GROUPE DE TRAVAIL GERAS DIDACTIQUE DE L’ANGAIS DE

SPÉCIALITÉ DIDASP

GERAS 2016, PARIS 8 CÉDRIC SARRÉ & SHONA WHYTE

MARS 2016

GT DIDASP ORDRE DU JOUR DE LA RÉUNION DU JEUDI 17 MARS 2016

COLLOQUE DU GERAS – UNIVERSITÉ PARIS 8

• Première partie 14-15h30 Interventions & échanges Muriel CONAN Aude LABETOULLE

• Deuxième partie 16-17h Projets communs Séminaire ESSE Questions diverses

GT DIDASP ORDRE DU JOUR DE LA RÉUNION DU JEUDI 17 MARS 2016

COLLOQUE DU GERAS – UNIVERSITÉ PARIS 8

• Muriel CONAN Enseigner la culture de spécialité pour permettre aux apprenants de co- agir dans une communauté professionnellement similaire mais culturellement différente : le cas des vétérinaires

• Aude LABETOULLE Outils mobilisables pour la conception d’un dispositif LANSAD en licence de musicologie

GT DIDASP ORDRE DU JOUR DE LA RÉUNION DU JEUDI 17 MARS 2016

COLLOQUE DU GERAS – UNIVERSITÉ PARIS 8

• Projets communs :

• discussion et choix d’une replication study pour une étude commune à grande échelle

• construction d’un grand corpus d’apprenants en ASP : point et étapes à venir

• point sur le séminaire « Teaching Practices in ESP Today » au congrès ESSE 2016, Galway

• autres pistes de projets communs

• Préparation de la réunion d’octobre 2016

• Questions diverses.

REPLICATION(S) AND/OR COLLABORATION(S)

DIDASP SIG JOINT RESEARCH PROJECTS

1. Lindstromberg, Eyckmans, & Connabeer (2016) A modified dictogloss for helping learners remember L2 academic English formulaic sequences for use in later writing. English for Specific Purposes.

2. Crawford Camiciottoli & Bonsignori (2015). The Pisa Audiovisual Corpus Project: A Multimodal Approach To ESP Research And Teaching. ESP Today.

3. Granger & Lefer. Multilingual student translation project. Université de Louvain

A MODIFIED DICTOGLOSS FOR HELPING LEARNERS REMEMBER L2 ACADEMIC ENGLISH FORMULAIC SEQUENCES FOR USE IN LATER WRITING

SETH LINDSTROMBERG, JUNE EYCKMANS, RACHEL CONNABEER ENGLISH FOR SPECIFIC PURPOSES 41 (2016) 12–21

EAP

MODIFIED VERSUS STANDARD DICTOGLOSS

• formulaic sequences (phrasal expressions) in academic writing link with fluency and perceptions of proficiency

• intentional, explicit teaching is effective, especially cued recall exercises

• dictogloss (reconstruction from memory of long/rapid dictation) for Focus on Form_ and pushed output => language-related episodes

• highlighting of target expressions as input enhancement to encourage noticing

PARTICIPANTS & RESEARCH DESIGN

EXPERIMENT

• students of English translation, interpreting, & communication, in academic writing course, Ghent University

• L1 = Dutch, English C1, age 23-5

• Study 1: 58 students, Study 2: 47 students; control and experimental groups

• standard versus modified dictogloss 120 word abstract of scientific article, 14 formulaic sequences formulaic sequences provided to experimental group

• pre-test: mark unknown and known-but-not-used expressions post-test: reconstruct abstract immediately after dictogloss retention test: reconstruct abstract one week later

MODIFIED VERSUS STANDARD DICTOGLOSS

RESULTS

• experimental group produced more target phrases than control group (max = 14)

• post-test: 8.54 versus 6.56

• retention: 3.75 vs 2.69

• experimental group produced longer texts than control group (original: 120 words)

• post-test: 36-118 vs 43-124

• retention: 13-98 vs 17-99

PARTICIPANT FEEDBACK:

EXPERIMENTAL GROUP MORE POSITIVE THAN

CONTROL GROUP

MODIFIED DICTOGLOSS FOR ESP WRITING

REPLICATION

• journal article abstract

• formulaic sequences

• standard vs modified dictogloss

• pre/post/retention test

• participant feedback

THE PISA AUDIOVISUAL CORPUS PROJECT: A MULTIMODAL APPROACH TO ESP RESEARCH AND TEACHING

CRAWFORD CAMICIOTOLLI & BONSIGNORI (2015) ESP TODAY

EAP - BUSINESS, LAW, MEDICINE

MULTIMODAL DIGITAL RESOURCES FOR

• multimodal discourse analysis, digital interactive media, multimodal literacy

• new needs for language learners, new opportunities for language teaching and learning

• University of Pisa audiovisual corpus project: business, tourism, political science, law and medicine

• increase student exposure to target language via multisemiotic digital resources common in daily life

SCOPE AND OBJECTIVES

AUDIOVISUAL CORPUS

• modelled on Berkeley Language Centre’s Library of Foreign Language Film Clips (4-min clips from films, tagged for genre, linguistics features, speech acts, content)

• Pisa corpus: specialised discourse domains of English (not limited to filmic genres)

• annotation for language learners

• linguistic elements (idioms, humour, phrasal verbs, cultural references)

• non-verbal features (gesture, gaze direction, prosodic patterns)

• analyse combination of linguistic and non-verbal features in order to make them more accessible to learners

• ESP classroom use to increase learners’ awareness of multimodal meaning-making in specialised communicative contexts

CORPUS CONSTITUTION AND ANALYSIS

PROCEDURE

• video clip selection

• transcription, translation, subtitling/dubbing

• corpus-based approach (selection based on pre-established criteria) and corpus-driven approach (allow features to emerge from clips)

• multimodal discourse analysis (O’Halloran, 2004; Scollon & Levine, 2004; Norris, 2004)

• ELAN software: multiple tiers of annotations below streaming video

MULTIMODAL ANALYSIS OF SPECIALISED DISCOURSE

REPLICATION

• select video clips

• corpus-based or corpus-driven

• code specific features and analyse combined contributions to meaning

• compare different genres in same domain (e.g. political drama film versus political science lecture)

• other domains, implications for ESP teaching

UNIVERSITÉ CATHOLIQUE DE LOUVAIN

MUST - MULTILINGUAL STUDENT TRANSLATION

We are pleased to announce the launch of a new international corpus collection initiative. The project called MUST - Multilingual Student Translation - aims to collect a multilingual corpus of translations produced by intermediate and/or advanced foreign language learners and trainee translators.

Although translations from and into any language are welcome, we are particularly interested in collecting translations of the same texts by learners/trainee translators translating into and from their mother tongue (e.g. English texts translated into French by native speakers of English and the same texts translated into French by French-speaking EFL learners/trainee translators).

The main expected outputs of the project are:

- A large student translation database searchable via a web-based interface

- Standardized metadata for translated language

- Standardized error taxonomy for translated language

If you are interested in taking part in this exciting new initiative, can we ask you to fill in this questionnaire and send it back to sylviane.granger@uclouvain.be and/or marie-aude.lefer@uclouvain.be by 15 April 2016?

A workshop will be organized in Louvain-la-Neuve in the autumn to fine-tune the objectives of the project in accordance with participants' needs and set priorities for the first stage of the project.

EFL IN SPECIALISED CONTEXTS (ESP)

DIDASP CONTRIBUTION

• intermediate and advanced language learners

• French texts translated into English by French-speaking EFL students and English native speakers

• English texts translated into French by French EFL students and English native speakers

• text selection, data collection

• U Louvain error taxonomy

• compare across L1s, proficiency levels, specialised domains

ENGLISH TEXTS TRANSLATED INTO FRENCH BY NATIVE

SPEAKERS OF ENGLISH AND THE SAME TEXTS TRANSLATED

INTO FRENCH BY FRENCH-SPEAKING EFL LEARNERS/

TRAINEE TRANSLATORS

GALWAYESSE 2016

• Sophie Belan – Université de Nantes, "Examining the effects of form-focused pre-task activities in a Business English task-based blended-learning programme”

• Rebecca Franklin-Landi, Université d’Aix-Marseille, “Teaching good practice through bad television fiction: using FASP at the medical faculty”

• Dan Frost & Jean O’Donnell, Université Grenoble-Alpes “A learner-centered approach to assessing speaking: key findings of the ELLO project”

• Françoise Raby, Université de Toulouse, “The Twin Emergence Hypothesis for L2 teaching at Toulouse FabLANG”

• Elena Sasu, Université de Poitiers, “English for the Health Sciences in France: A National Overview and a Local Case Study”

• Linda Terrier & Christelle Maury, Université Jean Jaurès, Toulouse, “Meeting the challenges of teaching specialised varieties of English to first year students in the fields of Humanities and Social Sciences: a preliminary study”

• Shona Whyte, Université de Nice & Cédric Sarré, Université Paris-Sorbonne, “From 'war stories and romances' to research agenda: towards a model of ESP didactics”

• autres pistes Learner corpora

• réunion GT octobre 2016

• intervenants

• élections des responsables du groupe de travail DidASP

• questions diverses

http://uclouvain.be/en-cecl-lcworld.html