This thesis explores the pragmatics of English tag questions in translation by analyzing their pragmatic function. Our approach is based on the theoretical assumption that Czech lacks straightforward linguistic counterparts of English tag questions. The quantitative and qualitative corpus-based research strives to produce interesting findings about possible relations between pragmatic function, polarity and the form of tag questions in English, original Czech and translated Czech texts. Therefore, we propose and verify several hypotheses about these relations. This thesis broadens theoretical knowledge about tag questions by contributing to research on translation universals and improves translation practice by presenting translators with a paradigm, i.e., a class of possible solutions to the problem of translating English tag questions into Czech.

The thesis entitled "Pragmatic and stylistic analysis of the horoscopes in periodicals" deals with the horoscopes from linguistic point of view; the greatest attention is paied to the pragmatic and stylistic aspects. The goal of the thesis is to identify the typical features of horoscopes on the basis of pragmatic and stylistic analysis. The research material comprises of 1752 astrological predictions taken from sixteen different periodicals. The author and the recipient of horoscope are characterized in each chapter and selected attributes of the target group are studied in each chapter as well - age, gender, social roles and status. It is dealt with the intention of horoscopes; its impact on recipient and strategies used by authors of horoscopes are analyzed too. The thesis presents the way vocabulary and other language tools are used in horoscopes to communicate intention of their authors. The analysis also deals with themes of horoscopes.

The subject of the present paper is an analysis of two formally similar comment clauses (CCs henceforth) you know and you see with the help of a parallel corpus InterCorp. First, the focus is put on their pragmatic functions; it is attempted to find out whether they perform all the functions that can be realized by you-oriented CCs as identified and characterized by Povolná (2010), i.e. whether they can be found both as appealers and empathizers, inform markers and monitors, and whether they prefer a certain sentence-position. Second, the present paper studies the Czech translation counterparts of the selected CCs; it attempts to offer a summary of the strategies concerning the translation of the CCs into Czech and to identify their most typical Czech equivalents. It also examines to what extend the type of the pragmatic function influences the translation. The theoretical part summarizes the history of the phenomenon of CCs and characterizes and describes two approaches generally applied to CCs: CCs as ordinary clause constituents (Quirk et al. (1985)) vs. CCs as discourse markers (Povolná (2010)). Also offered is the treatment of the equivalents of CCs in the Czech grammars (Cvrček et al. (2010), Daneš, Hlavsa et al. (1987) and Karlík and Grepl (1998, 1999)). The methodological part summarizes...

This thesis aims to compare two Czech translations of John Steinbeck's novel Tortilla flat considering the theories of acknowledged translatologists (Levý, Knittlová, Krijtová). For Steinbeck's work differentiation of the language used in direct speech from the language used by the narrator by using colloquial and slang expressions is characteristic, so Steinbeck's translators were to cope with an uneasy task to find a functional equivalent of the different language layers in the target language. The thesis focuses among other on the means by which the differentiation was reached by two different translators considering the development of functional aspect in Czech translatology. A very significant element in Steinbeck's Tortilla Flat is the aim to outline the local atmosphere by using local names, facts and not translated Spanish expressions, which needs to be transferred to the target language considering the requirement both to preserve the local atmosphere in the translation and to create a translation, which is a valuable and understandable piece of literature in the target language.

I föreliggande studie presenteras vad instrumentallärare på folkhögskolor anser vara viktigt att arbeta med i sin undervisning med tanke på elevers kommande antagningsprov till musikhögskolor. För att belysa studiens forskningsområde läggs tidigare forskning fram samt annan relevant litteratur kring sociala och musikaliska aspekter på folkhögskolan och i instrumentalundervisning. Även antagningskraven för musikhögskolan inom jazzgenren presenteras. Studiens övergripande perspektiv är pragmatismen och dess metodologiska utgångspunkt är kvalitativ. En kvalitativ intervju har gjorts med fyra respondenter bestående av olika instrumentallärare inom jazzgenren på folkhögskolan. Resultatet visar instrumentallärares bild av individualisering som ett centralt verktyg i deras undervisning samt deras olika syn på aspekter som påverkar elevers utveckling, exempelvis övning, motivation och socialt samspel. Respondenterna lyfter även andra relevanta kunskaper och förmågor inför sökningen till musikhögskolan, vilka i korthet är samspel, improvisation och andra musikaliska faktorer. Studien visar att individualiseringsaspekten är en styrka på folkhögskolan. Övning, målsättning och motivation visar sig höra samman med elevers utveckling och läraren kan inta olika roller för att bidra till sina elevers motivation. Det sociala samspelet i folkhögskolans miljö verkar också vara en påverkande faktor. Avslutningsvis diskuteras bland annat musikhögskolornas sökningsinformation på hemsidorna samt huruvida folkhögskollärarnas val av undervisningsinnehåll är relaterat till lärarens egen musikaliska utbildning. / This study is about what instrumental teachers on folk high schools consider to be important aspects in their lessons in order to prepare their students for the admission tests on music colleges. In order to elaborate on the subject and aims of this study, background information such as relevant literature and a discussion of the social and musical aspects of studying in folk high schools and instrumental music education, is presented. A summary of the entry requirements for swedish music colleges specialising in jazz is also included. The study takes a pragmatic scientific approach and is qualitative in its methodology. As such, qualitative interviews were done with four music teachers at a folk high school specialising in jazz. The results of the research show that the teachers use individualisation as a central tool in their music lessons and that their different approaches have a significant impact on the students´ development in terms of practice, motivation, and social relations. The teachers go so far as to include interplay, improvisation and other musical factors in their lessons. The study shows that individualisation is a strength of the folk high school system. Musical exercises, aimed at setting goals and increasing motivation have an important impact on students musical development. In addition, music teachers take on various different roles to contribute to their students development. The social interplay in the environment of the folk high school is another factor that seems to contribute positively to students’ development. This study concludes with a discussion of the information needed to apply to music colleges and how the choice of content of different teachers at the folk high school is related to their own musical education.

Parler une langue ou communiquer avec des gestes signifie adapter un comportement déterminé par des règles complexes dans une situation de communication donnée. Notre recherche porte l'intérêt sur l'occurrence de trois gestes conventionnels: pointage, affirmation et négation gestuels et la possibilité de distinguer leurs différentes fonctions en prenant en compte la combinaison de ces gestes et les actes de langage en tant que vecteurs de la direction de l'intention, à partir de la classification de Searle et Vanderveken (1985). Nous serons spectateurs du passage de l'étape pré-linguistique à l'étape linguistique et nous observerons comment l'enfant mobilise toutes ses capacités communicatives pour manifester ses états mentaux et atteindre ses objectifs en utilisant différentes stratégies en interaction avec l'adulte. Le cadre théorique sur lequel nous nous basons pour analyser les aspects étudiés s'appuie sur les travaux de Searle et Vanderveken (1985), Bernicot (1992, 1998), Bruner (2002), Kerbrat-Orecchioni (2001) et Guidetti (2003). Ce travail utilise une méthodologie qualitative et quantitative pour l'analyse de données. On travaille en deux temps, d'abord on fait une analyse transversale, ainsi on observera la production de ces éléments dans les interactions de six enfants entre dix-huit mois et six ans. Le corpus est composé de deux tranches d'âge. Dans un deuxième temps, on fera l'analyse d'une étude de cas pour rendre compte de l'évolution diachronique des éléments étudiés. / To speak a language or communicate with gestures means adapting a behavior determined by complex rules in a given communication situation. This research focuses on the occurrence of three conventional gestures: pointing, gestures of affirmation and negation. Using the classification of Searle and Vanderveken (1985), it also takes into account combinations of those gestures and speech acts that help the speaker convey their intention, combinations which also enable us to distinguish the gestures' various functions. The shift from the pre-linguistic to the linguistic stage has been under scrutiny, and we'll study how children use all their communicative abilities to express their mental state and reach their objectives by using different strategies in their interactions with adults. The theoretical frame on which this study is based relies on the works of Searle and Vanderverken (1985), Bernicot (1992, 1998), Bruner (2002), Kerbat-Orecchioni (2001) and Guidetti (2003). For this work, the data has been analyzed both quantitatively and qualitatively. There have been two phases in this work: first, we make a transversal analysis to observe the production of these elements in the interactions of six children aged between 18 months and six years old. The corpus has been divided into two age groups. Second, we've analyzed a case study to account for the diachronic evolution of the studied elements. / Hablar una lengua o comunicarse a través de gestos significa adaptar un comportamiento determinado por reglas complejas en una situación específica. Nuestra investigación se centra en la ocurrencia de tres gestos convencionales : la señalización (pointage), la afirmación y negación gestuales, y la posibilidad de distinguir diferentes funciones, tomando en cuenta la combinación de estos gestos y los Actos de Lenguaje como vectores de la dirección de la intención, a partir de la clasificación de Searle y Vanderveken (1985). Seremos espectadores de la transición de la etapa pre-lingüística a la etapa lingüística, y observaremos cómo el niño moviliza todas sus capacidades comunicativas para manifestar sus estados mentales y logra sus objetivos utilizando diferentes estrategias en las interacciones con los adultos. El marco teórico para el análisis de los aspectos estudiados se apoya en los trabajos de Searle y Vanderveken (1985), Bernicot (1992, 1998), Bruner (2002), Kerbrat-Orecchioni (2001) et Guidetti (2003). Este trabajo utiliza una metodología cualitativa y cuantitativa para el análisis de datos. Expondremos una análisis transversal, de esta manera observaremos la producción de estos elementos en las interacciones de 6 niños entre 18 meses y 6 años. El corpus esta compuesto por dos segmentos etarios. Luego se realiza el análisis de un estudio de caso para dar cuenta de la evolución diacrónica de los elementos estudiados.

O presente trabalho avaliou a pragmática da linguagem oral através do Teste de Linguagem Infantil - ABFW em dois grupos de crianças entre sete e 11 anos incompletos, sendo um com diagnóstico de TDA/H e outro sem diagnóstico (grupo controle), com quociente intelectual >= 90. Trata-se de um ensaio clínico, prospectivo. O projeto foi desenvolvido em crianças diagnosticadas com TDA/H, pela equipe multiprofissional no ambulatório do Distúrbio do Aprendizado do Instituto da Criança do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo. A linguagem oral foi avaliada através do teste de fonoaudiologia da linguagem infantil (ABFW), nas áreas de fonologia, vocabulário e pragmática (atos comunicativos). As crianças diagnosticadas com TDA/H foram avaliadas pela fonoaudióloga em dois momentos, inicialmente na vigência do tratamento medicamentoso de curta ação, com 0,3 - 0,5 mg/kg/dose, administrado de 30 a 60 minutos antes da testagem, a mesma foi refeita após 15 dias, sem o uso da medicação por 48 horas antes da testagem. As crianças do grupo controle realizaram a avaliação fonoaudiológica somente uma vez. Dessa maneira, houve a formação de três grupos: TDA/H sem medicação, TDA/H medicado e grupo controle. Foram realizadas no total 60 avaliações (20 TDA/H medicado; 20 TDA/H não medicado, 20 grupo controle). Os dados indicaram que não foi encontrada diferença estatisticamente significante entre as médias das idades das crianças dos grupos TDA/H e controle (p=0,35). Não foi encontrada diferença estatisticamente significante entre as medianas de QI >= 90 nos grupos TDA/H e controle (p=0,62). Não foi encontrada diferença estatisticamente significante entre as medianas dos escores da pragmática da linguagem oral nos grupos controle e TDA/H medicado (p=0,14). Foi encontrada diferença estatisticamente significante entre as medianas do escore da pragmática da linguagem oral nos grupos de TDA/H medicado e TDA/H não medicado (p= 0,001). Foi encontrada diferença estatisticamente significante entre as medianas do escore da pragmática da linguagem oral nos grupos controle e TDA/H não medicado (p=0,002). As crianças diagnosticadas com TDA/H estudadas apresentaram comprometimento na pragmática da linguagem oral, tendo sido observado que a medicação possibilitou a melhora no escore quando comparado ao sem uso de medicação. Acreditamos que a alteração da pragmática da linguagem oral esteja associada com a dificuldade de aprendizagem, que também é frequentemente observada nos pacientes com TDA/H, embora não tenhamos efetuado a correlação desses fatos no atual estudo pretendemos fazê-lo posteriormente. Deve ser considerado que através da pragmática empobrecida os turnos dialógicos não são adequadamente estabelecidos, com isso há dificuldade na conquista de vínculos e manutenção das habilidades sociais / The present study evaluated the pragmatics of oral language through the Children \'s Language Test (ABFW) in two groups of children between the ages of seven and 11 years old incomplete, one with a diagnosis of ADHD and one without a diagnosis (control group) with IQ >= 90. The comparison of these groups is of great importance in the current context of pediatrics. This is a prospective clinical trial. The project was developed in children diagnosed with ADHD by the multiprofessional team at the Learning Disorder outpatient clinic of the Children\'s Institute of the Hospital das Clínicas of the Faculdade de Medicina da Universidade de São Paulo. The language was evaluated through the phonoaudiological test Children\'s Language Test (ABFW), in the areas of phonology, vocabulary and pragmatic (communicative acts). The children diagnosed with ADHD were evaluated by the speech therapist in two moments, initially during the short-acting medication treatment, with 0.3 - 0.5 mg/kg/dose, which is administered 30 to 60 minutes before the start of phonoaudiological evaluation, and again after 15 days without medication for at least 48 hours. The children of the control group were evaluated at one time. Thus, three groups were formed: ADHD without medication, ADHD medication and control group. A total of 60 evaluations were performed (20 ADHD medicated, 20 unmedicated ADHD and 20 control group). Therefore their means were compared, no statistically significant difference was found between the means from the children\'s age of the group with ADHD and group control (p=0,35). No statistically significant difference was found between the IQ >= 90 in the same groups (p=0,62). No statistically significant difference was found between the medians of the initial scores in the pragmatic oral language group control and ADHD medicated (p=0,14). A statistically significant difference was found between the medians of the initial score in the pragmatic oral language in the groups with ADHD medicated and not medicated (p=0,001). A statistically significant difference was found between the medians of the oral language pragmatics score in the control and ADHD unmedicated groups (p=0,002). The children diagnosed with ADHD studied showed impairment in the oral language pragmatics which has been observed that the medication allowed the improvement in the score when compared to the non-use of medication. We believe that altering the pragmatics of oral language is associated with learning difficulties, which also are frequently observed in patients with ADHD, although we did not correlate these facts in the current study, we intend to evaluate them later. It should also be considered that through impoverished pragmatics the dialogic shifts are not adequately established, with this there is difficulty in gaining links and maintaining social skills

Dans une communication exolingue, les échecs pragmatiques ne sont pas aussi aisément reconnaissables que les erreurs grammaticales ou phonétiques et de ce fait, ils risquent de mener à des malentendus sans qu’il y ait de tentative de réparation. Comment identifier et expliquer ces difficultés pragmatiques aux apprenants ? Quels sont les moyens possibles pour la transmission du savoir pragmatique ? Cette étude vise à répondre à ces questions en coordonnant, d’une part, les problèmes rencontrés dans les interactions réelles entre Français et Japonais et, d’autre part, ceux qui apparaissent dans les situations d’enseignement du français langue étrangère au Japon. Autour de deux actes de parole (l’excuse et de la réfutation), les différences entre Français et Japonais sont examinées à l’appui de corpus variés : témoignages écrits (livres et blogs) des personnes ayant connu les deux cultures, ouvrages de savoir-vivre ou encore, extraits de films. L’étude se tourne ensuite vers les trois composantes de l’enseignement : le manuel, l’enseignant et l’apprenant. Après une analyse des manuels de français langue étrangère édités au Japon, le travail a été enrichi par des entretiens avec des enseignantes, ainsi que par des questionnaires menés auprès d’apprenants japonais. Cette étude a permis de mettre à jour les possibilités et les difficultés de l’enseignement de la pragmatique, telles que le maniement des stéréotypes, les différences entre enseignant natif et non-natif ou encore la capacité d’observation chez les apprenants même débutants. / In communication between native and non-native speakers, pragmatic failures are not as easily recognizable as grammatical or phonetic errors, and therefore, they risk to lead to misunderstandings; generally speakers have no chance to repair ommunication problems. How do foreign language teachers identify and explain these pragmatic difficulties to the learners ? What are the possible means to teach pragmatics ? This study aims at answering these questions by associating the problems in the real interactions between French and Japanese speakers and those in the situations of teaching French as a foreign language in Japan. Concerning two speech acts (apology and refutation), the differences between French and Japanese are examined using various corpuses: books and blogs written by those who experienced both cultures, French and Japanese literature on manners and etiquette, and some sequences from movies. The study then deals with the three components of education : the textbook, the teacher and the learner. After an analysis of French textbooks published in Japan, interviews were conducted with teachers of French, and questionnaires were administered to Japanese learners. This study made clear the possibilities and the difficulties of teaching pragmatics, such as the way of incorporating stereotypes, the differences between native and non-native teachers, and the learners’ ability to be aware of pragmatic features even at beginner level.

Existem diferentes visões sobre a natureza de teorias científicas do mundo natural. A mais adotada atualmente é a visão semântica de teoria, na qual uma teoria é uma família de modelos unificada por proposições semânticas. A ecologia é uma ciência repleta de proposições amplamente aceitas, mas que sofre constantes críticas ao estado de desenvolvimento teórico. Essas críticas podem ser justificadas porque as proposições semânticas dentro dos subdomínios da ecologia nem sempre estão explícitos, o que passa a impressão de uma desunião teórica entre os seus subdomínios. Uma vertente da visão semântica de teoria, a visão pragmática, assume que as teorias científicas não precisam estar explicitadas em algum lugar para existir. Sob essa visão, mesmo quando as proposições da teoria sobre um fenômeno não foram elencadas explicitamente, cientistas continuam construindo e explorando modelos que possuem bases teóricas comuns. Essas bases teóricas seriam as proposições fundamentais da teoria desse fenômeno. Uma proposta de tentar identificar as proposições fundamentais da ecologia e seus subdomínios já foi feita. Entretanto, essa proposta foi feita sem método explícito, apenas consultando autoridades em cada subdomínio para elaborar, com base em suas percepções, quais são as proposições de determinado domínio. A tese apresentada nesse manuscrito é que existe um método sistematizado para identificar as proposições de um domínio e existem vantagens associadas a aplicação desse método. Esse método se baseia na análise dos modelos mais importantes dentro de um domínio específico e a identificação de proposições comuns que unificam esses modelos. O primeiro capítulo desse manuscrito é apresentação do método. Nesse capítulo apresentamos a contextualização teórica e justificativa do método, bem como o detalhamento dos passos metodológicos necessários para chegar às proposições do domínio a partir dos modelos. Nesse capítulo também discutimos as visões sobre ciência e teoria que são adotadas no método e depois apresentamos benefícios de usar o método para identificar proposições de uma teoria. Concluímos que o método pode se tornar uma ferramenta para análise estrutural de teorias, para análise histórica de teorias e ele funciona como uma ferramenta geral que pode unificar subdomínios diferentes da ecologia. O segundo capítulo é a demonstração da aplicabilidade do método. Nesse capítulo contextualizamos teoricamente a aplicação do método justificando a escolha do domínio no qual o método foi aplicado. Selecionamos a área de sucessão ecológica e seguimos os passos metodológicos indicados no capítulo 1. Escolhemos o domínio de sucessão ecológica, pois esse domínio é conceitualmente coeso e já existe uma proposta semântica explícita de teoria para esse domínio. Como primeiro teste do método, essas características tornam mais fáceis a aplicação e análise dos resultados que o método é capaz de retornar. Nesse capítulo comparamos as proposições feitas previamente por autoridades no domínio com os modelos identificados como os mais relevantes dentro do domínio conforme o método apresentado. A partir dessa comparação, concluímos que as proposições feitas pelas autoridades do domínio não refletem perfeitamente a atividade da comunidade. Uma das principais divergências entre o proposto pelas autoridades e o nosso resultado é que a comunidade parece estar usando com frequência mecanismos neutros para explicar sucessão, boa parte das proposições feitas pelas autoridades é inválida em modelos neutros. Depois da análise das proposições feitas pelas autoridades, elencamos as proposições mais adequadas para unificar o conjunto de modelos mais importantes do domínio de sucessão. Concluímos que o método é capaz de retornar um conjunto de modelos que podem ser usados para elaborar proposições de um domínio. Entretanto, os resultados de cada etapa podem ser analisados para entender a estrutura da teoria de um domínio. / There are different views about the nature of scientific theories of the natural world. Currently, the most adopted one is the semantic view of theory, in which a theory is a family of models unified by semantic propositions. Ecology is a science with many widely accepted propositions, but it suffers constant criticism about the state of its theoretical development. These criticisms might exist because the semantic propositions within the sub-domains of ecology are not always explicit, which gives the impression of a theoretical disunity within ecology. A strand of the semantic view of theory, the pragmatic view, assumes that scientific theories need not be made explicit to exist. Under this view, even when the propositions of the theory about a phenomenon are not explicitly listed, scientists continue to construct and explore models that have common theoretical bases. These theoretical bases are the fundamental propositions of the theory of this phenomenon. A proposal to try to identify the fundamental propositions of ecology and its sub-domains has already been made. However, these proposals were made without an explicit method that showed that the propositions in fact reflect the activity of scientists in the domain. The thesis presented here is that there is a systematized way to identify the propositions of a domain. The study that led to this thesis is the development and discussion of the detailed method to systematize the identifications of propositions based on the activity of the scientific community. This method is based on the analysis of the most important models within a specific domain and the identification of common propositions that unify these models. The first chapter of this manuscript is the presentation of the method. In this chapter we present the theoretical context and justification of the method, as well as details of the methodological steps necessary to arrive at the propositions of the domain from the models. In this chapter we also discuss the views on science and theory that are assumed in the method and then present the benefits of using the method to identify propositions of a theory. We conclude that the method can become a tool for structural analysis of theories, for historical analysis of theories and it functions as a general tool that can unify different sub-domains of ecology. The second chapter is the demonstration of the applicability of the method. In this chapter we contextualize theoretically the application of the method justifying the choice of the domain in which the method was applied. We select the domain of ecological succession and follow the methodological steps indicated in chapter 1. We chose the domain of ecological succession because this domain is a conceptually cohesive domain and there is already an explicit semantic proposal of theory for this domain. As a first test of the method, these characteristics make it easier to apply and analyze the results that the method can yield. In this chapter we compare the propositions previously made by authorities in the domain with the models identified as the most relevant within the domain according to the presented method. From this comparison we conclude that the propositions made by the authorities of the domain do not perfectly reflect the activity of the community. One of the main divergences between the propositions made by the authorities and our results is that the community is often using neutral mechanisms to explain succession; most of the propositions made by the authorities are invalid in neutral models. After analyzing the propositions made by the authorities, we have made propositions that are better suited to unify the set of the most important models of the domain of succession. We conclude that the method is able to return a set of models that can be used to elaborate propositions of a domain. However, the results of each step can be analyzed to understand the structure of a domain theory

Le corpus de films est constitué par les films amateurs tournés par les coloniaux dans les colonies françaises, Madagascar et le Sénégal. Ce corpus source est enrichi des films contemporains les utilisant. Dans le cadre d'une pratique d'action-recherche, deux films ont été réalisés. En 3 mouvements nous avons essayé de déterminer la valeur des films amateurs coloniaux aujourd’hui. Nous nous sommes appuyés sur l’anthropologie pragmatique et la philosophie de l’ordinaire pour comprendre les enjeux de ces films. Nos enquêtes révèlent que cette absence de valeur correspond à un déni de réalité de la situation coloniale, niant à la fois les injustices et les liens affectifs qui avaient pu être créées principalement entre les enfants de colons et les domestiques. D'où le paradoxe : des films dits "domestiques", les domestiques sont absents. Cette absence est essentielle. Sans les nounous et les boys, ces films sont des no man’s land. De plus, le contexte colonial crée un rapport d'illégitimité voir d'illégalité de ces films. En conclusion nous proposons d'une part une méthode de reconstruction cinématographique qui mette au cœur de son dispositif les trois acteurs liés aux films amateurs : les filmeurs, les filmés, les personnes dans le Hors champs. D'autre part nous proposons la création d'un institut des films amateurs coloniaux reposant sur des principes établis par un éthique de l'archivistique audiovisuelle et qui permettrait aux anciens colonisés de se réapproprier les images spoliées de leur propre passé à une époque où il y avait un monopole des moyens de production audiovisuelle. Cela répondrait à une justice mémorielle, audiovisuelle et affective. / The films corpus is made by amateur films shot by colonials in the French colonies, Madagascar and Senegal. This source corpus is enriched by contemporary films using these amateur films and films from the colonial era. As part of a practice of action research, two films were made. In 3 movements we tried to determine the value colonial home movies may have today. We relied on the pragmatic anthropology and ordinary philosophy to understand the issues of these films. The starting assumption was that these films had been abandoned, they had no more value as a result of a colonial state denied by settlers. Our historical and sociological surveys show that this lack of value is a denial of reality of the colonial situation, denying both injustice and emotional ties that had been created mainly between the settler children and servants. Hence the paradox of films called "domestic" is that domestics are absent. This lack is essential. Without nannies and boys, these films are a no man's land. Moreover, the colonial context creates a report view illegitimacy illegality of these films. In conclusion we propose firstly a cinematic reconstruction method that puts the heart of its system linked to the three actors amateur films: the filmmakers, the filmed people and those in the fields Out. Secondly we propose the creation of an institute of colonial amateur films based on principles established by an ethic of audiovisual archiving that allow former colonized to reclaim the images of their own past at a time when there was a monopoly of audiovisual means of production. This would respond to a memorial, audiovisual and emotional justice.