LINGUISTICS / LINGUISTIQUE
Lucile BORDET
Title: THE GRAMMATICALIZATION AND PRAGMATICALIZATION OF INTENSIFYING ADVERBS IN ENGLISH: A CLOSER LOOK AT ‘REALLY’
Abstract: Intensifiers in English appear to be at the junction of grammar and lexis thanks to an unachieved process of grammaticalization. They are sometimes also subjected to pragmaticalization processes. This paper discusses the case of the intensifying adverb ‘really’. After laying down the theoretical framework used to analyze the various uses of this intensifying adverb, this paper presents the various uses of really through a corpus-based study. The focus is then put on the criteria that make ‘really’ a grammaticalized adverb before investigating to what extent it can be considered as an instance of pragmaticalization.
Keywords: Intensification, grammaticalization, lexicalization, subjectification, pragmaticalization.
Aboubakar GOUNOUGO
Title: LA DIALECTIQUE GÉNÉRÉE PAR LE DISCOURS CONSPIRATIONNISTE : LE SENS DE L’IMPOSSIBLE CONVERSION DES CONTRAIRES EN CONTEXTE AFRICAIN
Abstract: The driving force behind any conspiracy theory is the sum total of the contradictions it provokes and feeds on. The dialectic generated by conspiracism is essentially that two or more ‘explanations’ for the same object of information or communication contradict or irreconcilably exclude each other, thus creating doubt and confusion in the minds of the receivers of these discourses. The reason for this state of affairs can be found in the very definition of conspiracism as ‘the belief in the existence of an illegal plan deliberately organised by ill-intentioned individuals, and the use of this belief to explain certain facts or the course of history’ (J. Jamin, 2009: 44). Conspiracism thus operates on the basis of suspicion or mistrust between one pole of ‘conspirators, known or otherwise’ and another assumed by conspiracists, or, if we can put it another way, on the basis of ‘a dualism of the “us versus them” type and a dynamic of the “good and bad” type which, together, make it possible to eliminate all nuance and complexity. In the African context, the dialectic created and maintained by conspiracy theorists generally has more to do with rumour, accusations of intent, defamation, etc. than with logical, reasoned and dispassionate contradiction, with the ‘they say that…’ or one of its expressive variants as its proven genetic source. Here again, ‘conspiratorial thinking is alien to the principle of non-contradiction’ (M. Angenot, 2010 : 35) and that is why, faced with the impossible synthesis of opposites, which is nonetheless the expected outcome of any dialectical process, we are led to wonder what point there is in a conspiratorial explanation taking the radical opposite view to official information or communication that is supposed to be objective, credible or truthful and, as such, enlightened and enlightening.
Keywords : Conspiracy theory, dialectic, receiver, African context, information.
Meryem HADDAD
Title : LA SÉMIOTIQUE URBAINE DE LA MECQUE : ENTRE IDENTITÉ MUSULMANE ET UNIVERSELLE / URBAN SEMIOTICS OF MECCA : BETWEEN MUSLIM AND UNIVERSAL IDENTITY
Abstract: This research is situated within the field of urban semiotics, centring on the semiotics of constructed environment of the holy city of Mecca. Its focus is specifically on how architectural modernisation affects the spiritual aspect of the sacred sites within the holy city. She questions the impact of architectural modernisation on the spiritual dimension of the sacred places of Mecca. Through a structural and pragmatic analysis of the corpus comprising urban symbols, we reveal the présence of two opposing semiotic spheres, one foreign and the other indigenous, thus leading to ambiguities in meaning among the pilgrims. The research calls into question the superimposition of contradictory semiospheres in Mecca and calls for the separation of Western urban symbols from urban symbols belonging to the Arab-Muslim identity.
Keywords: architectural modernization- foreign culture- Islamic identity- pilgrims- semiotics of Mecca.
La sémiotique urbaine de La Mecque : entre identité musulmane et universelle / 32
Ramezanali FALLAHRAFIE, Rajdeep SINGH
Title : OVER-DEMANDINGNESS OBJECTION IN KANT’S ETHICAL PHILOSOPHY: CASE OF IMPERFECT AND PERFECT DUTIES
Abstract : In this contribution we will discuss the demandingness objection with regard to Kant’s ethics. While in the literature there has been an emphasis on this issue with regard to imperfect duties, our main goal is to show Kantian ethics has resources to resort to in the case of the demandingness objection in the class of perfect duties. For doing this, first we will discuss the inherent difference between imperfect and perfect duties while the duty of rescuing being a case in-between the two classes of duties through linguistic proof. Furthermore, we consider different possible components of a moral theory, introduced by Scheffler, which can lead to demandingness: (i) a required process of decision making, (ii) overridingness and (iii) the stringent content of demands. While we concur with Kantian critics that the stringent content of Kantian ethics may be a source of demandingness, we will show that Kantian ethics has resources to respond to demandingness arisen from other components. For this purpose we discuss Kant’s notion of “Vorsatz” (intention), accompanied by the device of Flouting, introduced by Grice in his Conversational Implicatures.
Keywords: Kant; demandingness objection; imperfect duty; perfect duty; implicature.
Over-Demandingness Objection in Kant’s Ethical Philosophy: Case of Imperfect and Perfect Duties / 43
DIDACTICS / DIDACTIQUE
Carmen BÎZU
Title : MOTIVER ET DÉMOTIVER EN CLASSE DE FLE
Abstract: In the action-oriented perspective put forward by the Council of Europe in the Common European Framework in 2001, the FLE learner is a social actor who learns in order to be able to act in given circumstances and environment. He must be the master of his learning, but his approach is carried out with the help of the teacher who accompanies him throughout the learning process. Their relationship functions as a system that our paper proposes to define by noting the historical evolution of the key concepts (teacher and student, teaching/learning, environment) and the essential role of motivation to learn and teach in the achievement of the objectives followed during the FLE classroom activity. We will then present Rolland Viau’s model of motivational dynamics, designed to better understand learners of all ages. The learner’s perceptions (the perception of the value of the activity, the perception of his competence, the perception of controllability) are at the origin of his motivation, his cognitive commitment (the willingness to make the mental effort necessary to accomplish a task) and his perseverance (the time spent solving the task) which together lead to the final consequence of motivation and the goal of any didactic activity, learning. Factors that influence motivational dynamics are grouped into four categories: social factors, student life factors, school factors, and class factors. The teacher can only control the factors relating to the classroom, of which we will note the most frequent, which can motivate and/or demotivate both the teacher and the learners.
Keywords: motivate, demotivate, teacher, student, FLE.
Motiver et démotiver en classe de FLE / 53
Uma DAMODAR SRIDHAR
Title: LES STRATEGIES DE POLITESSE PRATIQUÉES DANS LES ACTES DE LANGAGE PAR LES ÉTUDIANTS INDIENS DE FLE
Abstract: Politeness is not a universal concept, as the rules vary across cultures. Ever since Brown and Levinson (1978) introduced the concept based on the nation of facework, it has been the subject of debate among many researchers (Kasper and Blum-Kulka, 1983). Moreover, politeness is crucial for foreign language learners as it formnegral part of their spoken skills, especially in verbal interactions through conversations and role plays in the classroom. However, in practice, they receive variable attention during lessons, as activities favouring spoken French sometimes overlook the discursive significance of learners’ utterances, especially in the absence of appropriate speech acts. In this paper, that draws on pragmatic theories, I propose to adopt an intercultural perspective, to offer some avenues for reflection on the issues of politeness strategies used by Indian learners in spoken activities in the French language classroom. Speech acts such as apologies, requests and thank-yous, drawn from an experiment conducted in the classroom, will be cited and analysed. It has been generally observed that the Indian learners employ a wide range of speech acts corresponding to polite formulas, beyond ritualized expressions. However, they would benefit, independently of their language proficiency, from explicit explanations on specific politeness principles for more effective pragmatic communication in their verbal interactions in the foreign language.
Keywords: politeness, facework, teaching FLE, speech acts, Indian students.
Sophie DUFOSSÉ SOURNIN
Title : ÉVALUER LES ETUDIANTS FUTURS ENSEIGNANTS D’ANGLAIS. QUELS CRITÈRES ? UN EXEMPLE À L’INSPÉ DE LIMOGES
Abstract: The aim of this research paper is to analyze the role of the items listed in the Reference systems for competences in the management of preservice students in secondary education in the French Limoges National Higher Institute of Teaching. It explores the links between the system, preservice university training and assessment.
Keywords: competences, French teaching practice, National Higher Institute of Teaching, preservice university training, Reference System for Competences.
Kamel BRAHMI
Title: L’ACCOMPAGNEMENT PÉDAGOGIQUE EN SITUATIONS D’ÉCRITURE SCOLAIRE : UNE ANALYSE DES PRATIQUES ENSEIGNANTES
Abstract: The present contribution deals with one of the didactic preoccupations of competency-based teaching. This is the issue of pedagogical accompaniment and the teaching planning responsible for its success. For this study, the focus is precisely on the didactic situations reserved for the teaching of school writing. In line with this perspective, the content focuses on a description of the teaching-learning context of writing skills in the FFL classroom at secondary schools in Algeria. By questioning its pedagogical reality, an analysis of teaching practices was undertaken, based on a predefined pedagogical foundation. The resulting description is the vector of a polymorphous situation whose incomplete meaning is inevitable. This then enables a didactic discussion which leads to pedagogical fine-tuning in terms of the planning of accompanying teaching practices in written production situations.
Keywords: Pedagogical accompaniment, teaching practices, writing situations, learner-writer, secondary education cycle.
Bencherki HERNOUNE, Sidi Mohamed TALBI
Title: L’INTERCULTUREL EN CLASSE DE FRANÇAIS LANGUE ETRANGERE : CAS DE LA 3E ANNEE DU CYCLE D’ENSEIGNEMENT SECONDAIRE EN ALGERIE
Abtract: This article focuses on a reflection on the intercultural component through the textbook of the 3rd 3rd year of the secondary school cycle. Through a survey conducted by means of a questionnaire, we collected the representations of teachers concerning the intercultural component through the textbook. Thus, we tried to detect both the representations of teachers on intercultural competence and their teaching practices. At the end of this survey, it turned out that there was a weak presence of the intercultural component, like the literary texts whose place is marginalized in the said textbook.
Keywords: Textbook, program, FFL learner, intercultural component, secondary school.
Mirela Valerica IVAN
Title: L’IMPORTANCE DE LA COMMUNICATION NON VERBALE EN CLASSE DE FLE. CONCEPTS, APPLICATIONS ET PERSPECTIVES
Abtract: Non-verbal communication plays a crucial role in the teaching and learning of a foreign language, especially in the context of teaching French as a foreign language (FLE). This article explores the importance of non-verbal communication in the FLE classroom, examining its impact on learners’ comprehension, expression, motivation and linguistic interaction. Through an analysis of the different aspects of non-verbal communication, this article proposes effective pedagogical strategies to optimize the teaching of French as a foreign language by taking advantage of these essential elements. We address the different dimensions of nonverbal communication such as gestures, facial expressions, posture and eye contact, and analyze how they facilitate language acquisition. In addition, we examine pedagogical strategies that can be implemented to maximize the use of nonverbal communication in the FLE classroom, with a focus on its integration into teaching and learning activities. Finally, this article highlights the importance of educating teachers and learners about non-verbal communication in order to foster an effective and inclusive learning environment. Our modest contribution to the study of this subject aims to show the importance and role of non-verbal communication in the teaching-learning of French as a foreign language, by highlighting the gestural and proxemic communication strategies favored by French teachers. We will then present a review of the study of the role of non-verbal communication in the teaching of French as a foreign language at the National University of Science and Technology POLITEHNICA Bucharest, at the University Center of Pitesti, Romania and through an evaluation of the results of work carried out in recent years.
Keywords: Non-verbal communication, French as a foreign language (FLE), language teaching.
Boutheina KERACHE, Sandra Sabrina TRIKI
Title: IL TEATRO COME STRUMENTO EMOTIVO NELL’APPRENDIMENTO DELL’ITALIANO LS: IL CASO DEGLI STUDENTI DI PRIMO ANNO ATTRAVERSO IL METODO DI PROCESS DRAMA
Abstract: In this article, we illustrate the crucial role of emotions in the learning process of Italian FL, through the theater as an excellent emotional and privileged tool, that guarantees a lasting acquisition, showing the successful combination between body-mind that highlights the motivation and self-esteem depending on an affective humanistic approach. Moreover, we try to emphasize the benefits of positive emotions during the learning of a foreign language, through the process drama in which we found that contributes excellently to improve the learner’s communicative, dialogic, linguistic and performative skills.
Keywords: theater, learning, emotions, process drama, Italian.
Adila MEHYAOUI
Title: LE JEU EDUCATIF COMME COMPOSANTE DIDACTIQUE DANS UN COURS DE FRANÇAIS POUR DE FUTURS INGÉNIEURS ARABOPHONES
Abtract : Teaching practices in French classrooms give rise to constant reflections in the field of language and culture didactics. The teacher’s effort must be innovative and constantly renewed, especially in a context marked by a clear disconnect between the language of instruction, French, and the target audience of future Arabic-speaking engineers. Game-based teaching is presented as a complementary alternative to traditional practices that emphasize educational games as a means of informal learning and as a source of motivation, pleasure and self-confidence. In this article, we will try to describe a playful experiential approach that allows us not only to create a relaxed environment conducive to learning, but also to encourage learners’ motivation to acquire new linguistic/language and cultural skills in French.
Keywords: game-based learning, intrinsic motivation, emotional aspects, LANSAD.
Nicoleta Florina MINCĂ
Title: AN APPROACH TO TEACHING LITERATURE TO EFL LEARNERS
Abstract: Our paper is to explore a possible framework that can be used by teachers to lead students to an awareness of how the literary text codifies its meanings and make them react to its themes and representations of human experience. Modern critics have explored several myths concerning the study of literature. Language teachers are likely to perpetuate the same myths about literature that were transmitted via their own education. However, it is the reader’s freedom to interpret a text according to his/her own outlook and beliefs, which makes the study of literature such a liberating experience. Some awareness of the culture of English-speaking countries is indispensable to understanding and evaluating literature written in English. The student has to learn something of the history, customs, and way of life within which these works were written. The teacher’s ultimate aim is to provide students with the attitude and abilities relevant to the reading of literary texts. As regards the participation in a discussion of the work, the teacher has to make sure that the communication between him and his students is not one-way. He has to give up the traditional way of regarding students as empty ‘containers’ to be filled by the knowledge imparted by an omniscient teacher. A course text must therefore be accessible in more than simple language terms. Students have to appreciate and respond to the text’s significances. The categories for text analysis should deal with the text in a way which ensures that the fundamental issues will not be neglected. Besides, the examination of the different levels by which the text communicates its meanings should help students to develop their powers to interpret independently other literary texts.
Keywords: literary awareness, communicative skills, comprehension, literary experience, text analysis.
An Approach to Teaching Literature to EFL Learners / 154
Elena Clementina NIȚĂ
Title: THE IMPACT OF THE ENGLISH LANGUAGE COMPETENCE ON FUTURE ENGINEERS’ CAREER DEVELOPMENT
Abstract: The article aims at emphasising the needs of undergraduates in the engineering domains to enhance their language competence in order to access rewarding future jobs. Moreover, it seeks to assess the English language proficiency of undergraduate students in order to improve their ability to utilise language more effectively in formal and informal situations. Furthermore, it investigates the English requirements of first-year undergraduates, with a specific focus on English courses that equip students for prosperous professional paths and personal growth.
Keywords: undergraduate students, English language competence, skills, employability, language needs.
The Impact of the English Language Competence on Future Engineers’ Career Development / 162
LANGUAGES FOR SPECIFIC PURPOSES / LANGAGES DE SPÉCIALITÉ
Imène BELGHITAR, Abderrahmane ZEKRI
Title: RETOUR SUR UNE EXPERIENCE PRAXEOLOGIQUE EN CLASSE DE FRANÇAIS LANGUE ETRANGERE SUR FOND DE PRATIQUE CULINAIRE
Abstract: This article is mainly devoted to the study of the praxeological aspect in French as a foreign language class (henceforth, FFL) against the backdrop of a pancake recipe. Since we consider that the epistemology of FFL teaching in an exolingual environment cannot do without the discursive dimension, we bring to the fore, on a theoretical scale, the relationship between discourse and the conditions of their productions, (Claudel, 2017) through the concepts of onomasiology (Dalbera & al. 2003) and intentionality (Chaplier & O’Connell). The didactic approach that we then chose, through a studied methodological framework, consists of incorporating linguistic knowledge into authentic practices, i.e., socially anchored actions as is the case with the culinary tasks that we wanted to exploit in our analysis. It is remarkable in our analytical aspect that the strong verbalization of the culinary domain provides learners with a very abundant lexico-semantic and discursive repertoire, which has made it possible to model a very interesting praxeological approach in class.
Keywords: FFL didactics, praxeology, onomasiology, intentionality, culinary lexicon.
Khaled BRAHIM
Title: KULTURGEBUNDENHEIT UND INTERKULTURALITÄT IM DAF-FACHSPRACHENUNTERRICHT UNTERSUCHUNG DER LEHRWERKE: „IM BERUF“ UND „FOKUS DEUTSCH“
Abstract: In contrast to German as general language teaching the courses of German for specific purposes involves the acquisition of a specific vocabulary as well as the training and the promoting of specialized communication in order to enable students to act optimally in the targeted subject area. Language for specific purposes courses includes rather the acquisition of appropriated intercultural competence, which can take into consideration the particularities of each specialized communication. In this article we try to highlight the important position of cultural ties and interculturality in the courses of German for specific purposes by investigating the (inter)cultural correlation of exercises in the field of business German textbooks.
Keywords: German as foreign language, German for specific purposes, textbooks, cultural ties, interculturalty.
INTERCULTURAL STUDIES / ÉTUDES INTERCULTURELLES
Bachir Hichem BOUDJEMAA, Charef-Eddine KAOUADJI
Title: L’IMMIGRATION ENTRE TEMOIGNAGE ET RECIT DE L’INDICIBLE : LES ENJEUX LITTERAIRES, MEDIATIQUES, POLITIQUES ET IDEOLOGIQUES DE REVENU DES TENEBRES DE KOUAME
Abstract: Addressing the topic of the migration phenomenon in literature production is not something exceptional. However, considering the globalist perception that this question offers today, and the geopolitical context which conditions it, such analysis seems to be interesting to attempt. Through this contribution, we propose to return to this type of phenomenon through the story of Kouamé, a young migrant who attempt to cross the Mediterranean sea to reach Europe. The pragmatic approach that we adopt during our study will allow us to address the multiple issues surrounding this testimony story. From the reception at the political and media levels to the discursive strategies which permeate the text, we will return to the pragmatic use which is made of the literary text from the point of view of the globalist doxa concerning the migratory fact in the French discursive space. We will first discuss the particular media coverage that surrounded the migrant’s literary text. We will subsequently note the scriptural perspectives that characterize the literary production. Will be discuss in particular the testimonial writing that conditions in our view the reception of the literary work and also the unspeakable writing which seems to be an intrinsic strategy of the first.
Keywords: migration phenomenon, testimony story, doxa, writing the unspeakable, reception.
Hicham BELMOKHTAR
Title: TRACES ET SIGNIFICATION DE L’INTERCULTURALITE DANS LE ROMAN BEYROUTH-SUR-SEINE DE SABYL GHOUSSOUB
Abtract: The article delves into the exploration of interculturality in Sabyl Ghoussoub’s novel « Beyrouth-sur-Seine, » an author hailing from the Lebanese diaspora generation. Rooted in experiences of immigration and uprooting, the author unveils autobiographical elements within his writings, shedding light on the interactions between Lebanese and French cultures. The complexity of these exchanges raises questions about identity in a globalized world. The central issue of the article is to analyze how the various components of the novel contribute to the depiction of interculturality. The initial hypothesis posits that interculturality is manifested through the presence of characters, the spatio-temporal context, and the evolution of identity. This analysis elucidates the contemporary challenges of interculturality in Francophone literature. It highlights how Lebanese diaspora writers express their migratory experiences through their texts, thus offering an enriching perspective on intercultural dynamics and their implications in the contemporary literary landscape.
Key words: Interculturality, character, spatio-temporal, identity, meaning.