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<p><font face="Calibri" style="font-size: 13px;">Bonjour,</font><div><font face="Calibri" style="font-size: 13px;"><br></font></div><div><font face="Calibri" style="font-size: 13px;">J'ai le plaisir de vous annoncer la soutenance de ma thèse de doctorat, intitulée :</font></div><div><font face="Calibri" style="font-size: 13px;"><br></font></div><div><font face="Calibri" size="4"><b>L'intonation des jeunes en région parisienne : aspects phonétiques et sociolinguistiques, implications didactiques.</b></font></div><div><font face="Calibri" style="font-size: 13px;"><br></font></div><div><font face="Calibri" style="font-size: 13px;">La soutenance aura lieu le <b>4 juillet</b> 2014, à <b>10h</b>, à l'<b>Université de Brescia</b> (Italie) :</font></div><div><font face="Calibri" style="font-size: 13px;"><br></font></div><div><i><font face="Calibri" style="font-size: 13px;">Sala Riunioni</font></i></div><div><font face="Calibri" style="font-size: 13px;">Via San Faustino, 74/B</font></div><div><font face="Calibri" style="font-size: 13px;">25121 BRESCIA</font></div><div><span style="font-size: 13px;"><font face="Calibri"><br></font></span></div><div><span style="font-size: 13px;"><font face="Calibri">Vous y êtes cordialement invités ainsi qu'au pot qui suivra.</font></span></div><div><span style="font-size: 13px;"><br></span></div><div><span style="font-size: 13px;"><font face="Calibri"><b>Roberto Paternostro</b></font></span></div><div><br></div><div><i style="font-size: 13px;background-color: rgb(255, 255, 255);"><font face="Calibri">- Veuillez m'excuser pour les envois multiples -</font></i></div><div>_______________________________________________________________________</div><div><br></div><div><span style="font-size: 13px;"><font face="Calibri">Titre : <b>L'intonation des jeunes en région parisienne : aspects phonétiques et sociolinguistiques, implications didactiques.</b></font></span></div><div><font face="Calibri" style="font-size: 13px;">Dirigée par : Mme Enrica <b>GALAZZI</b> (Professeure, Université Catholique de Milan) & Mme Françoise <b>GADET</b> (Professeure, Université Paris Ouest).</font></div><div><span style="font-size: 13px;"><font face="Calibri"><br></font></span></div><div><font face="Calibri" style="font-size: 13px;">Composition du <b>jury</b> :</font></div><div><font face="Calibri" style="font-size: 13px;">Mme Josiane <b>PODEUR</b>, Professeure, Università Suor Orsola Benincasa, Naples (Italie), rapporteuse ;</font></div><div><font face="Calibri" style="font-size: 13px;">Mme Jacqueline <b>BILLIEZ</b>, Professeure émérite, Université Stendhal - Grenoble II, Grenoble (France), rapporteuse ;</font></div><div><font face="Calibri" style="font-size: 13px;">Mme Enrica <b>GALAZZI</b>, Professeure, Université Catholique de Milan, Milan (Italie), directrice ;</font></div><div><font face="Calibri" style="font-size: 13px;">Mme Françoise <b>GADET</b>, Professeure, Université Paris Ouest Nanterre La Défense, Nanterre (France), directrice.</font></div><div><font face="Calibri" style="font-size: 13px;"><br></font></div><div><font face="Calibri" style="font-size: 13px;"><b>Résumé</b> :</font></div><div><font face="Calibri" style="font-size: 13px;"><br></font></div><div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">Notre thèse se situe au carrefour de trois disciplines : sociolinguistique, phonétique et didactique du Français Langue Étrangère (FLE). </span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">Partant du constat que la variation phonétique demeure encore aujourd’hui le parent pauvre des cours de FLE, elle a comme objectif de s'interroger sur le rôle que les formes non-standard peuvent jouer dans l’enseignement/apprentissage de la prononciation et sur la façon dont elles peuvent être intégrées à des activités didactiques visant à l’éveil à la variation et à la sensibilisation aux traits phonétiques caractéristiques de la langue de tous les jours.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">Les cours de FLE privilégient en effet l’apprentissage du standard comme étant le français par défaut, reléguant la langue ordinaire à l'apprentissage sur le tas et produisant souvent des apprenants qui donnent l’impression de parler une langue artificielle alors même que l’accès aux réseaux vernaculaires se banalise et que de nouveaux besoins de communication s’imposent.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="font-size: 13px;letter-spacing: 0px;">L’analyse de l’intonation des parlers jeunes en région parisienne, souvent pointés du doigt comme symptôme d’un malaise social et source d’une dérive langagière, a au contraire montré qu’ils constituent un observatoire privilégié pour l’observation de formes de langue ordinaire, favorisant l’expression d’une certaine connivence des locuteurs dans les interactions quotidiennes.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">Une étude de terrain, menée aux Cours d’été de l’Université de Genève, auprès d’apprenants de français du monde entier, permet alors de discuter de l’utilité de la transcription de données orales, tirées d’interactions authentiques et illustrant une langue de « proximité », dans une démarche de <i>data driven learning</i>, visant à l’éveil à la variation phonétique en FLE. </span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">Le « transcodage », en effet, aide les apprenants à se focaliser sur les traits de prononciation mobilisés dans des échanges ordinaires en français et leur permet de prendre conscience de phénomènes qu’ils n’avaient pas eu l’occasion de percevoir avant, par la mise en place de passerelles hypothético-déductives entre l’oral et l’écrit, dans lequel le transcodage agit en tant que « loupe » sur la langue en contexte.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;"><b><br></b></span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;"><b>Mots clé</b> <b>:</b> variation phonétique, didactique de la prononciation, modélisation acoustique, parlers jeunes, apprentissage sur corpus (<i>Data-Driven Learning</i>), Français Langue Étrangère.</span></div></div><div><span style="font-size: 13px;"><br></span></div><div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;"><b>Abstract</b>:</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;"><br></span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">This thesis is situated at the crossroads of three fields: sociolinguistics, phonetics and the teaching of French as a foreign language.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">In view of the fact that phonetic variation is still the poor relation of French foreign language classes, our work examines the role that non-standard language can play in the teaching/learning of French pronunciation as well as the way it can be integrated in teaching activities aiming at raising learners’ awareness of variation and the of phonetic features of everyday language.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">Indeed, French foreing-language classes favor the learning of standard French as the language by default, relegating ordinary language to learning-by-doing. This approach often produces learners who give the impression of learners whose French often sounds artificial, even though access to vernacular networks is nowadays commonplace and new communicational skills are needed.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">Analysis of the intonation patterns of young speakers from Paris, who are often singled out as a symptom of social unrest and the source of linguistic drift, has shown that they are in fact an observatory of choice for features of everyday language, favoring the expression of inter-speaker involvement in ordinary interactions.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">A field study, carried out with learners of French from all over the world, was the opportunity to discuss the relevance of the transcription of oral data taken from real interactions and illustrating ordinary language, within the framework of data driven learning, aiming at initiating learners into phonetic variation in French.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;">“Transcoding” can act like a magnifying glass on language in context, in that it helps learners to focus on pronunciation features used in ordinary French linguistic exchanges, thus allowing them to become aware of phenomena they could not perceive before, thanks to deductive connections between written and spoken language.</span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;"><b><br></b></span></div><div style="margin: 0px;text-align: justify;font-family: Calibri;"><span style="letter-spacing: 0px;font-size: 13px;"><b>Key-words:</b> phonetic variation, French pronunciation teaching, acoustic modeling, youth language, Data-Driven Learning,<i> </i>French as a Foreign Language.</span></div></div><div><div apple="true">
<div style="color: rgb(0, 0, 0);font-family: Helvetica;font-size: medium;font-style: normal;font-variant: normal;font-weight: normal;letter-spacing: normal;text-indent: 0px;text-transform: none;white-space: normal;"><div style="color: rgb(0, 0, 0);font-family: Helvetica;font-size: medium;font-style: normal;font-variant: normal;font-weight: normal;letter-spacing: normal;text-indent: 0px;text-transform: none;white-space: normal;"><div style="margin: 0px;font-size: 10px;font-family: Calibri;color: rgb(0, 46, 122);"><span style="letter-spacing: 0px;"><b>___________</b></span></div><div style="margin: 0px;font-size: 10px;font-family: Calibri;color: rgb(0, 46, 122);min-height: 13px;"><span style="letter-spacing: 0px;"><b></b></span><br></div><div style="margin: 0px;font-size: 10px;font-family: Calibri;color: rgb(0, 46, 122);"><span style="letter-spacing: 0px;"><b>Roberto Paternostro</b></span></div><div style="margin: 0px;font-size: 10px;font-family: Calibri;color: rgb(0, 46, 122);"><span style="letter-spacing: 0px;"><i>Doctorant en linguistique française</i></span></div><div style="margin: 0px;font-size: 10px;font-family: Calibri;color: rgb(0, 46, 122);"><span style="letter-spacing: 0px;">Université de Brescia (Italie)</span></div><div style="margin: 0px;font-size: 10px;font-family: Calibri;color: rgb(0, 46, 122);"><span style="letter-spacing: 0px;">Université Paris Ouest Nanterre La Défense (France), UMR 7114 - MoDyCo</span></div><div style="margin: 0px;font-size: 10px;font-family: Calibri;color: rgb(0, 46, 122);"><span style="letter-spacing: 0px;"><b>Mail</b> :<span class="Apple-converted-space"> </span><a href="mailto:paternostro.roberto@gmail.com"><span style="letter-spacing: 0px;">paternostro.roberto@gmail.com</span></a></span></div><div style="margin: 0px;font-size: 10px;font-family: Calibri;color: rgb(0, 46, 122);"><span style="letter-spacing: 0px;"><b>Page personnelle</b><span class="Apple-converted-space"> </span>: <a href="http://www.modyco.fr/paternostro/"><span style="letter-spacing: 0px;">http://www.modyco.fr/paternostro/</span></a> </span></div><div><br></div></div></div></div></div></p>
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#ygrp-msg p#attach-count span {
color: #1E66AE;
font-weight: 700;
}
#ygrp-reco #reco-head {
color: #ff7900;
font-weight: 700;
}
#ygrp-reco {
margin-bottom: 20px;
padding: 0px;
}
#ygrp-sponsor #ov li a {
font-size: 130%;
text-decoration: none;
}
#ygrp-sponsor #ov li {
font-size: 77%;
list-style-type: square;
padding: 6px 0;
}
#ygrp-sponsor #ov ul {
margin: 0;
padding: 0 0 0 8px;
}
#ygrp-text {
font-family: Georgia;
}
#ygrp-text p {
margin: 0 0 1em 0;
}
#ygrp-text tt {
font-size: 120%;
}
#ygrp-vital ul li:last-child {
border-right: none !important;
}
-->
</style>
</head>
<!--~-|**|PrettyHtmlEnd|**|-~-->
</html>
<!-- end group email -->