scholarly journals ON THE IMPORTANCE OF ADVENTURE INTERPRETATION OF THE LITERARY TEXT DURING TEACHING HISTORY OF LITERATURE

2021 ◽  
Vol 10 (2) ◽  
pp. 141-151
Author(s):  
Peter Ziak ◽  
Valbona Gashi-Berisha
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Motivational Factor ◽  
Teaching Techniques ◽  
Innovative Teaching ◽  
Teaching History ◽  
Language Interpretation ◽  
History Of ◽  
History Of Literature ◽  
The Way

This study examines the phenomenon of interpretation as part of the study of the history of literature, especially in the case of teaching a foreign language. Interpretation can be about examining the immanent structures of a text, but also about reflecting the reader's relationship to the text and the way he approaches it. With regard to didactic goals, which include, in addition to professional interpretation, also a motivational factor (to teach students to like literature), we offer several innovative teaching techniques aimed at supporting adventure reading.

The limits of literature as liberation: Colonialism, governmentality, and the humanist subject

2020 ◽  
pp. 135050762097897
Author(s):  
M Greedharry
Keyword(s):  
Organizational Structures ◽  
Literary Text ◽  
Literary Study ◽  
The People ◽  
History Of ◽  
History Of Literature ◽  
Forms Of Knowledge ◽  
Colonial Governmentality

Scholars in both the humanities and management remain attached to the idea that literature will set us free. Whether this is because literary text seems unconstrained by our epistemes or reading literature offers a practice through which we will be able to shape ourselves into the people we want to be, many of us understand literature as something that offers us a chance to emancipate ourselves from the regime of knowledge we have now. Nevertheless, as the history of literature as colonial governmentality suggests, literature and literary study have been crucial forms of knowledge-power for creating and maintaining organizational structures as well as producing the willing subjects that make those structures work. This being so, how is it that are we still interested in using literature to make “better” people, whether the people in question are ”better” managers or their subordinates, rather than reorganizing literary study in the contemporary university?

scholarly journals الإبداعات المغربية باللغات الأجنبية بين سلطة اللغة وسلطة الهوية: قراءة تراتبية

2015 ◽  
Vol 20 (80) ◽  
pp. 142-111
Author(s):  
فؤاد بوعلي
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Literary Text ◽  
Post Colonial ◽  
Colonial Studies ◽  
Cultural Alienation ◽  
History Of ◽  
Points Of View ◽  
Creative Writings ◽  
The Relationship

أثارت الكتابة الإبداعية باللغات الأجنبية العديد من المواقف المتعارضة في الحقلين: الأكاديمي، والثقافي. فقد عرف تاريخ المغرب الحديث سجالاً قوياً بخصوص هوية الكتابات الإبداعية باللغات الأجنبية، بين مَن يرى فيها استلاباً ثقافياً، ومَن يرفض ربط الجنسية الأدبية بالانتماء اللغوي، بل وربطها بالمتخيّل الجماعي أكثر من أيّ شيء آخر، ثمّ بالمنتوج الأدبي بوصفه تجسيداً لهذا المتخيّل. فالتعبير عن الذات بلغة أجنبية يطرح للنقاش مفاهيم، مثل: الهوية الثقافية، والسلطة، والخصوصية، والعلاقة بالآخر. وباستخدام القراءة التراتبية التي ظهرت في الدراسات بعد الكولونيالية أمكننا إثبات التلازم بين استعمال اللغة الفرنسية في الإبداع ومسار الفرنكفونية بوصفها إيديولوجيا استعماريةً تفرض لغتها على الشعوب والفضاءات الذيلية. The debate over literary writing in a foreign language has instigated a lot of dichotomous points of view in Moroccan academic and cultural circles. History of modern Morocco has witnessed strong ongoing debates about the identity of creative writings in foreign language. There are those who would consider such writings as cultural alienation. Contrary to that, there are those who refuse to link literary text to language belonging, and link it instead to the collective imaginary and to the literary product as a manifestation of this imaginary. In fact, expressing the self by using a foreign language puts into question notions such as cultural identity, authority, nation-building, and otherness. By applying the theory of hierarchical reading which appeared in the post colonial studies, we have established the relationship between using French in creative writings and La Francophonie as a colonial ideology imposed on people and annexed spaces.

Mythological Subtext as a Specificity of the Writer’s Idiostyle (Based on the Example of Yuri Polyakov’s Novel “The Mushroom Tsar”)

2021 ◽  
Vol 13 (3-2) ◽  
pp. 337-347
Author(s):  
Larisa Zakhidova ◽  
Keyword(s):  
Deep Understanding ◽  
Literary Text ◽  
Cultural Traditions ◽  
Literary Process ◽  
Associative Connection ◽  
Deep Layers ◽  
History Of ◽  
Almost All ◽  
History Of Literature ◽  
The 19Th Century

The best works of modern literature often have mythological overtones that allow us to raise the deep layers of human experience. Mythologism of the XX - XXI centuries is a wide, complex and contradictory phenomenon, requiring also serious penetration into the linguistics of the text of the studied work. The analysis of the literary process, from the 19th century to the 21st century, clearly shows that it is traditional to have vocabulary referring the reader to various cultural subtexts, which we call mythopoetic paradigms that have an associative connection with mythological images and are a means of creating mythological subtext, as well as a means of enriching a literary text with additional meanings. Mythopoetic paradigms help in creating the subtext of a work by their ability to evoke certain models, images, whole cultural traditions in the reader’s mind. A.A. Potebnya believes that the doctrine of ‘mythological devices’ of thought should be given a place in the history of literature: if the previous content of our thought is not a subjective means of cognition, but its source, and the image (being recognized as ‘objective’) is completely transferred into meaning, then in this the case the researcher comes across myth-making. Many myths are generated by the external and especially the internal form of the word. The research of Yu. M. Polyakov’s texts convincingly shows a mythopoetic type of thinking of this writer, since mythopoetic paradigms are cross-cutting and cover almost all of the author’s texts. In this regard a novel “The Mushroom Tsar” by Yu. M. Polyakov is especially specific. Yu. M. Polyakov’s works are rich in mythologemes of various types that allows us to talk about his texts within the framework of the neo-mythological tradition, which provides a deep understanding of the writer’s texts and the system of his idiostyle as a whole.

Continental Romanticism in Britain

2018 ◽  
Author(s):  
James Vigus
Keyword(s):  
Direct Contact ◽  
Napoleonic Wars ◽  
British Romanticism ◽  
German Aesthetics ◽  
Leigh Hunt ◽  
Aesthetic Autonomy ◽  
History Of ◽  
Ugo Foscolo ◽  
History Of Literature ◽  
The Way

This chapter argues on the basis of several constellations of writers that British Romanticism, far from being Europhobic, drew strength from direct contact with Continental sources. The term ‘romantic’ itself, as contrasted with ‘classical’, gained a new inflection through the Schlegel brothers’ works. In Weimar in 1804, Henry Crabb Robinson presented lectures on German aesthetics to Germaine de Staël, whose work then popularized the notion of aesthetic autonomy in Britain, paving the way for the reception of A. W. Schlegel’s Lectures on Dramatic Art and Literature. Friedrich Schlegel’s Lectures on the History of Literature, meanwhile, informed a nationalist approach to literature through J. G. Lockhart’s translation. Italophile writers, by contrast, resisted this northern style of Romanticism. Not only Shelley and Leigh Hunt, but also Byron, who had contact with the Italian exile Ugo Foscolo, came to regard Dante as a model for political renovation after the Napoleonic Wars.

scholarly journals “Aixo era y no era”: The Ontological Paradox of Metaphoric Reference

2020 ◽  
pp. 30-46
Author(s):  
Galyna Dranenko
Keyword(s):  
Literary Text ◽  
New Criticism ◽  
Semantic Approach ◽  
Current Period ◽  
The Everyday ◽  
History Of ◽  
Everyday Reality ◽  
Linguistic Approach ◽  
History Of Literature ◽  
Metaphorical Process

A quick look on the history of criticism and literary theory of the current period shows curious reversals and strange returns. Indeed one can see the slow and unrelenting disappearance of rhetoric, justly qualified as restricted, since it has been all too often limited to identifying and classifying of the various figures. It has been replaced by a new criticism, a fundamentally formalist one, the assumptions of which are akin to those of the “text sciences”; if the structure, the “poetical function” of the texts were underlined, it was to the detriment of their functional reference and their meaning to put it simply. There is no doubt that today this approach is running out of steam and is meeting some decline. For that reason, the history of literature is coming back in force and finds a new youth with the developments of the theories of perception. But there reappears also a new interest in a semantic approach of the texts, which is concerned with their references. This approach, which comes from logistics (G. Frege), undoubtedly opens a philosophical horizon, particularly on some kind of ontology. Thus it is not surprising to find that a great many studies question the metaphorical process again from that perspective given the paradoxical nature of its reference and thus of its ontology which could be summed up through the usual exordium of the Majorcan storytellers: “Aixo era y no era” (it was and was not). Paul Ricœur insists on the paradoxical nature of the metaphorical reference since “the metaphor is a way of working on the language which consists in giving the logical subjects predicates that are incompatible with the first ones” (From Text to Action). In his book The Living Metaphor, the French philosopher analyses the concept of the “ontological metaphor” from the idea of the “divided reference”. Ricœur moves away from a purely stylistic or linguistic approach, centred on the word (a deviant denomination) to describe the metaphorical process on the level of the phrase and of the discourse (a non-pertinent predication): “Then there is a metaphor, since we can discern <…> the resistance of words <…> their incompatibility on the level of a literal interpretation of a sentence” (From Text to Action). But that non-pertinence and the abolition of the reference in the everyday reality are not a purely gratuitous verbal game, for they liberate “another kind of reference to other dimensions of reality” (The Living Metaphor). It is that way of tension of the metaphor which we intend to present in our study for it expresses some kind of „ontological vehemence” as Ricœur puts it so well? Let us add that the metaphor seen as a new description of reality, can be conceived, so to speak, as a “model”, in the sense of a prototype which accounts of the way a literary text functions when it is a “opening on the world”, when it places itself “in the service of things that want to be expressed” and when it responds “to the need of a discourse that comes from all forms of experience” (Mimesis, Reference and new figuration in “Time and Narrative”).

scholarly journals Stojan Novakovic in Gymnasium and Lyceum 1857-1863

2018 ◽  
pp. 83-102
Author(s):  
Radomir Popovic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Strong Influence ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Private Lessons ◽  
History Of ◽  
History Of Law ◽  
History Of Literature ◽  
Law Professors

Based on unused documents from the Archive of Serbia, the paper presents less known details about the education of Stojan Novakovic in the Gymnasium (1857-1860) and Lyceum (1860-1863) in Belgrade. Novakovic came from a poor family. Being an excellent student, he was a scholarship (blagodejanije) recipient during his entire education. As such type of aid was insufficient, he earned additional money by holding private lessons, translating and writing essays. The paper highlights the continuity of Novakovic?s seven-year education in the Gymnasium as he finished four grades in Sabac and three in Belgrade. In the history of gymnasium education in Serbia, the 1853-1863 period is particularly notable as the reform initiated in 1853 in gymnasiums placed emphasis on foreign language learning. In the Gymnasium, Novakovic learned German, French, Latin, Greek and Old-Slavic. At the Lyceum, the highest educational institution in the Principality of Serbia, he continued to learn German and French. Professor Djura Danicic, who taught him philology, history of literature and aesthetics, made a strong influence on Novakovic during his studies at the Lyceum. He learned a lot about legal terms and concepts and the history of law from law professors Nikola Krstic, Sergije Nikolic and Ignjat Stanimirovic. He learned logics, national and general history and other auxiliary subjects. In view of this, we may conclude that Novakovic?s later versatile scientific interests result from the education that he gained at the Lyceum and his hard work throughout his career. To the extent offered by the preserved documents, the final part of the paper elucidates details from Novakovic?s education (timetables, exam dates and grades).

scholarly journals Formation of ethnocultural competence of foreign language student

2021 ◽  
Vol 27 (1) ◽  
pp. 5-15
Author(s):  
Aiym Zhapsarbay ◽  
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Ethnic Culture ◽  
Language Of Instruction ◽  
Criteria And Indicators ◽  
National Characteristics ◽  
History Of ◽  
The Way

The author of the article examines the formation of ethnocultural competence of students in schools with a non-Kazakh language of instruction. Explains the concept of culture and analyzes the typology of Connes culture. Reveals the meaning of the concept of "ethnoculture", defines its role in the development and upbringing of a child. Ethnoculture is culture, traditions, national characteristics of a certain people. It symbolizes vitality, honor, heights, achievements, consciousness and history of the nation. The article discusses the main tasks of ethnocultural education and some effective ways of teaching it. Focuses on the concept of competence and explains how to achieve high ethnocultural competence among students. It offers criteria and indicators for diagnosing the level of formation of ethnocultural competence of students in a school with a non-Kazakh language of instruction. Tells about the way of formation of ethnocultural competence at the lessons of the Kazakh language. Conducts a comparative analysis of the ethnic culture of the Kazakh people with the concept of "besik" in order to avoid difficulties in interpreting the ethnic culture of the Kazakh people for a foreign language audience. Using the example of the cradle, they compare it with the concept of the Russian, German peoples. Fully revealing the essence of the Kazakh cradle for a foreign-language audience, makes various comparisons, teaches to respect the culture of the Kazakh people, while preserving their culture.

Sign in / Sign up

Export Citation Format

Share Document