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Les textes littéraires et l’enseignement de la phonétique du français à l’université

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Gajos M.
Academic Journal of Modern Philology
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2023
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issue 20
63-81
EN
The article aims to present the results of a diagnostic study of textbooks for teaching corrective phonetics at the university level. The subjects of the study were literary texts appearing in textbooks for teaching French phonetics. The comparative study covered textbooks published in France and Poland in the years 1971–2010. As a result of the conducted research, the following questions were answered: Are literary texts used in phonetics textbooks? What genres and types of literary texts are used in phonetics textbooks? Which authors are used in phonetics textbooks? What are the texts that are most often the subject of didactic studies? What are literary texts used for in phonetics textbooks?
2
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L’expression des émotions dans “Frappe-toi le Coeur” d’Amélie Nothomb

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Nagacevschi Josan E.
Acta Universitatis Lodziensis. Folia Litteraria Romanica
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2023
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vol. 18
99-110
EN
Emotions are extremely sophisticated and their linguistic representations are also quite characteristic. The detailed study of the lexical-semantic means of expressing emotions in a postmodern literary text is essential as it reflects the linguistic-cultural specificity of the emotional conceptualisation at a time when emotions have entered literary texts with force. Since her literary beginnings, Amélie Nothomb has explored the great existential questions, and her narration shows great erudition as well as a deep understanding of psychic processes and emotional states. In Frappe-toi le coeur (2017), Nothomb composes a very rich text using dialogue, which has become the main engine of the intrigue and replaces the characters’ actions. This led us to analyse the lexical and semantic means in the direct discourse of the characters, registered in various frameworks ranging from the proper plot of the detective fiction to the dramatisation and autofiction, which highlights the hybridity of her writing, one of the fundamental characteristics of postmodern works.
FR
Les émotions, en tant que phénomène de la psyché humaine, sont extrêmement sophistiquées. Par conséquent, leurs représentations linguistiques sont aussi particulières. L’étude des moyens lexico- sémantiques qui expriment les émotions est essentielle étant donné qu’ils reflètent la spécificité linguistico-culturelle de la conceptualisation émotionnelle à une époque où les émotions sont entrées avec force dans les textes littéraires. Amélie Nothomb explore les grandes questions existentielles et sa narration fait preuve d’une compréhension profonde des procès psychiques et des états émotionnels. Dans Frappe-toi le coeur (2017) Nothomb compose un texte très riche en utilisant les dialogues, moteur principal de l’intrigue qui remplace les actions des personnages. Ceci nous a conduit à analyser les moyens lexicaux et sémantiques dans le discours direct des personnages inscrits dans des cadres divers allant de l’intrigue propre au polar, à la théâtralisation et à l’autofiction, ce qui met en évidence l’hybridité de son écriture, l’une des caractéristiques fondamentales des ouvrages postmodernes.
3
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Le texte littéraire dans les manuels scolaires de FLE: début, ou fin de l’art?

80%
Kučerová M.
Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)
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2022
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vol. 32
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issue Special Issue
244-256
EN
The objective of the article is to analyse the didactic use of original literary texts in contemporary French textbooks of French as a foreign language. The author explores the issue whether didactic work with these texts (in the form of pre-reading, reading and post-reading tasks) does not lead to a reduction or flattening of their artistic value. Concerning the pedagogical goals of foreign language teaching, which are not primarily focused on the aesthetic perception of the text, but rather on the activation of students’ language inventory, we can assume that simplification naturally occurs. Work with the text is often led from global comprehension opening a pre-selected discussion topic, through targeted work with language inventory (e.g., expanding vocabulary) to the pupils’ own language production, to whom the text serves as a source of inspiration. Surprisingly, the analysis of selected textbooks showed that this didactic approach is not prevalent. In more than half of the cases, literary texts are processed with regard to the specifics of the artistic texts and thus serve not only to reflect on chosen topics, but also to make students more aware of artistic expression as such and of their own artistic creation.
4
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Les textes littéraires dans le discours des manuels de français exploités en Pologne entre la fin du XXe siècle et les années vingt du XXIe siècle

80%
Chmiel-Bożek H.
Academic Journal of Modern Philology
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2023
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issue 20
13-26
EN
The article presents the results of a quantitative and qualitative analysis of textbooks for learning French for secondary schools in terms of the use of fragments of literary texts and the didactic goals assigned to them. The conducted study of 43 titles approved for educational use over the last twenty years in Poland reveals that in the majority of textbooks adapted to the 1999 core curriculum, fragments of literary texts appear and are used, in accordance with the communicative approach, mainly to develop key language competencies. Over time, a clear downward trend is noticeable, which means that in the current textbooks, adapted to the 2018 core curriculum, literary texts are practically non-existent, despite the possibilities offered by the action-oriented approach in this matter.
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