Dissertations / Theses on the topic 'Français (langue) – Grammaire – 19e siècle'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 48 dissertations / theses for your research on the topic 'Français (langue) – Grammaire – 19e siècle.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Mattarucco, Giada. "Les premières grammaires de la langue italienne à l'usage des Français (1549-1659)." Paris 3, 2006. http://www.theses.fr/2006PA030055.
Full textThis research focuses on ten Italian grammars published for French people between 1549 and 1659. This period commences with Jean-Pierre de Mesmes’ grammar and finishes with the Nouvelle méthode by Port-Royal. The grammars, their authors and public and their aims and sources are studied in the context of the diffusion of the Italian language and culture in France. The classifications and the terminology used are compared with contemporary grammars of Italian published in Italy and with contemporary French grammars, without neglecting the examples set by Latin grammars. This study discusses the models of Italian presented by these ten grammars in various fields: spelling, pronunciation, morphology (articles and verbs), questions of syntax and forms peculiar to the spoken language. In particular, the examples given by the grammars are analysed (exempla ficta, quotations from literary texts, readings)
Blanquet-Reuillon, Madeleine. "Grammaire générale et grammaire française : la problématique de l'analyse entre 1780 et 1840." Paris 8, 1998. http://www.theses.fr/1998PA081520.
Full textThis research focuses on a corpus of lesser known authors, between 1780 and 1840. First of all, the approach is made, from an external point of view, on the social history of linguistics (family background, breeding, education, political involvement of each author) and the history of teaching (potential interested parties, proposed methods, etc. ). Then, from inside, a research is carried out on grammatical categories (mainly those making up the nominal group : article and pronoun) and on the development of ideas such as sentence, clause and period. Are these authors still in the main stream of tradition, the so-called routine, or are they involved in new theories brought in by the ideologists ? what kind of interest do these grammarians bring up towards french, which has become a real language, and towards research on foreign languages, living or dead ? what kind of role did the journal de la langue francaise play? between september 1, 1784 as it was founded by u. Domergue, and 1840, when the last issues were printed, its title and purpose changed several times. How influential were the societes grammaticales for which it was published ? regarding the corpus, we firstly selected some grammaires des dames, a great number of which were available before 1789, but also still in the second half of the 19th century. Then the art de parler et d'ecrire correctement [. . . ] (40 edition, 1809) by l'abbe de levizac, the cours theorique et pratique de langue francaise [. . . ] (10 edition, 1807) by p. A. Lemare, the grammaire raisonnee [. . . ] by j. E. Serreau (1799), the grammaire ramenee a ses principes naturels [. . . ] (1824) by j. E. Serreau and f. N. Boussi, as well as the grammaire francaise progressive a l'usage des jeunes personnes de sophie serreau (20 edition, 1840)
Savatovsky, Dan. "L'invention du français : pour une histoire des exercices dans l'enseignement classique au XIXe siècle." Paris 8, 1997. http://www.theses.fr/1997PA081301.
Full textThis research is based on three hypothesis. The exercises have a central role in the organisation of a subject matter or a discipline. The changes introduced in humanities occurred prior to the innovations in the curricula without latin. Disciplines are autonomous with regard to scientific theories, but only to a certain extent. Among the sources investigated, particular attention is devoted to the examination questions given in the agregation, and the licence. Showing how teachers in the classics stream, as of 1850, created french as a discipline, distinct from a simple subject matter or an object of study (french language), the conditions of emergence of this new discipline are identified. This is illustrated in particular by the changes affecting the older exercices such as verse, discourse, cacography/cacology, etc. Then exercices pertaining specifically to french are analysed, stressing reading aloud, "explication de textes" (critical analysis of literary texts), procedures of grammatical and literary comparison, the study of old french and translation exercises. To both stages of this historical development corresponds, but only in part, a different type of division that applies whatever the languages studied (french, latin, or greek): on the one hand "composition exercises" based on imitation, interiorisation of models, transformation of themes or texts; on the other, the "meta- (or trans-) exercises" resting on an analysis that develops its own procedures, and solving the specific "problems" raised by the study of literature or grammar. Though this division occurred before the xixth century, the teaching system of the xixth century organised it in an original way according to new paradigms. Thus beyond the specific techniques of each exercise the stress is laid on the interdependence, the complementarity of exercises within the paradigms they belong to
Poujat, Sandra. "Le Roman national de la langue française. Imaginaires linguistiques et stylistiques de la Révolution française à la Troisième République." Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL077.
Full textThis thesis is a study of the construction of a national imagination by the French language during the long 19th century (1789-1920), both from a linguistic perspective, through the emerging concept of a national language, and from a stylistic point of view, through the rise of the French style as a category. The hypothesis defended here is that the national language, in France, is less the product of a linguistic policy than a discursive construct elaborated by grammar books between the French Revolution and the Third Republic. 19th century grammarians decided that it was the duty of literature to illustrate the national language, at a time when grammar and literature were indissociable. In fact, that literature should be influenced by reflections in which language and nation are associated is inevitable: writers, especially at the end of the century, approached style according to the notion of “Frenchness”, which is at once political, ideological, and imaginary. Such a notion asserted the existence of a French style, as opposed to non-French styles that failed to abide by the alleged tradition of the so-called genius of the French language. This thesis first explores the linguistic imagination that influenced the national language in the grammar books of the 19th century. It then moves on to the writers’ use of the imaginary notions related to a specifically French style. Last but not least, it examines the style of some of the authors who wrote during the Third Republic, and seeks to identify what was perceived as a specifically French style (as in the works of Renan, Daudet, Barrès, Maurras or France), and what was perceived as an antinational style (as in the works of Goncourt, Louÿs, Huysmans, Mallarmé, Valéry, Suarès, Péguy, Fargue, Claudel, Gide, Proust or Giraudoux)
Romanelli, Norma. "Les grammaires de l'Italien à l'usage des Français (1660-1900)." Thesis, Université de Paris (2019-....), 2019. http://www.theses.fr/2019UNIP7043.
Full textThis work analyzes a corpus of grammars of the Italian language made for the use of the French and published in France from 1660 to 1900. The first part presents the texts and their selection criteria, the bio-bibliographic profile of the authors and the teaching contexts of Italian in France, and especially in Paris. Finally, a reflection on the horizon de rétrospection of authors is conducted in order to determine the extent to which didactic grammars can describe italian language at a given moment in its history. The second part examines the treatment of grammatical material in texts that lie at the crossroads of Italian and French grammatical traditions. Thus, the analysis focuses on the categories of the article and the verb, as well as some aspects of the syntax, with a view to attempting to reconstitute the model of Italian proposed by the authors of our corpus through analysis of their grammatical descriptions (and / or prescriptions) of the language
Fournier, Jean-Marie. "La théorie des temps dans la grammaire générale (1660-1811)." Paris 7, 1994. http://www.theses.fr/1994PA070053.
Full textThe study focusses upon theformation and evolution of the time and tense theory in natural languages, and is based upon a corpus made of 23 significant grammar works, all of them closely linked to the "grammaire generale", dating back to the 1660-1811 period. It lies upon the assumption that the portroyal grammaire generale et raisonnee had originated originated a theoretical program which was adopted and developed by the following grammarians. The research developments hightighted the common chatacteristics in the corpus (concepts, terminology, problematics, examples involved) and the lines of the corresponding problems and solutions. We could notice the construction of a model about the conceptions given to the time values of tenses. It is first founded only on mental procedures dealing with the location of the position of the event the verbal forms refers to, this location being defended by the following set of criteria getting more and more complex ans taken in this order : i) to, being the time of utterance, ti being another time taken into account, iii) and possibly tii a third time. Several transformations of the system are due to the problem related to the representions of aspect values in some french tenses, namely those connected to the "passe simple" "passe compose" difference. They correspond both to the introduction of a new sort of criteria, the interval between two different times, i. E. The notion of duration, and the inversion in the location procedures. The attempts of representation of aspect values bring out the question of what a discovery in the field of linguistics. Thanks to the analysis of conservation and innovation phenomena, we were able to show how theoretical information travelled within a scientific community in the process of getting
Bouard, Bérengère. "Structure de la proposition et construction verbale : régime, complément et transitivité dans les grammaires françaises, 1651-1863." Phd thesis, Université Paris-Diderot - Paris VII, 2007. http://tel.archives-ouvertes.fr/tel-00373956.
Full textJanichon, Daniel. "Le nouveau cours de langue française de E. Rotgès, Belin 1896, un manuel au tournant du siècle : approche d'un genre du discours." Dijon, 2004. http://www.theses.fr/2004DIJOL003.
Full textWe first define the actors of his utterance. Upstream, the addressers of the school programs of 1882 direct us towards an all-powerful enunciator. In the handbook itself, they are the literary authors quoted by E. Rotgès who bring to the discourse their guarantee of authority. Then, we examine the discourse formations existing in the handbook. The grammar lessons try to structure the world of their enunciate. The lectures, exploiting the ambigui͏̈ty of the personal deictics, try to involve the reader, imposing to him who to be, what to do and who to. . . Become. The vocabulary lessons impose a normative vision of the story and moral. Lastly, we find in the grammar lessons, and in the subjects of french composition, traces of a founder deixis identified : the catholic catechisms. Then, we establish the contextual, enunciatives, intertextual and hypertextual characteristics of a specific genre to this handbook, genre attested between 1871 and 1968
Leca-Tsiomis, Marie. "Écrire l'Encyclopédie : Diderot, de l'usage des dictionnaires à la grammaire philosophique." Paris 7, 1995. http://www.theses.fr/1995PA070071.
Full textTo study the Encyclopedie as a dictionary and examine the work of Diderot as a lexicographer as well as a "dictionnariste" are the main lines of this research. Our aim was to follow the writer in one of the most peculiar and often overooked domains of his contribution to the Encyclopedie, namely the "grammar" entries, i. E. The definition of words of the everyday language (langue usuelle). Situating this undertaking in the theoretical perspective of dictionaries at the time of Diderot, we have observed the evolution, in a situation of religious, commercial as well as cultural and political conflicts, of the universal dictionnaries, from Furetiere's to its two paradoxical huguenot and jesuit and we paid special attention to the Trevoux's dictionary; the Trevoux was a working tool for the encyclopedistes, on its critical use was built a great part of the encyclopaedic project. By comparing articles from the Encyclopedie, the Trevoux and chambers' cyclopadia we have underscored the radical breaks introduced by the encyclopedistes. We have shown how the dictionnaire raisonne developed from its terminological origins to a reflection concerning lexical semantics and the importance of Diderot's contribution to this evolution. We have studied Diderot's articles on "philosophical grammar" (about 400 articles), the writer battling with definitions, acceptations and examples while, as a philosopher, graphing with his analysis of signs, ideas and sensations. Diderot's grammar appears as a locus of essential reflections, in it we can find numerous items of the vast questioning which pervade the hidden works and we can see the convergence of a series of philosophical issues and the continuation of certain fundamental dialogues, notably with Rousseau. Diderot's many-faceted art of definition constitutes in fact important step in his thought and in his work
Nissille, Christel. "« Grammaire floue » et enseignement du français en Angleterre au XVe siècle : les leçons du manuscrit Oxford Magdalen 188." Thesis, Nancy 2, 2009. http://www.theses.fr/2009NAN21028.
Full textHsueh, Chia-Hung. "Le bâtiment de la langue française selon Louis Meigret." Thesis, Université de Paris (2019-....), 2019. https://theses.md.univ-paris-diderot.fr/HSUEH_Chia-Hung_1_complete_20191108.pdf.
Full textThe thesis presents the contributions of L. Meigret (1550 - ca 1558) in the history of linguistic theories, both in terms of his general vision, as well as concerning his phonological, morphological and syntactical analyzes. It relies on the thematico-quantitative approach, in focusing on recurring themes under the pen of the grammarian, such as portrait (portraiture), bâtiment (building), superfluité (superfluity), usurpation, gouvernement (government), détermination, démonstration, résolution, and so on. Before two main parts, Chapter I examines the connotations of bâtiment, which reveal the influence of the perspective in painting during the grammatisation of French. In dealing with problème de lettres (problem of letters), the first part proposes to consider Meigret as a grammairien-typographe (grammarian-typographer), his alphabet as a linguistic engineering, and his quest for a phonographic writing as the culmination of a new grammatological paradigm at the Renaissance. Under the name of études de syntaxe (studies of syntax), the second part sets out to reveal its quality as a syntactician, in his dependent descriptions of language phenomena at all levels, in his pragma-semantic and pronominal researches, especially around the article, and in its innovations in metalinguistic tools, such as termes localisateurs (terms of locating) and la technique de résolution (the technique of resolution)
Shin, O. Sik. "La catégorie adverbiale dans les grammaires du 17e et du 18e siècles." Montpellier 3, 1988. http://www.theses.fr/1988MON30011.
Full textWith the notion of syntax introduced by the grammarians of port-royal and exploited by the 18th century philosophical grammarians, the adverbial category acquires its own meaning and becomes distinguished from the adverbial function. This evolution would not have been possible without the contribution of fragmentary but judicious reflexions developed by the former pedagogical grammarians
Schweitzer, Claudia. "Parole et Chant. Histoire des théories du son du français à l’âge classique (XVIIe – XVIIIe siècles)." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA104/document.
Full textAll evidence shows that the sounds produced by the human voice, either spoken or sung, exhibit numerous relationships; nevertheless, their descriptions and analyses are not necessarily presented in the same light in texts dealing with grammar on the one hand, or music on the other, of which the scope (for both categories) can be either more or less theoretical or practical.For our study of the phonetics of French in word and song, we have chosen the 17th and 18th centuries, an era when music and language by definition present fundamental structural connections. This characteristic allows us to confront the two disciplines with each other in a logical way, and to re-connect two traditions, the close theoretical ties between which have weakened in the course of history.This system of connected histories also allows us to analyze the theories of sound as expounded by the grammarians, and then to anchor them in the cultural and epistemological framework of their epoch via three different approaches: acoustics, articulation and prosody. In addition, it allows the investigation of a factor which the authorities only touch upon with difficulty (and preferably between the lines), that of the variability of speech according to the speaker’s emotional state. The study thus confirms the efficacy of methods of connected history, through an interdisciplinary corpus which embraces questions of linguistics and, more precisely, phonetics
Es ist offensichtlich, dass die von der gesprochenen und der gesungenen Stimme produzierten Klänge zahlreiche Gemeinsamkeiten aufweisen. Die Beschreibung dieser Laute und ihre Analyse präsentieren sich jedoch in den grammatikalischen und musikalischen Texten, deren Ausrichtung zudem jeweils eher theoretisch oder eher praktisch sein kann, oft auf sehr unterschiedliche Art.Für unsere Studie über die französischen gesprochenen und gesungenen Sprachlaute haben wir als Zeitraum das 17. und 18. Jahrhundert ausgewählt, eine Zeit, in der Musik und Sprache per Definition grundlegende strukturelle Verbindungen aufweisen. Diese Charakteristik ermöglicht es uns, die beiden Disziplinen zu konfrontieren und zwei Traditionen, deren enge theoretische Verbindung sich im Laufe der Geschichte stark abgeschwächt hat, erneut zu verbinden.Der theoretische Rahmen der „connected history“ ermöglicht es uns, die von den Grammatikern ausgearbeiteten Ideen und Theorien zu den Sprachlauten unter drei verschiedenen Ansätzen (Akustik, Artikulation und Prosodie) zu analysieren und sie im kulturellen und epistemologischen Kontext ihrer Zeit zu verankern. Er erlaubt darüber hinaus Fragestellungen nachzugehen, die von den Grammatikern nur mit Schwierigkeiten (und oft zwischen den Zeilen) angesprochen werden können: die Veränderlichkeit der Sprache und ihrer Laute aufgrund der Emotivität des Sprechers. Die Studie bestätigt damit die Effizienz der Methoden der „connected history“ für einen interdisziplinären Korpus zu linguistischen (und, genauer gesagt, phonetischen) Problemen
Signaté, Diame. "Grammaire française : les systèmes corrélatifs dans l'histoire du français jusqu'au dix-septième siècle." Paris 13, 1990. http://www.theses.fr/1990PA131012.
Full textWe studied the correlative systems in the history of the french language from the middle ages up to the classical epoch. Our study though based on historical backgrounds, it also includes many theoretical analysis to explain the idea of "correlation" and to identify the structure of all the syntaxes. This study permitted to discover the changes which took place between 11 and 17 century. It shows also an intelligent use of a sentence must be made when correlating a proposition with another. It clearly shows also that the middle age authors excessively used the word correlation and this has frequently different meaning from its modern usage
Kessler-Mesguich, Sophie. "Les études hébrai͏̈ques en France, de François Tissard a Richard Simon (1508-1680) : grammaires et enseignement." Paris 8, 1994. http://www.theses.fr/1994PA08A016.
Full textBranca-Rosoff, Sonia. "Materiaux pour une histoire des conceptions normatives dans les representations de la langue : 18e-19e SIECLES." Paris 8, 1987. http://www.theses.fr/1987PA080403.
Full textWithin the various descriptions of french are confronted on the one handthe perfect structure of an advanced language provided with rules and, on the other hand, the "shapeless" formes of this language, whether they are stylistic deviations or uncultivated idioms. This is the reason why i have attempted to undestand how this ideal language had been set up, in relation to others. I have first taken into consideration texts from the eighteenth and nineteenth centuries dealing with the main com ponents of french grammar. I have read these texts with two major inten tions : the first is to show that the weight of the normative purposes of grammairians bring about a confusion between description and prescri tion, bound up with a view of language as an instrument; the second purpose is to show that the deviations from the norm make up an ambiguous material, at times expelled from the language, at times absorbed in it as a means of giving expression to subjectivity, or as the reflection of the unavoidable variety of the social forms of life. The learned analyses of french have been set up against those dealing with old french and provincial dialects. The latter forms of language, perceived at first as the reverse side of the norm, are gradually becoming objects of know ledge. .
Taga, Shigeru. "Les théories de la versification française au XIXe siècle." Paris 4, 1989. http://www.theses.fr/1988PA040139.
Full textThe classical theory of the French verse system, founded in the XVIIth century, was in vigor even in the middle of the XIXth century. But then, some theorizers, under the influence of the development of the human sciences in general and by the literary current, tried to introduce new conceptions in it. This accords with the transformation of the thought system, which was achieved in the later half of the XIXth century : the death of the Classicism
Kriajeva-Kouzmina, Nadejda. "La description de la langue russe par les auteurs français de la seconde moitié du XVIIIème siècle." Nancy 2, 2004. http://docnum.univ-lorraine.fr/public/NANCY2/doc205/2004NAN21011.pdf.
Full textThe thesis is devoted to studying the contributions made by little known French writers of Russian grammar books (Charpentier, Maudru) and French grammar books (De Laval, Boujot, Gautier) for Russian native speakers, in the description of the Russian language and the development of linguistic science in Russia. The results of the research help fill a gap in the history of Slavic studies in France and Romance studies in Russia, as well as bring recognition to the writers of the books analysed, in their capacity as witness and participants in grammar writing for updated Russian. The results also bring value to the accounts made by these writers, the originality of their interpretation of linguistic information and grammatical phenomena in the Russian language of the period
Akihiro, Hisae. "Contribution à l'étude de la valence verbale en français contemporain, la non-réalisation du complément d'objet direct." Paris, EPHE, 2004. http://www.theses.fr/2004EPHE4014.
Full textSome verbal constructions allow for the omission of the direct object without modifying the verbal valency structure, as in the example je mange ø (the ø mark thereby represents the omitted direct object in the valency structure). In the present work the existence of ø is being justified by means of the " coordination test " : je fume ø et même des cigares vs? La cheminée fume et même ça, arguing that the ø is part of the direct object of paradigm, we propose in the following a detailed analysis of its particularity by comparing it to other linguistic forms, such as the pronouns le, la les and ça in order to study the use of ø we differentiate between three levels of analysis of its particularity by comparing it to other linguistic forms, such as the pronouns Le, La, Les and ça. In order to study the use of ø we differentiate between three levels of analysis: A-the level of the verbal valency, B-the level of the syntactic context, and C-the level of the discursive and pragmatic context whilst acknowledging the importance of the contextual factors, this work explains the phenomenon of the ø above all in elation to the criterion of the verbal valency. It proposes therefore a detailed description of the use of 785 verbs chosen from various corpuses (both written and spoken), allowing for the distinction between those constructions that are favouring the use of ø and those that are not. The description leads us to reconsider the traditional classification of “transitive and “intransitive” verbs and to propose a dictionary of verbal valency
Clerc, Charles. "Les républicains de langue française aux Etats-Unis: 1848-1871." Paris 13, 2001. http://www.theses.fr/2001PA131036.
Full textEhrhard, Anne-Françoise. "Un siècle de pensée grammaticale et syntaxique : la grammaire de Johann Christian Heyse (1814-1914)." Paris 4, 1993. http://www.theses.fr/1993PA040061.
Full textThe publication, in 1814, of Johann Christian Heyse's school grammar Theoretisch-Praktische Deutsche Grammatik was the beginning of a long series of three grammars till 1914. At the beginning still greatly influenced by the tradition of the French grammaire générale, but with very new impulses, they became with Karl Wilhelm Heyse in 1840 a new orientation due to the German historical school and the philosophy of William of Humboldt. K. W. Heyse's concept of a "philosophical grammar" was partly simplified by the third great continuator of the work, Otto Lyon. This study shows the historical and cultural continuity between the different grammars as well as a qualitative change of the German language around 1840, which was already understood at that time by K. W. Heyse
Weigel, Philippe. "Les spectacles dans les récits de voyage de langue française de la deuxième moitié du XIXe siècle." Paris 4, 1998. http://www.theses.fr/1998PA040269.
Full textFrench speaking "writers who travel" and "travellers who write" travelling in the second half of the 19th century, reveal both a different artistic culture and primary and secondary motivations. During a halt in the foreign capitals and even in remote villages, the traveller may, for various reasons, witness different performing arts for instance a ballet, an opera, the theatre, a puppet and shadow show, folk, masked and ritual dances. . . Without forgetting the theatre tours. Combining sight, written and drawing dialectics, the travellers observe and comment upon performances in Europe, along the Mediterranean coast, in Africa, in the South Sea Islands, in Asia and the Americas. The performances from "elsewhere" are approached in several ways: in Europe the traveller tends to focus the artistic and aesthetic aspect often influenced by the romantic arts; further afield the body performance is perceived as being voluptuous and violent. The abrupt change occurs particularly in Africa and the South Sea Islands where the ethnological view prevails. The traveller endeavors to link the performances seen in Asia and America with Europe which becomes the ophtalmos of the world. The performance art offers both a journey in fiction and in the mentality of the epoch. All things considered, confronted with this exotic novelty, the views of both categories of travellers converge here to interrogate the western views and take into consideration the view of the "other" as regards the native performances
Boutan, Pierre. "Histoire de l'enseignement du français à l'école primaire élémentaire de 1850 à 1900." Paris 5, 1994. http://www.theses.fr/1994PA05H061.
Full textIt is not possible to write about the emergence of this school subject by studying only the variety of french orders which were published at the time by the "ministere de l'instruction publique", as the ministry of education was known then. To start with, studying the situation of the different actors children, teachers (the main ones), inspectors, notables, publishers-enables us to assess the factors of both diversity and unity in the teaching of the national language to the children of the lower classes. To that effect, we have used testimonies from the top to the bottom of the hierarchy, and particularly from the specialised press. A contrasted picture, which may be linked to the elimination of illiteracy, comes out: school-teaching was not the same whether one lived in the economically advanced france of the north and the east or in the backward france of the south and the west; to which we may add the traditional opposition between rural and urban areas. The reverberations of the strife between church and state - which were vieing for controlling the then fast-expanding education system - have to be assessed too, particularly as far as the curricula of french and morals are concerned. France being mutilingual in those days also hindered the efforts of the government to unifying the nation; studying the ends - which were political as well as economical and social - evidences the rationale behind both the continuity and the changes which appear in the teaching of the national language. We are then enabled to gauge to what extent jules ferry's era can be considered a watershed, and to realise how far it was from setting rules about the place to be devoted to the teaching of spelling, to the form of the french composition, to the role of literature, all issues still controversial today
Puren, Laurent. "L'école française face à l'enfant alloglotte : contribution à une étude des politiques linguistiques éducatives mises en oeuvre à l'égard des minorités linguistiques scolarisées dans le système éducatif français du XIXe siècle à nos jours." Paris 3, 2004. http://www.theses.fr/2004PA030077.
Full textThis research in language didactics deals with the evolution of educational language policies which have been implemented since the 19th century in French public primary schools towards regional and immigrant language speaking pupils belonging to linguistic minorities. We mean to examine closely, from a comparative viewpoint, how three different school populations have been frenchified : the Bretons in the 19th century, the inhabitants of german speaking Alsace and Lorraine regions in the 19th century and during the interwar years, as well as the immigrant communities from the early 20th century until nowadays. Our research is at the junction of several fields in social sciences, including history, education sciences, language didactics, sociolinguistics, interethnic relations sociology, and politics. Through this academic work we wish to bring a contribution to : - a history of regional and immigrant language teaching in French primary schools ; - a history of French as a second language teaching in metropolitan France ; - a reflection on the importance that should be given to cultural differences in public space ; - a reflection on the incidence of political and ideological factors on educational language policies implemented towards minorities
Tsigris, Chryssoula. "La diffusion et l'enseignement du français en Grèce au XIXe siècle à travers les programmes institutionnels et l'analyse du discours des manuels." Paris 3, 2002. http://www.theses.fr/2002PA030046.
Full textThe present research on the development and teaching of the French language in Greece during the 19th century is structured on three main lines : historical and analytical on a two-fold way, i. E. Quantitative and qualitative. The historical report includes the actors, namely the authors and the translators of the textbooks, also the general background as well as the place assigned to the teaching of spoken and written French within the educational system based on the study of the Greek legislation. A selection of text books and comparative tables of the schools curriculum is included. The quantitative analysis concentrates on the "peritext", the prefaces and preambles, as well as the contents of the different learning books (grammars, dialogues or exercises, anthologies, spelling books, conversation guides), i. E. The phonetics, the spelling, the various parts of the discourse, the syntax and language-oriented activities. The qualitative analysis has also been applied to the "peritext" of the learning books, where the aims of the education, the sources, the target group, the educational approach. .
Basille-Reyes, Véronique. "Mexicains d'origine française ou Franco-Mexicains ? : discours et représentations sociales dans les Etats de Veracruz et Mexico : à la recherche d'une identité perdue." Rouen, 2009. http://www.theses.fr/2009ROUEL039.
Full textIn 1831, after the independence of New Spain, some French, living with difficulty in their village of Champlitte, headed towards Jicaltepec, in the North of Mexican state Veracruz, in order to participate to Etienne Guénot's « Compagnie française » project. Throughout the 19e century, French emigrants continuously settled there. In 1862, the French presence was strengthened by the intervention of Napoleon III, then, with the « Porfiriat », by favoring foreign investments. What was then the influence of France in Mexico ? Can we speak today about a « Franco Mexican » legacy ? Do Mexicans from French descent still speak their forebears' language ? What stakes are there in the conservation of the French language and culture ? Can one speak about « Francophonie » ? What factors come to influence their linguistic behaviors, their cultural practices and their representations of France, of French people, of Mexico, of Mexican people, of the same and of the other ? How do they define themselves ? What kind of identifications do they translate into words ?
Hirigoyen, Arantxa. "Maurice Harrieten (1814-1904) euskara-frantsesa hiztegi eskuizkribua : ikerketa lexikografikoa : A, K eta T hizkiak." Pau, 2002. http://www.theses.fr/2002PAUU1002.
Full textBeji, Linda. "L'orientalisme français et la littérature tunisienne francophone : relations et influences." Paris 4, 2009. http://www.theses.fr/2009PA040100.
Full textFrench orientalism and French-speaking Tunisian literature are the expression of socio-cultural and politico-economic relations between France and Tunisia. During the XIXth century and at the beginning of XXth century, a mutual attraction links these two countries: France likes the exoticism of Tunisia and this one likes the modernity of French people. Literary and pictorial works are the evidence of this reciprocal interest. But imperialism changes this relation: the image of the other changes and the other becomes the enemy. Then we witness a proliferation of stereotypes for French people and a self-defining fall for Tunisians. After Independence, in France, the French exiles and the Tunisian immigrants know the same uneasiness : rejection because of difference. A complete integration and/or a communautarism are then consequences of this racism. In Tunisia, the westernized government disappoints the people: Tunisians are pulled between tradition and modernity, dream and reality. Literature is the oriental way to express disillusion, critics, identity. Franco-Tunisian relations are subjected to the hazards of History and Mankind; nevertheless, today, they remain friendly
Tan, Fang. "La Poétique de la nouvelle fantastique française du tournant des XIXe et XXe siècles et l'enseignement du français dans les universités chinoises." Paris 3, 2007. http://www.theses.fr/2007PA030083.
Full textBy its short form and its fascinating content, the French fantastic short story proves itself particularly appropriate to the class of FLE. However, it doesn’t play any role in French teaching in the Chinese universities. This research aims to propose to Chinese teachers of French the introduction of some French fantastic short stories in the class of FLE and to give them some ideas for working with these texts. In this perspective, we try to investigate in the present thesis the fantastic works of some French authors, among them Maupassant, Barbey d’Aurevilly, Villiers de L’Isle-Adam, Jean Lorrain, Marcel Schwob, Apollinaire, in order to sketch a poetics of the French fantastic short story at the turn of the XIXe and XXe centuries and to establish a teaching methodology of fantastic texts in the class of FLE. We consider that teaching activities should be organized for the purpose of the acquisition of linguistic, cultural competence and the fostering of the intercultural competence of the Chinese learners of French
Vivès, Luc. "Le thème égyptien au XIXe siècle : les images de l'Egypte dans la littérature française." Paris 4, 1996. http://www.theses.fr/1996PA040175.
Full textOur research aimed at bringing to the fore the close dependence existing between, on the one hand, the literary and artistic pictures of the XIXth century's Egypt and, on the other hand, a wide part of modernism which is linked to what we have chosen to name sign imaginary. Through the naissance of Egyptology speeches and archaeological subjects, through the progressive increase of travelling relations and the numerous - generic and stylistic - changes of orientalist and exoticism pictures, we have been able to piece together the slow assertion of the linguistic themes within the different portrayal system of modern and ancient Egypt. From three main picture series - subdividing itself into as many motifs as exposition methods - we have tried to grasp, in a chronological order, the conditions of appearance of the Egyptian-like art and the various pictorial metamorphoses allowing it to be perpetuated as far as today, in order to invest or to be invested with all the linguistic signs. In this manner, we have been able to notice the contamination of the touristic and the novelistic genres, the exchanges and the breaks between the Egyptian-like literary and the Egyptian knowledges, the birth of the historical novel, the development of the linguistic sciences and the progressive supremacy of the (hieroglyphic and alphabetic) signs within the modern western thought. The French literature, that the prism of the pharaonic hieroglyph carried on fascinating, has thus taken back to it not only archaeological and linguistic pictures, but also its own methods of representation : the language cannot be written any longer, be described and, so, appropriate itself without a henceforth familiar resort to a great many Egyptian patterns
Odoul, Marie. "A la recherche des spécificités de la tradition grammaticale allemande (1618-1830)." Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCA024.
Full textThis thesis aims to establish a history of the parts of speech in German grammar between the seventeenth and the early nineteenth centuries in order to highlight certain characteristics of the ways German grammar was described. A study of the parts of speech —which are a foundational feature of Western linguistic thought— provides an opportunity to highlight the ways German grammatical discourse is different from, or analogous to, other linguistic traditions. The descriptive trends and processes which emerge from this study can be positioned within the history of German grammar and more broadly within the history of other European grammars. This leads us to consider in more detail the descriptive choices and the theoretical viewpoints governing the development of these grammars. Although the specific features of the German language play a decisive role in the choice of a descriptive model, some initiatives in the second half of the eighteenth century adopt a multi-criterion approach to description, where grammatical categories are established through syntactic analysis. These multi-criterion descriptions, which sometimes present remarkable innovations in the history of grammar, can be seen as contributing to the change in German syntax that takes place in the first third of the nineteenth century. They therefore can reveal certain roots of this turning point in the history of German grammar
Séguy, François. "Le sens et l'origine du vocabulaire technique en photographie dans les ouvrages techniques de langue française traitant de photographie, publiés entre 1840 et 1922." Toulouse 2, 1998. http://www.theses.fr/1998TOU20034.
Full textThe aim of this thesis is to compile the first French semantic dictionary of the technical vocabulary of photography, based on the most significant works published during that period. The first part of the thesis is a recapitulation of all information necessary to assess the position of photography at the time: its history, its evolution up to 1922, its function in the graphic and photomechanical industry, its contribution to science, art and communication. A section is devoted to the 19th-century knowledge of physics, optics and chromatics. The analysis examines how this vocabulary borrowed from and contributed to the grammar and language of other techniques and professions. The second part, comprising 5,992 entries, is the actual dictionary, in which are defined all expressions, words and terms used in the publications. Our aim has been to characterize in detail all words and expressions beginning to assume a specific meaning in an evolving professional vocabulary. As the entries are essentially studied in their context, the complete quotes and their dated sources are included. In each case, the word in the references, given in the alphabetical order, was used in the common language or in a specifically photographic sense. The entries have been composed with the objective of observing, defining or establishing - the words or groups of words in the technical vocabulary and the newly created terminology which have assumed a specific meaning, sometimes in an originally polysemic situation; - the technical or cultural origin of the words or groups of words in the technical vocabulary, the way they were invented or devised through a twisting of the sense; - the use of new roots and the formation of new terminological groups; - the emergence, evolution, establishing or disappearance of words or groups of words in the terminology of photography
Jorge, Muriel. "Philologie, grammaire historique, histoire de la langue ˸ constructions disciplinaires et savoirs enseignés (1867-1923)." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA138.
Full textBetween the late 1860s and the mid-1920s, philology, historical grammar and language history are introduced into the French higher education system with the creation of positions and tenures in newly founded schools, such as the École Pratique des Hautes Études and the girls’ École normale supérieure in Sèvres, and in deeply transformed institutions, like the Paris Faculty of Letters. Making history-oriented linguistic knowledge into disciplines contributed to bring teaching and research closer together and led to the rebirth of the university system. This is illustrated by the careers of Gaston Paris, Arsène Darmesteter and Ferdinand Brunot in these institutions as evidenced by private correspondence and institutional archive material. The analysis of documents published by the establishments (posters, booklets, teaching records, anniversary publications) casts light on the problems these teachers faced when attempting to adapt to various student populations and official guidelines. Their teaching notes reveal content adaptation through diverse writing practices, which we identify and characterize by using text genetics. The in-depth study of two knowledge contents demonstrates the use that can be made of these notes as sources for the history of linguistic thought and its teaching. Firstly with the history of French orthography which is present in teaching notes, although it does not appear in course titles. Secondly with vulgar Latin as a theme that pertains to major ideological and epistemological issues which are invisible in institutional display material
Reznikow, Stéphane. "Francophilie et identité tchèque (1848-1914)." Paris, EHESS, 1999. http://www.theses.fr/1999EHES0066.
Full textWang, Hsiu-wen. "L'enfant et l'adolescent dans le roman français (d'Alphonse Daudet à Raymond Radiguet) : contribution à l'étude du personnage romanesque dans l'enseignement du français à Taïwan." Paris 3, 2006. http://www.theses.fr/2006PA030037.
Full textMost Taiwanese students have difficulty in reading French literature. We choose the childhood and adolescence literature as teaching material in order to teach French in Taiwan. This research is to resolve the following question: how can the teachers in Taiwan apply the childhood and adolescence literature to teach French language and culture? We work on this thesis from two aspects: theory and teaching. First, we study relationship between the time of the writer and his article. Next, we propose a semiotic method to study the children personages' names, their portraits and their narrative functions in the story. In practical way, we recommend teaching activities and suggest a proposal in order to create the literary and intercultural communication between the chosen romances and the Taiwanese students
Elalouf, Aurélia. "Histoire de la première nomenclature grammaticale officielle en France (janvier 1905 - avril 1911)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA134.
Full textThis study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught
Zhou, Xiaoshan. "La traduction, la réception et l'influence de Madame Bovary en Chine." Paris 8, 2004. http://www.theses.fr/2004PA082404.
Full textThe thesis reviews and evaluates the various translation versions of Madame Bovary in China, and examines the acceptance of these versions by the Chinese readers as well as its influence on Chinese literary works. This is so far the first attempt at exploring translation issues through a study of the acceptance and influence of a French novel in the Chinese context during a period as long as eighty years. The study is conducted from sociological, philosophical, linguistic, and translation perspectives. It reveals a number of factors essential to translation works such as social background, cultural and political influence, in addition to the translator
Alhaidar, Maha. "Influences et conséquences d'un siècle d'enseignement de la langue française en Irak (1869-1958)." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL065.
Full textWe are dealing here with education in Iraq under the Ottoman Empire, in the nineteenth and twentieth century's, in a once multi-ethnic and multi-confessional country. During the Tanzimat, Iraq benefited from the reforms of Governor Midhat Pasha. Several Christian, Jewish and different communities' schools existed before Western religious missions (Carmelites, Dominicans, Alliance Israelite Universally). The evolution of the different institutions and their possible links are described here. From French and Iraqi archives, a precise panorama of Iraqi education is established since 1908. We highlight the role of the private schools of the French Catholic and Jewish missions which disseminated French language and culture (secularism) in Iraq (printing, translations, press), with the support of French diplomacy till and after the government of Vichy.Seven portraits of Iraqi intellectuals illustrate the French influence as well as the rehabilitation of the Arabic language. We believe we contribute in this way to a better knowledge of Iraq in the nineteenth century and to revitalize the cultural exchanges between our country and France
Thomas, François. "L'art de traduire : enjeux philosophiques, éthiques et politiques de la traduction, à partir de la critique formulée par les Romantiques allemands à l'encontre des traductions françaises." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30012.
Full textThe investigation's starting point is the significant German translation's movement from the begining of the 19th century and the German thinkers criticism against the French practice of translation. The Germans reproach the French to translate a foreign work as if the author was french, thus refusing the very principle of translation, that is to confront to the Otherness (Berman). In 1813, F. Schleiermacher points the philosophical issues raised by the conflict opposing these two different approaches of translation, revealing that not only does such a conflict mirror the opposition between different ways of conceiving rationality, the relationship between language and thought, subjectivity, but also different ways of conceiving culture, nation, and the relationship to the Other and to foreignness. In the light of such analysis, we question the ways of conceiving translation in France in the 17th and 18th century, in which the practice of the "belles infidèles" prevails. We examine the theoretical groundings of these conceptions of translation, which leads to focus especially on the language studies conducted in Port-Royal and Voltaire's consideration about history. We study the issue raised by the French translation of philosophical work at the time. The confrontation of Shakespeare's first translations in France and in Germany (Voltaire/Herder, Schlegel) shows how a reflection on literature, history and cultural plurality builds up while at the same time, the Germans wish to emancipate from the French cultural domination and question the Enlightenment. We finally come back to Schleiermacher's thought to study in which way it contributes to define both an ethics of translation and an ethics based on translation, refering to the concept oh hospitality. By highlighting the depth and richness of thought surrounding translation in France in the 17the and 18th century, this work's aim is to restore an interest for studying its notions from a philosophical perspective. Furthermore, by going back to this German critique, this work is also concerned with shedding light on the origins of major conteporary thinking over translation and the issues at stake
Bisconti, Valentina. "Le sens en partage. Les outils linguistiques et approches théoriques de la signification [fin XIXe- XXe siècles]." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030163.
Full textThe constant strain between dictionaries and theoretical approaches to signification proves to be one of the major dynamics of the history and the historicity of linguistic ideas. Hence what matters is to bring out the permeability, the effects of continuity and the possible breaking points between dictionaries as linguistic tools and the theoretical approaches that look into meaning. The period considered here provides an understanding of the various forms of this interaction in the medium term. First, this study shows how French monolingual lexicography in the second half of the 19th century contributes to making meaning an object of study. As a matter of fact dictionaries prove to play a heuristic role which reveals the theoretical problems raised by semantic description. From the empirical evidence collected in the context of that description of language, late 19th-century linguists seek to come to a synthesis of observations. A new reading of the debate surrounding the institutionalization of semantics in the 19th century then shows that a lexicographer’s dilemmas are likely to end up in theoretical deadlocks. Nevertheless, the faults found in linguistic tools trigger off further reflection and suggest new hypotheses. Finally, this study aims to trace back the dissipation of the interaction between dictionaries and theoretical approaches to meaning, during the 20th century, thanks to different research perspectives which take on linguistic tools as the model for language, for semantic competence, or as an experimental field
Yan, Xiaolei. "Dire la Chine en français : ses représentations dans des dictionnaires et encyclopédies (1627-1877)." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR006.
Full textThe cultural history study of dictionaries has opened a new field for the research of representations. A retrospection of the extended meaning of the french word “chinois” led us to the present work about representations of China in french dictionaries. With the cultural history of dictionaries as the main theoretical framework, we have studied nine dictionaries whose publication dates cover 250 years. Through observations and analyzes on the formation, the change and the transmission of representations of China, we have uncovered complex influences of multiple factors about the dictionaries on representations, and the significant effect over time of dictionaries on the formation of stereotypes concerning China in the french language
Zogovska, Elena. "L'enseignement du Français Langue Étrangère en Macédoine à partir de textes littéraires des XIXe et XXe siècles sur Paris." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA045.
Full textThe literary text with his artistic, historical, linguistic, cultural and sociological power is privileged medium for the class of the French as a Foreign Language. Relying on the literature to teach various aspects of the French language and culture is the main idea of this research. But what type of literary text to choose? Paris – the world capital of art and culture, the home of writers, poets and artists, the most visited place in Earth, the nest of lovers and romantics, Paris dreamed, Paris loved, Paris fantasized: with this series of attributes, the City of light in the past has been and today still is an inspiration for writers and poets from around the world. It is magical Paris, poetic and festive, but also Paris unfortunate and unhappy that inspires, fascinates and drives them to write. An exceptional literary heritage has therefore built up over the centuries. In this context, a literary corpus of nineteenth and twentieth centuries in Paris - very diverse, consisting of novels, chronicles, collections of poems and plays - is at the heart of this thesis. Three dimensions are mentioned: linguistic, literary and cultural. The study of many facts about the language, then the discovery of the specificities of French literary genres, as well as putting into perspective numerous questions on Paris and his inhabitants – all these are topics of my work. I also demonstrate that the literature does not lock in on itself, but opens, goes further and embraces the other arts such as painting, photography and cinema. The literature pierces a new path to French culture and makes teaching/learning of the French as a Foreign Language more dynamic and more creative. Different approaches and techniques are implemented so that linguistic, literary and cultural skills are acquired in the most efficient way possible by the learners of French as a Foreign Language
Eymar, Marcos. "La langue plurielle : le bilinguisme littéraire franco-espagnol dans les lettres hispano-américaines (1890-1950)." Paris 3, 2008. http://www.theses.fr/2008PA030036.
Full textFrench-Spanish bilingualism is an expression of Hispano-Americain literature search for autonomy and legitimacy in the period 1890-1950. The work of Jose-Maria de Heredia, Nicanor della Rocca Vergalo, Ventura Garcia Calderon, Armando Godoy, Victor Manuel Rendon, Jose Maria Cantilo, Adolfo Costa du Rels, Vicente Huidobro, Cesar Moro and Alfredo Gangotena show the importance of this pratice. Either neglected or considered as exceptions of variable significance, these authors participate in a collective mouvement aiming at the formation of an Hispano- Americain literary language through contact with French, both linguistic and imaginary. Several cultural and historical factors, such as the spread of panlatinism ideology, justify this literary endeavour, which reflects the symbolic domination that France exerted on the young Hispano-American republics. Our work displays the main historical and literary elements which prove the existence of a bilingual tradition, insisting on the double reception of these authors. It also intends to understand reasons and modalities of language-switching, as well as litterary manifestations of duality, which results from the symbolic, cultural and grammatical gap between two different linguistic worlds. It examines, at last, bilingual writing specificity by studying interferences, self-translations, and the different aesthetic projects which attempt to materialize a “third language” between Spanish and French
Kurt, Williams Cigdem. "Réécrire Molière en Turquie à l'âge des réformes : seconde moitié du XIXe siècle." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAC008.
Full textIn the second half of the nineteenth century, Molière's comedies were seen as a fertile source of material for Ottoman playwrights eager to bring new ideas to the popular dramatic arts and to create a new form of national theater. This dissertation concentrates on two primary ways that French theater was transmitted to the theater-going public in the nineteenth century : First, plays that traveled in their original language ; and secondly, translations and adaptations of the French plays most popular at the time. This dissertation aims to analyze Molière's theater in all the complex ways it was transmitted throughout the Ottoman Empire during the Age of Reforms. This dissertation proposes a new perspective on the history of modern Turkish theater, underlining the transformation that the popular dramatic arts went into in the midst of the growing popularity of Molière's theater in the capital and the effect of French theater stars coming to what was a lively and cosmopolitan Istanbul
Mtavangu, Norbert. "La contribution des Français à l'étude du swahili : le cas de Charles Sacleux (1856-1943)." Phd thesis, Institut National des Langues et Civilisations Orientales- INALCO PARIS - LANGUES O', 2013. http://tel.archives-ouvertes.fr/tel-00992640.
Full textDagnet, Sévrine. "Le nom dans les grammaires françaises des XVIIème et XVIIIème siècles : définitions, classements et détermination." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA034/document.
Full textStudying the noun, the subject of interdisciplinary study, may seem commonplace, especially in the grammatical sphere. Nevertheless, we will start from the assumption that the work of 17th and 18th-century theorists, who vacillated between a study of French based on that of Latin, and a desire for emancipation, is of definite interest. Three problems stand out in this body of work.The first concerns the general treatment of the parts of speech, a Greco-Roman heritage to which grammarians were forced to adapt, dealing with difficulties of collection and definitions. We seek to understand how the substantive noun / adjective noun subdivision is justified by almost all authors and what particular link the first has with the verb in speech. The second type of question, which addresses both morphological and semantic-syntactic classifications of the noun, leads us to wonder, among other things, about the theorisation of accidents of gender and number. However, it is above all the paradox of the abstract noun, a substantive noun that refers to something without “substance”, which will be the focus of most of our discussion.The last aspect looks at determination by the article, an occurrence lacking legitimacy, which alone raises three theoretical difficulties. We ask ourselves what the occurrence’s status is in the parts of speech (autonomous class? Adjective or pronoun category?). What is its role with respect to the noun and what do we mean by definite, indefinite and partitive article? Last, how did the treatment of the article lead to a general discussion of determination in the 18th century?
Cibian, Aura-Celestina. "Aspects du franco-roumanisme culturel et linguistique à la lumière des documents juridico-administratifs des pays roumains (1828-1848)." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3120.
Full textStarting with the first contacts mentioned in Chapter 1., to the flourishing of French-Romanian relationships, we have offered through this thesis an image of how has been built and developed the common history of two peoples, so that we can speak afterward of the significant French-Romanian phenomenon. The document that constitutes the basis of our studies is the first edition of the Romanian Constitutional Texts, written in Cyrillic Alphabet, but the version that has been very useful to us is the bilingual French-Romanian version preserved in the 1890 Romanian Parliamentary Annuaries. This has been a very rich source for our lexical, stylistic, morphological, syntactical and translation analysis, aspects presented in Chapter 3. We have structured it into two sections: a theoretical one, having in center two important names in stylistics, Swiss and Romanian representatives, Charles Bally and Tudor Vianu and different translation theoreticians such as: Georges Mounin, Marianne Lederer, John Catford, Henri Meschonnic, Algirdas-Julien Greimas, Eugene Nida, etc.; the second part is a practical one, with contrastive French-Romanian analysis of the two texts: the Romanian text (the source-text) and the French text (the target-text). At the end of our thesis, in Chapter 4, we have detailed some aspects of the nowadays version of the Romanian Constitutional Texts, bilingual version reflecting very well the significant progressive steps taken from the 19th century until now
Martah, Mohamed. "La réception critique de Lautréamont et de son oeuvre." Paris 12, 1994. http://www.theses.fr/1994PA120032.
Full textA challenge. This is how the reading of ducasse's work could be qualified. The hermetisme of his poetical works seems to discourage even the hermetically experienced readers, but which, in reality, invites them to taste <> whitch are les chants. . . And poesies. From challenge to risk, from risk to interpretation, from interpretation to the history readings, such is the progress of the critical reception of lautreamont and his works. From an aesthetic experience to anather, lautreamont proves more and more accessible and more and more readable. Thanks to critical works of leon bloy, andre breton, salvador dali, gaston bachelard, maurice blanchot, philippe sollers, and many others, the reading of ducasse's poetical works materializes in a production of critical texts. They attest to the reception of lautreamont, to his eminent place in the process of reading