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Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We are now faced with a flow of documents. But how do all these digital texts circulate between senders and prosumers? Can we assume that texts today are similar in terms of meaning-making, coherence, and interpretation to texts produced, perceived, used before the technological changes? The current developments in textuality require us to re-examine the materiality, contextualization, genres, and readings of these "new" texts. Three decades of the Internet, the Web, have changed our concepts of text and context, our experience of reading, writing, and translating multimodal texts. First, we revisit the concept of text – to understand what is changing. Second, we revisit the concept of context to problematize it in the new framework, in which digital productions are open, fluid, de-/re-textualizing, de-/re-semiotizing, and de-/re-contextualizing texts. How do multimodal texts shed light on these changes, and how do they participate in them? All the articles discuss text and context and highlight different instances of re-contextualization. The whole issue does not pretend to provide definitive answers but will hopefully contribute to making translation scholars aware of the changes and how they will use text and context from now on. [ABSTRACT FROM AUTHOR]

Cet article se propose de traiter la problématique de la lecture en milieu scolaire algérien. En effet, cette activité en tant que compétence linguistique, est indispensable à l’enseignement du FLE dans la mesure où elle permet à l’élève non seulement d’accéder au sens des textes, mais elle le prépare également à lire des textes plus complexes au cours de sons cursus scolaire au fil des années. Il est notoirement connu que cette activité complexe est très ardue et met en œuvre l’interaction simultanée de plusieurs opérations mentales susceptibles de faciliter l’accès au sens. Cependant, grand nombre d’élèves manifestent de sérieux problèmes à lire et à comprendre un texte. Dans cette perspective, nous sommes interrogés sur les obstacles inhérents à cette tâche, en particulier chez les élèves du cycle primaire, nous essayerons également de voir comment pallier cette activité scolaire chez les élèves de 5ème AP. Abstract This article aims to address the issue of reading in schools. Indeed, this activity, as a linguistic skill, is essential to the teaching of French as a foreign language insofar as it not only allows the student to access the meaning of the texts, but it also prepares him to read more complex texts over the years. It is well known that this complex and very arduous activity involves the simultaneous interaction of several mental operations likely to facilitate access to meaning. However, many students have serious problems reading and understanding a text. In this perspective, we are asked about the obstacles inherent in this task, in particular among primary school students, we will also try to see how to overcome this school activity in 5th grade students.

Notre réflexion propose un design didactique du texte en classe de langues à partir du Design Thinking et de la théorie de l’œuvre ouverte, afin d’installer chez l’apprenant une double compétence : acquérir la langue et développer un esprit d’entreprise de son apprentissage. Face à un monde en perpétuel changement, seul le développement de l’esprit d’entreprise permet aux apprenants de créer des réponses nouvelles. Pris dans son optique expansionniste qui signifie une méthodologie de conception et de réalisation de projets, le design présenté dans cet article, est susceptible de développer cette double compétence. A travers une réflexion didactique à trois niveaux ; épistémologique, méthodologique et pédagogique, cette étude offre une conception du design didactique où l’apprenant, à l’image d’un entrepreneur, détecte ses besoins, identifie ses ressources et procède par processus d’essais-réajustements afin de progresser dans l’entreprise de son apprentissage. L’expérimentation effectuée montre que les apprenants concernés ont commencé à intégrer des compétences douces en faveur de l’esprit d’entreprendre. Abstract Our reflection proposes a didactic design of the text in language class based on Design Thinking and open work theory, in order to install in the learner a double competence: acquire the language and develop an entrepreneurial spirit of his learning. Faced with a constantly changing world, only the development of entrepreneurship allows learners to create new answers. Taken in its expansionist perspective which means a methodology of design and realization of projects, the design presented in this article, is likely to develop this dual competence. Through a didactic reflection at three levels; epistemological, methodological and pedagogical, this study offers a conception of didactic design where the learner, in the image of an entrepreneur, detects his needs, identifies his resources and proceeds by process of testsadjustments in order to progress in the company of his learning. The experiment carried out shows that the learners concerned have begun to integrate soft skills in favor of entrepreneurship.

L’Intelligence artificielle questionne la sémantique de corpus. En prenant en compte l’axe syntagmatique (CNN, convolution) et l’axe paradigmatique ou « rapport associatif » (RNN, transformer), l’architecture que nous présentons fournit une aide à l’interprétation, pour une sémantique de corpus augmentée. L’algorithme implémenté dans le logiciel Hyperbase est ici appliqué au corpus d’Emmanuel Macron (2017-2023), qui cultive, par son discours, la dimension thaumaturgique de son pouvoir : soigner, protéger, prendre soin

The diverging approaches that are nowadays united under the name “phenomenology” might make us think that this movement is mostly and maybe only unified by the reference to a shared tradition of certain texts. But if this is so, is the interpretation of texts not an alienation of the very object of phenomenology, a phenomenology that started out as the search for the “things themselves”? The article argues for the idea that the interpretation of texts belongs to the very core of phenomenology as such, to a phenomenology that truly fulfills its critical ambition. [ABSTRACT FROM AUTHOR]

The study of philology (including Romance studies) has opened up very widely to specialized communication, introducing LSP classes into the curricula. The basis of language content programming for professional purposes is essentially a text (specialized text). Despite its many definitions, it is necessary, first of all, to pay attention to those that treat the text as a material manifestation of discourse and genre, and use it to conduct an analysis of the communicative and linguistic needs of learners. This article discusses the problem of the (in)presence of specialized text in philological education preparing for professional activity. Based on the analysis of philological study programs in Poland, it can be seen that they use text to varying degrees and extents in the teaching of various LSP. Text is certainly part of the names of the subjects (especially translation classes), but to a small extent it is possible to notice its presence in the analysis of needs and conceptualization of content in terms of communicative practices in the target work environment. [ABSTRACT FROM AUTHOR]

This paper, under the heading: Literary Discourse in the Light of the Pragmatic Approach, addresses the question of receiving literary discourse with the support of the procedural programs of the pragmatic course, since it is a contemporary critical theory sorted out by linguistic studies, the semiotic ones in particular. It seeks to decipher the literary text through the lens of the pragmatic standards that takes over studying the discourse in its factual context, not in its lexical domain or grammatical structures. [ABSTRACT FROM AUTHOR]

Copyright of Carnets: Revue Electronique d'Etudes Françaises / Revista Electrónica de Estudos Franceses is the property of Associacao Portuguesa de Estudos Franceses (APEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The prison house of language, the penitentiary of print, as also the practices of precedent all encourage a degree of recidivism, of default repetition and so it not surprising that photograph and film are apprehended initially as being like texts and needing to the read. Visual literacy is frequently invoked as the desired state and method of looking and training the legal gaze. The point to be stressed is that in analytic and critical terms the image is secondary, requires careful “reading”, and is assumed to be somewhat removed or unloosed from rational analysis. The visual figure is to be restrained or brought back from the “theatre of shadows” or sciography of cinema and dream, phantasy and hallucination. This article examines the use of film and photographs in a recent UK case to evince the resistance to images and the blindness of judges to the affective force of colour.

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Résumé Cette recherche vise à explorer la valeur de la multimodalité dans l'image publicitaire moderne via quelques affiches et annonces de sites web. Cette multimodalité de l'image publicitaire, qui dépend de l'emploi d'éléments tels que l'image, le texte, l'icône, le logo, les couleurs, etc., est un ensemble de signes expressifs et implicites qui transmet un message au public de manière attractive et promotionnelle pour acheter un produit. Ce phénomène est abordé dans une approche sémiotique à travers la théorie de Joly Martin, qui a suivi une analyse d'images, et qui a développé les idées de Roland Barthes qui considérait que l'image avait un rôle de support dans l'explication du sens voulu selon le texte; alors que Joly pense que les messages iconiques et plastiques d'égale importance comme les messages linguistiques. Par conséquent, nous avons prouvé à travers cette étude que les éléments visuels jouent le rôle de complémentarité ou d'association indissociable de l'élément textuel présent dans l'image publicitaire. À proprement parler, il n'y a pas de perception exhaustive sans une combinaison parfaite entre ces éléments. يهدف هذا البحث إلى التعرف على قيمة الوسائط المتعددة في الصورة الإعلانية الحديثة من خلال بعض الملصقات وإعلانات المواقع الإلکترونية. تعد هذه الوسائط المتعددة للصورة الإعلانية ، والتي تعتمد على استخدام عناصر مثل الصورة ، والنص ، والأيقونة ، والشعار ، والألوان ، وما إلى ذلک ، مجموعة من الإشارات التعبيرية والضمنية التي تنقل رسالة للجمهور بطريقة جذابة وترويجية لشراء منتج. يتم تناول هذه الظاهرة بأسلوب سيميائي من خلال منهجية جولي مارتن ، التي اتبعت تحليل الصور ، والتي طورت أفکار رولاند بارت الذي اعتبر أن للصورة دورًا داعمًا في شرح المعنى المطلوب حسب النص ؛ بينما تعتقد جولي أن الرسائل الأيقونية والبلاستيکية ذات أهمية متساوية مثل الرسائل اللغوية. لذلک ، أثبتنا من خلال هذه الدراسة أن العناصر المرئية تلعب دور التکامل أو الارتباط الذي لا ينفصل عن العنصر النصي الموجود في الصورة الإعلانية. بالمعنى الدقيق للکلمة ، لا يوجد تصور شامل بدون انصهار تام بين هذه العناصر. This research aims to explore the value of multimodality in the modern advertising image through some posters and website ads. This multimodality of the advertising image, which depends on the use of elements such as image, text, icon, logo, colors, etc., is a set of expressive and implicit signals which transmits a message to the public in an attractive and promotional way to buy a product. This phenomenon is approached in a semiotic approach through the methodology of Joly Martin, who followed an analysis of images, and who developed the ideas of Roland Barthes who considered that the image had a supporting role in the explanation of meaning desired according to the text; while Joly thinks that iconic and plastic messages of equal importance like linguistic messages. Therefore, we have proven through this study that the visual elements play the role of complementarity or association inseparable from the textual element present in the advertising image. Strictly speaking, there is no exhaustive perception without a perfect combination of these elements.

This paper is the first of two linked pieces that emerge out of the AHRC-funded Chronotopic Cartographies project for the mapping of place and space in literature. The paper aims to establish the value of a topological approach for the mapping of literary texts. It is centred on Bakhtin's concept of the "chronotope" or "time-space" as the basis for digitally mapping spatial meaning in literary works. It begins by contextualizing our work in relation to the field of literary geography and cartography. It then makes a clear distinction between mapping to the real world using GIS (as is common in fields such as history or geography) and mapping relatively, using topologies, which we argue is essential for the mapping of fictional place and space. The current digital models that are closest to this project concern social network analysis and its adaptation to the mapping of character networks in literary texts. After contextualizing our work in relation to this research, we aim to provide a rationale for the use of topological models in literary mapping. A range of topological forms and their meaning for literature is examined with reference to particular examples from the Chronotopic Cartographies project. [ABSTRACT FROM AUTHOR]

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Erkan Osmanović rezensiert Brotjobs & Literatur. Darin schreiben 19 Schriftstellerinnen und Schriftsteller über das Verhältnis zwischen Erwerbs- und Schreibarbeit, den prekären Zugang zum Literaturbetrieb und die künstlerische Unabhängigkeit.

Dans le présent article nous nous interrogeons sur la place accordée à la description, par les décideurs et les concepteurs de programmes, dans les manuels scolaires algériens de français au niveau du collège. Nous voudrions voir si la description existe dans les textes des manuels. Si sa présence est attestée, nous nous intéresserons au(x) but(s) et à la manière selon lesquels elle est instrumentalisée. Dans le cas où l’absence d’un travail spécifique sur la description est confirmée seront alors proposées aux enseignants quelques pistes didactiques, susceptibles de permettre aux apprenants de s'ouvrir à la description avec ses deux formes fonctionnelle et fictionnelle qui élargissent la compétence de communication au plaisir de produire, reconnaître la possible pluralité des sens d’un énoncé.

ABSTRACT: Linguistics is in an evolving phase where the semiotic thresholds and the partitioning of research fields tend to give way to the diversity of signs and interdisciplinary perspectives. Indeed the levels of analysis have multiplied and incline more and more to dissect the mechanisms of meaning construction that revolve around production, reception and interpretation. However, we cannot arrive to meaning without specifying as a preliminary the context of production. The context, because of its polysemic character, is the object of discussion. Is it a concept belonging to logico-grammatical or hermeneutics? This question deserves to be analyzed because on it are based all the theoretical approaches, better the connections between texts and speeches as well as the connections between social sciences and humanities. We will not miss to linger ourselves on the different variations in the meaning of context depending on a linguistic approach to another and its centrality in discourse analysis. RÉSUMÉ : La linguistique est dans une phase d’évolution où les seuils sémiotiques et le cloisonnement des domaines de recherche ont tendance à laisser la place à la diversité des signes et des perspectives d’interdisciplinarité. En effet, les niveaux d’analyse se sont multipliés et tendent de plus en plus à décortiquer les mécanismes de construction du sens qui tournent autour de la production, de la réception et de l’interprétation. Toutefois, on ne peut arriver au sens sans au préalable déterminer le contexte de production. Le contexte fait l’objet de débats de par son caractère polysémique. Est-il un concept relevant de la logico-grammaticale ou de l’herméneutique ? Cette question mérite d’être analysée, car c’est ce sur quoi reposent toutes les approches théoriques, les connexions entre les textes et les discours ainsi que les connexions entre les sciences sociales et les sciences humaines. Nous ne manquerons pas de nous attarder sur les différentes variations de sens du contexte selon qu’on se situe d’une approche linguistique à une autre et sa centralité en analyse du discours.

Storytelling is a textual sequence that appears transversally in the different school grades and cycles; however, no studies providing a set of criteria to determine its complexity, in order to adequately stagger the texts where this sequence prevails. In this quantitative research with a descriptive-interpretive design, the variables that establish the structural complexity inherent in 65 narrative school texts were investigated. To this end, the texts were analyzed based on 20 variables belonging to the syntactic, semantic and pragmatic levels. These texts were classified by linguistic experts into four levels of complexity. A statistical analysis was applied to answer the central question: which linguistic variables and criteria determine the structural complexity of the corpus under analysis? The results show that the quantity and variety factors with predominantly semantic and pragmatic variables enable to predict the complexity of the analyzed texts. These results enrich the theoretical discussion on the criteria that allow measuring the complexity of a text and can be an input for future research both in the field of applied linguistics and in education. [ABSTRACT FROM AUTHOR]

Copyright of Ricoeur Studies / Etudes Ricoeuriennes is the property of University of Pittsburgh, University Library System and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricoeur Studies / Etudes Ricoeuriennes is the property of University of Pittsburgh, University Library System and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Universitaire des Sciences Humaines et Sociales is the property of University of Kasdi Merbah Ouargla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to highlight how cognitive biases influence the perception and interpretation of fallacies in argumentative processes on the assumption that, if biases can be detected and there is conscious training, it is feasible to correct these situations in the interpretation. This article intends to answer the question: How do biases affect the interpretation of fallacies in students? The results from a test inserted in an academic project during four semesters are discussed and compared among group of students enrolled in different degrees at Escuela Nacional de Estudios Superiores, Unidad Morelia, from the Universidad Nacional Autónoma de México. Additionally, these results are compared with the results obtained for the same test by a group of lawyers, all active in their professional field, with the intention of recognizing shared traits with a population that is not associated on a daily basis with the university academic context. The results show that for the interlocutor to detect fallacies in argumentative writing, it is necessary to make biases visible, otherwise, fallacies would be left unnoticed. Additional research seems to be necessary at different levels to further contribute to the interpretation of argumentative texts from its constituting elements such as biases, heuristics, argumentative strategies and fallacies. [ABSTRACT FROM AUTHOR]

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The intransigent question of the text has driven critics and linguists throughout literary history to seek its inherent meaning and to establish a certain classification of it to apprehend the text and analyze it, if necessary. Thus the great theorists such as Bakhtin, Jacobson, Werlich, Bremond, Molino, Dispaux, Brassart, Greimas, Adam, and many others have endeavored to give a certain typology of the text. Jean-Michel Adam- who sits chronologically almost at the end of this list- has the advantage of having a concise design, more complete and purged of the objections and imperfections placed in the previous versions. In this way, the present research tries to apply the textual typology of Adam to a fable by La Fontaine, titled ‘The Milkmaid and the Muffler’. To achieve this, we have considered the typology of the text from Adam's point of view and have focused more on the narrative type because narration has a special role according to the Western literary tradition. In this regard, we have also referred to the six components and criteria of the narrative sequence from Adam's point of view. In this study, we aimed to express the advantage and ease of this categorization in the face of texts. The results showed that Adam's theory can act as an analytical device that can be used to distinguish narrative texts from non-narrative and extract the sequence(s) of the narrative. [ABSTRACT FROM AUTHOR]

Do we make our dress, or does it make us? What is the relationship between the creator and the creation? Based on the principle of reflexivity, which equally values creative imagination, agency, and the social construction of identity and social boundaries, the making and wearing of dress and the construction of identity are dialectically interrelated. Focusing on the relationships between elites and subordinates, this article highlights the independent initiatives of the subordinates to create and use dress as a means of social representation and social identification as well as to negotiate social boundaries. There is a tradition of struggle in Guinea over the meaning of dress which involves both elites and subordinates, who are equally conscious of the fact that what one makes and/or wears transforms one's body into a "site of memory." This study uses published, archival, and oral sources, including the author's personal memories of post-colonial socialist Guinea, to examine clothing traditions, not only in the context of animist and monotheist Guinean societies but also within colonial and post-colonial socialist and liberal Guinea. [ABSTRACT FROM AUTHOR]

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Copyright of Ricoeur Studies / Etudes Ricoeuriennes is the property of University of Pittsburgh, University Library System and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Accumulating evidence indicates that readers monitor the congruence and accuracy of text by processes of "validation." Validation is sometimes thwarted by the embedding of inaccuracies in sentence presuppositions (the ideas assumed by the writer to be previously familiar to the reader). However, we previously demonstrated that inaccurate sentence presuppositions inflate reading time (O'Brien & Albrecht's, 1992, "consistency effect") as much as focussed (nonpresupposed) concepts, which favours successful validation of sentence presuppositions (Singer, Solar, & Spear, 2017). Certain theoretical analyses posit that validation is particularly impeded by grammatical constructions that strongly distinguish presupposed and focussed information. Therefore, in 3 experiments, we scrutinized 1 class of such constructions; namely, clefts and pseudoclefts. Subjects read brief texts that presented cleft or pseudocleft target sentences which had critical ideas that either matched or mismatched a text antecedent. Reading time was uniformly inflated by inconsistencies in sentence presuppositions by margins similar to those of focussed text ideas. This indicates that readers effectively scrutinize strongly presupposed concepts. The outcome is discussed with reference to theories that highlight either successful or unsuccessful validation. [ABSTRACT FROM AUTHOR]

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Copyright of Issues in Ethnology Anthropology is the property of Issues in Ethnology Anthropology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

« Le livre est un cadavre. C’est une lettre morte, toujours et quoi qu’on fasse. Il a toujours été considéré comme une chose, un parallélépipède de papier […]. C’est en brisant le livre qu’on peut en retrouver le souffle vital » (Castellucci, 2001). Ainsi s’exprime Romeo Castellucci, metteur en scène contemporain italien, dont les créations sont marquées par l’absence ou la quasi-absence de texte sur scène. Quand texte il y a, il l’analyse avec précision et s’en sert comme matériau. Il déplace donc la notion de dramaturgie en procédant volontairement à une « destruction » du texte afin d’étouffer la langue pour la faire renaître autrement. Ainsi perçue, la scène permet à la langue de se délier, au langage de se libérer, et devient le lieu de surgissement d’une écriture nouvelle et d’une dramaturgie non textuelle mais de chair.

Cet article vise à souligner l’intérêt de la recherche-création à travers l’exploration d’une manière sensible, indisciplinée, flottante d’aborder la création scénique. D’une écriture matériau à la notion de corporéité, il propose trois exemples d’un faire scénique où la relation du texte et de son contexte constitue une projection opératoire et présente une diversité, générant une mixité stratégique soufflant à la fois le traditionnel et le contemporain.

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