Abstract
In this paper, we come up with some theoretical discussions concerning the teach-ing/learning process of a foreign language from de discourses analyses field in its constitutive relation with the psychoanalyses and the history, in order to comprehend the possible routes taken by the students of a Letters course in their relation with the new language and their moth-er tongue. Therefore, we intend to reflect upon the possible senses that involve the significant “understand” concerning the interpretation of a poem in English and the subjective movements required in this interpretative adventure, considering the subjects’ imaginary identifications with the English language, with the significant “understand”, and not only this, but also, the ways such imaginary identifications interfere in the subjects’ symbolic identifications with the English Language.
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