This thesis focuses on the characteristic of the author's posture of Michel Houllebecq, a contemporary French author. The theoretical part of the thesis outlines the development of the author's concept during the 20th century and characterizes the author's posture in views of the Swiss literature critic Jérôme Meizoz, whose studies the thesis is based on. The second part of the thesis is dedicated to Michel Houllebecq's life and his present literature career. It gradually introduces his works together with receptions they received by the public. The description of the author's image follows. The final part comprises of the analysis of Houllebecq's work discursive ethos, which is the analysis of the author's poetics and style. The influence of those personalities who most affected author's style and his artistic pose as a whole is also emphasized. The thesis is complemented with a complete list of works by Michel Houllebecq and an illustrative photographic annex.

The thesis deals with prefaces to the works of Friedrich Nietzsche, especially with those he wrote retrospectively. The goal of the thesis is to state what purposes Nietzsche meant to achieve with his prefaces and what literary strategies he used to achieve these purposes. The core assumption of the thesis is that Nietzsche decided to utilize his copyright and used his prefaces as a means to establish himself as an author. My approach is based on 20th century literary theories dealing with the concept of "the author" and on approaching the preface as a self-contained genre. Aside from the various literary strategies Nietzsche used in his prefaces, I will also focus on the work Ecce Homo treating it as one great preface to the whole lifework of Nietzsche. Keywords: Nietzsche, author, reader, authorial strategies, preface, author's posture

(English) The aim of this master thesis is to analyse the fiction of Tommy Wieringa, specifically in relation to the concept of the posture developed by Jérôme Meizoz. The distinction between the internal posture and the external posture is essential in this theory. Therefore, there can arise a tension between both images of the author (i.e., in the terminology of Daniël Rovers, between auteursfiguur and figuurauteur). This thesis is based on the question if this statement is valid in case of the work of Wieringa. Keywords: Wieringa, author's posture, author's image, literary identity, self-fashioning, authorship, the literary field

Situé en didactique du Français Langue Étrangère (FLE) et notamment en celle de la littérature française au sein de l’université taiwanaise, l’élaboration des dispositifs didactiques tient compte des profils des apprenants locaux qui témoignent d’un trouble identitaire lié au contexte sociohistorique et expriment ainsi un intérêt envers les savoirs socioculturels en vue d’un enrichissement personnel et social. L’enjeu didactique de la lecture-écriture du personnage réside en l’occurrence dans l’exploration de la portée socioculturelle du texte littéraire en vue de la réflexion des apprenants sur des questions identitaires et sur des stratégies narratives liées à la construction du monde fictif et de l’authenticité du personnage favorisant l’identification du lecteur. Pour réaliser ce projet, une enquête sur les rapports des étudiants locaux avec la littérature française, notamment sur leur conception du personnage, a été effectué sous forme de questionnaire. Le débrouillement des données recueillies contribue à élaborer des séquences didactiques s’appuyant sur un corpus littéraire lié à la féminité des années 1920. Leur mise en pratique dans une classe de FLE en 2015 consiste à étudier des apports des référents culturels tant dans la structuration du système du personnage que dans l’articulation des séquences actionnelles du récit. Cette fonction narrative de l’acte de référence va de pair avec sa fonction pragmatique dans la programmation des tensions narratives, relatives à divers modes d’identification au personnage. Enfin, l’étude de l’acte de référence dans la construction d’un monde fictif permet de dégager la logique interne de la société représentée et les explications des phénomènes sociaux à partir de la situation définie dans le temps et dans l’espace. / The development of a didactic plan for the teaching of French as a Foreign Language (FLE), and especially in French literature at universities in Taiwan, has taken the characteristics of local learners into consideration. It shows that they have experienced an identity confusion related to the socio-historical context, and thus have expressed an interest in socio-cultural knowledge in order to enrich themselves personally and socially. Under the circumstances, the didactic challenge of the characters’ reading and writing is located on examining the socio-cultural significance of the literary texts for the learners’ reflection on identity issues, narrative strategies associated with constructing the fictional world, and characters’ authenticity encouraging the readers’ identification.A survey on the relationship between the local students and French literature particularly on their characters’ conception, has been carried out for this project in the form of a questionnaire. The collation of the data collected providing the development of didactic sequences is underpinned by a literary corpus correlated to femininity of the 1920s. Their implementation in a FLE class in 2015 consists of studying the contributions of the cultural referents in the creation of the characters’ system as well as in the articulation of the sequential actions of narrative. This narrative function of the reference acts is coupled to its pragmatic function on programming narrative tensions corresponding to various modes of the characters’ identification. Finally, the study of reference acts in the making of a fictional world renders it possible to identify the internal logic of the represented society, and the explanations of social phenomena from the situation defined in time and space.