REBOUL Maxime

Qualifications

• 2026–: PhD student on a teaching contract, Aix-Marseille University
• 2025–2026: Master’s Year 2, Cultural Studies of the English-speaking World (distance learning) with distinction, Aix-Marseille University
  • Dissertation: ‘A comparative and didactic study of the complementisers ‘that‘, ‘to‘, ‘–ing‘ and ‘Ø‘: a semantic-syntactic and psycholinguistic approach to English nominalised subordinate clauses’, supervised by Prof. Monique De Mattia-Viviès (19/20).
• 2024–2025: Master’s Year 1, Cultural Studies of the English-Speaking World (distance learning), pass of 70-80%, Aix-Marseille University
  • Dissertation: ‘Grammatical limitations of ChatGPT-4 in translating English and French’, supervised by Prof. Grégoire Lacaze (18/20).
• 2023–2024: Bachelor’s degree in Spanish (LLCER), distance learning (pass of 70-80%), University of Paris Nanterre
• 2020–2023: Bachelor’s degree in English (LLCER), distance learning (pass of 70-80%), University of Paris Nanterre
• 2013–2015: BTS in Accommodation Management, Lycée de l’hôtellerie et du tourisme d’Occitanie (Toulouse)
• 2012: Literature Baccalauréat (pass of 70-80%), Lycée Jean Moulin (Béziers)

Dissertation

‘Nominalised structures in contemporary English: a metaphorical-enunciative approach to complementisers and their acquisition as a second language’, supervised by Prof. Monique De Mattia-Viviès.

The aim of this thesis is twofold:

1. Theoretical approach: To identify the semantic invariants of the English complementisers ‘that’, ‘to’, ‘–ing’ and ‘Ø’ based on existing scholarly literature (TOPE’s enunciative grammar, Adamczewski’s grammar of meta-operationality and cognitive grammar) and authentic contemporary corpora (newspaper articles, the BNC and the ANC).
   
2. Experimental and empirical approach: To propose a metaphorical-enunciative model of the semantic invariants of each of these complementisers, using a creative approach that illustrates enactive grammar (exposure to contextualised scenarios or gestural images aimed at fostering autonomous amodal use) amongst French-speaking university students. Two questionnaires focusing on complementisers will be administered to this sample: a pre-exposure questionnaire and a post-exposure questionnaire. The results obtained will enable us to assess the effectiveness of our model.