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<!--StartFragment--><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> <!--[endif]--><o></o></p><p class="MsoNormal" align="center" style="text-align:center;"><span style="font-variant:small-caps;"><b>Lexie, lexème, lexique<o></o></b></span></p><p class="MsoNormal" align="center" style="text-align:center;"><span style="font-variant:small-caps;"><b>Représentation et acquisition<o></o></b></span></p><p class="MsoNormal" style="text-align:justify;text-indent:35.4pt;"><span style="font-family:CMTI10;"><i><!--[if !supportEmptyParas]--> <!--[endif]--><o></o></i></span></p><p class="MsoNormal" align="right" style="text-align:right;text-indent:35.4pt;"><span lang="EN-US" style="font-family:CMTI10;"><i>you shall know
a word by the company it keeps<o></o></i></span></p><p class="MsoNormal" align="right" style="text-align:right;text-indent:35.4pt;"><span style="font-family:CMSS10;">J. R. Firth (1957)</span><o></o></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> <!--[endif]--><o></o></p><p class="MsoNormal" style="text-align:justify;">Le 28 juin 2013, le CRPHL
(Université de Pau et Pays d’Adour) organisera, en collaboration avec le LIDIL12
(EA IMAGER), une journée d’études sur le lexique et son acquisition.</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> Le domaine lexical fait l’objet
de nombreuses recherches et publications en linguistique mais aussi en
acquisition du langage (L1 et L2). La journée d’études 2013 a pour but de réunir
des chercheurs dans les deux domaines, intéressés par un dialogue entre ces
deux pôles des sciences du langage afin de réfléchir à la façon dont l’un et
l’autre interagissent et se complètent.</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> En linguistique, deux fils
conducteurs qui ont fait l’objet de nombreux travaux retiendront particulièrement
l’attention :</p><p class="ListParagraph" style="text-align:justify;"><!--[if !supportLists]-->i)<span style="font:7.0pt "Times New Roman";">
</span><!--[endif]-->la recherche en lexicologie, qui s’est développé en France
avec le travail fondamental de Tournier (1985, 1991) sur les matrices de
formation lexicale dans le lexique anglais, mais aussi dans une perspective
contrastive français-anglais (Paillard, 2000).</p><p class="ListParagraph" style="text-align:justify;"><!--[if !supportLists]-->ii)<span style="font:7.0pt "Times New Roman";"> </span><!--[endif]-->la
recherche sur la représentation de la forme abstraite des lexèmes, avec le
travail sur la forme schématique dans la Théorie des Opérations Enonciative,
(voir par exemple les travaux effectués dans le sillage du groupe INVLEX sur
les invariants lexicaux mais aussi les travaux de Dufaye sur les prépositions
en anglais ou encore sur les travaux sur les adverbes menés au sein du groupe
LIDIL12), la représentation en termes de prototype (sémantique du prototype, <i>etc</i><span style="font-style:normal;">.) et l’intégration de la polysémie dans cette représentation,
ce qui peut conduire à s’interroger sur la nature des unités lexicales, des léxèmes
et des suites de lexèmes, des collocations, etc. (voir les modèles
constructionnels). </span></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> Dans le champ de l’acquisition
des langues, le lexique fait partie des domaines les plus travaillés. Il se
pose, par exemple, la question de l’organisation du lexique mental chez
l’enfant qui apprend sa L1 et chez l’apprenant qui entreprend l’apprentissage
d’une L2 (ou d’une L3, L4…), ainsi que la question de l’accès à ce lexique
(Aitchison, 2003). Pour les apprenants d’une L2, il est également pertinent de
s’interroger sur l’enseignement du vocabulaire (Laufer, 2009). En effet, pour l’apprenant
qui souhaite communiquer mais qui ne maîtrise que peu sa nouvelle langue, “it
is the lexicon that is crucial […] The words […] will make basic communication
possible” (Hatch, 1983, p. 7). Or, face au défi que représente l’apprentissage
du lexique d’une nouvelle langue, l’apprenant éprouve souvent, comme l’a fait
remarquer Leeman (2005), le vertige de l’infini, en raison de l’envergure de la
tâche.</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> La journée d’études CRPHL-LIDIL12
2013 entend ainsi réunir des chercheurs qui travaillent en particulier sur les
axes suivants :</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]-->-<span style="font:7.0pt "Times New Roman";"> </span><!--[endif]-->la
représentation du lexique : nature des unités et lien entre les unités,
intégration d’unités nouvelles, contraintes sur la formation des mots.<o></o></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]-->-<span style="font:7.0pt "Times New Roman";"> </span><!--[endif]-->la
représentation abstraite des lexèmes : intégration de la polysémie dans la
représentation, moyens employés pour parvenir à la formulation de la forme
abstraite (tests syntaxiques, études d’entourage, constitution de corpus, <i>etc</i><span style="font-style:normal;">.)<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]-->-<span style="font:7.0pt "Times New Roman";"> </span><!--[endif]-->l’acquisition
du lexique et des lexèmes : mise en place et organisation du lexique
mental chez l’apprenant, l’organisation du lexique mental chez le locuteur
bilingue</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]-->-<span style="font:7.0pt "Times New Roman";"> </span><!--[endif]-->l'enseignement
du lexique : lien entre l’enseignement et les théories lexicales, les
pratiques d’enseignement, </p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]-->-<span style="font:7.0pt "Times New Roman";"> </span><!--[endif]-->la
traduction ou la comparaison entre les lexiques.<o></o></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> Les propositions qui s’intéressent
aux liens entre représentation des lexèmes et du lexique et acquisition seront
particulièrement bienvenues.</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> Les langues d’étude seront
principalement le français et l’anglais mais les propositions à partir d’autres
langues seront également étudiées.</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> Les propositions anonymes de 300
mots maximum (hors bibliographie et exemples) sont à envoyer sous format .doc,
.docx ou .rtf. à <a href="mailto:christine.copy@univ-pau.fr"><span class="Lienhype">christine.copy@univ-pau.fr</span></a> et <a href="mailto:amanda.edmonds@univ-pau.fr"><span class="Lienhype">amanda.edmonds@univ-pau.fr</span></a></p><p class="MsoNormal" style="text-align:justify;">Langues de la journée d’études :
anglais et français</p><p class="MsoNormal" style="text-align:justify;">Lieu de la journée : </p><p class="MsoNormal" style="text-align:justify;">Université de
Pau</p><p class="MsoNormal" style="text-align:justify;">Salle du
Conseil – UFR Lettres</p><p class="MsoNormal" style="text-align:justify;">Avenue du
Doyen Poplawski </p><p class="MsoNormal" style="text-align:justify;">BP 1160 </p><p class="MsoNormal" style="text-align:justify;">64013 Pau</p><p class="MsoNormal" style="text-align:justify;">Date limite de soumission :
15 janvier 2013</p><p class="MsoNormal" style="text-align:justify;">Avis d’acceptation : 7 février
2013</p><p class="MsoNormal" style="text-align:justify;">Des informations pour
l’organisation de votre séjour à l’Université de Pau seront envoyées aux
communicants.</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> <!--[endif]--><o></o></p><p class="MsoNormal" style="text-align:justify;">Comité d’organisation :
Christine Copy (CRPHL-UPPA), Amanda Edmonds (CRPHL-UPPA)</p><p class="MsoNormal" style="text-align:justify;">Comité de scientifique :</p><p class="MsoNormal" style="text-align:justify;">Jean Albrespit (UPPA), Hillary
Bays (UPMLV), Amanda Edmonds (UPPA), Lucie Gournay (UPEC).</p><p class="MsoNormal" style="text-align:justify;"><br></p><p class="MsoNormal" style="text-align:justify;"><br></p><p class="MsoNormal" style="text-align:justify;">
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<!--StartFragment--><p class="MsoNormal" align="center" style="text-align:center;"><span lang="EN-US" style="font-variant:small-caps;"><b>Lexis, lexeme,
lexicon<o></o></b></span></p><p class="MsoNormal" align="center" style="text-align:center;"><span lang="EN-US" style="font-variant:small-caps;"><b>Representation and
acquisition<o></o></b></span></p><p class="MsoNormal" style="text-align:justify;text-indent:35.4pt;"><span lang="EN-US" style="font-family:CMTI10;"><i><!--[if !supportEmptyParas]--> <!--[endif]--><o></o></i></span></p><p class="MsoNormal" align="right" style="text-align:right;text-indent:35.4pt;"><span lang="EN-US" style="font-family:CMTI10;"><i>you shall know
a word by the company it keeps<o></o></i></span></p><p class="MsoNormal" align="right" style="text-align:right;text-indent:35.4pt;"><span lang="EN-US" style="font-family:CMSS10;">J. R. Firth
(1957)</span><span lang="EN-US"><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> </span>On the 28th of June, 2013, the research group
CRPHL (University of Pau), in collaboration with the research group LIDIL 12
(EA IMAGER), will organize a workshop on the lexicon and its acquisition. <span> </span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> </span>The lexicon has been the subject of much
research and numerous studies in both general linguistics and in first and
second language acquisition. The 2013 workshop seeks to bring together
researchers from these two areas who are interested in reflecting upon how
different perspectives on the lexicon may interact and complement each other.</p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> </span>In general linguistics, the workshop will focus
particularly on two themes that have inspired numerous studies:</p><p class="ListParagraph" style="text-align:justify;"><!--[if !supportLists]--><span lang="EN-US">i)<span style="font:7.0pt "Times New Roman";">
</span></span><!--[endif]--><span lang="EN-US">Lexicological
research, which developed in France with Tournier’s (1985, 1991) fundamental
work on lexical formation matrices in English, but also with studies adopting a
constrastive approach, comparing for example French and English (Paillard,
2000). <o></o></span></p><p class="ListParagraph" style="text-align:justify;"><!--[if !supportLists]--><span lang="EN-US">ii)<span style="font:7.0pt "Times New Roman";">
</span></span><!--[endif]--><span lang="EN-US">Research
into the representation of the abstract form of lexemes. Such work is
exemplified by research into the schematic form (Culioli’s Location Theory),
including numerous studies produced by the INVLEX group on lexical invariants,
Dufaye’s analyses of English prepositions, as well as work on adverbs developed
within the LIDIL 12 research group. Research has also examined lexeme
representation in terms of prototypes (prototype semantics, <i>etc</i></span><span lang="EN-US">.) and the integration of polysemy
into such representations, which has led authors to question the nature of
lexical units (and of lexemes, lexical sequences, collocations, <i>etc</i></span><span lang="EN-US">.; see, for example, work done
within a Construction Grammar framework). <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> </span><span lang="EN-US">In language acquisition, numerous questions
concerning the lexicon have long interested researchers from various
theoretical backgrounds. Much attention has been devoted, for example, to the
question of how the mental lexicon is organized, both for the child acquiring
his first language and for the individual learning a second (or third, fourth, <i>etc</i></span><span lang="EN-US">.) language, as well as to how
speakers access their lexicon (Aitchison, 2003). With respect to second
language learners, the question of how to teach vocabulary continues to inspire
research (Laufer, 2009); for a learner who wishes to communicate, but who has
little mastery over his L2, “it is the lexicon that is crucial […] The words […]
will make basic communication possible” (Hatch, 1983, p. 7). However, the task
is daunting and, as noted by Leeman (2005), the learner may very well experience
vertigo when confronted with the seeming infinity of words that make up the L2
lexicon.</span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> </span>The CRPHL-LIDIL12 2013 workshop intends to
bring together researchers working within one or more of the following areas:</p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]--><span lang="EN-US">-<span style="font:7.0pt "Times New Roman";">
</span></span><!--[endif]--><span lang="EN-US">Representation
and the lexicon: the nature of lexical units and the link(s) between them; the
integration of new lexical units into the lexicon; constraints on word
formation. <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]--><span lang="EN-US">-<span style="font:7.0pt "Times New Roman";">
</span></span><!--[endif]--><span lang="EN-US">Abstract
representation of lexemes: the integration of polysemy within representation;
syntactic tests, collocational studies, corpus studies, <i>etc</i></span><span lang="EN-US">. used in order to formulate
abstract forms. <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]--><span lang="EN-US">-<span style="font:7.0pt "Times New Roman";">
</span></span><!--[endif]--><span lang="EN-US">Acquisition
of lexicon: the development and organization of the mental lexicon for the
learner; the organization of the mental lexicon among bilinguals. <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]--><span lang="EN-US">-<span style="font:7.0pt "Times New Roman";">
</span></span><!--[endif]--><span lang="EN-US">Vocabulary
teaching: link(s) between teaching and theoretical approaches; teaching
practices. <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportLists]--><span lang="EN-US">-<span style="font:7.0pt "Times New Roman";">
</span></span><!--[endif]--><span lang="EN-US">Translation
or the comparison between different lexicons. <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> </span>Propositions examining the links between the
representation of lexemes/the lexicon and acquisition are particularly welcome.</p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> </span>French and English will be the principal
languages of study, but propositions examining other languages will be
considered.</p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> </span><span lang="EN-US">Abstracts of no more than 300 words (not
including the bibliography and examples) should be sent to </span><a href="mailto:christine.copy@univ-pau.fr"><span class="Lienhype"><span lang="EN-US">christine.copy@univ-pau.fr</span></span></a><span lang="EN-US"> and </span><a href="mailto:amanda.edmonds@univ-pau.fr"><span class="Lienhype"><span lang="EN-US">amanda.edmonds@univ-pau.fr</span></span></a><span lang="EN-US">. Abstracts must be anonymous and in
one of the following formats: .doc, .docx or .rtf.</span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">Presentations can be made in either English or
French<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">The workshop will take place at: <o></o></span></p><p class="MsoNormal" style="text-align:justify;">Université de
Pau</p><p class="MsoNormal" style="text-align:justify;">Salle du
Conseil – UFR Lettres</p><p class="MsoNormal" style="text-align:justify;">Avenue du
Doyen Poplawski </p><p class="MsoNormal" style="text-align:justify;">BP 1160 </p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">64013 Pau<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">France<a name="_GoBack"></a><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">Submission deadline: January 15th, 2013<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">Notification of acceptance: February 7th, 2013<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">Information to help you plan your stay in Pau
will be sent to participants. <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US"><!--[if !supportEmptyParas]--> <!--[endif]--><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">Organizing committee: Christine Copy
(CRPHL-UPPA), Amanda Edmonds (CRPHL-UPPA)<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">Scientific committe: Jean Albrespit (UPPA),
Hillary Bays (UPMLV), Amanda Edmonds (UPPA), Lucie Gournay (UPEC).<o></o></span></p>
<!--EndFragment--></p><p class="MsoNormal" style="text-align:justify;"><!--[if !supportEmptyParas]--> <!--[endif]--><o></o></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US">Bibliograpie sélective/ Selected bibliography :<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US" style="font-size:11.0pt;">Aitchison,
J. (2003). <i>Words in the mind: An introduction to the mental lexicon </i></span><span lang="EN-US" style="font-size:11.0pt;">(3<sup>rd</sup>
edition). </span><span style="font-size:11.0pt;">Oxford: Blackwell.</span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:11.0pt;">De Vogüé, S. (1999). « Construction
d’une valeur référentielle : entités, qualités, figures », in
Mettouchi &<i> </i></span><span style="font-size:11.0pt;">Quentin (Eds.), <i>La
référence, 2, Travaux Linguistiques du Cerlico 12 </i></span><span style="font-size:11.0pt;">PUR,<i> </i></span><span style="font-size:11.0pt;">77-116.</span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:11.0pt;color:black;">Dufaye, L. (2006). « </span><span style="font-size:11.0pt;">OFF and ON : Projet de représentation formelle<span style="color:black;"> », in <i>CYCNOS, Le Qualitatif,</i></span><span style="color:black;"> Actes du Colloque de linguistique de Nice des 22-24
septembre 2005<i>, </i></span><span style="color:black;">J.-C. Souesme (éd.),
Nice : Centre de recherche sur les écritures de langue anglaise.</span><o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US" style="font-size:11.0pt;">Firth, J. R.
(1957). A synopsis of linguistic theory, 1930-1955. <i>Studies in Linguistic
Analysis, Philological Society, Oxford.<o></o></i></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US" style="font-size:11.0pt;">Golberg, A. (1995).
<i>Constructions : a Construction Grammar Approach to Argument Structure.</i></span><span lang="EN-US" style="font-size:11.0pt;"> Chicago:
University of Chicago Press.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US" style="font-size:11.0pt;">Golberg, A. &
Casenhiser, D. (2008). “ Construction learning and SLA”, Nick Ellis & Peter
Robinson (eds) <i>Handbook of cognitive Linguistics and Second Language
Acquisition</i></span><span lang="EN-US" style="font-size:11.0pt;">, Lawrence Erlbaum, 197-215.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US" style="font-size:11.0pt;color:black;">Gournay,
L. (</span><span lang="EN-US" style="font-size:11.0pt;">2011).
« Comment « formaliser » <i>actually </i></span><span lang="EN-US" style="font-size:11.0pt;">: reformulation, formalisme,
ou autre ? » <i>Travaux du Cerlico, PUR,</i></span><span lang="EN-US" style="font-size:11.0pt;"> 45-61.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US" style="font-size:11.0pt;">Gray, M. (2012). « On
the interchangeability of <i>actually </i></span><span lang="EN-US" style="font-size:11.0pt;">and <i>really </i></span><span lang="EN-US" style="font-size:11.0pt;">in spoken English:
quantitative and qualitative evidence from corpora », <i>English Language
and Linguistics, 16</i></span><span lang="EN-US" style="font-size:11.0pt;">, 151–170.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US" style="font-size:11.0pt;">Hatch, E. (1983). <i>Psycholinguistics:
A second language perspective</i></span><span lang="EN-US" style="font-size:11.0pt;">. Rowley, MA: Newbury House.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span lang="EN-US" style="font-size:11.0pt;">Laufer, B. (2009).
Research timeline: Second language vocabulary acquisition from language input
and from form-focused activities. </span><span style="font-size:11.0pt;"><i>Language
Teaching, 42, </i></span><span style="font-size:11.0pt;">341-354.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:11.0pt;">Leeman, D. (2005). Le vertige de l’infini ou de la
difficulté de didactiser le lexique. <i>Le Français aujourd’hui, 148, </i></span><span style="font-size:11.0pt;">89-99. <o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:11.0pt;">Paillard, M. (2000). <i>Lexicologie contrastive
anglais</i></span><span style="font-size:11.0pt;">-<i>français, Formation de
mots et construction du sens</i></span><span style="font-size:11.0pt;">. Paris,
Ophrys.<o></o></span></p><p class="MsoNormal" style="text-align:justify;"><span style="font-size:11.0pt;">Tournier, J. (1985). <i>Introduction descriptive à la
lexicogénétique de l’anglais contemporain</i></span><span style="font-size:
11.0pt;">. Paris, Champion-Slatkine.<o></o></span></p>
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