Les séminaires auront toujours lieu de 12h45 à 14h dans le local ERAS 61.
Lundi 24 septembre 2018, Carlee Arnett (University of California, Davis)
Leveraging Concept-Based Grammar Teaching with Animations and Collaborative ScriptsRésuméConcept-based approaches to grammar teaching generally adopt the cognitive linguistic view of language and present grammar as a conceptually motivated system that is rooted in embodied experiences (e.g. force, dynamics, space, etc.) and other principles of human perception (figure-ground). Concept-based explanations in foreign language teaching need a presentation mode that allows for an adequate illustration of the embodied nature of grammar and brings the learners’ attention to the relevant aspects of the material (e.g. multimedia animations, cf. Roche & Suñer 2016). This presentation reports on two studies which aim to investigate the usefulness of multimedia animations and the potential of learning activities based on sociocultural theory (Lantolf 2007) to leverage a concept-based approach to teaching the German passive. The first study uses a variety of visual/multimedia activities to teach the German passive. The second study improves on the student activities by using collaborative scripts for the group work. Taken together, the results show that the combination of multimedia animations and learning activities based on sociocultural theory offers an intriguing venue for leveraging the effectiveness of such concept-based approaches.
Mardi 9 octobre 2018, Gloria Uclès (Universidad de València)
A description of Spanish interactive discourse markers ¿eh?, ¿no?, ¿sabes? and ¿vale?RésuméThis study constitutes the PhD research project and its main objective is to describe the functions of four Spanish interactive discourse markers, namely ¿eh?, ¿no?, ¿sabes? and ¿vale?, through an intergeneric perspective. These markers have been selected on similarity grounds: they are control of contact markers (Briz, 1998) and, more specifically, all four share a direct call of attention to the interlocutors performed through the same means: by addressing a question to them. Since their most salient feature is the appeal to the interlocutor, a set of discursive genres ranging from the most interactive –conversation– to the least –monologue– have been chosen. In order to execute the analysis, a corpus-based study including samples from the genres conversation, interview and monologue is being carried out.
The preliminary results show that the markers selected for the study seem to operate on two different planes: the modal and the structural one. Regarding their modal dimensions, they are used as devices that carry the values of:
c) Affiliation request
As for their function structuring information, we believe they are used as anchorage devices that use the attention they gain from interlocutors to help the speaker manage the construction of discourse. The following functions have been distinguished:
b) Signalling a change
c) Expressing clarification
d) Signalling a cataphora
e) Turn maintenance
Mardi 20 novembre 2018, Amélie Bulon (UCLouvain, projet ARC-CLIL)
A comparison of the phraseological lexicon of CLIL and NON-CLIL learners of English or Dutch in French-speaking BelgiumRésuméThis presentation will introduce results from a longitudinal study looking at the phraseological language development of French-speaking learners of Dutch or English in two different educational settings, namely Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (NON-CLIL). This study was carried out in the framework of a large multidisciplinary project on CLIL in Belgium and follows on from previous analyses that revealed a higher and more accurate production of phraseological units in CLIL. It is based on corpus data; informal written texts were gathered during two data collection points, the first at the beginning of the fifth year of secondary school education and the second towards the end of the sixth year. Intra-group and inter-group analyses were carried out and both the frequency and the accuracy of the learners’ phraseological lexicon were examined. Whilst SLA research often supports the fact that phraseological competence positively correlates with proficiency levels in a target language and that CLIL learners often outperform NON-CLIL ones, our study showed that high input environments do not systematically boost learners’ phraseological learning over time and that results may vary according to the foreign language.
Lundi 10 décembre 2018, Gerard Kempen (Max Planck Institute for Psycholinguistics)
Verb placement and verb frequency in the service of uniform information density: Corpus evidence from main and subordinate clauses in spoken English, Dutch, and GermanRésuméIn an extensive corpus study with spoken English, Dutch, and German, we discovered a statistical relationship between the corpus frequency of finite verbs, and their linear positions in main or subordinate clauses.
Compared to the overall verb frequency distribution, high-frequent finite verbs are overrepresented in clauses where they occupy an obligatory early position. Linear position (earlier vs. later within the clause) was measured in syntactic terms: “verb-second” (V2) in Dutch and German main clauses, “verb-third” (V3) in English main and subclauses, and “verb-final” (VF) in German and Dutch subclauses. The extent of overrepresentation is larger in V2 than V3 clauses, and overrepresentation disappears in VF clauses. We argue that this data pattern belongs to the class of information structure phenomena, and facilitates processing by promoting within-clause uniform information density. The unexpected theoretical implication is that verb selection depends not only on the to-be-expressed conceptual content but also on verb position.
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