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Le discours scientifique manifeste des caractéristiques à la fois énonciatives et phraséologiques. Sur le plan énonciatif, il est fondamentalement dialogique : il existe des lieux constitutifs du dialogisme de l’écrit scientifique tels que les références au discours d’autrui, le guidage du lecteur, la reformulation, etc. Sur le plan phraséologique, le discours scientifique emploie un langage propre à la « communauté de discours » scientifique, en particulier à travers des éléments phraséologiques scientifiques transdisciplinaires (collocations, routines, etc.) Nous nous intéressons dans cet article aux routines dialogiques – des expressions récurrentes phrastiques étroitement associées à la syntaxe et aux fonctions rhétoriques. L’intérêt de notre étude consiste à associer l’analyse linguistique des éléments phraséologiques à l’étude du fonctionnement interactionnel du discours dans l’écrit scientifique, ce qui permet de montrer le lien entre les dimensions dialogiques et les fonctions rhétoriques des routines. Scientific writing manifest both enunciative and phraseological characteristics. On the enunciative level, it is fundamentally dialogical. Scientific writing shows some characters of dialogism, such as references to the discourse of others, guiding the reader, reformulation, etc. In terms of phraseology, scientific discourse uses a special language according to the scientific “discourse community”, in particular through transdisciplinary scientific phraseological elements such as collocations, multiword sequences, routines, etc. In this paper, we are interested in dialogical routines. There are recurrent phrasal expressions that are closely associated with syntax and rhetorical functions. The interest of our study lies in bringing the study of routines – a phraseological phenomenon – closer to the study of the interactional functioning of the discourse of scientific writings, thus making it possible to observe the link between the dialogical dimensions and the rhetorical functions of routines.

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The present study focuses on scientific verb constructions, i.e., the lexicon situated between general language and terminology and which is used for scientific expressions, whose rhetorical and pragmatic function must be mastered while writing scientific discourse. Based on the Corpus Pattern Analysis model, we develop a lexical resource of verb patterns using NLP techniques, which include collocations and recurring verbal constructions. The purpose of this resource is to help non-native speakers to write their academic writings in French.From an educational point of view, in order to understand better the difficulties of foreign students with regard to scientific verb constructions, we establish a diagnosis which includes the analysis of both errors and cases of overuse and underuse (notably compared to native students). The results show that both unexperienced natives and non-natives have to face difficulties related to discourse genre. In order to answer these linguistic needs, we suggest that a verb pattern resource should be integrated into corpus-based teaching of academic writing so as to help students gain autonomy in corpus manipulation.; La présente étude est centrée sur les constructions verbales scientifiques. Ce lexique se situe à mi-chemin entre le lexique de la langue générale et celui de la terminologie. Il s’agit de termes utilisés à des fins d’expressions scientifiques, pour contribuer à l’élaboration du fonctionnement rhétorique et pragmatique de l’écrit scientifique. En nous fondant sur le modèle du Corpus Pattern Analysis, nous élaborons une ressource lexicale des patrons verbaux à l’aide de techniques du TAL sur des corpus numériques. Notre objectif est d’intégrer à cet outil les collocations et les constructions verbales récurrentes dans les écrits scientifiques. Cette ressource a pour objectif d’aider les locuteurs allophones dans leur rédaction d’écrits académiques en français.Sur le plan didactique, afin de mieux comprendre les difficultés des étudiants allophones en matière de constructions verbales scientifiques, nous établissons un diagnostic qui comporte à la fois l’analyse des erreurs et celle des cas de suremploi et de sous-emploi de certaines de ces constructions verbales. Les résultats ont montré que le statut de novice, en matière de rédaction scientifique, confronte de manière identique les étudiants natifs et non-natifs aux difficultés liées au genre du discours. Afin de répondre à ces besoins langagiers, nous avons proposé d’intégrer la ressource lexicale des patrons dans l’enseignement de l’écrit académique dont l’objectif est de guider les étudiants vers l’autonomie et la manipulation de corpus numériques.

International audience; Notre communication portera sur la question désormais connue du lien entre les corpus, en particulier spécialisés, et la pratique en classe de langue. Nous nous nous intéressons ici aux routines langagières et expressions polylexicales particulièrement présentes dans les corpus d’écrits scientifiques et académiques (par exemple, comme on l’a vu, il est important d’observer, contrairement à nos attentes) et nous présenterons plusieurs expériences didactiques d'introduction des corpus en classe de Français Langue Étrangère. Nous exposerons des exemples d'activités développées à l’aide du corpus Scientext et son application ScienQuest pour l'aide à l'écrit scientifique auprès d'étudiants allophones dans les universités françaises.

International audience; In this paper, we present our preliminary results in the modelling of lexico-grammatical verb patterns. Based on the corpus Scientext and the Corpus Pattern Analysis approach, we examine the lexico-syntactic patterns of verbs of opinion. Our aim is to analyze the semantic/syntactic behavior of verbs of opinion related to scientific articles and examine the similarities and differences in this verb class.

The lexico-grammatical patterns are very important phraseological elements that French learners' dictionary of onomasiological access should take it into account. It can help learners of French as a foreign language to improve the fluidity and the precision in their written production. This research was based on Scientext, a corpora of French scientific writings in order to retrieve examples, study the syntactic and semantic structures of interdisciplinary verb, and analyze the structures associated regularly with the verb. According to the results, we've found several specificities of the syntactic and semantic structures of twenty interdisciplinary verbs in scientific writings. The modeling of the lexico-grammatical patterns of the twenty verbs from the corpora led to the construction of the didactic exercises made by the software Hotpotatoes.; Les patrons lexico-syntaxiques de verbes constituent des éléments phraséologiques très importants que les dictionnaires d'apprentissage d'encodage du FLE doivent en tenir compte. Ils aident les apprenants du FLE à améliorer la précision et la fluidité en production écrite. À partir d'une étude basée sur le corpus Scientext pour y extraire des exemples, observer le comportement sémantique/syntaxique du verbe transdisciplinaire, analyser les constructions associées régulièrement au verbe, j'ai identifié des spécificités du comportement sémantique/syntaxique de vingt verbes dans l'écrit scientifique. La modélisation des patrons grammaticaux de vingt verbes extraits du corpus débouche sur la construction des exercices didactiques conçus grâce au logiciel Hotpotatoes.

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International audience; Cet article vise à montrer à partir de l'analyse des formes de l'interaction d'une part, et de celle des formes linguistiques d'autre part, que la variété de français mobilisée par des élèves de 4 e (13 ans environ), scolarisés dans un quartier populaire de Libreville, capitale du Gabon où le français est la langue majoritaire, s'apparente dans les grandes lignes à la norme standard. Pour ce faire, nous mettrons premièrement l'accent sur les caractéristiques de l'activité pédagogique proposée (l'exposé oral), dans la perspective développée par les didacticiens De Pietro & Schneuwly (2003). Puis nous aborderons, dans une perspective sociolinguistique, l'étude des pratiques langagières des apprenants, ainsi que la qualité des interactions entre l'enseignante et ses élèves (une soixantaine).