Vasile Alecsandri în tinerețe.
The article reflects Vasile Alecsandri’s 195th birthday. Writer’s activities. Are described who has been lived in the tumultuous Romania period of building an independent nation.
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The article reflects Vasile Alecsandri’s 195th birthday. Writer’s activities. Are described who has been lived in the tumultuous Romania period of building an independent nation.
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In this article it is highlighted the problem of recepting the literary work by the student-reader. First of all there are maken some references to the following authors and their creations: jean-paul sartre, umberto eco, hans-robert jauss , w. Iser, t. Vianu, paul cornea. They analyse this problem, so there are defined literary-theoretical guidelinies of reception process. Especially, they lay stress on the type of reader, on the reception phases and levels, on the typology of tasks stated by the professor, on the reader aspect as a text producer.
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Language is created by man depending on his specific way of seeing the world. However, the language gives to the man a certain picture of the world, thus orienting his cognition process.The present article proposes two ways of setting up this picture, based on two complementary relations: man - language - reality (world) and man - reality (world) - language. Those relations are recognized in the words and the configuration of semantic fields, in the possibility of combining the units in the act of speech, in the expressive marked words, phraseological units as well as in the associative relations between words that speakers do.
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In a paradigm of somatic symbolism valorized by the Romanian proverbs, the somatism „nose” receives semantic nuances foreign of its meaning in the dictionary. It describes, names and appreciates aspects of relationships person - person in terms of cohabitation. Thus the nose symbolizes and marks its holder status, behaviour, pride, shame, etc. The same somatism names metonymically a specific holder of the nose and a very personal part of him.
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In this article it is emphasized the way we should interpret the lyrical creations. There are highlighted some specific features of the language: affectivity, untranslatability, lack of synonymy, musicality, opacity etc. Depending on this features, the author is suggesting us some exercises, tasks, procedures and methods of work that should be used in order to better interpret the artistic texts: brainstorming, brainstorming by images, verbal painting, didactic game, graphical representation, exercises of comparison and exercises of restoration. It focuses on the development of student’s creative skills regarding the interpretation of lyric texts, as well
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“Literary reading”, along with the more recent “literature didactics” and “reading didactics”, marks the most important area of artistic-aesthetic education, which, since the 80s of the XXth century, is designated by the term “literary-artistic education”. In order to study scientifically the development of students’ literary axiology in the context of foreign language learning based on literary texts, the author examines the key terms of LAE highlighting the connection points between the traditional and modern concepts of literature in school
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This research highlights the theoretical and practical aspects of teaching-learning-evaluation for English at the Faculty of Law. Specialized language (juridical one) represents the defining factor for the integration of international graduates in the labour market, which enables us to expose models of good practices carried out in support of law students
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La phraséologie est identifiée avec le discours répété. L’expérience de vie d’un peuple est concentrée dans les formes du discours répété. Les proverbes, les expressions phraséologiques ont le rôle d’élogier les qualités et de critiquer les défauts humains. L’œuvre d’Ion Creangă présente des défauts humains comme: la méchanceté, l’avarice, la peur
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In the libraries are not always worked professionals. In the old days, the work of a librarian took over writers, philosophers, scientists. On the eve of the day of librarian we remember people who were a symbol of culture, creative power, living legends and librarians
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The work with the highest popularity among readers and made him famous before posterity Lazar Șăineanu was the ,,The Universal Dictionary of Romanian Language (1896), which reaches 120 years after the publication of the first edition in 2016. Considered the most popular lexicographical work in the history of Romanian linguistics has about 30,000 words and 80,000 definitions. This is the first attempt at cataloging and defining the Romanian lexicon. Also it is mentioned all editions of this grater lexicographical work published up to the prezent with reference to editions that are in collections USARB Scientific Library
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This article discusses the issue of how kleos works in Pindar’s epinician odes. Firstly, it deals with the relationship between Pindaric and epic, and specifically, Homeric kleos. It tries to answer the question why Pindar was rather reluctant to extensively use the Iliad and the Odyssey in his odes and much preferred the cyclic poems. I am providing a close analysis of the closing line of the Pythian 3 in view of Homeric concepts of kleos and a poetic formula of kleos aphthiton. Next, I am discussing Pindar’s relationship with earlier lyric poets, mainly on the basis of passages from Ibycus’ 282a (S151) and Simonides’The Platea Elegy, also briefly mentioning Stesichorus. I am trying to display how their understanding of the mechanics of poetic kleos influenced Pindar.
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This paper provides a commentary to Bacchylides’ fragmentum dubium 63 M. and offers some further considerations about its interpretation. 1) The Muses, daughters of Mnemosyne, are the patrons of chant and present their sweet song to mankind. But few men have ever been gifted poetical knowledge, and the poet’s duty is to be their servant, herald and prophet: he must give their words voice and disclose, through Memory’s intervention, the past, present and future events. 2) Few other words are still readable: they seem to delineate a mythical conflict on horse or chariot. Which one?
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In this paper I have analysed the artistic manifestations of the ego-forming strategies of Sándor/Sarolta Vay (1859–1918), guided by the patterns of norm-following and norm-rejecting gender performativity and also by stepping outside of these patterns. Sándor Vay was born a woman but lived as a man, constructing his writer ego as a male author as well. This construction could be one form of queer masculinity based on corporeality. The first part of this paper demonstrates Vay’s career; the second analyses Vay’s poems published under a female name and those published later under a male name, investigating the strategies of textual creation of sexuality and gender.
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The term queer reading is borrowed from the writings of Eve Kosofsky Sedgwick. Via the example of R. W. Fassbinder’s Berlin Alexanderplatz it is demonstrated that the literary adaptation can appear as a form of queer reading strategy. The film accents queer subtexts contained in the novel. The paper investigates the means of accentuating such content. These means include narrative condensation, concentration on main characters, repetition, speech ambiguity, body language, facial gestures, music and close ups. Some of these means belong to the repertoire of melodrama.
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This study deals with functional differences of the categories of “femininity” and “gender”and their parallel use in literary studies. Given the fact that “gender” is not an identitarian category, its use has the potential to broaden the spectrum of feminist research significantly.Selected texts will be used to demonstrate the gender perspective in the analysis of literary strategies describing femininity.
More...Zum sozialkritischen Impetus der deutschsprachigen Literatur aus Österreich-Ungarn
The paper demonstrates how the basic social category gender can be analysed in literary texts of the late 19th century in order to track down historical gender discourse and its manifold positions, to trace it back to its early latent phase and show its diachronic development. The application of the sociological concept of intersectionality and the cultural-hermeneutic concept of transdifference to Austro-Hungarian German language texts aims at identifying the underlying socio-critical potential with an emphasis on gender as a category of analysis.
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The author in this paper analyses the poetry of two Hungarian poetesses, Anna Lesznai and Anna Hajnal, from the perspective of myth as a means of feminine self-expression. Anna Lesznai (1885–1966) belonged to the first, while Anna Hajnal (1907–1977) belonged to the third generation of the journal Nyugat (1908–1941). The theoretical background relates to women’s studies, while, starting from myth as an energy reaching back to women’s own identity and lineage, also relies on the results of the French feminist school. In the works of Anna Lesznai and Anna Hajnal, the uncovering of the mythical layers of poetry is intertwined with the modes of expression of female identity. Lesznai’s typical alter ego, Melusine, who is not accepted back by nature, breaks from her partner as well as her children. Anna Hajnal melds together the Greek and Jewish traditions, making Greek deities a part of her own private mythology.
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This study concentrates on the literary works of the German-language author Marie Therese von Artner (1770–1829). The postulates of a feminist literary theory serve as a basis for exploring the issue of authorship in selected lyric texts. The study tries to answer the questions on which conditions Artner enters literature, how she perceives her own authorial process and authorship and how she defines herself as an author and a woman. Artner’s attitude is ambivalent,but this ambivance disappears in her later works and gives way to a more radical position concerning demands for women’s rights. Artner as a woman and a Hungarian German living at the periphery, is marginal in German literature, but in the period around 1800 she belongs to those authors who influenced the literary and cultural course of events in the region of Upper Hungary and Lower Austria.
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This article focuses on the connection between language biographical research and the question of performed literary authorship based on the example of the lyricist, journalist,painter and dance instructor Erika Blumgrund (1924–2016). The first part of the text offers a short linguistic biography of the author primarily based on interviews with her. In addition,it illustrates how Blumgrund’s language biography influenced her performed authorship in three different contexts: Blumgrund as a multi-lingual author, as a German-Jewish author in Argentina and as a Slovak-Jewish Holocaust survivor.
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Participation in the school subject contests is a traditional and accepted form of support for the gifted students. This article presents the tenets and organization of the Polish language contests for the lower secondary school students of the Świętokrzyskie Region. It outlines the existing legal basis of the organization of subject contests for the lower secondary schools as well the support provided for the teachers working with the young competitors. The article points out a controversy accompanying this kind of competition. Relevant research results are presented and the arising consequences and risks are described. The controversy concerns the fact that, contrary to the assumptions, the contests do not help revealing and shaping the creative attitudes of the students. In order to test the hypothesis, research was conducted on a group of 93 finalists and winners of the Lower Secondary School Polish Language Contest. A generally high level of creativity was found out in the group, higher for boys than for girls.Te results revealed that the main weakness of the young people, talented in the Polish language, is the motivation for being creative. The conclusion emphasizes the need of supporting the development of the gifted students by stimulating their autonomous motivation.
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