communication scientifique en anglais

La communication scientifque : l'anglais pour doctorants en sciences humaines

Shona WHYTEUniversité de Nice

Acédlé, Lille, 10-12 décembre 2009

[email protected] www.unice.fr/whyte 2/28

Apprendre la communication scientifque en langue étrangère : l'anglais pour doctorants en sciences humaines

La communication orale avec diaporama


Plan

• le contexte • la tâche• extraits et commentaires

interprétation de la tâche ?


• 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

Contexte


Séléction des étudiantsIntera ction Lecture Total

VM 75 B2 85.71 80 77.68JV 80 B1 71.43 80 72.86F 70 B1 85.71 65 70.18A 60 B1/C1 85.71 70 68.93G 40 B2/B2 85.71 75 67.68NL 50 B2/C1 50 90 65BM 60 B2/B1 64.29 60 63.57M X 60 B1 50 80 62.5AM 45 B1 64.29 80 62.32S 55 B2/B1 57.14 60 60.54E 65 B1 64.29 45 58.57

GG 25 B2 78.57 55 57.14CC 55 A2 42.86 70 54.46H 50 A1 57.14 60 51.79D 35 B1 50 55 50.25NJ 25 A1 35.71 55 38.93

Ecoute Ecrit


Sélection des sujets

Total Interaction LectureF 70 70 B1 65 85.71 B2A 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 B1E 59 65 B1 45 64.29 B1

H 52 50 A1 60 57.14 A2D 50 35 B1/B1 55 50 A2

Ecoute Ecrit


Profl des sujetsAge Discipline L1

F F 27 SIC

A F 23 SIC

G M 57

S M 29

E F 31

H M 33 SIC

D M 31

Sexe Thèse Anglaisla biotechnologie et l'art

français anglais précoce, LV1, études étrangères

Les quotidiens régionaux

français LV1 études étrangères

Philosophie le langage du désaccord

français LV1 secondaire (1960s)

Histoire l'immigration aux frontières françaises

français-allemand

LV2 secondaire

Littérature comparée

les littératures du Bénin et du Nigéria

italien LV1 secondaire

le développement durable dans la publicité en Algérie

arabe LV2 secondaire

Sociologie l'utilisation pédagogique du TBI

français LV2 secondaire


• Doctorants en lettres • Inscription/sélection pour

formation• Projet professionnel (publication,

communication scientifques)• Niveau A2-B2 en anglais

la tâche


la tâche

• communication scientifque en anglais– en cours (DF)– 10-12 minutes– diaporama

• jury d'apprenants – communication– diapositives– contenu

Enregistrement vidéo Debriefng (SW)

[email protected] www.unice.fr/whyte

ORAL PRESENTATIONS

S haring the discovery…

(DF, consignes pour la communication orale)


CONFERENCES

•Qua lity: variable and low er than refereed journa ls overa ll (les s s tring ent s elec tion).

2) Interes t:

1- more « rec ent » res earch.

2- g reater « vis ua l » impac t.

3- s oc ia l c ontac t (pos t-doc s , projec ts , upc oming events … ).


COMPONENTS

1) C ontent: you have to make the bes t of w hat you have.

2) P res entation s tyle: how you c ommunic ate your mes s a g e.

3) V is ua l s upport: the pow erpoint pres entation.


COMMUNICATING EFFECTIVELY

TO DO TO AVOID

1) S peak loudly/c learly S peak s oftly, mumble…

2) Vary your tone K eep a c ons tant monotone

3) Look at the people Look at your notes , the s c reen

4) Oc c upy the s pac e S tay hidden in the c orner

5) Point, us e g es tures Remain rig id, a lmos t frozen

6) K now your text S earch for your words , hes itate


Text

1) K eep to a minimum.

2) H ig hlig ht key words /c onc epts and es s entia l points .

3) U s e to s truc ture ta lk, c reate log ic a l s equenc es .

Write your text for people who are not anglophones and who are not listening carefully.


CONCLUSION

AN OR AL PR ES E N TATION IS

not jus t g iving res ults .

a ls o c onfirm ing earlier dis c overies , a rg uing for chang e, s elling an idea…

a teaching exerc is e.

How you feel and speak about your discovery are as important as the discovery itself.


La tâche pour apprendre

• la communication scientifque (genre)• participation périphérique légitime (Lave &

Wenger)• approche par les tâches (Skehan, Ellis)


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


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


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


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


Extraits et commentaires

• objectifs des apprenants

• techniques de présentation

• la préservation de la face

• D, sociologie• G, philosophie• S, histoire


Objectifs des apprenantsc'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


Les techniques de présentationc'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


La préservation de la facevous 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


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#


. . . 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#


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


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.

communication scientifique en anglais

Business

s pa c e s

s c reen

o c c upy

s elling

s oftly

lm o s t

s s tring ent s elec

c o ntent