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The article raises the problem of philosophical principles and origins of Ferdinand de Saussure’s views. The editors of “Course in General Linguistics”, C. Bally and A. Sechehaye, contributed to the emergence of stereotypes about Saussure as the founder of structuralism, who for the first time conceptually distinguished language and speech based on dichotomy, established the systemic nature of language as an abstract entity, developed a bilateral psychological theory of sign and divided linguistics into the synchronous and the diachronic. This prevented the synthesis of Saussure’s concept as a holistic and internally consistent anthropocentric system of views. The conceptual analysis of the fundamental theses of Saussure’s concept, given in Saussure’s autographed materials, which appeared in 2002, showed that its most important feature is that it was an anthropocentric nomothetic proposition aimed at creating the foundations for the study of human language activity as such, language as such and speech as such. The Kantian idea of anthropocentric transcendentalism can be considered the principal philosophical source of Saussure’s nomothetic project.

This article proposes epistemological reflections on the research program which aims to study language activity expressed by natural languages, an activity that is not limited to communication and the expression of thought. It presents some important concepts of the theory of enunciation by articulating them with semantico-cognitive schemes, which represent the meanings of linguistic units (grammatical and lexical) and which are generated, inside of the formalism of Curry's Combinatory Logic, by means of compositions and transformations of primitive operators anchored on cognitive activities of perception and action but not reduced to these activities., L’article présente des réflexions épistémologiques sur le programme de recherche qui a pour objet l’étude de l’activité de langage exprimée par les langues, activité qui ne se ramène pas à la simple communication et à l’expression de la pensée. Il présente certains concepts importants de la théorie de l’énonciation en les articulant avec des schèmes sémantico-cognitifs, qui représentent les significations d’unités grammaticales et lexicales, et qui sont engendrés, dans le formalisme de la Logique Combinatoire de Curry, par des compositions et des transformations d’opérateurs primitifs ancrés sur les activités cognitives de perception et d’action mais non réduits à ces activités., O artigo apresenta algumas reflexões epistemológicas sobre o programa de pesquisa, cujo objeto é o estudo da atividade da linguagem expressa pelas línguas, atividade que não se reduz à simples comunicação e à expressão do pensamento. Ele apresenta certos conceitos importantes da teoria da enunciação articulando-os com esquemas semântico-cognitivos que representam os significados de unidades gramaticais e lexicais e que são gerados no formalismo da Lógica Combinatória de Curry por composições e transformações de operadores primitivos ancorados em atividades cognitivas de percepção e ação, mas não reduzidos a essas atividades.

Cet article s’intéresse à l’activité langagière d’élèves de petite section de maternelle à l’occasion de la découverte d’un album fictionnel en début d’année scolaire. Des analyses quantitatives et qualitatives informent sur les caractéristiques de trois groupes d’élèves (Tout Petits, Petits et Très Grands Parleurs) et sur la modification sociale et langagière des modes de participation à l’activité de lecture entre la phase de lecture oralisée et la phase de discussion de la séance. This article focuses on the language activity of preschool pupils about the discovery of a storybook at the beginning of the school year. Quantitative and qualitative analyses provide information on the characteristics of three groups of pupils (« very small », « small » and « very big talkers »). This analysis also acquainst with the social and language modification of participation’s modes in the reading activity, whether during the oral reading phase and during the discussion phase of the course.

Não recebi financiamento The present research work is based on the articulation between linguistics and the teaching-learning of languages and is based on the enunciative reflections, especially in the framework of the Theory of Enunciative Operations (TOE) proposed by the French researcher Antoine Culioli (1990) who understands that Linguistics has as object of study "the activity of language apprehended through the diversity of natural languages", that is, the linguist's task is to study the functioning of language as a significant activity of representation, or rather, as a production activity and recognition of linguistic forms. The analysis we propose, is based on the observation of linguistic occurrences present in texts of elementary school students, which are characterized by presenting enunciative mechanisms displaced in relation to the genre in question. These displacements may or may not compromise the text to a greater or lesser degree, and this question becomes a problem to be considered in the teaching-learning of language, regarding textual production, and respect for the characteristic marks of the enunciative instance established in a given discursive genre. Although many developments occur in this reflection, our research is limited to the identification of these cases of enunciative displacements and the confirmation that the game between stability and linguistic plasticity can constitute an indication for the work to be developed in the textual production exercise . As Franckel (1989) explains, one of the essential properties of language is to carry the traces of the operations that constitute it. In this way, the organization of the markers allows to reconstruct the chain of operations (of enunciative location, predication and determination, modalization, aspectuality, etc.) that are the origin of texts. The markers refer to operations rather than to stable values, that is, operations have a purely theoretical status, in that they are a representation of the agency of markers, which in turn, are the hallmark of mental operations performed in the situation of enunciation by enunciating subjects (origin enunciator and co-enunciator). Our corpus of research is composed by the written production of texts of students that are characterized by the text Biography. Regarding the analysis of the corpus, considering that the student produced the text Biography from the dialogue with the text Interview, we could observe that the text presented seeks to configure itself in a Biography, but, there are problems in relation to what is expected in fact of a biographical text. In addition, the student recognizes the enunciative games established between the two texts and reproduces them, although part of these games is recovered by the direct speech of the interviewee. O presente trabalho de pesquisa situa-se na articulação entre a linguística e o ensino-aprendizagem de línguas e fundamenta-se nas reflexões enunciativas, em especial, no quadro da Teoria das Operações Enunciativas (TOE) proposta pelo pesquisador francês Antoine Culioli (1990) que entende que a Linguística tem como objeto de estudo “a atividade de linguagem apreendida através da diversidade das línguas naturais”, isto é, a tarefa do linguista é estudar o funcionamento da linguagem enquanto atividade significante de representação, ou melhor, enquanto atividade de produção e reconhecimento de formas linguísticas. A análise que propomos, pauta-se pela observação de ocorrências linguísticas presentes em textos de alunos do Ensino Fundamental II, que se caracterizam por apresentar mecanismos enunciativos deslocados em relação ao gênero em causa. Esses deslocamentos podem ou não comprometer o texto em maior ou menor grau, e essa questão coloca-se como uma problemática a ser considerada no ensino-aprendizagem de língua, no tocante à produção textual, e ao respeito às marcas características da instância enunciativa instaurada em um determinado gênero discursivo. Embora muitos desdobramentos ocorram nesta reflexão, nossa pesquisa limita-se à identificação desses casos de deslocamentos enunciativos e na constatação de que o jogo entre a estabilidade e plasticidade linguística pode constituir-se em um indício para o trabalho a ser desenvolvido no exercício de produção textual. Como explica Franckel (1989), uma das propriedades essenciais da linguagem é comportar o traço das operações que a constitui. Dessa forma, a organização dos operandos (marcadores) permite reconstruir o encadeamento das operações (de localização enunciativa, de predicação e de determinação, de modalização, de aspectualidade, etc.) que estão na origem dos textos. Os marcadores referem-se às operações e não a valores estáveis, ou seja, as operações têm um estatuto puramente teórico, na medida em que são uma representação do agenciamento de marcadores, que por sua vez, são a marca de operações mentais realizadas na situação de enunciação pelos sujeitos enunciadores (enunciador origem e coenunciador). O nosso corpus de pesquisa compõe-se pela produção escrita de textos de alunos que se caracterizam pelo texto Biografia e Autobiografia. Com relação à análise do corpus, considerando que o aluno produziu o texto Biografia a partir do diálogo com o texto Entrevista, pudemos observar que o texto apresentado busca se configurar numa Biografia, mas, há problemas em relação ao que se espera de fato de um texto biográfico. Além disso, o aluno reconhece os jogos enunciativos instaurados entre os dois textos e os reproduz, embora parte destes jogos seja recuperada pelo discurso direto do entrevistado.

It is known that the work of the "Course of General Linguistics" was written by A.Scheche and S.Ballie and contained largely their interpretation of the views of F.deSaussure. Published in 2002 the autographic Saussure materials confirm that the "Course" sometimes even contradicts the ideas of the swiss linguist. The main points of the scientific concept of the "new" Saussure are presented in the theses.

It is known that the work of the "Course of General Linguistics" was written by A.Scheche and S.Ballie and contained largely their interpretation of the views of F.deSaussure. Published in 2002 the autographic Saussure materials confirm that the "Course" sometimes even contradicts the ideas of the swiss linguist. The main points of the scientific concept of the "new" Saussure are presented in the theses.

It is known that the work of the "Course of General Linguistics" was written by A.Scheche and S.Ballie and contained largely their interpretation of the views of F.deSaussure. Published in 2002 the autographic Saussure materials confirm that the "Course" sometimes even contradicts the ideas of the swiss linguist. The main points of the scientific concept of the "new" Saussure are presented in the theses.

Made available in DSpace on 2020-12-10T17:40:24Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-01-01 Our goal here is talking about enunciative processes that lead linguistic activity (such as qualification operations, modalization, aspect) to the status of a method of analysis in linguistics. This is thanks to the theoretical framework called Theory of Predicative and Enunciative Operations, which establishes a metalinguistic field capable of describing how meanings and values of notions that go through the intersubjective processes of Language articulated to natural languages. In the first part, we expose the epistemological aspects of the Theory that confirm language as a recognition activity. In the second part, we carry out an analysis. In the end of the text there are a conclusion and the bibliographic references. Univ Estado Mato Grosso, Linguist, Caceres, MT, Brazil Univ Estadual Paulista, Linguist & Lingua Portuguesa, Sao Paulo, Brazil Univ Estado Mato Grosso, Programa Posgrad Linguist, Caceres, MT, Brazil Univ Estadual Paulista, Linguist & Lingua Portuguesa, Sao Paulo, Brazil

Based on ideas mainly from European countries, the Common European Framework of Reference for Languages (now the CEFR or the Framework), today permeates didactic thinking all over the world. Experts remind that there can be no relevant use of this instrument without contextualization. The exploitation of the CEFR for evaluation and curriculum engineering purposes should take into account, in addition to the immediately visible categories, those that would be able to make it a tool for the diversification of uses. The profile of a speaker is defined less by the use of levels such as A1, A2, etc. than by reference to the texts genres he masters, to the linguistic functions that he can perform and to the contexts in which his competence is operative. We will try to show that this international reference instrument offers resources (linguistic and didactic) of such utility that they would be able to facilitate its adaptation to contexts other than those for which it was conceived., Fondé sur des idées principalement originaires des pays d'Europe, le Cadre Européen Commun de référence pour les langues (désormais CECR ou le Cadre), imprègne aujourd'hui la réflexion didactique dans le monde entier. Les spécialistes rappellent qu'il ne peut exister d'utilisation pertinente de cet instrument sans contextualisation. L'exploitation du CECR à des fins d'évaluation et d'ingénierie curriculaire, devrait prendre en compte, outre les catégories immédiatement visibles (échelles de niveaux et descripteurs de compétences), celles qui seraient en mesure d'en faire un outil au service de la diversification des usages. Le profil d'un locuteur se définit moins par le recours à des niveaux tels que A1, A2, etc. que par la référence aux genres de textes qu'il maîtrise, aux fonctions langagières qu'il sait réaliser et aux contextes dans lesquels sa compétence s'avère opératoire. Nous tenterons de montrer que cet instrument de référence international propose des ressources (linguistiques et didactiques) d'une telle utilité qu'elles seraient à même de faciliter son adaptation à des contextes autres que ceux pour lesquels il était conçu.

Background : Language proficiency should be mastered by children before school admision. The process of language development was affected by cognitive and neurologic maturity. Language proficiency determine communication foundation, social and academic interaction. Children with retardation in language proficiency may encounter problem in the social and academic relationship. This study investigated the association between parental education, occupation, income, language activity, and language proficiency in children. Sub jects and Method: This was an analytic observational study with cross sectional design. This study was conducted in Gondangrejo sub-district, Karanganyar, Central Java. A total sample of 102 children aged 4 to 5 years were selected for this study. The dependent variable was language proficiency. The independent variables were parental education, occupation, income, and language activity. The data were collected by a set of questionnaire and analyzed by multiple logistic regression. Results : Parental education ≥ senior high school (OR= 2.95; 95% CI= 1.03 to 8.39; p= 0.043), employed parents (OR= 3.45; 95% CI= 1.27 to 9.39; p= 0.015), family income ≥ regional minimum wage (OR= 6.35; 95% CI= 2.02 to 19.93; p= 0.002), and intense language activity (OR= 4.32; 95% CI= 1.61 to 11.51; p= 0.003) were associated with better language proficiency. Conclusion : Parental education ≥ senior high school, employed parents, family income ≥ regional minimum wage, and intense language activity are associated with better language proficiency. Keywords: parental education, occupation, language activity, language proficiency, children Correspondence: Hafidz Triantoro Aji Pratomo. School of Health Polytechnics, Poltekkes Surakarta. Email: hafidzpoltekkes@gmail.com Indonesian Journal of Medicine (2016), 1(3): 152-159 https://doi.org/10.26911/theijmed.2016.01.03.02

This paper is interested in the specificities of Chinese cyberlanguage and a new language activity: interactive writing, in the field of Teaching of Chinese as a foreign language. We introduce the phenomenon of Chinese cyberlanguage from the linguistic and cultural angle, which proves to be a vivid and rich linguistic landscape with burst of the neologisms, the néographismes and the landslides of grammar. We discuss the Chinese language of cyberspace in interactive writing through the textual and paratextual analysis for discovering its discursive, pragmatic, interactional and cultural aspects. We discuss also the specificities and the presentations of the virtual identities of the Chinese cybercommunity. The analysis of corpus has a didactic purpose: the emergence of the new activity “interactive writing”, which is the final key of this paper. In light of Common European Framework of Reference for Languages, we have discussed its place in the teaching of languages and its influence on learning, teaching and assessment of teaching of Chinese as a foreign language. Because of the specificity of writing of Chinese language, this activity deserves a profound debate on every aspect of Teaching of Chinese as a foreign language., Cette thèse s'intéresse aux spécificités du cyberlangage chinois et à une nouvelle activité langagière à l'œuvre à travers lui : l'interaction écrite dans le domaine de la didactique du chinois langue étrangère. Nous présentons le phénomène du cyberlangage chinois sous l'angle linguistique et culturel, qui se révèle être un paysage linguistique vivant et riche, avec irruption de néologismes, néographismes et de glissements de terrain grammaticaux. Nous traitons de la langue chinoise du cyberespace dans l'interaction écrite à travers les analyses textuelles et paratextuelles pour découvrir ses aspects discursifs, pragmatiques, interactionnels et culturels. Nous discutons également des spécificités et des présentations des identités virtuelles de la cybercommunauté chinoise. Les analyses des corpus servent à une finalité didactique : l'émergence d'une nouvelle activité « l'interaction écrite », qui est un des enjeux de cette thèse. À la lumière du CECRL, nous avons discuté de sa place dans la didactique des langues et de ses influences sur l'apprentissage, l'enseignement et l'évaluation dans la didactique du chinois langue étrangère. À cause de la spécificité de l'écriture de la langue chinoise, cette activité mérite un débat approfondi sur chaque aspect de la didactique du chinois langue étrangère.

The aim of the article is to present the understanding and the essence of the children’s linguistic creativity. A language is a tool that helps a human being discovering the world. It enables naming things, objects, phenomena, as well as describing observed and experienced states and activities. With a use of language, everybody can express their feelings and attitude to others. A child naturally manoeuvres a language, plays with it, disclosing its verbal creativity. Verbal creativity may be described as an ability of transforming previously heard sentences into new ones, original in terms of content, form and way of expression. At the beginning, I presented the definitions of creativity and the level of understanding of children’s creativity. Then I outlined the meaning of language in the life of the individual and the skillful manipulation of it. In the following I focused on linguistic intelligence by Howard Gardner and the determinants of language activity of children. Finally, I include examples of creative children’s creative texts creations. The article shows different approaches to the linguistic creativity of children and emphasizes the essence of creative activity in the life of every human being., Celem artykułu jest przybliżenie rozumienia oraz istoty twórczości językowej dziecka. Język jest narzędziem umożliwiającym poznanie otaczającej człowieka rzeczywistości. To dzięki niemu nazywamy przedmioty, obiekty, zjawiska, a także określamy zaobserwowane i przeżywane czynności oraz stany. Język pozwala wyrażać doznawane emocje i nastawienie do innych. Dziecko w sposób naturalny manipuluje językiem, bawi się nim, co wskazuje na jego twórczość językową, która jest umiejętnością przekształcania usłyszanych wypowiedzi oraz wytwarzania własnych, nowych i oryginalnych pod względem treści, formy i sposobu ekspresji. Na początku artykułu przedstawiono definicje twórczości oraz płaszczyzny rozumienia twórczości dziecięcej, tj. podejście elitarne oraz egalitarne do twórczości. Następnie nakreślono znaczenie języka w życiu jednostki oraz umiejętnego manipulowania nim. W dalszej części skupiono się na inteligencji lingwistycznej według Howarda Gardnera oraz wyznacznikach aktywności językowej dziecka w zakresie twórczości semantycznej, syntaktycznej, leksykalnej i tekstowej. Na koniec zamieszczono przykłady twórczych wytworów dziecięcych. Tekst ukazuje różne podejścia do twórczości językowej dziecka oraz podkreśla istotę twórczej aktywności w życiu każdego człowieka.

UID/LIN/03213/2013 UID/LIN/0022/2016 This article is the result of an investigation made within the ongoing project of Scientific Literacy Promotion (Promoção da Literacia Científica) and focuseson the question of related discourse in texts of scientific dissemination, in the current Portuguese press. If we consider these science dissemination texts as texts that aim to diffuse scientific knowledge, we can see that they are marked, among other aspects, by a language practice centred in operations of reproduction and reformulation of the discourse. Following Authier-Revuz (1982), we consider that science dissemination discourse depends on the reformulation of a departure discourse in a target discourse and, consequently, this target discourse is (at least a part of it) the product of the activity of reformulation of the departure discourse. The modalities of relating the discourse (whether it is close to the departure discourse or very different from it) assume a particular relevance as a mechanism that produces textually the communication-dissemination of the scientific discourse. Thus, based on a corpus of eleven texts, published in the current Portuguese press (Diário de Notícias, Jornal de Notícias, Público, Sol) between 12/05/2016 and 06/06/2016, within the scope of what they call scientific journalism, inscribed within the area of Medicine and the theme of health, we will analyse the functioning of the related discourse in these texts, having in mind the linguistic configuration of the most recurrent ways of relating the discourse, in the communication of science. From the theoretical-methodological point of view, we privilege the perspective of the Socio-Discursive Interactionism (Bronckart 1997), complemented with specific studies within the area of scientific dissemination discourse and related discourse, according to the theories of Authier-Revuz (1982, 1985, 1999, 2001), Zamboni (2001) and Duarte (2003). From the methodological point of view, our approach is predominantly qualitative and interpretative. This analysis will allow us to conclude that the configuration of the related discourse in scientific dissemination texts presents linguistic procedures that are determined by the practice of scientific dissemination, which is a result of the confluence of two distinct social spheres – science and journalism. publishersversion published

Basing on Vygotsky’s indirect methods framework, Bakhtin’s translinguistics approach, and the principles of the ergonomics of the activity, we analyze two sequences of self-confrontation between a researcher and an operator. We follow the evolution of the dialogue, without isolating the words and gestures of concrete actions, and we emphasize the signs reflecting people’s involvement in a new activity of interpretation of their professional experience. In this way, we implement the translinguistics advocated by Bakhtin within an approach encompassing the verbal and nonverbal dimensions mobilized in the coproduction of the meaning.

Les marqueurs discursifs (MD) sont difficiles à catégoriser par l’effet de leur nature hétérogène. Selon les différentes approches, les critères morphologiques et syntaxiques sont insuffisants pour l’identification de leur spécificité en tant que formes linguistiques. L’objectif de cet article est d’aborder les MD selon une approche conciliante entre texte et énonciation afin de, dans un premier temps, questionner, voire problématiser ces formes, puis, dans un deuxième temps, proposer une approche qui rende compte de leur caractère complexe. L’analyse textuelle et énonciative, prenant en compte le processus différentiel et le plan de variabilité, permet de cerner les MD de reformulation – objet de cet article – d’une manière plus appropriée car en plus de leur fonction est prise en compte leur nature (linguistique). Pour ce faire seront analysés des MD de reformulation dans des textes de sphères d’activité différentes – humoristique et académique – la deuxième fonctionnant comme contre-exemple de la première., Due to their heterogeneous nature discourse markers (DM) are difficult to categorize. According to different approaches, morphological and syntactic criteria are insufficient for the identification of their specificity. The objective of this article is to approach the discourse markers conciliating both textual and enunciative perspectives. First, we aim at discussing the nature of these forms. Secondly, our aim is to propose an approach that reflects DM’s complexity, not excluding the pertinence of the textual dimension. Taking into account the differential processes and the variability levels, the textual and the enunciative analyses help to identify the reformulation DM - subject of this article – in a more appropriate way considering not only its function but above all its dependence on the language activity that underlies the texts. Thus, reformulation DM of texts reflecting different kinds of activities – humorous and academic – will be analyzed., Los marcadores discursivos (MD) son difíciles de categorizar debido a su naturaleza heterogénea. Según los diferentes enfoques, los criterios morfológicos y sintácticos son insuficientes para la identificación de su especificidad como formas lingüísticas. El objetivo de este artículo es abordar los MD de acuerdo con un enfoque de conciliación entre el texto y la enunciación, para, en primer lugar, cuestionar, o sea, problematizar estas formas; y en segundo lugar, proponer un enfoque que pueda dar cuenta de su carácter complejo. El análisis textual y enunciativo, considerando el proceso diferencial y el plan de la variabilidad, permitirá identificar los MD de reformulación - el objeto de estudio de este artículo - más apropiadamente con su función y teniendo en cuenta su naturaleza (lingüística). Para cumplir con este propósito, serán analizados los MD de reformulación en textos de diferentes esferas – humorística y académica – la última funcionando como un contra-ejemplo de la primera.

Les marqueurs discursifs (MD) sont difficiles à catégoriser par l’effet de leur nature hétérogène. Selon les différentes approches, les critères morphologiques et syntaxiques sont insuffisants pour l’identification de leur spécificité en tant que formes linguistiques. L’objectif de cet article est d’aborder les MD selon une approche conciliante entre texte et énonciation afin de, dans un premier temps, questionner, voire problématiser ces formes, puis, dans un deuxième temps, proposer une approche qui rende compte de leur caractère complexe. L’analyse textuelle et énonciative, prenant en compte le processus différentiel et le plan de variabilité, permet de cerner les MD de reformulation – objet de cet article – d’une manière plus appropriée car en plus de leur fonction est prise en compte leur nature (linguistique). Pour ce faire seront analysés des MD de reformulation dans des textes de sphères d’activité différentes – humoristique et académique – la deuxième fonctionnant comme contre-exemple de la première. Due to their heterogeneous nature discourse markers (DM) are difficult to categorize. According to different approaches, morphological and syntactic criteria are insufficient for the identification of their specificity. The objective of this article is to approach the discourse markers conciliating both textual and enunciative perspectives. First, we aim at discussing the nature of these forms. Secondly, our aim is to propose an approach that reflects DM’s complexity, not excluding the pertinence of the textual dimension. Taking into account the differential processes and the variability levels, the textual and the enunciative analyses help to identify the reformulation DM - subject of this article – in a more appropriate way considering not only its function but above all its dependence on the language activity that underlies the texts. Thus, reformulation DM of texts reflecting different kinds of activities – humorous and academic – will be analyzed. Los marcadores discursivos (MD) son difíciles de categorizar debido a su naturaleza heterogénea. Según los diferentes enfoques, los criterios morfológicos y sintácticos son insuficientes para la identificación de su especificidad como formas lingüísticas. El objetivo de este artículo es abordar los MD de acuerdo con un enfoque de conciliación entre el texto y la enunciación, para, en primer lugar, cuestionar, o sea, problematizar estas formas; y en segundo lugar, proponer un enfoque que pueda dar cuenta de su carácter complejo. El análisis textual y enunciativo, considerando el proceso diferencial y el plan de la variabilidad, permitirá identificar los MD de reformulación - el objeto de estudio de este artículo - más apropiadamente con su función y teniendo en cuenta su naturaleza (lingüística). Para cumplir con este propósito, serán analizados los MD de reformulación en textos de diferentes esferas – humorística y académica – la última funcionando como un contra-ejemplo de la primera.

The article highlights the problem of foreign language training of future artists in higher educational establishments. The main feature of English for specific purposes (ESP) is a professionally oriented approach to learning English. It involves the formation of students’ ability to foreign language communication in specific areas and situations. Permanent and variable characteristics of a foreign language for specific purposes are given. The main issues of studying ESP by art students include the specifics of lexical content and special format of oral and written texts related to the profession. With the help of dominant perceptual modality diagnostics by S. Yefremtsev, we have defined that 95% of all respondents refer to the visual type. The common features of visuals were taken into account in creating the system of classes based on the communicative approach and the principle of visual perception of information. The article analyzes the content and feasibility of the ESP textbook specially created for future artists. Main lingo-didactic (general teaching) principles of training of speech activity types are described. They include: specific professional area, complexity and interconnectedness of learning types of speech activity, dominance of one type of speech activity at a certain stage of training, learning objectives, gradual and consistent skills formation, the text as a basis for any kind of speaking, the richness of analytical tools in every form of speaking, facilities, and advanced technology training. The article proves the necessity of using Internet resources in teaching ESP.

子どもたちを取り囲むメディア環境が大きく変わり、そこでの学び方（フォーマル、ノンフォーマル、インフォーマルな学習の関係など）が問われ、学びの内容・質を問う動きが、学校教育にも大きな影響を与えつつある。そこで、ソーシャル・メディア利用による子どもたちの言語活動と学校で求められている言語活動の関係を考えていくために、実態を把握し、問題を視覚化ができる研究方法の探求に関心を向けた。とりわけ、ソーシャル・メディアの利用は、プライベートマインドの育成を越える点もあるため、ディスコース分析の中でもクリティカル・ディスコース・スタディーに関心を向けている。本論では、この関心を考えていくために、文献調査を通じて関連研究マップを作成し、そこから引き出した知見から検討を加え、関係理解に向けて利用可能性がある方法を明らかにしている。

"Das dialogische Selbst" von Frank-M. STAEMMLER ist ein wichtiger Beitrag zu einem dialogischen Menschenbild, das von verschiedenen Seiten als Alternative zur methodologischen Individualismus formuliert wird. Der Zusammenhang zwischen einer dialogischen Theorie des Selbst und konkreten therapeutischen Techniken wird einleuchtend hergestellt; klar wird dabei, dass dialogisches Denken eine Herausforderung an tradierte Denkmuster ist. Es sabotiert die Denkfigur der "abgelösten Vorgängigkeit" (BERTAU 2015) (von "Ich", "Selbst") zugunsten des je tatsächlichen Geschehens. Allerdings können Pluralität und Dynamik, Performativität und Gegenwärtigkeit des Geschehens ihrerseits nicht beliebig sein und bloß emergent, sie erfahren vielmehr eine Struktur, ohne die sie nicht (wieder-) erkennbar wären. Wie das Verhältnis von Geschehen und Struktur zu denken ist, scheint mir eine der Kernfragen des dialogischen Denkens zu sein. Nach einer formalen Betrachtung und inhaltlichen Übersicht des Buchs diskutiere ich diese Frage entlang STAEMMLERs eigenen Ideen über zwei Themen: Pluralität und Sprache. Das Verhältnis von Geschehen und Struktur ist demnach über die sprachliche Form in der Zeit, über die Zeit, zu denken. Angeredetwerden von einem "Du", das immer auch das allgemeine "Man" (oder "Wir") stellvertritt, verleiht dem "Ich" als dialogischem Selbst Stabilität in der Vielfalt. Der Schritt zur Öffnung der Intersubjektivität ins Öffentliche wird damit als notwendiges Moment zur Überwindung des Individualismus angesehen.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1503298, The book "Das dialogische Selbst" [Dialogical Self] by Frank-M. Staemmler (2015) is an important contribution to a dialogic view on human beingness formulated by several scholars as an alternative to methodological individualism. The connection between a dialogical theory of self and concrete therapeutic techniques is established in a convincing way, thereby emphasizing that dialogic thinking is a challenge to traditional patterns of thinking. Dialogic thinking undermines the idea of detached and preliminary self-contained entities (such as "I" or "self") in favor of actual performances. However, plurality, dynamics, and performativity within any given moment need some kind of structuring, otherwise they would not be recognizable. A core issue of dialogical thinking seems to me to be the conception of the relationship between an occurring process and its structuring. After a synopsis of the book in form and content, I discuss this issue alongside two of STAEMMLER's own ideas on the topic: plurality and language. The relationship between a process and its structuring is to be conceived by language forms across time. Being addressed by a "Thou," which always represents the "One" (or "We"), is what confers the "I" as "dialogical self" stability within plurality. I hence view opening intersubjectivity to publicness (Öffentlichkeit) as a necessary step in overcoming individualism.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1503298, El libro "Das dialogische Selbst" [Ser dialógico] por Frank-M. STAEMMLER (2015) es una importante contribución a una visión dialógica del ser humano formulado por varios estudiosos como alternativa al individualismo metodológico. Se establece la conexión entre una teoría dialógica del yo y técnicas terapéuticas concretas de modo convincente, de tal modo que se enfatiza que el pensamiento dialógico es un desafío a los patrones tradicionales de pensamiento. El pensamiento dialógico socava la idea de entidades independientes separadas y preliminares (como "yo" o "yo mismo") en favor de acciones reales. Sin embargo, la pluralidad, dinámica y performatividad en un momento dado necesitan algún tipo de estructuración, de lo contrario, no sería reconocibles. Me parece que una cuestión central del pensamiento dialógico es la concepción de la relación entre un proceso y su estructuración. Después de un resumen del libro en su forma y contenido, discuto este tema junto a dos de las ideas de STAEMMLER sobre el tema: pluralidad y lenguaje. La relación entre un proceso y su estructura debe concebirse por formas de lenguaje a través del tiempo. Estar dirigida por un "tú", que siempre representa a "uno" (o a "nosotros"), es lo que le confiere al "yo" estabilidad dentro de la pluralidad como "yo dialógico". Por lo tanto, abrir la intersubjetividad a lo público (Öffentlichkeit) es un paso necesario para superar el individualismo.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1503298

Évaluer l’apprentissage des langues par la pratique théâtrale dans le cadre institutionnel des curricula, c’est solliciter les outils fournis par le Cadre européen commun de référence pour les langues (CECRL). Mais c’est aussi intégrer les critiques portées sur ses usages standardisés, depuis sa publication il y a plus d’une décennie. Quelles difficultés et quels infléchissements méthodologiques anticiper pour concevoir une évaluation de ces pratiques langagières d’après les catégories d’évaluation extraites du CECRL ? Dans le cadre de cet article, nous nous limitons à l’examen de deux de ces catégories : celle des niveaux de compétences et celle des activités langagières. Nous analysons comment le double cadre méthodologique de cet enseignement, à la fois issu de la didactique des langues et des études théâtrales, peut orienter l’adaptation de ces catégories. Assessing language acquisition through the practice of theatre within the institutional framework of a curriculum is of course drawing upon the tools of Common European Framework of Reference for Languages (CEFRL). However it is also a way to address the criticism raised during the 10 years since the CEFRL’s inception about its standardized usages. What difficulties and methodology adjustments should one anticipate when conceiving an evaluation of these language performances within the assessment categories of the CECRL? Within this article we have limited our review to 2 of those categories: the levels of proficiency and the language activities. We will analyse the way the combination of two methodology frameworks of this approach, the one coming from the second language acquisition (SLA) and the one from the theatrical studies, influence the adjustment of these categories.

Le problème d’une recherche qui se situe dans le champ de la formalisation de l’activité langagière est celui de la réalisation concrète. Une méconnaissance de la problématique peut conduire à s’étonner qu’une application n’ait pas encore permis à une machine de produire du discours alors que de nombreux exemples de traitement formel ont été proposés dans l’histoire. Le but de cet article est de tenter d’abord d’expliquer pourquoi, puis d’envisager les pistes de recherche les plus fécondes. En attendant, les réalisations concrètes peuvent être multiples dès lors que cette recherche, qui permet de démonter les mécanismes du langage, trouve des applications d’ordre didactique. L’écart prétendu grand entre la réflexion métalinguistique et la pédagogie doit cependant être le plus petit possible, l’une se nourrissant de l’autre et réciproquement. Research in the field of language formalization is faced with the problem of a concretization. An inadequate knowledge of the subject might lead one to wonder why there is not yet a specific program to enable a machine to produce real discourse, considering the amount of research in the field of language processing in history. This paper is first an attempt to explain why and, second, an insight into what research could be carried out. However, many concrete results can be obtained today as long as this research, which aims to characterize the underlying mechanisms of language activity, leads into a set of didactic applications. To make this possible, the alleged gap between metalinguistic thought and pedagogy should be as small as possible, with the one nourishing the other and vice versa.

Стаття присвячена дослідженню особливостей комунікативно-орієнтованого навчання іноземної мови. Автор аналізує принципи і методи, дає характеристики комунікативно-орієнтованого підходу навчання іноземної мови студентів немовних факультетів. The article is devoted to the communicaton-centered approach to foreign language learning. An author analyses the principles and methods, gives the definition of the communication-centered approach to teaching foreign language to students of nonlinguistic departments.

Alors que le paysage institutionnel d’apprentissage évolue à grand pas en imposant la certification en langue comme un pré-requis professionnel, il convient de s’interroger sur la représentation langagière induite en amont. Cet article se propose de revenir sur le CLES et de s’interroger sur ses fondements linguistiques au regard de l’interaction verbale notamment. En proposant une perspective actionnelle telle que le Cadre Européen Commun de Référence pour les Langues (CECRL) la définit et en imposant une interaction en fin de chaîne, le CLES offre la possibilité d’envisager l’apprenant comme un véritable acteur social en interaction avec le monde qui constitue son environnement socioculturel. As the Institution now imposes second language certification as a professional prerequisite, it appears necessary to investigate the representation of language activity that such a certification induces upstream. This article aims at defining and analysing the linguistic foundations of CLES. By proposing a task-based learning approach, defined by the Common European Frame for Languages (CEFRL) and by imposing verbal interaction as a means of testing oral production, it is argued that the CLES offers the possibility to perceive the language learner as a genuine social actor interacting with the contemporary world which constitutes its natural socio-cultural environment.

Cet article introduit un dossier consacré à l’articulation entre deux thèmes de recherche, issus de lieux d’investigation proches : les gestes professionnels de l’enseignant dont l’étude s’est appuyée sur les travaux développés dans le champ de l'ergonomie, et l’activité langagière dont l’analyse s’inscrit dans le champ de la linguistique et de la psycholinguistique. Après un rappel des conditions d’émergence de ces deux thématiques, on évoque quelques uns des points de convergence qui ont amené les chercheurs à croiser leurs approches : les contraintes méthodologiques lié à leur objet d’étude et surtout le fait de partager un même objectif, celui de définir la professionnalité de l’enseignant ont en effet créé une certaine porosité entre les approches issues de ces deux familles de recherche. Toutefois, malgré une focalisation commune et le souhait partagé de comprendre à travers les traces langagières ce qui se passe véritablement dans la classe, il subsiste des divergences car les notions centrales de geste et d’activité continuent à recouvrer des sens différents en fonction du cadre de référence dans lequel on les emploie. Mais ce sont ces divergences fructueuses qui font progresser la réflexion. This paper introduces a feature on the relationship between two topics from related research areas: the professional gestures of the teacher whose study was based on the research developed in the field of ergonomics and language activities whose analysis has its source in the field of linguistics and psycholinguistics. After recalling the conditions of emergence of these two topics, we shall evoke some of the points of convergence that enabled the researchers to cross their approaches: the methodological constraints related to their subject of study and the common goal of defining the professionalism of the teachers have created some porosity between the approaches from these two families of research. However, despite a similar focus and a common desire to understand how the language traces inform about what actually happens in the classroom, differences remain because the central concepts of action and activity continue to have different meanings depending on the context reference in which they are employed. But these differences help to advance knowledge. Este artículo presenta un número dedicado a la relación entre dos temas de investigación, resultantes de áreas de exploración cercanos: los gestos profesionales del maestro, cuyo estudio se basó en los estudios desarrollados en el campo de la ergonomía y la actividad del lenguaje cuyo análisis se inserta en el campo de la lingüística y la psicolingüística. Luego de recordar las condiciones que llevaron al surgimiento de estos dos temas, evocamos algunos de los puntos de convergencia que han conducido a los investigadores a cruzar (confrontar comparar) sus enfoques: las dificultades metodológicas relacionadas con su objeto de estudio y más específicamente el hecho de compartir un objetivo común, el de definir la profesionalidad de los maestros, han logrado crear cierta porosidad entre los enfoques resultantes de estas dos familias de investigaciones. Sin embargo, a pesar de un enfoque común y del deseo mutuo de entender lo que ocurre realmente en el aula a través de las huellas que constituye el lenguaje, se mantienen unas discrepancias ya que los conceptos centrales de gesto y de actividad siguen remitiendo a diversos significados según el contexto de referencia en el que se utilizan. Pero son justamente estas discrepancias las que enriquecen la reflexión haciéndola adelantar.

This paper introduces a feature on the relationship between two topics from related research areas: the professional gestures of the teacher whose study was based on the research developed in the field of ergonomics and language activities whose analysis has its source in the field of linguistics and psycholinguistics.After recalling the conditions of emergence of these two topics, we shall evoke some of the points of convergence that enabled the researchers to cross their approaches: the methodological constraints related to their subject of study and the common goal of defining the professionalism of the teachers have created some porosity between the approaches from these two families of research.However, despite a similar focus and a common desire to understand how the language traces inform about what actually happens in the classroom, differences remain because the central concepts of action and activity continue to have different meanings depending on the context reference in which they are employed. But these differences help to advance knowledge., Cet article introduit un dossier consacré à l’articulation entre deux thèmes de recherche, issus de lieux d’investigation proches : les gestes professionnels de l’enseignant dont l’étude s’est appuyée sur les travaux développés dans le champ de l'ergonomie, et l’activité langagière dont l’analyse s’inscrit dans le champ de la linguistique et de la psycholinguistique.Après un rappel des conditions d’émergence de ces deux thématiques, on évoque quelques uns des points de convergence qui ont amené les chercheurs à croiser leurs approches : les contraintes méthodologiques lié à leur objet d’étude et surtout le fait de partager un même objectif, celui de définir la professionnalité de l’enseignant ont en effet créé une certaine porosité entre les approches issues de ces deux familles de recherche.Toutefois, malgré une focalisation commune et le souhait partagé de comprendre à travers les traces langagières ce qui se passe véritablement dans la classe, il subsiste des divergences car les notions centrales de geste et d’activité continuent à recouvrer des sens différents en fonction du cadre de référence dans lequel on les emploie. Mais ce sont ces divergences fructueuses qui font progresser la réflexion.

The present article discusses the pedagogy of work projects as a contribution for the development of competences involving teachers in a continuing education situation. The theories involved are the sociodiscursive Interactionism by Bronckart (1999), mainly the concepts of language activity and language action, the work projects by Hernández (1998a, 1998b), Perrenoud’s competence concept (1999) and Baltar’s discursive competence concept (2006). The methodological procedures follow the research-action dynamics: action, reflection, action, as Andaloussi (2004), analyzed during the follow-up of the creation and execution of a work project in a public school in Flores da Cunha-RS. The results showed the development of multiple competences in the project participants and the school`s necessity to rethink its didactic-pedagogical planning towards collaborative work, aiming at promoting the school community`s sociodiscursive emancipation. O presente artigo discute a pedagogia de projetos de trabalho como contribuição para o desenvolvimento de competências envolvendo professores em processo de formação continuada. O escopo teórico está alicerçado nas contribuições do Interacionismo sociodiscursivo de Bronckart (1999), principalmente, no que tange aos conceitos de atividade e ação de linguagem, nos aportes de Hernández (1998a, 1998b) sobre projetos de trabalho, de Perrenoud (1999) acerca do conceito de competência e de Baltar (2006) acerca do conceito de competência discursiva. Os procedimentos metodológicos seguem a dinâmica da pesquisa-ação: problematização, ação, reflexão, transformação, conforme Andaloussi (2004), a partir do acompanhamento da criação e execução de um projeto de trabalho em uma escola pública de Flores da Cunha-RS. Os resultados indicam o desenvolvimento de múltiplas competências dos sujeitos partícipes do projeto e a necessidade da escola repensar seu planejamento didático-pedagógico, na direção de um trabalho colaborativo, que promova na comunidade escolar, interdisciplinarmente, sua emancipação sociodiscursiva.

Setting up IT-mediated project work with secondary school children in a French as a Second Language class gives the opportunity to work on both structural and pragmatic aspects of language. As far as the learning of French is concerned, this classroom technique allows learners to be involved in authentic language activity. The pedagogical project which we set up was organized in two stages : the elaboration of a newspaper followed by the elaboration of a cyber-magazine. The passage between these two stages implies the complete management by the children of the computer tools (the web page layout, computer techniques, and so on). Also, it means confrontation with new learning materials. Our analysis, based on three levels (the learning activities, the collaborative process, the place and function of the computer) aims at pointing out the similarities, novelty or differences between the two stages. Our objective is to decide whether there is rupture or complementarity between the construction and transformation knowledge processes in each stage., Mettre en place une pédagogie du projet avec un groupe de collégiens primo-arrivants dans le cadre d'une classe de Français Langue Seconde offre la possibilité d'entamer un travail à la fois sur les aspects structurels et pragmatiques de la langue. Cette pratique de classe permet en effet, lors de l'apprentissage du français, l'inscription des apprenants dans une activité langagière authentique. Le projet que nous avons organisé s'est développé en deux étapes : la première concernait la fabrication d'un journal papier et la seconde la réalisation d'un cyberjournal. Le passage entre ces deux étapes sous-entend une prise en charge complète par les élèves d'outils relevant des TIC (Technologies de l'Information et de la Communication), par exemple en ce qui concerne la création de pages Internet et l'entourage technique) et donc une confrontation à de nouveaux supports d'apprentissage. En nous basant sur trois niveaux d'analyse (les activités d'apprentissage mises en place, le processus de collaboration et le rôle et la place de l'outil informatique) nous déterminons les similitudes, nouveautés ou différences entre les deux formes du projet. Nous verrons ainsi que les processus de construction et de transformation des connaissances intervenant dans chacune des étapes sont soumis à un phénomène de rupture ou de complémentarité.