Prof. Dr. Anne Barron
Professor*in,
Professur für Englische Sprachwissenschaft
Assoziierte/r, Methodenzentrum
Assoziierte/r, Institut für Philosophie und Kunstwissenschaft
Assoziierte/r, Methodenzentrum
Assoziierte/r, Institut für Philosophie und Kunstwissenschaft
Werdegang
Wissenschaftliche und berufliche Tätigkeit
- Seit 2011: W3-Professorin für Englische Sprachwissenschaft an der Leuphana Universität Lüneburg
- 2011- 2015: Wissenschaftliche Leitung des Sprachenzentrums, Leuphana Universität Lüneburg
- 2010-2011: W2-Professorin für Englische Sprachwissenschaft an der Universität Bayreuth
- 2001-2009: Akademische Rätin/ Wissenschaftliche Assistentin am Institut für Anglistik, Amerikanistik & Keltologie der Rheinischen Friedrich-Wilhelms-Universität Bonn
- 2006-2007: Lehrstuhlvertretung am Institut für England- und Amerikastudien der Johann Wolfgang Goethe-Universität Frankfurt am Main
- 1998-2000: Wissenschaftliche Mitarbeiterin am Englischen Seminar der Rheinischen Friedrich-Wilhelms-Universität Bonn
- 1997-1998: Dozentin für Linguistik (in Teilzeit) an der School of Behavioural & Communication Sciences der University of Ulster, Jordanstown, Belfast
- 1995-1996: Übersetzerin/Englischtrainerin, EVS Translation, Offenbach a.M.
Hochschulausbildung
- 2010: Habilitation an der Rheinischen Friedrich-Wilhelms-Universität Bonn (venia legendi im Fach Englische Sprachwissenschaft)
- 2001: Promotion an der Universität Hamburg im Fach Sprachlehrforschung
- 1996: MA in Germanistik am University College Dublin
- 1994: BComm in Germanistik und Internationale Betriebswirtschaftslehre am University College Dublin
Gremien/Gutachtertätigkeiten
- Mitherausgeberin der Fachzeitschrift Applied Pragmatics (Benjamins)
- Mitglied des Beirats der Fachzeitschrift Elements in Pragmatics (Cambridge University Press)
- Mitglied des Beirats der Fachzeitschrift Contrastive Pragmatics (Brill)
- Mitglied des Beirats der Fachzeitschrift Corpus Pragmatics (Springer)
- Mitglied des Beirats der Fachzeitschrift Journal of Pragmatics (Elsevier)
- Mitglied des Beirats der Fachzeitschrift Intercultural Pragmatics (de Gruyter, Mouton)
- Mitglied des Beirats der Fachzeitschrift Study Abroad Research in Second Language Acquisition and International Education (Benjamins)
- Mitglied des Beirats der Fachzeitschrift English World Wide (Benjamins)
- Mitglied FWO Review College, Research Foundation Flandern
- Mitglied des Discourse-Pragmatic Variation & Change (DiPVaC) Research network
- Mitglied des Beirats der Fachzeitschrift English Language & Linguistics (Cambridge University Press)
- Mitglied des Beirats der Fachzeitschrift Forum for Linguistic Studies (Academic Publishing Pte. Ltd.)
- Series Editor Studies in Pragmatics , Brill, zusammen mit May-Britt Mosegard Hansen und Kerstin Fischer
- Regelmäßige Gutachtertätigkeit für internationale Verlage (z.B. Cambridge University Press, Palgrave Macmillan, John Benjamins und Routledge), Forschungsinstitute (z.B. European Science Foundation (ESF), Humboldt Stiftung, Research Council of Canada, Riksbankens Jubileumsfond Schweden, National University of Ireland) sowie für Tagungen (z.B. International Conference on Pragmatics and Language Learning (PLL), International Symposium on Intercultural Communication and Pragmatics), International Workshop on Discourse Analysis (IWoDA), International conference of the American Pragmatics Assocation (AMPRA), International Symposium on Intercultural, Cognitive and Social Pragmatics (EPICS International Conference)
- Weitere regelmäßige Gutachtertätigkeit für die Fachzeitschriften Applied Linguistics (Oxford University Press), Computer Assisted Language Learning (Taylor & Francis), English for Specific Purposes (Elsevier), International Journal of Learner Corpus Research (Benjamins), Journal of Applied Linguistics and Professional Practice (Equinox), Language Learning (Wiley), Language Sciences (Elsevier), Language Teaching (Cambridge University Press), Linguistics (de Gruyter), Modern Language Journal (Wiley), Pragmatics (Benjamins), Pragmatics & Society (Benjamins), System (Elsevier), TEANGA, TESL Canada Journal (TESL Canada) und Study Abroad Research in Second Language Acquisition and International Education (Benjamins)
- Europäische Kommission: Quality Control expert für den Ausschuss im 2025 EIC Accelerator Program (März 2025)
Forschungsgebiete
Prof. Dr. Anne Barron ist Professorin für Englische Sprachwissenschaft am Institute of English Studies an der Leuphana Universität Lüneburg. Ihre Forschungsinteressen liegen in der Lernersprachenpragmatik (vor allem im Erwerb pragmatischer Kompetenz), im Zweitsprachenerwerb, in der interkulturellen Pragmatik, der Varietätenpragmatik (mit Schwerpunkt auf irisches Englisch), sowie in der interkulturellen Textlinguistik (vor allem im Bereich der werbenden Textsorten).
Projekte
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Workshop “Exploring the Nexus of Social Justice, Intercultural Communication, and Sustainability: Perspectives from Lower Saxony and Scotland” at the Joint Forum Scotland x Lower Saxony, Royal Society of Edinburgh, Edinburgh, 27.-28.11.2025
Anne Barron (Wissenschaftliche Projektleiter*in)
→Projekt: Wissenschaftliche Veranstaltung
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Georg Forster - Forschungsstipendium für Postdoktoranden
Anne Barron (Wissenschaftliche Projektleiter*in)
→Projekt: Individualförderung
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Georg Forster-Forschungsstipendium für Postdoktoranden (gefödert durch Alexander von Humboldt Stiftung)
Anne Barron (Wissenschaftliche Projektleiter*in) , (Projektmitarbeiter*in)
→Projekt: Forschung
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Georg Forster-Forschungsstipendium für Postdoktoranden
Anne Barron (Wissenschaftliche Projektleiter*in)
→Projekt: Forschung
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DigiTaL - Teilprojekt 10: DigiCLIL-Exchange: Vermittlung fremdsprachlicher, interkultureller und fachlicher Kompetenzen zur Vorbereitung und Begleitung studienrelevanter Auslandsaufenthalte im Blended-Learning-Format
Anne Barron (Wissenschaftliche Projektleiter*in) , Torben Schmidt (Wissenschaftliche Projektleiter*in) , Onur Çiçek (Projektmitarbeiter*in) , (Projektmitarbeiter*in) , (Projektmitarbeiter*in) , (Projektmitarbeiter*in)
→Projekt: Lehre und Studium
Publikationen
Bücher und Anthologien
- Corpus Linguistics for Sociolinguistics: A guide for research
Anne Barron (Autor*in) , Joan O'Sullivan (Autor*in) , Carolina P. Amador-Moreno (Autor*in) , 2025 Abingdon , 283 S.Publikation: Bücher und Anthologien › Monografien › Forschung › begutachtet
- Special Section: Pragmatic Development and Stay Abroad
Anne Barron (Herausgeber*in) , 2019 Amsterdam , 120 S.Publikation: Bücher und Anthologien › Zeitschriftenhefte › Forschung
- The Routledge Handbook of Pragmatics
Anne Barron (Herausgeber*in) , Y. Gu (Herausgeber*in) , G. Steen (Herausgeber*in) , 2017 Abingdon /New York , 580 S.Publikation: Bücher und Anthologien › Buch › Forschung
- Special Issue: A variational pragmatic approach to regional variation in language: Celebrating the work of Klaus P. Schneider
Anne Barron (Herausgeber*in) , 2015 Berlin [u.a.] , 174 S.Publikation: Bücher und Anthologien › Zeitschriftenhefte › Forschung
- Pragmatics of Discourse
Anne Barron (Herausgeber*in) , Klaus Peter Schneider (Herausgeber*in) , 2014 Berlin / New York , 400 S.Publikation: Bücher und Anthologien › Sammelwerke und Anthologien › Forschung
Beiträge in Zeitschriften
- Payment offers, suggestions to share expenses and payment negotiation sequences on initial dates in Germany and the United Kingdom
Anne Barron (Autor*in) , 01.04.2025 , in: Journal of Pragmatics, 239 , S. 56-76 , 21 S.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
- “I'll get it”: Payment offers, payment offer sequences and gender on First Dates
Anne Barron (Autor*in) , 01.01.2025 , in: Journal of Pragmatics, 235 , S. 4-25 , 22 S.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
- Irish English and Irish Studies: exploring language use and identity through fictional constructions of laddism
Anne Barron (Autor*in) , Cassandra S. Tully (Autor*in) , Carolina P. Amador-Moreno (Autor*in) , 28.11.2023 , in: Irish Studies Review, 31, 4 , S. 555-570 , 16 S.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
- Responses to Thanks in Ireland, England and Canada: A Variational Pragmatic Perspective
Anne Barron (Autor*in) , 01.06.2022 , in: Corpus Pragmatics, 6, 2 , S. 127-153 , 27 S.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
- Contrastivity and comparability: Pragmatic variation across pluricentric varieties
Anne Barron (Autor*in) , 01.11.2021 , in: Sociolinguistica, 35, 1 , S. 189-216 , 28 S.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Beiträge in Sammelwerken
- Variational Pragmatics and World Englishes
Anne Barron (Autor*in) , 26.03.2026 2nd Edition. Aufl. OxfordPublikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet
- Connecting sustainability and culture: Building competencies through virtual exchange
Anne Barron (Autor*in) , Torben Schmidt (Autor*in) , Handan Çelik (Autor*in) , Jodie Birdman (Autor*in) , Irina Pandarova (Autor*in) , Nora Benitt (Autor*in) , 08.04.2025 Cham , S. 729-747 , 19 S.Publikation: Beiträge in Sammelwerken › Kapitel › Forschung › begutachtet
- US English and Pragmatic Norms
Anne Barron (Autor*in) , 01.01.2025 Hoboken , S. 3937-3947 , 11 S.Publikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet
- Directives in ELF Peer Feedback
Ilka Flöck (Autor*in) , Onur Çiçek (Autor*in) , Anne Barron (Autor*in) , 01.01.2025 Bern/New York , S. 205-238 , 34 S.Publikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet
- Irish English and Variational Pragmatics
Anne Barron (Autor*in) , 01.01.2024 Oxford , S. 400-425 , 26 S.Publikation: Beiträge in Sammelwerken › Kapitel › Forschung › begutachtet
Aktivitäten
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„Openings and greeting norms in initial dates in Ireland and the United Kingdom“
Anne Barron (Sprecher*in)
→Aktivität: Konferenzvorträge › Forschung
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“To burn but not to burn out: Emojis as affective signifiers in organizing for societal change”
Hannah Trittin-Ulbrich (Sprecher*in) , Anne Barron (Ko-Autor*in) , Sarah Glozer (Ko-Autor*in) , Karina Frick (Ko-Autor*in)
Aktivität: Konferenzvorträge › Forschung
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Saying it kindly, saying It well: Teaching pragmatics for SUSTAINABILITY and GLOBAL CITIZENSHIP
Anne Barron (Sprecher*in) , Jodie Birdman (Ko-Autor*in) , Torben Schmidt (Ko-Autor*in) , Onur Çiçek (Sprecher*in)
→Aktivität: Vorträge in anderen Veranstaltungen › Transfer
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Corpus Linguistics meets Pragmatics: Developments, Trends, Challenges
Anne Barron (Keynote Sprecher*in)
→Aktivität: Konferenzvorträge › Forschung
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"Don't worry, I will take care of this": First date payment negotiation sequences and gender in Nigeria.
Anne Barron (Sprecher*in) , Ayo Osisanwo (Ko-Autor*in) , Akin Odebunmi (Ko-Autor*in) , Ezekiel Opeyemi Olajimbiti (Ko-Autor*in)
→Aktivität: Konferenzvorträge › Forschung
Presse / Medien
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Review in Discourse Studies by Chaoqun Xie (2019): The Routledge Handbook of Pragmatics
1 eigener MedienbeitragPresse/Medien: Presse / Medien
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Ich will Signorina bleiben
1 InterviewPresse/Medien: Presse / Medien
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Reviews by Xin Li, Shanghai International Studies University (2018): The Routledge Handbook of Pragmatics
2 Mal zitiertPresse/Medien: Presse / Medien
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Reviews in Discourse Studies by Annelie Ädel and Kari Dahle-Huff (2016): Pragmatics of Discourse. Handbook of Pragmatics III.
2 Mal zitiertPresse/Medien: Presse / Medien
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Review in Discourse Studies by Jixian Pang, School of International Studies, Zhejiang University, Hangzhou, P.R. China (2015): Public Information Messages: A Contrastive Genre Analysis of State–Citizen Communication
1 Mal zitiertPresse/Medien: Presse / Medien
Lehrveranstaltungen
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This seminar introduces students to the field of contrastive linguistics, and in particular to contrastive pragmatics with a particular focus on its relevance for language teaching. While grammar and vocabulary are central to language learning, successful communication also depends on pragmatic competence—the ability to use language appropriately in context. Speech acts such as requests, apologies, compliments, refusals, and complaints are realized differently across languages and cultures, and these differences can lead to misunderstanding even when grammatical forms are correct.
Drawing on cross-linguistic data, we will explore how speech acts are structured and modified in different languages, how politeness and indirectness are encoded, and how social variables such as power, distance, and imposition shape linguistic choices. We will analyse data and consult empirical studies in contrastive pragmatics to understand where learners may experience pragmatic transfer from their first language.
A central aim of the seminar is to connect theory with classroom practice. Students will learn how to identify pragmatically relevant features in teaching materials, how to critically assess textbook representations and how to design classroom activities that foster pragmatic awareness.
By the end of the seminar, participants will be able to:
-reflect on the role of pragmatic competence in communicative language teaching
-explain key concepts in pragmatics and speech act theory
- analyze and compare speech act realizations across languages
- identify potential areas of cross-linguistic pragmatic transfer
- develop pedagogical tasks to teach speech acts explicitly and implicitly
Students will be expected to engage in empirical research, i.e. to collect and analyse data in groups. This empirical work will form the basis of the module assessment (cf. below)
The course is conducted through the medium of English.
Drawing on cross-linguistic data, we will explore how speech acts are structured and modified in different languages, how politeness and indirectness are encoded, and how social variables such as power, distance, and imposition shape linguistic choices. We will analyse data and consult empirical studies in contrastive pragmatics to understand where learners may experience pragmatic transfer from their first language.
A central aim of the seminar is to connect theory with classroom practice. Students will learn how to identify pragmatically relevant features in teaching materials, how to critically assess textbook representations and how to design classroom activities that foster pragmatic awareness.
By the end of the seminar, participants will be able to:
-reflect on the role of pragmatic competence in communicative language teaching
-explain key concepts in pragmatics and speech act theory
- analyze and compare speech act realizations across languages
- identify potential areas of cross-linguistic pragmatic transfer
- develop pedagogical tasks to teach speech acts explicitly and implicitly
Students will be expected to engage in empirical research, i.e. to collect and analyse data in groups. This empirical work will form the basis of the module assessment (cf. below)
The course is conducted through the medium of English.
⌄
The status of English as well as uses of English around the world have changed over the history of the English language. English is today an important language in communication around the globe, and Standard English a standardised subject, a desirable comodity and a source of power. The realities of the English language in today's globalised world, however, go beyond Standard English. There exist numerous varieties of English, from Malaysian English, to New Zealand English, to Chinese English, to British English. In addition, English is also used extensively as a lingua franca in native and non-native communication. In this seminar, we investigate the impact which colonisation, among other factors, had on the development of the English language, we explore the different uses and varieties of English from a linguistic perspective and we examine the power dimensions associated with Standard English and investigate attitudes towards different uses and varieties of English. Finally, we also look at the role which policies and educational contexts play in reproducing linguistic power dimensions.
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In linguistics, the saying "Actions speak louder than words" conceals the fact that in using language, in producing words, we act and change the world. A request uttered by a friend has to be responded to; an apology changes the way we feel about someone. Second language pragmatics investigates how such abilities develop, what challenges learners face, and how instruction can support pragmatic development.
In this course, we look at how native speakers of different cultures "do things with words" (Austin 1962) and "how learners come to know how-to-say-what-to-whom-when.” (Bardovi-Harlig 2013:68-69). We also discuss how pragmatic competence, an important component of communicative competence, can be taught and we examine how well EFL textbooks are suited to the challenge of equiping learners for communicating in the foreign language.
By the end of the seminar, participants will be able to:
- explain central concepts and research methods in second language pragmatics
- analyze learner production of speech acts and identify developmental patterns
- recognize instances of pragmatic transfer and pragmatic failure
- design instructional activities to support the acquisition of speech acts
- critically reflect on the role of pragmatic competence in language education
Students will be expected to engage in empirical research, i.e. to collect and analyse data in groups. This empirical work will form the basis of the module assessment (cf. below)
The course is conducted through the medium of English.
In this course, we look at how native speakers of different cultures "do things with words" (Austin 1962) and "how learners come to know how-to-say-what-to-whom-when.” (Bardovi-Harlig 2013:68-69). We also discuss how pragmatic competence, an important component of communicative competence, can be taught and we examine how well EFL textbooks are suited to the challenge of equiping learners for communicating in the foreign language.
By the end of the seminar, participants will be able to:
- explain central concepts and research methods in second language pragmatics
- analyze learner production of speech acts and identify developmental patterns
- recognize instances of pragmatic transfer and pragmatic failure
- design instructional activities to support the acquisition of speech acts
- critically reflect on the role of pragmatic competence in language education
Students will be expected to engage in empirical research, i.e. to collect and analyse data in groups. This empirical work will form the basis of the module assessment (cf. below)
The course is conducted through the medium of English.
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This course deals with the relationship between language and society. We focus on the diversity found in language use in society and how this relates to the language classroom. Our focus will be on gender. We investigate how sexism is expressed and transmitted through language, how men and women use language differently in constructing their social identities and how gender is portrayed in children's literature and in the public arena.
Students will be expected to engage in empirical research, i.e. to collect and analyse data in groups. This empirical work will form the basis of the module assessment (cf. below)
Students will be expected to engage in empirical research, i.e. to collect and analyse data in groups. This empirical work will form the basis of the module assessment (cf. below)