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This article examines the association of text and photographic image in three stories celebrating the encounter and disappearance of a woman crossed in an urban setting. All based on the same literary source, Baudelaire’s poem «À une passante», they illustrate the multiple links between image and memory.
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In the work of Duras, a significant role is played by the image. It penetrates and stimulates her writing, refers to the author’s biography. Together with the publication of "Un barrage contre le Pacifique", she begins to write the history of her childhood, which overlaps with the beginnings of cinematography. In turn, "L’Éden cinéma, L’Amant and L’Amant de la Chine du Nord" enable readers to discover the unusually suggestive world of childhood presented through the sequences of the most important events from Duras’s young years. In this way, readers have the opportunity to understand the complexity and multidimensionality of the author’s rich oeuvre, using various means of expression, constantly recalling childhood memories that shaped Duras. The interpenetration of two elements − autobiography and cinematography − reveals the subtleties of the Duras’s writing technique. Therefore, the tenth muse makes it possible to read the work of Duras metaphorically, allowing its intertextual reading.
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How to translate into French the Polish term «reportaż», which is indispensable when talking about contemporary Polish literature? If the meaning of this word is obvious in Poland, it is not the same in the French-speaking European area. The strong presence, throughout the 20th century and at the beginning of the 21st, in the Polish literary landscape of a writing practice called «reportaż» does not at first glance have an equivalent in the French-speaking European area where “reportage” is more clearly linked to the field of the press and not literature. This article explores three hypotheses that may shed light on these contrasting situations. According to the first, literary reportage has not been written in France since 1939. According to the second, French literary reportage was made invisible throughout the second half of the 20th century. The third invites us to reflect on how literary history is written today.
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This contribution treats the history and the evolution of the discipline of ‘Romanistik’ (Romance philology) which is born in Germany in the beginning of the 19th century, in a twofold perspective: on the one hand, it points out its very particular conception, placed on an international level, embracing the study of different romance languages, literatures and cultures; and, on the other hand, it shows the evolution of the discipline during these last decades, where it has been partially put into question, being confronted to specific challenges on the methodological, theoretical, organizational and also professional level.
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M. Brahmer, one of the greatest figures of Romance studies in the 20th century Poland, in 1937 moved from Cracow to Warsaw to assume the post of the head of the Seminar of Italian literature and after the war for over 20 years he ran Warsaw’s faculty of Romance studies. He conducted an important correspondence with G. Maver, a pioneer of the Italian Slavic Studies and the director of the first Chair of Polish Studies in the West at the La Sapienza University in Rome where Brahmer was lecturing in Polish language and literature for six years. Their letters provide a valuable source material on the history of Polish Romance and Italian studies and the conditions in which this generation of scholars had to work, as well as give a testimony of their friendship. The article discusses Brahmer’s pre-war letters, describing i. a. the circumstances surrounding the establishment of the faculty of Italian studies in Warsaw.
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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).
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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