Tatiana_CV_in English and French

Tatiana Iakovleva
Curriculum Vitae
6, rue du Relais 95130 Franconville, France
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« SFL » Laboratory member at UMR 7023 (CNRS - Université Paris 8)
59/61 rue Pouchet 75849 Paris cedex 17
Mail : [email protected]
Tel : +33 6 70 07 07 88
Research field: SLA; Teaching: English and Russian
Education
2008-2012
Thèse de doctorat, (Ph.D.), in Second Language Acquisition and Slavic Studies, cum laude, at the
University of Paris 8 and La Sorbonne-Paris IV, France. Supervisors: Maya Hickmann and
Stéphane Viellard. Topic: Space representation and second language acquisition: The
expression of movement by adult Russian speakers learning English and French
2005-2006
DEA (equivalent to a Master’s degree, level 2) in Linguistics, cum laude, University of Paris 8,
France. Admission is based on academic record. Supervisor: Brenda Laca. Topic: Aspect and
event plurality: A comparative study of Slavic and Roman languages.
1998-2003
Master’s degree in Teaching English and German, summa cum laude. The Pedagogical Hertsen
University, Saint-Petersburg, Russia. Majors: English and German Philology and Pedagogy.
Academic and Professional Positions Held
2013
English for Academic Purposes Lecturer for Graduate students at the Ecole Polytechnique,
Palaiseau, France
http://www.polytechnique.edu/jsp/accueil.jsp?LANGUE=1
2011-2012
Lecturer in Psycholinguistics; Russian language Lecturer at the University of Paris 8, Saint-Denis,
France
2009-2011
Russian Language Lecturer at the University of Paris 10 University, Nanterre, France
2010-2011
English for Academic Purposes Lecturer for Graduate students at the Ecole Polytechnique,
Palaiseau, France
2010
Russian Language instructor at HEI-HEP (School of Political Sciences), Paris, France
http://www.hei-hep.com/
2009-2010
Research Assistant at the Laboratoire Structures Formelles du Langage, CNRS and University of
Paris 8, Paris, France
2008-2009
Teaching Assistant in the Methods and Practicum in less commonly taught languages for K-12
schools at the University of Paris 8, Saint-Denis, France
2006–2007
Journalist and editor at the business education company Advent International, Paris, France
http://www.accessmba.com, http://www.accessmba.com/menu-footer/about-us/index.html
2006
English for Academic purposes and individualized instruction in e-learning at la Sorbonne - Paris
III, Paris, France
2005-2006
Coach in Russian and English at a learning and consulting centre (CQFD), Paris, France
http://www.cqfd-formation.fr/?gclid=CIWk1ObvzLICFSTHtAod1QwAuA
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CNRS = National Centre of Research and Science in France
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Tatiana Iakovleva
Curriculum Vitae
2005
Bilingual assistant at Curry & Brown France, one of the world’s leading asset management and
construction consultancies, Paris, France
http://www.curriebrown.com/index.php
2004-2005
Bilingual English-French governess and cello instructor, Paris & Asnières-sur-Seine, France
2003-2004
Trilingual assistant at “Olan-SPb”, Saint Petersburg, Russia
Thesis Abstract
Languages show striking typological variations in how they conceptualise motion events. This diversity influences
how speakers select different types of information (Path, Manner), as well as how multilingual speakers construct
language systems in the process of acquisition (Hendriks & Hickmann 2010; Hasko 2009; Wolff & Ventura 2009;
Pavlenko 2009). The study examines the impact of typological constraints on foreign language acquisition
exploring the hypothesis of conceptual transfer from first to foreign language (L1>FL). Based on Talmy’s (2000)
distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of
voluntary motion events along three paths (UP, DOWN, ACROSS) elicited in a controlled situation from native speakers
(Russian, English and French) and Russian learners at two levels (beginners vs. more advanced) acquiring English
or French in a classroom setting. The novelty of the study can be viewed from two perspectives: typological and
acquisitional. Firstly, the study investigates the expression of vertical motion in Russian, which has not been yet
systematically explored. Regarding a combination of Russian and English, the thesis differs from previous studies
(Wolff & Ventura 2009; Pavlenko 2009) in two respects: firstly, the above-mentioned scholars mainly focus
inversely on the L2 influence of English on L1 (Russian) in Russian speakers of English L2; secondly, they
investigate SLA in the target (immigrant) context. Our study examines non-immigrant Russian-English learners.
Results show that in spite of considerable differences between Russian and English native speakers’ performance,
particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures
produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence
of a substantial transfer from L1. Results rather point to a partially-governing influence of L2 typological properties
on the learners’ description of vertical events in English, which is obvious through the frequent production of targetlike structures that contain Manner verbs (e.g. climb, go) and Path satellites (e.g., down, up). Secondly, learners’
responses in L2 English show two equally frequent patterns with crossing type of motion (Manner-only versus Pathonly) whereas both English and Russian monolinguals massively use a single Manner-only pattern with this event
type. The absence of substantial L1 transfer of framing patterns is also detected in the learners of French at both
proficiency levels. These learners overall express Path in verbs like French natives, but only rarely fuse Path-andManner. Uses of expressions outside of the verb are often idiosyncratic but do not follow the patterns of either L1 or
FL. These learners’ responses also show two equally frequent patterns with crossing type of motion (Manner-only
versus Path-only) whereas both French monolinguals massively use a single Path-only pattern with this event type.
The discussion highlights several factors that may account for the observed variations, including discourse factors
and underlying cognitive processes linked to the fact that Russian presents a less transparent system than English
and French.
Hasko, V. (2009). Teaching and learning Russian verbs of motion, in SEEJ, vol. 53, N°3, pp 351-384.
Hendriks, H. & Hickmann, M. (2010). Expressing voluntary motion in a second language: English learners of French. In V.
Cook & B. Bassetti (eds.), Language and bilingual Cognition. Psychology Press: NY.
Pavlenko, A. (2009). Verbs of motion in L1 Russian of Russian–English bilinguals. Bilingualism: Language and Cognition, 13,
pp 49-62.
Talmy, L. (2000). Toward a cognitive semantics. Cambridge, MA: MIT Press.
Wolff, P. and Ventura, T. (2009). When Russians learn English: how the semantics of causation may change. Bilingualism:
Language and Cognition, 12, pp 153-176.
RESEARCH EXPERIENCE
2011 – present Research collaborator on the semantics of Russian verbs of motion with V. Hasko, Associate
Professor of TESOL and World Language Education at the Department of Language and Literacy
Education at the University of Georgia, Athens, GA.
2008 – 2010
Member in the context of a large collaborative research project involving four teams in France and
Germany: LANGACROSS-1; “Utterance structure in context: First and second language
acquisition in a cross-linguistic perspective.” (Coordinators: Ch. Dimroth and C. von Stutterheim
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Tatiana Iakovleva
Curriculum Vitae
for Germany, M. Hickmann for France). Laboratoire Structures formelles du langage, CNRS &
Université Paris 8, France.
Scholarly Activities
PUBLICATIONS
a. Peer-reviewed journal articles
Iakovleva, T., Hickmann, M. (2012). Contraintes typologiques dans l’acquisition d’une langue étrangère :
L’expression du mouvement chez les apprenants russophones du français. [Typological constraints in
foreign language acquisition: the expression of motion by Russian learners of French] Special issue of the
journal Langages nº188 (4/2012), 41-57 : “Forms and meanings: from unity to variability”. Guest Editors:
D. Stosic & B. Fagard. Publishing House: Armand Colin].
Iakovleva, T. (2012). Typological constraints in foreign language acquisition: the expression of motion by
advanced Russian learners of English. Special issue of the journal Language, Interaction & Acquisition
(LIA), 3(2), 231-260, “Typological perspectives in second language acquisition: ‘Speaking for thinking’ in
L2”. Guest ditors: M. Flecken, S. Benazzo & E. Soroli. Amsterdam/Philadelphia: John Benjamins
Publishing Company.
Iakovleva, T. (2004). « Особенности мужской и женской речи в художественных произведениях на
английском языке »
[The characteristics of speech of men and women in the English fiction literature, “Gender Studies”,
Aleteya, 293-298]
b. Manuals
Hickmann, M., Hendriks, H., Demagny, A-C., Engelman, H., Iakovleva, T., Ji Y., Ochsenbauer, A-K., Soroli, E.
(2010). Spatial representation - Crosslinguistic and experimental studies: Coding manual (in French).
Laboratoire Structures Formelles du langage, CNRS & University of Paris 8.
PEER-REVIEWED PAPERS PRESENTED TO PROFESSIONAL AND LEARNED SOCIETIES
Iakovleva T. (2012). Typological constraints in foreign language acquisition: the expression of motion by
advanced Russian learners of English and French, AATSEEL: 2012 Annual conference of American
Association of Teachers of Slavic and East European Languages, Seattle, January 5-8,
http://www.aatseel.org
Iakovleva T. (2011). Typological constraints in foreign language acquisition: the expression of motion by
advanced Russian learners of English, EUROSLA 2011: 21st Annual Conference of the European
Second Language Association, Stockholm, September 8-10.
Iakovleva T, Hickmann M & Hendriks H. (2011). Motion events in Russian, English and French: implications
th
for second language acquisition, IprA: 12 International Pragmatics Conference, Manchester, July 3-8,
2011.
Iakovleva T. (2011). The expression of voluntary motion in contemporary Russian; typological issues and
implications for Second Language Acquisition, AFLiCo IV: Fourth International Conference on the French
Cognitive Linguistics Association. Lyon, May 23-26.
Iakovleva T., Hickmann M. (2011). Contraintes typologiques dans l’acquisition d’une langue étrangère :
l’expression du mouvement chez les apprenants russophones du français, http://www.univartois.fr/recherche/unites-de-recherche/grammatica/colloques/colloque-de-belgrade
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Tatiana Iakovleva
Curriculum Vitae
[Paper oresented at (the?) 2011 Conference on French Linguistics and Teaching of French. Typological
constraints on Foreign Language Acquisition: the expression of motion by Russian learners of French]
Engemann H., Hendriks H., Hickmann M. & Iakovleva T. (2010). Expressing caused motion in English and
French: Evidence for typological constraints during first, second and bilingual language acquisition by
children and adults, 3rd UK Cognitive Linguistics Conference, University of Hertfordshire, Hertfordshire,
July 6 2010.
Hickmann M., Hendriks H., Soroli E., Iakovleva T., Ji Y. (2010). Space and language typology: does one shoe
fit all? Colloque international « Space and Time across Languages, Disciplines and Cultures »,
Cambridge, April 8 – 10 2010.
Hendriks H., Hickmann M., Demagny A.-C., Engemann H., and Iakovleva T. (2010). Lexicalization and
Grammaticalization in the Verb and the Verbal Network: First Language Acquisition. Grammaticalization
and Language Acquisition, International Conference, Paris, March 25 – 26, 2010.
Iakovleva T. (2010). L’expression conjointe de la Manière et de la Trajectoire du mouvement dans le verbe
comme patron prédominant typologique en russe moderne.
[Manner and Path fusion in the verb as a predominant typological pattern in modern Russia, Workshop on
préfixation under D. Paillard’ direction, Paris, 3 décembre 2010.]
Iakovleva T. (2010). Space representation and Second Language Acquisition: the expression of movement by
the Russian adult speakers learning English and French. Doctoral workshop, Sorbonne IV, Paris,
November 20, 2010. [paper given in French]
Iakovleva T. (2010). Space representation and Second Language Acquisition: the expression of movement by
the Russian adult speakers learning English and French. SFL Lab seminar at l’UMR 7023, Paris,
November 15, 2010. [paper given in French]
Teaching experience: Courses taught
2011-2012
Teaching at Paris 8 University: 1) The expression and acquisition of time and space; 2)
Multilingual and exolingual communication; 3) Russian language.
1)
The expression of time and space, Department of General Linguistics: One-semester
d
course of 3 hours per week x 13 (39 hours) intended for 3 -year BA students who were natives of
different languages (including deaf users of French Sign Language). I designed the entire program
as well as the final written exam on the expression of space and worked in cooperation with Sign
Language Interpreters. Knowledge was evaluated on a weekly basis; Power Points were made
available to students during the course.
2)
The acquisition of time and space, Department of General Linguistics: One-semester
course of 3 hours per week x 13 (39 hours) intended for M.A. students. Most of the students came
from countries other than France and were preparing their M.A. for teaching their respective
languages (Italian, Russian and Arabic as their L1) as a foreign language. Although courses were
taught in French, one of the aims was to improve their skills in reading scientific literature in
English. The evaluation included the final written exam as well as weekly short written or oral
quizzes.
3)
Multilingual and exolingual communication, Department of General Linguistics: Onesemester course of 3 hours per week x 13 (39 hours) intended for M.A. students aiming at teaching
French, Czech or French as a Sign Language. The course included case studies of some officially
or non-officially plurilingual/bilingual countries (the US, Canada, France), the study of theoretical
models of bi- and multilinguism, of the specificities of exolingual communication including codeswitching as well as of processes of language change in the bilingual mind. The students made
presentations based on their individual study of some selected scientific articles. Students were
evaluated each week and had a final written exam.
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Tatiana Iakovleva
Curriculum Vitae
4)
Russian, Department of Slavic Studies: a) Business Russian: One-semester course of
20 hours for M.A. students preparing their degree in business. The students were born in the
former Soviet Union but they had been living in France for several months or years. The courses
were designed to familiarize them with business terminology and to provide them with techniques
of finding Russian equivalents to French technical terms. b) Conversational Russian for B.A.
students with French or other L1s as well as to heritage speakers of Russian (20 hours). Levels of
proficiency varied but were situated around the Intermediate Level on the average; c) Business
Culture in Russian (30 hours) for M.A. students preparing their degree in business. I designed this
course to initiate students into the intricacies of business correspondence in Russian. d) Russian
Grammar (20 hours) for Heritage speakers and Second Language learners of Russian. The
analyses of the students’ needs revealed three areas of difficulty to which my program was
adapted: the system of cases, verbal prefixation and orthography. e) Conversational Russian:
One-semester course for Intermediate B.A. students with Majors other than Russian (39 hours). I
chose the theme of transportation which implied teaching the expression of motion (Russian Verbs
of Motion and their derivatives). The final exam consisted of an oral and a written part.
Spring 2011
Teaching Russian at Political Sciences University (HEI-HEP), Paris. The courses (25 hours) were
designed for Beginners of Russian preparing their B.A. in Politics or in Diplomatic Relations.
2009-2011
Teaching English at Ecole Polytechnique, a leading institution of higher education in France. I
nd
d
th
designed two intensive courses (55 hours each) for postgraduate 2 -, 3 - and 4 –year students in
Physics, Chemistry, Mathematics, and Computer Science to guide them in their preparation for
scientific communication in international conferences. English was the working language. All
students were initially autonomous users of English but they were all out of practice and had barely
attended any scientific conferences before the course. Most had Slavic, Arabic, African or
European origins. Particular emphasis was made on pronunciation and on the techniques for
deciphering pronunciation signs/transcriptions in dictionaries. I provided the students with tips
concerning the structure of a scientific presentation, the use of grammatical tenses for textual
cohesion, as well as useful expressions for formal presentations and for more informal interactions.
The students first made presentations and then participated in a simulation of a conference with a
colleague from the Department of Physics at the Ecole Polytechnique whose role was to judge their
ability to make themselves understood as well as to answer domain and research-specific
questions. The courses were overall highly interactive.
2009-2011
Teaching Russian at the University of Paris 10: a) Russian for Beginners intended for students
with Majors other than Russian (160 hours); b) Russian for Intermediate students intended for
1st year B.A. students, with special focus on grammar and conversation (60 hours); c) Russian for
nd
Upper-Intermediate 2 year students with special focus on writing and listening (80 hours); d)
rd
Russian for Advanced 3 year students (80 hours) with special focus on pragmatic issues of
usage including highly formulaic and idiomatic expressions both in conversational and in written
rd
texts; e) Law in Russian intended for 3 year advanced students whose Major was Russian and
Law. The faculty offered a double B.A. (30 hours). The course was designed to help students
assimilate highly specialized vocabulary and to feel at ease in talking about their law internships
and professional experience.
2008–2009
Teaching Pedagogical Studies at the University of Paris 8: One-semester course intended for
rd
two groups of 3 year B.A. and M.A. students preparing their degree as Teachers of Foreign
Languages (80 hours). The aim was to provide them with tools for self-observation while making
their first steps in the acquisition of less commonly taught foreign languages such as Chinese,
Polish, Arabic, Russian & Basque among others. The students were asked to write a report every
two weeks as well as a final report on their experience of FL acquisition.
2006
Teaching English at the University La Sorbonne Nouvelle-Paris III: a) English for Academic
Purposes: One-semester course to prepare M.A. students in Linguistics for scientific international
conferences (10 hours); b) English for B.A. students in Linguistics: One-semester course within
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Tatiana Iakovleva
Curriculum Vitae
a project designed by Jean-Paul Narcy Combes at the University of Paris III. I taught students how
to search in internet English texts on the students’ topics of interest and how to summarize them.
This course privileged an individual approach in e-learning in which I provided detailed weekly
feedback. It included three 2-hour collective meetings. The total volume of work amounted to 150
hours.
2005-2006
Coach in Russian and English at the CQFD. Three crash courses of 20 hours: two in Russian for
beginners who were travel agents and one for an advanced speaker of Russian with Polish as her
L1. Coaching in Russian was done by phone.
OTHER PROFESSIONAL EXPERIENCE
2006 – 2007
Editor at Advent International. I wrote articles on MBA recruitment and education as well as edited
the journal “Access MBA”
(http://www.accessmba.com, http://www.accessmba.com/menu-footer/about-us/index.html).
Languages
Russian
English
French
German
Italian
Finnish
Japanese
native proficiency
near-native proficiency (EFL diploma)
near-native proficiency (residence and work in France since 2004)
intermediate proficiency (European B1 level)
elementary proficiency (A1)
beginner
beginner
Interests and hobbies
Piano – in 1994 I was granted a diploma with distinctions (Russia)
Sports
2006-2010
1994-2011
2000-2001
1987-present
2011-2012
2011-present
I participated in regional volleyball competitions in France
Volleyball club practice (in Russia up to 2004 and in France beginning 2004)
Intensive training in swimming (Russian)
Swimming (individual practice)
Step (University Paris 10 Campus in France)
Gym Ball practice (University Paris 10 Campus and individual practice)
Dancing
2009-2010
Ballroom dancing practice in a club (France)
2012-present Ballroom dancing practice in a club (France)
Painting
1994-present Real- and still-life painting
Professional Affiliation
AATSEEL American Association of Teachers of Slavic and East European Languages
IpRA The International Pragmatics Association
AFLICO French Cognitive Linguistics Association
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Tatiana Iakovleva
Curriculum Vitae
Tatiana Iakovleva
6, rue du Relais 95130 Franconville, Tél : 06 70 07 07 88
Quadrilingue : russe, français, anglais, allemand ; notions de base en italien, finnois et japonais
Laboratoire CNRS « Structures Formelles du Langage » (SFL)
Mail : [email protected]
Formation universitaire
2008 – 2012
Doctorat en Sciences du Langage. Co-directeurs : M. HICKMANN (CNRS & Université de Paris
VIII) et S. VIELLARD (Sorbonne-Université Paris IV), Ecole doctorale « Langage, Cognition,
Interaction », Université de Paris VIII. Intitulé de la thèse : Acquisition des langues étrangères
et représentation de l’espace : l’expression du mouvement par des locuteurs russophones
apprenant l’anglais ou le français. Mention « Très honorable avec Félicitations du Jury ».
2008 – 2009
Cours et séminaires validés/suivis : 1) B. LAFITE : a) « Grammaire comparée du russe et du
français », b) « Version », Université Paris VIII ; 2) D. PAILLARD : « Préfixation verbale dans des
langues diverses », Université Paris Diderot – Paris VII ; 3) Ch. BONNOT, C. Le FEUVRE, S.
VIELLARD : «Le séminaire mutualisé de linguistique formelle russe » (INALCO/Paris IV/Paris VII) ;
4) Ch. BONNOT «Structuration de l’information et ordre des mots en russe moderne » (INALCO).
2005 – 2007
Préparation du doctorat de Didactique des langues et des cultures. Directeur : de J.-P. NARCYCOMBES. Séminaires validés en Sorbonne Nouvelle – Paris III : « Apprentissage des langues et
systèmes d’information et de communication (TIC)», « Epistémologie de la connaissance
didactique», « Politiques linguistiques éducatives ». « Argumentation, rhétorique et analyse du
discours ».
2004 – 2006
DEA (Master 2 Recherche) en Sémantique Formelle (Sciences du Langage), Paris VIII : Aspect et
pluralité d’événements : une étude comparée des langues slaves et des langues romanes,
« Mention bien ». Directeur : Prof. Brenda LACA.
1998 – 2003
Université Pédagogique d’Etat de Russie Hertsen (Russie). Maîtrise en philologie de l’anglais et de
l’allemand. Spécialisation : Professeur d’anglais et d’allemand. Intitulés des mémoires de fin
d’année : 1) Les relations du genre : la question disjonctive (tag question) dans le langage
des hommes et des femmes, directeur : Arinštein ; 2) L’esthétisme d’Oscar Wilde ; 3) La
formation du vocabulaire « potentiel » en anglais des élèves du lycée. Mentions « Très bien ».
Expériences professionnelles dans l’enseignement en sciences du langage
2011 - 2012
½ ATER en acquisition des langues (psycholinguistique), 96h, à Paris VIII, au département
« Sciences du Langage ». Cours « Expression de l’espace » (Licence 3), « Acquisition du temps et
de l’espace » (Master), «Communication exolingue et situations plurilingues » (Master).
2008 - 2009
ATER en didactique des langues, 96h, à l’Université Paris VIII. Cours « Acquisition des langues
« rares » et auto-observation » (Licence et Master).
Expériences dans l’enseignement des langues slaves
2011 - 2012
½ ATER en enseignement du russe (96h), à l’Université Vincennes Saint-Denis - Paris VIII, au
département « Etudes Slaves ». Cours destinés aux étudiants de Master : « Pratique des
Affaires », « Culture et gestion d’entreprise » ; à ceux de Licence : « Compréhension/expression
4 » (spécialistes, L2), « Conversation 2 » (non spécialistes, faux-débutants), « Pratique orale et
grammaire » (L3 russe au niveau avancé : cours destinés aux ressortissants ukrainiens, géorgiens,
moldaves, tchétchènes etc.).
2009 - 2011
Lectrice de russe (500h), à l’Université Paris Ouest Nanterre La Défense - Paris X. Cours
« Grands Débutants », « Langue pratique » (L1) ; « Langue pratique et laboratoire phonétique »
(L2), « Tutorat » (conversation autour des thèmes présélectionnés, tous niveaux) ; « Pratique orale
et grammaire» (L3) ; « Russe juridique » (L3), « Méthodologie renforcée » (L2); « Expression
écrite » (L3).
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Tatiana Iakovleva
Curriculum Vitae
2010 – 2011
Chargée de cours de russe (20h), à l’Ecole des Hautes Etudes Politiques (http://www.heihep.com/), pour des Grands débutants ainsi que pour des avancés (langue de la presse,
grammaire comparative du russe et du français).
Expérience dans l’enseignement de l’anglais
2013
Enseignante de l’anglais à l’école Doctorale de l’Ecole Polytechnique. Cours intensif
« Communication Scientifique Orale en Anglais », pour doctorants en Sciences dites « Dures ».
2009 – 2011
Enseignante de l’anglais (90h), cours intensifs à l’Ecole Polytechnique pour doctorants.
2008
Professeur d’anglais (5h), Stage pédagogique en enseignement secondaire (élèves de LV2) lors
de la préparation du CAFEP. Collège/Lycée St.Jean de Passy, Paris.
2006 – 2007
Chargée de cours d’anglais (96h), à la Sorbonne Nouvelle - Paris III. Pour les étudiants en
Master 2R: « Préparation des exposés oraux scientifiques en anglais » ; en Licence 1 :
« Constitution des résumés en anglais» (module d’auto-apprentissage à distance).
2003
Professeur d’anglais (42h), Stage pédagogique dans l’enseignement secondaire. Mention
« Excellent ».collège et lycée à Saint-Pétersbourg.
Autres expériences professionnelles
2009 – 2010
Participation à des projets de recherche : 1) Dépouillement de questionnaires et analyses
statistiques de données sur l’acquisition précoce du langage. Responsable : Dominique Bassano (projet
LANGRAMACQ "Processus de grammaticalisation dans l'acquisition du langage : noms et verbes à
travers les langues"). 2) Préparation et codage d’une base de données en production dans le cadre du
projet LANGACROSS sur l’acquisition du langage par des enfants et des adultes anglophones.
Responsable : Maya Hickmann.
2006 – 2007
Journaliste, Chargée de communication éditoriale en anglais, Société « Advent International »,
agence de communication et de recrutement à Paris (http://www.accessmba.com).
Traductrice de l’anglais vers le russe, Dictionnaire « Chambers English-Russian students’
2002-2003
dictionary ». S aint-Pétersbourg : TRIGON.
Communications dans des séminaires en France
Iakovleva T. (2012). Le codage du mouvement par des locuteurs russophones monolingues dans la perspective de
la Sémantique de la Conceptualisation. Séminaire mutualisé de linguistique formelle russe (Sorbonne IV
– Inalco –Paris VII), Paris, 21 novembre.
Iakovleva T. (2010). L’expression conjointe de la Manière et de la Trajectoire du mouvement dans le verbe comme
patron prédominant typologique en russe moderne, « Fédération Universaux et typologie », Atelier sur la
préfixation sous la direction de D. Paillard, CNRS-Université Paris-Diderot Paris VII, 3 décembre.
Iakovleva T. (2010). Représentation de l’espace et acquisition des langues étrangères, l’expression du mouvement
par des locuteurs russophones apprenant l’anglais ou le français, papier présenté à la Journée Doctorale,
Sorbonne IV, Paris, 20 novembre.
Iakovleva T. (2010). Représentation de l’espace et acquisition des langues étrangères, l’expression du mouvement
par des locuteurs russophones apprenant l’anglais ou le français, Séminaire à l’UMR 7023, Paris, 15
novembre.
Communications orales dans des colloques internationaux à comité de lecture (sans publication d’actes)
Iakovleva T. (2012). Typological constraints in foreign language acquisition: the expression of motion by advanced
Russian learners of English and French, AATSEEL: 2012 Annual conference of American Association of
Teachers of Slavic and East European Languages, Seattle, 5-8 janvier, http://www.aatseel.org
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Tatiana Iakovleva
Curriculum Vitae
Iakovleva T. (2011). Typological constraints in foreign language acquisition: the expression of motion by advanced
Russian learners of English, EUROSLA 2011: 21st Annual Conference of the European Second
Language Association, Stockholm, 7-10 septembre.
Iakovleva T., Hickmann M & Hendriks H. (2011). Motion events in Russian, English and French: implications for
th
second language acquisition, IprA: 12 International Pragmatics Conference, Manchester, 3-8 juillet,
http://ipra.ua.ac.be/main.aspx?c=.CONFERENCE12&n=1411
Iakovleva T. (2011). The expression of voluntary motion in contemporary Russian; typological issues and
implications for Second Language Acquisition, AFLiCo IV: Fourth International Conference of the French
Cognitive Linguistics Association. Lyon, 24-27 mai.
Iakovleva T. & Hickmann M. (2011). Contraintes typologiques dans l’acquisition d’une langue étrangère :
l’expression du mouvement chez les apprenants russophones du français, Colloque francoserbe : L’expression de l’espace et du temps en français : quelles formes pour quel sens, Belgrade, 23
mars.
Engemann H., Hendriks H., Hickmann M. & Iakovleva T. (2010). Expressing caused motion in English and French:
Evidence for typological constraints during first, second and bilingual language acquisition by children and
adults, 3rd UK Cognitive Linguistics Conference, University of Hertfordshire, Hertfordshire, 6 juillet.
Hickmann M., Hendriks H., Soroli E., Iakovleva T. & Ji Y. (2010). Space and language typology: does one shoe fit
all? Colloque international : Space and Time across Languages, Disciplines and Cultures, Cambridge, 8 –
10 avril.
Hendriks H., Hickmann M., Demagny A.-C., Engemann H. & Iakovleva T. (2010). Lexicalization and
Grammaticalization in the Verb and the Verbal Network: First Language Acquisition. Colloque
International : Grammaticalization and Language Acquisition, Paris, 25 – 26 mars.
Publications dans des revues à comité de lecture
Iakovleva, T. & Hickmann, M. (2012). Contraintes typologiques dans l’acquisition d’une langue étrangère :
L’expression du mouvement chez les apprenants russophones du français. Langages, nº188 (4/2012),
41-57. Paris : Armand Colin. Numéro thématique : « Formes et sens : de l’unité à la variabilité » sous la
direction de D. Stosic & B. Fagard, publication en ligne :
http://www.armand-colin.com/revues_article_info.php?idr=20&idnum=424134&idart=9966
Iakovleva, T. (2012). Typological constraints in foreign language acquisition: the expression of motion by advanced
Russian learners of English. Numéro thématique de Langage, Interaction & Acquisition (LIA) 3(2), 231260, “Perspectives typologiques sur l’acquisition d’une langue seconde : ‘Penser pour Parler’ en L2 ».
Amsterdam/Philadelphia: John Benjamins.
Iakovleva, T. (2004). Особенности мужской и женской речи в художественных произведениях на английском
языке//Вариации на тему гендера/ Под ред. Т.А. Мелешко, М.В. Рабжаева. – СПб.: Алетейя,
с.293-297. – Серия « Гендерные исследования», [‘Les spécificités du langage des hommes et des
femmes dans la littérature anglophone’, dans Variations sur le sujet du genre (série Gender Studies), T.
Mereško & M. Rabžajeva (éds.)], Saint-Pétersbourg : Aleteya, 293-298.
Manuels
Hickmann, M., Hendriks, H., Demagny, A-C., Engeman, H., Iakovleva, T., Ji Y., Ochsenbauer, A-K. & Soroli, E.
(2011). La représentation de l’espace : études expérimentales et translinguistiques : manuel de codage; 2
volumes. Laboratoire Structures Formelles du langage, CNRS & Université de Paris VIII.
Activités en matière d’administration
2012
Présidente d’une session thématique "Computer-Assisted Language Learning" lors du colloque
international "American Association of Teachers of Slavic and East European Languages" (USA).
2010
Membre du comité d’organisation du colloque international Grammaticalization and Language
Acquisition, Paris, 25 – 26 mars
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