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Le doctorat en France : mode(s) d'emploi

Edited By Catherine Schnedecker and Angelina Aleksandrova

Initiative inédite, motivée par l’expression des attentes et besoins concrets des doctorants, cet ouvrage s’est fixé comme objectif de donner aux doctorants en sciences humaines et sociales de fin de 1ère année (et au-delà), un ensemble construit d’outils transversaux, théoriques, méthodologiques et techniques, destinés à faciliter leur parcours doctoral. Il aborde les points-clés du doctorat, des plus connus (écriture scientifique, connaissance institutionnelle) aux moins abordés (la gestion du temps, du stress, de l’image de soi, de l’isolement) en passant par les plus indispensables (exploitation de logiciels de traitement de documents, modalités de travail collaboratif, insertion professionnelle).

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English for Academic Purposes : From Private Thinker to Public Vocalizer (Jean-Rémi Lapaire)

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English for Academic Purposes From Private Thinker to Public Vocalizer

Jean-Rémi Lapaire

We had bodies before we had language. (Richard Schechner)

Nous ne connaissons les choses que dans la mesure où elles se jouent, se « gestualisent » en nous. (Marcel Jousse)

Real speech is play – not a disembodied abstraction. (Hakim Bey)

1. Introduction

Graduate students are required to provide evidence of their ability to use English whenever they submit abstracts to academic conferences or want to see their papers published in international journals. English language requirements are now as important as academic requirements for joining international research programs or applying for European funding. Because French is a world language that was once used as the lingua franca of politics, diplomacy and culture, the French have been relatively slow in adjusting to the new “expressive order”. French attitudes to language have also hindered change : the French have an acute sense of precision when dealing with vocabulary issues, and are obsessed with correctness when dealing with grammar, spelling and style. Their education system instills strong notions of normativity and perfection into the minds of learners and instructors. This makes foreign language teaching and learning particularly difficult for the French, who feel that they must achieve near native fluency or fail. As a result, many become self-conscious and mistakenly get the impression that they are underperforming : « Je n’ai jamais été bon(ne) en anglais », « Je suis nul(le) à l’oral et je...

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