‫الجمهـورية الـجزائريـة الديـمقراطيـة‬
‫الشعبيــة‬
‫وزارة التعليم العالي و البحث العلمي‬
2 ‫ لونيسي علي– البليدة‬-‫جامعة‬
‫كلية اآلداب و اللغات‬
‫قسم اللغة الفرنسية‬
PEOPLE'S DEMOCRATIC REPUBLIC OF
ALGERIA
Ministry of Higher Education and Scientific
Research
UNIVERSITY of – LOUNICI ALI - Blida 2
Faculty of Arts and Languages
Department of French language
Cognitive science in the service of language teaching:
from theory to the case study.
International conference organized by the Department of French Language.
Faculty of Arts and Languages. University Lounici Ali. Blida.
Laboratory LISODIP. Algiers
9th and 10th of December 2015
Argument:
Research grants each day more space for reflection on the understanding of cognitive
mechanisms now considered as an essential lever in order to improve teaching. Thus, the
interest that may have didactics for cognitive science is justified, firstly, by the ambition of
these disciplines to provide an accurate and objective understanding of the mechanisms of
knowledge, and on the other hand, because these disciplines occupy the interface between the
human sciences and the natural sciences. Indeed, interdisciplinarity is the prominent
characteristic of cognitive science that groups, as indicated by the plural which imposes
several disciplines such as artificial intelligence, neuroscience, psychology, philosophy,
linguistics field ... interdisciplinary, oriented towards the study of the functioning of thought
seeks to describe and explain the various cognitive functions such as language, perception,
understanding and learning. In this sense, the exploration of science in educational research is
not an end in itself but it is very often necessary in that and brings as explanations and
interpretations to certain events and actions in the school environment. In this perspective, we
devote an international conference dedicated to theoretical approaches and field research that
is an interdisciplinary approach, and the ties between cognitive science and the teaching /
learning of languages in general and French as a foreign language in a special way, are the
main methodological base. In this context, this conference will be an opportunity for a
multidisciplinary meeting and exchange around a common object that is cognition. The first
objective is therefore to cross the theoretical reflections and empirical work to promote
interdisciplinary dialogue to understand:
- Why and how cognitive psychology, cognitive linguistics, cognitive sociology, artificial
intelligence, etc. can they be seated in methodological research into the teaching of languages
and cultures, namely in the design of teaching approaches, design of textbooks, learning
evaluation mode, the issue of aid learning in the context of new educational technologies, etc.
- What are these sciences likely to open up new lines of thought in the field of education?
- How do they bring these sciences theoretical insights or scientific explanations to
educational phenomena / specific learning, especially in the study of learning errors, learning
styles, teaching strategies and learning, etc.
In short, to address this issue of the contributions of different cognitive science to research in
language teaching, we invite researchers, teachers and doctoral students to submit proposals
1
‫الجمهـورية الـجزائريـة الديـمقراطيـة‬
‫الشعبيــة‬
‫وزارة التعليم العالي و البحث العلمي‬
2 ‫ لونيسي علي– البليدة‬-‫جامعة‬
‫كلية اآلداب و اللغات‬
‫قسم اللغة الفرنسية‬
PEOPLE'S DEMOCRATIC REPUBLIC OF
ALGERIA
Ministry of Higher Education and Scientific
Research
UNIVERSITY of – LOUNICI ALI - Blida 2
Faculty of Arts and Languages
Department of French language
on the following areas:
- axis A: cognitive psychology and language teaching;
- axis B: cognitive sociology and language teaching;
- axis C: cognitive linguistics and language teaching;
- axis D: artificial intelligence and language teaching;
axis E: neuroscience and language teaching.
Please send proposals of communication in the form of a summary of 500 words
(bibliography included) to the three following addresses:
sciencescognitives.didactique@yahoo.fr ; houdaakmoun@yahoo.fr ; sacinawel@yahoo.fr
Schedule:
- The deadline for submitting the proposals: 15 March 2015
- Response of the scientific committee: from 1 May 2015
- Sending provisional conference program: late June 2015
The conference proceedings will be published in issue 8 of Didacstyle magazine. Please send
your articles for assessment before June 15, 2015.
Please complete the ENTRY FORM below (to be attached to the summary of the
communication)
Full name ........................................................................................
Grade……………………………………………………………..
Establishment ............................................................................
Home Phone ................................................................................. ..
Email address ................................................................................ ..
Chosen axe…………………………………………………………….
Title of the paper ...........................................................................
Key words……………………………………………………………
Responsables of the conference :
Dr. H. Akmoun ; N. Bourkaib (Blida 2)
Communicative language : French ; Englsih ; Arabic.
2
‫الجمهـورية الـجزائريـة الديـمقراطيـة‬
‫الشعبيــة‬
‫وزارة التعليم العالي و البحث العلمي‬
2 ‫ لونيسي علي– البليدة‬-‫جامعة‬
‫كلية اآلداب و اللغات‬
‫قسم اللغة الفرنسية‬
PEOPLE'S DEMOCRATIC REPUBLIC OF
ALGERIA
Ministry of Higher Education and Scientific
Research
UNIVERSITY of – LOUNICI ALI - Blida 2
Faculty of Arts and Languages
Department of French language
Scientific committee :
Pr M. Kebbas ; Pr A. Bekkat ; Pr A. Sassi ; Dr. D. Brakni ; Dr H. Menguellat, Dr H.
Akmoun ; Dr S. Sahraoui ; Dr M. Lalleug ; Dr D. Beddek ; Dr K. Ferroukhi ; Dr F.
Kerkouche (Blida 2) ; Dr Touati (Blida 2) ; Dr Benyakoub ; Pr FZ Boukerma (Boumerdes) ;
Pr K. Ait Dahmane (Alger 2) ; Pr S. A. Rahal (Alger 2) ; Pr L. Kadi (Annaba) ; Pr A.-Y. Kara
(ENS de Bouzaréah) ; Pr D. Legros (Paris 8) ; Dr C. Cortier (Lyon) ; Dr J.-P. Simon
(Grenoble) ;; Pr L. Kashema (Strasbourg ) ; Dr M. A. Ait Djida (Chlef) ; N. Benhouhou (ENS
de Bouzaréah) ; H. Zemouli (Boumerdes) ; Dr B. Beddek (Blida 2) ; Dr. D. Abbes (Blida 2) ;
Dr S. Boukhaouche (Blida 2)
Organisation committee:
-
Aci Ouardia, assistant professor grade –A- , University of Lounici Ali.
-
Akmoun Houda, Lecturer grade –B- , University of Lounici Ali.
-
Bouchamma Nadjia, assistant professor grade –A-, University of Lounici Ali.
-
Boukhanouche Lamia, assistant professor grade –A-, University of Lounici Ali.
-
BourkaibNawel, assistant professor grade –A-, University of Lounici Ali.
-
Bouzenada Leila, assistant professor grade –A-, University of Lounici Ali.
-
Habet Djazia, assistant professor grade –A-, University of Lounici Ali.
-
Hachadi Samir, assistant professor grade –A-, University of Lounici Ali.
-
Hamdad Chanez, assistant professor grade –A-, University of Lounici Ali.
-
Moussaoui Nassima, assistant professor grade –A-, University of Lounici Ali.
-
Ouahib Imane, assistant professor grade –A-, University of Lounici Ali.
-
Saidoun Souad, assistant professor grade –A-, University of Lounici Ali.
-
Trabelsi Abderrezak, assistant professor grade –A-, University of Lounici Ali..
-
Laissaoui Abdennasser, assistant professor grade –A-, University of Lounici Ali.
3
‫الجمهـورية الـجزائريـة الديـمقراطيـة‬
‫الشعبيــة‬
‫وزارة التعليم العالي و البحث العلمي‬
2 ‫ لونيسي علي– البليدة‬-‫جامعة‬
‫كلية اآلداب و اللغات‬
‫قسم اللغة الفرنسية‬
PEOPLE'S DEMOCRATIC REPUBLIC OF
ALGERIA
Ministry of Higher Education and Scientific
Research
UNIVERSITY of – LOUNICI ALI - Blida 2
Faculty of Arts and Languages
Department of French language
Indicatory bibliography :
1. CHASTAIN, K. (1990). « La théorie cognitive de l’apprentissage et son influence sur
l’apprentissage et l’enseignement des langues secondes », Etudes de linguistique
appliquée, Didier Erudition, janvier-mars, N° 77, 21-27.
2. DAO, A.-H. (2010). « L’approche cognitive dans l’apprentissage des langues
étrangères, sa conception et ses apports à l’acquisition des compétences linguistiques
», Synergies Payes riverains du Mékong, N°2, 127-139.
3. DELBECQUE, N. (éd).(2006).Linguistique cognitive, comprendre comment
fonctionne le langage, De Boeck Supérieur.
4. DESSUS, P. § GENTAZ, E.(2006).Apprentissages et enseignement, Editions de la
maison des sciences de l’homme et des processus cognitifs, modèles, pratiques et
contextes, Paris, Bruxelles, De Boeck &fonctionne le langage, Bruxelles, Editions
Duculot.
5. FUCHS, C. (dir.). (2004).La linguistique cognitive, Paris, Editions Ophrys.
6. GINESTE, M.-D. § LE NY, J.-F. (2002).Psychologie cognitive du langage, Paris,
Dunod.
7. GINESTE, M.-D. § LE NY, J.-F. (2002). Psychologie cognitive, Paris, Dunod
8. HOUDE, O.(1998).Vocabulaire de sciences cognitives, Paris, Presses universitaires de
France.
9. LA BORDERIE, R. § PATY, J. (2006).Education et sciences cognitives, Paris,
Nathan.
10. LIEURY, A. § De LA HAYE, F.(2004).Psychologie cognitive de l’éducation, Paris,
Dunod.
11. PERRAUDEAU, M.(1996).Les méthodes cognitives, apprendre autrement à l’école,
Paris, Armand Colin. Sciences cognitives et éducation, Paris, Dunod.
12. VALETTE, M.(2006).Linguistiques énonciatives et cognitives françaises, Gustave
Guillaume, Bernard Pottier, Maurice Toussaint, Antoine Culioli, Paris, Editions
Honoré Champion.
13. ZELLAL, N.(Janvier 2013). « Sciences du langage et neurosciences ou : de
14.
l’acquisition à la pathologie, en passant par la description linguistique et la
didactique », NEUROSCIENCES, LANGUE ET LANGAGE, n°08.
4