27.3779, Calls: Applied Linguistics, Cognitive Science, General Linguistics, Language Acquisition, Semantics / France

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LINGUIST List: Vol-27-3779. Fri Sep 23 2016. ISSN: 1069 - 4875.

Subject: 27.3779, Calls: Applied Linguistics, Cognitive Science, General Linguistics, Language Acquisition, Semantics / France

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Date: Fri, 23 Sep 2016 12:37:56
From: Mariangela Albano [colloquephraseodidactique at gmail.com]
Subject: Repenser le Figement : Enjeux et Perspectives en Phraséodidactique des Langues

 
Full Title: Repenser le Figement : Enjeux et Perspectives en Phraséodidactique des Langues 
Short Title: FPL 

Date: 25-Nov-2016 - 26-Nov-2016
Location: Paris, France 
Contact Person: Mariangela Albano
Meeting Email: colloquephraseodidactique at gmail.com
Web Site: http://sites.google.com/site/colloquephraseodidactique2016/ 

Linguistic Field(s): Applied Linguistics; Cognitive Science; General Linguistics; Language Acquisition; Semantics 

Call Deadline: 15-Oct-2016 

Meeting Description:

Tout sujet parlant ne se limite pas à construire des phrases à travers
l'enchaînement de constituants en appelant aux règles morphologiques,
syntaxiques et sémantiques, il sollicite voire surtout une série de séquences
figées. Ce phénomène universel a d'abord été abordé dans le cadre de la
phraséologie (M. Gross 1982, 1984 et 1988 ; Gibbs 1986 ; Nunberg et al. 1994 ;
Fontenelle 1994 ; Klein et Lamiroy 1994 et 1995 ; Everaert 1995 ; Benson 1995
; Clas et Polguère 1995 ; Norrick 1995 ; G. Gross 1996 ; Kövecses et Szabó
1996 ; Gülich et Krafft 1997 ; Gaatone 1997 ; Gibbs, Bogdanovich, Sykes et
Dale Barr 1997 ; Hudson 1998 ; Moon 1998 ; Tomasello 1998 ; Kleiber 1999 ;
Schapira 1999 ; Fernandez Bravo et al. 1999 ; Hunston et Francis 2000 ; Tollis
2001 ; Wray 2002 ; Gonzalez Rey 2002 ;  Polguère 2003 ; Lamiroy 2003 ; Mejri
1997 et 2003 ; Svensson 2004 ; Dobrovol'skij 2004 ; Dobrovol'skij et Piirainen
2005 ; Burger et al. 2007), puis il a retenu l'attention de la linguistique
des corpus (Atkins, Clear et Olster 1992 ; Sinclair 1987 et 1991 ; Cormier
1991; Baker 1995 et 1998 ; Danielsson et Ridings 1996 ; Michiels 1996 ; Bowker
1998 ; Langlois et Plamondon 1998 ; Zinglé 1998, 1999 et 2003 ; Maniez 2001 ;
Bolly 2011 ; Williams 2006) qui a permis de fournir une description plus
détaillée des occurrences de ce phénomène.

Plus récemment, s'est manifesté un intérêt pour le versant didactique de la
phraséologie, pour lequelle a été forgé le terme « Phraseodidaktik » (Mel'čuk
1993 ; Kühn 1994; Lüger 1997; Ettinger 1998 et 2001 ; Gonzalez Rey 2002, 2007
et 2012). Ce domaine de la phraséologie, consistant essentiellement en
l'observation et l'amélioration des stratégies d'enseignement/apprentissage
des séquences figées, laisse envisager la constitution d'une didactique
dynamique visant à améliorer la maîtrise de ces tournures inhérentes à chaque
langue.


2ème Appel à Communications / Second Call for Papers: Rethinking
lexicalization: Challenges and Perspectives in Language Phraseodidactics 

Les communications seront proposées en français ou en Anglais

Elles doivent être envoyées à l'adresse suivante :
colloquephraseodidactique at gmail.com

Date limite de soumission (3000 signes + orientations bibliographiques) : 30
septembre 2016

Réponse du comité scientifique : 15 octobre 2016

Remise des articles : 30 septembre 2017 au plus tard

Publication des actes : mai 2018

Droits d'inscription :

20 euros pour les auditeurs
40 euros pour les doctorants
70 euros pour les professeurs et les maîtres des conférences

Conference Description: 

Speakers do not limit themselves to building phrases through sequence
constituents abiding by the morphological, syntactical and semantic rules,
rather, they produce a series of lexicalized sequences. At first,
phraseologists took interest in this fact (M. Gross 1982, 1984 and 1988 ;
Gibbs 1986 ; Nunberg et al. 1994 ; Fontenelle 1994 ; Klein and Lamiroy 1994
and 1995 ; Everaert 1995 ; Benson 1995 ; Clas and Polguère 1995 ; Norrick 1995
; G. Gross 1996 ; Kövecses and Szabó 1996 ; Gülich and Krafft 1997 ; Gaatone
1997 ; Gibbs, Bogdanovich, Sykes and Dale Barr 1997 ; Hudson 1998 ; Moon 1998
; Tomasello 1998 ; Kleiber 1999 ; Schapira 1999 ; Fernandez Bravo et al. 1999
; Hunston and Francis 2000 ; Tollis 2001 ; Wray 2002 ; González Rey 2002 ; 
Polguère 2003 ; Lamiroy 2003 ; Mejri 1997 and 2003 ; Svensson 2004 ;
Dobrovol’skij 2004 ; Dobrovol’skij and Piirainen 2005 ; Burger et al. 2007).
Later, it was of interest to corpus linguistics scholars (Atkins, Clear and
Olster 1992 ; Sinclair 1987 and 1991; Cormier 1991; Baker 1995 et 1998 ;
Danielsson and Ridings 1996 ; Michiels 1996 ; Bowker 1998 ; Langlois and
Plamondon 1998 ; Zinglé 1998, 1999 and 2003 ; Maniez 2001 ; Bolly 2011 ;
Williams 2006), thus enabling us to have a more detailed description of this
phenomenon. More recently, an interest has arisen in the didactic side of the
phraseology, which has forged the term « Phraseodidaktik » (Gréciano 1984 ;
Mel’čuk 1993 ; Kühn 1994; Lüger 1997 ; Ettinger 1998 and 2001 ; Abel 2003 ;
González Rey 2002, 2007 and 2012 ; Binon, Verlinde and Selva 2006 ; Konecny
2010). This domain of phraseology, consisting essentially in the observation
and improvement of the teaching and learning strategies of the lexical
sequences, envisages to establish a dynamic didactic framework, aimed at
improving the mastery of these constructions in any given language. 

This conference has the purpose of examining the theoretical framework, the
empirical data and the didactical means typical of the teaching and learning
of phraseology in a foreign language class. Our investigation is not solely
focused on French as a Foreign Language, it also aims at encompassing
multilingual phraseodidactics. What is the nature of the communication in
phraseodidactics between teacher and student? How can a teacher stimulate a
preliminary work of identification of idiomatic forms? What is the role of
mental representations in the comprehension of an idiomatic expression in a
foreign language? How can a student acquire the sophisticated competencies
necessary to recognise, translate and adopt these sequences, which are such
essential elements of speech? Which linguistic methods can be employed in the
study of phraseodidactics? How can digital resources or dictionaries improve
the phraseodidactics of languages? What role have dictionaries, manuals and
grammars played in the history of the development of the didactics of
lexicalized sequences?

The stake of these questions is crucial, as the discipline of phraseology is
likely to affect the relations between didactics and linguistics and brings us
to investigate the process of language acquisition and the communicative
element in teaching practice. The guiding theme of this conference will hence
be the detailed examination of the teaching and learning modalities of
phraseodidactics.

https://sites.google.com/site/colloquephraseodidactique2016/

Submissions accepted in French and English.




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