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Call for papersSCIENTIFIC FRAMEWORK In his ‘‘science of acoustics’’ circle, Martin (1966: 1285) already showed that the sound structure of speech is intrinsically plurisciplinary. According to Claverie (2010), pluri-inter-transdisciplinarity should be taken into account while Loty (2005) goes further, questioning the role of an indisciplinary process scientific research. For several years now, projects and research, in the field of phonetics and phonology, have tried to better understand the mechanisms that underlie language pronunciation, taking into account variations, emotions and mediations. Some of these projects investigate the contributions of experimental phonetics to language teaching and learning (Pillot-Loiseau et al., 2010) while others build a database on contemporary spoken French (Durand et al., 2009). This conference will be an opportunity to open up a dialogue between researchers relying on different fieldworks, data collections and analyses. The papers should contribute to the understanding of the processes leading to speech performance (first-, second-languages) by taking into account variations (diatopic, diastratic, contextualized, etc.), emotions (raw, controlled, channeled) and different kind of mediations (face-to-face and distance learning/teaching). THREE THEMES (click on the theme to see the full description) Theme 1 will focus on the presentation of results, in the field of phonetics and phonology, contributing to improving our understanding of variation (Chevrot, 1994) and emotions in speech (Lacheret, 2011). This research may be of all kinds (laboratory, ecological context, large corpora) and may be part of different fields such as phonetics, phonology, cognitive sciences, neurosciences, etc. - How to and why measure variation in the field of phonetics and phonology? Which variation should be taken in consideration in the 21st century? - What role do emotions play in phonetics and phonology? Which methodology to use? Theme 2 will be dedicated to opening up perspectives to research integrating inter- or transdisciplinarity in the methods used. They may rely on theoretical frameworks involving notions such as enaction (Varela, 1996) or translanguaging (Creese & Blackledge, 2010). These research works may be part of fields such as sociophonetics (Candea & Trimaille, 2015), psychophonetics (Fónagy, 1983) or any domain allowing data confrontation. - Do we need to build up new research paradigms in phonetics and phonology? - How to deal empirically and theoretically with the confrontation of multimodal data in a transdisciplinary perspective? Theme 3 will deal with research linked to the teaching and the learning of the pronunciation of first or second languages. This theme will question the curriculum creation, the set of (online) learning devices and the assessment of performances. It involves researchers in applied linguistics, educational studies or otolaryngologist doctors and speech pathologist but also language teachers who experiment in their classrooms and who wish to talk about their teaching approach. Papers showing an original approach for a better consideration of learners as individuals in the mediation towards pronunciations will be given preference. For example: le Bonhomme sonore (Guimbretière & Kaneman-Pougatch, 1995), les Ritmimots (Llorca, 1998) or Jazz chants (Graham, 2000). - Which mediation to use to teach and learn pronunciation? - Which tools and research methods can best measure an evolution or an improvement in performance?] REFERENCES Candea, M. & Trimaille, C. (2015). Sociophonétique du français. Génèse, questions et méthodes. Langage & Société. N°151. Chevrot, J.-P. (1994). La variation phonétique : un point de vue cognitif. Langage et société. N°70. pp. 5-33. Claverie, B. (2010). « Pluri-, inter-, transdisciplinarité : ou le réel décomposé en réseaux de savoir ». Projectics/Proyéctica/Projectique. N°4. pp. 1-14. Creese, A. & Blackledge, A. (2010). Multilinguism. A Critical Perspective. Continuum International Publishing Group. Durand, J., Laks, B. & Lyche, C. (2009). « Le projet PFC: une source de données primaires structurées ». In J. Durand, B. Laks et C. Lyche (eds). (2009). Phonologie, variation et accents du français. Paris: Hermès. pp. 19-61. Fónagy, I. (1983). La vive voix : Essais de psycho-phonétique. Paris: Payot. Graham, C. (2000). Jazz Chants: Old and New. Oxford: Oxford University Press. Graham, C. (2000). Jazz Chants: Old and New. Oxford: Oxford University Press. Guimbretière, E & Kaneman-Pougatch, M. (1991). Plaisir des sons: Enseignement des sons du français. Paris: Les Éditions Didier. Lacheret, A. (2011). « Le corps en voix ou l’expression prosodique des émotions ». Evolutions psychomotrices. 23 (90), pp.25-37. Llorca, R. (1998). Les Ritmimots, exercices de groupes avec la voix et le geste sur les rythmes du français parlé. Munich : Bayerischer Rundfunk. Loty, L. (2005) « Pour l’indisciplinarité », The Interdisciplinary Century ; Tensions and convergences in 18th-century Art, History and Literature, edited by Julia Douthwaite and Mary Vidal, Oxford, Studies on Voltaire and the Eighteenth Century 2005:04, Voltaire Foundation, 2005, pp. 245-259. Martin, D.W. (1996). « Interdisciplinary nature of acoustics-Musical acoustics example ». Acoustical society of America. Pillot-Loiseau, C., Amelot, A. & Fredet, F. (2010). « Apports de la phonétique expérimentale à la didactique de la prononciation du français langue étrangère ». Cahiers de l’APLIUT, Volume XXIX, N° 2. pp. 75-88. Varela, F. (1996) (1ère édition en 1989). Invitation aux sciences cognitives. Paris : Seuil. KEY DATES AND CALL FOR PAPERS Key dates:
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