{"id":577,"date":"2021-06-10T16:22:24","date_gmt":"2021-06-10T14:22:24","guid":{"rendered":"https:\/\/u-paris.fr\/eila\/?page_id=577"},"modified":"2026-08-06T15:03:56","modified_gmt":"2026-08-06T13:03:56","slug":"paris-justine","status":"publish","type":"page","link":"https:\/\/u-paris.fr\/eila\/paris-justine\/","title":{"rendered":"Paris Justine"},"content":{"rendered":"<p>[et_pb_section bb_built=\u00a0\u00bb1&Prime; next_background_color=\u00a0\u00bb#000000&Prime; inner_width=\u00a0\u00bbauto\u00a0\u00bb inner_max_width=\u00a0\u00bbnone\u00a0\u00bb][et_pb_row][et_pb_column type=\u00a0\u00bb4_4&Prime;][et_pb_post_title admin_label=\u00a0\u00bbTitre de la page\u00a0\u00bb _builder_version=\u00a0\u00bb3.22.1&Prime; meta=\u00a0\u00bboff\u00a0\u00bb featured_image=\u00a0\u00bboff\u00a0\u00bb \/][\/et_pb_column][\/et_pb_row][et_pb_row][et_pb_column type=\u00a0\u00bb1_4&Prime;][et_pb_image _builder_version=\u00a0\u00bb3.22.1&Prime; src=\u00a0\u00bbhttps:\/\/u-paris.fr\/eila\/wp-content\/uploads\/sites\/42\/2021\/07\/ID-mariage-charlotte-3.jpg\u00a0\u00bb z_index_tablet=\u00a0\u00bb500&Prime; \/][\/et_pb_column][et_pb_column type=\u00a0\u00bb3_4&Prime;][et_pb_text _builder_version=\u00a0\u00bb3.22.1&Prime; text_text_shadow_horizontal_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_vertical_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_blur_strength=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; link_text_shadow_horizontal_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; link_text_shadow_vertical_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; link_text_shadow_blur_strength=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_horizontal_length=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_vertical_length=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_blur_strength=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_horizontal_length=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_vertical_length=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_blur_strength=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_horizontal_length=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_vertical_length=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_blur_strength=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; header_text_shadow_horizontal_length=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_text_shadow_vertical_length=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_text_shadow_blur_strength=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_horizontal_length=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_vertical_length=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_blur_strength=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_horizontal_length=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_vertical_length=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_blur_strength=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_horizontal_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_vertical_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_blur_strength=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_horizontal_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_vertical_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_blur_strength=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_horizontal_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_vertical_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_blur_strength=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; z_index_tablet=\u00a0\u00bb500&Prime;]<\/p>\n<h3>Ma\u00eetre de conf\u00e9rences en linguistique et didactique de l&rsquo;anglais<\/h3>\n<p>justine.paris@u-pariscite.fr<br \/>bureau 740 (bat. Olympe de Gouges, 7e \u00e9tage)<\/p>\n<p>Adresse postale :\u00a0<br \/>Universit\u00e9 Paris Cit\u00e9 \u2013 Campus des Grands Moulins \u2013 B\u00e2timent Olympe de Gouges, 8 rue Albert Einstein, 75013 Paris<\/p>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=\u00a0\u00bb1&Prime; fullwidth=\u00a0\u00bboff\u00a0\u00bb specialty=\u00a0\u00bboff\u00a0\u00bb prev_background_color=\u00a0\u00bb#000000&Prime; inner_width=\u00a0\u00bbauto\u00a0\u00bb inner_max_width=\u00a0\u00bbnone\u00a0\u00bb][et_pb_row][et_pb_column type=\u00a0\u00bb4_4&Prime;][et_pb_text _builder_version=\u00a0\u00bb3.22.1&Prime; text_text_shadow_horizontal_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_vertical_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_blur_strength=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; link_text_shadow_horizontal_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; 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header_4_text_shadow_vertical_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_blur_strength=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_horizontal_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_vertical_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_blur_strength=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_horizontal_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_vertical_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_blur_strength=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; z_index_tablet=\u00a0\u00bb500&Prime;]<\/p>\n<h4><strong>En bref<\/strong><\/h4>\n<p>Ma\u00eetre de Conf\u00e9rences \u00e0 l\u2019UFR EILA<br \/>Membre du laboratoire ALTAE EA3967<br \/>Membre associ\u00e9e au laboratoire ATILF UMR7118 (Universit\u00e9 de Lorraine)<\/p>\n<p>Secr\u00e9taire de l&rsquo;ARDAA (https:\/\/ardaa.hypotheses.org\/)<\/p>\n<p>&nbsp;<\/p>\n<p>[\/et_pb_text][et_pb_text _builder_version=\u00a0\u00bb3.22.1&Prime; text_text_shadow_horizontal_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_vertical_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_blur_strength=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; link_text_shadow_horizontal_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; link_text_shadow_vertical_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; link_text_shadow_blur_strength=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_horizontal_length=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_vertical_length=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_blur_strength=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_horizontal_length=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_vertical_length=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; 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header_3_text_shadow_vertical_length=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_blur_strength=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_horizontal_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_vertical_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_blur_strength=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_horizontal_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_vertical_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_blur_strength=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_horizontal_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_vertical_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_blur_strength=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; z_index_tablet=\u00a0\u00bb500&Prime;]<\/p>\n<h4>\u00a0<\/h4>\n<h4><strong>Enseignement<\/strong><\/h4>\n<ul>\n<li>Encadrement de m\u00e9moires (M2 ILTS \u2013 Industrie de la Langue et Traduction Sp\u00e9cialis\u00e9e),<\/li>\n<li>Recherche documentaire et structuration de l\u2019information (M2 ILTS),<\/li>\n<li>Traduction scientifique et technique LEA (niveau M1),<\/li>\n<li>Anglais technique (niveau L3 \u2013 licence professionnelle R\u00e9daction Technique),<\/li>\n<li>Anglais simplifi\u00e9 (niveau L3 \u2013 licence professionnelle R\u00e9daction Technique),<\/li>\n<li>Grammaire LEA (niveau L2),<\/li>\n<li>Rem\u00e9diation LEA (niveau L1),<\/li>\n<li>Expression \u00e9crite LEA (niveau L1),<\/li>\n<li>Compr\u00e9hension \u00e9crite LEA (niveau L1),<\/li>\n<li>Ma\u00eetrise de la langue fran\u00e7aise LEA (niveau L1),<\/li>\n<li>Anglais LANSAD (langue g\u00e9n\u00e9rale, niveaux L2-M2 d\u00e9cycl\u00e9s, fili\u00e8res LSH regroup\u00e9es),<\/li>\n<li>Anglais LANSAD (langue g\u00e9n\u00e9rale, niveau L1, programme SPELL \u00e0 distance).<\/li>\n<\/ul>\n<p>[\/et_pb_text][et_pb_text _builder_version=\u00a0\u00bb3.22.1&Prime; text_text_shadow_horizontal_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_vertical_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_blur_strength=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; link_text_shadow_horizontal_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; link_text_shadow_vertical_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; link_text_shadow_blur_strength=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_horizontal_length=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_vertical_length=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_blur_strength=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_horizontal_length=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_vertical_length=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_blur_strength=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_horizontal_length=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_vertical_length=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_blur_strength=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; header_text_shadow_horizontal_length=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_text_shadow_vertical_length=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_text_shadow_blur_strength=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_horizontal_length=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_vertical_length=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_blur_strength=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_horizontal_length=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_vertical_length=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_blur_strength=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_horizontal_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_vertical_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_blur_strength=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_horizontal_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_vertical_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_blur_strength=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_horizontal_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_vertical_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_blur_strength=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; z_index_tablet=\u00a0\u00bb500&Prime; text_line_height=\u00a0\u00bb1em\u00a0\u00bb]<\/p>\n<h4>\u00a0<\/h4>\n<h4><strong>Recherche<\/strong><\/h4>\n<p>Activit\u00e9s actuelles :<\/p>\n<ul>\n<li>\n<p>Projet KINTERACTION<strong>, <\/strong>port\u00e9 par Gaelle Lafarge Laurent, soutenu par l\u2019incubateur du <em>Grand Nancy <\/em><em>Innovation<\/em> pour le d\u00e9veloppement d\u2019une web-application grand public \u00e0 destination des parents souhaitant pratiquer l\u2019anglais \u00e0 la maison avec leurs enfants, depuis 2025.<\/p>\n<\/li>\n<li>\n<p>Projet CU.Connect, Projet IDEX \u00ab\u00a0Innovation P\u00e9dagogique\u00a0\u00bb\u00a0(70.000 \u20ac) port\u00e9 par Karine Paris, chaire<br \/>Circle.U (CU.mil) pour la cr\u00e9ation d\u2019un plug-in Moodle permettant aux 9 universit\u00e9s partenaires de l\u2019alliance Circle.U de faciliter la mise en relations de leurs \u00e9tudiants dans le cadre de tandems linguistiques, 2025-2027.<\/p>\n<\/li>\n<li>\n<p>Projet Empirical Foundations of Linguistics (EFL), Projet IDEX Inidex du Labex ELF, 600.000 \u20ac par an sur 5 ans, 2025-2030.<\/p>\n<\/li>\n<li>\n<p>Projet RemedLang (<em>\u00c9valuation d\u2019un dispositif de rem\u00e9diation anglaise et espagnole dans le but de favoriser l\u2019autonomie langagi\u00e8re et l\u2019autonomie d\u2019apprentissage au niveau L1 en LEA<\/em>),\u00a0 projet IDEX \u00ab Emergence en Recherche \u00bb. Financement de 20.000\u20ac obtenu en d\u00e9cembre 2020 pour 2021-2024. http:\/\/www.clillac-arp.univ-paris-diderot.fr\/projets\/remedlang. Publication des produits et r\u00e9sultats du projet courant 2026-2027.<\/p>\n<\/li>\n<li>Cycle de publications en didactique de l\u2019anglais de sp\u00e9cialit\u00e9 sur des dispositifs autonomisants mis en place en L3 Professionnelle Droit du Patrimoine, M1 Sciences de l\u2019\u00c9ducation et M2 Sciences de l\u2019\u00c9ducation \u00e0 l\u2019Universit\u00e9 de Lorraine.<\/li>\n<\/ul>\n<p>Appartenance \u00e0 des groupes de travail, recherche et r\u00e9flexion\u00a0:<\/p>\n<ul>\n<li>GERAS, GT DidAsp (Groupe de Travail en Didactique de l\u2019Anglais de Sp\u00e9cialit\u00e9), depuis 2019<\/li>\n<li>ARDAA, GR Num\u00e9rique (Groupe de R\u00e9flexion sur l\u2019usage du num\u00e9rique pour l\u2019enseignement-apprentissage de l\u2019anglais), depuis 2021<\/li>\n<li>ARDAA, GR Enseignement Sup\u00e9rieur (Groupe de R\u00e9flexion sur les pratiques p\u00e9dagogiques mises en place pour l&rsquo;enseignement de l\u2019anglais dans le sup\u00e9rieur), depuis 2021<\/li>\n<\/ul>\n<p>[\/et_pb_text][et_pb_toggle _builder_version=\u00a0\u00bb3.22.1&Prime; title=\u00a0\u00bbPublications\u00a0\u00bb text_shadow_horizontal_length=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; text_shadow_vertical_length=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; text_shadow_blur_strength=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; title_text_shadow_horizontal_length=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; title_text_shadow_vertical_length=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; title_text_shadow_blur_strength=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; body_text_shadow_horizontal_length=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; body_text_shadow_vertical_length=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; body_text_shadow_blur_strength=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; z_index_tablet=\u00a0\u00bb500&Prime;]<\/p>\n<p><strong>Paris, J.<\/strong> (2026). Allier dispositif hybride et CRL\u202f: d\u00e9marche autonomisante en anglais de sp\u00e9cialit\u00e9. <em>\u00c9tudes en didactique des langues<\/em>, <em>46<\/em>, 77-98. <a href=\"https:\/\/hal.science\/hal-05694602\">https:\/\/hal.science\/hal-05694602 <\/a>(embargo jusqu\u2019au 1er juillet 2027, contacter l\u2019auteur pour conna\u00eetre les modalit\u00e9s d\u2019acc\u00e8s au document\u00a0: justine.paris@u-pariscite.fr)<\/p>\n<p><strong>Paris, J.<\/strong>, Schug, D., &amp; Perrot, L. (dir.). (2025). Language learner empowerment\u202f: Theory, practice, and contexts [num\u00e9ro th\u00e9matique]. <em>Researching and Teaching Languages <\/em>[En ligne], <em>44<\/em>(2). <a href=\"https:\/\/journals.openedition.org\/apliut\/12183\">https:\/\/journals.openedition.org\/apliut\/12183<\/a><\/p>\n<p><strong>Paris, J.<\/strong>, Schug, D., &amp; Perrot, L. (2025). Learner empowerment: Helping learners to make the most of their language learning experience. <em>Researching and Teaching Languages<\/em> [En ligne], <em>44<\/em>(2). <a href=\"https:\/\/journals.openedition.org\/apliut\/12209\">https:\/\/journals.openedition.org\/apliut\/12209<\/a><\/p>\n<p><strong>Paris, J.<\/strong> (2025). \u00c9valuations personnalis\u00e9es et au choix : leviers pour l\u2019autonomisation et la responsabilisation de l\u2019apprenant en langue ? In P. Candas, P. Acker &amp; D. Toffoli (\u00c9ds.),\u00a0<em>Apprentissage, \u00e9valuation(s) et autonomisation\u00a0; l\u2019enseignement des langues \u00e9trang\u00e8res \u00e0 l\u2019universit\u00e9<\/em>. Presses Universitaires du Septentrion. <a href=\"https:\/\/drive.google.com\/file\/d\/1AVmc9NMIlQJHXWCnLsI8xDQhIyUDQu-4\/view?usp=drive_link\">https:\/\/drive.google.com\/file\/d\/1AVmc9NMIlQJHXWCnLsI8xDQhIyUDQu-4\/view?usp=drive_link<\/a> (licence CC BY NC ND)<\/p>\n<p><strong>Paris, J.<\/strong>, et Beaupoil-Hourdel, P. (2024). Collecter, transcrire, coder et analyser des donn\u00e9es vid\u00e9os en didactique des langues\u202f: Tour d\u2019horizon m\u00e9thodologique. Dans V. Privas-Br\u00e9aut\u00e9 (Ed.), <em>Du recueil de donn\u00e9es \u00e0 l\u2019analyse des corpus en didactique des langues<\/em> (p. 41-62). Rennes\u00a0: PUR &#8211; Presses Universitaires de Rennes.<\/p>\n<p><strong>Paris, J.<\/strong>, Ramos Ruiz, I., et Thiberge, G. (2023). Mesurer l\u2019impact d\u2019un dispositif de rem\u00e9diation anglais\/espagnol sur le d\u00e9veloppement de comp\u00e9tences langagi\u00e8res et d\u2019autonomie d\u2019apprentissage en langue. <em>M\u00e9langes CRAPEL<\/em>, <em>44<\/em>(1), 81-98. <a href=\"https:\/\/www.atilf.fr\/wp-content\/uploads\/publications\/MelangesCrapel\/Melanges_44_1_5_Paris_et_al_2023.pdf\">https:\/\/www.atilf.fr\/wp-content\/uploads\/publications\/MelangesCrapel\/Melanges_44_1_5_Paris_et_al_2023.pdf<\/a><\/p>\n<p><strong>Paris, J. <\/strong>(2021). Multiplicit\u00e9 des approches \u00e0 vis\u00e9e concr\u00e8te, personnalis\u00e9e et autonomisante en anglais de sp\u00e9cialit\u00e9\u202f: Exemple en licence professionnelle droit du patrimoine. <em>ASp<\/em>, <em>79<\/em>, 95\u2011112. <a href=\"https:\/\/journals.openedition.org\/asp\/7174\">https:\/\/journals.openedition.org\/asp\/7174<\/a><\/p>\n<p>Chateau, A., Ciekanski, M., Molle, N., <strong>Paris, J<\/strong>., &amp; Privas-Br\u00e9aut\u00e9, V. (2019). Adding virtual reality to the university self-access language centre. Brave new world or passing fad? <em>European Journal of Language Policy<\/em>, <em>11<\/em>(2): 257-274. <a href=\"https:\/\/hal.archives-ouvertes.fr\/hal-02378246\">https:\/\/hal.archives-ouvertes.fr\/hal-02378246<\/a><\/p>\n<p><strong>Paris, J.<\/strong> (2019). [Review of the book <em>M\u00e9taphores de l\u2019Aust\u00e9rit\u00e9 et Aust\u00e9rit\u00e9 des M\u00e9taphores \/ Metaphors <\/em><em>of Austerity &amp; the Austerity of Metaphors<\/em>, by W. Kudszus &amp; R. Trim]. <em>Metaphor and the Social World<\/em>, <em>9<\/em>(2): 293-299. <a href=\"https:\/\/doi.org\/10.1075\/msw.19003.par\">https:\/\/doi.org\/10.1075\/msw.19003.par<\/a><\/p>\n<p>Molle, N., <strong>Paris, J.<\/strong>, et Martin, C. (2019). D\u2019un service transversal prestataire de services \u00e0 une UFR d\u00e9cisionnaire de la politique des langues : exemple concret de la structuration d\u2019une UFR Lansad \u00e0 l\u2019universit\u00e9 de Lorraine et de ses impacts en termes de recherche et formations. <em>Recherche et pratiques p\u00e9dagogiques en langues de sp\u00e9cialit\u00e9. Cahiers de l\u2019Apliut<\/em>, <em>38<\/em>(1). <a href=\"https:\/\/doi.org\/10.4000\/apliut.6653\">https:\/\/doi.org\/10.4000\/apliut.6653<\/a><\/p>\n<p>Bailly, S., Chateau, A., <strong>Paris, J.<\/strong>, et Martin, C. (2018). Reliance et confiance dans un environnement d\u2019apprentissage autodirig\u00e9 en langues. <em>Recherche et pratiques p\u00e9dagogiques en langues de sp\u00e9cialit\u00e9. <\/em><em>Cahiers de l\u2019Apliut<\/em>, <em>37<\/em>(1). <a href=\"https:\/\/doi.org\/10.4000\/apliut.5882\">https:\/\/doi.org\/10.4000\/apliut.5882<\/a><\/p>\n<p><strong>Paris, J.<\/strong> (2018). Figurative language in intermediate-level second language writing. In V. Brezina &amp; L. Flowerdew (Eds.), <em>Learner Corpus Research: New Perspectives and Applications<\/em> (1st ed., pp. 155\u2013172). London: Bloomsbury Academic. Bloomsbury Collections. <a href=\"http:\/\/www.bloomsburycollections.com\/book\/learner-corpus-research-new-perspectives-and-applications\/ch8-figurative-language-in-intermediate-level-second-language-writing\/\">http:\/\/www.bloomsburycollections.com\/book\/learner-corpus-research-new-perspectives-and-applications\/ch8-figurative-language-in-intermediate-level-second-language-writing\/<\/a><\/p>\n<p><strong>Paris, J.<\/strong> (2016). Le d\u00e9veloppement de la production non-litt\u00e9rale du niveau B1 au niveau B2 chez des\u00a0\u00e9tudiants LANSAD en anglais \u00e0 l\u2019\u00e9crit. Actes du colloque international des Etudiants chercheurs en Didactique des langues et en Linguistique (CEDIL 2014). Grenoble, France. <a href=\"https:\/\/hal.archives-ouvertes.fr\/CEDIL14\/hal-01252059\">https:\/\/hal.archives-ouvertes.fr\/CEDIL14\/hal-01252059<\/a><\/p>\n<p><strong>Paris, J.<\/strong> (2015). Quantifier et analyser le non-litt\u00e9ral dans le discours d\u2019enfants et d\u2019adultes natifs et non natifs anglophones \u00e0 l\u2019oral. <em>Le(s) Discours En Sciences Du Langage\u202f: Unit\u00e9s et Niveaux d\u2019analyse<\/em>. Colloque J\u00e9Tou 2015 (Journ\u00e9es d\u2019\u00e9tudes Toulousaines), Toulouse. <a href=\"http:\/\/jetou2015.free.fr\/documents\/jetou2015.pdf\">http:\/\/jetou2015.free.fr\/documents\/jetou2015.pdf<\/a><\/p>\n<p><strong>Paris, J.<\/strong>, et Roche-Fogli, V. (2015). L\u2019apprentissage: Entre initiation et exp\u00e9rience, quel rapport \u00e0 la connaissance? Edito. <em>Traits-d\u2019Union<\/em>, <em>5<\/em>. Paris, Presses Sorbonne Nouvelle <a href=\"http:\/\/www.revuetraitsdunion.org\/numero-5\/\">http:\/\/www.revuetraitsdunion.org\/numero-5\/<\/a><\/p>\n<p><strong>Paris, J.<\/strong> (2014a). Pour une prise en compte des transferts de la L1 dans l\u2019apprentissage et l\u2019enseignement\u00a0des expressions figuratives d\u2019une L2. <em>M\u00e9langes CRAPEL<\/em>, <em>35<\/em>\u00a0: 135\u2013150. <a href=\"http:\/\/www2.atilf.fr\/spip.php?article4005\">http:\/\/www2.atilf.fr\/spip.php?article4005<\/a> \u00a0<\/p>\n<p><strong>Paris, J.<\/strong> (2014b). The expression of emotions by second language learners: Metaphor as a linguistic vehicle. <em>Poznan Studies in Contemporary Linguistics<\/em>, <em>50<\/em>(1), 99\u2013111. <a href=\"https:\/\/doi.org\/10.1515\/psicl-2014-0006\">https:\/\/doi.org\/10.1515\/psicl-2014-0006<\/a> <\/p>\n<p>[\/et_pb_toggle][et_pb_toggle _builder_version=\u00a0\u00bb3.22.1&Prime; title=\u00a0\u00bbCommunications\u00a0\u00bb text_shadow_horizontal_length=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; text_shadow_vertical_length=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; text_shadow_blur_strength=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; title_text_shadow_horizontal_length=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; title_text_shadow_vertical_length=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; title_text_shadow_blur_strength=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; body_text_shadow_horizontal_length=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; body_text_shadow_vertical_length=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; body_text_shadow_blur_strength=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; z_index_tablet=\u00a0\u00bb500&Prime;]<\/p>\n<p><strong>Juin 2026 : <\/strong><u>Session 2 du <em>Focus Group Autonomy<\/em> de CercleS<\/u>,\u00a0Universit\u00e9 Paris Cit\u00e9. <em>Helping students self-evaluate their progress and learning practices<\/em><em>.<\/em><\/p>\n<p><strong>Juin 2026 : <\/strong><u>Congr\u00e8s de la SAES<\/u>, Universit\u00e9 de Poitiers. Atelier de l\u2019ARDAA \u2013 association pour la recherche en didactique et acquisition de l\u2019anglais. <em>Mesurer le <\/em><em>d\u00e9veloppement de l&rsquo;autonomie d&rsquo;apprentissage en anglais : perspectives m\u00e9thodologiques.<\/em><\/p>\n<p><strong>Juin 2025:<\/strong> <u>Colloque Fostering Autonomy in Language Education<\/u>, Universit\u00e9 Paris Cit\u00e9. <em>The Focus <\/em><em>Group Autonomy of CercleS: Achievements and Future Directions<\/em>. Paris, J. et Tassinari, M.G.<\/p>\n<p><strong>\u00a0<\/strong><strong>Juin 2025 : <\/strong><u>Congr\u00e8s de la SAES<\/u>, Universit\u00e9 Toulouse Jean &#8211; Jaur\u00e8s. Atelier de l\u2019ARDAA \u2013 association pour la recherche en didactique et acquisition de l\u2019anglais. <em>\u00c9valuation d&rsquo;un cours de rem\u00e9diation con\u00e7u pour promouvoir l&rsquo;autonomie linguistique et d&rsquo;apprentissage en anglais<\/em>.<\/p>\n<p><strong>Juin 2024\u00a0: <\/strong><u>Colloque TeachLEng <\/u>\u00ab\u00a0<strong>Teaching and Learning English as a Foreign Language in <\/strong><strong>Educational Settings: Issues and Specificities<\/strong>\u00a0\u00bb, Universit\u00e9 Sorbonne Nouvelle. Colloque organis\u00e9 par l\u2019ARDAA \u2013 association pour la recherche en didactique et acquisition de l\u2019anglais. <em>Assessing an English remediation course designed to promote linguistic and language-learning autonomy<\/em>. Paris, J., Ramos Ruiz, I. et Thiberge, G.<\/p>\n<p><strong>\u00a0<\/strong><strong>Mai 2024 : <\/strong><u>Congr\u00e8s de la SAES<\/u>, Universit\u00e9 de Lorraine. Atelier de l\u2019ARDAA \u2013 association pour la recherche en didactique et acquisition de l\u2019anglais. <em>Att\u00e9nuer les fronti\u00e8res entre les \u00e9l\u00e9ments caract\u00e9risant la situation d\u2019enseignement-apprentissage de l\u2019anglais langue-culture afin de promouvoir accompagnement, autonomie et personnalisation des parcours dans le sup\u00e9rieur<\/em>.<\/p>\n<p><strong>F\u00e9v 2024 :<\/strong> <u>Session 2 du <em>Focus Group Autonomy<\/em> de CercleS<\/u>,\u00a0Universit\u00e9 Paris Cit\u00e9. \u00ab\u00a0<em>Autonomy in the <\/em><em>FG Autonomy\u2019s working context \u2013 settings, teaching, and research\u00a0\u00bb.<\/em><\/p>\n<p><strong>Nov 2023 :<\/strong> <u>Journ\u00e9e des Innovations P\u00e9dagogiques <\/u>du P\u00f4le Innovation P\u00e9dagogique d\u2019Universit\u00e9 Paris Cit\u00e9,\u00a0\u00ab\u00a0<em>RemedLang<\/em>, <em>cours de rem\u00e9diation anglais \/ espagnol en L1 LEA\u00a0\u2013 un dispositif p\u00e9dagogique complexe pour rendre le cours le plus autonomisant et personnalisable possible\u00a0\u00bb.<\/em> Paris, J., Ramos Ruiz, I., Thiberge, G., Damian Espinosa, M.-E., et Saenz Beira, V. [communication par affiche]<\/p>\n<p><strong>Nov 2022 :<\/strong> <u>Congr\u00e8s de l\u2019association RANACLES<\/u>, \u00ab Perspectives d\u2019avenir des Centres de Langues et\u00a0Centres de Ressources en Langues\u00a0: quelle(s) vision(s) du futur\u00a0?\u00a0\u00bb\u00a0; Universit\u00e9 de Lorraine<em>. <\/em><em>Perspectives d&rsquo;avenir des CRL\u00a0: vers des \u00ab\u00a0centres de RENFORT \/ RELATIONS en langues\u00a0\u00bb. <\/em><\/p>\n<p><strong>Nov 2021\u00a0:\u00a0<\/strong><u>S\u00e9minaire hebdomadaire de l\u2019EA 3967 \u2013 CLILLAC-ARP<\/u>, Universit\u00e9 Paris Cit\u00e9.\u00a0<em>Pr\u00e9sentation du projet IDEX RemedLang.\u00a0<\/em>Ramos-Ruiz, I. et Paris, J.<\/p>\n<p><strong>Oct 2021\u00a0:\u00a0<\/strong><u>Journ\u00e9e d\u2019\u00e9tudes \u00ab\u00a0R\u00e9ussite et autonomisation des \u00e9tudiants de niveau L1<\/u>, Universit\u00e9 Paris Cit\u00e9.\u00a0<em>L\u2019accompagnement pour la r\u00e9ussite des \u00e9tudiants de L1 : quelles pratiques p\u00e9dagogiques ?<\/em>\u00a0Paris, J. et Ramos-Ruiz, I.<\/p>\n<p><strong>Juin 2021\u00a0:\u00a0<\/strong><u>Congr\u00e8s de la SAES<\/u>, Universit\u00e9 de Tours. Atelier du GERAS \u2013 Groupe d\u2019\u00c9tude et de Recherche en Anglais de Sp\u00e9cialit\u00e9.\u00a0<em>Repenser l\u2019enseignement en anglais de sp\u00e9cialit\u00e9 \u00e0 l\u2019aune de la personnalisation des parcours\u00a0: exemples de trois dispositifs autonomisants<\/em>.<\/p>\n<p><strong>Jan 2020 :<\/strong>\u00a0<u>journ\u00e9e d\u2019\u00e9tudes de l\u2019ARDAA<\/u>, \u00ab Du recueil de donn\u00e9es \u00e0 l\u2019analyse des corpus en didactique de l\u2019anglais : \u00e9thique, proc\u00e9dure, outils, moyens\u00a0\u00bb\u00a0; Universit\u00e9 de Lorraine<em>. Transcrire, coder, annoter et analyser des donn\u00e9es vid\u00e9os : tour d\u2019horizon de quelques outils.\u00a0<\/em>Beaupoil-Hourdel, P. et Paris, J.<\/p>\n<p><strong>Nov 2019 :<\/strong>\u00a0<u>Congr\u00e8s de l\u2019association RANACLES<\/u>, \u00ab Interaction et apprentissage dans les centres de (ressources en) langues\u00a0\u00bb\u00a0; Aix Marseille Universit\u00e9<em>. Le CRL\u00a0: un potentiel pivot de la politique linguistique et de la formation en langues ?<\/em>\u00a0Paris, J. et Molle, N.<\/p>\n<p><strong>Oct 2019\u00a0:<\/strong>\u00a0<u>Journ\u00e9e d\u2019octobre du GT DIDASP du GERAS<\/u>, INSPE de Paris.\u00a0<em>Optimiser le cours d\u2019anglais de sp\u00e9cialit\u00e9 gr\u00e2ce au CRL et \u00e0 EDOlang \u00e0 l\u2019Universit\u00e9 de Lorraine.<\/em><\/p>\n<p><strong>Juil 2019\u00a0:<\/strong>\u00a0<u>Journ\u00e9es de formation de l\u2019UFR LANSAD<\/u>, Universit\u00e9 de Lorraine.<em>\u00a0Atelier Ressources et\u00a0<\/em><em>Catalogue EDOlang.<\/em>\u00a0Paris, J. et Pizelle-Jacquin H.<\/p>\n<p><strong>Juil 2019\u00a0:\u00a0<\/strong><u>Journ\u00e9es de formation de l\u2019UFR LANSAD<\/u>, Universit\u00e9 de Lorraine.<em>\u00a0Dispositifs hybrides alliant\u00a0<\/em><em>les CRL et EDOlang.<\/em><\/p>\n<p><strong>Juin 2019\u00a0:\u00a0<\/strong><u>Congr\u00e8s de la SAES<\/u>, Universit\u00e9 d\u2019Aix-Marseille. Atelier de l\u2019ARDAA \u2013 association pour la recherche en didactique de l\u2019anglais et en acquisition.\u00a0<em>Nouvelles exp\u00e9riences d\u2019apprentissage en CRL : l\u2019apport de la r\u00e9alit\u00e9 virtuelle<\/em>. Paris, J., Molle, N., et Chateau, A.<\/p>\n<p><strong>Fev 2019\u00a0:\u00a0<\/strong><u>S\u00e9minaire hebdomadaire de l\u2019UMR 7118 \u2013 ATILF<\/u>\u00a0; Universit\u00e9 de Lorraine.\u00a0<em>Les pratiques\u00a0<\/em><em>immersives en soutien \u00e0 l\u2019apprentissage \/ enseignement des langues\u00a0: la r\u00e9alit\u00e9 virtuelle, un gadget\u00a0?<\/em>\u00a0Molle, N., Chateau, A., Paris, J., Ciekanski, M., et Privas-Br\u00e9aut\u00e9, V.<\/p>\n<p><strong>Dec 2018\u00a0:\u00a0<\/strong><u>Journ\u00e9e d\u2019\u00e9tudes \u00ab\u00a0Enseignement\/apprentissage de langue de sp\u00e9cialit\u00e9, professionnelle ou\u00a0<\/u><u>g\u00e9n\u00e9rale : quels besoins, objectifs, approches et supports ?\u00a0\u00bb<\/u>\u00a0; Universit\u00e9 Paris 1 Panth\u00e9on-Sorbonne.<em>\u00a0Varier les approches pour rendre le cours de langue de sp\u00e9cialit\u00e9 le plus personnalis\u00e9, autonomisant et efficace possible<\/em>.<\/p>\n<p><strong>Dec 2018\u00a0:\u00a0<\/strong><u>Journ\u00e9e d\u2019\u00e9tudes \u00ab\u00a0Les immersions linguistiques\u00a0appuy\u00e9es et augment\u00e9es par le num\u00e9rique\u00a0<\/u><u>:\u00a0<\/u><u>Mobilit\u00e9s<\/u><u>, Interactions, Virtualit\u00e9s, Authenticit\u00e9s ?\u00a0\u00bb<\/u>\u00a0; Universit\u00e9 de Lorraine.<em>\u00a0Cr\u00e9ation d\u2019un \u2018espace r\u00e9alit\u00e9 virtuelle\u2019 en CRL\u00a0: objectifs et opportunit\u00e9s pour l\u2019apprentissage des langues<\/em>. Chateau, A., Molle, N., et Paris, J.<\/p>\n<p><strong>Nov 2018\u00a0:\u00a0<\/strong><u>Colloque \u00ab\u00a0Pour la gouvernance linguistique des universit\u00e9s et \u00e9tablissements d\u2019enseignement\u00a0<\/u><u>Sup\u00e9rieur\u00a0\u00bb<\/u>\u00a0; Universit\u00e9 Paris Diderot.\u00a0<em>Institutionnalisation du secteur Lansad \u00e0 L\u2019Universit\u00e9\u00a0<\/em><em>de Lorraine. Molle, N., Chateau, A. et Paris, J.<\/em><\/p>\n<p><strong>Juil 2018 :\u00a0<\/strong><u>Journ\u00e9e Apprentissage en auto-direction entre pratiques et recherches<\/u>\u00a0: regards crois\u00e9s entre la France et l\u2019Allemagne; Universit\u00e9 de Giessen, Allemagne.<em>\u00a0L\u2019importance de la reliance\u00a0<\/em><em>dans l\u2019exp\u00e9rience d\u2019apprentissage en CRL<\/em>, Paris, J. et Martin, C.<\/p>\n<p><strong>Nov 2017\u00a0:<\/strong>\u00a0<u>Congr\u00e8s de l\u2019association RANACLES<\/u>,\u00a0\u00ab\u00a0le Centre de Langues, f\u00e9d\u00e9rateur de diversit\u00e9(s) ?\u00a0\u00bb\u00a0; Universit\u00e9 de Cort\u00e9, Corse.\u00a0<em>La reliance comme processus f\u00e9d\u00e9rateur de\u00a0 l\u2019exp\u00e9rience<\/em><em>d\u2019apprentissage au sein du centre de langues,<\/em>\u00a0Martin, C. et Paris, J.<\/p>\n<p><strong>Nov 2017\u00a0:\u00a0<\/strong><u>Journ\u00e9e d\u2019\u00e9tude du PERL<\/u>\u00a0(P\u00f4le d\u2019Elaboration de Ressources Linguistiques \u2013 COMUE Sorbonne Paris Cit\u00e9), \u00ab\u00a0Entre pr\u00e9sence et distance \u2013 accompagner et d\u00e9couvrir des pratiques p\u00e9dagogiques en langues \u00e0 l\u2019universit\u00e9 \u00bb\u00a0; IPGP \/ Universit\u00e9 Paris Diderot.\u00a0<em>Dispositif hybrides alliant pr\u00e9sence, distance, autodirection et ressources num\u00e9riques \u2013 ou\u00a0<\/em><em>comment rendre le cours de langue le plus personnalis\u00e9 possible<\/em>.<\/p>\n<p><strong>Oct 2017 :\u00a0\u00a0<\/strong><u>Acquiring Figurative Meanings (AFM 2017)<\/u>, University of Oslo, Norv\u00e8ge.<em>\u00a0Assessing\u00a0<\/em><em>the development of children\u2019s figurative language production: the case of a semi-guided protocol.<\/em><\/p>\n<p><strong>Avril 2017 :<\/strong>\u00a0<u>Thinking, Doing, Learning Conference (TDL)<\/u>, Universit\u00e9 Ludwig Maximilians, Munich, Allemagne.\u00a0<em>What happens when usage-based teaching doesn\u2019t seem to apply?<\/em>\u00a0Josse, H., Beaupoil-Hourdel, P., Chauvin, M.-C., Riou, M., Paris, J., et Yousfi, C.<\/p>\n<p><strong>Juin 2016\u00a0:<\/strong>\u00a0<u>Journ\u00e9e de l\u2019Innovation P\u00e9dagogique<\/u>, Universit\u00e9 Sorbonne Paris Cit\u00e9.\u00a0<em>Am\u00e9liorer\u00a0<\/em><em>l\u2019exp\u00e9rience d\u2019apprentissage en linguistique anglaise : RENOVAGRAM, apprendre en faisant<\/em>. Josse, H., Riou, M., Beaupoil-Hourdel, P., Yousfi, C., Paris, J.,\u00a0<em>et al.<\/em>\u00a0(communication affich\u00e9e). Poster.<\/p>\n<p><strong>Juin 2016\u00a0:<\/strong>\u00a0<u>Journ\u00e9e de l\u2019Innovation P\u00e9dagogique<\/u>, Universit\u00e9 Sorbonne Paris Cit\u00e9.\u00a0<em>RENOVAGRAM,\u00a0<\/em><em>Autopsie d\u2019un sc\u00e9nario p\u00e9dagogique<\/em>. Josse, H., Riou, M., Beaupoil-Hourdel, P., Yousfi, C., Paris, J.,\u00a0<em>et al.<\/em><\/p>\n<p><strong>Juin 2015\u00a0:\u00a0<\/strong><u>Congr\u00e8s de la SAES<\/u>, Universit\u00e9 de Toulon. Atelier de l\u2019ARDAA \u2013 association pour la recherche en didactique de l\u2019anglais et en acquisition.<em>\u00a0L\u2019engagement multimodal\u00a0<\/em><em>d\u2019apprenants en interaction avec un pair\u00a0: \u00c9tude de comportements\u00a0 interactionnels dans le\u00a0<\/em><em>cadre d\u2019un\u00a0 protocole semi-guid\u00e9<\/em>.<\/p>\n<p><strong>\u00a0Juin 2015 :\u00a0<\/strong><u>Congr\u00e8s de la SAES<\/u>, Universit\u00e9 de Toulon. Atelier de l\u2019ALAES \u2013 atelier des linguistes anglicistes de l\u2019enseignement sup\u00e9rieur.\u00a0<em>Esquisse du d\u00e9veloppement de la production de\u00a0<\/em><em>langage non-litt\u00e9ral en L2 \u00e0 l\u2019oral<\/em>.<\/p>\n<p><strong>Juin 2015 :\u00a0<\/strong><u>RaAM Specialized Seminar<\/u><strong>,\u00a0<\/strong>journ\u00e9e d\u2019\u00e9tude de l\u2019association RaAM (<em>Researching\u00a0<\/em><em>and Applying Metaphor Association<\/em>), \u00ab\u00a0Metaphor and\/in\/of Translation \u00bb\u00a0; Universit\u00e9\u00a0 de Leiden, Pays-Bas.\u00a0<em>Early metaphorical productions in L2 learning: A matter of translation?<\/em><\/p>\n<p><strong>Mai 2015\u00a0:\u00a0<\/strong><u>Journ\u00e9es d\u2019\u00c9tudes Toulousaines<\/u>, Universit\u00e9 de Toulouse \u2013 Jean Jaur\u00e8s.\u00a0<em>Quantifier la m\u00e9taphore\u00a0<\/em><em>dans le discours d\u2019enfants et d\u2019adultes natifs et non-natifs anglophones \u00e0 l\u2019oral.<\/em>\u00a0Prix de la meilleure communication orale.<\/p>\n<p><strong>Jui 2014\u00a0:\u00a0<\/strong><u>TALC conference<\/u>,\u00a0<em>Teaching and language corpora conference<\/em>, Universit\u00e9 de Lancaster, Royaume-Uni.\u00a0<em>The development of non-literal language in L2: Evidence from a text corpus by French learners of English.<\/em><\/p>\n<p><strong>Jui 2014\u00a0:<\/strong>\u00a0<u>FLARN conference<\/u>, conf\u00e9rence annuelle de l\u2019association FLARN (<em>Formulaic Language Research\u00a0<\/em><em>Network<\/em>), Universit\u00e9 de Swansea, Pays de Galles.\u00a0<em>The development of non-literal competence in L2 acquisition: the case of idioms.<\/em><\/p>\n<p><strong>Juin 2014\u00a0:\u00a0<\/strong><u>RaAM conference<\/u>, conf\u00e9rence annuelle de l\u2019association RaAM (<em>Researching and Applying\u00a0<\/em><em>Metaphor Association<\/em>), \u00ab\u00a0Metaphor in Communication, Science and Education\u00a0\u00bb, Universit\u00e9 de Cagliari, Italie.\u00a0<em>The use of non-literal language in L1 and in L2: Evidence from French learners of English.<\/em><\/p>\n<p><strong>Mai 2014\u00a0:<\/strong>\u00a0<u>Congr\u00e8s de la SAES<\/u>, Universit\u00e9 de Caen. Atelier de l\u2019ALAES.\u00a0<em>Produire du non-litt\u00e9ral dans\u00a0<\/em><em>sa langue maternelle et dans une langue \u00e9trang\u00e8re\u00a0: le cas d\u2019\u00e9tudiants LANSAD en fran\u00e7ais et en anglais \u00e0 l\u2019\u00e9crit.<\/em><\/p>\n<p><strong>Mai 2013\u00a0:\u00a0<\/strong><u>RaAM Specialized Seminar<\/u><strong>,\u00a0<\/strong>journ\u00e9e d\u2019\u00e9tude \u00a0de l\u2019association RaAM (<em>Researching and Applying\u00a0<\/em><em>Metaphor Association<\/em>), \u00ab\u00a0Metaphor, Metonymy and Emotions\u00a0\u00bb, Universit\u00e9\u00a0 Adam Mickiewicz, Poznan, Pologne.\u00a0<em>The expression of emotions by second language learners: metaphor as a linguistic vehicle<\/em>.<\/p>\n<p><strong>Nov 2012 :\u00a0<\/strong><u>Journ\u00e9e d\u2019\u00e9tude<\/u>\u00a0\u00ab\u00a0Tenir compte des langues premi\u00e8res dans l\u2019enseignement\/apprentissage des langues vivantes\u00a0\u00bb, Universit\u00e9 de Neuch\u00e2tel, Suisse.<em>\u00a0Pour une prise en compte et une int\u00e9gration des transferts de la langue maternelle dans<\/em>\u00a0<em>l\u2019apprentissage et l\u2019enseignement des expressions figuratives d\u2019une L2.<\/em><\/p>\n<p>[\/et_pb_toggle][et_pb_toggle _builder_version=\u00a0\u00bb3.22.1&Prime; title=\u00a0\u00bbCollaborations scientifiques\u00a0\u00bb text_shadow_horizontal_length=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; text_shadow_vertical_length=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; text_shadow_blur_strength=\u00a0\u00bbtext_shadow_style,%91object Object%93&Prime; title_text_shadow_horizontal_length=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; title_text_shadow_vertical_length=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; title_text_shadow_blur_strength=\u00a0\u00bbtitle_text_shadow_style,%91object Object%93&Prime; body_text_shadow_horizontal_length=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; body_text_shadow_vertical_length=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; body_text_shadow_blur_strength=\u00a0\u00bbbody_text_shadow_style,%91object Object%93&Prime; z_index_tablet=\u00a0\u00bb500&Prime;]<\/p>\n<p>\u00a0<\/p>\n<p><strong>Co-organisation du 2e colloque international de l&rsquo;ARDAA<\/strong> sur la didactique de l\u2019anglais les 23, 24 et 25 juin 2027 \u00e0 l\u2019INSPE de l\u2019acad\u00e9mie de Paris, \u00ab\u00a0<em>Teaching and Learning English: Challenges and Perspectives<\/em><strong>\u00a0<\/strong>\u00bb. Membre du GT Communication.<\/p>\n<p>\u00a0<\/p>\n<p><strong>Co-organisation d\u2019un colloque international<\/strong> sur les p\u00e9dagogies autonomisantes dans le domaine des langues organis\u00e9 dans le cadre du <em>focus group autonomy<\/em> de CERCLES les 26-27 juin 2025 \u00e0 Universit\u00e9 Paris Cit\u00e9, \u00ab\u00a0<em>Fostering autonomy in language education: Focus on teaching practices\u00a0<\/em>\u00bb<em>.<\/em> Avec Giovanna Tassinari, Universit\u00e9 de Berlin.<\/p>\n<p>\u00a0<\/p>\n<p><strong>Co-organisation d\u2019un colloque international<\/strong> sur la didactique de l\u2019anglais organis\u00e9 par l\u2019ARDAA les 26, 27 et 28 juin 2024 \u00ab\u00a0<em>Teaching and Learning English as a Foreign Language in Educational Settings: Issues and Specificities\u00a0<\/em>\u00bb. Membre du comit\u00e9 de pilotage et responsable du GT communication.<\/p>\n<p>\u00a0<\/p>\n<p><strong>Membre du comit\u00e9 scientifique<\/strong> permanent de la revue <em>Recherche et Pratiques P\u00e9dagogiques en <\/em><em>Langues de Sp\u00e9cialit\u00e9 <\/em>(anciens<em> Cahiers de l\u2019APLIUT<\/em>).<\/p>\n<p>\u00a0<\/p>\n<p><strong>Travaux au sein de l\u2019axe Autonomie et Apprentissage Autodirig\u00e9 (3A)<\/strong>, UMR 7118 \u2013 ATILF, \u00e9quipe CRAPEL, Universit\u00e9 de Lorraine, 2016-2019\u00a0:<\/p>\n<ul>\n<li>R\u00e9flexion pour le d\u00e9veloppement de l\u2019environnement d\u2019apprentissage propos\u00e9 au sein de l\u2019UFR LANSAD et en centres de ressources en langues\u00a0pour tous les \u00e9tudiants de l\u2019Universit\u00e9 de Lorraine.<\/li>\n<li>R\u00e9union hebdomadaire dans le cadre du Projet FEDER Plateforme LANSAD (voir ci-dessous) avec une ing\u00e9nieure p\u00e9dagogique et quatre enseignants-chercheurs pour l\u2019avancement de la plateforme num\u00e9rique EDOlang \u2013 o\u00f9 les \u00e9tudiants de l\u2019universit\u00e9 de Lorraine peuvent consulter le catalogue des ressources des trois CRL, avoir acc\u00e8s \u00e0 leur carnet de bord personnel et s\u2019inscrire \u00e0 tout type de services (conversations, ateliers, entretiens-conseils),<\/li>\n<li>Diffusion de ces avanc\u00e9es (communications et publications collectives),<\/li>\n<li>R\u00e9daction de demandes de financement pour maintenir ces actions.<\/li>\n<\/ul>\n<p><strong>Projet PLATEFORME LANSAD \/ EDOlang<\/strong>, projet FEDER (Fonds Europ\u00e9ens de D\u00e9veloppement R\u00e9gional) port\u00e9 par Anne Chateau et Sophie Bailly, Ma\u00eetre de Conf\u00e9rences et Professeur des Universit\u00e9s \u00e0 l\u2019Universit\u00e9 de Lorraine, pour la conception de la plateforme LANSAD en vue de la gestion de toutes les activit\u00e9s en CRL (administratives, documentaires et p\u00e9dagogiques). 2015-2019.<\/p>\n<ul>\n<li>R\u00e9unions hebdomadaires pour organiser et suivre le d\u00e9veloppement de la plateforme,<\/li>\n<li>Version 2.0 de la plateforme lanc\u00e9e au 2018 et changement de nom\u00a0: EDOlang,<\/li>\n<li>Revue de la litt\u00e9rature sur les tests de degr\u00e9s d\u2019autonomie pour l\u2019\u00e9laboration de questionnaires sur le niveau d\u2019autonomie en apprentissage des langues,<\/li>\n<li>Co-\u00e9laboration d\u2019un tutoriel de soutien (comment am\u00e9liorer l\u2019oral en langue \u00e9trang\u00e8re),<\/li>\n<li>Entretiens avec des \u00e9tudiants-usagers des CRL pour l\u2019\u00e9tude des sentiments de reliance et confiance dans l\u2019environnement d\u2019apprentissage des langues en CRL,<\/li>\n<li>Communications et publications collectives.<\/li>\n<\/ul>\n<p><b>Projet EOLE <\/b>(<em>un eng@gement pour ouvrir l\u2019\u00e9ducation<\/em><em>),<\/em> <strong>action 1.2<\/strong> (les espaces virtuels), Projet r\u00e9gional DUNE en partenariat avec les universit\u00e9s de Strasbourg, Reims et Mulhouse pour la r\u00e9alisation d\u2019un <em>escape game <\/em>multilingue et \u00e0 joueurs multiples en r\u00e9alit\u00e9 virtuelle. 2018-2020.<\/p>\n<p>\u00a0<\/p>\n<p><strong>Projet SWIFT<\/strong> (<em>Sansar Work in Facilitating Talk<\/em>), projet en partenariat avec l\u2019Universit\u00e9 de Westminster pour la formation de tandems fran\u00e7ais \u2013 anglais en r\u00e9alit\u00e9 virtuelle via SANSAR (la version en r\u00e9alit\u00e9 virtuelle du r\u00e9seau social <em>Second Life<\/em>) pour \u00e9tudier l\u2019impact de la r\u00e9alit\u00e9 virtuelle (via l\u2019utilisation d\u2019Oculus Rift) dans un dispositif professionnalisant entre la Clinique du Droit de l\u2019Universit\u00e9 de Lorraine et celle de l\u2019Universit\u00e9 de Westminster. R\u00e9solution de cas juridiques par groupe de 6 \u00e9tudiants (3 francophones nanc\u00e9iens et 3 anglophones londoniens). 2018-2019<\/p>\n<p>\u00a0<\/p>\n<p><strong>Projet RENOVAGRAM<\/strong> (<strong><em>R\u00e9novation du cours de grammaire LLSCE 2<sup>e<\/sup> ann\u00e9e \u2013 A4AGRAM<\/em><\/strong>), projet men\u00e9 par H\u00e9l\u00e8ne Josse, Ma\u00eetre de Conf\u00e9rences \u00e0 la Sorbonne Nouvelle, pour la r\u00e9novation des enseignements de grammaire LLCSE \u00e0 la Sorbonne Nouvelle. 2015-2016.<\/p>\n<ul>\n<li>\u00c9tude de march\u00e9 pour l\u2019achat de bo\u00eetiers de vote (\u00ab\u00a0<em>clickers <\/em>\u00bb),<\/li>\n<li>\u00c9laboration d\u2019un pr\u00e9-test et d\u2019un post-test pour l\u2019exp\u00e9rimentation,<\/li>\n<li>R\u00e9novation du chapitre sur les quantifieurs dans des perspectives transmissives et non-transmissives.<\/li>\n<\/ul>\n<p><strong>Projet SITAF<\/strong> (<strong><em>Sp\u00e9cificit\u00e9s des Interactions Verbales dans le cadre de Tandems Anglais-Fran\u00e7ais<\/em><\/strong>), projet ANR JCJC, 2012-2014, men\u00e9 par C\u00e9line Horgues et Sylwia Scheuer, Ma\u00eetres de Conf\u00e9rences \u00e0 la Sorbonne Nouvelle.<\/p>\n<ul>\n<li>Participation \u00e0 la cr\u00e9ation de protocoles exp\u00e9rimentaux et documents d\u2019\u00e9thique,<\/li>\n<li>Collecte de donn\u00e9es multimodales,<\/li>\n<li>Transcriptions d\u2019enregistrements vid\u00e9o,<\/li>\n<li>Pr\u00e9sentation et diffusion des r\u00e9sultats dans divers s\u00e9minaires de laboratoire et une journ\u00e9e d\u2019\u00e9tudes.<\/li>\n<\/ul>\n<p><strong>Projet LANGACROSS 2<\/strong> (<em>Utterance Structure in Context: Language and Cognition during Acquisition in a <\/em><em>Cross-Linguistic Perspective<\/em>), projet ANR, 2011-2014, men\u00e9 par Maya Hickmann, Professeur des Universit\u00e9s \u00e0 l\u2019Universit\u00e9 de Vincennes-St-Denis. Mai \u00e0 juillet 2013.<\/p>\n<ul>\n<li>Transcriptions d\u2019enregistrements vid\u00e9o.<\/li>\n<\/ul>\n<p>\u00a0<\/p>\n<p>[\/et_pb_toggle][et_pb_text _builder_version=\u00a0\u00bb3.22.1&Prime; text_text_shadow_horizontal_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_vertical_length=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; text_text_shadow_blur_strength=\u00a0\u00bbtext_text_shadow_style,%91object Object%93&Prime; link_text_shadow_horizontal_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; link_text_shadow_vertical_length=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; link_text_shadow_blur_strength=\u00a0\u00bblink_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_horizontal_length=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_vertical_length=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ul_text_shadow_blur_strength=\u00a0\u00bbul_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_horizontal_length=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_vertical_length=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; ol_text_shadow_blur_strength=\u00a0\u00bbol_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_horizontal_length=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_vertical_length=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; quote_text_shadow_blur_strength=\u00a0\u00bbquote_text_shadow_style,%91object Object%93&Prime; header_text_shadow_horizontal_length=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_text_shadow_vertical_length=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_text_shadow_blur_strength=\u00a0\u00bbheader_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_horizontal_length=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_vertical_length=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_2_text_shadow_blur_strength=\u00a0\u00bbheader_2_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_horizontal_length=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_vertical_length=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_3_text_shadow_blur_strength=\u00a0\u00bbheader_3_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_horizontal_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_vertical_length=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_4_text_shadow_blur_strength=\u00a0\u00bbheader_4_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_horizontal_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_vertical_length=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_5_text_shadow_blur_strength=\u00a0\u00bbheader_5_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_horizontal_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_vertical_length=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; header_6_text_shadow_blur_strength=\u00a0\u00bbheader_6_text_shadow_style,%91object Object%93&Prime; z_index_tablet=\u00a0\u00bb500&Prime;]<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/u-paris.fr\/eila\/wp-content\/uploads\/sites\/42\/2026\/08\/CV-court-Justine-Paris-ao\u00fbt-2026.pdf\">CV court &#8211; Justine Paris &#8211; ao\u00fbt 2026<\/a><\/p>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p><div class=\"et_pb_row et_pb_row_0 et_pb_row_empty\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div><div class=\"et_pb_row et_pb_row_1 et_pb_row_empty\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div> Ma\u00eetre de conf\u00e9rences en linguistique et didactique de l&rsquo;anglais justine.paris@u-pariscite.frbureau 740 (bat. Olympe de Gouges, 7e \u00e9tage) Adresse postale :\u00a0Universit\u00e9 Paris Cit\u00e9 \u2013 Campus des Grands Moulins \u2013 B\u00e2timent Olympe de Gouges, 8 rue Albert Einstein, 75013 Paris <div class=\"et_pb_row et_pb_row_2 et_pb_row_empty\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div> En bref Ma\u00eetre de Conf\u00e9rences \u00e0 l\u2019UFR EILAMembre du laboratoire ALTAE EA3967Membre associ\u00e9e au laboratoire&hellip; <a class=\"continue\" href=\"https:\/\/u-paris.fr\/eila\/paris-justine\/\">Lire la suite<span> Paris Justine<\/span><\/a><\/p>\n","protected":false},"author":248,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"coauthors":[13,39],"class_list":["post-577","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/pages\/577","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/users\/248"}],"replies":[{"embeddable":true,"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/comments?post=577"}],"version-history":[{"count":55,"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/pages\/577\/revisions"}],"predecessor-version":[{"id":7346,"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/pages\/577\/revisions\/7346"}],"wp:attachment":[{"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/media?parent=577"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/u-paris.fr\/eila\/wp-json\/wp\/v2\/coauthors?post=577"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}