Academic literature on the topic 'Atlas scolaire'

La communication proposée aura pour but de s’interroger sur la notion de « carte mentale ». Qu’est-ce qu’une carte mentale ? Comment se construit-elle ? Comment et pourquoi faire des recherches sur les cartes mentales? Cette réflexion théorique sera accompagnée d’une étude sur les représentations cartographiques de l’empire britannique au tournant du vingtième siècle. Comment retrouver les cartes mentales de l’empire britannique au moment de son apogée à partir des discours des géographes et des cartes présentes dans les atlas, les manuels scolaires et les revues des sociétés de géographie? Tout d’abord, ces cartes présentent un empire relié au monde grâce à de nombreux liens de communication. C’est un empire qui est compris comme un véritable résumé du monde. Les cartes affirment aussi la puissance symbolique d’un empire associé à la couleur rouge, couleur qui confère une certaine homogénéité à cette construction impériale et qui suggère ainsi une identité impériale. Cependant, si de nombreuses cartes construisent l’image d’un empire unifié, certaines laissent entrevoir la diversité des statuts des différents territoires qui en font partie. D’autres encore tentent de représenter, aux côtés de l’empire formel en rouge, un empire informel commercial, c’est-à-dire la partie invisible de l’iceberg. Enfin, la plupart des cartes de l’empire britannique utilisent la projection de Mercator. Quelle image de l’empire est transmise par cette projection et quelles sont les tentatives entreprises par les géographes du début du vingtième siècle pour changer cette image? L’analyse de ces variations autour des portraits cartographiques de l’empire britannique permettra ainsi de voir comment les cartes influencent la perception d’un espace dont les territoires sont éparpillés sur les cinq continents. Cette étude conduira enfin à considérer les cartes comme des « lieux de mémoire », comme des images qui contribuent à inscrire des territoires dans les mémoires.At the end of the nineteenth century, the maps of Africa underwent a complete revolution. The blanks that they used to show were covered in a few years by the colours of the European powers colonizing the continent. The aim of this article is to study the perception of that cartographic revolution by mapreaders at the time, including one of the most famous: Joseph Conrad. In his work Heart of Darkness, published in 1899, at the close of a century of geographical progress, he dealt both with the blanks on the maps of Africa and the European colours that replaced them. His fascination for maps led him to create a very powerful literary map of Africa where the rainbow colours of the Europeans are surrounded by darkness. That oxymoronic image enables him not only to symbolically reflect a consciousness of space but also of time, summarizing the proud certainties of the imperialism and nationalism of European powers with their colours and announcing the uncertainties and the darkness of the first half of the twentieth century. Ultimately, this article aims at showing that it is necessary to replace the literary work of Joseph Conrad in its historical context in order to understand how much his inspiration was linked both to his own experience and to a zeitgeist shared by his contemporaries.

03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.03–440 Aviezer, Ora (Oranim Teachers College & U. of Haifa, Israel; Email: aviezer@research.haifa.ac.il). Bedtime talk of three-year-olds: collaborative repair of miscommunication. First Language (Bucks., UK), 23, 1 (2003), 117–139.03–441 Block, David (Institute of Education, University of London). Destabilized identities and cosmopolitanism across language and cultural borders: two case studies. Hong Kong Journal of Applied Linguistics. (Hong Kong, China), 7, 2 (2002), 1–19.03–442 Brantmeier, Cindy (Washington U., USA). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 1–27.03–443 Cameron, L. (University of Leeds, UK; Email: L.J.Cameron@education.leeds.ac.uk). Challenges for ELT from the expansion in teaching children. ELT Journal, 57, 2 (2003), 105–112.03–444 Carter, Beverley-Anne (University of the West Indies, Trinidad and Tobago). Helping learners come of age: learner autonomy in a Caribbean context. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 20–38.03–445 Cenos, Jasone (U. del País Vasco, Vitoria-Gasteiz, Spain; Email: fipceirj@vc.ehu.es). Facteurs déterminant l'acquisition d'une L3: âge, développement cognitive et milieu. [Factors determining the acquisition of an L3: age, cognitive development and environment.] Aile 18, 2002, 37–51.03–446 Chini, Danielle (Université de Pau et des Pays de l'Adour, France). La situation d'apprentissage: d'un lieu externe à un espace interne. [Learning situation: from external to internal space.] Anglais de Specialité37–38 (2002), 95–108.03–447 Condon, Nora and Kelly, Peter (U. Namur, Belgium). Does cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs?ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 205–231.03–448 Crawford Camiciottoli, Belinda (Florence U., Italy). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 28–44.03–449 Dykstra-Pruim, Pennylyn (Calvin College, Michigan, USA). Speaking, Writing, and Explicit Rule Knowledge: Toward an Understanding of How They Interrelate. Foreign Language Annals (New York, USA), 36, 1 (2003), 66–75.03–450 Giguère, Jacinthe, Giasson, Jocelyne and Simard, Claude (Université Laval, Canada; Email: jacinthegiguere@hotmail.com). Les relations entre la lecture et l'écriture: Représentations d'élèves de différents niveaux scolaires et de différents niveaux d'habilité. [Relationships between reading and writing: The perceptions of students of different grade levels and different ability levels.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 23–50.03–451 Gregersen, Tammy S. (Northern Iowa U., USA). To Err is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals (New York, USA), 36, 1 (2003), 25–32.03–452 Haznedar, Belma (Bounaziçi U., Turkey; Email: haznedab@boun.edu.tr). The status of functional categories in child second language acquisition: evidence from the acquisition of CP.Second Language Research (London, UK), 19, 1 (2003), 1–41.03–453 Hesling, Isabelle (Université Victor Segalen Bordeaux 2, France). L'hémisphère cérébral droit: un atout en anglais de spécialité. [The right brain hemisphere: an advantage in specialised English.] Anglais de Specialité, 37–38 (2002), 121–140.03–454 Hilton, Heather (Université de Savoie). Modèles de l'acquisition lexicale en L2: où en sommes-nous? [Models of lexical acquisition for L2: where are we?] Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 201–217.03–455 Iwashita, Noriko (Melbourne U., Australia; Email: norikoi@unimelb.edu.au). Negative feedback and positive evidence in task-based interaction. Differential effects on L2 development. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 1–36.03–456 Johnson, Sharon P. and English, Kathryn (Virginia State U., USA). Images, myths, and realities across cultures. The French Review (Carbondale, IL, USA), 76, 3 (2003), 492–505.03–457 Kobayashi, Masaki (U. of British Columbia, Canada). The role of peer support in ESL students' accomplishment of oral academic tasks. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 3 (2003), 337–368.03–458 Lam, Agnes (University of Hong Kong). Language policy and learning experience in China: Six case histories. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 57–72.03–459 Laufer, Batia (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Vocabulary acquisition in a second language: do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 4 (2003), 567–587.03–460 Lavoie, Natalie (Université du Québec à Rimouski, Email: natalie_lavoie@uqar.qc.ca). Les conceptions des parents de scripteurs débutants relativement à l'apprentissage de l'écriture. [The perceptions of beginner writers' parents relating to the process of learning to write.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 51–64.03–461 Leeman, Jennifer (George Mason U., Fairfax, USA; Email: jleeman@gmu.edu). Recasts and second language development: beyond negative evidence. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 37–63.03–462 Loucky, John Paul (Seinan Women's U., Japan) Improving access to target vocabulary using computerized bilingual dictionaries. ReCALL (Cambridge, UK), 14, 2 (2002), 293–312.03–463 MacIntyre, Peter D. (U. College of Cape Breton, Sydney, Canada; Email: petermacintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A. Talking in order to learn: willingness to communicate and intensive language programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59, 4 (2003), 589–607.03–464 McAlpine, Janice and Myles, Johanne (Queens U., Ontario, Canada; Email: jm27@post.queensu.ca). Capturing phraseology in an online dictionary for advanced users of English as a second language: a response to user needs. System (Oxford, UK), 31, 1 (2003), 71–84.03–465 Mennim, P. (The University of Edinburgh, Scotland, UK). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57, 2 (2003), 130–138.03–466 Muñoz, Carmen (U. of Barcelona, Spain; Email: munoz@fil.ub.es). Le rythme d'acquisition des savoirs communicationnels chez des apprenants guidés: l'influence de l'âge. [Patterns of acquisition of communication skills in guided learning: the influence of age.] Aile, 18 (2002), 53–77.03–467 Newcombe, Lynda Pritchard (Cardiff University, Wales, UK). “A tough hill to climb alone” – Welsh learners speak. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 39–56.03–468 Newman, Michael, Trenchs-Parera, Mireia and Pujol, Mercè (CUNY, USA; Email: mnewman@qc.edu). Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 45–71.03–469 Nsangou, Maryse. Problemursachen und Problemlösung in der zweitsprachlichen Kommunikation. [Problems in L2 communication: causes and solutions.] Deutsch als Fremdsprache, 39, 4 (2002), 232–237.03–470 O'Grady, William (U. of Hawaii, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011–1019.03–471 Payne, J. Scott (Middlebury College, USA) and Whitney, Paul J. Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development. CALICO Journal (Texas, USA), 20, 1 (2002), 7–32.03–472 Pekarek Doehler, Simona (U. of Basle, Switzerland). Situer l'acquisition des langues secondes dans les activités sociales: l'apport d'une perspective interactionniste. [Second-language acquisition through social activities: an interactionist perspective.] Babylonia (Comano, Switzerland), 4 (2002), 24–29.03–473 Philp, Jenefer (U. of Tasmania, Australia; Email: philos@tassie.net.au). Constraints on “noticing the gap”. Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 99–126.03–474 Prévost, Philippe (U. Laval, Québec, Canada; Email: philippe.prevost@lli.ulaval.ca). Truncation and missing inflection in initial child L2 German. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 65–97.03–475 Pujolá, Joan-Tomás (Universitat de Barcelona, Spain). CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program. ReCALL (Cambridge, UK), 14, 2 (2002), 235–62.03–476 Rees, David (Institut National d'Horticulture d'Angers, France). Role change in interactive learning environments. Stratégies d'apprentissage (Toulouse, France), 12 (2003), 67–75.03–477 Rehner, Katherine, Mougeon, Raymond (York U., Toronto, Canada; Email: krehner@yorku.ca) and Nadasdi, Terry. The learning of sociolinguistic variation by advanced FSL learners. The case ofnousversusonin immersion French. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 127–156.03–478 Richter, Regina. Konstruktivistiche Lern- und Mediendesign-Theorie und ihre Umsetzung in multimedialen Sprachlernprogrammen. [Constructivist learning- and media-design theory and its application in multimedia language-learning programmes.] Deutsch als Fremdsprache, 39, 4 (2002), 201–206.03–479 Rinder, Ann. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructivist learning paradigm and the new media.] Info DaF (Munich, Germany), 30, 1 (2003), 3–22.03–480 Rott, Susanne and Williams, Jessica (U. of Chicago at Illinois, USA). Making form-meaning connections while reading: A qualitative analysis of word processing. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 45–75.03–481 Shinichi, Izumi (Sophia U., Japan; Email: s-izumi@hoffman.cc.sophia.ac.jp). Output, input enhancement, and the noticing hypothesis. Studies in Second Language Acquisition (Cambridge, UK), 24, 4 (2002), 541–577.03–482 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 195–211.03–483 Slabakova, Roumyana (U. of Iowa, USA; Email: roumyana-slabakova@uiowa.edu). Semantic evidence for functional categories in interlanguage grammars. Second Language Research (London, UK), 19, 1 (2003), 42–75.03–484 Soboleva, Olga and Tronenko, Natalia (LSE, UK; Email: O.Sobolev@lse.ac.uk). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning (Lisse, NE), 15, 5 (2002), 483–499.03–485 Stockwell, Glenn (Kumamoto Gakuen U., Japan) and Harrington, Michael. The Incidental Development of L2 Proficiency in NS-NNS E-mail Interactions. CALICO Journal (Texas, USA), 20, 2 (2003), 337–359.03–486 Van de Craats, Ineke (Nijmegen U., Netherlands). The role of the mother tongue in second language learning. Babylonia (Comano, Switzerland), 4 (2002), 19–22.03–487 Vidal, K. (U. Autonoma de Madrid, Spain). Academic Listening: A Source of Vocabulary Acquisition?Applied Linguistics, 24, 1 (2003), 56–89.03–488 Wakabayashi, Shigenori (Gunma Prefectural Women's U., Japan; Email: waka@gpwu.ac.jp). Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research. Second Language Research (London, UK), 19, 1 (2003), 76–94.03–489 Ward, Monica (Dublin City U., Ireland). Reusable XML technologies and the development of language learning materials. ReCALL (Cambridge, UK), 14, 2 (2002), 283–92.03–490 Wendt, Michael (U. Bremen, Germany; Email: inform@uni-bremen.de). Context, culture, and construction: research implications of theory formation in foreign language methodology. Language, Culture and Curriculum (Clevedon, UK), 15, 3 (2002), 284–297.03–491 Wernsing, Armin Volkmar (Maria-Sybilla-Merian-Gymnasium/Studienseminar, Krefeld, Germany). Über die Zuversicht und andere Emotionen beim Fremdsprachenlernen. [Confidence and other emotions in foreign-language learning.] Fremdsprachenunterricht (Berlin, Germany), 2 (2003), 81–87.03–492 Wintergerst, Ann, DeCapua, Andrea and Verna, Marilyn (St. Johns U. New York, USA). An analysis of one learning styles instrument for language students. TESL Canada Journal (Burnaby, BC, Canada), 20, 1 (2002), 16–37.03–493 Yang, Anson and Lau, Lucas (City U. of Hong Kong; Email: enanson@cityu.edu.hk). Student attitudes to the learning of English at secondary and tertiary levels. System (Oxford, UK), 31, 1 (2003), 107–123.03–494 Yoshii, Makoto (Baiko Gakuin U., Japan) and Flaitz, Jeffra. Second Language Incident Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal (Texas, USA), 20, 1 (2002), 33–58.03–495 Yuan, F. (U. of Pennsylvania, USA) and Ellis, R. The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24, 1 (2003), 1–27.