GT GERAS

1. GROUPE DE TRAVAIL GERAS
DIDACTIQUE DE L’ANGAIS DE
SPÉCIALITÉ
DIDASP
GERAS 2016, PARIS 8
CÉDRIC SARRÉ & SHONA WHYTE
MARS 2016

2. 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

3. 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

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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

10. MODIFIED DICTOGLOSS FOR ESP WRITING
REPLICATION
• journal article abstract
• formulaic sequences
• standard vs modified
dictogloss
• pre/post/retention test
• participant feedback

11. THE PISA AUDIOVISUAL CORPUS PROJECT:
A MULTIMODAL APPROACH TO ESP
RESEARCH AND TEACHING
CRAWFORD CAMICIOTOLLI & BONSIGNORI (2015) ESP TODAY

12. 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

13. 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

14. 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

15. 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

16. 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.

17. 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

18. GALWAY
ESSE 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”

19. • 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