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Dans cette dissertation, je me propose d'analyser quatre oeuvres pour en tirer les themes communs et divergents. La methode utilisee est celle de la comparaison par dyades. Je vais montrer que ces femmes refusent d'accepter le code social qui les assujettit et qu'elles luttent pour garder leur identite. Nous avons trouve qu'il y a beaucoup de semes qui sont communs aux quatre oeuvres. Par exemple, cage, feu, amour, mariage, mort, religion et liberte (voir tableau en appendice). Parmi les quatre heroines, la princesse de Cleves et Therese ont trouve leur liberte en dehors du mariage. Madame de Cleves reste veuve apres la mort de son mari malgre sa passion pour le Duc de Nemours. Therese, apres un attentat semi-conscient sur son mari, se retrouvera seule a Paris. Cependant, Silvia a trouve sa liberte dans le mariage parce que son futur mari, Dorante, va l'aimer en depit de l'habit de soubrette qu'elle porte. En ce qui concerne Lotus, elle a trouve sa liberte apres la mort de son fiance, Georges, et a consacre le reste de sa vie a instruire des enfants pauvres. Georges, comme Dorante, aime Lotus et l'a aide a s'aimer elle-meme et gagner confiance en sa propre personne. / A Thesis submitted to the Department of Modern Languages and Linguistics in partial fulfillment of the requirements for the degree of Master of Arts. / Degree Awarded: Spring Semester, 2004. / Date of Defense: March 31, 2003. / Le Jeu de l'Amour et du Hasard, La Princesse de Cleves, Therese Desqueyroux, Fille d'Haiti / Includes bibliographical references. / Antoine Spacagna, Professor Directing Thesis; Joseph Allaire, Committee Member; Erasmo Gerato, Committee Member.

My research focuses on selected discourse features of spoken French, especially those typical of present-day youth language. The dissertation has two main parts: 1) Analysis of features typical of spoken language, based on my corpus of recorded data from young people aged 20 to 30, speaking to each other in spontaneous informal conversations. The analysis focuses particularly on features with discourse-pragmatic functions, including discourse markers, general extenders, presentational constructions and dislocated structures. I also address the question of how some of these typically spoken features develop in French youth language and the extent to which they may be considered innovative. 2) Discussion of the role of spoken language in foreign language teaching and learning, based partly on the results of a questionnaire for university learners of French as a foreign language aimed at investigating their knowledge of spoken features. This section addresses the question of whether features of spoken language generally, and of youth language in particular, are available to foreign learners.

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