Favole allegoriche dal Manoscritto Vaticano Arabo 594

2020 ◽  
Vol 15 (1-2) ◽  
pp. 292-312
Author(s):  
Elie Kallas
Keyword(s):  
Language Teaching ◽  
17Th Century ◽  
Avant Garde ◽  
Standard Arabic ◽  
Moral Advice

Abstract Scrolling through Elenco dei manoscritti arabi islamici della Biblioteca vaticana (The List of Islamic Arabic manuscripts in the Vatican Library) by Giorgio Levi Della Vida (1935, p. 65), I was intrigued by manuscript Vat. Ar. 594, entitled Riwāyāt ḍiḥkiyya (Humorous Tales), dating back to the 17th century. After examining its content, I was attracted to: a) its predominant use of Egyptian; b) its avant-garde intent to teach (what’s more, in Italy), the vernacular rather than classic or standard Arabic for communication purposes; c) I was amused by the ironic, moral and satirical nature of the text and its dialogue reworkings; d) I was struck by the originality of the description of its protagonists that unfold and end with sui generis moral advice. For these reasons, I decided to study his fables (143r-187v), setting myself three main objectives: to illustrate a) the representations of the protagonists; b) some characteristic linguistic elements of 17th century Egyptian; c) Italian-inspired avant-garde use of colloquial neo-Arabic for language teaching purposes, found in the works written in Rome at San Pietro in Montorio school.

scholarly journals Convention as the Source of the Avant-Garde. Remarks on the Inventiveness of Poetics of the Past

2019 ◽  
Vol 66 (1 SELECTED PAPERS IN ENGLISH) ◽  
pp. 19-31
Author(s):  
Barbara Niebelska-Rajca
Keyword(s):  
20Th Century ◽  
17Th Century ◽  
16Th Century ◽  
Avant Garde ◽  
The Past ◽  
Polish Version ◽  
Dominant Tendency ◽  
Late Renaissance ◽  
Theoretical Reflection ◽  
Present Text

The Polish version of the article was published in “Roczniki Humanistyczne,” vol. 59 (2011), issue 1. Modern theoretical-literary treatises, defined as normative poetics, are usually connected with the dominance of the convention and normativism, with obligatory rules, canonical concepts and restrictive directives hampering originality. The present text tries to revise the conviction that convention is a dominant tendency in the development of the old theoretical thought; it tends to show the avant-garde aspects of modern poetics and to present the relations between what is conventional and what is innovative in the most original theoretical texts of late Renaissance and Baroque. Examples of two avant-garde modern poetics—Francesco Patrizi’s theory of wonder formed at the end of the 16th century and the 17th century Emanuele Tesauro’s conceptistic theory—show that tradition and convention are necessary elements of inventive theories. The avant-garde of poetics of the past, contrary to the avant-garde of the 20th century, is not born from the defiance of the earlier theories but is formed by way of modernizing and transforming them. Old inventive theories—despite all the departures from tradition—are still part of the classical paradigm. Hence, the avant-garde character of late-Renaissance and Baroque theoretical reflection consists in a peculiar synergy of convention and novelty.

John Brinsley

1975 ◽  
Vol 2 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Vivian Salmon
Keyword(s):  
Seventeenth Century ◽  
Teaching Method ◽  
Language Teaching ◽  
Applied Linguistics ◽  
17Th Century ◽  
Comprehensive Account ◽  
History Of ◽  
Lengthy Discussion

Summary John Brinsley (1566-c.1630) seems to have been the first English scholar to publish a comprehensive language-teaching course for students of Latin. His first textbook, which appeared in 1612, was a lengthy discussion of teaching method; it was followed by a grammar, and by translations of Latin texts of varying degrees of difficulty, arranged in a special format to assist private study. His last publication was a dictionary devoted to the kind of vocabulary relevant to the practical needs of the early 17th century, when Latin was still the language of the professions. So valuable did English schoolmasters find his works — which also stressed the necessity of studying the vernacular — that they were reprinted two or three times, and one (the grammar) reached a fifteenth edition. But they did not attain the continuing success which they deserved, because they were superseded from the 1630’s by the textbooks of Jan Amos Comenius (1592–1670) which were more specifically directed towards the growing scientific interests of the seventeenth century. Although the name of Brinsley has long been known to historians of education, no comprehensive account has previously been given of his writings or of his biography. This study is an attempt to supply more detailed information about both, and to assess his importance in the history of applied linguistics.

The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language

2021 ◽  
Vol 48 (3) ◽  
pp. 241-254
Author(s):  
Elena Tareva ◽  
◽  
Elena Porshneva ◽  
Indira Abdulmianova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Active Phase ◽  
Educational Process ◽  
Teaching System ◽  
Avant Garde ◽  
Key Concepts ◽  
Theory Of Language

The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.

scholarly journals Baroque references in works of Vlastimir Trajkovic

Muzikologija ◽  
2012 ◽  
pp. 141-162
Author(s):  
Аna Stefanovic
Keyword(s):  
17Th Century ◽  
Avant Garde ◽  
Generic Relation ◽  
Baroque Era ◽  
French Tradition

The article examines Baroque references in three Trajkovic?s compositions: Arion, Le nuove musiche per Chitarra ed Archi op. 8 (1979), Le retour des z?phyres ou ?Zefiro torna? op. 25 (2001) and solo song Renoveau from the cycle Cinq po?mes de St?phane Mallarm? op. 29, in its version for voice, flute and piano (2003), all these compositions being unified by the idea of modernity and novelty, metaphorically contained also in the idea of renewal of nature, which connects music of the moderns from the beginning of the 17th century and Trajkovic?s search for new paths in music, opposite to ?gothic? tangles of the Avant-garde. Complex and multi-layered, the references to the Baroque era in Trajkovic?s works reflect fundamentally generic, arche-textual relations. Compositions Arion and Zefiro torna are set upon explicit references to Italian origins of the Baroque epoch, in theoretical, as well as in the creative domain (to Caccini?s collection of madrigals - Le nuove musiche, 1601, and Monteverdi?s madrigal Zefiro torna, 1614, after Petrarch?s sonnet). Zefiro torna, with a primarily French title and subtitles of the ?scenes? given after antique mythological sources, indicates, again, a twofold generic relation: to the Italian madrigal tradition (including another Monteverdi?s madrigal with the same title composed after Rinuccini?s sonnet, from 1632) and the French tradition of opera/ballet, additionally mediated by references to the opuses of Debussy and Ravel. Multiple literary and musical trans-historical relations can be observed in the solo song Renouveau. However, from these compositions, implicit generic relations, far more than explicit para-textual references, with the whole corpus of themes, forms, texts, discourses as well as crucial poetic concepts of the 17th century music can be inferred.

scholarly journals L’èxtasi poètic de Fontanella: metateatre i música a la Lloa per la Tragicomèdia pastoral d’amor, firmesa i porfia

2018 ◽  
Vol 11 (11) ◽  
pp. 178
Author(s):  
Gaston Gilabert
Keyword(s):  
Critical Evaluation ◽  
17Th Century ◽  
Point Of View ◽  
Functional Importance ◽  
Avant Garde ◽  
Modern Age ◽  
Dramatic Structure

Resum: En absència d’estudis monogràfics sobre la Lloa de Fontanella, aquest article n’ analitza l’estructura dramàtica, començant amb una reflexió sobre llur classificació dintre del gènere i sobre l’espai de la Barcelona del segle XVII que podria haver-la escenificat. La importància funcional que el poeta barceloní atorga a la música i al metateatre condueixen a una interpretació de la Lloa des d’un punt de vista poeticomusical, la qual cosa permet una nova lectura de certs passatges i una valoració crítica que afecta, no només a la peça en qüestió sinó a tota la Tragicomèdia pastoral d’amor, firmesa i porfia i al caràcter d’avantguarda del teatre català de l’Edat Moderna Paraules clau: Francesc Fontanella, teatre català, literatura barroca, música, Barcelona.   Abstract: In the absence of monographic studies on Fontanella’s Lloa, this paper analyses its dramatic structure, starting with a reflection on their classification within the genre and on the context of 17th century Barcelona where it could have been staged. The functional importance that this Barcelonian poet grants to music and metatheatre leads to an interpretation of the Lloa from a poetic-musical point of view, which allows a new reading of certain passages and a critical evaluation that affects not only the piece in question, but also the whole Tragicomèdia pastoral d’amor, firmesa i porfia and the avant-garde character of the Catalan theatre of the Modern Age. Keywords: Francesc Fontanella, Catalan theatre, baroque literature, music, Barcelona.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

Vocabulary in Language Teaching

2020 ◽  
Author(s):  
Norbert Schmitt ◽  
Diane Schmitt
Keyword(s):  
Language Teaching
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