ICODOC 2019 > Call for papers

The ICAR laboratory (Interactions, Corpus, Apprentissages, Représentations, UMR 5191) specializes in multidimensional analysis of the usages of spoken language in interaction and of text. The particularity of the analytical approaches practiced and developed in the laboratory consist of a tooled apprehension of large corpora of oral and written data. ICAR thereby combines several research teams focusing on various scientific domains such as interactional linguistics, corpus linguistics, learning and acquisition, foreign language and science didactics, and French linguistics.

ICAR laboratory is organizing in 2019 its third international pluridisciplinary conference for young researchers (PhD candidates and young PhDs) working in the domains representative of the two research axes of the laboratory: language sciences and education sciences.

For this 2019 edition, we wish to propose a reflection on emotions, a theme of which ICAR laboratory has been on the forefront (Cosnier 1994 ; Plantin 2011 ; Plantin, Traverso, Doury 2000 ; Plantin, Traverso, Vosghanian 2008 ; Polo et al. 2016 ; Quignard et al. 2016) and which is currently witnessing rising interest in several fields of research, such as in philosophy, sociolinguistics, linguistic didactics, semiotics, conversational analysis, typological linguistics, cognitive sciences (bibliography below). In its plural form, the term “emotions” seeks to frame its protean semiotic manifestations (“anger,” “joy,” “fear,” “surprise,” “sadness,” etc.), and is found in the context of notions that can cover diverse points of view (levels of analysis, disciplinary perspectives, objects of research, etc.).

A multitude of terms (empathy, affectivity, affiliation, subjectivity, sentiments, passion, mood, etc.) are therefore mobilized in the field of human sciences for theoretical construction, methodological development and empirical reflection on this notion.

Around the triptych “emotion, empathy, affectivity,” we propose the three following axes.

Axis 1: Emotions, languages, learning

By proposing a focus on the place of emotions from a theoretical perspective, this axis seeks to give rise to an interdisciplinary discussion. From the study of language and educative practices, we propose a discussion of the terminological choices made in the domains of phenomenology, cognitive sciences, education sciences, language sciences, sociology, etc.

• How does treating emotion from a particular disciplinary perspective allow one to clarify other research questions?

• How does disciplinary grounding orient the way in which one addresses the notion of emotion?

• Through which prism does one treat this notion in one’s own research?

• Which cartography does one use to draw the concepts and notions relating to sensitive and affective dimensions in the domain of human and social sciences?
  
  

Axis 2: Emotions, data, indications

This axis aims to question the study of the manifestation of emotions in the processing of corpus data. We focus here on the relationship between researcher and data and the ways in which the former apprehends, investigates and tracks the linguistic and educational phenomena in which the social actors’ subjectivity is manifested, elaborated and negotiated.

• Before and after data processing, how does one locate, identify, define, label and process emotions?

• Which methodological approaches and/or instrumental resources are mobilized for the production, processing and analysis of corpora?

• What are the indications of the manifestation of emotions on which one can base an analysis?

• How does the type of data favor or disfavor the study of certain phenomena?

• Which granularity or level of analysis does one adopt for a certain type of data?
   

Axis 3: Emotions, researcher subjectivity, reflexivity

The researcher as a subject has a relationship with his or her terrain, data and research actors. It is therefore interesting to question the researcher’s own emotions and the place of their subjectivity in their work. It is also pertinent to take interest in the sensitivity of the data, for the emotions that they create as well as for their sensitive nature from a legal, moral and ethical point of view.

• What position is given to the researcher’s subjectivity in the production, analysis and restitution of data that attempts to objectify social practices?

• How does one manage and channel this sensitivity as part of a scientific production?

• How and why does one gain access to a terrain where “sensitive” data are produced?

• When the sensitivity of data becomes an obstacle to overcome in order to face societal questions (deontological, professional, conflicts, etc.), how far can/must one go?

Expected publications 

Accepted contributions (oral presentations or posters) will be offered the possibility of two kinds of publication:

• Before the conference: the conference’s abstracts will be posted online (5000 characters with spaces + 5 bibliographical references maximum).
• After the conference: the selected articles will be published on paper and digitally in a collective volume (in SHS Web of Conferences).

Format of contributions

We will accept two presentation formats either in French or in English:

• oral presentations
• posters

The contribution proposals will have to comprise an abstract (5000 characters maximum including spaces) and a short 5-reference bibliography (not included in the character count). Each participant may only submit one proposal (oral presentation or poster). Each contribution will be double-blindly evaluated. 
After the evaluations, the ICODOC scientific and organizing committees reserve the right to orient proposals toward either of these two formats: 

• Oral presentations will last 30 minutes (20 minutes of presentation + 10 minutes of discussion).
• Posters will be printed in A0 format with portrait layout. Each participant will have 3 to 5 minutes (depending on the number of selected presentations) to present orally his/her poster in French or in English – during a plenary session that will be planned in the conference program.

More information on the format of contributions here : https://icodoc.sciencesconf.org/resource/page?forward-action=page&forward-controller=resource&id=13&lang=en  

Submit your contribution here : https://icodoc.sciencesconf.org/submission/submit?forward-action=submit&forward-controller=submission&lang=en 

Bibliography

Baider, Fabienne & Cislaru, Georgeta (Eds.) (2009). Linguistic approaches to emotions in context, Amsterdam/Philadelphia: John Benjamins.

Baider, Fabienne & Cislaru, Georgeta (Eds.) (2017). Cartographie des émotions : propositions linguistiques et sociolinguistiques, Paris: Presses Sorbonne Nouvelle.

Baider, Fabienne ; Cislaru, Georgeta & Coffey, Simon (Eds.) (2014). Apprentissage, enseignement et affects. Le langage et l’homme: revue de didactique du français, vol. 50, n° 1.

Basso Fossali, Pierluigi (2007). La gestion du sens dans l’émotion : du vertige aux formes de vie. Semiotica, De Gruyter, 1/4 (163), pp.131-158.

Cosnier, Jacques (1994). Psychologie des émotions et des sentiments, Paris : Retz.

Damasio, Antonio R. (2006). L’erreur de Descartes : la raison des émotions, Paris : Odile Jacob.

Dewaele, Jean-Marc (2010). Emotions in multiple languages, Basingstoke:Palgrave Macmillan.

Dondero, Maria Giulia (2009). Le sacré dans l’image photographique. Études sémiotiques, Paris : Hermès/Lavoisier.

Fontanille, Jacques (ed.) (2007). Les émotions : figures et configurations dynamiques. Semiotica, vol. 163.

Greimas, Algirdas J. & Fontanille, Jacques (1991). Sémiotique des passions. Des états de choses aux états d’âme, Paris : Seuils.

Kupetz, Maxi (2014). Empathy displays as interactional achievements – Multimodal and sequential aspects. Journal of Pragmatics, 61, pp.4-34.

Mouchet, Alain & Cattaruzza, Elisa (Eds.) (2015).La subjectivité comme ressource en éducation et en formation. Recherche et formation n° 80.

Ollagnier-Beldame, Magali & Cazemajou, Anne (accepted, under revision). Intersubjectivity in First Encounters: Micro-phenomenology as a Way to Reach Lived Experience. The Humanistic Psychologist – Taylor & Francis.

Peräkylä, Anssi & Sorjonen, Marja-Leena (Eds.) (2012). Emotion in Interaction. Oxford: Oxford University Press.

Pham Quang, Long (2017). Émotions et apprentissages. Paris : L’Harmattan.

Plantin, Christian (2011). Les bonnes raisons des émotions, Berne : Peter Lang.

Plantin, Christian ; Doury, Marianne & Traverso, Véronique (Eds) (2000). Les Émotions dans les interactions. Lyon, ARCI : Presses Universitaires de Lyon, coll. « Éthologie et psychologie des communications ».

Plantin, Christian ; Traverso, Véronique & Vosghanian, Liliane (2008). Parcours des émotions en interaction In :  Émotions et discours : L'usage des passions dans la langue [en ligne]. Rennes : Presses universitaires de Rennes.

Polo, Claire ; Lund, Kristine ; Plantin, Christian & Niccolai, Gerald P. (2016). Group emotions: the social and cognitive functions of emotions in argumentation, International Journal of Computer-Supported Collaborative Learning 11(2), 123-156.

Ponsonnet, Maïa & Vuillermet, Marine (Eds) (2018). Morphology and emotions across the world's languages, Studies in Language 42(1).

Prior, Matthew T. & Kasper, Gabriele (Eds) (2016). Emotion in Multilingual Interaction. Amsterdam : John Benjamins Publishing Co.

Quignard, Matthieu ; Ursi, Biagio ; Rossi-Gensane, Nathalie ; André, Virginie ; Baldauf-Quilliatre, Heike ; Etienne, Carole ; Plantin, Christian & Traverso, Véronique (2016). Une méthode instrumentée pour l’analyse multidimensionnelle des tonalités émotionnelles dans l’interaction. In F. Neveu et al. (Eds), 5e Congrès Mondial de Linguistique Française - CMLF 2016, SHS Web of Conferences 27, 15004.

Rabatel, Alain (2017) Pour une lecture linguistique et critique des médias : Empathie, éthique, point(s) de vue. Limoges : Lambert-Lucas.

Rabatel, Alain, Michèle, Monte  & Soares Rodrigues, Maria das Graças (2015). Comment les médias parlent des émotions. L’affaire Nafissatou Diallo contre Dominique Strauss-Kahn. Limoges : Lambert-Lucas.

Simoës-Perlant, Aurélie (coord.) (2018). Émotions et apprentissages scolaires, Approche Neuropsychologique des Apprentissages chez l’Enfant, n° 155.

Yanoshevsky, Galia (dir.) (2018). Éthique du discours et responsabilité. En hommage à Roselyne Koren. Limoges : Lambert-Lucas.