Commentaries on literary texts, be they Kāvyas or Nāṭyas, are a prolific though still much understudied genre in South Asia. The stress on the literary text as the achieved and circumscribed “work of ...art” has undermined studies on the reception history, transmission, and composing and staging of literary texts, where the poem or drama in its entirety is not always the main unit to be considered. Along these lines, literary commentaries are crucial for understanding the relation between theoretical prescriptions and compositional/performative practices, as they often put these two dimensions of literature (the theoretical and the practical) into dialogue. Moreover, a host of knowledge systems (
,
, etc.), along with their philosophical insights, technical vocabulary, and hermeneutical techniques, are employed, combined, and creatively refunctionalized in literary commentaries, which therefore represent a liminal genre of
that crosses the seemingly well-established boundaries among disciplines and offers to the modern scholar a unique window into the intellectual life of premodern South Asia.
Le présent article analyse les processus de reconfiguration des collocations qui entrent en en jeu dans le cadre de la production écrite réalisée par des élèves de fin d’école primaire (10-11 ans) à ...partir de textes littéraires du genre de la robinsonnade. L’outil textométrique
Le Trameur
a permis de traiter les données soumises à l’analyse. Celle-ci montre que les élèves s’appuient sur une variété de procédés pour recréer des collocations ou proposer d’autres combinaisons plus singulières. L’appropriation n’est pas un réemploi à l’identique, mais procède de changements/ajustements sur les axes syntagmatique et paradigmatique. Ces transformations témoignent non pas seulement d’un travail sur ces combinaisons à l’échelle de la phrase, mais d’une interprétation plus large du texte et du genre littéraire. Cependant, dans notre expérimentation, tous les scripteurs ne s’emparent pas des collocations pour écrire. D’où la nécessité d’une démarche didactique explicite invitant les élèves à manipuler ce phénomène langagier à la croisée de la syntaxe et de la sémantique.
How primary school pupils reconfigure collocations in writing.
This article analyses the processes of collocation reconfiguration involved in the written production of primary school pupils (10-11 years old) who read literary texts in the robinsonnade genre. The textometric tool
Le Trameur
was used to process the data submitted for analysis. The analysis shows that the pupils rely on a various processes to recreate collocations or propose other more singular combinations. The appropriation is not an identical reuse but it proceeds from changes/adjustments on the syntagmatic and paradigmatic axes. These transformations do not only reflect a working out of these combinations at the level of the sentence, but a broader interpretation of the text and the literary genre. However, in our experiment, not all writers use collocations for writing. Hence the need for an explicit didactic approach inviting pupils to manipulate this language phenomenon at the crossroads of syntax and semantics.
The Gothic is more than just maidens-in-peril fleeing supernatural villains in another age. Historically, it was a form used to depict and critique the dangerous labour conditions faced by workers ...during the Industrial Revolution.
Sebilwane: Nepišo ya mongwalelo wa palate Nkadimeng, Manangana S; Mojalefa, Mawatle J
Suid-Afrikaanse Tydskrif vir Afrikatale : Tydskrif van die Afrikatale-Vereniging van Suider-Afrika (AVSA) = South African Journal of African Languages : Journal of the African Language Association of Southern Africa (ALASA),
08/2020, Volume:
40, Issue:
2
Journal Article
Peer reviewed
Ge a hlopha Sebilwane, Serudu o re ga se thetokanegelo empa palate, mola Groenewald le Mojalefa bona ba re mohutangwalo wo ke thetokanegelo. Taba yeo e hlola kgakanego ya tlhopho ya mohutangwalo wo. ...Go rarolla bothata bjo, maikemišetšo a taodišwana ye a lebane le go hlaloša seo bangwadi ba mehutangwalo ye ya Sepedi ba rulagantšego dipharologantšho tša tšona ka tsela ya go se kgotsofatše, yeo e hlolago bothata bja karoganyo/ tlhopho ya kgonthe ya mehutangwalo ye. Le ge go le bjalo, taodišwana ye ga eyo hlopha mehutangwalo yeo, eupša go lekola thulaganyo ya ditiragalo tša mohutangwalo wa palate le go tiiša ka fao sereto sa Sebilwane se nago le dipharologantšho tša palate. Mongwalelo o lebane le polelo le maikutlo. Ka polelo ya mongwadi, mmadi a ka kgona go kwešiša sengwalo le maikemišetšo a mongwadi. Mmadi o kgona go lemoga mongwalelo ge a bala sengwalo. Go ra gore polelo ya mongwadi e bohlokwa kudu ge go bolelwa ka mongwalelo, ka gobane ke yona yeo e kgonago go bopa segwera gare ga mongwadi le mmadi. Ke ka fao go thwego mongwalelo o tlemaganya mongwadi le mmadi ka mokgwa wa poledišano.
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