\u00f2rica i Aplicada, UPF; Doctorat en Traducci\u00f3 I Ci\u00e8ncies del Llenguatge, UPF) \u00e9s professora lectora (programa Serra H\u00fanter) a la Universitat de Lleida, on ensenya lleng\u00fces estrangeres i\u00a0 traducci\u00f3. La seva recerca s\u2019especialitza amb els temes de les estrat\u00e8gies d\u2019adquisici\u00f3 de les habilitats orals en una llengua estrangera i del marcatge gestual de la pros\u00f2dia, la pragm\u00e0tica, i la sintaxis. <\/span><\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-3d6be75b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"3d6be75b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-75b19659\" data-id=\"75b19659\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-53a5b450 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"53a5b450\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1401\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1401\" aria-expanded=\"false\">Recerca<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1402\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1402\" aria-expanded=\"false\">Publicacions recents<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1403\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1403\" aria-expanded=\"false\">Doc\u00e8ncia<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1404\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1404\" aria-expanded=\"false\">Altres<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1401\" aria-expanded=\"false\">Recerca<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1401\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1401\" tabindex=\"0\" hidden=\"false\"><ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Adquisici\u00f3 de les habilitats orals i pragm\u00e0tiques en lleng\u00fces estrangeres<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00a0Aprenentatge multimodal, entrenaments musicals e encarnats per l&#8217;adquisici\u00f3 de lleng\u00fces estrangeres<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Marcatge sint\u00e0ctic, pros\u00f2dic i gestual d&#8217;aspectes pragm\u00e0tics en franc\u00e8s L1 i L2<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Percepci\u00f3 de la promin\u00e8ncia de la pros\u00f2dia i del gest<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Difer\u00e8ncies individuals dels aprenents de lleng\u00fces estrangeres, caracteritzaci\u00f3 i integraci\u00f3 als protocols d&#8217;investigaci\u00f3<\/span><\/li>\n<li><\/li>\n<\/ul>\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1402\" aria-expanded=\"false\">Publicacions recents<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1402\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1402\" tabindex=\"0\" hidden=\"hidden\"><p><b>Cap\u00edtols de llibre\/cap\u00edtulos de libro\/book chapters (2018-2024):<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., &amp; Esteve-Gibert, N. (In press). Developing pragmatics in the L2: Enhancing pronunciation through multimodal cues. In Z. B\u00e1rk\u00e1nyi, M.M. Galindo-Merino &amp; A. P\u00e9rez-Bernabeu (Eds.), <\/span><i><span style=\"font-weight: 400;\">La integraci\u00f3n de la pronunciaci\u00f3n en el aula de ELE<\/span><\/i><span style=\"font-weight: 400;\">. John Benjamins.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., &amp; Prieto, P. (Accepted). The benefits of embodied prosody and music practice for pronunciation learning. In E. Tergujeff &amp; A. Kirkova-Naskova (Eds.), <\/span><i><span style=\"font-weight: 400;\">L2 Pronunciation Achievements<\/span><\/i><span style=\"font-weight: 400;\">. Cambridge: Cambridge University Press.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Li, P., Baills, F., Xi, X., &amp; Prieto, P. (2024). Gesture shape and gesture-speech alignment predict simultaneous L2 sound production accuracy. In A. Brown &amp; S.W. Eskildsen (Eds), <\/span><i><span style=\"font-weight: 400;\">Multimodality across epistemologies in second language research<\/span><\/i><span style=\"font-weight: 400;\">, pp-173-186. Routledge.<\/span><\/li>\n<\/ul>\n<p><b>Articles\/art\u00edculos (revisats per parells\/revisi\u00f3n por pares\/peer-reviewed) (2018-2024):<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., &amp; Baumann, S. (Under review). Prosody and head gestures as markers of information status in French as a native and foreign language. <\/span><i><span style=\"font-weight: 400;\">Language and Cognition<\/span><\/i><span style=\"font-weight: 400;\">.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Xi, X., Li, P., Baills, F., &amp; Prieto, P. (Under review). Appropriate gesture performance helps the pronunciation of nonnative segmental features more than gesture observation. <\/span><i><span style=\"font-weight: 400;\">Studies in Second Language Learning and Teaching<\/span><\/i><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Zhang, Y., Baills, F., &amp; Prieto, P. (In press). Embodied music training may help improve speech imitation and pronunciation skills. <\/span><i><span style=\"font-weight: 400;\">Language Teaching<\/span><\/i><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Li, P., Zhang, Y., Baills, F., &amp; Prieto, P. (2023). Musical perception skills predict speech imitation skills: Differences between speakers of tone and intonation languages. <\/span><i><span style=\"font-weight: 400;\">Language and Cognition<\/span><\/i><span style=\"font-weight: 400;\">. First Online. <\/span><a href=\"https:\/\/doi.org\/10.1017\/langcog.2023.52\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1017\/langcog.2023.52<\/span><\/a><span style=\"font-weight: 400;\">\u00a0\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Li, P., Baills, F., Alazard-Guiu, C., Baqu\u00e9, L., &amp; Prieto, P. (2023). A pedagogical note on teaching L2 prosody and speech sounds using hand gestures. <\/span><i><span style=\"font-weight: 400;\">Journal of Second Language Pronunciation<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">9<\/span><\/i><span style=\"font-weight: 400;\">(3), 340-249. <\/span><a href=\"http:\/\/doi.org\/10.1075\/jslp.23043.li\"><span style=\"font-weight: 400;\">http:\/\/doi.org\/10.1075\/jslp.23043.li<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., &amp; Prieto, P. (2023). Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words. <\/span><i><span style=\"font-weight: 400;\">Language Teaching Research, 27<\/span><\/i><span style=\"font-weight: 400;\">, 1576-1606. <\/span><a href=\"https:\/\/doi.org\/10.1177\/1362168820986716\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1177\/1362168820986716<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Zhang, Y., Baills, F., &amp; Prieto, P. (2023). Singing songs facilitated L2 pronunciation and vocabulary for Chinese adolescent ESL learners. <\/span><i><span style=\"font-weight: 400;\">Languages<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">8<\/span><\/i><span style=\"font-weight: 400;\">(3), 219. <\/span><a href=\"https:\/\/doi.org\/10.3390\/languages8030219\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.3390\/languages8030219<\/span><\/a><span style=\"font-weight: 400;\">\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., &amp; Prieto, P. (2022). Els beneficis de la m\u00fasica en l&#8217;aprenentatge fonol\u00f2gic d&#8217;una llengua estrangera. <\/span><i><span style=\"font-weight: 400;\">Llengua, societat i comunicaci\u00f3<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">20<\/span><\/i><span style=\"font-weight: 400;\">, 35-47. <\/span><a href=\"https:\/\/doi.org\/10.1344\/LSC-2022.20.4\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1344\/LSC-2022.20.4<\/span><\/a><span style=\"font-weight: 400;\">\u00a0\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., Alazard-Guiu, C., &amp; Prieto, P. (2022). Embodied prosodic training helps improve accentedness and suprasegmental accuracy. <\/span><i><span style=\"font-weight: 400;\">Applied Linguistics<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">43<\/span><\/i><span style=\"font-weight: 400;\">(4), 776-804. <\/span><a href=\"http:\/\/doi.org\/10.1093\/applin\/amac010\"><span style=\"font-weight: 400;\">http:\/\/doi.org\/10.1093\/applin\/amac010<\/span><\/a><span style=\"font-weight: 400;\">\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., Rohrer, P.-L., &amp; Prieto, P. (2022). Le geste et la voix pour enseigner la prononciation en langue \u00e9trang\u00e8re. <\/span><i><span style=\"font-weight: 400;\">M\u00e9langes Crapel<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">43<\/span><\/i><span style=\"font-weight: 400;\">(1). <\/span><a href=\"https:\/\/www.atilf.fr\/wp-content\/uploads\/publications\/MelangesCrapel\/Melanges_43_1_8_Baills_e%20t_al.pdf\"><span style=\"font-weight: 400;\">https:\/\/www.atilf.fr\/wp-content\/uploads\/publications\/MelangesCrapel\/Melanges_43_1_8_Baills_e t_al.pdf<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Li, P., Xi, X., Baills, F., Baqu\u00e9, L., &amp; Prieto, P. (2022). Embodied prosodic training helps improve not only accentedness but also vowel accuracy. <\/span><i><span style=\"font-weight: 400;\">Language Teaching Research<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">39<\/span><\/i><span style=\"font-weight: 400;\">(4), 1077-1105. <\/span><a href=\"https:\/\/doi.org\/10.1177\/02676583221124075\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1177\/02676583221124075<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., Cheng, Y., Bu, Y., Zhang, Y., &amp; Prieto, P. (2021). Listening to songs and singing benefitted initial stages of L2 pronunciation but not recall of word meaning. <\/span><i><span style=\"font-weight: 400;\">Language Learning<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">71<\/span><\/i><span style=\"font-weight: 400;\">(2), 369-413. <\/span><a href=\"https:\/\/doi.org\/10.1111\/lang.12442\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1111\/lang.12442<\/span><\/a><span style=\"font-weight: 400;\">\u00a0\u00a0\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Li, P., Xi, X., Baills, F., &amp; Prieto, P. (2021). Training non-native aspirated plosives with hand gestures: Learners&#8217; gesture performance matters. <\/span><i><span style=\"font-weight: 400;\">Language Cognition and Neuroscience<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">36<\/span><\/i><span style=\"font-weight: 400;\">(10), 1313-1328. <\/span><a href=\"https:\/\/doi.org\/10.1080\/23273798.2021.1937663\"><span style=\"font-weight: 400;\">https:\/\/doi.org\/10.1080\/23273798.2021.1937663<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Li, P., Baills, F., &amp; Prieto, P. (2020). Observing and producing durational hand gestures facilitates the pronunciation of novel vowel length contrasts<\/span><i><span style=\"font-weight: 400;\">. Studies in Second Language Acquisition<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">42<\/span><\/i><span style=\"font-weight: 400;\">(5), 1015-1039. <\/span><a href=\"http:\/\/doi.org\/10.1017\/S0272263120000054\"><span style=\"font-weight: 400;\">http:\/\/doi.org\/10.1017\/S0272263120000054<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Zhang, Y., Baills, F., &amp; Prieto, P. (2020). Handclapping to the rhythm of newly learned words improves L2 pronunciation: Evidence from training Chinese adolescents with French words. <\/span><i><span style=\"font-weight: 400;\">Language Teaching Research<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">24<\/span><\/i><span style=\"font-weight: 400;\">(5), 666-689. <\/span><a href=\"http:\/\/doi.org\/10.1177\/1362168818806531\"><span style=\"font-weight: 400;\">http:\/\/doi.org\/10.1177\/1362168818806531<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baills, F., Su\u00e1rez-Gonz\u00e1lez, N., Gonz\u00e1lez-Fuente, S., &amp; Prieto, P. (2019). Observing and producing pitch gestures facilitate the learning of Mandarin Chinese tones and words. <\/span><i><span style=\"font-weight: 400;\">Studies in Second Language Acquisition<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">41<\/span><\/i><span style=\"font-weight: 400;\">(1), 33-58. <\/span><a href=\"http:\/\/doi.org\/10.1017\/S0272263118000074\"><span style=\"font-weight: 400;\">http:\/\/doi.org\/10.1017\/S0272263118000074<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Yuan, C., Gonz\u00e1lez-Fuente, S., Baills, F., &amp; Prieto, P. (2019). Observing pitch gestures favors the learning of Spanish intonation by Mandarin speakers<\/span><i><span style=\"font-weight: 400;\">. Studies in Second Language Acquisition<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">41<\/span><\/i><span style=\"font-weight: 400;\">(1), 5-32. <\/span><a href=\"http:\/\/doi.org\/10.1017\/S0272263117000316\"><span style=\"font-weight: 400;\">http:\/\/doi.org\/10.1017\/S0272263117000316<\/span><\/a><\/p>\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1403\" aria-expanded=\"false\">Doc\u00e8ncia<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1403\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1403\" tabindex=\"0\" hidden=\"hidden\"><ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Llengua francesa<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Llengua alemanya<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Traducci\u00f3 audiovisual<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Multimodalitat (Interf\u00edcies gestos i llenguatge)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Fon\u00e8tica I fonologia<\/span><\/li>\n<li><\/li>\n<\/ul>\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1404\" aria-expanded=\"false\">Altres<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1404\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1404\" tabindex=\"0\" hidden=\"hidden\"><\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Florence Baills (Grau en Traducci\u00f3 e Interpretaci\u00f3, UAixMarseille; M\u00e0ster en Ling\u00fc\u00edstica Te\u00f2rica i Aplicada, UPF; Doctorat en Traducci\u00f3 I Ci\u00e8ncies del Llenguatge, UPF) \u00e9s professora lectora (programa Serra H\u00fanter) a la Universitat de Lleida, on ensenya lleng\u00fces estrangeres i\u00a0 traducci\u00f3. La seva recerca s\u2019especialitza amb els temes de les estrat\u00e8gies d\u2019adquisici\u00f3 de les habilitats orals [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":4478,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[43],"tags":[],"class_list":["post-4469","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-investigador"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Florence Baills - CLA UDL<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.cla.udl.cat\/researcher\/florence-baills\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Florence Baills - CLA UDL\" \/>\n<meta property=\"og:description\" content=\"Florence Baills (Grau en Traducci\u00f3 e Interpretaci\u00f3, UAixMarseille; M\u00e0ster en Ling\u00fc\u00edstica Te\u00f2rica i Aplicada, UPF; Doctorat en Traducci\u00f3 I Ci\u00e8ncies del Llenguatge, UPF) \u00e9s professora lectora (programa Serra H\u00fanter) a la Universitat de Lleida, on ensenya lleng\u00fces estrangeres i\u00a0 traducci\u00f3. 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