Studia Romanica Posnaniensia 2022-06-22T13:44:53+00:00 dr Anna Godzich Open Journal Systems <p class="oczasopismie"><strong>OPIS CZASOPISMA</strong>:<br>„Studia Romanica Posnaniensia” to czasopismo naukowe poświęcone szeroko pojmowanym badaniom nad językiem i literaturą. Wydawane jest od 1971 roku; obecnie ma formę kwartalnika. Zakres tematyczny czasopisma obejmuje publikacje poświęcone językoznawstwu i historii języków romańskich, badaniom nad literaturą obszarów romańskojęzycznych, problemom akwizycji języka obcego, teorii tłumaczenia, teoretycznym aspektom formacji zawodowej i naukowej nauczycieli języków romańskich oraz badaniom kulturowym dotyczącym krajów, w których używane są języki romańskie. W skład komitetu naukowego „Studia Romanica Posnaniensia” wchodzą wybitni literaturoznawcy, językoznawcy i tłumacze wywodzący się z ośrodków naukowych w Polsce i za granicą.</p> <ul class="oczasopismie"> <li class="show"><a href="/index.php/srp/about">POLITYKA FUNKCJONOWANIA CZASOPISMA</a></li> <li class="show"><a href="/index.php/srp/issue/current">AKTUALNY NUMER</a></li> <li class="show"><a href="/index.php/srp/issue/archive">ARCHIWUM</a></li> </ul> <div class="oczasopismie"><strong>INDEKSOWANE W:</strong> <p>INDEX COPERNICUS INTERNATIONAL - IC JOURNALS MASTER LIST; EBSCO PUBLISHING; SCOPUS; ERIH - (2007-2014); ERIH PLUS 2015; CSA LINGUISTICS AND LANGUAGE BEHAVIOR ABSTRACTS; CEJSH; PKP Index; Primo; WorldCat; Cabell's; Google Scholar; DOAJ</p> </div> <div class="oczasopismie"><strong>WSKAŹNIKI OCENY CZASOPISMA: </strong> <p><strong>MNiSW: 100</strong></p> <p><strong>ICV 2020: 120,50</strong></p> <p><img src="/public/piotr/ikonki/gs_2.png" alt=""></p> <p><strong>DOI: </strong><a href="">10.14746/strop</a></p> </div> <div class="oczasopismie"><strong>ISSN (Print): </strong>0137-2475 <strong>ISSN (Online): </strong>2084-4158</div> <div class="oczasopismie"><strong>PRACE PUBLIKOWANE W CZASOPIŚMIE DOSTĘPNE SĄ NA LICENCJI CREATIVE COMMONS:</strong><br><a href=""><img src="/public/piotr/cc/cc_4_by_nc_sa.png" alt="CC_by-nd/4.0" border="0"></a></div> Discours académique : conceptualiser et rédiger en langue étrangère. Présentation 2022-06-22T13:42:42+00:00 Katarzyna Karpińska-Szaj Bernadeta Wojciechowska 2022-06-22T00:00:00+00:00 Copyright (c) 2022 Katarzyna Karpińska-Szaj, Bernadeta Wojciechowska Expertise en écriture académique – entre acculturation et conscience disciplinaire 2022-06-22T13:44:34+00:00 Bernadeta Wojciechowska Katarzyna Karpińska-Szaj <p>As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.</p> 2022-06-22T11:12:22+00:00 Copyright (c) 2022 Bernadeta Wojciechowska , Katarzyna Karpińska-Szaj Pratiche di stesura della tesi di laurea in italiano LS 2022-06-22T13:44:29+00:00 Maria Załęska <p>In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in lin- guistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that&nbsp; is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.</p> 2022-06-22T11:55:12+00:00 Copyright (c) 2022 Maria Załęska Émotion et raison : la subjectivité dans les mémoires académiques dans la perspective de la pratique réflexive 2022-06-22T13:44:51+00:00 Jolanta Rachwalska von Rejchwald Rachwalska von Rejchwald <p>The article is devoted to the analysis of academic diploma theses: bachelor’s and master’s, carried out in the course of 1st and 2nd degree Romance Philology between 2005-2017 in the perspective of reflective practice. Based on the assumption of the pre-scientific character of the diploma thesis and the resulting imperative of objectivity, the aim of the article is to examine the traces of subjectivity present in the language of the diploma theses. The subject of interest is both subjectivity expressed in 1 singular person, but above all other, less obvious, more “constructed” forms (e.g. metaphors, expressive use of adjectives), which express the emotional commitment of the author of the work. In conclusion, the analysis of the works shows a conflict of paradigms: the scientific imperative of objectivism with the desire to express emotions aroused by literature, and in this indirect way, also to express one’s self and personality.</p> 2022-06-22T00:00:00+00:00 Copyright (c) 2022 Jolanta Rachwalska von Rejchwald La présence de l’auteur dans les rapports de stage : pratiques et formation de formateurs 2022-06-22T13:44:46+00:00 Freiderikos Valetopoulos Laurie Dekhissi Effrosyni Lamprou <p>In the last three decades there has been an increasing interest in the study of the interaction between the author and the reader in written texts. In this paper, we propose to focus on the analysis of the authorial presence in the internship reports. To this end, we analysed a corpus of L1 French students’ internship reports. The occurrences of JE, NOUS and ON allowed us to establish a list of different functions of these pronouns by observing how trainee-writers are using these three pronouns. These observations enabled us to put forward certain hypotheses concerning training of the future language teachers.</p> 2022-06-22T00:00:00+00:00 Copyright (c) 2022 Freiderikos Valetopoulos, Laurie Dekhissi, Effrosyni Lamprou Le lexique transdisciplinaire des écrits scientifiques dans les mémoires de diplôme des étudiants polonophones de français 2022-06-22T13:44:42+00:00 Magdalena Sowa <p>The issue that we aim to investigate in this paper is related to the design of lexical resources which Polish university students use in the process of writing an academic text in French. In the course of the research, we concentrate on the transdisciplinary lexis composed of, on the one hand, cross-disciplinary terminology typical of scientific writings, and, on the other hand, of abstract, non-specialised vocabulary. In this regard, special focus is given to transdisciplinary collocations referring to scientific objects and procedures. The research is conducted on a corpus consisting of BA and MA theses written by Polish university students of French in Romance philology and applied linguistics faculties.<br>The work progressed as follows. Firstly, the types of transdisciplinary collocations present in students’ theses were identified. They were then juxtaposed with the lexical resources gathered in the corpus of scientific texts in French (Corpus Écrits scientifiques en français). Finally, the manner in which students used the investigated collocations was analysed so as to identify the possible difficulties faced by non-native students of French. The objectives of this research are linguistic and didactic at the same time. Specifically, it aims to inventory<br>students’ lexical resources, their scope and, as a result, to consider pedagogical solutions intended to enrich transdisciplinary vocabulary used in the process of writing scientific texts in university context. The analysis performed shows a weak presence of collocations containing scientific names. The students’ repertoire of lexical resources is relatively poor and not very varied. It is necessary to undertake more indepth work on the linguistic correction of the items mobilized.</p> 2022-06-22T00:00:00+00:00 Copyright (c) 2022 Magdalena Sowa La théorie du Językowy Obraz Świata (Image Linguistique du Monde) : du monde universitaire polonais au contexte académique français 2022-06-22T13:44:40+00:00 Katarzyna Kwapisz-Osadnik Françoise Collinet <p>The paper proposes to link French (or Francophone) and Polish university didactics, in a context where their linguistic and cultural roots differ. The reflexion is based on the articulation of two theories: an object-theory (the Językowy Obraz Świata), which is borrowed from the field of polonistics, and an instrument-theory, (Perelman’s New Rhetoric). The didactic challenge is to propose a neo-rhetorical platform where prior agreements on concepts and theories are negotiated in order to finally raise students’ awareness of the problem of transfers of concepts and theories in the context of philological studies. These agreements must be made first within the same scientific community (Polish community), then between scientific communities representing different cultures (Polish and French communities).</p> 2022-06-22T00:00:00+00:00 Copyright (c) 2022 Katarzyna Kwapisz-Osadnik, Françoise Collinet Comment enseigner le discours scientifique en langue étrangère aux étudiants : la compétence discursive spécialisée à travers l’analyse des textes écrits 2022-06-22T13:44:53+00:00 Patrycja Bobowska-Nastarzewska <p>The aim of the paper is to identify the methods of teaching academic discourse in French on the example of a selected written text whose subject matter is concerned with linguistics in connection with other disciplines. The analysis uses as its starting point the assumptions of the theory of the linguistic image of the world (J. Bartmiński) and of the cognitive linguistics (G. Lakoff and M. Johnson, R.W. Langacker) as applied in glottodidactics. While reading and understanding a written text, students activate the process of schematization (abstraction) and categorization/recategorization (R.W. Langacker). Teacher’s role is to explain specialized lexis to students and make an attempt with them to analyse scientific texts from an interdisciplinary perspective. It is also important to familiarize students with the editorial rules applicable to diploma dissertations, both bachelor’s and master’s in French as well as the criteria of textuality, in-cluding cohesion, coherence, intentionality, acceptability, informativity, situationality, and intertextuality (R.A. De Beaugrande, W.U. Dressler).</p> 2022-06-22T00:00:00+00:00 Copyright (c) Dimension linguistique, discursive et intellectuelle de la rédaction de texte académique en langue étrangère. Exemple des résumés de mémoires de licence et de master à la philologie française 2022-06-22T13:44:48+00:00 Monika Grabowska Witold Ucherek <p>The article focuses on the French summaries of BA &amp; MA theses written by students of French philology at the University of Wrocław between 2015 and 2020. The objective is to determine to what extent the linguistic, discursive and intellectual dimensions of this short academic text constitute, for the students, a source of challenges during the writing process. The general conclusion is that very often the summary of a diploma thesis looks like a report detailing the activities of the student, instead of summarizing an intellectual trajectory and informing of the results of the research.</p> 2022-06-22T00:00:00+00:00 Copyright (c) 2022 Monika Grabowska, Witold Ucherek Études en didactique des langues. Foreign language learning and teaching research. N°36 (« L’erreur. Error »), n° 37 (« L’incertitude. Uncertainty ») 2022-06-22T13:44:37+00:00 Václava Bakešová <p>COMPTES RENDUS: Études en didactique des langues. Foreign language learning and teaching research. N°36 (« L’erreur. Error »), n° 37 (« L’incertitude. Uncertainty »)</p> 2022-06-22T11:00:58+00:00 Copyright (c) 2022 Václava Bakešová Lucia Ráčková, François Schmitt, Les interférences linguistiques du français sur le slovaque. Lʼexemple du système verbal 2022-06-22T13:44:32+00:00 Katarína Chovancová <p>COMPTES RENDUS: LUCIA RÁČKOVÁ, FRANÇOIS SCHMITT, LES INTERFÉRENCES LINGUISTIQUES DU FRANÇAIS SUR LE SLOVAQUE. LʼEXEMPLE DU SYSTÈME VERBAL. COLL. LANGUE ET PAROLE. PARIS : LʼHARMATTAN, 2019, PP. 139</p> 2022-06-22T11:14:19+00:00 Copyright (c) 2022 Katarína Chovancová