Au croisement des cultures, des discours et des langues. Cent ans d’études romanes a l’Université de Varsovie (1919–2019). Tome II - Linguistique et Didactique du FLE
At the crossroads of cultures, discourses and languages. One hundred years of Romanesque studies at the University of Warsaw (1919–2019). Volume II - Linguistics and Didactics of French as a Foreign Language
Contributor(s): Małgorzata Izert (Editor), Monika Kostro (Editor), Jolanta Sujecka-Zając (Editor), Krystyna Szymankiewicz (Editor)
Subject(s): Language and Literature Studies, Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: French literature 17th-21st century; francophone literatures; post-colonial studies; identity; testimony; literary genre; ecocriticism; geocriticism; narratology; reportage; intermediality; history of Romance studies
Summary/Abstract: The book is part of celebrations of the 100th anniversary of the Institute of Romance Studies and its scientific and didactic activity in the field of French and Romance studies. The articles concern French literature, as well as the literature of Belgium, Switzerland and Quebec and cover the period from the 17th to the 21st century. The authors analyse major novels, short stories, essays, dramas as well as selected epistolography and reportage, they indicate the places where literature meets painting and photography meets cinema. The volume offers a wide selection of critical discourses such as: history, history of ideas, narratology, genology, intermediality, post-colonial studies, geocriticism, ecocriticism, which dominate francophone literary research.
- E-ISBN-13: 978-83-235-5302-1
- Print-ISBN-13: 978-83-235-5294-9
- Page Count: 267
- Publication Year: 2021
- Language: French
Vers une histoire des collocations. Recherches lexico-sémantiques et histoire des langues romanes
Vers une histoire des collocations. Recherches lexico-sémantiques et histoire des langues romanes
(Towards a history of collocations. Lexico-semantic research and history of Romance languages)
- Author(s):Xavier Blanco
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:15-28
- No. of Pages:14
- Keywords:collocation; lexical function; old French; diachrony; intensifier
- Summary/Abstract:We report on a project to catalogue and describe the collocations of literary texts from Old French as a first step for a diachronic study of collocations in the Romance languages. We give many examples of collocations by focusing on two structures: the comparatives in "comme N" and "plus que N" (with intensive meaning) and the adverbial construction "à N et à N" (with pejorative meaning).
Pourquoi ille a-t-il été “sélectionné” pour devenir le pronom personnel et l’article indéfini dans les langues romanes?
Pourquoi ille a-t-il été “sélectionné” pour devenir le pronom personnel et l’article indéfini dans les langues romanes?
(For what reason ille was selected from Latin to become the article and the pronoun of third person in romance languages?)
- Author(s):Marie-Dominique Joffre
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:29-39
- No. of Pages:11
- Keywords:latin; anaphoric; deictic; is; ille; article in romance languages
- Summary/Abstract:The latin deictic ille became in Romance languages on one side the article, on the other the personnal pronoun. Both are anaphorics like is in latin. Anaphorics are empty syntactic forms which refer to previously mentioned concept. What is the reason why the deictic ille became anaphoric? Its meaning is very extensive: it points out to a breaking, an innovation or an opposition. It’s true – when speaker continues to say words, he hopes he expresses something new. That’s why in late Latin the use of ille was expanding, the form left its own meaning and finally took the place of is.
L’apport des langues romanes en français actuel
L’apport des langues romanes en français actuel
(Loanwords from Romance languages in modern French)
- Author(s):Anna Bochnakowa
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:40-46
- No. of Pages:6
- Keywords:French language; loanwords; romance languages; le Petit Robert 2017
- Summary/Abstract:The text is a review of loanwords from the Romance languages in modern French. The corpus of the analyzed examples (ca. 1300 words) was created with the help of a computer program which was a supplement to the dictionary Le Petit Robert de la Langue Française from 2017. Words from Italian, Spanish, Portuguese, Provencal, Occitan and Romanian have been registered. The issue of direct and indirect linguistic loans as well as classification by source languages will be discussed. In addition to the general presentation of Romance loans in French, a dozen or so selected examples will be discussed in terms of morphology, semantics and etymology.
La pratique de la ponctuation du début du XVIe siècle: le cas des imprimés de Galliot du Pré
La pratique de la ponctuation du début du XVIe siècle: le cas des imprimés de Galliot du Pré
(The practice of punctuation in the early sixteenth century: the case of Galliot du Pré’s printed books)
- Author(s):Huei-Chen Li
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:47-67
- No. of Pages:21
- Keywords:Galliot du Pré; punctuation; Renaissance; early printed books; The Romance of the Rose; Story of the Knight without Fear and Bbeyond Reproach
- Summary/Abstract:According to Annie Charon-Parent, Galliot du Pré, bookseller and publisher of the sixteenth century, printed medieval romances and history since 1512. As we know that the medieval punctuation is characterized by its anarchy and variability, however, does the passage from the manuscript to the print foster the codification of punctuation? Does the practice of Renaissance punctuation respect the recommendations of medieval or Renaissance grammarians? Our study, based upon two Galliot du Pré’s printed books, published between 1526 and 1527, one of which is kept in the National Library of France (Res. Ye-22), and the other in the Library of the Arsenal (Res. 4-H-2780), proposes to present the practice of each printed book in order to highlight the Galliot du Pré’s sub-system.
Un gisement de correspondances féminines au siècle des Lumières: les Archives d’Argenson. Contribution à une étude des pratiques orthographiques des femmes au royaume de la variante
Un gisement de correspondances féminines au siècle des Lumières: les Archives d’Argenson. Contribution à une étude des pratiques orthographiques des femmes au royaume de la variante
(Enquiries into the codification of the French spelling during the 18th century: women’s orthography and the norm)
- Author(s):Philippe Caron
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:68-87
- No. of Pages:20
- Keywords:French orthography; 18th century
- Summary/Abstract:In France, during the 18th century, there is a high level of flexibility in the way printers and writers spell their text. Not only do written productions differ considerably from one to another but the dictionaries themselves sometimes display a range of variants for the same word till the end of the century. The French Academy has not yet its full authority and shows little concern in creating a standard at the beginning. Nevertheless, the 1740 and 1762 issues of its dictionary tend to become more influential. Such a change in the way people consider its usage may explain why written practice, namely among the nobility, shows a growing concern for orthography by the end of the 18th century.
Notes sur la néologie de l’adjectif dénominal en français actuel: de la récurrence de quelques modèles dérivatifs suffixaux
Notes sur la néologie de l’adjectif dénominal en français actuel: de la récurrence de quelques modèles dérivatifs suffixaux
(Notes on the neology of the denominal adjective in current French: of the recurrence of some suffixal derivative models)
- Author(s):Alicja Kacprzak
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:88-96
- No. of Pages:9
- Keywords:lexicology; neology; adjective; relational determination; qualifying determination
- Summary/Abstract:Our article deals with the issue of the denominal adjective’s neology in today’s French. First, the question is asked about the current productivity of this category, and the lexicogenic processes in force. Attention is then focused on the semantic values of these neologisms, conveying either various qualifying determinations, or relational determinations. The basis for this research is a corpus of 2459 adjectives, gathered within two neological platforms, "Le Logoscope" and "Néoveille". Their action consists of screening for neologisms in the French press articles during the last few years.
Les prépositions de lieu en français et en italien dans le cadre de la linguistique cognitive: le cas des prépositions françaises "à, dans, en" et des prépositions italiennes "a, in, in contracté"
Les prépositions de lieu en français et en italien dans le cadre de la linguistique cognitive: le cas des prépositions françaises "à, dans, en" et des prépositions italiennes "a, in, in contracté"
(Prepositions of place in French and Italian in terms of Cognitive Linguistics: the case of French prepositions "à, dans, en" and Italian prepositions "a, in, in contracted")
- Author(s):Katarzyna Kwapisz-Osadnik
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:99-108
- No. of Pages:10
- Keywords:preposition; imagery; trajector; landmark; semantic-cognitive schemata
- Summary/Abstract:The article aims at comparative analysis of French and Italian prepositions of place with regard to the imagery, especially the trajector-landmark relationship. Differences in conceptualization of these prepositions, which lead to differences in the way they are used, are inscribed in various linguistic visions of the world. In the first part of the article the selected prepositions (especially used in the same contexts) are comparatively analyzed (e.g. "On se voit à la Place de la Concorde vs Ci vediamo in Piazza Garibaldi"; "Je vais à l’église vs Vado in chiesa"). In the second part, the types of imagery are being presented, which is to prove whether or not a landmark conceptualization determines the preposition. The article concludes with the semantic-cognitive schemata of the studied prepositions.
L’infinitif injonctif en français et en polonais
L’infinitif injonctif en français et en polonais
(Injunctive infinitive in French and Polish)
- Author(s):Joanna Górnikiewicz
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:109-120
- No. of Pages:12
- Keywords:injunctive infinitive; syntax; semantics; directive speech acts; speech genres
- Summary/Abstract:In this paper, the author provides an analysis of non-elliptical injunctive utterances in Polish and French in which an independent infinitive verbal form serves as the main verb. The research aims at describing their syntactic as well as semantico-pragmatic and generic properties that require, encourage or ban the use of this form in both languages. These independent infinitive constructions, described as being distributionally equivalent to imperative mood, have been studied from an illocutionary perspective as grammatical expression of different directive speech acts. The results show general constraints that both forms are subject to which are captured through the interaction of their semantic features with the context they are uttered in.
Traduire le signe ou le référent?
Traduire le signe ou le référent?
(Translating the sign or the referent?)
- Author(s):Manar El Kak
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:121-130
- No. of Pages:10
- Keywords:arabic translation; sign; referent; polysemy; on; potential meaning
- Summary/Abstract:This study establishes that the diversity in Arabic translations of the French pronoun "on" results from the multiple discursive values that this pronoun has due to its polysemy. Because "on" does not have a corresponding pronoun in Arabic, and it being essentially a third-person pronoun, most translators tend to render on according to its referent in the context. A close look at "on", however, through Gustave Guillaume’s psychomecanical perspective, reveals that this approach is not always appropriate. Therefore, this study proposes an alternative approach that aims at finding the potential meaning of on by employing the following criteria: "verb", "co-referential pronouns", and "locative/temporal nouns". The study asserts that, by employing this approach, translators will be better equipped to distinguish between the linguistic sign and its referent.
Quelques réflexions sur les éléments du langage spécialisé dans les textes littéraires en tant que problème de traduction
Quelques réflexions sur les éléments du langage spécialisé dans les textes littéraires en tant que problème de traduction
(Some thoughts on the elements of specialized language in literary texts as a translation problem)
- Author(s):Mirosław Trybisz
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:131-139
- No. of Pages:9
- Keywords:literary translation; translation error; specialized language; French language; Polish language; training of translators
- Summary/Abstract:The specialized language of a specific area constitutes a subsystem of a given language and, therefore, texts can never be purely specialized. Likewise, in everyday life, we do not use only the general language. In this study, we present the Polish translations of extracts from literary texts from different French-language authors, notably from Victor Hugo, Didier van Cauwelaert and Vladimir Volkoff. We indicate the presence of specialized vocabulary and speech in the starting texts and their treatment in the arrival texts. We indicate a few translation errors, but above all we will discuss the importance of the encyclopaedic knowledge of the translator of literary texts. To conclude, we offer some reflections on the training of translators so that they know how to deal with the elements of specialized language in literary texts.
L’interdiscours dans L’Insurrection qui vient du «Comité invisible»
L’interdiscours dans L’Insurrection qui vient du «Comité invisible»
(Interdiscourse in The Coming Insurrection, by «Invisible Commitee»)
- Author(s):Stéphane Bikialo, Audrey Surbier
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:140-149
- No. of Pages:10
- Keywords:interdiscourse; discourse analysis; doxa; liberalism; comité invisible
- Summary/Abstract:This contribution offers a theoretical reflection on the notion of interdiscourse (shown and manifest) and its relevance in (literary) discourse analysis before analysing a work whose political and literary project is largely based on the inter-discourse: "The Coming Insurrection", by «Invisible Commitee». The notion of interdiscourse in our corpus will allow us to assess the extent of an uncompromising critique of the economy and more broadly of the capitalist system: individualism, homogenization, evidence. We can then consider the subversion induced by interdiscourse, which consists precisely in assuming the need to make common, to include otherness, to pluralize discourses but also practices, and finally to undo the common discourse (economic and political) of its alleged obviousness.
Intégration du numérique dans quelques pratiques universitaires innovantes en enseignement/apprentissage des langues
Intégration du numérique dans quelques pratiques universitaires innovantes en enseignement/apprentissage des langues
(Integration of digital tools into certain innovative university practices in language teaching/learning)
- Author(s):Halina Widła
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:153-162
- No. of Pages:10
- Keywords:flipped classrooms; learning by teaching; virtual classrooms
- Summary/Abstract:The purpose of this article is to tackle the issue of innovations in language teaching, with an emphasis on the latest trends in education. Currently, three approaches are changing traditional teaching methodology: flipped classrooms, learning by teaching, and virtual classrooms. In a university context, students have not yet had large amounts of exposure to these recent didactic solutions. This research investigates the willingness of students to adopt these new pedagogical approaches based largely on digital media. Additionally, this research explores how teachers and students view the effectiveness of these three approaches in various university contexts, such as lectures, tutorials, and seminars.
La grammaire au service de l’activité professionnelle: sélection, progression et agencement des ressources linguistiques dans les formations en français à des fins professionnelles
La grammaire au service de l’activité professionnelle: sélection, progression et agencement des ressources linguistiques dans les formations en français à des fins
professionnelles
(Grammar at the service of professional activity: selection, progression and arrangement of linguistic resources in training in French for professional purposes)
- Author(s):Magdalena Sowa
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:163-171
- No. of Pages:9
- Keywords:French for professional purposes; French for Specific Purposes; grammar; teaching approach; teaching activities
- Summary/Abstract:The grammatical competence is a component of communicative competence, but in practice the communication skills often prevail over language correctness. Nevertheless, it should be remembered that the use of language subsystems in accordance with grammatical rules is the basis for precise and effective verbal communication, especially in a professional context, and may indicate the professionalism of the language user. The subject of this text is a reflection on the role of grammatical elements in professional communication and on the place of grammar in specialist language programs and effective ways of teaching it. The learner’s profile and his/her needs will be the starting points to discuss possible approaches to teaching grammar.
L’apprentissage informel des langues étrangères à l’époque du "Cadre européen commun de référence"
L’apprentissage informel des langues étrangères à l’époque du "Cadre européen commun de référence"
(Informal foreign language learning at the time of "The Common European Framework of Reference for Languages")
- Author(s):Monika Grabowska
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:172-180
- No. of Pages:9
- Keywords:informal/formal learning; The Common European Framework of Reference for Languages; progression; didactical contract
- Summary/Abstract:The progression undertaken by foreign language teaching in the institutional context is often a faithful reflection of the CEFR scales, especially since it follows the progression endorsed by school workbooks. Consequently, this teaching seems to impose, but without any explicit recognition, an articulation of formal learning activities with informal learning sequences roughly understood as referring to communication activities which are not provided with educational forms. Our paper takes up, very modestly, the methodological challenge of determining the place of informal learning at the time of the CEFR-shaped teaching, which would consist in highlighting the concept of informal learning as a necessary component of every foreign language learning process, leading significantly to upgrade the level of communication competence, in order to recognize it accordingly.
Podcasts: quelles contributions à l’apprentissage de la langue française écrite? Cas des étudiants de l’université IBN ZOHR au Maroc
Podcasts: quelles contributions à l’apprentissage de la langue française écrite? Cas des étudiants de l’université IBN ZOHR au Maroc
(Podcasts: what contributions to the learning of the French written language? Case of the students of Ibn Zohr University in Morocco)
- Author(s):Malika Abentak
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:181-190
- No. of Pages:10
- Keywords:ICTE; Podcasts; learning process; French language; higher education
- Summary/Abstract:In this article, we are interested in the use of Podcasts for learning purposes by Moroccan students. We will be analyzing the effect of this tool in terms of the French written language of the Ibn Zohr’s University students, in Agadir. Being interested to this problematic, means first of all being interested to the learning process of the students via the Podcasts, before focusing on the learning product. At this level, several questions could be developed.
La réalisation de schwa dans un corpus de discours non spontané en français: une recherche chez les apprenants hellénophones
La réalisation de schwa dans un corpus de discours non spontané en français: une recherche chez les apprenants hellénophones
(The realization of schwa in a corpus of non-spontaneous discourse in French: Analysis of a Greek-speaking learner corpus)
- Author(s):Olympia Tsaknaki, Freiderikos Valetopoulos
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:191-201
- No. of Pages:11
- Keywords:phonology; schwa; IPFC; corpus; FFL textbooks
- Summary/Abstract:In this paper we are interested in the realization of schwa (/ə/) by Greek-speaking learners, considering the challenge that is addressed to many learners of French as a foreign language. Our research was based on the principles set out by the IPFC (Interphonologie du Français Contemporain) project and conducted by means of a non-spontaneous corpus study. The paper first briefly outlines the behavior of the schwa and the interest of the study. It then deals with the way FFL textbooks introduce the schwa to pre-intermediate learners. Finally, the research is presented and the conclusions achieved are discussed.
L’influence de l’évaluation afin d’améliorer la prise de parole (en FLE), ou L’évaluation peut-elle être motivante dans la prise de parole?
L’influence de l’évaluation afin d’améliorer la prise de parole (en FLE), ou L’évaluation peut-elle être motivante dans la prise de parole?
(The influence of evaluation to improve the oral output (in FFL), or Can the evaluation motivate in speaking?)
- Author(s):Christine Martinez
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:202-211
- No. of Pages:10
- Keywords:learner; examination; de-grading; evaluation; presentation; oral production
- Summary/Abstract:The subject of this study is a report on the oral output of the learners which turns out to be problematic. Indeed, the oral production is associated with an explanatory monologue or an exchange where each speaker takes on the role of a debater. The presentation required during oral production courses at the Institute of Applied Linguistics at the University of Warsaw aims to prepare learners to handle French as a Foreign Language (FFL) like a native. This is a long-term project, but given the results of this pilot study, we are optimistic. In this text, we first establish our point of view on evaluation. Then, in the body of the text, we describe the methodology as well as the study in question, which was carried out at the ILA in Warsaw and at the Institute of Neophilology at the University of Białystok in parallel. At the end, we present our results and remarks.
Les grammairiens métronomes, ou comment retenir aisément les règles de la langue française
Les grammairiens métronomes, ou comment retenir aisément les règles de la langue française
(Metronomical grammarians, or how to easily remember the rules of the French language)
- Author(s):Paul Aron
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:212-222
- No. of Pages:11
- Keywords:grammars in verse; history of teaching french; poetry learned
- Summary/Abstract:The history of grammars written in verse has barely been studied. Since the Renaissance, such grammars fall under two main heads: (1) grammars intended for women who haven’t studied latin; (2) grammars based on mnemonic means, so as to facilitate the learning of the language. As normative grammars tend to impose their standards, versified grammars become more and more typical of eccentric grammarians.
Le rôle des sois possibles dans l’apprentissage d’une L3
Le rôle des sois possibles dans l’apprentissage d’une L3
(The role of possible selves in learning an L3)
- Author(s):Dorota Pudo
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:225-232
- No. of Pages:8
- Keywords:self; L2 motivation; ideal L2 self; ideal multilingual self; possible selves
- Summary/Abstract:Modern L2 motivation theories related to the self tend to favour research in learning only one L2, especially global English. Interactions between ideal selves related to various languages can imply competition for mental resources, usually won by the more stable self (related to English). To promote lasting motivation to learn other foreign languages, formation of an ideal multilingual self seems to enhance weaker ideal L2 selves and to influence indirectly the intended learning effort.
L’évaluation de la compétence plurilingue et pluriculturelle dans l’enseignement/apprentissage du Français Langue Étrangère (FLE)
L’évaluation de la compétence plurilingue et pluriculturelle dans l’enseignement/apprentissage du Français Langue Étrangère (FLE)
(The evaluation of plurilingual and pluricultural competence in the teaching/learning process of French as a Foreign Language)
- Author(s):Natalia Sakellari
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:233-241
- No. of Pages:9
- Keywords:plurilingual competence; pluricultural competence; evaluation; Teaching/Learning French as a foreign language
- Summary/Abstract:Modern societies in Europe are characterized by linguistic and cultural diversity. The European Union attaches great importance to the development, in the individual, of the plurilingual and pluricultural competence and to the role of the language learning as a mode of openness and access to otherness. These orientations are also given by number of works and projects carried out by the Council of Europe. Today’s language educators have to redefine their work and adapt it to the new context. One of the questions rising for the educators of French as a second language is the following: How can we evaluate the plurilingual and pluricultural competence of the learners? In the present paper, we propose to evaluate the development of the plurilingual and pluricultural competence of the learners of French as a second language in school by the interlinguistic mediation and we present the results of a field research held in Greece.
Récits de migration et enseignement/apprentissage du Français Langue Étrangère (FLE)
Récits de migration et enseignement/apprentissage du Français Langue Étrangère (FLE)
(Migration stories and teaching/learning of French as a Foreign Language)
- Author(s):Anne-Sophie Morel
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:242-249
- No. of Pages:8
- Keywords:French as a foreign language; migrations; migrant literature
- Summary/Abstract:This article examines intercultural mediation through the stories of plurilingual “migrant” writers. These texts, whose authors live or have lived between several languages and have written in several languages including French, contribute towards building plurilingual and pluricultural competences as well as metalinguistic awareness in French as a Foreign Language learners. The language biography, as a training or self-training tool, enables learners to reflect on the notions of identity and belonging between languages and cultures.
Approche didactique du rapport à l’interculturalité en Français Langue Étrangère (FLE) en milieu universitaire
Approche didactique du rapport à l’interculturalité en Français Langue Étrangère (FLE) en milieu universitaire
(Didactic approach to interculturality in French as a Foreign Language (FLE) in the university environment)
- Author(s):Jacky Verrier
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:250-257
- No. of Pages:8
- Keywords:words; intercultural; communication; knowledge; teaching
- Summary/Abstract:When someone think about learning a foreign language, the concepts that come to mind are grammar, vocabulary, verbs, spelling, and phonetics. It is less common to wonder how others think their language. Galisson proposed the concept of lexiculture. The CEFR emphasizes the ideas of intercultural values and misunderstandings. A typical language course does not give strategies to manage these questions. To address this shortcoming, we propose a double approach. The first is based on the communicative and cultural processes during a conversation between natives. The second is based on understanding how to report knowledge, the construction of knowledge, and discursive grammar. From there, our didactic objective is twofold: (1) to articulate the communicative-cultural processes and the dimensions of the teaching process to focus on the cultural meaning of the words studied in the course; and (2) to give students the tools to manage the approach of the interculturality.
Philologie, néo-rhétorique et éducation
Philologie, néo-rhétorique et éducation
(Philology, New Rhetoric and education)
- Author(s):Françoise Collinet
- Language:French
- Subject(s):Theoretical Linguistics, Applied Linguistics, Studies of Literature, French Literature, Philology
- Page Range:258-267
- No. of Pages:10
- Keywords:New Rhetoric; argumentation; education; literature; Le comique du discours
- Summary/Abstract:For the past 20 years, most FFL textbooks have, to a certain extent, adopted the actional approach. This evolution represents a specific challenge for philological departments. On the one hand, teaching-programs tend to adjust to the common framework. But, on the other hand, linguistics and literary curricula are not immediately compatible with the new methods. While reminding its readers about the importance of the literary heritage, the CEF (2001) give no practical tool to pursue this ambition. In this paper, we propose a way of reactivating the knowledge acquired in literary classes by inserting it in a broader context: the study of argumentation as presented by Perelman’s New Rhetoric. The link between argumentation and literature is inspired by "Le Comique du discours" (Olbrechts-Tyteca, 1974). To give some flesh to this concept we will refer to Flaubert’s "Bouvard et Pécuchet" (1880), an intrigue and a text most Romanists are familiar with.
