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 Formación y uso de TIC en educación superior: opiniones del profesorado

2018 ◽  
pp. 33-59
Author(s):  
José Ricardo López Espinosa ◽  
Edgar Oswaldo González Bello ◽  
Rocío López González
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Teaching Performance ◽  
Quantitative Methodology ◽  
Information And Communication ◽  
Training Courses ◽  
The University ◽  
Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

The Literary Artwork between Word and Concept

2019 ◽  
pp. 115-130
Author(s):  
Gerhard Richter
Keyword(s):  
Literary Text ◽  
Work Of Art ◽  
Philosophical Interpretation ◽  
Figurative Speech ◽  
Relationship Of ◽  
The Relationship ◽  
Speculative Thought ◽  
Recent Interpretation ◽  
The Way

This chapter investigates another set of problems with which the uncoercive gaze must contend when it fastens upon a work: the relationship of speculative thought to the work of art and the ways in which the chasm between literal and figurative speech bears upon that relationship. One of the themes that a reading of Kafka’s The Trial should emphasize is the way in which a literary text both calls for philosophical interpretation and resists such interpretation at the same time. One problem that arises out of this constellation concerns the question of the relationship between the literal and the figurative nature of a text’s rhetorical operations. If Kafka’s novel, by causing the relation between the literal and the figural to enter a space of indeterminacy, enacts a situation in which, as Adorno characterizes it, “a sickness means everything [eine Krankheit alles Bedeuten],” no reading of Kafka—at least no reading informed by the sensibilities of the uncoercive gaze—can afford to ignore the precise conceptual terms of this sickness. Finally, to cast Adorno’s reflections on Kafka into sharper relief, the chapter also considers them in relation to Giorgio Agamben’s recent interpretation of The Trial as Kafka’s commentary on the imbrication of law and slander.

scholarly journals An exploration of place and its representations: an intertextual/ dialogical reading of the photographs of AB Ovenstone and the novel Gillespie by John MacDougall Hay.

2016 ◽  
Vol 41 ◽  
Author(s):  
Lindsay Fiona Blair
Keyword(s):  
Literary Text ◽  
Landscape Painting ◽  
The Novel ◽  
Work Of Art ◽  
Shipping Company ◽  
Private Collection ◽  
Semiotic Approach ◽  
The Subject ◽  
The Common ◽  
The Relationship

“An intertextual/ dialogical reading of place through photography and fiction” The article is an exploration of place and its representations based on the intertextual reading of a series of photographs (1880-82) of Tarbert, Loch Fyne by Andrew Begbie Ovenstone (1851-1935) and the dialogical reading of a novel, Gillespie (1914), by John MacDougall Hay (1881-1919) which is set in Tarbert. The proposed article is inspired by a sense that a semiotic approach to the subject will reveal far more than has been discovered within the tradition of hermeneutics and patrimony and that much will be gained by a study of the contrast between written and visual signifiers. The article raises questions about the (unexamined) coded readings of place especially in relation to the photograph, and the lack of an adequately theorized tradition for the novel. The literary text is well known - if not well understood - but the images are from a rare, unpublished, private collection of photographs from Scotland, India and the furthest reaches of Empire (Ovenstone was the Atlantic Freight Manager of Anchor Line Ltd, the Glasgow shipping company). The paper emphasizes the need for the use of codes to decipher the texts. When we “read” the photographs we need to be aware of the intertextual relationship between the photograph and the landscape painting tradition as well as the common practice of the created tableau – there is then overlaid upon the image the sense of a set of conventions, a system which operates much like a language. We are able to discover through the notion of the “long quotation from appearances” the potential for more complex “synchronic” readings. Likewise, in the case of Gillespie, the novel operates within a genre which determines a “reading”. When we are aware of a code, we become aware of the way that Hay manoeuvres adroitly to thwart the reader’s best efforts to settle upon a preferred reading – especially one shaped by an authoritative narrator - which thereby allows for the genuine experience of “heteroglossia” to emerge. The notion of truth in Gillespie is interrogated in the light of Heidegger’s essay “The Origins of a Work of Art” in order that the relationship between representation and reality be clarified.

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 SEMANTIC FEATURES OF THE LANGUAGE GAME AND ITS REPRESENTATIONS IN THE PROSE OF A. T. AVERCHENKO

2018 ◽  
pp. 86-91
Author(s):  
Y. N. Kucheryavykh
Keyword(s):  
National Culture ◽  
Word Order ◽  
Language Game ◽  
Literary Text ◽  
Semantic Features ◽  
Work Of Art ◽  
Works Of Art ◽  
Relationship Of ◽  
The Relationship ◽  
Selection Of

The article discusses the features of the formation and functioning of irony as a way of expressing evaluation in the relationship of the characters of works of art A. T. Averchenko. The importance of this phenomenon is determined by the dependence of the elements of its construction, as well as the external historical and literary vertical context, language elements that form the emotional and expressive marking of the statement. Therefore, it is possible to distinguish some types of ironic evaluation: non-reflexive and reflexive. Acting as a means of language comedism, pun in the humorous prose of Arkady Averchenko structurally-semantically organized, and, as an element of the language game, has the laws of construction and selection of stylistic techniques of creation and influence characteristic of the works of the writer. Therefore, the variety of means of creating a comic assessment in the artistic texts of the author suggests that the choice of a particular technique depends on the language personality of the writer, the ratio of linguistic and extralinguistic means of representing the evaluation in the literary text, because the meaning of the phrase predicted by the addressee is created at the expense of the expected word order for the original syntax. Consequently, the realization of the ironic meaning inherent by the Creator of the work of art in the lexemes, becomes clear only from the surrounding context. Since the game is the basis of any culture, the ratio of these concepts becomes the leading person playing, manifested in the manner of speech behavior of the linguistic personality of both the author-Creator and the character - his creations. Therefore, it is appropriate to state that the linguistic personality exists in the space of culture, and, therefore, it can be presented as a linguocultural type as an image recognizable by representatives of a certain national culture, embodied in the character of an artistic work as a creative and playing unique linguistic personality.

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 Intentions and interpretation

2013 ◽  
Vol 56 (4) ◽  
pp. 33-46
Author(s):  
Monika Jovanovic
Keyword(s):  
Literary Work ◽  
Work Of Art ◽  
Kendall Walton ◽  
Aesthetic Properties ◽  
The Relationship

As Kendall Walton correctly noticed, which aesthetic properties a work of art will possess does not depend solely on its directly percetible properties but also to which ?category of art? it belongs. However, appropriate interpretation of an artwork, especially a literary work requires knowing of intentional context in which the work was made. Concerning the relationship between meaning of some literary work and semantic intentions of its author, in contemporary aesthetics there is a debate between actual and hypothetical intentionalists. In this paper I will exemine the main questions which are posed in this debate, and try to show how we can improve Levinson's hypothetical intentionalism, appealing to the dispositional conception of intentions. I will finally suggest an alternative way of understanding the relationship between suitable intentional factors and meaning of a given literary work.

scholarly journals On Collective and Devised Creation in Slovenian Theatre

2021 ◽  
Vol 9 (2021-1) ◽  
pp. 84-87
Author(s):  
Aldo Milohnić
Keyword(s):  
Comparative Analysis ◽  
Creative Process ◽  
Literary Work ◽  
Work Of Art ◽  
Devised Theatre ◽  
Dramatic Text ◽  
Literary Work Of Art ◽  
The 19Th Century ◽  
The Relationship ◽  
Creative Group

In the first part of the article, the author analyses the appearance of the director and the changes in his position in Slovenian theatre from the second half of the 19th century to the present day. In this context, he is particularly interested in the changes in theatre directing that took place in the second half of the 20th century with the emergence of collective theatre. The author methodologically combines historical and comparative analysis, as these processes still take place today, when devised theatre and other forms of theatrical creation are increasingly spoken and written about, moving away from the conventional process by which a playwright writes a dramatic text as a literary work of art and the director then transforms it into a theatrical work of art. There are more and more performances in contemporary Slovenian theatre in which a pre-written dramatic text is not crucial for the final product of the creative process. The two most commonly used terms for this type of performance are po motivih (based on the motifs) and avtorski projekt (auteur performance). Although the terms are not synonymous, both terms imply a devised type of theatre. The author compares group creation with the devised way of creating and points out that although these are practices that can take place in parallel, they cannot be equated. The author concludes that for collective theatre, the specific relationship between the creative group and the director’s position is constitutive. In contrast, for devised theatre, the relationship between the creative group and the playwright’s position is crucial. Finally, the author also touches on the connections between postdramatic and post-directors’ theatre and the emergence of the creative group as a collective subjectivity.

Leonard Peltier Writes about His Years in a US Prison: My Life Is My Sun Dance as a Literary Text

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Márgara Averbach
Keyword(s):  
Native American ◽  
Literary Work ◽  
Literary Text ◽  
Political Struggle ◽  
Sun Dance ◽  
The Us ◽  
The World ◽  
Language And Communication ◽  
The Relationship

<p class="p1">This article analyzes Leonard Peltier’s book about his years in prison as a literary work from my perspective as a nonindigenous scholar in Argentina who studies the US racial order. It tracks the author’s concept of prison in the book, a concept which Peltier attributes to his worldview as a Lakota. The concept and the worldview are omnipresent in <em>My Life Is My Sun Dance</em>, not only in the ideas but also in the structure, the mixture of genres, the idea of political struggle and its consequences, the relationship depicted between the author-character and the world inside and outside prison, the idea of language and communication, and also the relationship with nature and the need and building of community inside and outside prison. From the title onward, the “Indian Way” is presented as the center of life for Leonard Peltier, a tool to survive in a panoptic prison and to use in writing—another weapon in the fight for freedom, understanding, and survival. The book itself is one way to not disappear from the world, one way to struggle against the invisibility of prisoners in general and Native American prisoners in particular.</p>

scholarly journals O perfil econômico de estudantes dos cursos de formação de professores no Brasil / The Profile of Students from Teacher Training Courses in Brazil

2016 ◽  
Vol 3 (1) ◽  
pp. 121-134
Author(s):  
Paulo César Geglio ◽  
Maria Sileide Moreira ◽  
Wilandia Mendes de Oliveira ◽  
Márcia Adelino Da Silva Dias
Keyword(s):  
Teacher Training ◽  
Family Income ◽  
Mathematics Pedagogy ◽  
Chemistry Students ◽  
Education Philosophy ◽  
Monthly Family Income ◽  
Language And Literature ◽  
Income Data ◽  
Training Courses ◽  
Economic Profile

ABSTRACTThis paper presents a discussion about the economic profile of students from teacher training courses in Brazil whose analysis is drawn on monthly family income data of Biology, Physical Education, Philosophy, Physics, Geography, History, Language and Literature, Mathematics, Pedagogy and Chemistry students who participated in the Exame Nacional de Desempenho de Estudantes (Enade) back in 2005, 2008 and 2011. The study was carried out in a comparative way of the profile of each sample with regard to the years previously mentioned. Data were collected and compiled by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) through the application of socio-economic surveys to students during the very performance of Enade. In addition, data used can be found in Enade’s reports. It was concluded that the majority of students in the sample have a characteristic profile of C, D and E economic classes, which exceeds to the first one. Such classification was carried out based on Neri’s interpretation (2008) about the current concept of the division of economic classes.RESUMOEste texto apresenta uma discussão sobre o perfil econômico de estudantes dos cursos de formação de professores no Brasil, cuja base de análise são dados a respeito da renda familiar mensal de estudantes dos cursos de Biologia, Educação Física, Filosofia, Física, Geografia, História, Letras, Matemática, Pedagogia e Química que participaram do Exame Nacional de Desempenho de Estudantes (Enade) nos anos de 2005, 2008 e 2011. O estudo é realizado de maneira comparativa ao perfil de cada amostra em relação aos anos citados. Os dados examinados estão presentes nos relatórios do Enade, e foram coletados e compilados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), por meio de questionários socioeconômicos aplicados aos estudantes na ocasião da realização do Enade. Concluímos que a maioria dos estudantes da amostra têm perfil econômico característico das classes C, D e E, sobrepujando para a primeira. Essa classificação foi realiza-da com base na interpretação de Neri (2008), sobre o conceito de divisão de classes econômica atual. Contato principal: [email protected]

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