The present study examines possible effects of extramural English (EE) on oral proficiency (OP) and vocabulary (VOC). The study is based on data collected from Swedish learners of ESL in grade 9 (aged 15-16; N=80; 36 boys, 44 girls) over a period of one year. EE was defined as linguistic activities that learners engage in outside the classroom in their spare time. EE was measured with the help of a questionnaire and two language diaries, each covering one week. In the diaries, the learners recorded how much time they had spent on seven given EE activities (reading books, reading newspapers/magazines, watch­ing TV, watching films, surfing the Internet, playing video games, listening to music). There was also an open category. Speech data were collected with the help of five interactional speaking tests; learners were in random dyads on each occasion. Each student performance was assessed by three raters with the help of a profile scheme, resulting in an overall grade. Based on these grades from the tests, a mean grade for OP (the OP grade) was calculated for each student. OP was defined as the learner’s ability to speak and use the target language in actual communication with an interlocutor. Learners’ VOC was measured with an index variable based on the scores on two written vocabulary tests. For a selection of ten learners, additional analyses were made of oral fluency and the use of advanced vocabulary in speech. A mixed methods research design was used, but the lion’s share of data was analyzed using inferential statistics. Results showed that the total amount of time spent on EE correlated positively and significantly (p < .01) both with learners’ level of OP and size of VOC, but that the correlation between EE and VOC was stronger and more straightforward than the one between EE and OP. The conclusion drawn was that although EE impacts both OP and VOC, the causal relationship is more salient in the case of VOC. Results also showed that some activities were more important than others for OP and VOC respectively; i.e., the type of EE activity mattered. EE activities that required learners to be more productive and rely on their language skills (video games, the Internet, reading) had a greater impact on OP and VOC than activities where learners could remain fairly passive (music, TV, films). An important gender difference was identified. Boys spent significantly more time on productive EE activities than girls; therefore, EE had a greater impact on OP and VOC for boys than for girls. Four background variables were also studied. The conclusion was that EE is an independent variable and a possible path to progress in English for any learner, regard­less of his or her socioeconomic background.

This research contributes a detailed personal account of a FEMEN activist. It presents an autophenomenographic analysis of cultural artefacts, including a Retrospective Diary, resulting from the activity of Yelena Myshko in FEMEN between 2012 and 2014. Previously FEMEN has been used as raw material for external analysis by press and academics to fit their individual agendas. To counteract this, Myshko’s research proposes an insider perspective on FEMEN activism. She writes herself in response to academics and FEMEN leader Inna Shevchenko who ignore the contribution of FEMEN Netherlands. Myshko merges author/researcher/researched and uses evocative storytelling to provide an introspective account of sextremism, connecting it to relevant embodiment concepts that illustrate its technology of empowerment and unintended side effects.   Through an autophenomenographic analysis of her personal experience, Myshko suggests how FEMEN employs sextremism to create soldiers of feminism. Her research proposes that sextremism is an attitude, a way of life and technology of resistance. For Myshko, sextremism embodies feminist polemic that turns against patriarchy through topless protest. Through personal accounts she illustrates how she internalized this aggressive femininity during physical and mental training. Myshko argues that in protest FEMEN activists communicate to the public and mobilize new activists through feminist snap. In addition, Myshko observes that sextremism produces visual activism that internalizes feminist polemic and transforms it into figurative storytelling. Myshko explains how she reproduced sextremism through body image that made her assertive and empowered her in action.   In turn Myshko demonstrates how personal accounts of sextremist embodiment and problems encountered as a woman in the world reproduce FEMEN’s fight in the media. Myshko analysis interviews with the press where she pinpoints topical feminist issues, making FEMEN real and relevant in Western society. Myshko observes that the media appropriated the spectacle created by FEMEN Netherlands but often distorted it and bend the news to fit its own agenda. In addition, the media criticized FEMEN Netherlands for cross-passing national values and power symbols. For Myshko, sextremism is empowering but also destructive. It promotes an unapologetic self-critical attitude that accumulates collateral damage in battle. The sporadic and restrained relationships between activists does not allow intimacy. Because of the eye of the media, tenderness is perceived as weakness and is not aloud. The combination of criticism, media scrutiny and police persecution hurt Myshko’s feelings. These unresolved feelings of hurt led to resentment and disengagement from FEMEN.

No final da década de 1960 e início da seguinte, dentro do contexto que se convencionou chamar de cinema experimental ou de vanguarda norte-americano, um número sem precendetes de cineastas dedicou-se à elaboração de filmes-diário ou autobiografias filmadas. Esse movimento é acompanhado, no caso de alguns dos realizadores, por um interesse por outras formas (literárias ou pictóricas) de autorre- presentação e escrita de vida e por um esforço reflexivo sobre as possibilidades, usos e potências dessas formas no cinema. Partindo do entendimento que a autobiografia transforma-se em um campo de interesses para cineastas, críticos e público apenas a partir deste momento, esta tese pretende abordar como ela é formulada e inventada por cineastas como uma forma possível para o cinema. A partir da análise de textos e filmes de três cineastas centrais para essa elaboração, notadamente Stan Brakhage, Jonas Mekas e Hollis Frampton, demonstramos o papel do gênero na transformação de um panorama artístico e criativo. De um lado, como se verá, a autobiografia afirma-se e inventa-se como uma tentativa de dialogar e responder a uma história artística que incluí o próprio cineasta, de outro, ela propõe-se como um lugar de singularização e transformação dessa história. / On the threshold of the seventies, the autobiographical genre emerged as one of the main tendencies of the north-american avant-garde film. This event was followed by a growing interest in other forms of self representation and life narratives in painting and literature and by an intellectual effort to reflect on the uses, qualities, possibilities and predecessors of the new form in film. Understanding that autobiography becomes a field of interest for filmmakers, critics and public alike only at this moment in time, this dissertation intends to broach how autobiography is fashioned by filmmakers into a form viable for cinema. Relying on a vast documentation of writings by Jonas Mekas, Stan Brakhage and Hollis Frampton, three filmmakers whom we consider to be central to the understanding of the genre as such, and on close readings of their autobiographical films we demonstrate the role played by the genre in the transformation of a creative and artistic environment. As will be seen, the emergence of the genre responds to a historical and aesthetic transformation in experimental films and offers itself as a peronal narrative for this changing history.

Durant toute sa vie, Samuel Taylor Coleridge, poète et philosophe romantique anglais, a consigné ses pensées et ses réflexions sous forme de fragments dans des Notebooks, aujourd’hui regroupés dans cinq volumes. Derrière cette écriture mosaïque se dessine l’histoire d’un esprit nourri d’une insatiable curiosité pour le monde naturel et la psyché humaine. Libre de toute contrainte de structure et de genre, l’espace des Notebooks est peut-être celui qui s’ajuste le mieux au rythme si particulier de la pensée du poète. Ces textes se donnent ainsi à lire comme le reflet d’une pensée en constante évolution, qui sans cesse digresse, explore des possibles, ouvre des voies inexplorées. Cette thèse se propose donc de tenter d’en saisir les variations par une approche rythmanalytique du corpus d’étude. L’écriture des premiers carnets est essentiellement nomade, elle témoigne d’un plaisir de pérégriner, de s’ouvrir à la texture du monde. Elle se nourrit de l’énergie d’un corps en mouvement et d’une volonté d’habiter poétiquement l’espace. Toutefois, au fil du temps, le regard du poète semble peu à peu substituer le diffus et le nocturne à l’espace géopoétique ; l’écriture des Carnets se replie sur l’intime de l’être et se teinte de mélancolie. L’écriture de la mélancolie ne serait-elle pas dès lors l’envers sombre de l’écriture nomade, une écriture qui se nourrit de l’énergie du désir et de l’angoisse, et qui ne cesse de s’enrouler sur elle-même pour tendre vers ce point obscur ? Néanmoins, la mélancolie des Carnets n’est jamais synonyme d’effondrement ou de néant, elle n’appelle pas le vide mais, bien au contraire, trouve sa source d’inspiration dans une formidable vitalité pour faire advenir au jour de la parole ce qui ne se donne à voir que dans l’obscurité de la nuit. / During all his life, the English poet and romantic philosopher Samuel Taylor Coleridge secretly kept his thoughts and reflections in his Notebooks, which have been published in five volumes. This mosaic writing tells the story of a mind fed on an insatiable appetite and curiosity for the natural world and the human mind. Freed from any structural or generic constraint, the Notebooks certainly offered the poet a scriptural space well-suited for the rhythm of his thought. These texts can thus be read as the reflection of a mind constantly evolving, digressing, exploring new areas and opening new vistas. This work is an attempt to seize the variations of the Coleridgian thought by approaching rhythmically the first three volumes of the Notebooks. The writing of his first notebooks is essentially nomadic and asserts the pleasure of wandering through the natural world and delving into its texture. It feeds upon the energy of a body exploring space and of a mind struggling to inhabit the world poetically. Yet, as time passes, the poet’s gaze seems to linger more on the nocturnal sky than on the natural space. The writing of the Notebooks is then no longer the poetic substrate of the early days; it turns inward, loaded with melancholy. The writing of melancholy could therefore be seen as the darker side of the nomadic writing, one that feeds upon the energy of desire and anxiety, that takes a circumvoluted path towards this “dark spot”. Nevertheless, melancholy does not mean the annihilation of the self nor does it call for hollowness. Its source of inspiration resides in the vital force of creation which strives to bring to the light of speech that which can only be glimpsed at in the darkness of the night.

No description available.

The thesis consists of three parts. The first part is a Russian translation of selected excerpts from Jan Zábrana's diaries Celý život. The second part is a commentary on the translation, which includes three chapters: translation analysis of the source text, description of the overall approach to the translation and the translation strategy, a typology of the particular translation problems and ways of solving them.

Les nouvelles technologies ont beaucoup modifié l’apprentissage en général et l’apprentissage des langues en particulier. Cela, à son tour, a changé les représentations et les rôles traditionnels des acteurs impliqués dans l’acte d’apprentissage : apprenants et enseignants. Cette recherche décrit l’apprentissage à distance du français mettant au point l’apprentissage du FLE au Pakistan via Internet et les problèmes liés à cette nouvelle approche d’apprentissage en autonomie qui requiert la modification des rôles des apprenants ainsi que des enseignants en suggérant des stratégies à utiliser afin d’autonomiser et responsabiliser les apprenants habitués à une méthode d’apprentissage traditionnel qui est différente de celle utilisée dans l’apprentissage de la langue française en ligne / The technology of information and communication has revolutionized the teaching in general and teaching of language in particular. This in its turn has altered the traditional concepts of roles attributed to the actors involved in the act of learning and teaching. This research work describes the distance learning especially online learning of French language in Pakistan using Internet and the problems related to this new approach of autonomous learning that requires the modification of roles and duties of both the learner and the teacher focusing on strategies to be used in order to make the learners get used to a method of learning that is totally different from traditional learning and to make them take responsibility of their learning.

Avec les neurones miroirs et les théories de la simulation, les découvertes récentes des neurosciences sur les relations intersubjectives offrent à la théorie littéraire de nouvelles données pour approcher le récit fictionnel. Elles permettent de réhabiliter le bovarysme littéraire dont la version cognitiviste, l’empathie fictionnelle, est l’objet de cette thèse. Il apparaît que dans le monde créé par la fiction, c’est l’empathie fictionnelle qu’il éprouve pour les personnages qui permet au lecteur de comprendre leurs états mentaux et d’anticiper leur comportement. Ainsi, les émotions fictionnelles, véritable catalyseur du processus de simulation qui permet au lecteur d’éprouver corporellement le point de vue du personnage, participent-elles pleinement au processus de compréhension et d’interprétation de l’histoire. L’objectif est donc de repenser l’activité du lecteur de fiction en axant la réflexion sur la manière dont le lecteur appréhende le monde fictionnel et s’y investit émotionnellement. L’aptitude à l’empathie fictionnelle devient alors une compétence de lecteur, indispensable pour qu’il puisse s’immerger dans l’univers fictionnel. Ce point de vue soulève une question concernant la didactique de la lecture littéraire. Lors de la lecture d’œuvres de fiction, en quoi et comment est-il souhaitable de solliciter l’empathie fictionnelle des élèves pour les personnages ? Cette thèse répondra à cette question en proposant un dispositif d’accompagnement de la lecture par l’écriture : le « journal de personnage ». L’expérimentation présentée, menée en classe de CM2 et de 6e, concerne le journal de Gilgamesh, héros mythologique dont le récit des aventures appartient à nos textes fondateurs. À travers l’observation de productions écrites d’élèves et l’analyse d’entretiens et de questionnaires individuels, il apparaîtra que les écritures fictionnelles en première personne demandées aux élèves sont un moyen d’exercer leur aptitude à l’empathie fictionnelle et par voie de conséquence de développer leurs compétences en matière de lecture littéraire. / With mirror neurons and simulation theories, recent findings in neuroscience on inter-subjective relations offer new data to literary theory about fictional narrative. They help restore literary bovarysm of which cognitive version, the fictional empathy, is the subject of this thesis. It appears that, in a world created by fiction, the fictional empathy that the reader feels for characters allows him to understand their mental states and anticipate their behavior. Thus, the fictional emotions, real catalyst of the simulation process that allows the reader to physically experience the perspective of the character, fully participate in the process of understanding and interpreting the story. The objective is therefore to rethink the mental activity of the reader of fiction, with a focus on how the reader grasps the fictional world and gets involved emotionally. The capacity for fictional empathy then becomes a reader’s skill, essential to immerse himself in the fictional universe. This approach raises a question about the teaching of literary reading. When reading fiction, in which way and how is it advisable to seek the students’ fictional empathy for the characters? To address this issue, this thesis proposes that a reading-cum-writing support mechanism be envisaged: the "character’s diary". The experiment conducted in CM2 and 6th grade classes, relates to the diary of Gilgamesh, mythological hero whose adventure stories belong to our founding texts. Through the observation of students' written along with the analysis of interviews and individual questionnaires, it would appear that fictional writing requested from students in the first person are a means to exercise their capacity for fictional empathy and as a corollary develop their skills in literary reading.

Cette recherche a reçu le soutien financier du CRSH, de la FESP et du DLLM. / Le XIXe siècle représente une période prépondérante de l'histoire des femmes en Occident, celle de la naissance d’une conscience féminine de nature publique, des premiers balbutiements du féminisme. Dans ce contexte, il est important d'étudier où se situent certaines personnalités féminines dans leur société. À cette époque, deux pratiques d'écriture connaissent leur apogée, la presse et le journal intime, qui permettent aux femmes de prendre la parole et d’intervenir dans la sphère publique. Ces formes d'écriture peuvent être considérées comme des espaces discursifs nés de conflits et de tensions sociales; elles sont le produit d’une même personne qui commente l’actualité de façon quotidienne, hebdomadaire ou mensuelle. La femme de lettres reconstitue les événements et faits du passé, transmet ses observations et opinions personnelles sur divers sujets; elle remet aussi en question le discours normatif institutionnel à partir de ses propres expériences et connaissances. Les écritures intime et journalistique témoignent de la vision plurielle du monde des intellectuelles et de leur participation au devenir historique, d'où l'intérêt de les étudier en parallèle dans ce travail. À travers l'étude d’écrits intimes et journalistiques, l'objectif principal de cette thèse est de faire entendre trois voix féminines de l’Amérique face à la culture patriarcale: celles de l'Argentine Juana Manuela Gorriti, de la Colombienne Soledad Acosta de Samper et de la Québécoise Joséphine Marchand-Dandurand. Nous nous demandons dans quelle mesure leur écriture s’inscrit dans un projet collectif lié à l’avancement des femmes et de la nation. L’hypothèse qui guide notre travail est que les auteures développent et partagent une écriture de dénonciation et de revendication liée à la situation des femmes et de la nation. Nous partons du contexte universel d'invisibilité des femmes, de leur manque de reconnaissance comme sujets de la société du XIXe siècle ; nous suivons la ligne foucaultienne de la généalogie, en y ajoutant la variable de genre, dans le but de récupérer les traces d’une contre-mémoire manifeste dans les textes choisis et de mettre l’accent sur la contribution des auteures. L’analyse explore le dialogue entre le discours des écrivaines et l’hégémonie masculine. Elle reconstitue le contenu social de nature idéologique, indique les fonctions des textes analysés, examine attentivement leur contexte de création ainsi que l’expérience biographique des auteures et leur apport intellectuel. Alors que Gorriti, Acosta de Samper et Marchand-Dandurand proviennent de cultures et d’époques différentes, l'objectif est de préciser les éléments homologues sur les plans thématique et stratégique, tant dans leur écriture personnelle que dans leurs publications périodiques. Cet exercice permet de vérifier si, tant au niveau privé qu’au niveau public, les intellectuelles expriment les mêmes idées avec les mêmes stratégies énonciatives ; s’il existe une continuité ou, au contraire, une rupture entre les écrits autobiographiques et les essais publics qui rendent légitime leur vision du monde. Par la même occasion, nous examinons si le « je » des écrits intimes correspond à celui des publications périodiques de chacune des auteures à l’étude. / The nineteenth century is a key period in the history of Western women. This is when a public female consciousness emerges for the first time and an incipient feminism can be observed. In this context, it is important to study how certain female public figures positioned themselves in their respective societies. During this period two genres of writing, journalism and the personal diary, were at their height, and allowed women to take the floor and enter the public sphere. These forms of writing can be regarded as discursive spaces arising from social conflicts and tensions, but they are also the product of an individual who comments daily, weekly or monthly on current events. The woman writer reconstructs events and facts from the past, and reveals her personal observations and opinions on various subjects. She also uses her own experiences and knowledge to cast doubt on normative institutional discourses. Journalistic and personal writing bear witness to the pluralistic worldview of these female intellectuals and to their participation in contemporary historical developments; hence the interest in studying them comparatively in this investigation. The main objective of this dissertation is to analyse, through the study of their journalism and diaries, the work of three female writers from the Americas—the Argentinian Juana Manuela Gorriti, the Colombian Soledad Acosta de Samper, and the Quebecer Joséphine Marchand-Dandurand—whose voices have been silenced by patriarchal culture. Fundamentally, this thesis asks to what extent their writing is inscribed in a collective project related to the advancement of women and the nation. This investigation’s hypothesis is that the authors develop and share a critique of both the situation of women and the nation, as well as calling for women's recognition. Starting from the basis that women's invisibility is universal, and that women were not recognised as subjects in nineteenth-century society, the study deploys the Foucault’s theory of genealogy, adding the gender variable, in order to rescue the traces of a counter-memory in the texts selected and to value the contributions of the authors. The analysis explores the dialogue between the discourse of women writers and male hegemony, restoring the social content of an ideological nature, pointing out the functions provided by the texts analyzed and carefully examining the contexts of their production, as well as the biographical experiences of the writers and their intellectual contributions. Even though Gorriti, Acosta de Samper and Marchand-Dandurand come from different cultures and epochs, the objective is to define the similarities in their personal and journalistic writing on both a thematic and strategic levels. This exercise allows us to verify if these female intellectuals expressed the same ideas in both public and private spheres with the same enunciative strategies; if there is continuity or rupture between autobiographical writings and public essays, which legitimize their worldview. At the same time, the study examines if there is any correspondence between the authorial self of the intimate writings and that of the periodical publications. / El siglo XIX es un período clave en la historia de las mujeres occidentales ya que es el momento en el que surge una conciencia femenina de naturaleza pública y en el que se observan los primeros balbuceos del feminismo. En este contexto, resulta importante estudiar el posicionamiento de ciertas individualidades femeninas frente a la sociedad de su tiempo. Tanto la prensa como el diario personal son dos prácticas escriturales que conocen su auge en esta época y que permiten a las mujeres tomar la palabra y el espacio público. Estas formas de escritura pueden ser consideradas como espacios discursivos surgidos de conflictos y tensiones de carácter social, siendo producto de una misma personalidad que comenta diaria, periódica o mensualmente la actualidad. La mujer escritora reconstituye acontecimientos y hechos del pasado, da a conocer sus observaciones y opiniones personales sobre varios temas; cuestiona también el discurso normalizado e institucionalizado a partir de su propia experiencia y en función de sus conocimientos. Las escrituras íntima y periodística constituyen testimonios de la visión plural del mundo de las intelectuales y de su participación en el devenir histórico. De ahí el interés de estudiarlas en paralelo en este trabajo. El objetivo principal de esta tesis es el de hacer oír, a través del estudio de escritos íntimos y periodísticos, tres voces femeninas americanas frente a la cultura patriarcal: las de la argentina Juana Manuela Gorriti, de la colombiana Soledad Acosta de Samper y de la quebequense Joséphine Marchand-Dandurand. Nos preguntamos en qué medida su escritura se inscribe en un proyecto colectivo relacionado con el avance de la mujer y de la nación. La hipótesis que guía nuestra investigación es la de que las autoras desarrollan y comparten una escritura de denuncia y de reivindicación relacionada con la situación de la mujer y de la nación. Partiendo del contexto universal de invisibilidad de la mujer, de su falta de homologación como sujeto en la colectividad decimonónica, seguimos la línea foucaultiana de la genealogía, agregándole la variable de género, con el fin de rescatar las huellas de una contramemoria manifiesta en los textos seleccionados y de valorar las aportaciones de las autoras. El análisis considera la interlocución entre el discurso de las escritoras con la hegemonía masculina, restituyendo el contenido social de naturaleza ideológica, señalando las funciones y apuestas que proporcionan los textos analizados y examinando cuidadosamente el contexto de su creación, así como la experiencia biográfica de las escritoras y su aporte intelectual. Si bien Gorriti, Acosta de Samper y Marchand-Dandurand proceden de culturas y épocas distintas, el objetivo es deslindar los elementos que pueden ser considerados homólogos a nivel temático y estratégico, tanto a través de su escritura personal como de sus publicaciones periódicas. Este ejercicio nos permite comprobar si, tanto en el plano privado como en el público, las intelectuales expresan las mismas ideas con las mismas estrategias enunciativas, si existe continuidad o si, por el contrario, se evidencia una ruptura entre los escritos autobiográficos y los ensayos públicos, que legitiman su visión del mundo. Al mismo tiempo, examinamos si hay una concordancia entre el yo autoral de los escritos íntimos y el de las publicaciones periódicas.

This thesis deals with the development of embedded system for ultra light airplanes and helicopters. The aim is to design a system which would allow to measure and record the length of individual flights. It is therefore an onboard electronic diary which should facilitate and streamline the administration associated with sport aircraft operation. The base of the system is created on microcontroller of the MSP430 family by Texas Instruments. A reader will be offered the used hardware, the system design, the way of function and the possibility of using of the suggested system.