Nedret

Prof.

Duras’s novel, with its richness and depth, lends itself to a plurality of readings. The novelistic discourse takes its strength by the evocation of the misery of the country, the mother’s effort to survive with her uncultivable plantation, the injustices of the colonial system, and by her intimate and distant writing that describes eminently fate and the misery of the natives and the «little whites» of the country.In the first part of the novel, we will dwell on a fragment of the novel (Duras, 1950, p. 115-119) where the narrative focuses the Kam plain through a detailed description whose imaged style effectively shows the miserable conditions which the natives are subjected to. The extract highlights a poor landscape of Indochinese flora populated by children who are in a way the linchpin of the description. Around them are described the parents of these children and finally another group that surrounds them, namely the stray dogs of the plain.This way of presenting collective actors (in three interrelational circles) not only shows the unfavourable aspect of this space, but it also shows in the menus the shortage, hunger, and contagious diseases that reign in the country. The long description draws a topographical space, which at the same time appears as a thymic space since it is linked to the harsh ordeal of the Mother culminating in the failure from which she will never recover. Thus, the mother’s effort to cultivate rice on this uncultivable land (which gives the title to the novel, since it builds a dam against the Pacific) appears as the culmination of the thematic network of the novel. Just as nothing can be said against the indomitable tides of the ocean, here any survival effort is also doomed to failure.This analysis is essentially based on the semiotic approach to literary discourse, which relies on narrative processes as a constituent element of the narrative. It should be remembered that the literary text consists of two levels, one of which concerns the&nbsp;semantics of the content and the other, the manifestation of meaning. According to this approach, the literary text organizes the messages in an interrelation way to give rise to the discourse. It is therefore necessary to take into account the units of the discursive manifestation (lexemes) and the componential units of meaning associated with it.The corpus of our analysis illustrates the thematic and figurative axes of the novel and appears as a significant example of the novelistic discourse that emphasizes the anonymous characters of the story told, namely the natives. Concerning the observer point of view, the children appear as an anonymous and collective figure whose tragic fate is combined with that of the small settlers of the country.In the text, children are compared to animals and plants that grow in the plain naturally. Their lives and survival, like death, are an ordinary fact, so much so that their birth and death are invariably subject to the indifference of their families. Comparative processes, the use of verbs and adjectives illustrate the point of view chosen in the narrative to describe the shabby conditions of the plain as a space of the lives of the natives.The discourse of stylistic processes bringing «children» and «dogs» together in cataclysm, life and death in indifference is conveyed in a particular way by a network of anaphoras used mainly for «children». Analysis of the frequency of «indefinites» and their semi-Semitic content showed the approximation or even erasure of the semantic categories «/animal/human,» «living/dead,» «sense/insignificance» in the thematic configuration defining «children.»Thus, the large number of indefinite pronouns with an indefinite value affects the thematic isotopy «inanity» defined as «character of what is empty, without real content, which has no interest to the heart or the mind» to describe the being of children of the plain. The entire anaphoric system of the corpus emphasizes the non-meaning nature of children by reducing them in the discourse to the «inanimate» state.As a result, the semantic line between «animated/inanimate,» between «human/ animal» and «sensible/insignificant» fades into the text. We can thus consider the game of inversion and/or approximation of the semantic values of the figures as «children, dogs, life, death, scourge» as a fact of style by playing on the referential ambiguity of these figures in relation to their figurative and thematic content.As in this analyzed excerpt, Duras’s novel is in itself a denunciation of the unworthy conditions inflicted not only on the French expatriates in the colonies, but also on the peoples of these countries. The new life that the Mother wanted to build here has become a perfect example of failure (debt, poverty, boredom, distress, despair). But as the description of life on the plain, in these confines, shows us, there is no effective way to reorganize a prosperous life. The excerpt shows, through the strong images, the vain determination of the Mother to build the dams against the Pacific.

La valeur de l’ “impersonnel” dans Un barrage contre le Pacifique de Marguerite Duras: Analyse sémiotique du discours littéraire

Unlike practical and ordinary language, the syntax of poetic language is discontinuous and elliptical. While the objective of practical language is to ensure communication, poetic language aims to create a certain effect on the recipient through an esthetic expression. Besides, poetry is opposed to prose which is linear, by its textual structure and by its rhythm. In other words, in poetry, the sound form takes precedence over the meaning. In this regard, Malherbe and Valéry equated prose with walking and poetry with dance.This article aims to make a semio-poetic analysis of the poem by Paul Verlaine: «Le ciel est, par-dessus le toit « published in the collection Sagesse (1881). In terms of form, this fixed-form poem has remarkable regularity. In the arrangement of rhymes, the disposition of male and female rhymes as well as the richness of the rhymes, we observe a crossed form. As for the metric system, the crossed form is noted by verses of 8 syllables followed by verses of 4 syllables, from the beginning to the end of the poem. The reiterations of the signifier are carried out by a strong occurrence of several consonants (alliteration) and vowels (assonance). On the one hand, these phonemic reiterations assure the rhythm, on the other hand, they give clues to the content of the poem. Among the 57 words that make up the poem, there are also several homonyms and paronyms.&nbsp;In terms of meaning, this poem can be divided into two sequences: the first 3 stanzas describe the outside world euphorized by all its constituent elements, while the last stanza is reserved for the inside world where the poetic subject is found. Still at the level of meaning, there are some reiterations of the signified (3 parasynonyms) and several repetitions of the same signs. What is particularly noteworthy is that this poem by Verlaine contains many semantic and notional oppositions. The first opposition emerges between the outdoor space and the indoor space. This spatial opposition is linked to the tyhmic opposition because the outer space presents itself as euphoric while the inner space is entirely dysphoric. The third opposition is temporal: the past is linked to the youth of the poetic subject (“qu’as-tu fait […] de ta jeunesse?”), while the present time expresses the end of youth, and both have dysphoric value. Another notional opposition is established between nature and culture: the number of cultural elements in the poem is almost double that of natural elements. Between the others and the poetic subject, there is a final opposition. All these 5 oppositions, which are linked to each other, have been shown in tables and have been explained by elements taken from the text. In addition, the network of semantic and semiotic relationships between different signs of the text ensures the relevance carried out by associative fields. Thus, several signs and syntagms are linked by echoing each other. This relational network has been shown and explained by common semes: “berce - chante” (/rhythm/) ; “tinte - chante - rumeur” (/hearing sense/); “plainte - pleurant” (/dysphoria/); “cloche” - /église/ - “Dieu” (/religion/) ; “calme - berce - doucement - simple - tranquille - paisible” (/euphoria/) ; “la vie est là” - “toi que voilà” (/space/). Subsequently, the state and place of the poetic subject was clarified starting from the encompassing space (open, exterior, euphoric), the encompassed space (open, exterior, euphoric) and the enclosed space (interior, dysphoric) where the poetic subject is.Style figures are frequent in the use of poetic language as well as in poems. Verlaine used in this little poem two metaphors and an oxymoron in verses 2, 3 and 4.In conclusion, alongside the remarkable musicality in all of Verlaine’s work, it is notably by the structure based on oppositions on the semantic and notional levels that we can characterize this poem.

Une analyse sémio-poétique : « Le ciel est, par-dessus le toit » de Verlaine

Mirela

This article describes the learning methods that can be used at academic levels in Modern Languages Applied (MLA) study programmes in the domain of teaching specialised translation, particularly technical translations. Among the practical techniques mentioned by specialists (Ballard, 2005, Marquant, 2005, Lavaul-Olléon, 2007) as roleplays, simulations, guided research, projects, this article focuses on the project as a teaching and learning strategy for specialised translation in MLA study programmes. This articles outlines the methodological aspects related to the project’s progress, the tasks assigned to students and the results obtained.The article is structured into three sections. The first section highlights the specificity of MLA study programmes as a vocational, multidisciplinary, theoretical, and practical domain which enables students to better integrate into the labour market once they have graduated. In Romania, the domain of Modern Languages Applied has two specialities: Modern Languages Applied&nbsp;and Translation and Interpretation. The difference between them lays in the peculiarities of the instruction which focus on the use of language, respectively on translation and interpretation. The purpose of the MLA study programme of this university is mainly to train students to become professional translators in the scientific, technical, economical, and administrative domains, in English-French and English-German languages.&nbsp;The second section of the article presents learning methods for specialised translation which are used at academic levels in the MLA study programme in this university. If preparatory exercises contribute to form general translation competencies, then&nbsp;simulation projects and internships in the field of translation put students in real translation situations (cf. Marquant, 2005, p. 132). The «commented translation» project (Lavault-Olléon, 2007, p. 64) allows the student to apply theoretical and methodological notions acquired during translation courses and to simulate professional activities at an academic level.&nbsp;The third section is dedicated to the description of the commented technical translation project, carried out by students in the 3rd year at MLA – Translation and interpretation profile, from the university where the activity was developed.&nbsp;Firstly, we shall describe objectives of the project, its structure, and the target. The project entitled Analyse et traduction d’un texte technique (domaine français-roumain (Analysis and translation of a technical text in French and Romanian) is the individual work of students, assisted by a tutor, during their practical courses of technical translation from language C (French) into language A (Romanian) and vice versa. The approach proposed to students included the following sections: introduction, a reading comprehension activity of the text to be translated, the description of the translation stages, conclusion, and a bibliography. The tasks were carried through by 28 students in the third year at this university, MLA – Translation and Interpretation profile, EnglishFrench section. French is the second language of students. As required, all students had previously worked on general translations in both languages and attended a course on general knowledge in the scientific and technical domains.Secondly, we shall describe tasks to be fulfilled by students. The project consists of accomplishing three tasks: translating from French into Romanian a 5 page technical text (an approximate value of 10,000 characters); writing comments on the translation according to a model and plan indicated by the teacher; and presenting the significant results of their work. The students had previously received guidance concerning their choice of domain, subdomain, theme and subject, the selection criteria of text to be translated, the working plan, the methodology to be used, and guidelines concerning redaction of the commented translation.&nbsp;&nbsp;Thirdly, the results of the project will be presented: evaluation of the students’ work, types of translation problems raised by technical texts, and the experience that students obtained as a result of carrying out the project. As far as translation is concerned, those related to terminological problems have been considered as prevalent. Students have mentioned as problematic technical terms created by attaching affixes and compound nouns, especially in case of terms with no terminological correspondent in Romanian language. In order to validate terminological solutions they found, students studied similar written documents or talked to experts. The students’ feedback following this learning experience was a positive one and they expressed great satisfaction in achieving the tasks assigned.The commented translation activity developed at academic levels enables students to apply theoretical and methodological concepts acquired during their studies and to reflect on their own translating approach, on the linguistic resources to use, and on the difficulties and permanent need to improve in the field of translating specialised technical texts from French into Romanian.&nbsp;

Stratégies pédagogiques de la traduction spécialisée en filière LEA : Le projet en classe de traduction technique

Daniel

Nowadays, the language textbook is a frequent tool for teaching a foreign language. According to Ranchon (2016), in its realization, there is a convergence not only of linguistic and pedagogical questions, but also of commercial and cultural considerations. The idea advanced by some authors (see Ali et al., 2015) that language and culture are interdependent products of a single process becomes even more evident in language textbooks, since here the latter regularly serves as a support to graphically represent the former. Some authors (Auger, 2001; Chi, 2007) have analyzed the cultural representations that students draw from their contact with French. Although the corpus of these researches is a set of French textbooks, the central point here is the students’ perception and not necessarily the differences between the cultural elements contained in the materials. So, the question is: Which culture is represented when teaching a language as widespread as French?In this study, we analyze the cultural elements in the images of three French as a Foreign Language textbooks. The objective is to describe the use and evolution of images as elements of cultural representation and to analyze how these images relate to the content of different lessons. This theoretical and methodological approach is not accidental. A single image can contain a lot of symbols and iconographic expressions that are representative of a specific culture, so its appearance in a language textbook is certainly intentional. We limit the research to a particular group of textbooks which are quite well known in Mexico. The reason for this is to limit the scope of the corpus to a set of materials that have been used in a specific area.&nbsp;The organization of the study is as follows. In the first part, we discuss the concepts of culture and representation from the point of view of current trends in language acquisition. We also describe the characteristics of the language textbook and the way in which culture is represented in them.&nbsp;In the second part, we present the methodology which concerns the interrogation of three French as a Foreign Language textbooks: Le nouveauTaxi! (2009), Alter Ego Plus&nbsp;(2012) and Edito (2016). These are materials published a few years apart by two different publishers. The first two are currently in use in higher education institutions in Mexico and are a common tool for French courses. The third textbook is however not widely used in this context, but its marketing is recent (2016). We compare quantitatively and qualitatively the use of images in these materials and we retrace their characteristics and differences. We also establish what kind of images we will consider for the development of the analysis and propose a typology for their classification.&nbsp;In the third section, we expose the results of the analysis. To keep an order in the presentation, we report the results of each textbook separately. We start with the quantitative results and continue with the qualitative results. We frequently make comparisons between textbooks and highlight the most relevant differences. The results indicate that in the most recent textbooks, there is a great number of iconographic elements belonging to different cultures. In these materials, we note a regular presence of personalities and institutions of the “Francophonie”, a more detailed description of the countries where French is spoken and, in general, a larger number of images showing multiculturalism. In the same way, unlike the first textbooks where Francophonie has an illustrative function, the last textbooks present a more elaborate iconographic research work. Given these results, we can point out that there is an increasing interest in presenting multiculturalism in language textbooks through the use of a well-defined iconographic collection.

Représentation de la culture dans trois manuels de FLE

Res. Assist.

Haiti, one of the old colonies of France, gained its freedom after long years of warfare against France and Spain. Black slaves in Haiti, who worked in plantations of sugar cane and gold mines for European masters, fought for their own freedom, following their leaders Toussaint Louverture and Henri Christophe. These leaders were important historical figures that played a key role to gain its independence in the early 1800s.Aimé Césaire, a Martinican playwright of the XXth century, wrote two different plays on these heroes: One of the plays, entitled And the dogs were silent (1958), tells us the life of Toussaint Louverture, called in this play as “The Rebel”, who shows us the system of the colonization of the New World, and the fight of the slaves against their masters for their independance. Toussaint Louverture was an ex-slave in Haiti, and he became leader of independance of Haiti in 1791. He died in a prison in Fort de Joux in France after the accusations of Napoleon. The second play, entitled The Tragedy of King Christophe (1963), presents Henri Christophe: he was an ex-slave and ex-cook who became the King of Haiti. He fought in the name of his people against the colonizers as well, but he was the victim of his ambitions, and at the end, he committed suicide in his palace, Sans-Souci.Actually, the main themes of these two plays are based on the true story of historic heroes. By these plays, which criticize the west-centred historic perception of the colonial story, Aimé Césaire mirrors also the uneasy struggle against the European colonization. The importance of Haiti is related to its encounter with the slave trade for about 400 years: we witness the ambition of the slaves and their struggle for independence. Aimé Césaire benefits from these historical facts during the colonization&nbsp;period as background to the play. In addition to being theatrical works, Aimé Césaire’s plays are crucial for presenting a new approach to understand the social structure and history of the European colonization, in other words, the Martinican playwright shows us the other side of the story, which is mostly negated. In this article, our attention is restricted to fundamental issues, such as the Haitian revolution and independance. Also, the most important dialogues are frequently cited to show the evolution of the narrative of Aimé Césaire in these plays. Basically, the article is divided into four sections, and its key themes of testimony, fight for freedom and humanity recur repeatedly across these sections.By analyzing these two figures of the history of Haiti, we will observe the two plays of Aimé Césaire, entitled And the Dogs were silent and The Tragedy of King Christophe, in which we can see the battle of the two Haitian protagonists. We will examine these characters and these plays by referring to the concept of “tragedy” of Aristotle. Within the scope of Aristotle, the relationship between tragedy and history will guide this study by taking into consideration the historical base of these two plays. In this study, we will refer to the Memoirs of General Toussaint-Louverture, written by himself, a posthumous work that emphasizes the fight against the colonizers and to Lamartine’s play Toussaint Louverture. Therefore, this article firstly examines the theatrical works of Aimé Césaire, entitled And the Dogs were silent and The Tragedy of King Christophe, as a mirror of the colonization history in Haiti, considering the fact that true literature repeats life. As the symbols of the fight for freedom, in a sense, Toussaint Louverture and Henri Christophe determine the destiny of the black slaves. Césaire reflects not only the perception of the European culture in colonization, but also presents the historic circumstances with their general aspects during the fight against the colonization of Haiti.&nbsp;As a result, it could be said that examining the reflections of Toussaint Louverture and Henri Christophe on Césaire in the light of the historical events about European colonization of the Haiti presented in the plays entitled And the dogs were silent (1958) and The Tragedy of King Christophe (1963) will help to understand the fights of the blacks slaves against the colonization. The histories of Haiti, of Toussaint Louverture and of Henri Christophe were a decisive turning point in the history of slavery. Although these two historic figures lost their lives, their country and people won independence. Thence, the Martinican playwright’s narrative is very precious to us in order to understand in a better way the other side of the same story.

Deux révolutionnaires haïtiens dans les pièces d’Aimé Césaire: Toussaint l’ouverture et Henri Christophe

Dame

This article shows the representation of the sea in the travel narrative of Pedro Montengón (1745-1824) through his didactic novel Eusebio (1786), thanks to the cybernetic space that contains data cues. The main character of this novel is a young man (Eusebio), a survivor of a shipwreck off the coast of Maryland, Pennsylvania, where he begins his education in an adoptive family. He loses his parents, his sister and all his belongings in the shipwreck on his way to America, the New World, where his parents intended to settle in order to improve their wealth. His ambition is held back by the furious wind, the violent storm, the demonic waves, the shipwreck and the death of all the passengers except the young noble Eusebio, who is rescued by another survivor Gil Altano hanging from a mast. We have a description of the hostile and dangerous sea in contrast to the coastline where they saw the servants of a Quaker, a rich businessman (Henrique Myden).&nbsp;Having examined the significance of the sea, we then examine the details of the staging between the tribulations of the shipwrecked and the gaze of the spectators who end up rescuing them. This process of staging between the shipwrecked and the spectator will allow us to establish a certain correspondence in the representation of the sea and the coastline between Quevedo (1580-1645) and Pedro Montengón (1745- 1824). Indeed, we must point out that while reading Carmen Peraita’s article (Peraita, 2002), we realize that both authors have more or less the same ideas that explain the loss of the man, who is a victim of vices such as ambition, easy gain and lack of restraint and which drive him to set sail, as opposed to the virtues (moderation, modesty and humility) of his rescuer (the spectator), one who has a quiet and peaceful life on the coast.&nbsp;Moreover, it is a philosophy that is conveyed by a literary means (the shipwreck) through a narrative technique, comparing the description of the sea and the coastline. Thus, the idea is to compare these two authors who both treated the issues of their time in the same way, even if they are not from the same period. We will see that for these two writers, the causes of human perdition are the same (ambition, excessiveness and greed) and lead to navigation (Peraita, 2002, p. 185), which is often fatal (Peraita, 2002, p. 185). The philosophical meaning of the process by which the spectator perceives the shipwreck from a land perspective will be examined (Peraita, 2002, p. 187). In a more existential dimension, the starting point is that one is already on board and there&nbsp;is no possibility of abstaining: the outcome for man is only rescue or drowning, according to Blumenberg (quoted by Peraita, 2002, p. 187). In short, boats are the symbol of destiny.On the other hand, the narrative function of space (functional topography) will allow us to better grasp the meaning of these different spaces in Pedro Montengón’s novel, be it the maritime space, the coastline, the coasts, the barn of his adoptive parents facing the sea. This method of analysis based on the mimetical representation of space and on the symbolic or ideological function or dimension of space in correlation with the actions of the characters brings us back to the semiology of space as a meaningful tool that establishes similarities between Montegon and Quevedo from the narrative point of view and that put up front the ideological dimension of space. In fact, the writer from Alicante uses the journey to the New World to highlight, at the same time, his romantic ideas, through the personification of the sea, the furious wind, the clouds, the night, the storm, the shipwreck, and death, updating the classical ideas as a preromantic writer. The boat serves the narrative because the shipwreck provokes “ruptures” of destiny. It is also a meeting place. Again, Montengón’s novel uses it both in an ancient way (in reference to the Byzantine novel, that is to say, the succession of events through navigation, the shipwreck allowing the opening of perspectives and encounters) and in a modern way (the boat favours introspection and moral testing).Finally, our reflection will be articulated around two main axes. Firstly, we will look at the place of Pedro Montengón in travel literature (1.). Then, we will successively study: Quevedo’s influence and Montengón’s innovative role in the travel narrative (1.1.), the portrayal of the shipwrecked and the rescuers (1.2.) and his pre-romantic ideas through the description of the sea and the coastline (1.3.). Secondly, we will examine the opposition between the coast and the sea (1.4.) and then take a look at the role of ships as a symbol of destiny (2.) by relying on the narrative role of the shipwreck (2.1.), through the journey (2.2.) and the interpolated novels (2.3.).

Le récit de voyage de Pedro Montengón (1745-1824)

Emire

Assoc. Prof.

The city of marvels is about the rise of a young and poor immigrant, who leaves his home in the countryside of Catalonia and moves to the big city with great expectations of creating a new life. The year when Onofre Bouvila arrives in Barcelona, the city is in a stage of industrial and economic growth; as a result of the ongoing transformation the city has a lively and turbulent social life. The working class, anarchists, trade unionists, aristocrats, members of the middle class, peasants, clergymen, police forces, leaders of politics, businessmen, capitalists, men of law, leaders of the world of crime, and members of the criminal underworld are the social classes of the time; in the diversity of the social groups that comprise the people of Barcelona, the language of the city reflects hope of growth and renovation. The story of Onofre Bouvila starts in 1887, the year he goes to Barcelona hoping to have a better life, and ends in 1929, the year he leaves the city forever. The fiction is interwoven with a historical background: the historical frame of the story comprehends the time that passes from 1888 to 1929, the period between two World Fairs in Barcelona. The stories of the fictional character and of Barcelona are told in parallel; while Onofre Bouvila rises to climb and reach the summit of the criminal and financial world of Barcelona, the city grows without interruption. In the age of great inventions and complete belief in science, the city is the scene of two World Fairs, working class revolts, mafia wars, swindling in the real estate sector, social, economic and political convulsions, the First World War, the beginning of the age of cinema, the dreadful time of Primo de Rivera, and the evolution of aeronautics. In the rich variety of characters and events, the city creates its own language.Nada tells the story of an orphaned young girl who walks away from her small town and moves to Barcelona to build a new life and to attend university. In a devastated post-war Barcelona, Andrea begins to live with her mother’s family, which consists of her aunt, uncles and grandmother. The story of Andrea begins in 1939, shortly after&nbsp;the war ends, and lasts for almost a year. The Barcelona of the post-war period looks completely different from the lively, dynamic city in The city of marvels: the streets are desolate and lifeless. The young girl quickly understands the poor, filthy, and miserable atmosphere of her home filled with hate and violence. Andrea faces the hypocrite, conservative middle-class society of Barcelona. While she feels threatened by the language of the family members that reflects rage and cruelty, she finds herself embraced by the compassionate, warm language of her friends in the university. At the beginning of the forties, the language of the city reflects the tension of the streets, the suffocating atmosphere, the silence of its inhabitants, the grief and the depression.&nbsp;Barcelona forms the background in both novels and the stories of the characters are set in the core of the city. The city of marvels tells a time of the city in constant evolution. Nada tells a very painful period in the history of Spain. The history of Onofre Bouvila ends in 1929 and the story of Andrea starts in 1939. Only ten years after, the difference is huge between the two Barcelonas: it is no longer possible to talk about evolution since in the course of only ten years, the city has become a ghost.The present work intends to demonstrate, via fictional characters that serve as witnesses of their time, the sharp difference between the two Barcelonas - a city of great changes and a city from an age of fear and secrecy.

Representación de la Historia en la Literatura: La Lengua de la Ciudad Condal Como Urbe Novelística

Ishak

Between the Secular and the Islamic: An Arab American Woman’s Journey to Negotiate Feminist Identity in Mohja Kahf’s The Girl in the Tangerine Scarf

Esin

Assist. Prof.

Unveiling the Implicit Political Agenda: A Comparative Analysis of the Construction of Gender Roles in Grimm’s Ashputtel and Giuseppe Pitré’s The Magical Little Date Tree

Armel

Many writers have experienced a period of time in jail for different reasons. Among others mention could particularly be made of François Villon, Maquis de Sade, Guillaume Apollinaire, Paul Verlaine, Jean Genet and Frederic Beigbeder, all from France. The latter is a highly publicized personality in his country, especially since the publication of his novel 99 Francs became a best-seller in 2000. However, on the night of January 28, 2008, Beigbeder was caught in the act of consuming cocaine on the hood of a Bentley in the street on a festive night, with a group of artist friends. So he was arrested by the police and jailed with a friend, the French writer Simon Liberati. The other revellers escaped the police. It was during the three days of his detention that Beigbeder was confronted with the work of memory, through the memories of his past, especially his childhood to rebuild his identity and try to defend his posture as a marginal writer (Meizoz, 2011). The winner of the Renaudot prize in 2009, Un roman français, is an autobiographical narration in which the author finally decided to explore his atypical personality to better justify his vision of the world while pointing an accusing finger at his country. This is because, in his opinion, it is only the fruit of the tree that is France. His individual/personal history is thus related to social history or socio-political realities in France. Therefore, this article questions the nature and the contours of the relationships that the narrator-hero of Un roman français maintains with his society, France. In other words, we are trying to understand and explain or justify the logics underlying these dialectical relationships. The matrix and illustrative element of the antagonism between the novelist Beigbeder and his native country is his arrest and his imprisonment. Indeed, the case of Frédéric Beigbeder illustrates the fact that the individual, out of pure selfishness and pride inherent in human nature, tends to make private choices and behave in a transgressive manner, to the detriment of society. Life in society is governed&nbsp;by laws, rules and the moral and ethical principles that guide and condition human actions. Consequently, each individual is bound by the conventions and values that govern their social universe. However, in Un roman français there is a break, almost a radical divorce between the microcosm that is the individual subject and the macrocosm that is the social subject. Thus, the narrator-hero-author Frédéric Beigbeder proceeds, in his autobiographical project, to a staging of himself under the prism of the social realities with which he is confronted. It turns out that Beigbeder is a libertarian, individualistic and hedonistic individual. He starts from his painful prison experience to denounce the conditions of detention in France, while expressing his disdain for his native country in a resolutely pamphleteer tone. So, it goes without saying that the novelist is completely out of phase with ultra-capitalist, paternalistic and moralistic France, which is properly pathological and therefore agonizing, even alienating. It is important to note that France is targeted by the author from its metaphorical title: Un roman français. Beigbeder, speaking of his individual self in close relation to the social self, manages to accuse his native France which is, in his opinion, a liberticidal society because it stifles or limits the development of the individual trapped in an alleged ‘‘freedom’’. According to the writer, his country is not a F/freedom land. Upon reading this title, Frédéric Beigbeder’s life would be the (more or less broken) mirror of French society. The writer sees himself as a pure and hard product of his society: he correlates his life, his personal history with the collective experience. In other words, Beigbeder’s autobiographical project problematizes the individual through society. In this sense, his initiative is part of the regime of satirical autosociobiographism.

Expérience carcérale et procès social: Un roman français de Frédéric Beigbeder ou le discours auto(socio)biographique d’un marginal cocaïnomane

Youcef

Hakim

Our article falls within the perspective of sociodidactics and the didactics of plurilingualism which promotes the linguistic and cultural plurality in the context of education.Whether we are monolingual or multilingual, representations strike us. Whether we want it or not, they manipulate our perceptions and guide us in how to name and interpret the different aspects of our reality.In this context, the representations of languages, including the first languages, actually influence teaching-learning in the classroom. Indeed, these representations are considered as a system of perception or mental images which are constructed by speakers on the languages acquired or learned. Therefore, taking into account the representations of learners and teachers is an important factor to facilitate the learning process and the transmission of knowledge between interlocutors.In the present article, we would like to focus on the teachers’ representations of the integration of the reference language in FFL learning. In this perspective, we set out to describe the Algerian context which is practically marked by a plurality of languages and cultures: classical or school Arabic, dialectal Arabic or Darija, Tamazight with its different varieties, French, etc. This sociolinguistic situation is clearly marked by a phase shift between official language policy or the imposition of state monolingualism and co-present linguistic diversity or de facto plurilingualism. This linguistic complexity and diversity ipso facto leads to divergent representations among speakers, in this case, teachers of the third year of the secondary school. These representations could be negative or positive.In this context, we found that teachers always base their class practices on received ideas or stereotypical representations, in particular with regard to the integration of the reference language in the learning of the French language.To investigate the representations of teachers, we started with the following question: what representations do teachers make of the integration of the reference language in the French as a foreign language class?To answer this question, we only postulate that teachers of the third year in the secondary school have «negative» behaviors towards the use of the reference language in the French as a foreign language class.To conduct this study, we opt for a semi-structured interview, a data collection tool, in order to highlight the different representations that teachers make of the integration of the reference language in the learning of FFL.We carried out a qualitative method to respectively analyze the data obtained according to two main axes divided into several criteria: the representations on the reference language and the impact of this language on the learning of FFL.Our findings show that the reference language, in fact, has many functions; we cite among others, the function of exclusion and self-exclusion, the fun function, the socio-pragmatic function and the identity function. However, these different representations run counter to their actual practices in the classroom, namely the impact of the reference language on FFL language learning. Teachers declare that the reference language plays a pedagogical-didactic role because it simplifies learning and helps understanding: «the didactization» of learning FFL.In addition, the teachers’ speeches are marked by the inclusion of certain terms related to the reference language. In fact, teachers use the Arabic language from time to time to explain certain words or to translate their ideas. To this end, we have set a «continuum» which lists the teachers according to the frequency of the reference language’s use in their verbal declarations in the classroom.From this analysis, we can deduce that the teachers’ representations go against their real practices (discourse) in the classroom.Hence, monolingualism is only a representation made by the teacher in the FFL class, while plurilingualism is the real fact.

Représentations des enseignants sur l’intégration de la langue de référence en classe de FLE

Kadir Can

Plato’s determination based on the cave forms the basis of today’s concept of art. According to him, everything in the world we live in is mimesis. According to him, everything in the world in which lives is imitation. The imitation cannot express what is real, so it is unnecessary and should not be used. The wood that exists in nature becomes a cedar with the skill of the carpenter, and the painter paints it because he sees it. Unlike Plato, his student Aristotle states that the world can be gripped with the concept of imitation. According to him, things are not only imitations by the artist, but they are also the ones that close the deficiency of nature and provide pleasure in the individual.The concept of mimesis (imitation) developed by Aristotle, producing the foundations of Plato, forms the essence of today’s recognition of art and literature. According to Aristotle, as long as the subject can relate to the object, pure production continues; otherwise, there is no production with the world of Ideas. The phase of entering into the imitated object, integrating with it, and feeling it comes into action. Aristotle describes this phase as “that everything is perceived through opposites”. At the beginning of the 1900s, German philosophers emphasized the importance of human-nature relations and developed the concept of Einfühlung/Empathy based on Aristotle’s principle.&nbsp;&nbsp;The relationship of the subject with the objects begins to be evaluated more clearly in the framework of the Einfühlung/Empathy theory in the early 19th century. With the emergence of this theory, objectives are re-evaluated not only as single entities, but as entities that the subjects identify with, bring feelings and interact with. Although the thoughts on Einfühlung/Empathy theory are many, it is seen that a general comprehensive framework has not been established yet.When the sense of pleasure in literary texts is considered, three different imitations are encountered. Firstly, the empathy form, in which the subject relates to the object, begins in the process of creating the artwork. The author selects and reproduces beings from the world of phenomena. Secondly is the connection of the text produced with the reader where the feeling of pleasure comes to the forefront. Thirdly, the process of empathy the characters in the text with the beings, where the analysis provides a complete understanding of the second stage.Franz Kafka’s story Die Sorge des Hausvaters (printed in 1919) written between 1914 and 1917 has a critical peculiarity that can be distinguished from others. He calls “Odradek” this entity produced in the text as both a subject and an object. This entity, which stands out as an object in the way that the Family Father perceives, becomes a subject later in the story.Ernest Hemingway’s Cat in the Rain story was published in 1925 and is one of the most controversial texts on it. Hemingway’s Cat in the Rain is one of the most appropriate texts for Einfühlung/Empathy in terms of short story examples. When the text is divided into construction segments, it is seen that imitation is actually between two subjects and two objects.Sait Faik Abasıyanık’s Samovar story written in 1935 is a text-based on Ali’s mother who works as a worker in the factory and his relationship with the samovar. Unlike Hemingway’s “Cat in the Rain” story, the object appears to have a direct effect on the subject. When the text is read carefully, it is noteworthy that the samovar is positioned in the text to provide katharsis (purification), as well as to perceive Einfühlung/Empathy as an object.Consequently, the concept of Einfühlung/Empathy will be explored in a junction as an essential method for understanding the world of phenomena that modern human beings are continually producing to escape, not even in the context of art and literature, but also imprisoned him.

Odradek’in Belirsizliğinde Yağmur’daki Kedi’yi Semaver’de Kaybetmek -Mimesis’in Odağında Einfühlung’u Keşfetmek-

Aslı

As a result of the rapidly blowing winds of nationalism, the cities of Istanbul and Thessaloniki, two important commercial and cultural centers of the Ottoman Empire, found themselves within two national states, which had declared themselves separate and officially “other”. However, these cities did not suddenly lose their multilingual and multicultural structures inherited from the imperial time. The subject of this study is a critique of the memoirs titled The City where I was Born. Istanbul 1926-1946 (Istanbul nella memoria 1926-1946) written by Mario Vitti in 2010 and The Sole Legacy (Η Μόνη Κληρονομιά) written by Giorgos Ioannou in 1974. These memories which took place approximately with the years of the Second World War left different traces on Vitti and Ioannou. On the one hand, there was Turkey which was trying to become rapidly homogenized as a newly-established national state, and on the other hand there was Greece which was struggling with the trilateral occupation of Italy, Germany and Bulgaria. In this context, what the authors remember/forget or long for about these two places is different. This study is an investigation of what these two authors — one born and brought up in Istanbul and the other in Thessaloniki — remember and forget in the memoirs and stories which they wrote about the aforementioned cities. An attempt was made to answer the following questions:a) How do Istanbul and Thessaloniki come to life in the memories of these two authors, who describe more or less the same period? b) Does the act of remembering parallel social and political events? c) Which social events of the period are remembered and which are “forgotten” in the works? d) How do the authors define their own identities, or at least have a sense of belonging? e) Can any homesickness be mentioned in the works of these authors, both of whom left the cities where they were born and raised?Researchers such as Halbwachs and Roediger have argued that individuals remember with the help of social, political and cultural processes. Vitti and Ioannou also remember,&nbsp;even their most personal memories, in the context of the social and political events of the period they narrate . Born in 1926 on Büyükada to a Greek mother and an Italian father, who was one of the Istanbul Levantines, Vitti’s childhood and early teenage years were spent on Beyoğlu Tomtom Kaptan Street. The book titled Istanbul nella memoria 1926–1946, in which he describes Pera of that time, is important in terms of the time period it refers to. The period between the years 1926 and 1946 was a period when the Republic of Turkey defined its national identity and historical narrative and took its first steps as a national government with laws enacted and incidents experienced in this direction. Indeed, in the afore-mentioned years, Turkey was trying to define its national past and national identity with theses such as the “Sun Language Theory” on the one hand; and on the other, it was trying to leave out anything that did not fit this definition of identity. Jewish Events in Thrace (1934) and practices such as the Wealth Tax (1942) in the country, which systematically tried to homogenize itself, are important events that have marked the history of the Republic of Turkey in recent times.Giorgos Ioannou, the son of immigrant parents from Eastern Thrace, was born in Thessaloniki in 1927. The author’s childhood and early teenage years coincided with the most difficult times in Greek history in the 20th century. In his 1974 memoir Η Μόνη κληρονομιά, he tells the story of Thessaloniki, which was occupied during the Second World War. The period in which Ioannou was born and raised coincides with one of Greece’s most turbulent periods: The Dictatorship of Metaxas (1936–1941), the Italian Occupation (1940), the German Occupation/Hunger/Resistance (1941–1945) and Civil War (1946–1949). A year after the Italian invasion, in 1941, Germany also invaded Greece, and its systematic policy resulted in the death of three hundred thousand people across Greece only because of hunger. By June 1941, the country was under the ternary occupation of Italy, Germany and Bulgaria.Istanbul, unlike Thessaloniki, was not occupied during the Second World War and did not face hunger and a massacre, and thus is remembered to be more “positive” than Thessaloniki, but the historical events of that period remain clear in memory. Thessaloniki — unlike Istanbul, which did not experience the war — resisted the bombings, fires, large strikes, arrests and deaths that occurred during the trilateral occupation and subsequent Civil War. Both authors reject a stereotypical identity definition prepared in accordance with the nationalist approach of the time. However, the need to belong to a place is very clear in both works.

Hafıza, Tatlar ve Sesler. İki Yazar, İki Şehir: İstanbul ve Selanik

Zeinab

Sur les chemins de l’écriture avec François Bon

Wayne

Alfandary, R. (2019). A Psychoanalytic Study of Lawrence Durrell’s The Alexandria Quartet: Exile and Return. London: Routledge. 170 pages. ISBN 978-1-138-35965-9

Aziz

Bauman, Z., Mazzeo, R. (2019). Edebiyata Övgü. (İngilizceden Çeviren: Akın Emre Pilgir). İstanbul: Ayrıntı Yayınları. 144 sayfa. ISBN: 978-605-314372-7

Mahmut

Bülent

CALL FOR PAPER - DECEMBER 2025

Catherine

Adaptation, Appropriation and Translation - Dancing cheek to cheek, or leading on a merry dance: Understanding textual adaptation as a dynamic between dancers

Selena

Terence in England: Literary Narcissism, Self-Reflexivity, and Metatheatrical Comedy in The Parnassus Plays

Işıl

The Ecomaterialist Appropriation of the Shakespearean Stage: Tracing the Entangled Worlds in Rupert Goold’s The Tempest (2006)

Ayşen

“What is Hecuba to [me]?”: The Impossibility of Catharsis and Rupture of Representation in Marina Carr’s Hecuba

Benjamin

The Interview and its Intertexts: Staging Princess Diana in a Mediatized Age

Fatma

Sungu

“When in Music We Have Spent an Hour”: Choreographer John Cranko’s Recontextualization of The Taming of the Shrew as a Ballet

Mesut

Adaptation and Deconstruction: Emma Rice’s (2022) Adaptation of Wuthering Heights

Nostalgic Austenmania: Transcoding Pride and Prejudice

Senem

The Fallen Adams: An Intertextual Analysis on Frankenstein and Yaratılan

Beatrice

“Revenge is never a straight Line:” Whitewashing Blackness, Blaxploitation and the Development of White Imagery in Tarantino’s Django Unchained

Alaz

A Milestone in the History of Turkish Pop Music: Zeki Müren and Song Translation (1964)

@JOURNAL_BOX_CURRENT

@JOURNAL_BOX_EARLYVIEW

John

Jean Raspail, Michel Houellebecq, and Jenny Erpenbeck: Acknowledging the Barbarian Within

Duygu

The ultimate goal of literary discourse is not necessarily for readers to simply accept what the story tells. Literary speech tries to convey a message to the reader by telling a story. This is why Ruth Amossy talks about two discourse types of argumentation: argumentative dimension speeches and argumentative aiming speeches. Using Amossy’s interpretation, this paper will attempt to answer the following question: “Are there some literary discourses in general and novels in particular that have more argumentative goals than others?” In our attempt to answer this question, our present work will be based on Amin Maalouf’s novel The Disoriented (Les Désorientés). This novel tells the story of Adam, who returns to his native country after 25 years of exile. Adam is also the narrator of the novel. Over a sixteen-day period, as the paratopic and intradiegetic narrator of the novel, he tells the story through his personal diary, which also allows him to have several imbedded scenographies. So Adam gives the floor to his friends, who are the protagonists of the novel. The reader travels first through the diary, specifically through 25 years of old letters exchanged to and from Lebanon. The novel tells the history of the disappointments experienced by the “club of Byzantines” – a group of friends who were inseparable in the 1970s but who are nowadays scattered to the four corners of the world because of the civil war in Lebanon. Some emigrated abroad as Adam did; Naim, Jewish, went to Brazil; Albert went to the United States. Bilal, the beloved one of Semiramis, died in the early days of the civil war. Semiramis, Ramzi, Mourad, and Tania remained in Lebanon. Mourad got his “hands dirty” during the war and later became a Minister. Ramez lived in Oman and became a wealthy entrepreneur; he believes he has found dignity in becoming rich. Ramiz found the world he lived in so useless and futile, that he locked himself in a monastery. A libertine hostess, Semiramis lives in Lebanon. Nidal, brother of Bilal, became an Islamist extremist during the war. In other words, as the novel’s title indicates, all these characters are disoriented. Those who left are disoriented because of their detachment from their East; those who remained are disoriented in their own country because they feel bad and have lost their ideals and values from before the war. Adam tries to justify his departure to all those who accuse him of having abandoned the country. He also outlines the arguments made by those who stayed.&nbsp;This is how the narration of the novel is transformed into a celebration of argumentative discourse characterized by processes such as arguments, counterarguments, rebuttals, justifications, syllogisms, paralogisms, etc. The Disoriented builds ethos through Adam’s narration of the story. The reader can easily identify the similarities between Adam’s character and the novel’s author. Amin Maalouf is Lebanese and lived through the civil war in Lebanon. In this novel, he expounds upon the same ideas he expressed and defended in his previously published books. This is why, even if ethos is built into the speech itself, we cannot say that Adam doesn’t thrive on the ethos of the author, or that prediscursive ethos exists based on what Amin Maalouf built on his existing work, knowing that he already wrote about the issues of identity, the Arab-Israeli conflict, and the differences between the West and the East.

Oriented Speech in Maalouf’s The Disoriented (Les Désorientés)

Rafael

BACK TO BASICS: TRANSFER AS A METAPHORICAL PROCESS

İrfan Cenk

Since the 1980s, the literary and theoretical output of American women writers with Latin-American roots offered an alternative reading of feminist literary tradition. Sandra Cisneros is probably one of the foremost figures within the American context of “Border Literature” and “Borders Studies”. This article first outlines the parameters, theorems and prominent figures of Border Studies, and then examines Cisneros’ titular short story of her Women Hollering Creek and Other Stories collection, which deconstructs the dualistic mode of thinking in terms of “first world vs. third world” dichotomy, and defies various thematic and structural borders. Hence, Cisneros’s range of ideological commitment extends—or better yet deconstructs spatial, temporal and national borders. This creates a form of transfronteriza feminism, to use Sonia Saldívar-Hull’s term, which merges Chicana feminist theories with social and cultural praxes in multiple Chicana and Mexicana locations. In that sense, Cisneros’ “Women Hollering Creek” employs the tale of a young Mexican woman, Cleófilas, who initially experiences her home in a small town in Mexico through a rather tedious patriarchal context profoundly shaped by the normative gender roles attuned to Mexican culture proper. In that sense, the story is also a parody of the Mexican popular genres of telenovella (soap opera) and fotonovella (photo novel) as it offers a new form of identity formation through the female protagonist’s quest for finding her own voice and subjectivity outside the prescribed gender roles dictated in the aforementioned popular genres. However, the ensuing quest by newlywed Cleófilas on the American side of the border in Texas traces how she gradually acquires the consciousness that will mark her in the end as a speaking subject. With her countermigration from the U.S. to Mexico, she finally leaves behind the institution of a corrupt marriage and false American dreams. Hence, the article offers a close reading of the story’s narrative strategies on a linguistic and semantic level as they inform its thematic concerns.

(Re)Imagining Home Across Borders: The Construction of Selfhood in Sandra Cisneros’s “Women Hollering Creek”

Francis Crequi Ngoyi

Sexisme Dans Les Anglicismes

Gérald

CAROLINE IN THE BILINGUAL KINDERGARDEN AND L2 GERMAN TEACHING

Leman

EL TREN COMO SÍMBOLO DE PROGRESO/RETROCESO EN LAS OBRAS DE MARIANO AZUELA

Özge

In the field of foreign language education, textbooks continue to be one of the most important support materials for language teachers. Foreign language teaching methods are updated according to the requirements and needs that continuously arise over time Authors of textbooks update their materials by following these innovations. Although the changing requirements of foreign language teaching seem to be the main reason for these updates, it is not possible to ignore the fact that the market for these books continues to be very competitive. On the other hand, for teachers, the selection of textbooks seems a major issue, for they have to choose among a wide range of books that promise “efficiency”, “speed”, and “long lasting learning”. It is evident that textbook publishers have financial concerns, too, as they aim to sell as many books as possible. In this case, neutrality becomes a risk factor. In the selection process of teachers, the “foreword” section of the textbook constitutes an important guide for the teacher, who is in the position of having to choose among many textbooks making vert similar promises. In the “foreword” section of each book, you can normally find the general aims of the book, its target public, methodologies and materials that are at the disposal of students, and their intended learning outcomes, and the methodology and materials that are at the teachers’ disposal. However, publishers’ concerns about sales and market competition can result in a gap between what is promised in these sections and what the contents of the book are in reality. Moreover, this situation can lead to a loss of impartiality. In this study, we aim to reveal hidden discourses in the “foreword” sections of textbooks. Although the propositions of textbooks are accepted as explanatory and informative texts, they are not expected to be completely neutral. Neutrality, in turn, is a complicated concept which is extremely difficult to define. The most important reason for this complexity is that every discourse produced by the subject has its own identity, intent, feelings, and so on, and it carries specific clues. For this reason, it is unlikely that any text appears completely unbiased. When the “foreword” sections of textbooks are accepted as a form of text and discourse, indeed, we can see that the purpose of speech, the subject of speech, its intended recipient, its target audience, and the chosen words and phrases to guide the target audience play a decisive role. When these sections are considered as texts, they can be regarded as informative pieces of writing that inform their readers about the overall purpose of writing a&nbsp;book, about the actual book that they refer to, and about the overall characteristics of the subject area. Although the informative features of text need to remain in the foreground, the conative function of these texts is also employed to convince the masses, because publishers have to simultaneously reach sales objectives. The informative features of texts—and their discursive structures aiming to convince the target group—can be either explicit or implicit in these “foreword” sections. Consequently, in this research, we attempt to first classify various types of text. Second, we aim to clarify what types of “foreword” sections can in effect be examined. And finally, we analyze the linguistic deviations and masked discourses that were found in the structures of these text. Altogether, we examined 13 French textbooks— ranging from level 1 to teens and adults—to offer a wide range of examples in this important research field. We gathered subjective words after we determined where the textbook propositions could classify among different text types. Our classification is based on the approach that Kerbrat-Orecchioni (1986) uses when determining the degree of subjectivity. As we classify adjectives, adverbs, actions, and pronouns in the “foreword” sections of 13 French textbooks, we also measure the frequency of these words. We attempt to evaluate the results that will be obtained later in the light of linguistic methods, and in so doing, we will reveal the degree of subjectivity. We believe that this work is particularly useful for those French teachers who are in the position of making the choice for their schools’ future textbooks based on the “foreword” sections of these books.

Hidden Discourses in the “Forewords” of French as a Foreign Language (FFL) Textbooks

İlhami

THE TYPES OF BASIC INTONATION AND THEIR FUNCTIONS IN TURK OF TURKEY FROM THE DIDACTIC POINT OF VIEW

Mélanie

The term ‘beach read’ has been associated with a number of pejorative meanings such as ‘easy-reading’ and ‘fuss-free books’. This study aims to deconstruct these stereotypes in order to show how a book, undercovered by the theme of the beach, can carry a metaphysical reflection that touches both the writing process and the construction of an identity. Alan Pauls retraces his teenage journey by taking the road back to the Argentine beaches he frequented at the time, with the aim of rediscovering himself as a writer but also and above all as a man. The main purpose of this article is therefore to question this beach space and see how it becomes the place par excellence of Pauls‘ intimate writing. The interpretative guidelines given in this study provide a better understanding of how a real “phenomenology” of the beach is born in this autobiographical essay. The first part of the article focuses on the development and exploration of identity through the beach motif. Three identity perspectives are considered. First of all, it is Pauls‘ Latin American historical and cultural heritage that is being explored, including the “beach culture”. After that, it is his literary identity that is analysed. Pauls draws inspiration from other beach writers and builds in his text a well-crafted intertextuality that we decode. Moreover, this part reveals his writing choices and explains his attraction to literary hybridity and the mixing of genres. The last identity perspective concerns the style of Barefoot life, which, like the beach, is composite, granular and multiform. The stylistic analysis that is carried out highlights the concept of writer“ of the intimate” and the process of identifying Pauls as an autobiographer. The second part focuses on the meta-literature that emerges from the text and shows how it is closely linked to the conception of intimate writing, but also to metaphysical reflection. Life ethics are gradually being formed through salty and sandy reminiscences. The beach is given as a metaphor for an autobiographical literature where the writer can meditate on his existence. This book therefore also questions this “exposure” and the dialogue between the intimate and the collective represented by the beach, which is necessary in the process of transmitting universal thought. In the meanders of this reflection, symbolised by the place of the beach, the self is fragmented and manipulated to such an extent that it becomes a Freudian subject. The text therefore also goes through the concept of strangeness and illustrates, through the literary processes at work, a movement of distancing from the&nbsp;“I”. To make sense of this strangeness, the narrator relates to his sensory orientation, constructing in the work a synesthesia that will make it possible to define a writing of memory. The last part focuses on the cult of the image and the importance of the visual. This approach allows to link identity to its plural nature and to complete a text that is intended to be polymorphic. We show that Pauls uses different modalities to visually translate the beach as a pivotal element between the external environment and the narrator‘s intimacy. Graphic precision is one of these modalities: from typographical choices to mises en abyme, as well as through ekphrasis, Pauls makes the beach a place where the self can be observed and where the writer can build this writing of the intimate as one would build a sand castle. We also explore his particular use of photography and cinematographic references, creating a “cinematographic” writing that gives access to a multiplicity of experiences, including sexuality and violence. This approach also helps to understand how cinema has strongly influenced Pauls as a writer. Finally, we show how the beach is represented as a “white screen” and how it becomes a symbol of artistic freedom and liberation of the subject. As he contemplates his own existence, the narrator invites the reader under the umbrella of this symbolic beach and the strength of Pauls‘ text then takes effect: the writing of the intimate takes us like a wave towards the sea of our own memories. In conclusion, Alan Pauls‘ Barefoot life is a hybrid book, between essay and autobiography that unites under the power of one and the same motif: the beach. Our study was able to show the importance of the workings between the intimate and the collective, between writing and visual arts and finally between philosophy and literature. This book defines Pauls‘ identity as a man, a writer and a philosopher, which appears ultimately plural and changing, like the tides.

The beach as a space for intimate writing in Alan Pauls’ Barefoot life

María Antonia

18TH CENTURY SPANISH NARRATIVE: THE SHIPWRECK AND CAPTIVE IMAGE IN EL NÁUFRAGO ESCLAVO BY CÁNDIDO MARÍA TRIGUEROS.

Emrah

This paper investigates the ongoing influence of foreign lexical elements and Englishization on the practice of naming businesses in Turkey. It is argued that the impact of foreignization and the English language on this business naming continues to increase and manifests itself in various creative ways. It is well-attested that nonnative lexical items are generally used in the process of store-naming across countries. The effect of foreignization and Englishization on the Turkish business context, especially in the practice of business naming, has also been extensively discussed in previous researches. The consensus was that non-Turkish elements used in business naming could be classified into three major categories: (i) foreign lexical items that could either be English or non-English; (ii) hybrid signs that include a combination of elements from Turkish and a foreign language; and (iii) Englishized Turkish signs that are artificially created and use the orthography of English. On the basis of the data gathered using both online research and observation, in this paper, I show that in addition to the existing practices, a new business naming practice has recently emerged in the country. This new strategy, which I call “consonant duplication” in this work, simply duplicates the consonant in the middle of the word and is sometimes accompanied by an English functional word such as a determiner or a pronoun. As a result, the business name bears various foreign elements and looks less native. The analysis indicated that this practice is used in actual shop signs as well as online businesses. Furthermore, it should be noted that the new strategy has some important linguistic consequences because it changes both the syllable structure and the pronunciation of the word to which it applies. In that sense, it dramatically differs from earlier practices that employed foreignization and Englishization in business naming. Further research will shed more light on whether or not the new practice will have certain long-term effects in terms of spelling and pronunciation on the language.

Business Naming Practices in Turkey: The Foreign Effect

Saliha Seniz

Res. Assist. Dr.

A PSYCHOANALYTIC FEMINIST READING OF THE MALE MAIN CHARACTER IN THE NOVEL MEMORIAS DE UN SOLTERON BY EMILIA PARDO BAZAN

Önder

In addition to being a multidisciplinary field of study, critical disability studies have also been adopted by literary thinkers as one of the most widespread work areas of recent times. Narrative Prosthesis, introduced by Sharon Snyder and David Mitchell, both of whom are key theorists of critical disability studies, discusses the way narrative makes use of disability as a tool of representation or metaphor, but fails to further cultivate disability as a multifaceted approach. Thus, the narratability of disability here depends on obtaining some conclusions on the normality of the characters. Martin McDonagh’s characters in The Pillowman represent disabled persons who behave as a “crutch upon which literary narratives lean for their representational power, disruptive potentiality, and analytical insight” (Mitchell &amp; Snyder, 2000, p. 49). However, this leaning is driven by the psychopathological aspects of the characters. The term psychopathology, which has its root in the Greek words ‘psyche’ (soul), ‘pathos’ (suffering) and ‘logos’ (the study of), refers to the appearance of behaviour that points out the incidence of a psychological chaos. Some of the greatest strains of modern society are the psychological ones. World wars are also the greatest factors that increase the anxiety of modern society. Reflecting on the uncontrolled post-war society, McDonagh reveals man’s psychopathology through the psychological and mental strains of various characters. In this play, characters are in a struggle with a psychological situation. Interrupted speech, unconnected expressions, collective monologues are a sign that consciousness is not in a normal state at all. For instance, dialogues between Katurian and Michal and the detectives are indicative of a mental and psychological illness. In the same way, the words spoken are a reflection of depressed mood, and their timid movements are those of physical decadence. The purpose of this study is to try to explain normality as against psychopathology in characterization within The Pillowman taking Narrative Prosthesis to the centre. In order to accomplish this purpose, the work is divided into several sections. The introduction to the study includes a number of analyzes and literature on critical disability studies. In this context, the reason why this work emerged is explained, and some writings by important scholars are cited. The emphasis is placed on the concept of ‘narrative prosthesis’, a new model emerging from the ideas of different scholars in this field of study, and notes on the purposes and examinations&nbsp;that cause this concept to gain importance are evaluated. In addition to the concept of narrative prosthesis, the notion of ‘materiality of metaphor’, another important theory with a different narrative connotation, is also examined. Later on in the work, the main subject comes to the fore and an attempt to relate McDonagh’s The Pillowman to the narrative prosthesis concept is made. On this subject, the study attempts to gain semantic integrity with various quotations from the play. Through the conclusions and interpretations made, the work supports the above-mentioned concepts and definitions.

The Image of Narrative Prosthesis in McDonagh’s The Pillowman: Normality vs. Psychopathology

Ellen

Un viaggio in india: L'odore di pasolini e L'idea di moravia

Fethiye

THE ANALYSIS OF JULIO CORTÁZAR’S STORY “EL ÍDOLO DE LAS CÍCLADAS” ACCORDING TO THE THEORY OF THE STRUCTURES OF IMAGERY

Aşkın

Re-publicizing the Nation: Slavery and the American Revolution

Göksenin

Büşra

This article aims to analyze the English translations of six selected poems of Birhan Keskin as a metaphor-based rewriting act, by using the concept of rewriting by Andre Lefevere and the metaphor theory by George Lakoff and Mark Johnson. As a secondary aim, we attempt to explore the implications of the metaphor theory for translation studies along with the probable relations to be built with the concept of rewriting. The article comprises five sections. In the first section, the conceptual basis of the act of rewriting is discussed, along with the studies dealing with the relation between translation and the act of rewriting in translation studies since the 1980s. The second section presents the conceptual framework of translation analysis, with concepts adopted from the metaphor theory proposed by Lakoff and Johnson. The poetic universe of Keskin and its distinctive features are discussed in the third section, with a special focus on analysis of the English translations of the selected poems. In the fourth section, the six selected poems of Keskin are analyzed using the following four concepts of metaphor theory —ontological metaphor, structural metaphor, orientational metaphor, and conceptual mapping. The final section concludes with remarks and observations on the corpus and poetry translation in general. Depending on the analysis of the six poems, each included in a separate book, it is argued that structural, ontological, and orientational metaphors play a significant role in the poetic style and constitute a difficulty for the act of translating. In this context, the translator recreates the source text in the target language by taking its structural, stylistic, contextual, discursive, and cultural elements into consideration and recontextualizing them in the target culture. This signifies that the translator acts as a rewriter who creates the target text as a result of subjective and individual translation decisions, benefiting from his subjective interpreting act and background as put forward by Lefevere within the concept of rewriting. Speficially, we could state that the translator has read the source text, analyzed it, and has resorted to several ways in order to create and/or appropriate the poetic reflections of the source text in the target language and culture. Throughout the analysis, structural, ontological, and orientational metaphors form an important part of the selected poems and the translator has likewise attempted to create these metaphors in the target language. This supports the idea that the translator has attempted to fulfill the actionality of recreating the metaphors of the source text in the target language and culture for the target readership. It is therefore expected and affirmed that the translator has (re) formulated the metaphors of the selected poems, which significantly rely on&nbsp;subjective interpretations. By doing so, the translator has tried to carry over Keskin’s voice together with his own in the poems in the target language, two of which are harmonized by (re)creating the structural, ontological, and orientational metaphors in the target language/literature/culture for the target readership. This inevitably enriches the possibilities of the target literature and language through metaphors peculiar to the source culture and/or Keskin entering into the target system, which leads to the concept of a metaphor-based rewriting act.

English Translations of Birhan Keskin: A Metaphor-Based Approach to Poetry Translation

Ebru

THE GRAMMAR DIFFICULTIES THAT NATIVE TURKISH SPEAKING STUDENTS FACE WHEN LEARNING SPANISH

Uğur

EXAMINATION OF THE SYMBOLS IN TWO POEMS OF JOSÉ DE ESPRONCEDA ACCORDING TO THE THEORY OF SYMBOLIC IMAGINATION

The battle between memory and time, which is trapped between a dream and the truth, manifests itself in different forms in the darkness of literary texts. In the mental journey that begins with Alice’s dream, the concepts of time and space are first erased, and then, by experiencing a unique journey, the reader gets out of the story. The narrator, experiencing different dimensions of time that are lost due to an accident in Edgar Allan Poe’s “MS. Found in a Bottle,” again throws a short-term glimpse into the past as a result of an accident in Tanpınar’s “Past Time Dresses.” When one enters this universe, by combining the “chronotope” with the imaginary World, everything changes and loses clarity. Jung’s “anima,” which is given to the feminine image within the man, extends back to the maternity concept, and it is seen that this concept dominates the work of both authors. Considering the scope and extended boundaries of world literature, we can see that literary works advance through each other’s influence, and each work of art adds innovation to the text by introducing a style, a form drawn from the author’s previous work, thus each written text becomes a preliminary stage of another text. This preliminary preparation stage progresses psychologically and is based on the concept of time in the consciousness–unconsciousness plane. First, under the leadership of Bakhtin, who combined the concepts of time and space with the word “chronotope” and based on Edgar Allan Poe’s “MS. Found in a Bottle” story, we will attempt to decode the codes of the imaginary journey within Tanpınar’s “Past Time Dresses.” Also accompanied by the concept of “anima” of Carl Gustav Jung, who adorned the common universes of two authors, the woman who is a myth in Poe’s “Ligeia” will be evaluated comparatively with her appearance in the art-mother cloak in Tanpınar’s imaginary creation called “keti.”

Looking For Tanpinar’s Previous Time Dresses in Poe’s Ligeia and Note in Bottle Stories - Capturing the Imaginary Chronotope and the Anima in Alice’s Dream -

Relaciones entre el orden y el desorden de secuencias y cronologia en Pedro Paramo

Özlem

THE WRITERS THAT MASTERMINDED THE BIRTH AND THE DEVELOPMENT OF THE SPANISH FRANCOIST IDEOLOGY

Esra Başak

Hélène Cixous appeals to woman through feminine writing and creativity in her essays entitled The Laugh of Medusa and Outways in The Newly Born Woman published in 1975. In these essays, which gained a worldwide recognition, Cixous invites women to write and develops a new thinking and reading approach of sexual differences. She paved the way for feminine writing with mythological and intertextual references by using a deconstructive lecture. The Laugh of Medusa published in Arc deconstructs the phallologocentric thinking in occidental philosophy, the text reads Medusa which was conceived as an enigmatic figure and the dark side of the continent by mentioning the sexual differences in a multiple-voiced discourse. No way out for a hierarchical structuring in which one of the terms applies a kind of violence to the underestimated second term. By following the traces of Jacques Derrida’s deconstruction of phallogocentric occidental thinking the Kabuk of Zeynep Kaçar and the Inside of Hélène Cixous is read by a comparative feminine writing on the basis of The Laugh of Medusa and The Newly Born Woman both published in 1975. The researcher will try to respond to these questions:&nbsp;<ul><li>How does Hélène Cixous develop an interior-writing in order to reach the dream of reality by her auto-fictive text entitled Inside?</li><li>How does Zeynep Kaçar find the way leading out of the shell by the interiorvoice of her fictive characters who speak out ? </li><li>How is the phallogocentric thinking linked to the death, the masculine, the&nbsp;speech and I, is deconstructed by the life, the woman, writing and the other? </li><li>How can we evaluate the potential on the plural creativity and the writing aesthetics of “écriture feminine” which disseminates, changes and transforms and follow up on the traces of such writing style?&nbsp;</li></ul>By deconstructing the phallogocentric occidental thinking with a new creativity and writing practice and the masculine domination, Luce Irigaray, Hélène Cixous and Julia Kristeva developed a new dynamic in feminine criticism. They criticised the negligence of feminine writing in philosophical and literary texts. The researcher intends to do a comparative lecture of feminine writing of Zeynep Kacar’s Kabuk and Hélène Cixous’ Inside on the basis of the essays written by Cixous on 1975 entitled The Laugh of Medusa and Outways. Hélène Cixous develops a feminine writing by deconstructing the perception of historical writing conquered by masculine structure and the rhetoric movement. By dissociating the law from the symbolic, she composes her ideas on feminine writing and sexual differences. In this research, the aim is to investigate Kabuk and Inside on the dichotomies of body/soul, woman/man, life/ death, writing/speech, I/other as it is stated as more than one language by Derrida. Thus, the researcher aims to trace the feminine creativity , aesthetics which is transferred, changed and disseminated continuously in Derrida’s words . The aim is to read Cixous’ autofictive book which reaches the dream of reality and the outside of the inside via an interior-writing and Kaçar’s book which tries to arrive from the soul to body via an interior-voice and to deconstruct the fallus-centered death, man, speech and self by life, woman, writing and other. Consequently, the researcher finds an answer to these questions and a voice, which encounters the appeal of Cixous in Zeynep Kaçar. According to Zeynep Kaçar, women who were abandoned to the imaginary and the unconsciousness should be taken out of the phallocratic discourse and find a way leading to the symbolic order and interior-voice just like the interior-writing in Hélène Cixous. They who were imprisoned and regressed in phallogocentric formulations of the masculine hegemony should break the shell into pieces and overcome the lack associated with them. They should also create their own color, identity and voice on the stage of history.

Outside of the Inside and Inside of the Kabuk(Shell)- A Deconstructive and Comparative Lecture of the Feminine Writing in Hélène Cixous and Zeynep Kaçar

Damla

In Greek schools, literature textbooks are made up of anthologies, titled Anthology of the Literary Canon. In this study, extracts occurring in these books are analyzed together with the informational notes and exercises. There is a reference to Turkish people in two reading texts in Δελφίνι/ (Dolphin), in eight reading texts in Στο σκολειό του κόσμου (The World School), and in seven reading texts in Με λογισμό και μ΄όνειρο (With Ideas and Imagination). Turkish people predominantly feature in the reading texts that deal with significant events in Greek history. In nearly all of these historic events (Tourkokratia, 1922 Asia Minor Catastrophe, and 1974 Cyprus), Greek and Turkish people constitute the two parties in conflict. There is one common element present in these texts with reference to how they deal with the image of the “Turk.” In most cases, even if the main body of the reading text does not include a negative image of Turkish people, this is conveyed by the additional notes that give the reader some extra information on either the text or the author and the reading exercises concerning the text. Thus, the image of the “Turk” is completed with these notes and exercises, although in most instances the text itself proposes a neutral image of who the “Turk” is. First of all, Tourkokratia is not described as a common history shared by Greeks and Turks. In contrast, Greeks are described as citizens who cannot stand the torture of Tourkokratia and who have no other choice but to struggle against it. The stereotype of a “Turk” that is evident in these texts is an anonymous and undefined figure who only represents martyrs and evil rulers. When the Asia Minor Catastrophe is retold via the reading texts, the figure of the “Turk” is not reflected as part of Greek history or geography. In contrast, the “Turk” appears in the final scene of historic events and represents the figure that may be found guilty of the events. The only instance in which we see Turkish people devoid of any historic meaning, appearing as normal citizens and usual parts of the society, is in the narrative of Cyprus, 1974. In these extracts, the Turk is not a soldier but a mother, a father, a child, or the family in general. They do not appear as stereotypes but as identified people whose names we learn. The Cypriot Turks in those reading extracts have a more positive image&nbsp;when compared with other Turks in other reading texts. What is more, they have some common features shared with the Cypriot Greeks. Therefore, the Greek narrative identifies a Turk in Cyprus as someone who is similar to a Greek living on the same island. Except for the reading text concerning Cyprus, only two other texts describe Turkish people as those who share a historical era and geographical proximity with the Greeks. The image of the Turk is considered harmless if they are able to learn and apply the rules of Greek society, religion, and culture. The study also includes detailed tables depicting the exact readings through which the above mentioned analyses have been conducted, the names of the authors, and the historical eras they refer to.

The Image of “Turk” in Greek Primary School Textbooks

Çağatay

Zeynep Seza

Tahar Ben Jelloun, one of the most important representatives of French literature, has masterfully reflected the individual, social, and cultural troubles of the other. The imaginary atmosphere created by him in his stories is a major factor that attracts readers. Jelloun received the “Prix Goncourt”, considered one of the most important awards in literature. The Sacred Night, for which he won this literary award in 1987, is a continuation of The Sand Child. In this work, Jelloun examines the problem of living as a woman and the struggles occurring from the existence of a woman as an individual in Moroccan society; he presents his story in an impressive way through a character called Zehra who is raised as a boy from childhood although she is a female because of his father’s desire to have a male child. The truth about Zehra’s identity comes to light during Ramadan, at the night of Power, while his father is in his deathbed. Since the time she learns her true identity, the outrageous journey of Zehra to exist as a woman forms the whole of the novel. In this study, we examine Tahar Ben Jelloun’s impressive novel by following the path of the semiotic method of Greimas, also known as the Paris school of Semiotics. This semiotic study aims to reveal the transformation of the narrative process in the text on the basis of semantic oppositions and the relation of the individual to the space and time in the direction of these transformations in the surface and deep structure. Before starting our study, it is necessary to create a definition that involves the concepts of memory and identity in the literature because both memory and identity provide an epistemologically large perspective. Once we limit this perspective in a certain way, we observe the identity structure of the protagonist (Zehra) in her

The Perception of Memory and Identity in The Sacred Night of Tahar Ben Jelloun

Şevket

Romain Gary was born in Lithuania in 1914. After living in Italy and Poland for a while, he and his mother settled in France in the early 1930s. In his childhood, he took an interest in literature by means of the influence of his mother who dreamed of a brilliant career for him. He achieved his first significant success in the field of literature with his novel L’Education européenne, and in 1956, he won the Goncourt Prize for his novel Les Racines du ciel (The Roots of Heaven). Gary, who became mediatic with his marriage to American actress Jean Seberg and who was well known in the world of cinema, continued his literary works. Later, the events in Romain Gary’s literary and personal life became the subject matter of discussions in literary circles known as ‘Affair Ajar’. However, for Gary, this was no longer a literary polemic. It witnesses an existential dimension of life, which gets the literary circles of its time, the critics as well as the readers, into an obfuscation and scam circle. The factor that triggered the more or less severe debate would be critically categorical and ruthless judgments of the writer. Gary planned to play a game with the literary world as critics referred to him as a self-repetitive, exhausted and barren writer. In 1975, with his novel La vie devant soi (The Life Before Us, or Momo), he won the Goncourt Prize for the second time, although this award is usually given to a writer only once in their life. Gary must have completely vindicated his literary avatar; the emergence of the deception would be the big scandal for the writer. In fact, as the award is given to a writer only once in their life, his second award would endanger Gary’s literary career. Although Pseudo, the main concern of this study, appeared as an attempt to rescue Ajar, the author of Gary’s La Vie devant, humorously reveals the insufficiency of literary critics of its period, their malicious intensions, the hypocrisy of society, the slickness of its values, social pressures, the sanctions and constraints that prevent people from becoming oneself. In this study, we try to reveal the impossibility of being-oneself. Being-oneself is primarily the subject matter of ontology. In addition, it is a very controversial and multi-layered discussion of the theology, psychology, sociology, and even political science in the framework of the problem of identity. Being-oneself is not limited to living and knowing who you are. Being-oneself and existence develop as a continuum of existence activity, which shows a continuity in its given condition. In Pseudo, in which Romain Gary uses the pseudonym Emile Ajar, and which is written in the form of an autobiographical fiction, the impossibility of being-oneself appears as Emile-Paul-Romain, with the identity of its first-person’s autobiography of fragmented/ replicated ‘entity’. The condition of the fragmented identity is also reflected through the narrator, Paul’s psychosis. Belonging to a language, a culture created by this language, a character formed by inheritance, and belonging to a certain origin determined by patriarchal factors emerge as components that originally make it impossible to become oneself. Thus, the narrator of Pseudo wants to get rid of the entity. In order not to reveal that he is Ajar, as the narrator, Paul Pavlovitch’s constant attempt to hide himself also proceeds in parallel with an attempt to escape from belonging. Freedom which seems to provide the conditions and means of beingoneself, ‘the other’, an important place where self-recognition and self-awareness are formed and the society into which one is born formed by the norms and becomes an ossified structure also makes being-oneself a matter and almost impossible. At this stage, on the one hand, the choice made by the narrator in his freedom, the trick/ deception he attempts make to be himself impossible, on the other hand, social oppression, sanctions and rules also nourish such an impossibility. In a hypocritical society where it is the basic attitude to pretend, it also turns out that it is impossible to become oneself, and in this respect, the novel also reveals the hypocrisy of society. The normality is also questioned in a society where people who do not participate in the game of ‘pretending’ are sent to a mental hospital on the grounds that they cannot adapt to society. The narrator’s identity which is fragmented into three or which can be called as three-layered, Emile-Paul-Romain, emerges as an important factor in non-beingoneself. In this respect, in the dialectical fight between fact and fiction and the fight between fact and scam, in order to lessen the effect of “belonging”, it is shown how one who wishes to hide himself in an effort of non-being disappears due to the impossibility of his non-being.

The Impossibility of Being-Oneself in Pseudo by Emile Ajar / Romain Gary

Nkouda Sopgui

In German historiography, women’s participation in colonial conquests has long been ignored. In fact, as early as the 1880s, the German female bourgeoisie began to take an interest in the colonies. It was common for bourgeois women to gather within a feminist circle and to accompany the men on colonial expeditions, thus putting the patriarchal origin of the German Empire into question. A woman’s main responsibilities in the colonies included nursing, obstetrics, malaria prevention, and household chores. Participating in colonial enterprise allowed women to avoid experiencing the patriarchy as passive victims, thereby portraying the colonies as possible places for female emancipation. Novels about traveling and colonialism were born out of these women’s journeys. These novels not only describe life in the colonies, but also portray the German feeling of superiority and their mission of civilization. This paper examines the role of German women in colonial conquests through study of the novel In the Land of Promises, by German author Frieda von Bülow. Undoubtedly the best-known female writer in the German colonial movement before the First World War, she became the founder of the German colonial novel. After the unification of Germany in 1871, the national and colonial question formed the foundation of German identity. In the wake of these expansionist movements, German colonialism appears to propagate the Pan-Germanist ideology. In this light, feminist movements are not left out. Women’s writings show the legitimacy of the colonies and how the feminine imperialism contributed to creating the colonial profile of the young nation through their participation in the migration to the colonies. Our contribution focuses on Frieda von Bülow’s colonial novel In the Land of Promises. This paper examines women’s emancipation as a strategy for legitimizing colonialism. It argues that female colonialists hampered contact between male colonizers and indigenous women in order to maintain racial purity. The female subject should be the colonial ruler as a necessary cultural and ideological companion. The dispositive participation of women in colonialism was used to dictate colonial racial politics. Women’s presence in the colonies was intended to legitimize the predominance of the colonial metropolis. Von Bülow’s novel shows that women’s presence in the colonies, which at first might seem to be a form of emancipation coupled with exoticism, in fact led to the legitimization of colonization. As a result, the notions of sex, race, and colony are tightly bound together. Ultimately,&nbsp;the novel shows that women’s participation in the colonial process made it possible to establish a racial order in the colonies. Our investigation of the colonial narrative in the novel focuses on the physical representation of the female subject in the colonial situation. Here, gender, race, and colony are three terms that are linked to produce the cultural differences and racial demarcation of colonial space. The colonies serve as a projection screen in a multilayered way for colonial fantasies and also for the women’s freedom to participate in colonialism. An examination of the problem of the female journey within the German Empire led to our conclusion that many roles were assigned to German women who lived in colonies. Their presence represented sexual morality, purity, and national values. Von Bülow addresses German white women’s power and position meticulously in her writing. Women’s active participation in colonization can be seen as an attempt to establish a hierarchical, racist, white order and to participate as mistresses of colonial subjects within the German expansion.

Female Travel in the German Empire: Women’s Emancipation and Advocacy of Colonialism in Frieda von Bülow’s In the Land of Promise

Mehmet Serhan

Modern Greek literature has been nourished by the historical, political and social phenomenon since 1821. The historical, social and political events in Greece after the Second World War prepared a literary ground for Greek writers to use their creativity. As thematic elements, the occupation of Italy in the Second World War, the resistance to this occupation, the famine and the civil war enabled the researchers to classify writers within a certain period as the ‘Generation of 45’. These writers depict not only the events during and after the Second World War in Greece, but they also reflect the literary movements and techniques across the world while continuing the Greek tradition that preceded them. In addition, while clearly reflecting on their works the dilemma brought by the period, they also convey personal and sometimes social opinions in a unique style. The work of theater and novel writer Pavlos Matesis, the subject of this study, was examined by some researchers within the Generation of 45 group. However, these studies were found to be inadequate in terms of academic point of view. This work discusses the place and kinships of Pavlos Matesis in Modern Greek literature and the Generation of 45. Thus, it aims to provide a new and comprehensive contribution to the academic work on Pavlos Matesis. The study attempts to clarify the position and artistic style of Pavlos Matesis via his work Dilsizin Kızı (The Daughter). The story, to some extent far from epic historical narration, explains starkly how and by how much Greek society has been affected by the era of the Second World War. Using a fairly ironic style in his work, Matesis strengthens the structure of the story with rich side characters and depicts a traumatic period and its influence on Greek society. Contrary to a heroic epic, the work reflects Greek suburban culture by setting historical events in the background. However, the most genuine characteristic of the novel is not merely the story, but also the presentation of the story with the elements of post-modernist novel. The tale is told directly in a self-referential and episodic way by a woman protagonist, who turns into an anti-hero with incoherent narration. The protagonist examines the era by showing the tragicomic dilemmas, and the absurdity and the ruthlessness of life and history. Side stories in the novel also create a temporal distortion and ask specific questions of the reader, creating the technique of participation. The theater background of Matesis takes place in the story within the narration of the protagonist, which can be considered as self-referential. In addition, both the notion of nationalism and the concept of ‘other’ in the work were examined, and extent that the events in history changed the notion of ‘other’ was explained with the fictional examples. The study aims to show the characteristics of post-modernist fiction and the artistic style of Pavlos Matesis in his work Dilsizin Kızı (The Daughter). Thus, it was found out that the writer and his work constitutes a paradigm of the Greek prose tradition and a post-modernist fiction that questions nationalism, history and modern age through the perception of an unstable anti-hero.&nbsp;

Pavlos Matesis and Post Modernist Elements, Nationalism and The Other in His Work “The Daughter”

Gülşah

Gabriel Garcia Marquez ve Kokuların İmgelemi

Nina

This article is about two important texts of German expressionism: The Spirit of Utopia and Dawn of Humanity. The Spirit of Utopia was written by Ernst Bloch (1885- 1977), a German philosopher associated with the Frankfurt School of Critical Theory. The Spirit of Utopia was written between 1914 and 1917 and published in 1918. It was then revised by Bloch and appeared in a second edition in 1923. The Spirit of Utopia is considered Bloch’s first important philosophical work. It had a profound and lasting impact on many Frankfurt School thinkers, such as Theodor W. Adorno and Walter Benjamin (the latter was not a member, but, like Bloch, closely associated with the Frankfurt School). The Spirit of Utopia contains all the philosophical questions which preoccupied Bloch throughout his life and which found their most elaborate expression in his main philosophical work The Principle of Hope (1959). Dawn of Humanity is an anthology of German expressionist poetry. It was edited by Kurt Pinthus (1886-1975) and first published in 1919. Its complete title is Dawn of Humanity: Symphony of Most Recent Poetry. It is considered the most representative and influential anthology of German expressionist poetry. Its poems were written between 1910 and 1920. Dawn of Humanity contains poems by both well-known writers, such as Else Lasker-Schüler, Franz Werfel, Gottfried Benn, Johannes R. Becher and Georg Trakl, and by lesser known writers, such as Alfred Wolfenstein, Karl Otten, Kurt Heynicke and Ernst Stadler. As editor and critic, Pinthus was an important and influential advocate of German expressionist literature. Throughout his life he was committed to reconstructing and making accessible to the German reading public the life and work of writers who were persecuted by the Nazis from 1933 to 1945 and whose books were suppressed and destroyed by them. The aim of this article is to explore thematic affinities between The Spirit of Utopia and Dawn of Humanity. This article is divided into three parts: Introduction, main part, and conclusion. The main part is subdivided into three sections: 1. Dawn of Humanity as a symphony and Bloch’s philosophy of music, 2. Social critique in The Spirit of Utopia and selected poems of Dawn of Humanity, 3. Utopian vision in selected poems of Dawn of Humanity and The Spirit of Utopia. The first section deals with the conception of Dawn of Humanity as a symphony and with Bloch’s views on music. Special attention is given to the importance of the so-called humanity melody by Ludwig van Beethoven for Bloch and Pinthus. This section mainly refers to the following texts: Zuvor (Before) and Nach 40 Jahren (After 40 Years) by Kurt Pinthus and&nbsp;Philosophie der Musik (The Philosophy of Music) and Zur Theorie der Musik (About the Theory of Music) by Ernst Bloch. The former texts are prefaces to Dawn of Humanity and were published in 1919 and 1959 respectively. The latter texts constitute two chapters of The Spirit of Utopia. The second section of this article focuses on social critique in The Spirit of Utopia and selected poems of Dawn of Humanity. The poems selected for discussion are: Alfred Wolfenstein’s Städter (City Dwellers) and Das Herz (The Heart), Georg Heym’s Der Krieg (The War) and Karl Otten’s Arbeiter! (Worker!). Special attention is given to the problems of loneliness, isolation, alienation, exploitation and war. The third section attempts to trace utopian vision in selected poems of Dawn of Humanity and The Spirit of Utopia. The poems selected for discussion are: Johannes R. Becher’s Mensch stehe auf (Human, Rise), Kurt Heynicke’s Gethsemane and Ernst Stadler’s Zwiegespräch (Dialogue). The focus of this section is on the concepts of brotherhood, reconciliation, communion, redemption, the cultural heritage and home.

Music, Social Critique and Utopian Vision in The Spirit of Utopia and Dawn of Humanit

Francisco Javier

Proverbs. Aforism of Common Literary Places in Elytis and William Blake

Belgelerle İstanbul Üniversitesi Edebiyat Fakültesinde Mülteci Bilim Adamları

Spanish Jews of Thessaloniki (Settlement, Ascension, Great Destruction)

Nicola

Narratological studies on “unreliability” are arguably even more relevant in an epoch for which the term post-truth was coined. The topic has indeed generated over the past years a large number of investigations, ranging from philosophical disquisitions on the very definition of “unreliability” to more practical, but not less complex, debates on how to detect an unreliable narrator. Broadly speaking, academic perspectives on the matter can be distinguished into two categories: the “rhetorical approach” and the “cognitivist/constructivist approach” (Shen, 2015). The first considers unreliability as an intrinsic textual property, encoded by the implied author for the implied reader to detect. The second approach focuses instead on the agency of the actual reader, framing unreliability as a subjective product of the interpretive negotiation processes that the reader engages in via a text. Within this theoretical landscape, Ansgar Nünning’s essay “Reconceptualizing Unreliable Narration: Synthesizing Cognitive and Rhetorical Approaches” (2005) seems to represent a turning point. Nünning proposes to combine the two approaches in the conviction that “unreliable narration is not only a structural or semantic aspect of the text but also a phenomenon that involves the conceptual frameworks readers bring to it” (p. 95). Drawing upon his reconceptualization, this paper proposes to adopt his “synthetic” approach as an analytical tool to explore the strategies implemented by the narrator of Agatha Christie’s classic novel The Murder of Roger Ackroyd. The novel arguably constitutes a valid corpus. Dr. Sheppard, the narrator, presents himself as a trustworthy doctor who faithfully writes down the intricate case of his friend’s assassination, Roger Ackroyd. However, under the inescapable pressure exerted by Hercule Poirot’s “little grey cells,” the narrator is forced in the last chapter, written as a sort of suicide note, to disclose the “truth”: he declares himself the actual murderer and openly discusses the narrative strategies that allowed him to “lie” all along. This paper focuses on Dr. Sheppard’s metanarrative hints in the attempt to argue that his concealment strategies signal a substantial parallelism with Nünning’s combined approach, containing both rhetorical and cognitivist elements. To make this argument, the paper divides the analysis of the narrator’s unreliability, based on close readings of the texts, into two sections. The first intends to demonstrate that Dr. Sheppard intervenes on the narration by removing “fragments” of facts, quantitatively limited but qualitatively crucial for successfully encoding in the text his fictitious “reliability.” The second section emphasizes the way Dr. Sheppard seems to consciously craft his own image as a rational, well-mannered country doctor, so as to cast on his narrative voice an aura of respectability that could resonate with the general readers’ socially accepted norms. The paper concludes by noticing that Dr. Sheppard, in order to produce an unreliable narration, seems to have mobilized elements ascribable to both the rhetoric and the cognitivist/constructivist approaches. His self-presentation as a reliable narrator arguably indicates a conception of unreliability as a property textually encoded by an authorial agency and, simultaneously, as a result of an interpretive negotiation between reader and text.

How to Become an Unreliable Narrator: The Case of Dr. Sheppard in The Murder of Roger Ackroyd by Agatha Christie

Tarihsel ve Coğrafi Açıdan Tekirdağ ve Çevresi: Kent, Kültür ve Kimlik

Paola

This essay investigates the role of empathy in Kazuo Ishiguro’s work A Pale View of Hills, a novel published in 1982. Empathy —which into our collective conscience seems to play a marginal role —is frequently replaced by mere emotional expressions because they are considered the most effective ways of showing human propensity to comprehend sentimental or rational events. Often confused with compassion, empathy does not require the subject to substitute him/herself for another person’s experiences, thus reducing him/herself to a state of object. But, each individual must be conscious of his/her “qualitative difference” (Nussbaum, 2008, p. 338). As Martha Nussbaum points out “compassion is distinct from empathy, which involves an imaginative reconstruction of the experience of the sufferer” (Ibidem, p. 337). Further, the empathetic relationship requires the subject to maintain the necessary distance between him/herself and the other. He/she has to become conscious that the pain or joy of another person does not belong to him/her. This process is exhaustively described by Nussbaum in Upheavals of Thought. The Intelligence of Emotions in which she delineates empathy as a psychological mechanism: “it involves a participatory enactment of the situation of the sufferer, but is always combined with the awareness that one is not oneself the sufferer” (Ibidem, p. 337). Following Nussbaum’s theory, we may consider Ishiguro’s novel as a way through which he leads the reader to explore in depth the nature of empathy between the protagonists: Etsuko and Sachiko. The story is narrated throughout from Etsuko’s perspective, a mature Japanese woman who emigrated to England together with her second husband. From the beginning of the novel the reader is projected into an unusual atmosphere of gloom and silence. Something hangs in the air. Then, the&nbsp;reader finds out that Etsuko’s eldest daughter, Keiko, committed suicide by hanging herself in her bedroom. Etsuko’s second daughter, Niki, attended the funeral service of her sister, though she had never had any relationship with her. This episode opens important reflections on all experiences that encourage the protagonists —and the reader— to comprehend the emotional situation of the moment, and gives them opportunities to try empathizing with the points of view and needs of the others. Ishiguro seems to undermine the dialogic method by transforming it into a relational dimension and by giving emphasis to individual aspects. Gradually, Etsuko and Sachiko enhance relationships by understanding their own feelings and by empathizing with the feelings of others. Thus, the role of empathy, as the author uses it, is not that of substitution. Ishiguro describes it in terms of projection. The empathetic interaction is the result of words —said and unsaid— as well as of gestures and silence. It manifests itself progressively. The author intertwines the emotional events through the female protagonists and gives them the possibility of sharing a common emotional situation in a non-conflictual way. As already observed, empathy is not built on suffering, but on intensity of feelings, and on profound emotions. It primarily focuses on the events experienced by the characters, giving rise to a narration developed through polarity or opposing pairs: emotional/rational. The characters predominantly involved with emotions are Etsuko and Sachiko; on the contrary, those who are related to rationality are Ogata-San and Jiro. As we might argue, all the experiences the female protagonists share —and lived as fundamental elements of their biographies— focus on what we might call the semantic of emotions, as opposed to rationality established by the male characters Ogata-San and Jiro. They focus, instead, on what might be defined as the grammatology of relations, that is, the connection between the characters based on reason rather than emotions. In fact, they are capable of governing themselves: either when they have to face anger and frustration, or when they lose their certainty or their will diminishes, they resort to the acquired rules. Thus, the ethic of responsibility, the sense of duty, and the respect for existing codes of conduct constitute the habitus of the male universe described in the novel. This becomes a fundamental pedagogic moment through which the author reinforces all the rules which define the start of adulthood into the masculine world. On the contrary, the aforesaid female characters are built on different principles. In fact, the protagonists’ relationship becomes a paradigm for the reader who clearly perceives, through them,&nbsp;their authentic emotional state: they promote in themselves the attitude of openness to diversity, the meeting with the Other. In synthesis, we might argue that Ishiguro’s imaginative construction begins with the observation and analysis of elements of the outer world, and culminates in the psychological, focusing his attention on individuals and their inner conflicts. His work constitutes precisely a combination of fundamental aspects in which impulses are fused with emotions; empathy is the core of the novel, and emotions, as Nussbaum observes: “shape the landscape of [the characters’] mental and social lives” (Ibidem, p. 1).

A Pale View of Hills by Kazuo Ishiguro. Empathy and the Unsaid

Didem

“The truth is poison,” goes a Khmer saying. Between 1975 and 1979, an estimated two million Cambodians were massacred following this “truth” that Khmers called “ideology.” In order to fully grasp the dynamics of this poisonous “truth,” Rithy Panh, a survivor of the Khmer Rouge genocide, focused on the legacy of this regime through the examination of its agents and atrocities. Cinema became the first medium that motivated Panh to revisit this most tragic chapter of Cambodian history. Panh, in his films, personally encounters the persecutors and asks them to speak without being a part of the discourse himself. Elimination (2011) emerges from this silence, the strategy of dissimulation in his cinema. In his book, Panh revisits his experience of encountering the persecutors, while expressing himself by presenting a complete picture of the genocide to the public. This paper aims to examine Panh’s holistic approach, as witness, filmmaker, and writer, in order to communicate the reality of the Cambodian Genocide through narrative and visual strategies. Panh’s consummate discourse stands as a visual-narrative construction, where the fragments of history are broken down to reconstruct the memory of the genocide through a combination of images and words. The first part of this paper addresses the strategies and the generic complexity of Rithy Panh’s cinema and narrative. Panh’s primary objective is to reveal the logic behind such brutal violence. His cinema and narrative are both based on the process of extracting meaning both from the interviews with the persecutors and the visual archives that are omnipresent in his works. However, ethical concerns are present in any representation of immoral figures, since the reader could be unintentionally fascinated or identify him or herself with the represented persona, as suggested also by Charlotte Lacoste’s and Dominique Baqué’s theories. In response to that issue, the paper elaborates upon how Panh manages to balance ethics and aesthetics in his representation of the persecutors. Furthermore, Elimination’s narrative device represents a liminal space, in which the fragments of memory are in a constant combat with the problem of denial and omission of the genocide’s reality. In Panh’s work, the intersection of the narrative discourse, parallel to brutal descriptions of decomposed bodies, is not used to hyperbolize the truth of the genocide, but rather to bring the reader closer to the very nature of human beings. Cathy Caruth, in this sense, is a valuable reference, as&nbsp;she elaborates on the relationship between the juxtaposition of the body members and their function in the narrative discourse. Ultimately, Rithy Panh’s capacity for combining images with words facilitates the process of making meaning of the unspeakable and incomprehensible reality of the Cambodian Genocide. In this sense, his narrative could be viewed as a metadiscourse, in which he is in conversation with his reader. In doing so, his path of understanding transforms into a collective effort, and his progressive reconciliation through the artistic production becomes a shared experience of the humanity of recognizing his own nature.

Images and Words: Remembrance and Reconstruction of the Cambodian Genocide by Rithy Panh

Mediha

This article explores Erich Auerbach’s concept of memory as a method of representing reality – “recovery of lost realities in remembrance” – through a close reading of Virginia Woolf’s novel To the Lighthouse (1927) and Marcel Proust’s novel In Search of Lost Times (1913–1927). In the last chapter of Mimesis: The Representation of Reality in Western Literature, Auerbach demonstrates that use of a first-person narrator, an important characteristic of the modern novel, indicates at the same time a preoccupation with the literary depiction of memory. This study’s goal is to shed light on memory as a form of consciousness; thus memory is “the memorizing consciousness,” comparable to a metaphor of a flash (Benjamin) that enlightens the sub-conscious. Defining Proust’s literary depiction, called by Auerbach “recovery of lost realities,” and by his friend Walter Benjamin “visualization” of memory, an interesting analogy can be noted between Benjamin and Auerbach’s concepts of memory. Both terms assume profound engagement with the past. Hence Auerbach and Benjamin have argued that through such engagement, important historical and social moments are made visible as descriptions of reality – the recovery of lost realities in remembrance. Unsurprisingly, therefore, Auerbach and Benjamin’s perspectives intersect in depicting Proust’s novel as “chronicle of memory.” In “Thesis about History of Philosophy,” Benjamin uses another metaphor for memory, the metaphor of a flash in a “moment of danger.” In “The Brown Stocking,” the last chapter of Mimesis, Auerbach elaborates on stylistic characteristics of modernist novels, for instance, multi-personal representation of consciousness, lack of objective authorial perspective,&nbsp;the problem of space and time in comparison to film. He does this through a phenomenological analysis of Virginia Woolf’s To the Lighthouse and Marcel Proust’s In Search of Lost Times. Auerbach’s methodology of research is comparable to gold digging in the deepest layers of the earth. His phenomenological interpretation of text fragments is prolific because it leads to “recovery of lost realities as remembrance.” Walter Benjamin, who co-translated Proust’s two books of Lost Times in 1926, uses in “The Image of Proust” (1929), the term “remembering author,” that is, one who works on memory through “tight weaving” (strenge Webevorschrift). Thus “the weaving of memory” (Proust’s mémoire involontaire) is the key metaphor for Benjamin. Auerbach concludes his elaboration of modernist novels with a critique of their content. He underlines that modernist authors’ writings are characterized by a “turning away from the practical will to live,” “hatred of culture and civilization, brought out by means of the subtlest stylistic devices which culture and civilization have developed,” “a radical and fanatical urge to destroy,” and an “amorphous sadness, and doubt of life” (487–488). Auerbach’s Mimesis is a book of memory that covers Western literature from the ancient world to the modernist novel in the 20th century. Peter Weiss employs the term mnemosyne (“mother of all arts: called memory”). Searching for the development of a historical memory, in his three-volume novel The Aesthetic of Resistance (1975, 1978, 1981), Weiss has discussed works of art from different ages, beginning with antiquity through to the modernist novel, like Auerbach, as memory. The memory of resistance has the same function as the memory of art, with which an analogy to Benjamin’s “Thesis on the Philosophy of History” is associated. “To articulate the past historically does not mean to recognize it the way it really was. It means to seize hold of a memory as it flashes up at a moment of danger.” (Benjamin 1940/1977, p. 253). For Benjamin, the moment of danger meant the total danger of death throughout Hitler’s regime, which threatened dissidents as well as traditions and cultures. In this way, for Benjamin, memory is equivalent to a flash that enlightens the memorizing consciousness.

Representing Reality: Erich Auerbach’s Concept of Memory

The great losses, pains, and crises caused by the two world wars, coupled with the technological, political and economic developments in the twentieth century, have turned the world into a meaningless and complicated place for modern people. The novelists and literary critics of the period who dealt with this depressive era of humanity rejected the previous era’s theories of the novel by beginning a search for new forms and criticism methods. Bakhtin, who brought an innovative approach to literary criticism, was one of the literary critics of the aforesaid period. He focuses on the novel genre and introduces new terms such as dialogism, heteroglossia, polyphony and carnivalesque to literary criticism. The reason why Bakhtin concentrated his studies in this field is that, for him, the novel is the only narrative genre that can accommodate the polyphonic and multilingual, multi-layered structure and different discourses together. The novel is seen as a field of conversation that proves the existence of multiple autonomous voices and presents various layers of social language in a dialogical relationship. M. Kundera’s novel Ignorance, which we examine in the light of this theoretical information, claims attention as an important example in terms of both the author’s understanding of the genre and the polyphonic structure that we have mentioned. M. Kundera sees the novel as an area of “possibility” and in his novel he reflects that each character can be his/her own field of existence. The author includes the characters in his fiction as the objects of their own worlds, as carriers of their own discourses, instead of passive characters. Protagonists are reflected as self-conscious characters with their own discourses; they are liberated, non-monotonous individuals out of the control of the writer/narrator. Ignorance is a novel centred on themes such as remembering, forgetting, loneliness, alienation, homelessness, nostalgia and memory. The narrator focuses on the experiences of the two heroes Irena and Josef who go back home after years of&nbsp;enforced migration. However, the novel shows that, in a sense, this homecoming is impossible. Seeing that their habits have changed (Irena) and that they have an estranged relation with their own memory (Josef), they realize how disconnected they are from their past. After years of refugee life, they are now treated as fugitives or foreigners in their homeland. The sense of non-belonging during their lives as refugees also continues when they come to their home country. It is not a simple question of homecoming that the author deals with in his novel. The writer who divides his experiences of exile into the characters of Irena and Josef, considers division, lack of a sense of belonging, alienation and inadmissibility as the basic issues of his work. The narrator narrates the journeys of Irena and Josef, first separately, and then together on three main axes. This shows that the novel is based on multiple mechanisms in terms of its structure. Instead of a chronological single main event, a binary structure is created. At the end of the work, although the two journeys are combined, the reader is presented with the openended conclusion that the protagonists will follow different routes. Although the story is narrated by a third person narrator throughout the novel, he/she occasionally crosses boundaries (metalepsis) and intervenes in the universe of the story. The narrator’s intervention with the narrative also takes place in the shape of commenting, giving information or explaining the results of his observations. Bakhtin considers the modern novel as a superficial place where several different voices (characters), including the voice of the narrator, maintain a sort of dialogism between them. We aim to study the chosen novel by showing its polyphonic structure through multiple points of view. This study aims to analyze Ignorance by the Czech novelist Milan Kundera, one of the important writers of the twentieth century, based on the new concepts that Bakhtin has brought to literary criticism.

Uprooted heroes: Polyphonic narrative in Milan Kundera’s Ignorance

Marco

Women’s sports were quite controversial in 1930s Fascist Italy. On the one hand, the regime promoted them: as Mussolini said in his famous Discorso dell’Ascensione (1927), demography was the key to the Empire. Italy could not have any economic growth or go to war without a demographic increase (on that occasion he said, “If our population decreases, we will never become an Empire, but a colony”). For this reason, the Fascist regime promoted physical education in Italian schools, and all forms of female sport: healthier girls would in time become healthier mothers, who would one day give birth to Mussolini’s future soldiers. Then, after the 1932 Olympic Summer Games (whose 1st place in the medal tally was achieved by the USA, thanks in great part to the outstanding performances of their sportswomen), Fascist Italy had one further reason for promoting women’s sports: during the following Games (Berlin, 1936), Italy would win more medals thanks to its female athletes. For this reason, starting from 1933, there was an increase in the promotion of female sports above all Olympic sports, such as athletics and swimming. Yet a large part of Italian society, led by conservative Catholics, protested such innovative activities and (public) competitions, where the audience would be able to watch young athletes and swimmers in shorts and swimsuits. In 1933, a big controversy broke out between Il Littoriale (sports newspaper, mouthpiece of Fascist sports policy) and L’Osservatore Romano (Vatican newspaper) about “immoral” women’s sportswear. An interesting feature of this controversy was the use, by both Fascists and conservatives, of Classical (both mythological and historical) women, such as Cloelia, the Amazons, Atalanta, and Nausicaa, cited as archetypical figures of sportswomen. Cloelia (an Ancient Roman girl mentioned by Livy, who escaped from her imprisonment during a war against the Etruscans by swimming across the Tiber) was given by Il Littoriale as an example of ancient Italian female virtue (being ancient Rome the ancestor of modern Italy, according to Fascist ideology). Rejecting this historical example, L’Osservatore warned that Il Littoriale should search for more appropriate role models for the new Italy envisioned by Fascism, based on a Christian model rather than a pagan one. Moving to mythical women, the Amazons were depicted as negative models by conservatives: their love for physical activity went hand in hand with their “unnatural” love for war. Italian women should prefer Penelope, the good housewife, instead. The supporters of women’s sports found some archetypical positive figures in Greek mythology, such as Atalanta (as a runner)&nbsp;and Nausicaa (as a ball player). Nausicaa seemed to be the most frequently used and diverse archetype, because she was better suited (more than Cloelia) to the Fascist vision of the future Italian donna nuova “new woman”: she was young, she had a healthy body, she was ready to embrace her “natural” fate (being a mother). Mentioning some other women from the Classics (Artemis as a hunter) and European mythology (Undines as swimmers, or even rowers) and from the Bible (Noah’s wife and daughters-in-law as rowers), this study examines these cultural objects, focusing on their language (lexicon) and iconic aspects. The use of these Classical women seems to be a very interesting 20th century cultural clash between the tradition (humanistic literature and mythology, well-known by everyone in 1930s Italy; the traditional view of Italian women) and the revolution (the Italian sportswoman, a very innovative image for the Italian audience, spread by the Fascist regime for demographic reasons). The corpus used for the analysis is composed of journalistic texts (newspapers and magazines) and a sports novel (La palla della principessa “The Princess’ Ball,” written in 1931 by La Gazzetta dello Sport’s journalist Bruno Roghi), in order to test the spread of these archetypes in 1930s mass media. In order to fix this new image of the sportswoman, the Fascist regime had to find some well-known female figures that could be easily admired by the Italian people. Classical myth was the answer.

Swimming with Cloelia, Running with Atalanta, Playing Ball with Nausicaa: The use of Classical Women in Fascist Italy 1930s’ Controversies about Women’s Sport

Ioana

In the 1980s, a group of people that French society sent back to the periphery finally took the floor and embarked on the literary world: Mehdi Charef, born in Algeria, arrived at the age of ten in France, published in 1983 his novel Le thé au harem d’Archi Ahmed, becoming a pioneer that other descendants of North African immigrants will subsequently follow in this adventure. For these atypical authors, breaking with the canon, writing has become the chance to become visible, chance that the country where they were born far from the land of their ancestors or which they joined in during their early childhood, never gave them. Thus, individuals from North African immigration (whether «economic» or «political») have seized the opportunity to say all the ill-being that their families who had chosen years earlier to leave the village in search for a dreamed Eldorado and who found themselves marginalized and stigmatized by a society that wanted to keep them away, and subsequently themselves, as heirs to uprooting, have lived and continue to live. In their literary writings, these “intrangers” writers will often give voice to two major types of characters: parents and children. The parents represent the “first generation” immigrants; the fathers arrived first in France; they then brought their wives and children born on the other side of the Mediterranean; they were sure that one day they would go back the other way, but, unfortunately, that return was always postponed until it was lost sight of. The children, for their part, lead their painful lives under the sign of alienation; whether they were born in the Maghreb or in France, they are from nowhere, they are neither entirely Maghrebi nor entirely French, hence an incessant quest for identity that is heartbreaking. These two categories of characters – parents and children – because of their intraor extra-terrestrial origin will have a singular relationship (most of the time) with the village. In our contribution, we propose to analyse the two turning points of this report, namely bleophilia and bleophobia, these responses to exile arising in particular from the status of the characters (parents or children), their connection to the land of the ancestors (birth, childhood, regular stays) and their relationship to the land “host country” (adaptation, rejection, cradle). Without being properly exiled, forced for political, ideological or religious reasons to leave their “matrie”, the protagonists (parents and children) novels from&nbsp;Maghrebian immigration all live a painful, sometimes exhausting, exile experience. Far from their home country or the land of their origin, they generally relate to it in two ways. On the one hand, there are those who remain strongly attached to their homeland or who carry it in their hearts as unalterable inheritance transmitted by their parents; they dream of the great return, which they succeed in accomplishing (sometimes only after their death) or not; they so venerate this distant land that they end up becoming unaware of the passing of time and the transformations (even alterations) that all that has remained there (objects, people) suffered. On the other hand, there are those who, for different reasons, want to erase their memories, who are striving (at all costs) to detach themselves from a stormy past, a hostile country (even enemy) to which nothing connects them except contempt, fear or disgust. To illustrate these two possible resolutions in the face of « exilience » - bledophilia and « bledophobia » - we rely on the novels Méchamment berbère by Minna Sif (1997), Mohand, le harki by Hadjila Kemoum (2003), Kiffe kiffe demain by Faïza Guène (2004), Pieds-Blancs by Houda Rouane (2006) and Un homme, ça ne pleure pas by Faïza Guène (2014).

Bledophilia and bledophobia as possible “answers” to exilience

Alberto

The aim of this essay is to first re-evaluate the works and the figure of De Amicis (1846–1908), the author of the famous book for youngsters, Cuore (1886). He was one of the most important Italian intellectuals, able to engage personally in order to give a voice to the problems (for example, in the field of school, army, and social situations) and aspirations of a young nation. Nonetheless, De Amicis has not been given adequate critical consideration on the historical level and is still considered a minor author. However, recently some scholars shown a certain curiosity for some of his writings, “heterodox” with respect to the cliché of the sentimental author who was not well known and not well studied. In addition, he was one of the most well-known Italian authors abroad, and he is currently very studied, especially in France, where many of his works are translated. In this “European” perspective (with openings also to the American world), the analysis of the editorial fortune of Constantinople (1877– 78), a travel book written by De Amicis after a brief stay in the metropolis that occurred in 1874, is exemplary. Initially published in two volumes by the Milanese publisher Treves, the book collects the suggestions of many previous writers, in particular French ones, and therefore, it does not escape the vision that, in many ways, is partial and stereotypical of the East. De Amicis weaves a kind of dialogue with these authors, almost challenging them, but he seeks an original way of trying to involve readers in the shows and sensations in that the city, that traveling on foot everywhere, constantly raises. Constantinople was translated into many languages; it was also published in 1882 in an expensive edition, illustrated by about 200 engravings taken from the drawings of the Italian painter Cesare Biseo. Generally, these illustrations commented on the most significant passages of the book, but they also opened up unprecedented paths into the imagination of the reader, eager to see what the writing was attempting to evoke. The verbal and visual languages created an ideal synthesis that extended the semantic value of the book. The illustrated edition, also soon translated into various languages, therefore contributed to form and to confirm the European imagination of Istanbul, and in general, the Orient. A number of general studies have recently been dedicated to Constantinople. On this occasion, the article is addressed to some specific aspects, starting with an explanation of the dedication made by the author, in which De Amicis warns that Constantinople will be his last travel book. In fact, for De Amicis, Constantinople is a sort of arrival point, and a fundamental test to conquer a new conception of the&nbsp;relationship with travel and writing; it also marks the transition to a more engaged literature that, through various stages, will culminate with the publication of the book On the Ocean (1889), dedicated to the problem of emigration. Focusing on the content of the book, the essay takes into consideration the figure of the traveling companion of De Amicis, the orientalist painter Enrico Junck, who plays an important role in Constantinople by introducing a special sensitivity towards the environment and the landscape, enriching the palette of the writer on the color plane. De Amicis dedicates a poem, and other pages in various texts, to him, confirming the deep bond established with him. Inspired by three people thanked by De Amicis, inhabitants in the European district of Pera (which, in a sense, becomes the main observation point of the city), the article focuses on a curious and unknown commemoration of De Amicis: Il genio del cuore. Commemorando Edmondo De Amicis alla Colonia italiana di Costantinopoli (April 24, 1908); its author is Alarico Buonaiuti, the brother of the famous Ernesto Bonaiuti, one of the most important exponents of Italian modernism. The commemoration is important not only for the place in which it is pronounced but because it clearly marks a point of crisis in the relationship between De Amicis and Italian culture. Indeed, in that time, Italian culture was on the threshold of the futurist revolution that would propose a completely different way of conceiving art and literature.

“The fairy of a thousand lovers”: Notes on Constantinople by Edmondo De Amicis

Jawad

Real events such as imaginary stories are often a matrix of literary productions, especially in travel stories. The latter describes the author’s autobiographical or fictional journeys, highlighting all the routes covered and the routes explored. However, these journeys embody for a large part literary topoi, reminiscences of reading or aesthetics at work. The act of writing is also a journey in action that transposes the event and virtual scheme of the author/narrator/scripter. This article retraces, in an intertextual approach, the links forged between lived historical elements and virtual journeys transfigured in Amelie Nothomb’s travel story La biographie de la faim (The Biography of Hunger). The author seems to draw from Greek mythological heritage in order to trace the itineraries of her journey. In other words, Amélie Nothomb’s story mobilizes Homeric intertexts in the elaboration of the autobiographical framework in which the imagination mixes with reality This crossexamination between the elements borrowed from Greek mythology and the tests of the author’s life inscribes the author’s creative approach in an intertextual continuum. This poetic journey reveals a passage from the memory of the creator to the significant construction of the reader: we postulate that Amélie Nothomb’s story embodies an interaction between literary reminiscences for the author and the actualization of meaning in the reader, hence the presence of intertextuality between a co-presence relationship on one side and significance on the other. Intertextuality embodies the link that a text has with other texts and that the heterogeneity of it is only an avatar of this intertextual dynamism. Dynamism which often takes the pace of transformation of previous or future texts, it can even function as a mode of transposition of texts. We start with the definition of intertextuality and its relationship to meaning. After this, a sketch of the novel La biographie de la faim, a focus on the different interferences and dialogues with other texts. Our intention to address the issue of reminiscences as an integral part of the memory of literature and the relationship&nbsp;with meaning in our work is to show what is the relational relationship as well explicitly that the intertextual practices are allusive: the rewrites, the misappropriations and even the preliterary writings contain a history, an aesthetics, a philosophy and a position with regard to the literature of a given epoch. Intertextuality, it is necessary –he recalls it sets in motion the literary memory by questioning the unconscious of the empirical object –text –and positions the reading with regard to the historical background by opening the way of meaning. Beyond a psychoanalytic perspective, the unconscious text must be understood as “the product of a writing, but also of a subjective history. Lived and written history, history of writing” (Collot, 1985), which shows its traces in textual relationships. Unless the literary language denies the relationship of the text to the world, to the real or, in short, to the referentiality, the construction of meaning encourages us to project ourselves into memory, and to enhance reading with data relating to literary history and the history of forms. Thus, Antoine Compagnon emphasizes the conflicting relationship between literature and the representation of the world. He denounces the fragility of the anti-mimetic conception of Barthes and the validity, in some respects, of the Aristotelian mimesis by leaving a way for the intertextuality to connect the texts, product of the Semiosis, and the reality of the world – intrinsic given – proper to the reader Amélie Nothomb’s travel story embodies this mediation between the real and the imaginary, between the reminiscences and the meaning and the notion of travel remains a motif that abounds with literary topoi. Amélie Nothomb’s travel story is akin to a literary memorial in its own right, where literature refers to itself. The intertexts in this case crystallize the different anchors of the memory and serve as a relay both between the texts, and between the texts and reality itself. These textual gears embrace cultural, if not intercultural, interactions.

Intertextuality between reminiscences and significance in Amélie Nothomb’s travel story

Emel

‘Childhood,’ by Nathalie Sarraute, is an autobiographical narrative work based on the author’s childhood memories until the age of twelve. Throughout the narrative, the use of two narrative voices in conversation lends the work freshness and originality. One of these voices represents the sound of her childhood, and the other represents a more conscious critique that controls memories and prevents the misinterpretation of facts. Thanks to these two voices, the author who writes her memories in the form of a conversation creates a new autobiographical narrative type by changing the traditional structure of the novel. This text-oriented study attempted to analyze the internal structure of Childhood, published by Nathalie Sarraute at the age of eighty-three by following Paul Ricoeur’s methods of “verification search” (la quête véritative) that makes up the memory and the “cognitive recognition” (le processus cognitif) process. One of the most important pioneers of the New Novel, Sarraute reflects her inner conversations in memory with these two voices in conversation. Sarraute was 83 years old when she published this work and tried to find the memories of her childhood. Her childhood is narrated in two voices by two first-person narrators. The purposes of this study are to indicate that memory does not only consist of memoirs, and to find out how memory and forgetting affect one’s identity and the social status of the main character in Nathalie Sarraute’s Childhood. The narrator recalls the events that she experienced in the past as far back as she can. The narrative is about the memories of a child who has suffers because of her parents’ divorce. The father is sensitive to the child, while the mother is indifferent to her. The narrator, through psychoanalysis, gives place to emotional images in her memoirs. The narrator also combines the results by supporting the points that she does not remember with images and narratives. Memory is not just the recollection of things done and said; it is also a recall of the past as a whole and the application of the past that leads to conclusions today.

Memory in Nathalie Sarraute’s Childhood

Zafer

Windows on the World is a novel by French literary critic and novelist Frédéric Beigbeder, in which he, on the surface, narrates the demolition of the World Trade Center in 2001 through the deployment of elements of postmodern fictional thematic and formal peculiarities. Although the novel apparently depicts the destruction of the Twin Towers, it turns out to be the cultural, political, economic, and colonial criticism of world affairs. Through the employment of historiographical metafiction, Frédéric Beigbeder re-writes the globally influential terrorist attack by blending his narrative with such postmodern fictional features as pastiche, nonlinear narration, fragmentation in character, setting and time, paranoia, short circuits, and double-binds. The novel Windows on the World, which oscillates between reality and fiction, portrays the colonial aspect of Western countries and the relationship of the so-called “Third World” countries to these powers that prove to be ambivalent within the discourse of postcolonial criticism. It is highlighted, despite the fact that 9/11 attacks can be fixed at a certain date, and its far-reaching impacts stand out to be recurring, somewhat palimpsestic, which triggers new kinds of terror waging strategies mostly in the form of war on war in the way of proxy wars. Hence, reading the novel in question, within the context of postmodern inclinations and features, as well as paying critical attention to socio-cultural and economic variables that have been mostly molded by the media, provides a productive basin on the grasp of ongoing and/or never-ceasing events after the attacks mentioned in Beigbeder’s narrative. As the study focuses on the discussion of the novel Windows on the World in the context of postmodern features, it does so by including cultural criticism, postmodern thinker or philosophers, and we try to present their arguments. However, since the complete discussion of postmodernism is beyond the scope and objective of this study, the discussion of postmodernism is curtailed in relation to the relevance to the issue at hand. Accordinly, Jean Baudrillard’s concept of simulacra, Jean-François Lyotard’s grand narratives, and petit récits are explained, and a brief mention of antipostmodern arguments are cited as the background to the study. While discussing the novel through the lenses of postmodern literary devices within the particular parenthesis of cultural criticism, irony and humor are seen to be blended with subtle and acute evaluations and judgments. This is particularly at stake when doublebinds, intertextuality, and short circuits, which are postmodern literary devices, the meanings and the functions of which are dealt with in the study, are heavily employed. Beigbeder, who conceives the media as a kind of battlefield, organizes his&nbsp;narrative in the form of a minute by minute presentation of the attack in the form of online broadcasting, which is, reminiscent of newscasts. To add a further dimension to the postmodern narrative techniques, the reality of the novel is constantly fragmented through “insignificant” details, such as the difficulty of parenting at an age when responsibility is perceived as an obstacle to freedom. This suspense-like technique, which is used in movies to maintain mostly the feeling of excitement, is now used as an opportunity to fragment the smooth exposition of the events taking place in the novel. It can be regarded both as a chance to comment on the widespread crisis of culture nurtured by postmodern milieu and as a ramification of fragmentation on a thematic level. In stark contrast to the prescriptive nature of traditional novels, in which the novelist usually had an inclination to order a peremptory conduct to be followed without fail, Beigbeder’s novel proves to be descriptive, which solely ends up with diagnosing the ills of the society. Although Windows on the World, by the French novelist and critic Frédéric Beigbeder, seemingly narrates the 9/11 attacks through its nonlinear and metanarrative discourse, it indeed deals with such cultural variables as family and social structure, the effects of globalism on individuals, and an increasing discontent against the Eurocentric view with a mixture of irony. Thus, discussing and examining the novel in the context of postmodern features by the inclusion of cultural criticism will prove beneficial both for the understanding of the literary stance in question, its literary devices, and ongoing conflicts that broke out after the 9/11 attacks.

Windows on the World as a Parade of the Postmodern Features

Erdoğan

Melek

Upon researching this subject area, it appears that most studies on speaking education are theoretical studies. These were carried out by teachers who have many years of experience. The next thing to determine is how best to teach this language skill, which is prioritized and centralized with a communicative approach (learnercentered) (Galisson, 1980) and described as an actor in today’s action-oriented approach (Conseil de l’Europe, 2001). According to Pallotti (2002), a language teaching class in an educational institution is a communication medium in which students and teacher interact. All rules in this medium are generally defined in accordance with some protocols predetermined by institutions. In this agreement, called the “didactic contract”, what, when, how, when and for how long the student will learn in reality is generally implicit. In this case, we must clarify the existing contract, which defines the “rules of the game”, by redefining it as a “didactic contract” to create awareness about the contract’s emphasis on cooperation. On the other hand, Weiss (1979) argues that students’ linguistic needs must be taken into consideration during the language teaching process. From this point of view, one may think that students must have a say in how they are taught the fundamental language skills. This study aims to analyze prospective French language teachers’ views on how speaking should be taught in the teaching of French as a foreign language. The study uses a qualitative approach and is structured with the case study pattern. It was carried out with the participation of 62 volunteers of 120 students from all grade levels, who study at the Department of French Language Teaching of the Faculty of Education at Bursa Uludağ University, at the end of the Fall 2011-2012 semester. The data was gathered from a survey with semi-structured, open-ended questions prepared by the researchers. The Google Docs link for the survey was sent to the students who were notified in advance by electronic mail via the Uludağ University Institutional, Educational and Research Governance System (UKEY). Students were asked to answer in Turkish after being reminded that their feedback as prospective teachers is vital for improving the current teacher training program. The participants submitted their answers within a 17-day period, from October 30, 2019 to November 17, 2019. The researcher downloaded the data as an e-Table (Excel). The data were then transferred into separate Word documents. The answers were labeled from “S1” to “S62” using the abbreviation “S” for Student. The data was analyzed with the content analysis method. The results were grouped into three sections - the expectations from the instructor, activities and materials. The participants’ top three expectations from the instructor were student-centered teaching (f=11), native speaker instructors (f=9), banning students from speaking Turkish (f=6) and correction of speaking mistakes and feedback (f=6). The highest ranking activities were dialogs (f=19), group work (f=7), drama/improvised plays (f=7), one-on-one practice with native speakers (f=6), role-playing everyday situations (f=6) and Q&amp;A (f=6). Only one participant stated that visual teaching materials should be actively used in the classroom by augmenting these materials with text in speaking skills teaching. For the expectations from instructor section, the results show that studentcentered teaching is the top priority of the students. The focus of student-centered teaching in speaking skills education is promoting students to communicate. One of the most important factors in reaching a certain level of fluency in a language skill is learners’ participation in activities, in which s/he is active, throughout the whole process. One aspect that affects students’ participation is the motivation of their instructors. The students become more eager to communicate when motivated. To support speaking skills step by step, the curriculum can be changed to reflect things that the learners may encounter in their daily lives (Nation &amp; Newton, 2008, p. 17). As the communicative method is a requirement for European language studies, all present activities for foreign language teaching and learning must comply with the communicative approach (İşisağ &amp; Demirel, 2010). Also, the students’ suggestion of banning students from speaking Turkish in the classroom is supported by Guthrie’s (1984) idea that teachers can yield optimal results in a classroom (cite par Savignon, 1991, p. 271) by speaking only in the language of instruction. It was determined that the participants wished to discuss movies as part of speaking skills teaching. The students need preparation that engages their listening and watching skills to improve their speaking skills. Lewis (2002, p. 42) states that teachers can support classes with interesting reading materials, show video examples or invite native speakers to authentically improve students’ language skills. In conclusion, taking the “didactic contract”, and an action-oriented approach while respecting the learners’ speaking skills is a more appropriate means of meeting learners’ needs/expectations in speaking skills education.

Opinions and suggestions of prospective teachers on the teaching of speaking skill in French: The case of Bursa Uludag University

Sinan

Instructor

For many scholars, the 18th century is considered to belong to the genre of novel; but during those years, tragedies were also written with the intention to define the 18th-century English identity and qualities. Therefore, by examining Addison’s Cato. A Tragedy. By Mr. Addison. Without the Love Scenes (1764) (Latin version) and Lillo’s The London Merchant (1731), this article analyzes the masculine characteristics of 18thcentury tragedies as part of the English identity, while investigating the reasons why love scenes were attacked during this period. There is an array of important themes in Cato that could be reinterpreted as a play; nonetheless, this article focuses on another version of Cato, which was published in 1764, in Latin, under the title Cato. A Tragedy. By Mr. Addison. Without The Love Scenes. One of the reasons behind editing Cato by eliminating love scenes stems from the assumption that society, at that time, undervalued love and dismissed any representation of it on stage. Harmonious with the Puritan code of ethics, cultural perceptions of the 18th century render love and any type of passion provoked by it as being sinful. To purify a play from its “sinful” content and restore it to its mission of safeguarding morality and providing absolution, no trace of femininity was used. The London Merchant is taken from a ballad, which tells the unfortunate tale of an apprentice, George Barnwell, who is seduced by Millwood, and, as a result, steals money from his master and kills his uncle. Barnwell ending up at the gallows must have hit a particular nerve that drove Lillo to write a play on the subject. Lillo, however, wove the tragic events around the heralding news of the middle class. In his dedication, he submitted his sincerest respect to Sir John Eyles, who was a Member of Parliament and the sub-governor of the South Sea Company. Characteristically, the play transformed into a eulogy of the character Thorowgood, who was a renowned representative of the middle class and a virtuous portrait of a businessman. While delineating the plight of the apprentice, Lillo portrayed Millwood as an evil character whose femininity seemed to be the driving force for such hazardous business. Millwood was used as a scapegoat to criticize the passions of the time, consciously or unconsciously ostracizing negative feminine values. Lillo enriched the ballad’s limited story by adding the obedient and virtuous Maria as Thorowgood’s daughter, who presented the untainted woman desperately craved by masculine forces. By empowering men and subjugating women, plays were able to portray a masculine and strong Britain. The removal of women from tragedies is due to the fact&nbsp;that tragedies were somewhat out of favor during this era. Hence, excluding female characters can be seen as a playwright’s way of saving the tragedy genre. Although Cato and The London Merchant are completely different plays in terms of setting, period, and messages conveyed, the most remarkable similarity between the two of them is their influence and success in their respective eras. Many tragedies fell out of favor but these two plays became a hit, which was highly unexpected. The reason behind their triumph can be traced to their historical context; evidently, both the plays are pioneering as they contain noteworthy observations of the social, historical, and economic conditions of the 18th century. Despite the textual perplexities, the audience welcomed these plays, primarily due to the ideas they conveyed. In spite of increasing female influence in political and social culture, love, often associated with feminine qualities, was belittled in private domains. Therefore, the concept of love was neglected, undervalued, or dismissed, with playwrights rather offering patriotic or capitalist virtues as a substitute to the idea of love. With this, their plays would have no trace of sentiment, which was considered to be the reason behind the decline of tragedies, and will thus be appropriate for public appreciation. Sublimation of male protagonists as the sole source of virtue enabled playwrights to convey a moral message of caution against women. While reinforcing the idea with renderings from religious texts and constant biblical references, tragedies turned into a device of masculine empowerment to propagate phallocentric values. Perhaps intending to be show a different outcome, Addison and Lillo ultimately contributed to the creation of masculine characters in modern tragedies.

Masculinization of Tragedy in Joseph Addison’s Cato and George Lillo’s The London Merchant

Lydia

Our orientations for the present contribution are based on the observation made by Castelloti and Moore (2002) that the choice to learn or even to study a language would depend on the representations existing in a given social group, relative to the Other, its culture and language. In other words, the more the subject constructs a positive mental image of a language and its related culture, the more it expresses the interest of learning that language to the point of being its object of study once at the university. In order to follow the path of our reflections and to verify this hypothesis on our sample, to release the socio-cultural representations of the students is a primordial step. Sociocultural representations are in fact a system of perceptions or mental images that an individual has in relation to a socio-cultural group that does not have the same culture as himself. In other words, who does not necessarily have the same standards, the same values or the same way of life as him. Thus, we asked ourselves, first of all, about the way students think about the target culture that relates to their language of study. Then, we sought to find out to what extent socio-cultural representations can determine the choice of a foreign language as an object of study at the university. We stipulated that students would have stereotypical representations of the culture of the Other; and that socio-cultural representations of each foreign language would be at the center of the factors determining the choice to study a particular language. To verify our hypotheses, a survey was carried out by means of questionnaires administered at the faculty of foreign languages of Algiers 2, with first-year students License of each stream taught namely, French, English, German, Spanish and Italian. The questionnaire is divided into two parts that answer our two hypotheses respectively. The first is a word association activity: it asked to quote in a very limited time the first five (05) words that come to mind when mentioning the name of the country (relative to their language of study) and the inhabitants of this same country. The second instruction&nbsp;aims to determine the criteria for choosing the language of the interviewee (why does he choose to study a particular language?); the latter is called to rate from 1 to 5, in order of importance, some selection criteria that we had selected, based on those proposed by L. Dabène (1997). The results of our research revealed that beyond the variability of the respondents’ representations about the target culture, the latter do not escape the phenomenon of stereotyping, these caricature images, either positive or negative, that we have, as a person or a social group, based on an exaggerated and rigid simplification of real or supposed characteristics. Indeed, by analyzing the responses of the students interviewed, many stereotypes were identified as « blond » or « arrogant » for the French, or the image of Spain was stereotyped by « the holidays » or « Flamenco ». All this tends to confirm our first hypothesis concerning the socio-cultural representations of students. In addition, we were able to observe the impact of these representations on the origin of the choice of the language of study of the students surveyed. Indeed, foreign language students largely choose to study a particular language based on a few criteria of appreciation relating to was is social, cultural, economic, epistemology and emotional. As Dabène (1979) points out, the choice of the language of study is based on a certain number of criteria of appreciation united, according to her, under the name of the « informal status of languages » (Dabène, 1994) composed of a set of strongly stereotyped representations that a community attributes to it. As such, we support the hypothesis that the choice of a language as object of study in the university space would depend heavily on images of the country of origin of the language and its inhabitants.

The influence of socio-cultural representations on the choice of study of foreign language students - Case of the University of Algiers 2 - Algeria

Martina

Till Dembeck / Rolf Parr (Hrsg.): Literatur und Mehrsprachigkeit. Ein Handbuch

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Litera: Journal of Language, Literature and Culture Studies, the official publication of Istanbul University, Faculty of Letters, Department of Western Languages and Literatures, is an open access, double-blind peer-reviewed, multilingual, scholarly and international journal published two times a year in June and December. It was founded in 1954.

Litera: Journal of Language, Literature and Culture Studies provides an intellectual forum for exploring issues mainly in literature, art and culture. The objective of the Journal is to publish theoretical and critical articles in literary and cultural studies. Multidisciplinary approaches that focus on or include discussions of Western literatures and cultures are encouraged. The target group of the Journal consists of academics, researchers, graduate students, and related professional and academic bodies and institutions.

There are no article processing charges or submission fees for submitted or accepted articles, all expenses of the journal are covered by Istanbul University. http://litera.istanbul.edu.tr/en/content/about/open-access-statement

Litera is open to submissions twice a year, for a one-month period each, beginning May 1 and November 1. After each submission deadline, manuscripts undergo a month-long initial screening by the editorial team, and the peer-review process starts for manuscripts deemed suitable for the journal.

Due to the high demand for our journal, multiple submissions (during the same submission period) from the same author(s) are not accepted. Similarly, for another article by the same author(s) to be evaluated and published again, authors should wait at least 2 years (4 issues) following their last published article in the journal.

During November 2025, Litera will accept submissions for the June 2026 and December 2026 issues.

Issue Type	Regular
Editor(s)	Mahmut Karakuş, Bülent Çağlakpınar
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Litera: Journal of Language, Literature and Culture Studies

VOLUME 30, ISSUE 1, 2020