Perspectives interculturelles et interlinguistiques sur le discours académique – Crosscultural and Crosslinguistic Perspectives on Academic Discourse. Volume 1

The Department of French Studies of the University of Turku (Finland) organized an International Bilingual Conference on Crosscultural and Crosslinguistic Perspectives on Academic Discourse from 2022 May 2005. The event hosted specialists on Academic Discourse from Belgium, Finland, France, Germany, Italy, Norway, Spain, and the USA. This book is the first volume in our series of publications on Academic Discourse (AD hereafter). The following pages are composed of selected papers from the conference and focus on different aspects and analytical frameworks of Academic Discourse. One of the motivations behind organizing the conference was to examine and expand research on AD in different languages. Another one was to question to what extent academic genres are culturebound and language specific or primarily field or domain specific. The research carried out on AD has been mainly concerned with the use of English in different academic settings for a long time now – mainly written contexts – and at the expense of other languages. Alternatively the academic genre conventions of English and English speaking world have served as a basis for comparison with other languages and cultures. We consider this first volume to be a strong contribution to the spreading out of researches based on other languages than English in AD, namely Finnish, French, Italian, Norwegian and Romanian in this book. All the following articles have a strong link with the French language: either French is constitutive of the AD corpora under examination or the article was written in French. The structure of the book suggests and provides evidence that the concept of AD is understood and tackled to varying degrees by different scholars. Our first volume opens up the discussion on what AD is and backs dissemination, overlapping and expansion of current research questions and methodologies. The book is divided into three parts and contains four articles in English and six articles in French. The papers in part one and part two cover what we call the prototypical genre of written AD, i.e. the research article. Part one follows up on issues linked to the 13 Research Article (RA hereafter). Kjersti Fløttum asks wether a typical RA exists and concentrates on authors’ voices in RA (self and other dimensions), whereas Didriksen and Gjesdal’s article focuses on individual variation of the author’s voice in RA. The last article in this section is by Nadine Rentel and deals with evaluation in the writing of RA. Part two concentrates on the teaching and learning of AD within foreign language learning, another more or less canonical genre of AD. Two aspects of writing are covered in the first two articles: foreign students’ representations on rhetorical traditions (Hidden) and a contrastive assessment of written exercices in French and Finnish in Higher Education (Suzanne). The last contribution in this section on AD moves away from traditional written forms and looks at how argumentation is constructed in students’ oral presentations (Dervin and Fauveau). The last part of the book continues the extension by featuring four articles written in French exploring institutional and scientific discourses. Institutional discourses under scrutiny include the European Bologna Process (Galatanu) and Romanian reform texts (Moilanen). As for scientific discourses, the next paper in this section deconstructs an ideological discourse on the didactics of French as a foreign language (Pescheux). Finally, the last paper in part three reflects on varied forms of AD at university (Defays). We hope that this book will add some fuel to continue discussing diverse forms of and approches to AD – in different languages and voices! No need to say that with the current upsurge in academic mobility, reflecting on crosscultural and crosslinguistic AD has just but started.

Conference Proceedings. Academic Mobility Blending Perspectives - Mobilité Académique Perspectives croisées

Les 21, 22 et 23 septembre 2006, le Département d’Études Françaises de l’Université de Turku (Finlande) a organisé une conférence internationale et bilingue (anglais et français) sur le thème de la mobilité académique ; le but de cette rencontre était de rendre possible la tenue d’un forum international et multidisciplinaire, susceptible d’être le siège de divers débats entre les différents acteurs de la mobilité académique (c’estàdire des étudiants, des chercheurs, des personnels enseignants et administratifs, etc.). Ainsi, ont été mis à contribution plus de cinquante intervenants, (tous issus de domaines aussi variés que la linguistique, les sciences de l’éducation, la didactique, l’anthropologie, la sociologie, la psychologie, l’histoire, la géographie, etc.) ainsi que cinq intervenants renommés1. La plupart des thèmes traités durant la conférence couvraient les champs suivants : l’organisation de la mobilité, les obstacles rencontrés par les candidats à la mobilité, l’intégration des étudiants en situation d’échange, le développement des programmes d’études, la mobilité virtuelle, l’apprentissage et l’enseignement des langues, la prise de cosncience interculturelle, le développement des compétences, la perception du système de mobilité académique et ses impacts sur la mobilité effective. L’intérêt du travail réalisé durant la conférence réside notamment dans le fait qu’il ne concentre pas uniquement des perspectives d’étudiants internationaux et en situation d’échange (comme c’est le cas de la plupart des travaux de recherche déjà menés sur ce sujet), mais aussi ceux d’autres corps : enseignants, chercheurs, etc. La contribution suivante contient un premier corpus de dixsept articles, répartis en trois sections : 1. Impacts de la mobilité étudiante ; 2. Formation en langues ; 3. Amélioration de la mobilité académique. À l’image de la conférence, la production qui suit est bilingue : huit des articles sont rédigés en français, et les neuf autres en anglais. Certains auteurs n’ont pas pu assister à la conférence mais ont tout de même souhaité apparaître dans cet ouvrage. Dans la première section de l’ouvrage, Sandrine Billaud tâche de mettre à jour les principaux obstacles à la mobilité étudiante en France (logement, organisation des universités, démarches administratives), et propose à ce sujet quelques pistes d’amélioration. Vient ensuite un article de Dominique Ulma, laquelle se penche sur la mobilité académique régnant au sein des Instituts Universitaires de Formation des Maîtres (IUFM) ; elle s’est tout particulièrement concentrée sur l’enthousiasme des stagiaires visàvis de la mobilité, et sur les bénéfices qu’apporte la mobilité Erasmus à ce type précis d’étudiant. Ensuite, dans un troisième article, Magali Hardoin s’interroge sur les potentialités éducationnelles de la mobilité des enseignantsstagiaires, et tâche de définir l’impact de celleci sur la construction de leur profil professionnel. Après cela arrive un groupe de trois articles, tous réalisés à bases d’observations faites dans l’enseignement supérieur espagnol, et qui traitent respectivement de la portée qu’a le programme de triple formation en langues européennes appliquées pour les étudiants en mobilité (Marián MorónMartín), des conséquences qu’occasionne la présence d’étudiants étrangers dans les classes de traductions (Dimitra Tsokaktsidu), et des réalités de l’intégration sur un campus espagnol d’étudiants américains en situation d’échange (Guadalupe Soriano Barabino). Le dernier article de la section, issu d’une étude sur la situation dans les institutions japonaises, fait état de la situation des programmes de doubles diplômes existant entre des établissements japonais et étrangers, et tente de voir quel est l’impact exact de tels programmes pour les institutions japonaises (Mihoko Teshigawara, Riichi Murakami and Yoneo Yano). La seconde section est elle consacrée à la relation entre apprentissage et enseignement des langues et mobilité académique. Dans un premier article, Martine Eisenbeis s’intéresse à des modules multimédia réalisés à base du film « L’auberge espagnole », de Cédric Klapish (2001), et destinés aux étudiants en mobilité désireux d’apprendre et/ou améliorer leur français par des méthodes moins classiques. Viennent ensuite les articles de Jeanine Gerbault et Sabine Ylönen, lesquels traitent d’un projet européen visant à supporter la mobilité étudiante par la création d’un programme multimédia de formation linguistique et culturelle pour les étudiants en situation de mobilité (le nom du projet est EUROMOBIL). Ensuite, un article de Pascal Schaller s’intéresse aux différents types d’activités que les étudiants en séjour à l’étranger expérimentent dans le cadre de leur formation en langue. Enfin, la section s’achève avec une contribution de Patricia KohlerBally, consacrée à un programme bilingue coordonné par l’Université de Fribourg (Suisse). La troisième et dernière section propose quelques pistes de réflexion destinées à améliorer la mobilité académique des étudiants et des enseignants ; dans ce cadre seront donc évoquées les questions de l’égalité face à la mobilité étudiante, de la préparation nécessitée par celleci, et de la prise de conscience interculturelle. Dans un premier chapitre, Javier Mato et Bego

Nollapersoonalause suomessa ja virossa. Tutkimus kirjoitetun kielen aineistosta

The present study focuses on the zero person constructions both in Finnish and Estonian. In the zero person construction, there is no overt subject and the verb is in the 3rd person singular form: Fin. Tammikuussa voi hiihtää Etelä-Suomessakin. Est. Jaanuaris saab suusatada ka Lõuna-Soomes ‘In January one can ski even in South-Finland’. The meaning of the zero construction is usually considered generic and open. However, the zero may be interpreted as indexically open so that the reference can be construed from the context. This study demonstrates how the zero may be interpreted as referring to the speaker, the addressee, or anybody. The zero person construction in Finnish has been contrasted to the generic pronoun constructions in Indo-European languages. For example, the zero person is translated in English as you or one; in Swedish and German as man. The grammar and semantics of the Finnish zero person construction have been studied earlier to some extent. However, the differences and similarities between Finnish and Estonian, two closely related languages, have not been thoroughly studied before. The present doctoral thesis sheds light on the zero person construction, its use, functions, and interpretation both in Finnish and Estonian. The approach taken is contrastive. The data comes from magazine articles published in Finnish and translated into Estonian. The data consists of Finnish sentences with the zero person and their Estonian translations. In addition, the data includes literary fiction, and non-translated Estonian corpora texts as well. Estonian and Finnish are closely related and in principle the personal system of the two languages is almost identical, nevertheless, there are interesting differences. The present study shows that the zero person construction is not as common in Estonian as it is in Finnish. In my data, a typical sentence with the zero person in both languages is a generic statement which tells us what can or cannot be done. When making generic statements the two languages are relatively similar, especially when the zero person is used together with a modal verb. The modal verbs (eg. Fin. voida ‘can’, saada ‘may’, täytyä ‘must’; Est. võima ‘may’, saama ‘can’, tulema ’must’) are the most common verbs in both Finnish and Estonian zero person constructions. Significant differences appear when a non-modal verb is used. Overall, non-modal verbs are used less frequently in both languages. Verbs with relatively low agentivity or intentionality, such as perception verb nähdä in Finnish and nägema in Estonian, are used in the zero person clauses in both languages to certain extent. Verbs with more agentive and intentional properties are not used in the Estonian zero person clauses; in Finnish their use is restricted to specific context. The if–then-frame provides a suitable context for the zero person in Finnish, and the Finnish zero person may occur together with any kind of verb in conditional if-clause. Estonian if-clauses are not suitable contexts for zero person. There is usually a da-infinitive, a generic 2nd person singular or a passive form instead of the zero person in Estonian counterparts for Finnish if-clauses with zero person. The aim of this study was to analyze motivations for choosing the zero person in certain contexts. In Estonian, the use of the zero person constructions is more limited than in Finnish, and some of the constraints are grammatical. On the other hand, some of the constraints are motivated by the differences in actual language use. Contrasting the two languages reveals interesting differences and similarities between these two languages and shows how these languages may use similar means differently.

Angiossarcoma de Mama: Relato de Caso

O angiossarcoma primário da mama é um tumor raro, que incide entre os 14 e 82 anos, com média aos 35 anos de idade. Seu aspecto clínico predominante é o de uma massa indolor, com aumento difuso na mama, que se apresenta com cor violácea ou enegrecida. Como ocorre com outros tipos de sarcoma, o tamanho médio da lesão é de aproximadamente 5 cm quando do diagnóstico. Histologicamente, o angiossarcoma caracteriza-se pela proliferação de células endoteliais que formam canais vasculares comunicantes entre si infiltrando estruturas glandulares e o tecido adiposo. Seu diagnóstico histológico é difícil e nem sempre é estabelecido de imediato, principalmente nos casos com baixo grau de malignidade, devido geralmente à escassez do material biopsiado. Pela dificuldade diagnóstica e pela agressividade, trata-se de neoplasia de prognóstico desfavorável pelas freqüentes metástases. Em nosso serviço, uma paciente de 18 anos procurou atendimento por apresentar nódulo doloroso de rápido crescimento, que foi biopsiado com diagnóstico de hemangioma, sendo indicada ressecção ampla. Três meses após, evoluiu com recidiva tumoral, que foi novamente biopsiada sendo indicada mastectomia, por tratar-se de angiossarcoma de baixo grau de malignidade. Após novas recidivas, indicou-se quimioterapia e, posteriormente, radioterapia. Em vigência desta, evoluiu com novas metástases, indo a óbito por metástase pulmonar.

Metástase em couro cabeludo de câncer do colo uterino: relato de caso

Carcinoma de colo uterino é neoplasia comum, porém a ocorrência de metástase cutânea em câncer do colo uterino é rara, variando de 0,1 a 2,0%. Os sítios primários comuns em pacientes com metástase cutânea são mama, pulmão, intestino grosso e ovário. O intervalo entre o diagnóstico do câncer cervical e as lesões metastáticas varia indo desde a apresentação simultânea com a lesão inicial até 5 anos após o tratamento apresentando-se como nódulos em 86,7% das vezes. Representa manifestação de doença avançada e de mau prognostico. Apresentamos um caso de metástase cutânea de câncer de colo uterino em couro cabeludo. A paciente, 43 anos, tinha diagnóstico de carcinoma epidermóide indiferenciado do colo uterino. Evoluiu, seis meses após a cirurgia radical, com recidiva vaginal, sendo tratada com radioterapia pélvica. Quatro meses depois apresentou três nódulos metastáticos indolores em couro cabeludo. A paciente submeteu-se à quimioterapia com regressão completa das lesões do couro cabeludo.

Mythology as a key to historical ways of thinking

Kirjallisuusarvostelu

Estudo de nutrição mineral in vitro relacionado à adaptação de Sinningia allagophylla (Martius) Wiehler (Gesneriaceae) às condições de cerrado

O estudo in vitro foi realizado a partir de sementes de S. allagophylla, colhidas de plantas crescidas na Reserva Biológica de Moji-Guaçu. Foram testadas duas interfaces da adaptação desta espécie às condições do cerrado: efeito do pH e das concentrações de nutrientes, utilizando o meio básico de Murashige & Skoog (MS) e o de Gamborg et al. (B5). Modificações do meio MS foram feitas em relação ao pH, com um gradiente de valores iniciais, indo do 4,2 ao 5,8 (intervalos de 0,2), e em relação aos nutrientes KNO3, KH2PO4 e MgSO4.7H2O, com concentrações progressivamente menores destes. Quanto ao meio B5 foi testada a composição nutricional nas concentrações totais e reduzidas à metade (B5 50%). Os resultados mostraram que as adaptações desta espécie do cerrado in vitro foram: todos os explantes, independente do valor inicial do pH, acidificaram o meio e o crescimento foi mais favorável em meios com menores valores iniciais de pH; o crescimento não foi afetado pela diminuição da concentração de nitrato e a redução da composição nutricional do meio B5 até promoveu o crescimento, principalmente quanto à expansão foliar; o crescimento foi similar tanto na presença como na ausência total de KH2PO4 e de MgSO4.7H2O (em relação ao meio MS). Estes resultados são consistentes com o conceito de uma planta bem adaptada em absorver nutrientes de solos de cerrado, solos estes ácidos, pobres em nutrientes e ricos em alumínio.

Indoeuropeistiikan uusi avaus Helsingin yliopistossa

Kirjallisuusarvostelu

Carte spéciale des colonies où se porte actuellement l'action française: publiée sous les auspices de la Société de Géographie de l'Est

Kartta kuuluu A. E. Nordenskiöldin kokoelmaan

Decreased gastric tone and delayed gastric emptying precede neutrophil infiltration and mucosal lesion formation in indomethacin-induced gastric damage in rats

Gastric antral dysmotility has been implicated in the pathogenesis of indomethacin-induced gastric damage, but the relationship between gastric motor abnormalities and mucosal lesions has not been extensively studied. We investigated whether changes in gastric tone and gastric retention correlate with mucosal lesions and neutrophil migration in indomethacin-induced gastric damage in rats. Indomethacin, either 5 or 20 mg/kg (INDO-5 and INDO-20), was instilled into the stomach, and then gastric damage, neutrophil migration, gastric tone and gastric retention were assessed 1 or 3 h later. Gastric damage was calculated as the sum of the lengths of all mucosal lesions, and neutrophil migration was measured by assaying myeloperoxidase activity. Gastric tone was determined by a plethysmometric method, and gastric retention of either saline or Sustacal® was evaluated by a scintigraphic method. Gastric damage was detectable 3 h after either INDO-5 or INDO-20, but not after 1 h. Neutrophil migration was significantly higher 3 h after INDO-20 as compared with INDO-5 or control group, but not after 1 h. Values of gastric tone 1 and 3 h after either INDO-5 (1 h = 1.73 ± 0.07 ml; 3 h = 1.87 ± 0.03 ml) or INDO-20 (1 h = 1.70 ± 0.02 ml; 3 h = 1.79 ± 0.03 ml) were significantly lower than in controls (1 h = 1.48 ± 0.05 ml; 3 h = 1.60 ± 0.06 ml). Gastric retention of saline was higher 1 h after INDO-5 (58.9 ± 3.3%) or INDO-20 (56.1 ± 3.1%) compared to control (45.5 ± 1.7%), but not after 3 h. There were no differences concerning gastric retention of Sustacal® between the various groups. Indomethacin induced decreased gastric tone and delayed gastric emptying, which precede mucosal lesion and neutrophil infiltration. These results indicate that there is no relationship between these gastric motor abnormalities and mucosal lesion in indomethacin-induced gastropathy.

Inhibition of the sarcoplasmic reticulum Ca2+ pump with thapsigargin to estimate the contribution of Na+-Ca2+ exchange to ventricular myocyte relaxation

Relaxation in the mammalian ventricle is initiated by Ca2+ removal from the cytosol, which is performed by three main transport systems: sarcoplasmic reticulum Ca2+-ATPase (SR-A), Na+-Ca2+ exchanger (NCX) and the so-called slow mechanisms (sarcolemmal Ca2+-ATPase and mitochondrial Ca2+ uptake). To estimate the relative contribution of each system to twitch relaxation, SR Ca2+ accumulation must be selectively inhibited, usually by the application of high caffeine concentrations. However, caffeine has been reported to often cause changes in membrane potential due to NCX-generated inward current, which compromises the reliability of its use. In the present study, we estimated integrated Ca2+ fluxes carried by SR-A, NCX and slow mechanisms during twitch relaxation, and compared the results when using caffeine application (Cf-NT) and an electrically evoked twitch after inhibition of SR-A with thapsigargin (TG-TW). Ca2+ transients were measured in 20 isolated adult rat ventricular myocytes with indo-1. For transients in which one or more transporters were inhibited, Ca2+ fluxes were estimated from the measured free Ca2+ concentration and myocardial Ca2+ buffering characteristics. NCX-mediated integrated Ca2+ flux was significantly higher with TG-TW than with Cf-NT (12 vs 7 µM), whereas SR-dependent flux was lower with TG-TW (77 vs 81 µM). The relative participations of NCX (12.5 vs 8% with TG-TW and Cf-NT, respectively) and SR-A (85 vs 89.5% with TG-TW and Cf-NT, respectively) in total relaxation-associated Ca2+ flux were also significantly different. We thus propose TG-TW as a reliable alternative to estimate NCX contribution to twitch relaxation in this kind of analysis.

Opposition des voyelles françaises - apprentissage des phonèmes /e/ et /ε/ par les apprenants finnophones

Ce mémoire de master porte sur l’apprentissage des voyelles françaises par les apprenants finnophones. Il vise à examiner si les étudiants du français différencient les phonèmes /e/ et /ɛ/ et s’il a une amélioration dans leur production après l’enseignement et la pratique de ces voyelles. Cette étude empirique profite de la recherche antérieure réalisée dans le domaine de l’acquisition des langues étrangères et utilise des outils méthodologiques provenant de la phonétique. L’étude a impliqué 14 étudiants du français qui ont participé au cours de la prononciation française, organisé à l’université de Turku. La recherche a consisté en tests de production des mots d’une syllabe avant et après l’enseignement des phonèmes examinés. La méthode utilisée est l’analyse acoustique des voyelles. Les productions des sujets ont été analysées acoustiquement et statistiquement à l’égard de la voyelle /E/. Les résultats montrent que les sujets différencient les phonèmes au niveau d’aperture. Pourtant, l’analyse des résultats suggère qu’ils les prononcent plus postérieures que les locuteurs natifs. En plus, il n’y avait pas d’amélioration dans la prononciation des sujets quant aux phonèmes examinés. L’étude suggère que la difficulté de prononcer les phonèmes examinés ne se trouve pas tant au niveau d’aperture/fermeture, mais plutôt au niveau d’antériorité/ postériorité. Quant à l’enseignement des phonèmes français, il serait utile de mettre l’accent sur l’antériorité des voyelles françaises par rapport aux voyelles finnoises. En ce qui concerne la voyelle /e/ mi-fermée, ce sont les caractéristiques de tension et écartement qui différencient cette voyelle la plus clairement de la /e/ du finnois et qui devraient être soulignées lors de l’apprentissage de ce phonème. Dans l’enseignement d’une langue étrangère, plus d’attention devrait être portée aux sons qui sont similaires par rapport à la langue maternelle, parce que ce sont les sons les plus difficiles d’apprendre. Les sons étrangers devraient être enseignés dès qu’on commence à apprendre une langue étrangère car l’apprentissage devient plus difficile avec l’âge.

Mémoires de la Société académique indochinoise de France / publiés sous la direction de M. le Mis de Croizier, président

1877 (T1)-1878.

Mémoires de la Société académique indochinoise de France / publiés sous la direction de M. le Mis de Croizier, président

Etat de collection : T. 1 (1877-1878)

O cinema e a escola: formas imagéticas da violência

Este artigo pretende analisar as relações entre mito, violência e cinema. Queremos saber que suportes a narrativa fílmica oferece para que o público, ao ver um filme, possa criar e recriar sentidos, indo além dos valores reiterados pela estrutura fílmica. A escola seria um dos espaços para que a literatura, as artes em geral, e o cinema em particular, germinassem as possibilidades de alunos e professores transformarem-se em "sujeitos imaginantes", produtores e não apenas reprodutores de sentidos.