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Communication scientifique en anglais


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Communication scientifique en anglais

  1. 1. La communication scientifque : l'anglais pour doctorants en sciences humaines Shona WHYTE Université de Nice Acédlé, Lille, 10-12 décembre 2009
  2. 2. Apprendre la communication scientifque en langue étrangère : l'anglais pour doctorants en sciences humaines La communication orale avec diaporama 2/28
  3. 3. Plan • le contexte • la tâche • extraits et commentaires interprétation de la tâche ? 3/28
  4. 4. Contexte • Cours intensif d'anglais pour doctorants • 6h x 1 jour x 4 semaines = 24 heures • 13 apprenants • 2 enseignants – DF : MCF géographie – SW : MCF anglais 4/28
  5. 5. Séléction des étudiants Intera ction E cou te Lecture E crit Total VM 75 B2 85.71 80 77.68 JV 80 B1 71.43 80 72.86 F 70 B1 85.71 65 70.18 A 60 B1/C 1 85.71 70 68.93 G 40 B 2/B 2 85.71 75 67.68 NL 50 B2/C 1 50 90 65 BM 60 B 2/B 1 64.29 60 63.57 MX 60 B1 50 80 62.5 AM 45 B1 64.29 80 62.32 S 55 B 2/B 1 57.14 60 60.54 E 65 B1 64.29 45 58.57 GG 25 B2 78.57 55 57.14 CC 55 A2 42.86 70 54.46 H 50 A1 57.14 60 51.79 D 35 B1 50 55 50.25 NJ 25 A1 35.71 55 38.93 5/28
  6. 6. Sélection des sujets Total Interaction Ecoute Ecrit Lecture F 70 70 B1 65 85.71 B2 A 69 60 B1/C1 70 85.71 B2 G 68 40 B2/B2 75 85.71 B1/B2 S 61 55 B2/B1 60 57.14 B1 E 59 65 B1 45 64.29 B1 H 52 50 A1 60 57.14 A2 D 50 35 B1/B1 55 50 A2 6/28
  7. 7. Profl des sujets Sexe Age Discipline Thèse L1 Anglais F F 27 SIC la biotechnologie et français anglais précoce, l'art LV1, études étrangères A F 23 SIC Les quotidiens français LV1 études régionaux étrangères G M 57 Philosophie le langage du français LV1 secondaire désaccord (1960s) S M 29 Histoire l'immigration aux français- LV2 secondaire frontières allemand françaises E F 31 Littérature les littératures du italien LV1 secondaire comparée Bénin et du Nigéria H M 33 SIC le développement arabe LV2 secondaire durable dans la publicité en Algérie D M 31 Sociologie l'utilisation français LV2 secondaire pédagogique du TBI 7/28
  8. 8. • Doctorants en lettres • Inscription/sélection pour formation • Projet professionnel (publication, communication scientifques) • Niveau A2-B2 en anglais la tâche 8/28
  9. 9. la tâche • communication scientifque en anglais – en cours (DF) Enregistrement vidéo – 10-12 minutes Debriefng (SW) – diaporama • jury d'apprenants – communication – diapositives – contenu 9/28
  10. 10. ORAL PRESENTATIONS S haring the dis covery… (DF, consignes pour la communication orale)
  11. 11. CONFERENCES •Q ua lity: va ria ble a nd low er tha n refereed journa ls overa ll (les s s tring ent s elec tio n). 2) I nteres t: 1- m ore « rec ent » res ea rc h. 2- g rea ter « vis ua l » im pa c t. 3- s oc ia l c onta c t (po s t-do c s , projec ts , upc o m ing events … ).
  12. 12. COMPONENTS 1) C o ntent: yo u ha ve to m a ke the bes t o f w ha t yo u ha ve. 2) P res enta tio n s tyle: how yo u c o m m unic a te yo ur m es s a g e. 3) V is ua l s uppo rt: the pow erpo int pres enta tio n.
  13. 13. COMMUNICATING EFFECTIVELY TO D O TO AV O I D 1) S pea k lo udly/c lea rly S pea k s oftly, m um ble… 2) V a ry yo ur tone K eep a c ons ta nt m o no to ne 3) L o o k a t the people L o ok a t your notes , the s c reen 4) O c c upy the s pa c e S ta y hidden in the c o rner 5) P o int, us e g es tures R em a in rig id, a lm o s t fro zen 6) K now yo ur tex t S ea rc h fo r your w o rds , hes ita te
  14. 14. Text 1) K eep to a m inim um . 2) H ig hlig ht key w ords /c onc epts a nd es s entia l po ints . 3) U s e to s truc ture ta lk , c rea te lo g ic a l s equenc es . Write your text for people who are not anglophones and who are not listening carefully.
  15. 15. CONCLUSION A N O R A L P R E S E N TAT I O N I S  no t jus t g iving res ults .  a ls o c o nfirm ing ea rlier dis c overies , a rg uing fo r c ha ng e, s elling a n idea …  a tea c hing exerc is e. How you feel and speak about your discovery are as important as the discovery itself.
  16. 16. La tâche pour apprendre • la communication scientifque (genre) • participation périphérique légitime (Lave & Wenger) • approche par les tâches (Skehan, Ellis) 16/28
  17. 17. Le genre • the spoken counterpart of the RA (research article) Rowley-Jolivet, 2002 • the preparation and rehearsal of conference papers forms a large part of a research laboratory's activity Ochs & Jacoby, 1997 17/28
  18. 18. Participation périphérique légitime • The process by which newcomers become part of a community of practice Lave & Wenger, 1991 • For a PhD student, access to the community of experts may be aided by the reputation of the supervisor, the co- authoring of an article, being encouraged to attend a conference Birch-Becaas, 2008 18/28
  19. 19. Une approche par les tâches . . . task-based teaching calls for the classroom participants to forget where they are and why they are there and to act in the belief that they can learn the language indirectly through communicating in it rather than directly through studying it. This is asking a lot of them, especially if the social practices the participants bring to the classroom belong to a pedagogy of transmission rather than of interpretation. Ellis, 2003, p. 252 19/28
  20. 20. Une tâche authentique Q: The students said they learned more than just English, also professional information that was useful? A: A lot of them have thesis directors who ignore them so they are left a little bit on their own. It's useful to let them see what they are going to be judged on when they are fnished. Q: How did you give feedback? A: I said nothing about pronunciation, grammar. I have three columns on my paper: communication, slides, content. Unless they make the same mistake several times and it's a word in their feld, I don't comment (unless the slides are full of mistakes). I only correct key words. If I start doing that, we'll do nothing else. DF, July 2009 20/28
  21. 21. Extraits et commentaires • objectifs des • D, sociologie apprenants • G, philosophie • techniques de • S, histoire présentation • la préservation de la face 21/28
  22. 22. Objectifs des apprenants c'était très égoiste de ma part ce que c'était que je voulais bien les prononcer he just want a presentation of our topic of research and uh my topic of research is very uh in philosophy it's something very yes very large [...] uh it it is really difficult to to present all this in half an hour I think I I begun something that I can't succeed in such a presentation in just half a hour OK it's it's just an exercise of communication if I succeed OK it's good if I don't succeed OK 22/28
  23. 23. Les techniques de présentation c'était le petit truc la diapo suivant qu'est-ce que ça va être donc si je mettais le mot introducteur hop ça permettait de de le temps de de regarder même la diapo et de me concentrer sur l'oral I write a document and there is a lot of things very too much things OK we have twenty minutes or less OK so you you you let's to say five ideas or something like that OK you have uh something like three minutes for introduction three minutes for conclusion so [...] it remains uh twelve minutes or something like that OK in twelve minutes I can expose four ideas OK 23/28
  24. 24. La préservation de la face vous l'avez préparé vous vous êtes entraîné chez vous oui c'est clair sinon je l'aurais pas fait je ne serais pas venu je vous l'avoue I say that it just a play uh I I do the play I succeed I don't succeed it's not uh but but I say that I try to think this but while when you you are playing that in front of all the people it's not really easy it's difficult for me I said you before but it's difficult to see me and especially when you heard your own voice it's difficult if I say it's not me I don't speak like that 24/28
  25. 25. Le rôle de l'apprenant dans la tâche I but what I wanted to say you know we are in the idea of we're almost cheating now right so I I'm a teacher I spend hours standing in front of people telling them things and sometimes I forget what I wanted to say and so I can either say I forgot or I can keep talking and hope that I will remember or I can keep talking about something else and it will be OK and probably probably in the class noone will know #00:53:26.4# G yes yes I know #00:53:29.6# I so even if you can't find the link you don't have to apologise that you can't find the link because we don't know that there is a link #00:53:34.0# G yeah sure #00:53:36.3# 25/28
  26. 26. . . . task-based teaching calls for the classroom participants to forget where they are and why they are there I so maybe you're just want it to be perfect you're too much of a perfectionist to #00:53:38.9# G sure I do I do that ah I teach sometimes so I know that #00:53:48.1# I des fois on les floue un peu #00:53:49.3# G yes but in this situation h #00:53:55.4# I you don't want to #00:53:55.8# G oh yeah I I'm not teaching #00:54:00.1# I right #00:54:01.5# G I'm teached DF is there it's really different #00:55:14.4# 26/28
  27. 27. Conclusions • Variation individuelle – conception de la tâche – mise en oeuvre de la tâche – appropriation de la tâche • Besoins – linguistiques et communicatifs – de préservation de la face 27/28
  28. 28. Nous remercions Dennis Fox et les doctorants du cours d'anglais intensif 2009 • Birch-Becaas, S. (2008). The initiation of French PhD students into the international research discourse community. ASp 53-54, 185-96. • Brown, P. & Levinson, (1987). Politeness: some universals in language usage. Cambridge: CUP. • Ellis, R. (2003). Task-based learning and teaching. Oxford: OUP. • Kumuravadivelu, B. (1991). Language-learning tasks: teacher intention and learner interpretation, ELT Journal, 45, 2:98-10 • Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: CUP. • Ochs, E. & Jacoby, S. (1997). Down to the wire: the cultural clock of physicists and the discourse of consensus. Language in Society, 26, 479-505. • Rowley-Jolivet, E. (2002). Visual discourse in scientifc conference papers: A genre- based study. English for Specifc Purposes, 21, 19-40. • Skehan, P. (2003). Task-based instruction. Language teaching, 36, 1-14. 28/28