scholarly journals KONFIGURASI KATA SAM’, BASHAR, DAN FU’AD DALAM AL-QUR’AN MENURUT TINJAUAN ILM AL-MA’ANIY

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Mahfudz Siddiq
Keyword(s):  
Literary Text ◽  
Characteristic Model ◽  
Language And Literature

In language and literature perspective, the Qur′anic style has uniqueness because it has specific characteristic, model, and configuration in its style, word, and structure. Al-Qur′an as a miracle of the God revealed to Muhammad peace be upon him is a miracle text of language and literature, although it can not be categorized as literary text, but it uses literary approach in delivering God ideas about world life and hereafter. In this article, the writer tries to discover Qur′anic uniqueness to observe tree words that are always mentioned in a series; sam’ (hear), bashar (see), and fu′aad (heart). In this case, the writer uses al-ma’aaniy, one of al-balaghah branches to analyze Qur′anic verses. The aim is to explain uniqueness of its specific characteristic, model, and configuration used in Qur′anic style in order to explain those tree words. The findings are that the expression of those three words expressed in a series, are revealed in six verses. (1) Surah al-Nahl (16) ayat 78; (2) Surah al-Isra′ (17) ayat 36; (3) Surah al-Mu’minun (23) ayat 78; (4) Surah al-Sajdah (32) ayat 9; (5) Surah al-Ahiqaf (46) ayat 26; dan (6) Surah al-Mulk (67) ayat 23. The sense expressions have reached the perfectness, fashahah or the harmony and compactness among one phrase and the next phrase. In other word the fashahah and balaghah of the Al Quran is incomparable.

Interactive methods and problematic situations in the study of the literary text (based on the work „Memories from childhood”, by Ion Creanga)

2021 ◽  
pp. 46-55
Author(s):  
Crina Ramona Antip ◽  
Keyword(s):  
Deductive Reasoning ◽  
Literary Text ◽  
Interactive Methods ◽  
Language And Literature ◽  
Problematic Situations

The essential study of the Romanian language and literature in school must be based on the problematic conversation. It stimulates inductive / deductive reasoning; associative; the spirit of synthesis and the keeping alive of the mutual actions between the teacher and the students or even between the students themselves.

On the types of analysis of literary text in Russian language lessons

2021 ◽  
Vol 82 (2) ◽  
pp. 7-15
Author(s):  
M. I. Shutan
Keyword(s):  
Literary Work ◽  
Practical Experience ◽  
Structural Features ◽  
Literary Text ◽  
Russian Language ◽  
Literature Teaching ◽  
Lexical Meaning ◽  
Language And Literature ◽  
Methodological Principles ◽  
The Russian Language

This article aims to investigate and characterise types of literary text analysis in Russian language lessons by reviewing the scientific and practical experience accumulated in the methodology of teaching the Russian language and literature at school. The first type of analysis is a combination of assignments aimed at both understanding the content of a literary work as an art phenomenon and identifying its structural features, which actualizes the methodological principles of school literature teaching. This model also includes linguistic-stylistic assignments covering various levels of the language system. Such an analysis can be called complex. The second type involves focused analysis organized within the framework of working with a linguistic concept. The main purpose of students in this case is to identify meanings, i.e., substitutes for the lexical meaning of a concept word. The types of analysis described in this article can be used to help students understand the literary text in its semantic integrity.

scholarly journals Die taalkundige analise van ’n literêre teks: leksikale kohesie in 'My broer se kraai'

Literator ◽  
2002 ◽  
Vol 23 (2) ◽  
pp. 165-182
Author(s):  
G. Van den Berg
Keyword(s):  
Short Story ◽  
Literary Text ◽  
Positive Interaction ◽  
Text Linguistics ◽  
Literature Research ◽  
Lexical Cohesion ◽  
Language And Literature ◽  
Different Types ◽  
The Given ◽  
Linguistic Structures

A linguistic analysis of a literary text: Lexical cohesion in 'My broer se kraai' In this article the positive interaction between language and literature is investigated from a text-linguistic perspective. In text linguistics linguistic investigation is at stake as it attempts to establish the textuality of linguistic structures with the help of as many linguistic means as possible (Carstens, 1997:7). In this article a literary text is used to obtain knowledge of the nature of the language used in the text, while at the same time linguistics is applied to find out more about the literary text – in this case “My broer se kraai” – the short story that is analysed. Furthermore, this article emphasizes the contribution of lexical cohesion in the teaching of literature. Research already undertaken reveals that different types of lexical cohesion are interwoven in a text and form a unit that links with the theme of the given text. The lexical cohesion singled out in the text will not necessarily have the same value and meaning for every reader. What is important, however, is that cohesion has achieved its purpose if the reader is able to experience and understand the text as a coherent unit.

scholarly journals THE STUDY OF THE PHRASEOLOGICAL UNITS OF THE RUSSIAN LANGUAGE BY KYRGIZ SCHOOLCHILDREN (BASED ON THE MATERIAL OF THE PLAY BY A. N. OSTROVSKY “THE STORM”)

2021 ◽  
pp. 122-131
Author(s):  
Анна Владимировна Ковалева
Keyword(s):  
Russian Literature ◽  
Literary Work ◽  
Literary Text ◽  
Russian Language ◽  
Language And Literature ◽  
Methods And Techniques ◽  
Russian Literary ◽  
Correct Reading ◽  
The Russian Language

Введение. Рассматриваются особенности изучения фразеологических единиц (ФЕ) русского языка учениками-киргизами. Исследуются методические и лингводидактические основы изучения русской фразеологии школьниками-киргизами в условиях контекста русского литературного произведения. Цель – анализ ФЕ художественного произведения и разработка методов и приемов работы по их усвоению в киргизской аудитории. Материал и методы. Материалом исследования послужил текст пьесы А. Н. Островского «Гроза», в котором особое внимание было уделено ФЕ и их функциям, выполняемым в контексте данного литературного произведения. Работа выполнена посредством исследовательско-поискового метода, метода сравнения и классификации ФЕ, метода интерпретационного и лингвокультурологического анализа. Результаты и обсуждение. На основе художественного текста выявляются особенности контекстуальных функций ФЕ в речи персонажей. Выстраивается алгоритм работы с ФЕ в процессе чтения литературного произведения. Определяются методы и приемы, благодаря которым интерпретируется произведение и, как следствие, формируется интерес к русской литературе и культуре школьников-киргизов. Основной проблемой является изучение особенностей восприятия и усвоения ФЕ русского языка киргизскими учащимися в условиях контекста литературного произведения (на материале пьесы А. Н. Островского «Гроза»). Предмет исследования – фразеологические единицы в контексте художественного произведения и их интерпретация учениками-киргизами при осмыслении идейно-тематической составляющей пьесы А. Н. Островского «Гроза». Словарно-фразеологическая работа в процессе освоения инокультурного литературного текста учениками-киргизами способствует не только пополнению новыми лексическими единицами их словарного запаса, но и расширению знаний о культуре России, приобщению к моральным и духовным ценностям, что, несомненно, облегчает культурно-языковую интеграцию учеников-киргизов в пространство русского языка и культуры. Результатом исследования стали приемы, которые могут быть применены на практике в процессе чтения русского литературного текста и изучения ФЕ учащимися-киргизами. Заключение. Понимание семантики слов, их функционального значения в контексте произведения может обеспечить правильное прочтение и успешную интерпретацию художественного текста русской литературы учениками-киргизами. В связи с этим на уроках русского языка и литературы тщательным образом должна быть организована работа с этнокультуроведческой лексикой (фразеологизмами). Introduction. The article discusses the peculiarities of studying phraseological units of the Russian language by Kyrgyz students. The methodological and linguodidactic foundations of studying Russian phraseology by Kyrgyz schoolchildren in the context of a Russian literary work are investigated. The purpose of the study is to analyze the phraseological units of a work of art and develop methods and techniques for mastering them in the Kyrgyz audience. Material and methods. The text of the play by A. N. Ostrovsky’s “The Storm”, in which special attention was paid to phraseological units and their functions performed in the context of this literary work. The work was carried out by means of an exploratory and research method, a method of comparison and classification of phraseological units, a method of interpretive and linguocultural analysis. Results and discussion. In this study, on the basis of a literary text, the features of the contextual functions of phraseological units in the speech of characters are revealed. An algorithm for working with phraseological units in the process of reading a literary work is being built. Methods and techniques are determined, thanks to which the work is interpreted, and, as a result, interest in Russian literature and culture of Kyrgyz schoolchildren is formed. The result of our research is a number of techniques that can be applied in practice in the process of reading a Russian literary text and studying phraseological units by Kyrgyz students. Conclusion. Understanding the semantics of words, their functional meaning in the context of a work can ensure the correct reading and successful interpretation of the literary text of Russian literature by Kyrgyz students. In this regard, in the lessons of the Russian language and literature, work with ethnocultural vocabulary (in our case, with phraseological units) should be carefully organized.

scholarly journals MODERN VECTORS OF THE STUDY OF THE RUSSIAN WORD IN THE EAST SLAVIC BRYANSK-GOMEL BORDERLAND

2021 ◽  
pp. 117-125
Author(s):  
Светлана Николаевна Стародубец ◽  
Сергей Михайлович Пронченко
Keyword(s):  
Literary Text ◽  
Research Interest ◽  
Cultural Traditions ◽  
Russian Word ◽  
Proper Nouns ◽  
Language And Literature

В публикации рассматриваются современные векторы изучения русского слова на пограничной с Беларусью и Украиной территории Брянщины - в частности, восточнославянского брянско-гомельского пограничья. Выделены и охарактеризованы следующие линии, находящиеся в центре исследовательского интереса: русское слово как смысловое «зерно» славянской лингвокультуры, как инструмент интерпретации славянского художественного текста, русское слово в фокусе славянской фразеологии, имена собственные в контексте культурных славянских традиций, практика реализации лингвокультурных и межкультурных аспектов в деятельности учителя-словесника в контексте формирования русскоговорящей языковой личности. The publication considers modern vectors of the study of the Russian word on the territory of the Bryansk region bordering on Belarus and Ukraine - in particular, the East Slavic Bryansk-Gomel borderland. The following lines, which are at the center of research interest, are identified and described: the Russian word as the semantic «grain» of Slavic linguoculture, as an instrument for interpreting the Slavic literary text; the Russian word in the focus of Slavic phraseology; proper nouns in the context of Slavic cultural traditions; the practice of implementing linguistic-cultural and intercultural aspects in the activities of a language and literature teacher in the context of forming a Russian-speaking linguistic personality.

scholarly journals La obra literaria en la enseñanza de las lenguas y los géneros textuales

Horizontes ◽  
2014 ◽  
Vol 32 (1) ◽  
Author(s):  
Dora Riestra
Keyword(s):  
Teacher Training ◽  
Literary Work ◽  
Literary Text ◽  
Work Of Art ◽  
Teaching Language ◽  
Language And Literature ◽  
Training Courses ◽  
The Relationship ◽  
Organizing Principles ◽  
Formación Docente

Este artículo trata una cuestión teórico-práctica que atañe a los contenidos lingüísticos y las obras literarias en la enseñanza. La diversidad de disciplinas de las Ciencias del lenguaje y el consiguiente efecto de fragmentacióndel objeto de enseñanza, pone a la Didáctica de la lengua y la literatura frente a la tarea de reunir en la formación docente los contenidos de disciplinas de referencia y áreas de conocimiento diferentes. Además, el texto literario,como obra de arte, tiene aspectos culturales y técnicos que nos plantea otra integración de contenidos, necesaria en la conformación del objeto de enseñanza. Frente a estos desafíos de articulación teórica de la relación entre ellenguaje, las lenguas y las artes del texto, nos basamos en los programas de Saussure, Vygotski y Voloshinov, que orientan la búsqueda epistemológica en la problemática didáctica. Desde esta perspectiva abordamos losconceptos de signo y de género como principios organizadores de reformulación del objeto de enseñanza. Las formulaciones de lnteraccionismo socio-discursivo (BRONCKART, 1997) y de las Ciencias de la cultura (RASTIER, 2012) son los marcos teóricos que nos permiten delimitar la relación entre el texto/enunciado y la obra de arte literaria.Palabras claves: didáctica, lenguaje y literatura, signo, obra literaria, género textual.AbstractThe Literary Work in Teaching Tongues and Texts Genres This paper reviews the linguistic contents taught and the place assigned to literary works when teaching language. The diversity of disciplines in Language Sciences has produced fragmentation of the object of teaching; as a result, the Didactics of Language and Literature should include contents of language and literature in teacher training courses. With regard to the literary text as a work of art, the issue is both cultural and technical in nature, two aspects which also pose the need for integration in the object of teaching. The fact that the programs of Saussure, Vygotski and Voloshinov are still valid regarding the challenges of the theoretical articulation of the relationship between language and tongues guides the methodological search for tackling the issue of didactics. The concepts of sign and genre are organizing principles of the didactic object to be reformulated. The approaches of Sociodiscursive Interactionism (Bronckart, 1997) and the Science of Culture (Rastier, 2012) enable us to define the relationship between the text/statement and the literary work of art.Key words: didactics, language and literature, sign, literary work, text genres

scholarly journals Linguistic Choices for Literary Dialectics: A Coming Together of Divergent Entities

2016 ◽  
Vol 12 (32) ◽  
pp. 269
Author(s):  
Sabitha S. R. Najeeb ◽  
Manar AlDawood
Keyword(s):  
Analytical Techniques ◽  
Literary Text ◽  
Wallace Stevens ◽  
Stylistic Analysis ◽  
Linguistic Form ◽  
Language And Literature ◽  
American Poet ◽  
Language Study ◽  
Linguistic Approach

Literature involves the manipulation of language for creative purposes and the discipline which fosters this synergic relationship between literature and language is termed stylistics. The purpose of this article is to show how it is possible to bridge the divide between language and literature by using the analytical techniques available within this sub-discipline of language study. Stylistics aims to interconnect linguistic form and literary effect, and also account for what it is that readers respond to when they praise the quality of a particular piece of writing. This article attempts to depict how the knowledge of linguistic intricacies can affect the reader’s interpretation. It also discusses how linguistic form relates to literary effect by analysing “Domination of Black”, by the renowned American poet Wallace Stevens. We aim to show that a linguistic approach to the analysis of a literary text does not have to mean that interpretation is disregarded. On the contrary, stylistic analysis can often illuminate why a particular literary text is regarded so highly.

Italian Language and Literature

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1299-1302
Author(s):  
J. E. Shaw
Keyword(s):  
Italian Language ◽  
Language And Literature

French Language and Literature (Including Provençal)

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1295-1299
Author(s):  
H. Carrington Lancaster
Keyword(s):  
French Language ◽  
Language And Literature
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