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L’objectif de cet article est de voir de quelle façon la science-fiction peut être utilisée dans les cours d’anglais de spécialité avec des étudiants en Sciences et Technologies.En poursuivant des travaux précédents dans ce domaine, nous examinerons les différentes façons d’exploiter la science-fiction dans l’enseignement en anglais de spécialité scientifique.
Following on from previous work in this field, this paper explores how we can make space for science fiction in ESP teaching, and on what grounds.
We first show how passages from science fiction novels such as Margaret Atwood’s can be used effectively with students specialising in biotechnology or astrophysics.
Although different branches of science fiction tend to focus more on scientific accuracy and others on pure entertainment (such as space operas like Somewhere, a little beyond all this, is an external sphere in which art and science intermingle and art finds a source of inspiration, whether through prospective utopian scenarios, through FASP or through science fiction, as shown by Fries: As an example of this type of intermingling, astrophysics presents a good case in point.
Over the recent years, astrophysics has seen a sudden surge in popularity.
Although works such as Aldous Huxley’s (1981) have now become part of the canon of the genre, their science fiction nature has regularly been masked by labels such as “speculative fiction”, often relegating the term “science fiction” to mere pulp fiction, a genre We start with a brief historical overview of the popular genre of science fiction, by exploring its beginnings and the important role it plays in the field of science popularisation.
We then go on to present the pedagogical potential of the genre and a few specific examples of the way in which these works can be used in the classroom and to further the popularisation of science.It is first of all important to differentiate between science fiction and the fantasy genre, and though both of them tend to “share the same shelves in Anglosaxon bookstores”, as Andreolle explains, “the vital difference is that science fiction deals with the rational, empirical environment […] whereas fantasy literature deals with the irrational (dragons, magic and other supernatural phenomena as in could be placed somewhere within the “proto-History” of science fiction.Even though the term was not invented at the time, many works already contained the essence of what would later become “science fiction”.“resolutely in the domain of popular or ‘low-brow’ culture” (Andréolle, 2004: 154), as opposed to European fiction which “evolved from more respectable literary forms (the Gothic romance or the Utopian narrative, for instance)” (Science and science fiction are thus closely intertwined both historically and technologically.Nous montrerons en quoi certains passages extraits de romans de science-fiction, tels que , peuvent être utilisés de manière efficace avec des étudiants se spécialisant en biotechnologie ou en astrophysique, à la fois en termes de science et de questionnement éthique.Dans une première partie, nous commençons avec un bref aperçu historique de la science-fiction en tant que genre, ses débuts et son rôle dans la vulgarisation du discours scientifique.In so doing, they too participate actively in science popularisation and education.All these elements point towards the high potential of science fiction as an ESP teaching tool for specialised students, examples of which we discuss in the following section.It rankled me that there could be such ignorance in regard to science and I vowed to change the situation if I could.A few years later, in 1908, I turned publisher and brought out the world’s first radio magazine, Although his first magazines only contained speculative non-fictional articles, which aimed essentially at stimulating interest in scientific advance, before long he was also publishing fiction.We then proceed to analyse its pedagogical potential and present specific examples of the possibilities these works offer in the context of ESP classes for science and technology students.As Irène Langlet (2006) explains, in the academic world, reading science fiction is still a relatively rare activity due to a heritage of prejudice and stereotypical images regarding the genre.