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<div class=Section1>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span lang=EN-GB style='font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold'>Call for Papers<o:p></o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span lang=EN-GB style='font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold'><o:p> </o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span lang=EN-GB style='font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold'>Workshop on L2 proficiency assessment<o:p></o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span lang=EN-GB style='font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold'><o:p> </o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span lang=EN-GB style='font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold'>February 24/25th 2012<o:p></o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span lang=EN-GB style='font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold'><o:p> </o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span lang=EN-GB style='font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold'>EMMA - Université Paul Valéry Montpellier 3<o:p></o:p></span></font></b></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span lang=EN-GB
style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span lang=EN-GB
style='font-size:10.0pt;font-family:Arial;color:navy'>Scroll down for French
version. Version française plus bas.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span lang=EN-GB
style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>This workshop seeks to bring together linguists interested in the
assessment of proficiency in second language (L2) use. Generally, the workshop
aims to identify reliable methods to assess L2 learner proficiency so as to
enhance comparability across Second Language Acquisition (SLA) research
results.<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>Traditionally, Second Language Acquisition (SLA) research focuses
on:<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l2 level1 lfo1'><![if !supportLists]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>defining how learners' source and target languages influence their
interlanguage (Hickmann et al. 1998, Hendricks et al. 2008, Lambert, et al.
2008, Perdue 1993, Slobin 2004);<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l2 level1 lfo1'><![if !supportLists]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>determining stages of L2 acquisition (Perdue 1993, Bartning and
Schlyter 1997, 2004, Hawkins and Buttery 2009); and<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l2 level1 lfo1'><![if !supportLists]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>identifying cognitive mechanisms common to learners' native
language (L1) and their L2 (Watorek 2004, Lenart 2006).<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>Independently of their line of investigation, <st1:place w:st="on">SLA</st1:place>
studies tend to rely on learners whose proficiency level in L2 is yet to be
clearly assessed. Although such assessment is essential to reach accurate and
meaningful interpretations of research results (Thomas 1994, Pallotti 2009), a
range of proficiency measures remain to be identified to ensure consistent
assessment of L2 learners' levels of proficiency. In addition, and beyond
research purposes, identifying proficiency measures will directly benefit
second language teachers who need reliable tests to assess students' language
skills through exams or language certificates (e.g. TOEFL, <st1:City w:st="on">Cambridge</st1:City>
and <st1:City w:st="on">Oxford</st1:City> language tests, CLES in <st1:place
w:st="on"><st1:country-region w:st="on">France</st1:country-region></st1:place>
…).<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>Questions we are currently exploring, and which we would like to
submit to discussion are:<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l3 level1 lfo2'><![if !supportLists]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>what morpho-syntactic and lexical criteria can be used to determine
learners' stage of acquisition?<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l3 level1 lfo2'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>What psycholinguistic indicators can be used to determine learners'
proficiency level? </span></font><font size=2 color=navy face=Arial><span
style='font-size:10.0pt;font-family:Arial;color:navy'>(e.g. processing speed?)<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l3 level1 lfo2'><![if !supportLists]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>what kind of language test is appropriate to assess L2 learners'
production and comprehension skills?<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>Submissions for paper and poster presentations are welcome in
French and in English and we particularly welcome submissions on the topics of:<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l4 level1 lfo3'><![if !supportLists]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>the acquisition of French and English as a second language;<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l4 level1 lfo3'><![if !supportLists]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>the assessment of tense, aspect and modality in <st1:place w:st="on">SLA</st1:place>;<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l4 level1 lfo3'><![if !supportLists]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>language certificates as a way to assess language skills<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>Interested researchers are invited to send a 500-word abstract
(excluding references) to </span></font><font size=2 color=navy face=Arial><span
style='font-size:10.0pt;font-family:Arial;color:navy'><a
href="mailto:pascale.leclercq@univ-montp3.fr"
title="blocked::mailto:pascale.leclercq@univ-montp3.fr"><span lang=EN-GB><span
title="blocked::mailto:pascale.leclercq@univ-montp3.fr">pascale.leclercq@univ-montp3.fr</span></span></a></span></font><font
size=2 color=navy face=Arial><span lang=EN-GB style='font-size:10.0pt;
font-family:Arial;color:navy'> ou </span></font><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><a
href="mailto:sandra.deshors@univ-montp3.fr"
title="blocked::mailto:sandra.deshors@univ-montp3.fr"><span lang=EN-GB><span
title="blocked::mailto:sandra.deshors@univ-montp3.fr">sandra.deshors@univ-montp3.fr</span></span></a></span></font><font
size=2 color=navy face=Arial><span lang=EN-GB style='font-size:10.0pt;
font-family:Arial;color:navy'> before 30th October 2011).<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'>A publication of the conference proceedings is envisaged.<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><b><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy;font-weight:bold'>Plenary speakers :</span></font></b><font
size=2 color=navy face=Arial><span lang=EN-GB style='font-size:10.0pt;
font-family:Arial;color:navy'> Inge Bartning (<st1:place w:st="on"><st1:PlaceName
w:st="on">Stockholm</st1:PlaceName> <st1:PlaceType w:st="on">University</st1:PlaceType></st1:place>),
Heather Hilton (Paris 8 University)<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><b><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy;
font-weight:bold'>Organizing committee : </span></font></b><font size=2
color=navy face=Arial><span style='font-size:10.0pt;font-family:Arial;
color:navy'>Sandra Deshors, <st1:PersonName ProductID="Pascale Leclercq" w:st="on">Pascale
Leclercq</st1:PersonName>, Isabelle Ronzetti<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span style='font-size:14.0pt;font-family:Arial;
color:navy;font-weight:bold'>Atelier sur l’évaluation du niveau des
apprenants d’une L2</span></font></b><font size=2 color=navy face=Arial><span
style='font-size:10.0pt;font-family:Arial;color:navy'><o:p></o:p></span></font></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span style='font-size:14.0pt;font-family:Arial;
color:navy;font-weight:bold'><o:p> </o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span style='font-size:14.0pt;font-family:Arial;
color:navy;font-weight:bold'>24-25 février 2012<o:p></o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span style='font-size:14.0pt;font-family:Arial;
color:navy;font-weight:bold'><o:p> </o:p></span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=4
color=navy face=Arial><span style='font-size:14.0pt;font-family:Arial;
color:navy;font-weight:bold'>EMMA - Université Paul Valéry Montpellier 3<o:p></o:p></span></font></b></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>Ce
colloque vise à l’identification de méthodes fiables de mesure du niveau
des apprenants d’une langue seconde, pour une meilleure comparabilité des
résultats de la recherche, et pour une meilleure évaluation des apprenants en
contexte pédagogique. <o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>Les
études sur l’acquisition des langues secondes poursuivent généralement
les objectifs suivants :<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l1 level1 lfo4'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>rechercher
l’influence de la langue source et de la langue cible dans
l’interlangue des apprenants (Hickmann et al, 1998, Hendriks et al.
2008, Lambert, Carroll, von Stutterheim 2008, Perdue 1993, Slobin 2004) ;<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l1 level1 lfo4'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>déterminer
des stades d’acquisition de la L2, indépendamment des paires de langues
en présence (Perdue 1993, Bartning & Schlyter 1997, 2004, Hawkins
& Buttery 2009) ;<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l1 level1 lfo4'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>rechercher
les procédés cognitifs communs à l’acquisition de la langue maternelle et
des langues étrangères (Watorek 2004, Lenart 2006).<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>Quelle
que soit leur optique théorique, ces études se basent sur l’analyse
d’une ou de plusieurs populations d’apprenants, dont le niveau dans
la langue cible doit être clairement défini (Ellis 2009, Pallotti 2009). La
définition du niveau de langue des apprenants est toutefois loin d’être
aisée et l’identification d’un nombre restreint de mesures de
niveau fiables serait un véritable atout pour la recherche sur
l’acquisition des langues secondes et permettrait une meilleure
comparabilité des résultats de la recherche (Thomas 1994, Pallotti 2009). <o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>La
question de l’évaluation du niveau des apprenants se pose également de
manière très forte pour les enseignants de langue, qui doivent évaluer les
compétences de leurs apprenants, soit à l’occasion des examens, soit pour
certifier leur niveau de langue (TOEFL, tests de Cambridge ou d’Oxford,
CLES en France…)<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>Les
pistes d’analyse sont les suivantes :<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l0 level1 lfo5'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>quels
critères morphosyntaxiques et lexicaux utiliser pour déterminer le stade
d’acquisition des apprenants ?<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l0 level1 lfo5'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>quels
indicateurs psycholinguistiques pour déterminer le niveau des
apprenants ? (rapidité de traitement de l’information, capacité de
mémorisation…) <o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l0 level1 lfo5'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>quel
type de test pour évaluer les compétences de production et de
compréhension ? (volet didactique)<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>Nous
accueillerons toutes les propositions de communication orales ou poster, en
français ou en anglais, explorant par exemple : <o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l0 level1 lfo5'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>l’acquisition
de l’anglais ou du français ;<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo5'><![if !supportLists]><font
size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>la
production (écrite/orale) des apprenants ;<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-indent:-18.0pt;mso-list:l0 level1 lfo5'><![if !supportLists]><font
size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:Arial;
color:navy'><span style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>le
domaine verbal (temps/espace, aspect, modalité) en L2 ;<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:36.0pt;text-align:justify;text-indent:
-18.0pt;mso-list:l0 level1 lfo5'><![if !supportLists]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><span
style='mso-list:Ignore'>-<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>l’évaluation
des compétences en langue par l’intermédiaire des certifications.<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>Les
chercheurs intéressés sont invités à envoyer un résumé de 500 mots maximum
(bibliographie non comprise), à envoyer avant le 30 octobre 2011 à <a
href="mailto:pascale.leclercq@univ-montp3.fr"
title="blocked::mailto:pascale.leclercq@univ-montp3.fr">pascale.leclercq@univ-montp3.fr</a>
ou <a href="mailto:sandra.deshors@univ-montp3.fr"
title="blocked::mailto:sandra.deshors@univ-montp3.fr">sandra.deshors@univ-montp3.fr</a>
.<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>Une
publication est envisagée à l’issue du colloque.<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><b><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy;font-weight:bold'>Conférencières invitées :</span></font></b><font
size=2 color=navy face=Arial><span lang=EN-GB style='font-size:10.0pt;
font-family:Arial;color:navy'> Inge Bartning (<st1:place w:st="on"><st1:PlaceName
w:st="on">Stockholm</st1:PlaceName> <st1:PlaceType w:st="on">University</st1:PlaceType></st1:place>),
Heather Hilton (Paris 8 University)<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span lang=EN-GB style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><b><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy;
font-weight:bold'>Comité d’organisation : </span></font></b><font
size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:Arial;
color:navy'>Sandra Deshors, <st1:PersonName ProductID="Pascale Leclercq" w:st="on">Pascale
Leclercq</st1:PersonName>, Isabelle Ronzetti<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=4 color=navy face=Arial><span style='font-size:
14.0pt;font-family:Arial;color:navy'>Bibliographie<o:p></o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='text-align:justify'><font size=2 color=navy
face=Arial><span style='font-size:10.0pt;font-family:Arial;color:navy'>Bartning,
Inge, Schlyter, Suzanne (1997), « Itinéraires acquisitionnels et stades de
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