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Ovaj diplomski rad bavi se temom razvoja kompetencije slušanja u nastavi ruskog jezika. Teorijski dio rada daje pregled o važnosti slušanja kako u svakodnevnom životu, tako i u kontekstu učenja stranih jezika. Tumače se osnovni pojmovi i razlike između sluha i slušanja, ističu se mehanizmi slušanja te se opisuju različite vrste značenja koje su uključene u proces slušanja. Razmatra se važnost slušanja u odnosu na druge jezične vještine te se pojašnjava njegova uloga kao sredstva i cilja učenja. U radu se navode najčešće poteškoće s kojima se učenici suočavaju prilikom slušanja u nastavi ruskog jezika. Navode se faze poučavanja i učenja slušanja, a daje se i pregled različitih vrsta zadataka i vježbi koje se mogu koristiti u nastavi kako bi se razvile vještine slušanja učenika. Rad istražuje vještine slušanja učenika u nastavi ruskog jezika te njihove stavove o slušanju kao jezičnoj djelatnosti u nastavi ruskog jezika. Rezultati istraživanja upućuju na važnost slušanja kao jezične djelatnosti u nastavi ruskog jezika. Данная дипломная работа посвящена теме развития аудирования при обучении русскому языку. В работе представлен всесторонний обзор важности аудирования как в повседневной жизни, так и в контексте изучения иностранного языка. Объясняются основные термины и различия между слухом и слушанием, выделяются механизмы аудирования и описываются различные типы значений, вовлеченных в процесс аудирования. Кроме того, рассматривается важность аудирования по отношению к другим речевым деятельностям и разъясняется его роль как средства и цели обучения. В работе перечислены наиболее распространенные трудности, с которыми сталкиваются ученики при аудировании на уроках русского языка. В конце теоретической части перечислены этапы обучения аудированию, а также дан обзор различных типов заданий и упражнений, которые можно использовать на занятиях для развития у учащихся навыков аудирования. В эмпирической части представлены ход и результаты исследования навыков аудирования учащихся на занятиях по русскому языку и их отношения к аудированию как речевой деятельности. Результаты исследования указывают на важность аудирования как речевой деятельности в обучении русскому как иностранному языку. This thesis focuses on the development of listening competence in Russian language teaching. The theoretical part of the thesis provides an overview of the importance of listening both in everyday life and in the context of foreign language learning. It explains the basic concepts and differences between hearing and listening, highlights the mechanisms of listening, and describes various types of meaning involved in the listening process. The significance of listening is examined in relation to other language skills, emphasizing its role both as a means and goal of language learning. The thesis identifies the most common difficulties that students face when listening in Russian language classes. It presents the phases of teaching and learning listening and provides an overview of various types of tasks and exercises that can be used in teaching to develop students' listening skills. The thesis investigates students' listening skills in Russian language classes and their attitudes towards listening as a linguistic activity in Russian language teaching. The research findings emphasize the importance of listening as a language activity in Russian language teaching.

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.

В статье обсуждается одно из ключевых понятий лингвоперсонологии «языковая личность». Данное понятие рассматривается как субъект, которому свойственно определенное речевое поведение, формирующееся в рамках естественной для него лингвокультурной среды. Языковую личность изучают, наблюдая за речевым поведением конкретного человека или персонажа литературного произведения. Речевые характеристики, являясь маркерами речевого поведения дают возможность портретировать персонаж, анализировать его поведение в условиях языковой ситуации. Статья предлагает составить психолингвистический портрет персонажа, по уровням, предложенным в модели языковой личности Ю.Н. Караулова.The article deals with one of the key lingvopersonologic notions “linguistic personality” which is defined as a person whose speech behavior develops in the natural for this person linguistic and cultural “habitat”. The scientists research the linguistic personality studying the language activity of the person or character. The speech characteristics describe the language activity within the framework of the linguistic situation. The article suggests building the psycholinguistic profile of the character with the help of the linguistic personality model levels offered by Yu.N. Karaulov.

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

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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.

How do ideas come into being? Our contribution takes its starting point in an observation we made in empirical data from a prior study. The data center around an instant of an academic writer’s thinking during the revision of a scientific paper. Through a detailed discourse-oriented micro-analysis, we zoom in on the writer’s thinking activity and uncover the genesis of a complex idea through a sequence of interrelated moments. These moments feature different degrees of “crystallization” of the idea; from gestures, a sketch, a short written note, oral explanations to a final spelled-out written argument. For this contribution, we re-analyze the material, asking how the idea gets formed during the thinking process and how it reaches a tangible form, which is understandable both for the thinker and for other persons. We root our analysis in a notion of language as social, embodied, and dialogical activity, drawing on concepts from Humboldt, Jakubinskij, and Vygotsky. We focus our analysis on three conceptual nodes. The first node is the ebbing and advancing of language in idea formation – observable as a trajectory through linguistically more condensed or more expanded utterance forms. The second node is the degree of objectification that the idea reaches when it is performed differently in a variety of addressivity constellations, i.e., whether and how it becomes understandable to the thinker and to others in the social sphere. Finally, the third node is the saturation of the idea through what we call intrapersonal intertextuality, i.e., its complex and dialogically related re-articulations in a sequence of formative moments. With these considerations, we articulate a clear consequence for theorizing thinking. We hold that thinking is social, embodied, and dialogically organized because it is entangled with language. Ideas come into being and become understandable and communicable to other persons only by and within their different, yet, intertextually related formations.

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.

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

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.

Ce texte est le manuscrit en français d'un texte publié en anglais. Référence de la version anglaise publiée (http://l1.publication-archive.com/publication/1/203) : Daunay Bertrand (2008). The evolution of the French field of la didactique de l’écrit (didactics of language practices). Theorizing the teaching practices of writing in the disciplines. Dans Y. Reuter, C. Donahue dir., Disciplines, Language, Activities, Cultures: Perspectives On Teach-inf And Learning In Higher Education From France And The United States, Kluwer Academic Publishers, Amsterdam.; The study of the role of language activity in higher education in France has been evolving, inthe past few years, out of the larger field of ‘la didactique du français,’ the field of L1 teaching and theoryacross all grade levels. This larger frame has provided several themes that are now being explored inhigher education writing: language activity as a mode of co-construction of knowledge in school settingsrather than a transparent medium, writing, reading and speaking as intimately disciplinary activities,writing as a recursive process, speaking and writing as complementary, and the reconfiguration of thediscipline of L1 French as a result of these explorations.; L'étude du rôle des activités langagières dans l'enseignement supérieur en France provient d’une approche plus générale développée au cours des trente dernières années dans le champ la didactique du français langue maternelle, à tous les niveaux d’enseignement. C’est dans ce cadre théorique que sont apparues plusieurs questions de recherche qui sont actuellement l’objet d’investigations concernant l’écriture dans l'enseignement supérieur : la conception des activités langagières comme construction des connaissances et non comme transcription transparente des connaissances ; l'écriture, la lecture et l’oral envisagées comme des activités foncièrement disciplinaires ; la description des processus rédactionnels dans l'écriture; la complémentarité des activités orales et écrites ; la reconfiguration de la discipline « français langue maternelle ».