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Journal ArticleDOI

Problèmes de linguistique générale

01 Mar 1968-Language (Gallimard)-Vol. 44, Iss: 1, pp 91
About: This article is published in Language.The article was published on 1968-03-01. It has received 1838 citations till now.
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Dissertation
11 Jun 2012
TL;DR: In this article, a recherche porte sur des analyses de pratiques de classe mises en place dans le cadre d'une experience controlee, au sein de l'Universite Normale de Chine du Sud (Canton, Guangdong, Chine).
Abstract: La recherche porte sur des analyses de pratiques de classe mises en place dans le cadre d’une experience controlee, au sein de l'Universite Normale de Chine du Sud (Canton, Guangdong, Chine). Est mise en evidence la maniere dont les enseignants de francais langue etrangere (FLE) guident leurs apprenants lors de seances de cours d’oral et la nature de leur etayage. En situation d'enseignement/apprentissage, l'etayage recouvre toutes les manieres dont l'enseignant accorde ses interventions aux capacites des apprenants ainsi que tous ses processus d'ajustement lors de la sequence didactique. L’objectif de l'etude est de mettre en valeur les diverses strategies d’etayage utilisees par les enseignants et voir en quoi elles favorisent les productions verbales des apprenants, en activite de comprehension et de production orales.D'un point de vue methodologique, la recherche s'appuie sur differentes donnees: des questionnaires completes par les apprenants, des entretiens avec les enseignants et des observations de classes. Les observations de classe sont filmees, retranscrites (Norme ICOR) et analysees dans une perspective interactionniste. Sont observes deux fois quatre cours (memes supports, meme nombre d’apprenants, meme niveau linguistique) dispenses par deux enseignantes (de culture, nationalite et formation differentes : chinoise et quebecoise). La methodologie d'observation se deroule en trois temps et permet de considerer la classe dans son integralite et dans toute sa complexite, en partant de la planification du cours par l'enseignant (entretien pre-cours et document de planification enseignante), en passant par son deroulement (l'action enseignante) pour en definitive effectuer un retour, une reflexion metacognitive quant au contenu de celui-ci (entretien post-cours). Grâce a la retranscription des cours filmes, un corpus est analyse a l’aide d’une grille d’observation et d'analyse de l'etayage, concue a partir de diverses disciplines contributoires, pour les besoins de la recherche. Un des aspects novateur du present travail reside dans cette grille de structuration de donnees existantes, qui prend en compte tant le caractere verbal, para-verbal que non-verbal du discours (notamment les gestes co-verbaux). L'etude s'inscrit dans une recherche praxeologique dont les visees sont d’apporter des pistes pedagogiques, de faire des propositions didactiques sur le role crucial de l'etayage dans les pratiques enseignantes, mais aussi sur la didactique de l’oral en FLE, dans un contexte particulier : le milieu universitaire chinois.

31 citations

Dissertation
05 Dec 2016
TL;DR: In this paper, the point de depart de l’etude sur la performativite du langage constitutionnel, une performaitivite qui en ferait un langage specifique, pour un droit singulier.
Abstract: Depuis Austin et ses travaux sur les enonces performatifs, il est d’acception commune que le langage ne sert plus seulement a decrire une realite mais aussi a agir, a creer sa propre realite. Si le droit est d’abord un langage avant d’etre une norme, cette derniere dependrait, tant dans sa nature que dans sa force, d'une faculte specifique de son enonciation. Tel est le point de depart de l’etude sur la performativite du langage constitutionnel, une performativite qui en ferait un langage specifique, pour un droit singulier. Sa particularite viendrait ainsi d’un acte de langage qui serait propre au dire constituant, un dire createur d’un etat de chose qui ne tiendrait son existence que de lui. Cette capacite creatrice du langage fait apparaitre le langage constitutionnel comme un langage qui constitue un monde, un ordre juridique, plutot qu’il le regulerait. La norme constitutionnelle se presente comme une norme qui n’est pas comme les autres, chargee d’une normativite atypique. C’est ici l’apport de la distinction searlienne entre les regles constitutive et normative. La regle constitutionnelle se singularise donc in fine vis-a-vis de la regle inferieure par sa dimension constitutive, indepassable, intransgressable, que le juge constitutionnel accepte et entretient a travers sa jurisprudence.

30 citations

Journal ArticleDOI
TL;DR: In this paper, the wide empirical coverage of two number features, [±singular] and [±augmented], is used to show that (Greenbergian) category-internal markedness, (geometric) feature markedness and value markedness are, respectively, epiphenomenal, untenable, and too simplistically formulated to be currently evaluated.
Abstract: The wide empirical coverage of two number features, [±singular] and [±augmented], is used to show that (Greenbergian) category-internal markedness, (geometric) feature markedness, and value markedness are, respectively, epiphenomenal, untenable, and too simplistically formulated to be currently evaluated.

30 citations

Dissertation
03 May 2012
TL;DR: In this article, the authors argue that romantic artistic practices make use of the Wissenschaftslehre's pragmatic dynamics in order to rethink the way in which pictorial or textual representations shape their beholders (both aesthetically and politically).
Abstract: The purpose of this art history dissertation is to shed new light on the relation between the philosophy of Johann Gottlieb Fichte and the artistic practice of some of early German romanticism’s leading figures, namely, Friedrich Schlegel, August Wilhelm Schlegel, Novalis, and Caspar David Friedrich. Although this link has previously been established in the historiography on German romanticism, I contend that Fichte’s importance to the romantic movement does not hinge on the content of his philosophical writings (i. E. , the Wissenschaftslehre as a theory of subjectivity or as a theory of freedom), nor on Fichte’s political beliefs (republicanism, egalitarianism, the universality of Right). Rather, the driving force behind the romantic project resides in the pragmatic dynamics of the Wissenschaftslehre itself, that is, on its communicational and pedagogical framework. In reference to the work of leading Fichte scholars, I argue that Fichte’s Wissenschaftslehre consists in an original, self-referential representational system whose putative user is indexed within the very system he or she drives. In the final analysis, the reception of such a system coincides with its production, and both are a function of its performative character. Based on this approach, I contend that romantic artistic practices makes use of the Wissenschaftslehre’s pragmatic dynamics in order to rethink the way in which pictorial or textual representations shape their beholders (both aesthetically and politically). Ultimately, this dissertation aims to contribute to current debates on the power of images and to understand Fichte’s and the romantics’ heretofore unacknowledged contribution to the theory of the agency of images.

30 citations

Journal ArticleDOI
TL;DR: The Catullan question is how to resolve the relationship between the sense of lived experience the poetry conveys and the similarly strong impression created of literary artificiality as discussed by the authors. But it is not only a phenomenon to be interpreted by the reader, but also something on which the text itself can be shown to reflect.
Abstract: he catullan question is how to resolve the relationship between the sense of lived experience the poetry conveys and the similarly strong impression created of literary artificiality.1 Presence and distance inhabit the poetry in equal measures. This aspect of Catullus is not only a phenomenon to be interpreted by the reader, but something on which the text itself can be shown to reflect. Catullus’ references to writing and speech are a locus for this reflection, given the basic differences between the modes of communication: writing presupposes the absence of the person being addressed, at least during the process of writing, while speech presupposes a present interlocutor. The utterance of lyric poetry broadly construed partakes of both.2 Although some of Catullus’ poems entail utterance as if to present addressees (Phaselus ille, quem videtis, hospites, “That boat, which you see, guests,” 4.1), and others present themselves as epistles where the addressee is absent (Poetae tenero, meo sodali, / velim Caecilio, papyre, dicas / Veronam veniat, “Papyrus, I would like you to tell my friend Caecilius, a tender poet, that he should come to Verona,” 35.1–3), most dwell in an area somewhere in between, so that the poem addresses people who are not nominally present as if they were.3 Poem 68 offers a particularly good opportunity to see how the poetry represents itself: the first part is decidedly epistolary, while the second entails speech addressed to an addressee who is not necessarily imagined as present. Furthermore, the poem reflects self-consciously on the status of texts as physical or metaphysical artifacts and shows a complex

30 citations