Enseigner la lecture de l’écrit scientifique : revue de la littérature

The contribution aims to draw up an inventory of the didactic recommendations made by French-speaking researchers on the teaching-learning of university reading, more specifically with regard to the reading of scientific writings with the aim of developing a dissertation.The contribution aims to draw up an inventory of the didactic recommendations made by French-speaking researchers on the teaching-learning of university reading, more specifically with regard to the reading of scientific writings with the aim of developing a dissertation

Les fonctions discursives du Lexique Scientifique Transdisciplinaire pour aider à la compréhension et à la production d’écrits académiques

The Transdisciplinary Scientific Lexicon (TSL) is a lexicon that transcends scientific disciplines (e.g., hypothesis, advance an argument, the objective of this study is to determine...). Mastering these elements is crucial because they fulfill essential discursive functions (DF) in the scientific genre, serving reasoning, structuring, and argumentation purposes. In this article, we propose using DFs as a bridge that links understanding and production of the TSL. To achieve this, a scientific writing training program was offered to learners, utilizing a corpus-based teaching approach and a lexical tool for scientific writing developed by our team. We will highlight the benefits of mastering DFs in terms of helping learners to understand and produce scientific texts, as well as the challenges learners face in using DFs to formulate ideas in writing.The Transdisciplinary Scientific Lexicon (TSL) is a lexicon that transcends scientific disciplines (e.g., hypothesis, advance an argument, the objective of this study is to determine...). Mastering these elements is crucial because they fulfill essential discursive functions (DF) in the scientific genre, serving reasoning, structuring, and argumentation purposes. In this article, we propose using DFs as a bridge that links understanding and production of the TSL. To achieve this, a scientific writing training program was offered to learners, utilizing a corpus-based teaching approach and a lexical tool for scientific writing developed by our team. We will highlight the benefits of mastering DFs in terms of helping learners to understand and produce scientific texts, as well as the challenges learners face in using DFs to formulate ideas in writing

Le Français sur Objectif(s) Universitaire(s) : un concept qui varie selon les contextes académiques

The skills which determine the success of allophone students and which enable their integration into higher education are studied within the framework of specialized streams of language teaching for specific objectives, including Français sur Objectif Universitaire (FOU). So far, the only coherent and comprehensive description of this research stream comes from Mangiante and Parpette (2011). Their monograph devoted to FOU proposes methodological solutions and at the same time directs attention to certain key competences. Acquiring knowledge in a foreign language does not necessarily have to take place in the country of the target language. An example of studies conducted in a foreign language are philology studies at Polish universities: in English philology studies, this has been the case since the beginning of education. The article discusses the content of English for Academic Purposes presented to students during practical language learning classes, classes dedicated to the academic variety of English and diploma seminars. A similar study was conducted for FOU and the academic content proposed to students of Romance philology. The obtained results constitute an attempt to answer the question about the possibility of compiling a general set of content for FOU, and also contain proposals for Polish Romance philologies.The skills which determine the success of allophone students and which enable their integration into higher education are studied within the framework of specialized streams of language teaching for specific objectives, including Français sur Objectif Universitaire (FOU). So far, the only coherent and comprehensive description of this research stream comes from Mangiante and Parpette (2011). Their monograph devoted to FOU proposes methodological solutions and at the same time directs attention to certain key competences. Acquiring knowledge in a foreign language does not necessarily have to take place in the country of the target language. An example of studies conducted in a foreign language are philology studies at Polish universities: in English philology studies, this has been the case since the beginning of education. The article discusses the content of English for Academic Purposes presented to students during practical language learning classes, classes dedicated to the academic variety of English and diploma seminars. A similar study was conducted for FOU and the academic content proposed to students of Romance philology. The obtained results constitute an attempt to answer the question about the possibility of compiling a general set of content for FOU, and also contain proposals for Polish Romance philologies

La pragmática de la objetividad en el uso de las marcas personales en el discurso científico-académico principiante español: perspectiva polaca

This article focuses on the grammatical elements that pragmatically reinforce the objectivity of Spanish scientific-academic discourse, and more specifically, on the use or omission of personal brands. To this end, a series of final degree projects, written in the Spanish language by Polish university students, are examined with the aim of verifying the discursive competence of inexperienced authors in the use of different strategies aimed at granting objectivity to the scientific text and the possible problems. originated by pragmatic-grammatical interferences between the Polish and Spanish languages.This article focuses on the grammatical elements that pragmatically reinforce the objectivity of Spanish scientific-academic discourse, and more specifically, on the use or omission of personal brands. To this end, a series of final degree projects, written in the Spanish language by Polish university students, are examined with the aim of verifying the discursive competence of inexperienced authors in the use of different strategies aimed at granting objectivity to the scientific text and the possible problems. originated by pragmatic-grammatical interferences between the Polish and Spanish languages

De la relation entre le positionnement épistémologique d’un chercheur et ses représentations relatives à l’écriture de la recherche. Amorce d’une réflexion méta-didactologique

This paper explores the dialogical relationship between a researcher’s epistemological stance and his representations of research writing in the field of language and culture didactics. It emphasizes the importance of considering the relationship of these two processes in the professional development of novice researchers. Drawing on the epistemological aspects of the French conception of foreign language didactics fr. didactique-didactologie des langues-cultures), understood as an autonomous academic discipline, the author analyses meta-didactic papers by two French scholars Christian Puren and Véronique Castellotti. The analysis corroborates the influence of the researchers’ epistemological stances on their representations of research writing within the discipline.This paper explores the dialogical relationship between a researcher’s epistemological stance and his representations of research writing in the field of language and culture didactics. It emphasizes the importance of considering the relationship of these two processes in the professional development of novice researchers. Drawing on the epistemological aspects of the French conception of foreign language didactics fr. didactique-didactologie des langues-cultures), understood as an autonomous academic discipline, the author analyses meta-didactic papers by two French scholars Christian Puren and Véronique Castellotti. The analysis corroborates the influence of the researchers’ epistemological stances on their representations of research writing within the discipline

La lecture académique dans la perspective d’un écrit de transition

Academic reading can have different epistemic objectives and be situated at different levels, such as the development of disciplinary knowledge, the observation and development of scientific reasoning, as well as the awareness and refinement of reading strategies. From the pedagogical perspective, given the cognitive complexity of academic reading, it is advisable to combine academic reading tasks with writing tasks, the so-called intermediate genres (reading report, reformulation, summary). The aim of this article is to examine how MA students in Romance languages evaluate their reading strategies both in paired discussions after reading an article and in written reformulation, with a view to using its content in approaching a new research problem.Academic reading can have different epistemic objectives and be situated at different levels, such as the development of disciplinary knowledge, the observation and development of scientific reasoning, as well as the awareness and refinement of reading strategies. From the pedagogical perspective, given the cognitive complexity of academic reading, it is advisable to combine academic reading tasks with writing tasks, the so-called intermediate genres (reading report, reformulation, summary). The aim of this article is to examine how MA students in Romance languages evaluate their reading strategies both in paired discussions after reading an article and in written reformulation, with a view to using its content in approaching a new research problem

Lo cotidiano como objeto de problematización en la narrativa fantástica: una lectura ideológica

Within the framework of the cognitive approach to the perception of reality distinguishing between grounds and figures, the main aim of this article is to study the foreground of fantastic stories, corresponding to elements of everyday life, unlike the figure, which usually is the preternatural motive. Thus, in this work the vision of everyday life proposed by the philosopher Bruce Bégout and the concept “ways of doing” created by the thinker Michel de Certeau will also be applied, as well as settled contemporary theories of the fantastic. As an illustration of all this, three Spanish short stories presenting ideological significance and written in different periods will be analyzed: La muerte de Capeto by V. Blasco Ibáñez, La resucitada by E. Pardo Bazán, and Reliquias by A. Martínez Castillo.Within the framework of the cognitive approach to the perception of reality distinguishing between grounds and figures, the main aim of this article is to study the foreground of fantastic stories, corresponding to elements of everyday life, unlike the figure, which usually is the preternatural motive. Thus, in this work the vision of everyday life proposed by the philosopher Bruce Bégout and the concept “ways of doing” created by the thinker Michel de Certeau will also be applied, as well as settled contemporary theories of the fantastic. As an illustration of all this, three Spanish short stories presenting ideological significance and written in different periods will be analyzed: La muerte de Capeto by V. Blasco Ibáñez, La resucitada by E. Pardo Bazán, and Reliquias by A. Martínez Castillo

Russie, pays, espace postsoviétique : postsoviétique dans la construction de l’identité discursive dans la presse écrite d’information

The aim of the article is to show the role of the adjective postsoviétique (Post-Soviet) in the construction of discursive identity of actors described with a country name or its reformulation in the French media discourse. The observation of uses of the adjective which completes a proper name or its discursive reformulation (such as état/pays/espace – state/country/space), allowed to distinguish the most common effects of the use of postsoviétique: the referential blurring, which contributes to the creation of the collective identity of the agents, the memorial character of the adjective postsoviétique, which constructs the discursive identity of agents by constantly recalling the past, as well as the appearance of the adjective in proximity to axiologically marked structures.The aim of the article is to show the role of the prefixe post in the construction of discursive identity of actors described with a country name or its reformulation in the French media discourse. The observation of uses of this prefixe added to the the adjective sovétique (Soviet), which completes a proper name or its discursive reformulation (such as état/pays/espace – state/country/space), allowed to distinguish the most common effects of the use of post: the referential blurring, which contributes to the creation of the collective identity of the agents, the memorial character of the adjective postsoviétique, which constructs the discursive identity of agents by constantly recalling the past, as well as the appearance of the adjective in proximity to axiologically marked structures