{"id":17,"date":"2015-06-29T13:43:37","date_gmt":"2015-06-29T12:43:37","guid":{"rendered":"https:\/\/apps.atilf.fr\/homepages\/jparis\/?page_id=17"},"modified":"2026-01-05T12:58:18","modified_gmt":"2026-01-05T11:58:18","slug":"publications","status":"publish","type":"page","link":"https:\/\/perso.atilf.fr\/jparis\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"<p>&nbsp;<\/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.<\/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.\u00a0<em>M\u00e9langes CRAPEL<\/em>,\u00a0<em>44<\/em>(1), 81-98.<\/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. https:\/\/journals.openedition.org\/asp\/7174<\/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 of <\/em><em>Austerity &amp; the Austerity of Metaphors<\/em>, by W. Kudszus &amp; R. Trim]. <em>Metaphor and the Social World 9<\/em>(2), 293-299.<\/p>\n<p>Chateau, N., Ciekanski, M., Molle, N., <strong>Paris, J.<\/strong>, &amp; V. Privas-Br\u00e9aut\u00e9 (2019). Adding virtual reality to the university self-access language centre Brave new world or passing fad? <em>European Journal of Language Policy.<\/em><\/p>\n<p>Molle, N., <strong>Paris, J.<\/strong>, et C. Martin (2019). D\u2019un service transversal prestataire de services \u00e0 une UFR d\u00e9cisionnaire de la politique des langues : exemple concret de la structuration d\u2019un UFR Lansad \u00e0 l&rsquo;Universit\u00e9 de Lorraine et de ses impacts en termes de recherche et formations.\u00a0<em>Cahier de l\u2019APLIUT <\/em>[en ligne]<em>, 38(1).\u00a0<\/em><\/p>\n<p>Bailly, S., Chateau, A., <strong>Paris, J.<\/strong>, et C. Martin (2018). Reliance et confiance\u00a0dans un environnement d\u2019apprentissage autodirig\u00e9 des langues.\u00a0<em>Cahier de l\u2019APLIUT <\/em>[en ligne]<em>, 37(1)<\/em>, URL\u00a0: http:\/\/journals.openedition.org\/apliut\/5882\u00a0; DOI\u00a0: 10.4000\/apliut.5882<\/p>\n<p><strong>Paris, J. <\/strong>(2017). Figurative language in intermediate-level second language writing. In L.Flowerdew and V. \u00a0Brezina, <em>Learner Corpus Research <\/em>(p.155-172), Bloomsbury Academic.<\/p>\n<p><strong>Paris, J. <\/strong>(2016)<strong>.<\/strong> Le d\u00e9veloppement de la production non-litt\u00e9rale du niveau B1 au niveau B2 chez des \u00e9tudiants LANSAD en anglais \u00e0 l\u2019\u00e9crit<em>. <\/em>Travail pr\u00e9sent\u00e9 au Colloque International des \u00c9tudiants Chercheurs en Didactique des langues et en Linguistique, 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>. Actes du colloque J\u00e9Tou 2015.\u00a0<\/em>(<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 <strong>\u00a0<\/strong>Roche-Fogli, V<em>. <\/em>(2015).<strong>\u00a0<\/strong>L\u2019apprentissage : entre initiation et exp\u00e9rience, quel rapport \u00e0 laconnaissance? <em>Traits-d\u2019Union <\/em>(Ed.), <em>5<\/em>. Paris, Presses Sorbonne Nouvelle.<\/p>\n<p><strong>Paris, J.<\/strong> (2014). Pour une prise en compte des transferts de la L1dans l\u2019apprentissage et l\u2019enseignement des expressions figuratives d\u2019une L2.<em>\u00a0 <\/em><em>M\u00e9langes CRAPEL, 35\u00a0: 135-150.\u00a0 <\/em><\/p>\n<p><strong>Paris, J.<\/strong> (2014). The expression of emotions by second language learners: Metaphor as a linguistic vehicle.\u00a0<em>Poznan Studies in Contemporary Linguistics, 50(1)<\/em>:<em> 9<\/em>9-121<\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; Paris, J., Schug, D., &amp; Perrot, L. (dir.). (2025). Language learner empowerment\u202f: Theory, practice, and contexts [num\u00e9ro th\u00e9matique]. Researching and Teaching Languages [En ligne], 44(2). https:\/\/journals.openedition.org\/apliut\/12183 Paris, J., Schug, D., &amp; Perrot, L. (2025). Learner empowerment: Helping learners to &hellip; <a href=\"https:\/\/perso.atilf.fr\/jparis\/publications\/\">Continuer la lecture <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-17","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/perso.atilf.fr\/jparis\/wp-json\/wp\/v2\/pages\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/perso.atilf.fr\/jparis\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/perso.atilf.fr\/jparis\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/jparis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/jparis\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":25,"href":"https:\/\/perso.atilf.fr\/jparis\/wp-json\/wp\/v2\/pages\/17\/revisions"}],"predecessor-version":[{"id":459,"href":"https:\/\/perso.atilf.fr\/jparis\/wp-json\/wp\/v2\/pages\/17\/revisions\/459"}],"wp:attachment":[{"href":"https:\/\/perso.atilf.fr\/jparis\/wp-json\/wp\/v2\/media?parent=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}