Archive

Year

Volume(Issue)

Issues

Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Author(s): 

ABBASSI ALI | DEHGHANI MAHDI

Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    1-21
Measures: 
  • Citations: 

    0
  • Views: 

    280
  • Downloads: 

    131
Abstract: 

French abstract: Fortement influencé par les thé ories sociologiques de Pierre Bourdieu, le jeune auteur, Olivier Adam a consacré une grande part de son oeuvre à dé peindre la socié té actuelle franç aise qui souffre des plaies telles que l’ é cart de classes, le dé sespoir envers le futur, le conflit du centre et de la marge, une mobilité sociale de plus en plus difficile à concré tiser et la continuité du phé nomè ne de la reproduction sociale. Ce travail a pour objectif d’ analyser, par le biais de la sociologie de Pierre Bourdieu, la maniè re dont le romancier traite les é lé ments tels que les straté gies adopté es par les agents sociaux ayant des positions varié es dans la hié rarchie sociale, la relation entre le lieu de vie, le statut social des parents, le rô le pré pondé rant de l’ é cole sé lective, l’ attitude doxique des couches infé rieures à l’ é gard des classes dominantes et la serviabilité de l’ Etat envers ces derniè res qui contribuent à la durabilité de ce cycle. Cet é crit se veut é galement une lumiè re projeté e sur l’ image qu’ a peinte l’ é crivain socialiste des consé quences de ce phé nomè ne social qui ne sont que l’ é chec de la mobilité sociale et la non-ré alisation de la mé ritocratie, tant promises par les gouvernements. English abstract: Olivier Adam, the young French author has been clearly influenced by sociological theories of Pierre Bourdieu who has done numerous researches on social hierarchy, social distance between different classes, role of school in forming a noble elite, and the obstacles against social mobility. Oliver Adam has devoted a great part of his works to representation of the actual French society who suffers from social gap, disappointment for the future, conflict between those in power and marginalized people, destroyed families, generation gap, racism and xenophobia, increasing futility of wishing for social mobility, the persistence of the actual established order and the unpleasant repetition of the phenomenon of social reproduction. By creating so many characters, describing so many public spaces and narrating private and professional lives of a large number of fictive personalities, Adam has pictured different social groups to briefly investigate the methods used by these people to maintain their four types of capital: symbolic, financial, cultural and social. Among strategies such as biologic investment, social investment, symbolic investment, economic investment and cultural investment, it is the last one which is the most popular among a large variety of social fractions to achieve their goals. The author cites the examples for some of these strategies. As an instance of biologic investment, he mentions a grandmother who has given birth to seven children herself but advises her son to be moderate in having children. Caroline or other children from rich families do not have many siblings while Xing, a Chinese immigrant girl, lives in a large family. The prophylactic strategies are adopted, mostly by opulent people, in order to live healthy and long lives. That is why Paul’ s father, a member of working class in A Game of Badminton, dies immediately after his retirement, having no chance to enjoy it. As an instance of symbolic investment which includes creating social links and relations, Paul’ s brother participates in any demonstration which is organized for any reason every now and then, possibly in an attempt to make a pleasant appearance on behalf of his family and to find new friends sharing the same ideas in order to form a network of people who may support his ambitions someday. As an instance of inheritance strategies, it is in Headwinds that the writer mentions the case of Alex who inherits his father's driving school, unlike Paul who prefers to quit the region and devote his life to writing. Meanwhile, heritage becomes a controversial issue between the two brothers in The Edges. Paul, as a socialist is against the direct transmission of parents' properties to their descendants, believing that it stabilizes the social reproduction, whereas the elder brother finds it totally normal for the children to take possession of what is left behind after parents pass away. This is the way in which the author clarifies his position about the disastrous contribution of transmitted wealth to the next generation. The relationships among parameters such as place of living, parents' social and professional rank, and educational status of an individual which can highly influence his professional and, consequently, social destiny, play significant roles in the novelist's analyses of his society. Having chosen a suburb of French capital as the study area, Adam tries to expose the local hierarchy and show the evident influences of familial situation on the educational condition of children born in these different atmospheres and, accordingly, their destiny. The arbitrary character of the system of education results in evaluation and selection based on familial conditions and social class rather that the learning progress and results. That is the reason why this sociologist believes, as the novelist shows, the educational institution is the school of the dominant rather than an organization whose purpose is to accelerate social mobility and promote equal opportunities. The writer has reflected on the passive attitude of the dominated groups in his stories – theorized by Bourdieu by the term “ doxa” – helping the continuity of the domination of the upper class. In addition, by characterizing the principal character of several books, the novelist questions the myth of progress based on merit. In fact, one of the commitments of the capitalism is actualizing the possibility of success according to diligence, intelligence and merits. Though, as the writer emphasizes in his different novels, today’ s world has nothing in common with such a promised utopia. Moreover, the methods used by the dominant group, and also the absolute conformity of the government with this group, have played considerable roles in preventing the materialization of dreams such as social mobility or equal opportunities, despite being frequently promised by the governments during last decades. By enumerating the destinies of some of Paul’ s friends who could not even leave the region to make a better life and change the conditions in which they were born and lived, in The Edges, the narrator shows the depth of fatal consequences of social reproduction and illusory hopes for social mobility. The graph which Pierre Bourdieu has included in his Practical Reasons has been modified here by the names of the children who succeeded to go out of their suburb to find a better life, and the ones who remained there due to lack of opportunities, which proves the profound gap between hopes and reality. Incapable of realizing the targets for which the authorities have aimed during so many years, the only thing that governments can do is resorting to modification of the value of the diplomas to make the unemployed educated study more and postpone the future. Adam's works, such as The Edges, Cliffs, Sheltered by Nothing, Wasted Sorrow, A Game of Badminton and Headwinds which are studied in this article, shed light on the interactions between different layers of the society and the function of an educational system with a biased look towards various groups of the society. It also reveals the complicity of this organization with the government to strengthen the privileged group and to facilitate the continuity of the phenomenon of social reproduction.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 280

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 131 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    22-39
Measures: 
  • Citations: 

    0
  • Views: 

    279
  • Downloads: 

    102
Abstract: 

French abstract: Lorsque l’ on parle de la litté rature migrante (ou de l’ imaginaire migrant) et son interaction avec la reconnaissance intersubjective dans un horizon qualifié d’ é thique, il y a une sé rie de questionnements qui se posent à savoir: Qui fait partie de notre horizon é thique? Est-ce seulement ceux qui font partie de notre « communauté imaginaire », ou il y a é galement ceux qui « vivent ensemble au mê me endroit »? Ces limites de la reconnaissance é thique sont-elles pertinentes? Qui est ce soi-disant « nous », et qui dé cide ce qui est une appartenance « lé gitime »? Qu’ est-ce que signifie appartenir, ou avoir un sentiment d’ appartenance à un groupe, à une socié té ou à une nation? Nous nous tournons d’ abord vers une trajectoire philosophique, pour montrer comment à partir d’ une tradition hé gé lienne ces questions ont é té traité es. Nous allons ensuite essayer de localiser le rô le particulier que la litté rature migrante peut jouer dans l’ ouverture de ces questions. Pour ce faire, nous nous sommes penché es vers la litté rature des é crivains migrants africains vivant actuellement en France dont le grand nombre et la qualité d’ é criture rendent effectivement le choix difficile. Parmi ces derniers, nous avons choisi deux ré cits migrants Black Bazar (2009) et Le coeur des enfants lé opards (2007) respectivement des auteurs Alain Mabanckou et Wilfried N’ Sondé . Le narrateur de Black Bazar est, comme Alain Mabanckou lui-mê me, originaire du Congo-Brazzaville. Il nous donne une image vivante de la vie des é migré s africains à Paris. Dans Le coeur des enfants lé opards, N’ Sondé dé peint la crise d’ identité d’ un jeune immigrant africain à Paris qui n’ arrive pas à y trouver sa place. Un jeune homme sans nom qui vit dans des logements en banlieue parisienne. Dans ce qui suit, nous allons d’ abord discuter des questionnements sur l’ é thique, l’ empathie et la reconnaissance intersubjective pour ensuite nous inté resser à la repré sentation, à l’ alté rité et à leurs enjeux dans la litté rature migrante. English abstract: One of the fields in which representations play an important role is undoubtedly the field of literature. Because what is literature if not an aesthetic representation? Literature's role in rhetorical language, narrative cues, and self-evocation and expression allow readers to participate in the portrayal of the Other with a selfless and singular artistic voice. These aspects contribute to a long-standing conception of literature by creating a unique experience for readers, developing their imaginations through inventive literary forms. The representative capacity of literature allows an epistemological development that can broaden normative horizons and the aesthetic education in the age of globalization can justify the unique role of literature and language in ethical life. Moreover, migrant literature produces a conceptual space to see where forms of representation collide. For migration novelists, their respective accounts of the migrant experience impart empathic imagination and a myriad of narratives that can cultivate our ethical imaginations. Multiple and interdependent narratives of self, nation, memory, otherness and belonging are woven into each novel, thus creating a complex and deterritorialized space of subjective expression. The way in which literary works adopt a discourse on empathy, ethical recognition, representation and subjective experience is particularly relevant to the theme of migrant narratives. In this work, we present different “ conceptual spaces” where we can question the deep ethical problems of social relationships. Through careful reading of each novel, we will demonstrate examples where ethical questions are raised and ethical meetings are promulgated. By invoking the terminology and theories derived from Axel Honneth and Emmanuel Levinas, we take into account the intersubjective relationship and the recognition of otherness as a conceptual strategy useful to illuminate the ethical encounters in these stories. In addition, taking into account the rigorous profile of representation and epistemological performance, demonstrated by Spivak, as well as the effectiveness of narrative inventiveness (of the singularity of Attridge's literature), we will show where these aspects of ethical otherness manifest themselves in the narrative and the meta-narrative level. Using these interpretation tools, we will combine them and apply them to our corpus. Learning to read fiction is to work with its power. This brings us to an important feature of the literature: it allows us to embody worlds that we cannot necessarily corroborate through the external reality that we experience. This property of literary representation remains particularly true not only in unrealistic narratives (science fiction, fantasy, etc. ), but in narratives which illustrate different cultural, national or historical domains far from the reader's immediate environment. We enter the minds and lives of characters who dwell in qualitatively distinct worlds. However, these separate worlds do not appear out of nowhere. They come from the imaginary depth of the migrant, they are indicative of their deepest wish, desire and fear. The problem is also to analyze the circumstances, which shaped the author's perceptions and incorporate them into reading the accounts in the context of the situation. Representation, and the meanings attached to it, also extends to the situation of migrants. To the extent that a subject's identity meets the epistemic and discursive norms fabricated by a social system, he can be sufficiently represented. Even the language we use to represent the Other in our encounters is very vulnerable. The ability to be re-articulated in language seems to be the prerequisite for society to measure the value of the subject and, therefore, give it ethical consideration. Obviously, account must be taken of the ethical, empathetic and subjective discourse of the narratives. This raises questions about self-realization, mutual recognition and the epistemological performance of the ethical imagination. The interaction between a fictitious or referential discourse and the representation of an ego in the context of otherness will also be discussed in this research. When we talk about migrant literature and its interaction with intersubjective recognition in a horizon qualified as ethical, there is a series of questions that arise, namely: Who is part of our ethical horizon? Is it only those who are part of our "imaginary community", or are there also those who “ live together in one place” ? Are these limits of ethical recognition relevant? Who is this so-called “ us” ? What does it mean to belong, or to have a sense of belonging, to a group, a society or a nation? We turn first to a philosophical trajectory, to show how from a Hegelian tradition these questions have been dealt with. We will then try to locate the particular role that migrant literature can play in opening up these questions. To do this, we will look at the literature of African migrant writers currently living in France, whose large number and quality of writing make the choice difficult. Among these, we have chosen two migrant stories Black Bazar (2009) and The hearts of the Leopard children (2007) respectively by authors Alain Mabanckou and Wilfried N’ Sondé . The narrator of Black Bazar is, like Alain Mabanckou himself, from Congo-Brazzaville. It gives us a vivid image of the life of African emigrants in Paris. In The hearts of the Leopard children, N’ Sondé depicts the identity crisis of a young African immigrant in Paris who cannot find his place there. In what follows, we will first discuss questions about ethics, empathy and intersubjective recognition, and then focus on representation, otherness and their issues in migrant literature. We will also be particularly interested in how these different meanings of belonging, empathy, and representation come into play in migrant narratives. We will show how the power to reflect ambiguous realities confers a representation of human feelings and understandings. In migrant characters, levels of ambivalence, plurality, identities, and shifting interpretations may be higher than those of other aspects of life. The relationships between people, their home society and the host society are so intimate that they mark the life of migrants. Migrant literature has often been viewed because of tensions between individual desires and opportunities. It should renew the past and recreate lost identities through a deep sense of the liminal space and the experience of hybridization. With regard to the realization of political or social representation, as we have just noticed in Mabanckou and N’ Sondé , the subject succumbs to the mechanisms of control in the hope of having a relative ethical position. Yet one of the historical problems in intercultural and transnational relations has been the conception of otherness, which imposes a “ single story” or a narrative, which ignores the singularity of individual experience and the multiplicity of identity. Both Mabanckou and N’ Sondé aim to define and express their own identities by recounting their individual experiences and revealing their thoughts and opinions. This can be seen as a shock for the host society, which tends to generalize migrants, giving them a collective identity stripped of all individuality. These two stories highlight a form of contestation and engagement that any migrant is likely to have with the host society. The experiences and articulated views challenge the notion of otherness. Their sociological value is apparent because they can be used to comment on and protest against social injustices.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 279

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 102 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    40-64
Measures: 
  • Citations: 

    0
  • Views: 

    232
  • Downloads: 

    104
Abstract: 

French abstract: Notre travail concerne la relation entre le texte et l’ image dans trois romans graphiques: Je vais rester de Lewis Trondheim et Hubert Chevillard (2018), Le grand dé sordre, Alzheimer, ma mè re et moi de Sarah Leavitt (2014), etc. En effet, le roman graphique est une sorte de BD avec un aspect plus dé veloppé , un peu plus litté raire, ayant une histoire plus compliqué e destiné e à un publique adulte. En é tudiant la structure, la forme et les deux langages utilisé s (verbal et iconique), nous avons pour l’ objectif l’ é tude de l’ image qui nous aide à construire le sens du texte, en effet, le texte et l’ image se contribuent pour que le sens se clarifie. Notre hypothè se c’ est que la narration passe d’ abord par les images. Pour cela nous avons choisi pour la mé thode la sé miologie de l’ image, basé e plutô t sur les travaux de Roland Barthes. A travers cette é tude, nous allons voir les diffé rences qui existent entre ces trois oeuvres et les visé es essentielles de chaque roman. English abstract: The graphic novel is a work in which we find the indispensable relationship between text and image. It is often made up of a single story or several shorter stories. It has all the characteristics of a literary novel, with an added aspect of drawing. We can say that the graphic novel is a kind of Comic Strip with a more complicated story intended for an adult audience. Our text corpus is made up of 3 works: Persepolis (volume 1) by Marjan Satrapi, Stay by Lewis Trondheim and Hubert Chevillard and Tangles: A Story About Alzheimer's, My Mother, and Me by Sarah Leavitt. These books don’ t resemble traditional Comic Strips in form or history, which is why we prefer to call them Graphic Novels instead of Comic Strips. Persepolis was popularized by its adaptation to the cinema. This novel is not only a historical, but also an autobiographical and a socio-political tale. Through the four volumes of this graphic novel, Marjan Satrapi recounts her childhood and passage to adulthood against the background of the Iranian revolution. In this story, the author attempts to recount the situation of the people during the Islamic revolution in Iran. Images are in black and white. Normally, there are texts for each image. The proportion of text to image is, like all graphic novels, unbalanced i. e. the space is occupied more by images than by text. Stay is the story of a couple, Fabienne and Roland. They plan to spend a week's vacation in Palavas. The couple are walking quietly by the sea, smiling. All of a sudden, a gust of wind causes them to panic. Parasols fly away, grains of sand nestle in their eyes, children's inflatable balloons roll at full speed. Amused, Fabienne looks around for her man and discovers, bewildered, that the worst has happened. Roland is beheaded. The next day newspaper headlines will tell the news of the vacationer beheaded by an awning. Fabienne will then make the singular choice of staying in Palavas and following the plan that Roland had concocted for them. It is the color images that tell this story. Textual explanations are very short and only make up about twenty percent of the book. The third work, Tangles: A Story About Alzheimer's, My Mother, and Me is the real story of a family written by their daughter. This novel is a testimony to a complex illness and a tribute of a girl to her mother. Sarah, the daughter of this family, has always had a bad memory. When doctors diagnose her mother with Alzheimer's disease, she writes down everything that happens to remember the insane moments, the beauty and the tragedy of their story. She takes us with her on a journey to show us how her family is challenged by Alzheimer's disease. It's an autobiography. Images are in black and white. Textual explanations are very long. In this novel, the text, not the images, tells the story. We focused on images in these novels to demonstrate how they help us construct the meanings of the texts. The objective of this study is to show the differences between all these three works while showing the relationship that exists between text and image to find meaning. Our hypothesis is that images are more important than the written text because narration in these novels happens through images first. The chosen method is semiology, which is the study of signs in communication systems. Our study is based on the basic concepts defined by semiologists, especially Roland Barthes. After having defined important concepts specific to our analysis, we will provide examples from our corpus to answer this question: What is the relationship between image and text? To show the importance of the image, we will first explain the form of the graphic novel. Form, as the plane of expression, is very important to semiologists and semioticians. It is the form that initially helps the reader understand the story. Then we will study the different functions of the two languages utilized: verbal and iconic. We must add that the proportion of the two types of languages is not necessarily equal. For instance, results indicate the importance of image over text as in Stay, and the importance of text over image in Tangles. We will study the coherent relationship between text and image to identify three most common uses in visual communication: complementarity, redundancy and sensitivity and, finally, the six aims of the image: narrative, explanatory, figurative, informative, expressive, and argumentative. Depending on the functions of the two languages that we have studied and the relationship between image and text, we have found out that in Persepolis there is very little redundancy, with some sensitive images and proper complementarity between image and text. These images are rich because they have multiple purposes. In Stay, we have the supremacy of image over text. These images are also rich and there is a complementary relationship between image and text. In addition, there is little redundancy. In Tangles, though there is some redundancy and sensitivity, images and the text are rather complementary. The text plays the role of a relay which helps the reader understand the story better. The text is richer, compared to simple images. Indeed, we see sequences of abundant textual material, which give the reader the feeling of reading a novel. we would rather call it a novel with pictures and not a real comic strip or graphic novel. It is as if the author wrote the text first and then added pictures. The space devoted to the text in relation to the images makes the reader confused, so we think that there must be a relationship between the title of this graphic novel Tangles and the disorder present in the work and the life of the author.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 232

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 104 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    65-86
Measures: 
  • Citations: 

    0
  • Views: 

    319
  • Downloads: 

    88
Abstract: 

French abstract: Mauriac et Ale-ahmad abordent les ré alité s sociales et profitent de la litté rature pour exprimer leurs pensé es sociales car les problè mes sociaux de leurs pays sont plus importants que d’ autres né cessité s. Leur sens de responsabilité et leur engagement ne leur permet pas de voir les problè mes sans rien dire ni é crire. Ils prennent la plume pour parler des ré alité s. Grâ ce à l’ approche thé matique et descriptive-analytique, cet article vise à montrer le reflet des ré alité s sociales dans Thé rè se Desqueyroux de Mauriac et La Femme de trop d’ Ale-ahmad d’ aprè s l’ é cole ré aliste. Les acquis de cette recherche dé montrent la situation lamentable des femmes pendant une mê me é poque en Iran et en France. Quelles sont les raisons pour lesquelles les personnages fé minins de ces deux auteurs ne se sentent pas heureuses? Pourquoi le mariage non plus ne peut leur apporter le bonheur qu’ elles recherchent? Mauriac et Ale-ahmad en ré vé lant les souffrances des femmes, critiquent la situation de celles-ci et le patriarcat. English abstract: Francois Mauriac and Jalal Ale-Ahmad discuss the realities of society and use literature to express their social ideas. Mauriac and Ale-Ahmad’ s contemporaries had a specific attitude toward femininity and women’ s situation in the society. Just like a slave, a woman was supposed to do her best in securing the happiness, well-being, and comfort of her family. This slave was expected to manage household’ s duties, organize parties, and supervise the education of the children. In fact, women were confined to the house and its chores without having the permission to participate in social activities. Woman’ s predicaments in the patriarchal society can be clearly illustrated in their relationships to men. While in that era men were considered as heads of the family, women were like slaves to them. Naming the society as a “ patriarchal” one completely illustrates situations women were forced to live in. Pleasing men was not considered as an angelic characteristic on the part of women, but as the proper behavior an ideal lady was expected to have. Women were supposed to devote themselves to their families uncomplainingly and selflessly. Anything which distracted them from this duty was considered as evil. In short, while men were right in being men, women were wrong in not being men. Women were not defined by their individual characteristics, but by their relations to men. In fact, women were never regarded as autonomous beings, in de-Beauvoir’ s words, “ He is the object, he is the Absolute-she is the other” (16); or «Man can think of himself without woman. . . she cannot think of herself without man” (Qtd. in De Beauvoir 15). This sense of otherness made women imprisoned in their bodies. Being nothing without men, women were forced to adorn their prisons, their bodies, in order to gain males’ attention, and, consequently, to search for meaning for their otherwise useless existence. Such relative ranking, the hierarchy of the sexes, was brought to women’ s attention at the beginning of their lives. While girls initially regarded their mother as the mistress of the house who had full control over all matters in the house, they would gradually realize that mother’ s limited power was secondary to that of the father, whose wishes and demands always came first. This experience made girls ready to accept their future role as slaves in marriage: “ One is not born, but rather becomes a woman” (Simone de Beauvoir, 1986, p. 273). MARRIAGE— Marriage was the only honorable way of living which the patriarchal society provided for women. Most women were married, or planned to be, or suffered from not being. Since parents taught their daughters to wait for a good match in marriage rather than attempting to develop personal abilities, almost all girls eagerly longed for some Prince Charming to bring them happiness and fortune. Because marriage was the most important point in each woman’ s life, most of the time women had no choice in not getting married. However, marriage in the patriarchal era was not like a fairy tales affair as depicted in the novels of the time. Marrying for love was not common among middle and upper classes of society. Marriage contracts were consolidated more between the families of the individuals, rather than individuals themselves. The aristocrats usually married within their own classes. This rule was so important that some parents, especially the blue-blood, took it upon themselves to arrange their children’ s marriage in order to keep their wealth and estates within the family. As it has been mentioned, marriage was not between the individuals but between their families. So, the situation was the same for women before and after marriage because before this social bond, they were under the control of their fathers and after that, they became subjects to the authority of their husbands. Not only did women lose their identities after marriage but they would also lose control of their properties as they were transferred from their fathers to their husbands. According to the society, a married woman ought to be under complete supervision of her husband. Not only did the man have the legal right to beat his wife, he was permitted to have as many wives as he could financially support. In short “ a wife is [man’ s] property like a slave, a beast of burden, or a chattel” (De Beauvoir, 1986, p. 107), so he could treat her at whim. So, the patriarchal marriage was more like a purchase in which “ the [man] buys her [a wife] as one buys a farm animal or a slave” (106) to quote de-Beauvoir again. After marriage, the woman no longer belonged to the family she was born into; she became uprooted from her previous family and was annexed to her husband’ s family. Not only could she not have any claim on her property, she could not even claim her children as hers, because after birth, they totally belonged to her husband. The men confined women to domesticity, denying them any kind of education or sense of independency. Though marriage did not bring freedom for women, they still preferred to be married since it was the only way that they could gain the dignity of a person, i. e. only if they wore a wedding ring. Marriage signified a woman’ s maturity and respectability, but motherhood was the confirmation that she had entered the world of womanly virtue and female fulfillment. For a woman, not to become a mother meant she was liable to labels like inadequacy, failure, or, in some way, abnormality. Motherhood was expected of a married woman and the childless single woman was a figure to be pitied. That unmarried and childless women were never believed to be complete beings would not mean that the situation was better for those who wore a wedding ring and experienced maternity. Though Motherhood was considered as the crowning achievement of a woman’ s life, mothers were not really crowned; rather, society’ s unfair expectations became double. After becoming mothers, women were supposed to take care of the children and raise and educate them properly in order to make their husbands proud. Why did they accept to get married? The answer is crystal clear. Beside many other factors such as lack of money and inferiority to men, lack of education was one of the most significant reasons which persuaded women to marry. In the patriarchal era, women were mostly undereducated or taught only basic duties. It was generally believed that education was dangerous for women’ s well-being. While boys were allowed to study mathematics, philosophy, law and modern history at the university, women got only trivial views about geography and history. This indicated that writing, thinking, and reading were not only male activities, alien to women, but they were also considered as hindrances to female development. Women’ s confinement to the house through these activities was considered by patriarchal society to be a means of protecting women from social evils. Nonetheless, all of these trifling activities actually tended to make women creatures of sensation. So, lack of education and lack of skill and permission to work forced women to find husbands to be financially supported. A marriage, therefore, was more like a financial partnership than a romantic relationship. Nevertheless, this partnership was not between the husband and wife, but between the husband and the wife’ s father who was supposed to equip his bride-to-be daughter with a dowry. The husband had the total control over his wife’ s money and property during marriage and he could distribute it in any way he liked. Theses financial restrictions made it difficult for women to get a divorce even if they were trapped in an unsuccessful marriage. CONCLUSION— In their novels, Francois Mauriac and Jalal Ale-Ahmad indicate the difficult situation of women in same period in Iran and in France. While they do not reject the idea of women’ s search for happiness in marriage, they condemn society’ s faults and restrictive rules which make women submissive and dependent, even though in patriarchal society of our authors’ novels, women’ s worth is judged based on their social status. Mauriac and Ale-Ahmad’ s dissatisfaction with the predicament in which women were trapped in the patriarchal society of the time is the most notable point in Therese Desqueyroux and The Superfluous Woman. In these two works, the two writers illustrate how women’ s rights have been violated by men and how they have been oppressed by men. These two authors criticize the situation of women and patriarchy by showing the suffering of women.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 319

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 88 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Author(s): 

DOLATABADI HADI

Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    87-103
Measures: 
  • Citations: 

    0
  • Views: 

    224
  • Downloads: 

    76
Abstract: 

French abstract: Cette recherche s’ est inté ressé e à l’ é tude de l’ une des repré sentations du contact de l’ anglais avec le parler franç ais qué bé cois, à savoir la question des emprunts et plus pré cisé ment les mots et expressions calqué s sur les mots anglais. Notre recherche s’ est penché e sur un corpus constitué du contenu de deux titres de la presse é crite francophone au Qué bec, le quotidien Le Journal de Montré al et Le Soleil, pendant la pé riode d’ un an, afin d’ y repé rer les occurrences des calques à l’ anglais dans le cadre d’ une é tude comparative avec celles des é quivalents franç ais proposé s par notre ouvrage de ré fé rence Le Multidictionnaire de la langue franç aise. Il s’ agit de mettre en scè ne le té moignage de la presse é crite en termes des usages des calques par rapport aux é quivalents franç ais en cours des calques en question. Aprè s avoir fait diffé rents constats significatifs concernant le nombre des occurrences relevé es des deux groupes, nous avons é té capable de vé rifier l’ hypothè se proposé e en ce qui concerne l’ usage fré quent des calques à l’ anglais dans le franç ais qué bé cois. Ainsi nous avons constaté que malgré la pré sence et la vitalité des calques à l’ anglais, ceux-ci ne sont pas en mesure de rivaliser avec leurs é quivalents franç ais et ce dans un corpus de la presse é crite qué bé coise. English abstract: The Quebec way of life which is a North American way of life in an environment marked by traces of the British dating from previous centuries and continuing today by the English-speaking entourage of the Canadian provinces and the American territory presents many differences from that of France. Also, different procedures have been followed in the linguistic system of French spoken in Quebec to name the concepts, objects, foods, clothes and all the elements that are specific to the Quebec way of life. Words originating from native languages, words from Old French introduced by settlers during the last centuries, and words originating in the English language have provided material to meet the lexical needs of Francophones living in Quebec. It was in 1879 that Jules-Paul Tardivel raised a cry of alarm when he published his plea entitled Anglicism, here's the enemy, against the threat of English. He thus alarmed about "a great danger to the future of the French-Canadian race. (1880: 7). Quebec wants to be exemplary in the defense of the French language by proposing substitutes for anglicisms and even surpassing France in certain fields, notably in computer science, where the lexical creations of “ courriel” , “ pourriel” or “ clavardage” have fascinated people in the French-speaking world, while in France people did not hesitate to use the English words. According to Privat, Quebecers “ tend to adopt francized borrowings, translation-tracings or semantic anglicisms. ” (1994: 169) Cajolet-Laganiè re et al. argue that “ Quebeckers, in defense of English, tend, especially in supported language, to translate words that appear to be English” (2000: 209). They would thus refuse part of the Anglicisms, either complete or intact, although there are a fairly large number of them in the language practice observed in Quebec. What emerges from this observation is the fact that integral anglicisms are considered by Quebecers as a clearly visible sign of the threat of English against French, while borrowings from English of a semantic nature are considered less offensive and, in their eyes, would not pose a danger to their language. The study of Anglicism in French-speaking linguistic areas is not new. Many researchers have already wondered about the degree of this presence as well as the areas that are most exposed to this phenomenon. Given that Quebec's linguistic situation makes it unique within the French-speaking world, the case of Quebec has become a major subject of research with regard to proven Anglicisms in the French practiced by the speakers of this area. In this context, where traces of English in Quebec French are becoming normalized, our research proposes to take a new look at this question in order to concretely stage the signs of Anglicism. We, therefore, propose to identify the uses of semantic layers in English compared to their French equivalents in a corpus of written press from Quebec made up of one-year contents of the Quebec newspaper Le Journal de Montreal, with a large number of readers in all Quebec and especially distributed in Montreal (the metropolis with the most Francophones in North America), as well as the newspaper Le Soleil. This identification will then allow us to be able to judge the discourse of the press which implicitly and latently “ feeds” the language practices of Quebecers. In reality, language practices are changeable depending on what the speakers of a language “ consume” and therefore what they receive. In order to study the use of English-style layers in the corpus that we will define later, we have chosen to locate these layers in a very recent lexicographical work dealing with the lexical features of Quebec called Le Multidictionary de la langue French (sixth edition, 2015) developed by Quebec linguist Marie-É va de Villers. The interest of this work comes from the fact that it presents, among its 10 tools made available to its public, the words and expressions related to “ Anglicisms” and “ Quebecisms” , which, in addition to the novelty of this book, presents it as an essential reference for those wishing to do research on Quebec French. Contrary to the hypothesis that we made at the beginning of our research concerning the interest of Quebecers for layers, the language practice observed in our corpus from the written press argues that the existing French equivalents are more frequently used than the lexical creations falling under layers in English. The large differences observed between the number of occurrences of the two groups of words sought, on the side of the layers and their equivalents, demonstrate the very marked primacy of the French equivalents. This gap becomes more important when we look at the figures of the title Le Soleil. Indeed, a large number of calques in this one represents almost a quarter of all equivalents in French, while in the Journal de Montré al this proportion is one in three. The findings presented in the form of a conclusion to our approach obviously concern the language practices of the Quebec written press (two titles, Le Journal de Montré al and Le Soleil) and cannot be the only exact indicator of the English-style calques in Quebec society. Especially since a large number of calques could not-or could a little-be spotted in our corpus. However, as we indicated above, the press provides the public with linguistic material and discourse, which would have a certain impact on their language production. Thus, the results presented could somewhat reflect the linguistic realities in Quebec where the use of tracings seems infrequent to us except for a few areas in which they are well established and where they even outweigh the French equivalents. Also, it would be desirable to carry out field surveys within the Quebec population and in oral corpora to make direct observations of those who speak French so that more concrete answers can be obtained. In view of the findings and the conclusions we have drawn from them, the question of the state of the French language used in Quebec in its relation to English still arises. These findings lead us to consider that the French of the written press in Quebec is much more spared from traces of Anglicism than would be oral French, whose characteristics alarm linguists about the future of French in Quebec.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 224

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 76 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    104-119
Measures: 
  • Citations: 

    0
  • Views: 

    221
  • Downloads: 

    131
Abstract: 

French abstract: La planification se dé finit comme un processus important de l’ activité ré dactionnelle dont dé pend largement la qualité du produit final notamment en cas de limite temporelle. Le processus de planification engage la mé moire de travail (MDT) à capacité limité e, ce qui exige une bonne gestion de ressources cognitives. Les straté gies contribuant au dé veloppement de ce processus s’ avè rent donc utiles et inté ressantes si elles peuvent amé liorer la tâ che de mé moire de travail. Dans le cadre de cette recherche, vu les dé finitions des tâ ches de MDT et notamment la conception des tâ ches et des tests effectué s par les spé cialistes de psychologie cognitive, nous cherchons à savoir quelle tâ che pourrait se conformer le mieux au fonctionnement de la MDT au cours du processus de la planification. En deuxiè me lieu, nous é tudierons la mise en place de cette tâ che auprè s de deux groupes d’ apprenants. English abstract: Writting activity is considered as a highly cognitive task (Kellogg, 1996). Regarding this perspective, in parallel with the product i. e. the final text, it is approached by considering processes implied during the act of production. Recent studies on written production, especially since Hayes and Flower (1980), are more focused on this activity in real time (Alamargot et al. 2005; Favart and Olive, 2005; Olive, 2011). In this point of view, working memory and its components are implied, as a system to manage the activity. The productivity of the act of writing greatly depends on the process of planning, which is also defined as a non-automatic process (Chanquoy et alamargot, 2002) requiring a high cognitive load. Researchers in the field see this process as a decisive step to manage cognitive processes and have shown that a preliminary plan would be able to reduce the cost of idea generation during writing (Kellogg, 1987b, 1988; Olive et Piolat, 2003) and consequently to enhance the quality in the written product. This issue has been raised in many researches some of which have particularly addressed approaches to the question of training the planning and the models for implementing this process. They study the role of drafting and brainstorming ideas in different forms, drafting vs mental organization of the content to be produced (Kellogg, 1988) or the models of planning strategy such as hierarchical written outline (outline) vs visual network of ideas and their relations (cluster) (Kellogg, 1990). Planning is related to the selection and organization of knowledge retrieving from long-term memory and calls for knowledge-transforming strategies (Scardamalia et Bereiter, 1987). Using this type of strategy, the writer avoids automatic idea generation by restructuring information that he has retrieved following receipt of topic and assignment. In fact, faced with the problems to be solved, controlled cognition should be emphasized since our cognition is generally activated automatically and most of our attention is captured by the environment and spontaneous reflections and associations that intrude to consciousness (Conway, 2005). Kellogg (2008) estimates that only sufficient executive attention could lead to favorable cognitive control and the use of knowledge-transforming strategies in order to conceptual content planning. This underlines the question of the limited capacity of WM raised by McCutchen (1996) and consequently the available cognitive resources regarding written production. The limited capacity of WM on the one hand and the question of the large attentional resources required by planning on the other hand, lead to taking into account the development of WM and the expertise of the writer to reduce cognitive loads. In this regard, the proper functioning of working memory is obtained with not only age maturity but also, and above all, through training, an issue emphasized by specialists in the field. In this regard, the role of long-term WM (voir Chanquoy et Alamargot, 2002) is particularly emphasized. By this, researchers introduce the expertise concerning a particular cognitive task. Concerning training, it could be approached based on repetition. However, using strategies should be also taken into consideration. Regarding this issue, recent researches analyzing writing as a cognitive activity underline the role of strategies, which can reduce the cognitive loads required by processes (Olive and Piolat, 2005). Strategic training of the working memory could be carried out by regular resumption of a regular explicit task which is conformed to the target task. Beside regular tasks, strategic training would be possible by the specific type of tasks known as WM tasks, which are designed by specialists in the field. These tasks generally imply stocking/manipulating of information, over a short span of time. In the field of cognitive psychology, working memory span tasks are of particular interest. However, although these tasks are quite interesting, they introduce the issue of «transfer»: in other terms, the effect of the trained task on the target task is not guaranteed (Hertzog et al., 2009; Lustig et al., 2009). To tackle this problem, an appropriate design of task, as well as the training program, needs to be adopted to improve the task efficiency. As part of this research, given the definitions of WM tasks as well as the design of special tasks and tests performed by cognitive psychology specialists, we tried to find out the task of working memory which might best fit the functioning of WM during the planning process. Then we carried out this task in the frame of a didactic program with an experimental group whereas the control group followed an ordinary didactic course. Secondly, we studied the implementation of this task to see in what extent the obtained results have showed an effect in relation to the final product as well as the production. To this end, we observed the items related to the planning process, i. e., conceptual generating and organizing (by the evaluation of the designed task) as well as the textual structure (in a composition) in both groups.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 221

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 131 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    120-135
Measures: 
  • Citations: 

    0
  • Views: 

    363
  • Downloads: 

    122
Abstract: 

French abstract: Mise au premier plan dans le champ litté raire contemporain, la pulsion autobiographique, autrefois refoulé e par la vague structuraliste des anné es 50-60 excluant l'auteur de sa cré ation, renaî t avec une grande diversité et inventivité à cette fin du siè cle et atteint son apogé e pendant ces derniè res anné es. En perpé tuelle transformation quant à ses formes et à ses contenus, la pratique autobiographique d’ aujourd’ hui se singularise par son hé té rogé né ité et par ses transgressions des pré ceptes canoniques du genre, formalisé s par les thé oriciens dont Philippe Lejeune et Georges Gusdorf. D’ ailleurs, cette pré dilection esthé tique pour l’ introspection se ré vè le notamment dans nombre de ré cits, é crits par des femmes, frappant le lecteur par la faç on dont elles s’ é crivent. Le pré sent article se propose d’ enquê ter la mise en scè ne de soi dans trois ouvrages du XXIe siè cle, à savoir l’ oeuvre autobiographique d’ Annie Ernaux, de Catherine Cusset et de Simine Behbahâ ni, du fait qu’ elle reflè te une ouverture quasi-totale à autrui au point que ce n’ est plus le moi qui a la pleine puissance et qui l’ emporte dans le texte. Cette é criture moins concentré e sur le « je » approche ces tentatives autobiographiques de ce que l’ on appelle « alterbiographie ». Chez elles, le ré cit de soi se manifeste comme l’ é criture de l’ autre que l’ on se propose d’ é tudier à la lumiè re des thé ories de critique litté raire gé né rique au fé minin. English abstract: Put in the foreground in the contemporary literary field, the autobiographical impulse, formerly repressed by the structuralist wave of fifties and sixties that used to exclude the author from his creation, was reborn with great diversity and inventiveness at the end of the century and reached its peak during these last years. In perpetual transformation as to its forms and contents, today's autobiographical practice stands out for its heterogeneity and for its transgressions of the canonical precepts of the genre, theorized by the theorists of which Philippe Lejeune and Georges Gusdorf are the best known. Moreover, this aesthetic predilection for introspection is revealed in many stories, in particular, written by women, striking the reader by the way they are written. This article aims to investigate the staging of the self in three works of the 21st century, namely the autobiographical work of Annie Ernaux, Catherine Cusset and Simine Behbahâ ni. Because they reflect an almost total openness to Others to the point that it is no longer the self that has full power and prevails in the text. Getting away from “ I” approach, these writings are shifting from autobiographical attempts to what is called “ alter-biography” . Concerning these writings, the narrative of oneself is interchangeably presented as a writing of a third person who proposes to study in the light of theories of generic literary criticism for women. The autobiographical works of Annie Ernaux, Catherine Cusset and Simine Behbahâ ni represent one of the current inflections of the autobiographical genre by opening up to the Other, the mother. Our aim is to demonstrate why writing the maternal biography is essential for the authors mentioned in order for them to define themselves and write their own story. This angle makes it possible to evoke the mother-daughter relationship from a perspective that is both textual and generic in feminine writing. The autobiographical project would be the staging of a hegemonic subject that would reveal the ego. However, the case is not the same for Ernaux, Cusset and Behbahâ ni in whom the autobiographical work takes a heterodox form, given the place given to others. Effectively, these authors set up a structure, which unites the story of the self and the story of their mothers. By means of the autobiographical account, Ernaux, Cusset and Behbahâ ni carry out “ a return to the origin” (Lejeune, 1975, 7) through speaking of their mother. The self-narratives speak of the autobiographer's mother fits well with the Rousseauist model of the autobiographical. What sets the autobiographical enterprise of these three authors apart from the traditional ones is the self-effacement in favor of maternal omnipresence and primacy in their writings. In addition, for them, the evocation of the life of a mother goes beyond the biographical summary of the parents, which any traditional autobiography bears witness to. The biographical space created by these three authors with the significant presence of the mother differs from a traditional biography. On the other hand, if Cusset, Behbahâ ni and Ernaux attach a very particular importance to the life of their mother to the point that their autobiographical work overlaps with biography, is this not an original strategy to speak of themselves? “ Talking about oneself indirectly” is, according to feminine literary critics, one of the specificities of the autobiography of women. By resorting to the accounts of others, they therefore write an autobiography less focused on the “ I” . For theorists of feminist criticism, female individuality is defined in relation to others, especially other women. In light of this research, feminist critics point out that female individuality is concerned with establishing relationships with other people instead of establishing protective barriers, hence a “ relational” ego. This is to say that women are often aware of themselves in their relationship with others, playing a crucial role in shaping their individuality. The relationship with the other is thus essential to their construction of identity, particularly that which is established with the mother.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 363

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 122 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Author(s): 

MIRAFZALI KAHANGI Mahboube Sadat | KHAMENEH BAGHERI TAHEREH

Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    136-148
Measures: 
  • Citations: 

    0
  • Views: 

    247
  • Downloads: 

    113
Abstract: 

French abstract: Les é tudes grammaticales sont considé ré es comme une nouvelle mé thode aux é tudes de la traduction depuis quelques anné es. À vrai dire, au cours des é tudes de grammaire, nous pouvons comparer les formes grammaticales en usage dans deux langues, pour en montrer les diffé rences et les ressemblances. Le passif est un mode qui met en valeur un é tat, une action ou un é vé nement. Cette pré sente é tude vise à comparer la voix passive dans les langues franç aise et persane et à é tudier comment cette voix est traduite dans la traduction du roman L’ amant de Marguerite Duras faite par Ghassem Roubine afin de montrer l’ emploi diffé rent de cette voix dans ces deux langues. Nous aborderons, ainsi, les trois maniè res utilisé es par le traducteur pour la traduction des verbes à la voix passive du roman: Les cas traduits sous forme active, les cas traduits sous forme passive et les cas traduits sous forme participe. Au cours de cette analyse, nous é tudierons quelques exceptions, comme les participes dans le sens passif et les phrases actives traduites sous forme passive. La mé thodologie adopté e pour cette é tude est à la fois thé orique et pratique. Notre recherche s’ appuiera sur la mé thode fonctionnelle et nous utiliserons la mé thode d’ analyse structurale et analytique. English abstract: Grammatical studies have been considered a new method in translation studies for several years. Indeed, during grammar studies, we can compare the grammatical forms in use in two languages, to show their differences and similarities. The passive is a mode which highlights a state, an action or an event. This study aims to compare the passive voice in the French and Persian languages and to study how this voice is translated in the translation of the novel L’ amant by Ghassem Roubine to show the different use of this voice in these two languages. We will approach, thus, the three ways used by the translator for the translation of verbs in the passive voice of the novel: Cases translated into an active form, cases translated into passive form and cases translated into participle form. During this analysis, we will study some exceptions, such as participles in the passive sense and active sentences translated into passive form. The methodology adopted for this study is both theoretical and practical. Our research will be based on the functional method and we will use the method of structural and analytical analysis. The objective of this article is to compare the use of the passive voice in French and Persian and to analyze the translation of the passive in these two languages through the translation of the novel L’ amant. In this research, we used the analytical method to approach the subject. In other words, we chose this French novel and its translation into Persian by Ghassem Roubine to analyze the verbs in the passive voice. The active form and the passive form are not well equivalent, we prefer the passive form when we want to highlight the subject of the verb. In French, the passive is formed whit the auxiliary ê tre and the past participle. The auxiliary indicates the time and the past participle agrees in gender and number. In French, there are two times for the passive: simple and compound. In Persian, the passive is formed from the past participle of the main verb and an auxiliary. There are many verbs as auxiliaries: š udan ) to become(, gaš tan/gardidan )in the sense of becoming(, ā madan )to come(. The most commonly used auxiliary is the verb š udan. There are some jobs for the passive. First, the passive is used to highlight the subject, and sometimes it is used to emphasize the outcome of the action. In the translation of L’ amant, passive structures fall into three main category includes passive sentences which have been translated into active forms. Second contains the passive translated into passive forms, and finally, the cases translated into participative form. In general, the Persian language tends to be more explicit and prefers to translate passive structures into active form; but it is interesting that in this research we find that the translator of the novel L’ amant uses several passive sentences instead of translating them into the active form. In this study, we found that the passive is a form frequently used in the novel L’ amant. The use of the passive in French often poses problems for the translator and he must use the translation processes. The objective of this article is to compare the passive form in French and Persian language and to study how this voice is translated into Persian. Our study has shown that these two languages despite some convergences, have divergences.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 247

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 113 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    149-161
Measures: 
  • Citations: 

    0
  • Views: 

    305
  • Downloads: 

    74
Abstract: 

French abstract: Rosi Carpe, publié chez l’ é dition de Minuit, est l'une des oeuvres de Marie NDiaye qui s’ est imposé e comme un prodige de son é poque, et à qui a é té octroyé le prix Femina en 2001. Cette oeuvre est truffé e d’ intrigues multiples et de pé ripé ties qui lui donnent une qualité romanesque. Né anmoins, nous avons remarqué chez les protagonistes de ce roman, des particularité s qui ne s’ accordent pas avec celles qu’ on attend des personnages d'une oeuvre romanesque. Aussi, nous occupons-nous des personnages et des actions mises en place dans ce roman afin de clarifier cette contradiction entre les protagonistes de ce roman et ceux qu’ on rencontre normalement dans une oeuvre dite romanesque. Durant, cette analyse nous nous sommes inspiré s d’ un article de Todorov, intitulé « Roman poé tique », publié en 1987, dans lequel il pré cise les particularité s poé tiques du roman. English abstract: From the publication of her first novel entitled Quant au riche avenir (1985) with the Minuit edition, at the age of eightee, Marie NDiaye established herself as a new literary talent. With a heavy literary background provided with literary geniuses like Kafka, Proust, Joyce and Falkner, and with an irreproachable expression, she crossed the chronological hinge of the century so that at the beginning of the new century, she was granted the Femina Prize in 2001 for her latest novel: Rosie Carpe. Showing mastery of her art as a novelist, she tells the story of a young woman who is lost, in search of herself and a place to occupy in the world. This novel is full of multiple intrigues and adventures, which give it a romanesque quality. Nevertheless, we have noticed particularities in the protagonists of this novel, which do not agree with those, expected from the characters of a romanesque novel. Indeed, the question which concerns us and we try to answer in this article is the following one: how a novel, with passive characters, can be qualified as a romanesque novel? It should be noted that by the notion of “ passive” we mean the lack of action, even sometimes the simplest. It is understood that the presence of the passive protagonist is not a new phenomenon in the genre, but the passivity of the character, in a novel described as romanesque, seems curious to us. A literary book such as Rosie Carpe, who has established herself as one of the miracles of her time, cannot be admired solely for its narrative content without taking into account its particular structure. We believe that a study of the structure of the novel will lead us to understand how a novel can reconcile romantic content with the passivity of the characters. To do this, we were inspired by an article by Todorov, entitled “ Poetic novel” (Tzvetan Todorov, 1987, p. 123-138) dealing with the concepts of character and action in order to show, on the one hand, how these notions of action and character, participate in the creation of the structure, and, on the other hand, how the two qualities of romance and poetics are opposed in the work, without their coexistence being impossible. Todorov presents two kinds of men according to the path they choose to acquire knowledge: the hero and the poet. The first is defined by the actions he performs and we find him in the heroic and / or romantic novel; we find the second in the article that Todorov describes as poetic in the sense that the character immerses himself in his reflections instead of acting. In short, the hero is the one who acts and the poet is the one who thinks and narrates. In the first chapter of the novel, in the extra-diegetic narration are inserted from time to time the words of Rosie in the form of interior monologues, without the use of introductory verbs, in loos. The second chapter is overall an analepse: to give thickness to the existence of the main character, Rosie, the narration focuses on her past thanks to her memories. Through internal focus, we learn from Rosie's mouth the story of her life, while she sits in front of Lazarus' house. Unlike the previous chapter, the narration is responsible for direct speech, and there abound introductory verbs. At the same rate, in terms of length, the third chapter is even longer than the previous chapters. Because of this, and parallel to the previous chapter where it was largely a question of Rosie, here it is Lagrand which constitutes the center. Through an internal focus, that of Lagrand, we penetrate into his past, his relationship with his mother who had abandoned him when he was little. In the fourth chapter, the shortest, we find ourselves facing a narrative leap: after an ellipse of about twenty years, we find the characters. Lagrand spent these years away from Rosie; this one, in a total passivity, spends her days with her son, Titi, become a professor of mathematics. The novel ends with the libertine presence of a second daughter from the Carpe family, who is also called Rose-Marie. According to the layouts of the chapters and the focal points implemented in the narration, we thus find two highlighted characters who advance the narrative-not by what they do but-by what they think and what they remember. After having introduced the eponymous character in the first chapter, the narrator changes status in the second chapter. It is the protagonist who narrates his story to the second character. Lagrand, takes the place of the narrator, who, in the next chapter, takes his turn the place of the narrator. The object of these internally focused narrations (that of Rosie and that of Lagrand) is made up of dreams, abstract reflections and memories of these two characters, put in a way in parallel, if only because of focusing alternately. Indeed, the character of this novel only remembers past events, recalled as fuzzy memories under a thick yellowish fog. To achieve so many projects that she has for the future, she does nothing. The novel therefore seems incompatible with the adjective “ Romanesque” , at least, as far as the characters are concerned. Lagrand and Rosie, both similar and contrasting as characters, do not participate in the actions. Their role is only to remember past events and delve into reflections. In Rosie Carpe, the passivity of the characters towards what happens to them is doubled by a fact of text, in the sense that the narrated action, instead of occupying the foreground, is thrown backward plan of the narration. Take for example, the action of murder (which can constitute a romantic action par excellence). First, it is not committed by the protagonists of the novel. It is the package of Lazare and one of his friends. Thus, the action concerned does not occupy the foreground in the novel. In the second place, we do not learn this fact by the direct narration of the narrator first of the account: in the third chapter, we learn that Lagrand, on the return from Lazare (where he has just posed his parents), meets by chance that here in a restaurant. So, not only this act of murder does not directly concern the protagonists of the novel, but also, on the narrative level, it is thrown into the background by the fact that we do not even learn it at the time where Lagrand comes across Lazare (and tells him about the crime he has committed), but later, when Lagrand is driving on the way to the hospital, and again, he doesn't think about it on purpose. To these put at a distance, are added the following facts: first of all, this action of the crime, had been experienced for the first time, that is to say, by Lazarus as the murder of his own parents; then it was told by Lazare to Lagrand, who is a long-time friend, as a confession; and it is ultimately through Lagrand's thoughts that it is evoked as a cinematographic scene, where the point of view of Lazarus, the murderer, is inserted from time to time. These observations on the peculiarities of Rosie Carpe, in terms of characters and action, under the lighting of Todorov's article, lead to the fact that this novel, despite the romantic appearance due to the various events evoked throughout the novel, can only be described as poetic because neither the characters nor the narration of the actions can be compared to those of the romantic stories, and it is probably for this reason that this kind of novels can give the impression that is opposite a “ novel-not-like-the-others” . Some critics have considered this novel to be a romantic work. It seemed to us that an in-depth study could explain why, despite this designation of fiction, this novel cannot be classified in this category. The study of the particularities of two constituents of the novel, namely the character and the action, allowed us to show why they do not fall into the same category as those of the novels and that, thanks to one of the works of Todorov, it seemed to us that this work comes from what he calls poetic. Thus the feeling of strangeness (due to the characteristics of the characters and the action in this novel) will give its place to more intimacy and understanding as much about the characters as what happens there as action.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 305

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 74 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Author(s): 

PIRBHAI JETHA Neelam

Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    162-177
Measures: 
  • Citations: 

    0
  • Views: 

    210
  • Downloads: 

    108
Abstract: 

French abstract: L’ introduction du thé â tre dans l’ apprentissage est un moyen de motiver les apprenants afin qu’ ils arrivent à amé liorer leur expression orale et leurs compé tences linguistiques, leur permettant ainsi de maî triser leur peur de parler une langue é trangè re. La langue franç aise, langue obligatoire dans le cursus scolaire mauricien, du primaire au collè ge, est une matiè re qui inquiè te les apprenants qui ont souvent des difficulté s à s’ exprimer. Dans cette activité , l’ objectif de sortir de la mé thode traditionnelle d’ apprentissage et d’ introduire la piè ce de thé â tre a é té d’ amé liorer l’ apprentissage de la langue franç aise chez les apprenants inscrits en premiè re anné e à l’ université des Mascareignes et ainsi revoir les bases de la grammaire d’ une faç on ludique. La premiè re é tape é tait de former des groupes car travailler en é quipe peut, selon plusieurs chercheurs, ré duire non seulement l’ anxié té linguistique des apprenants mais aussi l’ expé rience intimidante de l’ apprentissage. Le groupe devait ensuite ré flé chir sur un thè me fictif ou historique, ré diger le texte, jouer la piè ce et faire un montage vidé o des scè nes. Cette é tude compte analyser des commentaires laissé s par les apprenants à la fin des sessions afin de mieux voir si l’ inté gration des activité s thé â trales dans leur enseignement les a motivé s et leur a permis de renforcer leurs connaissances et compé tences en langue franç aise. English abstract: According to several researchers, the introduction of drama in language classes allows learners to reveal their intrinsic motivation (Isabelle-Bernard, 2010) and not only does it improve their oral expression, but also develops their language skills (Joannie-Dubois and Ophé lie-Tremblay, 2015), allowing them to control their fear of speaking a foreign language (Mathilde-Dallier, 2014). Learners thus produce a more sophisticated and better-quality work. For Glen Bledsoe (2010), what learners often fear is writing a text: finding a start, developing the ideas and writing a logical conclusion is often very difficult. French language, a compulsory language in the Mauritian school curriculum, from primary to secondary school, is a subject which worries learners who often have difficulties in expressing themselves in writing and speaking. According to education statistics in Mauritius, the failure rate in French is around 20% to 25% in primary and secondary schools (Statistics Mauritius, 2019; Mauritius Examinations Syndicate, 2016). Our goal is to revise the basics of grammar in a fun way, thus leaving behind the traditional methods of teaching. For this study, we wanted to formulate the hypothesis that the introduction of digital drama makes it possible to improve the learning of the French language among the first-year students-to-be at the Université of Mascareignes (UdM), Mauritius. To be admitted in the first year, students must have completed their secondary studies, but it should be noted that French is not a compulsory subject for those taking the Cambridge Higher School Certificate Exam, which is equivalent to the French baccalaureate. However, Mauritian learners have taken French lessons for at least a dozen years (from pre-primary to secondary schools), and besides, the media and newspapers in Mauritius are also in French. The course “ Renforcement de la langue franç aise” is 3. 5 hours per session, and is spread over seven weeks. It is obligatory for all those who register for the first year, and we have worked with three groups of learners, registered in BSc Human Resources and BSc Marketing. The learners do not know each other, and we have in the groups, both Mauritian and international learners, more particularly from Madagascar, aged between 18 and 25 years. After two weeks of lessons, which slightly follow the “ traditional” model (dictation, reading, basic grammar review etc. ), the first step was to form groups because working in a team can, according to some researchers, reduce this intimidating experience to learn (Shiri-Lavy, 2017) and help manage the linguistic anxiety of learners (Isabelle-Bernard, 2010). The group then had to think about a fictional or historical subject, write the drama text, play it, and make a video of the scenes. During this 24. 5-hour course, learners have two assessments: a dictation and the production of the digital drama. The exercise in digital drama, which is the product of group work, is evaluated in two parts: the writing of the drama with stage directions, and the recording in video limited to 25 minutes. The score counts for 50% of the overall score. It was advised to take a historical event from Mauritius. However, fictional stories have also been accepted. All subjects must be approved in advance by the module lecturer. Of the 110 learners, 48 students responded to the questionnaire on Google Form, which was sent to the learners after the end of the last session. This study intends to analyse the learners' comments and thus identify not only the positive aspects of this learning method, but also to review its shortcomings and the problems encountered. In other words, this research allows us to better understand the learners' perceptions in order to know if, according to them, the integration of drama in their teaching motivated them and allowed them to strengthen their knowledge and skills in French. A questionnaire was prepared on Google Form and several open-ended and closed-ended questions were asked on the learning of the French language with drama, learner motivation, and teamwork experience among others. However, for this qualitative study, we will only analyse the following four questions, which unveil the learners' opininon on their motivation to learn French through drama: i) a closed-ended question divided into sub-questions on the learning method they prefer (a list is provided); ii) an open-ended question about what they thought of the teaching of French before joining university; iii) an open-ended question on what they thought about learning French language with digital drama; iv) an open-ended question on any other comments than they have on the course In the first part of research on drama in French in higher education, we are interested in the question of motivation. Although we did not use the questions on the grid of the intrinsic motivation inventory (IMI) of Desi and Ryan to assess the subjective experience of participants in this activity, we note that several sub-scales / factors mentioned in IMI were raised in the answers to the learners' open questions. The results show that, with the exception of a few learners, the participants (around 87%) were intrinsically motivated and they had the willing to engage in the activity for pleasure and personal satisfaction and not by rewards or external constraints. Moreover, an intrinsically-motivated person is the one at the highest level of self-determination and this is reflected by the adjectives of pleasure and satisfaction used by the learners in their responses. This intrinsic motivation comes from having done or learned something new, from having accomplished a difficult task and also from having carryied out an activity which stimulated them and where they felt pleasure and fun. To illustrate this, some responses are analysed. The amotivation of some students is also discussed in this section. Teaching adults implies that several criteria must be taken into account because adult learners do not want to return to school to be judged, or to learn by heart. Autonomous and responsible, they need an informal and secure environment to motivate them (Jean-Philippe-Schmidt, 2018). It is in this perspective that we proposed to introduce digital drama during the module of “ Renforcement de la langue franç aise” . We started from the assumption that learners would be motivated and therefore take responsibility for their work and learning. This proved to be true because the final video submitted enabled the learners to have a positive attitude towards learning French language. From an outsider’ s perspective, the motivation of the learners did not decrease during the whole course. According to the answers of the learners, they became aware of their skills and those which they must acquire, they had the choice to work with whom they want to, and to choose their themes. The digital drama, taught in a less formal and rigid context, seems to develop autonomy (or self-determination), which in turn, creates intrinsic motivation. The active learner is at the center of all activity who takes responsibility for the teaching-learning process. Group work allows him to acquire knowledge and the learners could ask the teacher in the event of inability to solve a problem. In short, digital drama, which encompasses the competences necessary in traditional drama, tends to blur the boundaries between traditional roles reserved for the teacher and the learner. This implies that learning guaranteed a certain autonomy because “ action is done for the pleasure of doing it, and because it seems, for example, interesting, exciting or involves a challenge” (Eva-Lang, 2010, p 28). However, some limitations of this study should be emphasised. First, if time permits, we will present learners with a choice between digital drama and creating a digital game or story, so that each learner can deal with the means of presenting the themes/topics that interest him. Thus, greater individualisation would be possible. In addition, in order to analyse in depth the relevance of the digital drama in a language course, we will develop, in future research work, the social competences acquired by the learners during team work and we will also make a detailed analysis of the deviations or 'errors' left by the learners in the French written text and videos.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 210

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 108 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Author(s): 

REZAPOUR Rouhollah

Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    178-191
Measures: 
  • Citations: 

    0
  • Views: 

    274
  • Downloads: 

    75
Abstract: 

French abstract: Il existe des termes lié s en didactique qui ne sont pas capables de caracté riser leurs efficacité s conceptuelles lorsqu’ on les emprunte dans les é chelles varié es des analyses linguistiques. La dé finition hâ tive des termes à savoir, « langue maternelle », « langue é trangè re », « langue native », « apprenant », etc., loin de toute politique linguistique ne se construisant pas autour de la notion de langue, souffre d’ une insuffisance interpré tative. Dans les contextes linguistiques et notamment l’ appropriation des langues, ces termes ne sont pas lapidaires pour suivre la totalité d’ un processus complexe. La né oté nie linguistique dé clare en toute explicite que les appellations en question souffrent d’ une insuffisance conceptuelle et d’ une opacité interpré tative n’ ayant pas un support scientifique adé quates qui ré gissent la rigueur é pisté mologique. Dans cet article nous é voquons l’ aspect terminologique de la né oté nie linguistique s’ inspirant de la psychomé canique du langage de Gustave Guillaume qui propose les termes remplaç ant à des termes non adé quats (« langue maternelle », « langue é trangè re », « langue native », « apprenant ») en didactique via la ré partition tripartite temporelle. Nous verrons que le lien cognitif entre le locuteur et les langues s’ astreint à suivre un passage opé ratif du temps guillaumien, de la puissance à l’ existence, voire, du virtuel au ré el. English abstract: Reviewing the historical aspects of linguistic theories of the previous century, we figure out that sciences of language, and precisely linguistics, are linked to a certain number of additional disciplines which allow for the emergence of new epistemologies such as neurolinguistics, psycholinguistics, sociolinguistics, etc. Undoubtedly, this fact makes it possible to focus on the nature of the findings which result from different linguistic activities as well as the cognitive processes which are due to such activities. Although the overwhelming majority of linguists are more interested in the function and the use of linguistic elements, the mental component of language conditioning utterance in all its variety does not seem to be as important. This component which originates from all linguistic operations performed can be described through terms like mentalism and intuition, which offer linguistics an ontological dimension closer to the immanence of being. We must not forget that in all languages, there are abstract properties which are not visible from the outside. According to Guillaume, the universe in which we are in contact is an interior universe: the universe of the thinkable in which our representations form within us. It is obvious that the difficulty of observation, especially in the field of psycholinguistics and sociolinguistics, becomes greater when it comes to examining facts and results. These fields study the elements that are ignore at the end. The definitional inadequacies and the terminological achievements of the language sciences prompt us to question the advisability of occupying a place in the field of scientific activity that existence confers on man. The linguistic novelty devoted to the relationship between linguistics and cognitive sciences takes us away from the simple repetition of traditional names, both opaque and inadequate resulting in a naivety of meanings and interpretive opacity. Names which are observed through chronological criteria are conditioned by the passage of time. They underline the impact that the anteriority of one of the languages learnt has on the others, given the consequences that this inequality creates for the speakers. From a didactic point of view, there are two types of speakers: one who has knowledge of a language and one who is in the process of learning a language. The didactic names the former the “ native speaker” , that is to say, one who expresses himself via this language since his birth. However, it turns out that it is a naive name because as long as domicile learning, or learning due to immigration are concerned, didactics are not able to offer a suitable name. How, then, do we define the term “ learning” a language when only a considerable minority of bilinguals learn the language in the classroom? What can we call the mode of learning of other “ learners” who appropriate a language in places other than language classrooms? How can we define motherhood of the mother tongue and the strangeness of the foreign language in the complex domain of monolingualism and bilingualism in linguistic reality? Didactics do not offer much help in dealing with terminologies that are intended to be more realistic. The naivety of meanings and the interpretive opacity of terms such as “ foreign language” , “ mother tongue” , “ native language” , “ learner” and many other terms prompt linguistic neoteny to lean towards new terms because maternal language is the one the child acquires through contact with the familial environment where he is raised. Therefore, the acquisition of a language is not done exclusively through contact with a biological mother. On the other hand, concerning foreign languages, it must be clarified that the possession of a language is not limited to geographic boundaries. In addition, the language acquired at an early age is not necessarily the one easily spoken in adulthood. Therefore, in this article, we try to analyse the terminological aspect of linguistic neoteny which proposes new terms to replace those in didactics, namely, “ foreign language” , “ mother tongue” , “ native language” , and “ learner” which-it seems to us-are not able to answer the questions above. To this purpose, we first analyse the guillaumian theory which continues to be the source of inspiration for linguistic neoteny. Subsequently, we schematize the approach followed by linguistic neoteny. In the end, we do not hesitate to answer the above questions with the new terminological aspects linguistic neoteny offers us.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 274

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 75 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    192-212
Measures: 
  • Citations: 

    0
  • Views: 

    228
  • Downloads: 

    90
Abstract: 

French abstract: Gaston Bachelard est un grand philosophe qui introduit la notion d’ imagination maté rielle et essaye d’ abord de classer les rê veries poé tiques d’ aprè s les quatre é lé ments: le feu, l’ eau, l’ air et la terre. Mais il constate ensuite que seule l’ é tude de la naissance de l’ image poé tique dans une conscience personnelle, c’ est-à-dire la phé nomé nologie de l’ imagination, peut ré tablir la subjectivité de l’ image et en appré cier l’ é tendue, l’ é nergie et la valeur de la transsubjectivité : des vé rité s qui ne peuvent ê tre pré cisé es dé finitivement à cause de l’ essence variationnelle de l’ image poé tique. Bachelard nous pré sente alors une thé orie de la litté rarité du langage qui montre que la poé sie constitue avec une esthé tique spé cifique un langage indé pendant des né cessité s de cohé sion des pensé es et des contraintes de la signification. Par la prospé rité de ses images, ce langage nous donne la liberté de vivre de nouvelles vies et d’ expé rimenter simultané ment mê me des faits incompatibles dans l’ instant poé tique. Nous visons, dans le pré sent article, à é tudier le dé veloppement et les caracté ristiques de la poé tique bachelardienne afin de mieux connaî tre le monde poé tique; et pour illustrer ce monde, nous choisissons des vers extraits des Forces é ternelles, un grand recueil de poè mes d’ Anna de Noailles, merveilleux poè te romantique dont le langage nous attire vé ritablement. English abstract: Faced with the harsh realities of the outside world, literature reveals to us unlimited horizons on an interior poetic world of which we can be creators; and this is what attracts us more and more to the poetic imagination. Poetry is indeed the first wonder of silence. It keeps alive, behind images, the vigilant silence. It organizes the poem in the quiet time, in a time that nothing disturbs, nothing precipitates, nothing dominates, in a time susceptible to all immaterialities; in other words, in the time of our emancipation. The real time is very weak compared to the times imagined in the poems. The poem therefore establishes its own dimension and the poetic image allows us to go through the time of development. This special blossoming of the poetic image is the object of study of Gaston Bachelard, the extraordinary French philosopher of the twentieth century. Indeed, this great philosopher deepens the problem of literary language and poetic images, which is why we aimto study the development and characteristics of his theory of the literality of poetic language in this article in order to better understand the poetic world. And to illustrate this world, we choose verses taken from The Eternal Forces of Anna de Noailles, a wonderful romantic poet of late 19th and early 20th centuries as a poet whose poetic universe is one of the most captivating and richest of her time. Indulging in the extraordinary ease of her inspiration, she has simple and sincere poems; indeed, the authenticity of her tone makes her a glorified poet. Since the ancient philosophers and alchemists conceived the universe under the sign of the four elements (fire, water, air, and earth), Bachelard hopes that poetic images would further illuminate past theories by renewing the simplicity of cosmologies. Therefore, he believes that after collecting the poetic images, he can classify them according to the four elements to put everything in order as in simple methods. He thus introduces the notion of the material imagination – which we deal with in the first part of our study – by giving material images taken from The Eternal Forces. However, he later realizes that scientific precaution necessitates the refusal of the direct dynamics of the poetic image and that only the study of the birth of the poetic image in a personal consciousness, that is to say the phenomenology of the imagination, can restore the subjectivity of the image and appreciate its extent, energy and value of transsubjectivity: truths that cannot be definitively specified because of the variational essence of the poetic image. He therefore turns to the phenomenology of the imagination and seeks to shed light on the awareness of a person fascinated by poetic images according to phenomenological rules. This new attitude he takes towards poetic images forms the rest of our article where we look first at the poetic time and space and then at the poetic reverie in its essence. By systematically making us turn in on ourselves, faced with an image offered by a poet, the phenomenological method leads us to communicate with the imagining soul of the poet. In moments of deep discovery, a poetic image can become the origin of a dream world vis-à-vis a poet's reverie. The feeling of enchantment when facing this universe, as conceived by the poet, presents itself in total simplicity. Phenomenology considers the poetic image in its novelty, as an effective domain of speech, proposing a future for language. A simple image reveals its poetic gain through the fruitfulness of its varieties. As soon as it changes a single character, it reveals an initial sincerity. A profusion of vitality and words comes alive in the poetic image and creates a fervent language, a great center of rebellious words where being exalts itself in a burning desire to surpass itself, as manifested in the poetry of Anna of Noailles. Through the prosperity of its images, poetic language gives us the freedom to live new lives and to simultaneously experience even the most incompatible facts in the poetic moment. It thus establishes a kingdom of language that is particularly powerful as it renounces any instruction and any explanation; Poetics must then, according to Bachelard, take care of the establishment of this autonomous kingdom. This is what we finally reflect on in order to recognize the true interest of Bachelardian poetics by seeking its illustrations in The Eternal Forces of Anna de Noailles whose reveries truly resonate in us. Literature creates a charming universe where we can discover an endless source of pleasures and benefits. The originality of literary images reveals an imaginary life around them. Speech is always a little beyond our thought, a little more tumultuous than our feeling, especially when it concerns the moving words of an exalted poet such as Anna de Noailles. It is, therefore, the wonderful outcome of the boldness of man, the exciting exuberance of energy which increases the power. Without imaginary exuberance, existence cannot progress. We are, therefore, the immense dynamism of our transmutation and thus our own future until death. In our reveries, our words join us to our destiny. This way, far from being prisoners of our past, enslaved to our regrets and anxieties, we have the freedom to be reborn at any moment; and this blesses us with feelings of calm and happiness. We cannot approach poetry by any other way than itself, than poetic reverie, through a method freed from its complexities. This is why we have chosen verses from The Eternal Forces of Anna de Noailles to open a window on the poetic philosophy of Gaston Bachelard. A poem is at the same time manifest and very close to manifesting itself, so it is constantly reborn, dark and clear. Likewise, the Bachelardian interpretation is original: it does not explain words; rather, it provokes new words. Instead of clearing up a meaning, it would add more meaning, more mystery to it. As forthe poetic method, it develops through a creation. We can therefore read and re-read it like a long poem in the spurts of a thousand pieces brought together and, in all directions, suspending the development of the discourse at each moment and superimposing on it the multiplicity of instantaneous visions. We thus participate in this poetic creation since art is created through the collaborative efforts of the creator-consumer. The difficulty of any great work, especially a poetic work, is precisely due to the fact that it perpetually refers to itself and beyond itself. And Bachelard proposes, the idea he wants to master appears instantly; it is an idea fascinated by an instant fact. The consciousness of which he makes the space of admiration is therefore that of the limit. As a philosopher, of course, he claims that the era of large systems is over because the relationships that thought establishes with itself are momentary rather than lasting. Therefore, his work, which concerns the philosophy of being, aims to be an itinerary accessible to an active quest rather than knowledge, a means of questioning more than an explanation. Indeed, our poet and our philosopher invite us both, by the transsubjective value of their writings, to continue and renew their reveries and to take our due part in their poetic creations. Thus, by deepening their works, we refine our way of directing our meditative life and strengthen our capacity to live.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 228

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 90 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
Issue Info: 
  • Year: 

    2021
  • Volume: 

    14
  • Issue: 

    26
  • Pages: 

    213-227
Measures: 
  • Citations: 

    0
  • Views: 

    301
  • Downloads: 

    101
Abstract: 

French abstract: Nathalie Sarraute rassemble, dans Enfance, des souvenirs de ses onze premiè res anné es dont le dialogisme, comme l’ une des originalité s du ré cit, est l’ aboutissement des mouvements inté rieurs qui glissent trè s rapidement aux limites de sa conscience. Il importe de savoir comment Enfance s’ inscrit dans les canons d’ un genre en rê vant un caractè re neuf par un geste d’ é criture poé tique qui permet à un surmoi d’ ouvrir inconsciemment le texte sur un dialogue thé â tral. Dans cet article, on é tudie comment cette é crivaine vieillie avec une mé fiance, se penche sur son passé en faisant ré sonner une voix double narrative d’ ami imprudent. Pour é tudier les procé dé s utilisé s autobiographiques dans l’ é laboration de cette oeuvre, nous aurons recours aux thé ories de Philippe Lejeune, spé cialiste de l’ autobiographie, et aux commentaires de Monique Gosselin. On va aussi dé couvrir par la mé thode de lecture analytique et psychanalytique, en se ré fé rant à la thé orie de l’ inconscient Freudien, les origines de la vocation correspondant à l’ é criture de cette oeuvre. Nous voudrions montrer comment Sarraute assemble les souvenirs de l’ é crit dialogique musical à la forme sonate comme un collage d’ images autonomes par des chapitres discontinus. English abstract: The twentieth century was distinguished by a romantic upheaval which made it possible to translate the feelings of unease marked by the world wars. Reinvention is nothing other than the discovery of a new order of sensations and the putting into practice of new means of expression which make necessary the transformation of conventional forms considered as bothersome and sterile. In expressing this opinion, Nathalie Sarraute was of course speaking about the novel, but this remark can also be implicitly true about autobiography. Reinventing autobiography therefore means shifting the main centers of interest formulated by the questions “ who am I? ” And “ what am I doing there? ” towards the games on the potentialities of the self. What is the position of the narrator in the plot and why does he tell us what he tells? The plot and the character, regarded as the origin of all fiction, become less lively. Sarraute had already challenged her conventions in her essay “ The Era of Suspicion” . Her romantic work was therefore an attempt to put her theoretical reflection into practice. The new novel renews the romantic genre dating back to Antiquity. Sarraute is a French woman of Russian origin and one of the figures of the new novel ever since the publication of “ The Era of Suspicion” . Her Enface which records the memories of her first eleven years is known for its dialogism as one of the originalities of the story. The author seeks to rediscover what creates personality, devoting herself to reconstructing her first encounters with words, the pleasure of reading and the activity of observing an individual consciousness by herself in writing. Considerations of how to approach autobiography coincide with important debates concerning current psychoanalysis. Freud believed that childhood memories were not destroyed, but repressed because they were painful, so he used hypnosis to inform many people about their childhood memories. Hypnosis, or more precisely, hypnotism, does not render one dominant to another. Rather the person deals with his subconscious (the subconscious mind controls the human being). In psychoanalysis, associations of memories, thoughts, or feelings that are distressed by self-consciousness are called retrogression. These unwanted contents, often containing painful childhood memories, are driven unconsciously. Repression is thought to increase anxiety and neurotic symptoms when a prohibited drive or impulse threatens to enter the psyche. Retrogression is a defense mechanism, which guarantees to prevent something unacceptable to the conscious mind, and, if recalled, provokes anxiety. In this article, we study how this aged writer who distrusts her past makes a double narrative voice of a reckless friend resonate. We also aim to study the processes used in the elaboration of this work and, to do so, we will make use of the theories of Philippe Lejeune and Monique Gosselin. We will examine the piece by making use of Freudian analytical reading, as well as the techniques and the reasons corresponding to writing this book. We would like to show the importance of the musical dialogical writing by which Sarraute assembles memories into fragments like a collage of autonomous images throughout discontinuous chapters. To study the processes used in the elaboration of this work, we will use the analytical and formalist method of reading the theories of Philippe Lejeune and Monique Gosselin. Through Freudian analytical and psychoanalytic reading, we will also study the motives corresponding to the inscription of this book. Lejeune, a literary theorist and specializing in autobiography believes that an autobiography is a retrospective narrative in prose that a real person makes of his own existence when he focuses on his individual life, especially on his personality. He shows us the relationship that the author establishes with himself through writing. There are several ways to write an autobiography and, in this research, we study how Sarraute will talk about herself and how she will write? “ I” dominates as in a first-person narrative in this style, but can we clarify the status of a disrespectful double who dares to suspect in an elderly lady a fallout in childhood and raise the ghost of a forced retirement. As a result, we will be particularly concerned with the dialogic form which Sarraute's Enfance benefits from. We will also examine how and why the second voice does not hesitate to penetrate it deeply for this evocation? In the XX ͤ century, autobiography was a genre with great success which evolved because of Freud and psychoanalysis; of successful autobiographers, we can name André Gide, Jean-Paul Sartre and Nathalie Sarraute. The Freudian model finds a lever having provisions to clear the psychic terrain through the notion of the return of the repressed which does not remain buried in the abysses of the psyche but exerts a remarkable pressure to emerge in the consciousness by infiltrating what it can with all its peculiarities in form of contradictions, inconsistencies, and repetitions, in the very fabric of the manifesto, to the point of laying itself almost bare in some cases. Nathalie Sarraute only agrees with Freud on one point that all the autobiographies are false and Enfance subscribes, according to her, in the perspective of the renewal of literary forms speaking of her childhood tropisms. She avoids the risks of suggestion and indoctrination and answers the question of the problem of truth and the falsifications induced by resistance, namely the risks of narcissistic seduction and intoxication. One of her new means of expression is her use of two opposing voices which never cease conversing in Enfance: the voice of the narrator who tells us about her life and, the voice of a double psychic critic who regularly interrupts the narration to warn the narrator against the pre-established patterns which account for adulteration of autobiography. The text begins with a theatrical dialogue in which we find the playwright. These states of consciousness gradually hide the character behind a game of questions and answers. In fact, you have to go from the preverbal sensation to the word of the character. It is an age-old deluge of the court of conscience which will be expressed and explained by the outside world. This is what she calls dialogue. The dialogue is the result of internal battles and the characters are those of many movements, advanced from the depths. The most important point is to manage to grasp a truth, this deep truth is, in principle, unattainable, that Nathalie Sarraute seeks in what she calls tropisms as primitive movements, they are at the origin of our gestures, of our words, of the feelings that we manifest and appear to us to constitute the hidden source of our existence. Tropisms play an essential role in Sarraute's work whose language is not influenced by the outside world, a language which Julia Kristeva calls real semiotic language, defining the deep self. This is therefore opposed to the symbolic or imaginary language that we use to adapt to and communicate in our society. The double also takes the posture of an attentive psychotherapist by using words dear to N. Sarraute exploring the blurred areas of the subconscious. It forces the narrator to delve deeper to analyze her reactions towards others, to avoid the risks of suggestion and indoctrination, to report information on the past, and to then hesitate between a critical posture and that of an actor present at the time. Sarraute in fact rejects the traditional form of narrative, which places Enfance outside the usual definition of autobiography. It is not a question of simply relating facts, according to B. Vercier: “ I was born, my father and my mother, the house, the rest of the family and the first memory. . . ” (Vercier, 1975: P. 1033). Multiple techniques are used for a linear temporality; the fragmentation of the text is shown in form of very short passages and the moments are juxtaposed and presented without cause-effect links. Nathalie Sarraute was unable to avoid an autobiographical dimension despite the absence of a confession. N. Sarraute has created a new type of free reader who is left to fill the silences represented by discontinuities of the sentences and a new autobiography which appears as a true matrix of the whole work, which is revealed by the many experiences which resurface in the stories and theatrical plays. Classic literary autobiographies rely on formal requirements. However, these formal aspects would lend themselves particularly well to defense and disguise. This is one of the reasons for Freud's hostility toward the arts, in particular the arts of visual artists: “ Meaning does not matter for these gentlemen; they only care about the line, shape, concordance of contours. They give in to the pleasure principle. ” (Freud, Jones, 1998, p. 321) Sarraute is thus interested in the latent content of the work, in the truth pushed back to the depths of the unconscious, fearing the power of dissimulation offered by the search for perfection and beauty formal. Only the truth of the unconscious counts. Therefore, anything that can obscure it results from resistance and, hence, deserves our consideration.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View 301

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesDownload 101 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesCitation 0 مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic ResourcesRefrence 0
telegram sharing button
whatsapp sharing button
linkedin sharing button
twitter sharing button
email sharing button
email sharing button
email sharing button
sharethis sharing button