Phrases marquantes in Annie Ernaux : From the Hyperconsciousness of the Language to a linguistic transfugivité in La Honte

Language has verbal and nonverbal components and both of them complement each other in our daily communication. The former exists in spoken form and the latter uses body movement, musical instruments and sign language to convey meaning. Surrogate language is synonymous with nonverbal communication. This paper investigates the linguistic roles of surrogate language in the select literary texts. The study explores different media of surrogate language and states the roles of surrogate language in literary texts. This study adopts Katz, Blumler and Gurevitch’s Uses and Gratifications Theory. This theory states that audience use the mass media for their own purposes such as information, entertainment, messages, announcements and advertisements. The researcher selected seven literary texts using non-probability sampling method with particular reference to purposive sampling. The researcher made use of both primary and secondary sources such as textbooks, journal articles, theses and dictionaries. The author read, selected and jotted down surrogate language for easy presentation and analysis. It has been found out that in surrogate language, blind people can hear the sounds of the musical instruments and understand, deaf people can see the eye contacts of the speakers without bothering about the speech.

This paper specifies that involving literary texts in the teaching class, especially in the context of the Arab world, is detrimental. Since major troubles are attributed to the negative transfer due to linguistic differences between Arabic and English, literary texts can be corrective and therapeutic. They provide the required contexts to socialize young learners with the language in use. The pragmatic function of language dictates much more than contrived examples to come to terms with its intended meaning. Literature-based teaching makes learning more natural than artificial through authentic language and make-believe situations. The flip side is that the language of literary texts may be troublesome, but this inconvenience can be wiped away by literary translation. According to the questionnaire respondents regarding the inclusion of translation in the teaching class, it can be applied without demur since Arab learners mechanically translate explicitly or silently throughout the lesson. As such, the blend of literature and English language teaching with the help of literary translation can be adequate pedagogic support for secondary school Arab learners.

This study explores the significant role of literary discourse in the evolution of the English lexicon, analyzing how works by authors such as Chaucer, Shakespeare, Dickens, and Joyce contributed to the development of new words and meanings. By combining qualitative and corpus-based methods, the research highlights the creative and innovative use of language in literary texts, tracing how words originating in literature entered mainstream usage. The study examines the influence of different genres, particularly drama and prose, on lexical expansion and discusses how literary creativity extends beyond word invention to reshaping existing terms. Findings suggest that literary texts serve as crucial drivers of linguistic change, shaping the dynamic evolution of English vocabulary across centuries. Future research may explore the impact of digital literature and other modern forms of media on lexical growth.

Authentic resources act as a platform for engaging learners' interest and making teaching processes more relevant and realistic. This action research aims to determine the impact of teaching language in literary texts by integrating the classroom-based learning environment with authentic resources. Two activities, “meet-the-author” and “pseudo-cinematic” events, were designed for this batch of undergraduates. Both activities were delineated by non-canon and canon works respectively. For both, assessments aligned with the “meet-the-author” and “pseudo-cinematic” events were conducted. Results and responses from learners were harvested to account for their experiences. Although there is no drastic positive spike in the overall results, findings answered the principal goal of the research where it is discovered that the activities have helped the learners. Through the possibilities of incorporating authentic resources, it is a means for Instructors to address limitations within classroom teaching and learning as well as pique learners' motivation and positive interaction.

Studia Linguistica Universitatis Iagellonicae Cracoviensis » 2010 » Volume 127, Issue 1 » Spisovná čeština in spoken and written language A A A

The language of literary texts has often been argued to be a reason for using literary texts in education (expanding vocabulary, challenging horizons, promoting pleasure and creativity in natural ways) but also for not using it (difficulty, ambiguity, obscurity, old-fashioned, non-standard, unrepresentative). Again, some educationists have advocated the conscious and deliberate exploration of the language of literary texts in class ('stylistics' broadly conceived), while others denounce the withering touch of the intellect on more unmediated 'natural' 'responses' to stories and poems, though language is particularly difficult to take for granted in foreign language learning contexts. In Chapter 4 I examine some empirical studies of the language of some literary texts or 'literary language', and how such studies have informed or could inform teaching and learning activities. A basic position, already established in discussing literature as discourse (Chapter 1), is that literary texts can be best understood in comparison with non-literary texts, because there are different tendencies, but they are subtle and not dichotomous differences. Rather a discourse-based approach to literature looks for continuities as well as differences between the language of literary and less obviously literary texts (contrary positions are argued in Cook 1986 and Miall 2006).

Experience is a crucial activity in contemporary teaching and learning. Experience is regarded as the process through which individuals acquire knowledge or skills by actively engaging in actions, observing, or perceiving objects, phenomena, people, etc., in the world through all sensory, intellectual, and emotional aspects that impact the subject within specific spaces and times. This article presents the content orientation of experiential learning activities in reading literary texts, consisting of four main aspects: experiencing artistic language in literary texts, experiencing the artistic world in literary texts, experiencing the creative process of literary texts by the author, and experiencing the artistic message of literary texts in practical life. These aspects help teachers accurately determine the content of experiential activities and help students achieve high effectiveness in reading and comprehending literary texts.

The empirical study of figurative language in literature

This article analyses discourse arising in reading group discussions as an instance of a real-world literary reading practice; it arises from and reports on the AHRC-funded Discourse of Reading Groups project. This naturalistic, observational approach to literary reading is contrasted with experimental approaches. Excerpts from the total dataset in which the language of literary texts is discussed are here subjected to two forms of analysis: software-assisted qualitative analysis suggests that where participants appear to make reference to their subjective responses to texts, this often has the function of presenting evaluations of those texts in mitigated form; interactional sociolinguistic analysis shows the sequential emergence of ‘language’ as a discussion topic, how discussion of language is co-constructed between participants and how such literary activity is culturally, interactionally and interpersonally contingent. ‘Face’ emerges as a key explanatory concept in both analyses.

If we have a look to the data recorded by the Invalsi tests and the OECD Pisa surveys, what emerges is the significant difficulties among young people in approaching written texts, especially if they are literary works. How can Italian schools respond to this emergency? An answer seems to start from an analysis of youth slang. Only by starting from the world of the new generations it may be possible to plan educational activities that are capable of activating the attention and motivation of learners and of stimulating an active and effective learning process that gradually leads students towards the horizon of literary texts and their language. As evidenced by the data recorded by the Invalsi tests and the OECD Pisa surveys, young people seem to struggle with significant difficulties in approaching written texts, especially literary works. How can Italian schools respond to this critical situation? A first step in finding the answer could be an analysis of the language use of the youth. Only by starting out from the world of the new generations can we create educational activities that are capable of motivating young learners and promoting an active and effective learning process which can gradually guide them towards the horizon and language of literary texts.

Special place in the language of literary text is appointed to the category of evaluation, as it is associated with the manifestation of subjective beginning in the language that addresses the cognition of objective reality and represents one of the complicated and controversial sections, which attracts attention of the linguists, philosophers, psychologists, etc. In the center of this research is the examination of evaluative lexicon in the novel “Raskovnik” by I. K. Kalashnikov”. Since the novel is dedicated to the life of Old Believers dwelling in Buryatia, the language of the text is unique and features multiple dialectisms, as well as emotionally evaluative words. The goal of this research lies in determination and analysis of the peculiarities of explication of evaluative lexicon in the novel. The methodological framework contains the studies of N. D. Arutyunova, E. M. Volf, T. V. Markelova and other scholars, which reflect the theoretical principles of the category of evaluation. The scientific novelty consists systematization of evaluative lexicon based on the material of the novel “Raskovnik” by I. K. Kalashnikov. As a result of this research, the author revealed the most significant areas of evaluation in this novel, among which are a person, his appearance, character traits, worldview, stance on life, and existence overall. The analysis of evaluative lexicon allows to better understand the meaning of the novel, gives a fuller perspective on its the characters, and reveals the peculiarities of the writer’s individual style.

Jacques Lacan as narrative theorist? A Lacanian narratology? The answer to both questions, as this collection advances generally, is a qualified yes. Jacques Lacan's concern with the Freudian subject suggests a position in regard to narration-an approach, even (with some elaboration) a narratology. It is an approach derivable from his view-his central insight into psychoanalysis-that l'inconscient est structure comme un langage. It says simply that narration, too, operates like a language, is a language, and manifests linguistic operations in various ways. Narration exists, finally, within the context of an unconscious discourse, within the bounds of what Lacan calls the discourse of the Other. Since the early 1970s, though earlier in France, literary theorists have busily sought to understand this central insight of Jacques Lacan's rethinking of psychoanalysis-in a sense to reverse it, not to disprove it necessarily, but to grasp how language in literary texts is constituted, buoyed up, permeated, and decentered by the unconscious. The aim has been to understand (reversing Lacan's statement) how literature, in Shoshana Felman's words, .... is the unconscious of psychoanalysis.' In this regard, the studies of this collection, focused as they are on narration, mark another step, possibly an advance, in the literary appropriation of Lacan. This collection as a whole experiments in the situating of narration as an effect (or product) of the unconscious-narration (in a sense) as already Lacanian even before or apart from, even in spite of, Lacan. Indeed, the theoretical melding of l'inconscient and le langagepsychoanalysis and linguistics-does take place before Lacan, as Lacan himself insists, in Freud, particularly in The Interpretation of Dreams (1900), The Psychopathology of Everyday Life (1901), Jokes and

Language, Social identity and Religion are three major concerns of cultural studies. Language in literary texts plays a major role in constructing meaning and reflecting the author`s intention. Likewise religion as a cultural politics is a dominant factor in shaping mind as well in affecting the framework of literary text. Religion is one of the emerging issues in the modern era and forms the backbone of most literary works. Religion as a theme is seen to influence the operation of those who believe in it. It forms the functional framework that predetermines ones actions and behavior. Furthermore, social identity decides on the status of the social class and their material life situation. Social identity relates to how we identify ourselves in relation to others according to what we have in common. All these issues are interrelated since they all cooperate and construct a social and cultural materiality. James Joyce could be placed among the most dominant cultural authors whose concern is the material life, social class, social identity and cultural crisis. As an outstanding author, Joyce is well known for his typical depiction, musical decoration as well as his sticking to proper cultural and social materials and issues such as religious matters. His major short story collection, Dubliners, revolves around the lifestyle of the Irish middle-class in Dublin around the late 1800s and early 1900s. This collection is decorated with violated norms and ritualistic behavior that are part of social constructs. Addressing social, religious and cultural issues, cultural materialists believe that “literature can serve as an agent of change”, since a culture`s hegemony is unstable. Raymond Williams views culture as a “productive process” that is, part of the means of production, and cultural materialism often identifies what he called “residual”, “emergent” and “oppositional” cultural elements. Seemingly, James Joyce`s Dubliners pertains to the notion of language, social identity and religion as cultural practices within the framework of cultural materialism. This study aims to clarify how James Joyce`s Dubliners reflects the notions of language, social identity and religion as cultural practices and how they construct social and cultural products within the framework of cultural materialism to show how James Joyce criticizes Irish culture at the beginning of the Twentieth century.

In his novels and theoretical works, Martiniquan writer Édouard Glissant favors a process of creolization that entails a creative mixing of languages rather than a reinforcement of linguistic hierarchical binaries. For Glissant, creolization does not produce direct synthesis but resultants, a sort of polylingualism within. Patrick Chamoiseau, Glissant’s protégé, also seeks to bridge the gap between standard and nonstandard language through a stylized hybrid. Intended to be self-glossing, the work of Chamoiseau is infused with Creole in sophisticated, didactic ways so as not to alienate the uninitiated reader. In this way, Chamoiseau solicits readers’ active participation in his display of the literary beauty and inventiveness of Creole and, thus, ultimately portrays the vernacular not as an inferior form of speech or simply as other but rather as a language capable of being elevated above standard French. Moreover, Chamoiseau upends traditional methods of incorporating nonstandard language in literary texts by treating the standard form of language as if it were a dialect or patois. Not only does standard French appear in italics, but the intonations of stilted, conventional academic speak are typographically represented in a way that parodies pejorative, humorous representations of the vernacular and other forms of marginalized language. By focusing primarily on diglossic situations involving French and Creole in the works of Chamoiseau, this article explores the ways in which “creolization”—the stylistic representation of a nonstandard form of language—captures the becoming of all languages through its celebration of relational interactions and distinctiveness rather than isolation and hegemony.

Stylistic Features of Metonymy in English and Azerbaijani Languages Summary This article is devoted to the study of the stylistic features of metonymy in English and Azerbaijani. Theoretical materials and literary texts from linguistics in both English and Azerbaijani are used to provide a basis for comparison. The similarities between metonymic models in both languages allow us to conclude that their stylistic formations and functions within the language of literary texts are similar. They often coincide completely. The stylistic weight of metonymy serves as an indicator of an author’s unique style, as it makes the language in fiction texts imaginative and aesthetically pleasing. Key words: metonymy, stylistics, similarity, function, author