This article offers a theoretical reflection on the link between the dissertation title and the research axes, particularly in foreign language teaching. Beyond a formal issue, this articulation is thought of as a mechanism of conceptual guidance and structuring coherence of scientific discourse. Through a meta-reflexive analysis, we show that the title does not simply designate an object of study, but delimits its scope and directs its reading, both theoretical and methodological. The axes translate this intention into a research path. This work highlights the epistemological implications of this relationship and lays the foundations for a true intellectual architecture of the dissertation. This study, entirely conceptual, seeks to strengthen the rigor of academic productions in language sciences and to improve the readability of research in foreign language teaching.

Dissertation title, research axes, guidance, coherence, transposition.