Tatiana_CV_in English and French - UMR 7023 - CNRS

Tatiana Iakovleva 

Curriculum Vitae 

6, rue du Relais 95130 Franconville, France 

« SFL » Laboratory member at UMR 7023 (CNRS 1 - Université Paris 8) 

59/61 rue Pouchet 75849 Paris cedex 17 

Mail : tatiana.iakovleva@sfl.cnrs.fr 

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 

1 CNRS = National Centre of Research and Science in France 

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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-and- 

Manner. 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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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 

for second language acquisition, IprA: 12 th 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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[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 

course of 3 hours per week x 13 (39 hours) intended for 3 d -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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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 

designed two intensive courses (55 hours each) for postgraduate 2 nd -, 3 d - and 4 th –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 

Upper-Intermediate 2 nd year students with special focus on writing and listening (80 hours); d) 

Russian for Advanced 3 rd year students (80 hours) with special focus on pragmatic issues of 

usage including highly formulaic and idiomatic expressions both in conversational and in written 

texts; e) Law in Russian intended for 3 rd 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 

two groups of 3 rd 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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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 native proficiency 

English near-native proficiency (EFL diploma) 

French near-native proficiency (residence and work in France since 2004) 

German intermediate proficiency (European B1 level) 

Italian elementary proficiency (A1) 

Finnish beginner 

Japanese beginner 

Interests and hobbies 

Piano – in 1994 I was granted a diploma with distinctions (Russia) 

Sports 2006-2010 I participated in regional volleyball competitions in France 

1994-2011 Volleyball club practice (in Russia up to 2004 and in France beginning 2004) 

2000-2001 Intensive training in swimming (Russian) 

1987-present Swimming (individual practice) 

2011-2012 Step (University Paris 10 Campus in France) 

2011-present 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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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 : tatiana.iakovleva@sfl.cnrs.fr 

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. NARCY- 

COMBES. 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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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). 

2002-2003 Traductrice de l’anglais vers le russe, Dictionnaire « Chambers English-Russian students’ 

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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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 

second language acquisition, IprA: 12 th 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), 231- 

260, “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 

9

Tatiana_CV_in English and French - UMR 7023 - CNRS

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