LEADER 03798 am 2200745 n 450 001 9910348249203321 005 20181114 010 $a2-7297-1127-9 024 7 $a10.4000/books.pul.2804 035 $a(CKB)4100000009763234 035 $a(FrMaCLE)OB-pul-2804 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/57214 035 $a(PPN)241654831 035 $a(EXLCZ)994100000009763234 100 $a20191105j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 13$aLa Prose de Samuel Beckett $eConfiguration et progression discursives /$fJulien Piat, Philippe Wahl 210 $aLyon $cPresses universitaires de Lyon$d2018 215 $a1 online resource (274 p.) 311 $a2-7297-0866-9 330 $a« Trouver une forme qui accommode le désordre, telle est aujourd'hui la tâche de l'artiste. » La formule de Samuel Beckett sert de ligne directrice à cette réflexion collective sur la prose narrative de l'écrivain, attentive à l'évolution de sa poétique. Prenant acte de la résistance des textes à la lecture, l'étude décrit leur organisation par la combinaison de deux ressorts fondamentaux : les opérations de configuration, qui conditionnent l'appréhension de faits de style liant texture et structure ; un mode de progression fortement thématisé, impliquant l'énonciation elle-même dans une tension entre obligation et « empêchement ». Cette dialectique de la forme et du mouvement participe du rythme gouvernant le déploiement du discours. L'analyse textuelle appliquée à différents paliers, selon divers paramètres linguistiques, permet de cerner les conditions paradoxales de la représentation, qui mettent en question le statut du sujet, l'imaginaire de la langue, les codes littéraires. Au-delà des effets de confusion, voire d'obscurité, le discours fait participer le lecteur aux jeux du langage, exploitant la palette de l'humour et de l'ironie. Le rôle croissant de l'imagination et de la perception dans la scénographie du processus d'écriture, l'évolution vers une syntaxe de la « bribe » confirment la pertinence de perspectives intersémiotiques (théâtre, peinture, musique) pour rendre compte d'une expérience esthétique toujours plus exigeante. 606 $aLinguistics 606 $aprose 606 $adiscours 606 $aanalyse textuelle 606 $areprésentation 610 $aprose 610 $aanalyse textuelle 610 $adiscours 610 $areprésentation 615 4$aLinguistics 615 4$aprose 615 4$adiscours 615 4$aanalyse textuelle 615 4$areprésentation 700 $aBanfield$b Ann$0472673 701 $aChevalier$b Yannick$01284582 701 $aFontvieille-Cordani$b Agnès$01283737 701 $aGermoni$b Karine$01285045 701 $aGignoux$b Anne-Claire$01288994 701 $aLouette$b Jean-François$01282712 701 $aMathieu$b Georges$0178563 701 $aMilcent-Lawson$b Sophie$01288995 701 $aMolinié$b Georges$0396938 701 $aMounier$b Pascale$01280833 701 $aNeveu$b Franck$0791114 701 $aPiat$b Julien$01288996 701 $aRannoux$b Catherine$01284592 701 $aSiess$b Jürgen$01131697 701 $aTaban$b Carla$01288997 701 $aVerdier$b Lionel$01288998 701 $aVigier$b Denis$01288999 701 $aWahl$b Philippe$01284595 701 $aWatine$b Marie-Albane$01289000 701 $aPiat$b Julien$01288996 701 $aWahl$b Philippe$01284595 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910348249203321 996 $aLa Prose de Samuel Beckett$93021031 997 $aUNINA LEADER 03597nam 2200445z- 450 001 9910137092103321 005 20210211 035 $a(CKB)3710000000824733 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/48160 035 $a(oapen)doab48160 035 $a(EXLCZ)993710000000824733 100 $a20202102d2015 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aFrontiers in the Acquisition of Literacy 210 $cFrontiers Media SA$d2015 215 $a1 online resource (112 p.) 225 1 $aFrontiers Research Topics 311 08$a2-88919-656-9 330 $aLearning to read, and to spell are two of the most important cultural skills that must be acquired by children, and for that matter, anyone learning a second language. We are not born with an innate ability to read. A reading system of mental representations that enables us to read must be formed in the brain. Learning to read in alphabetic orthographies is the acquisition of such a system, which links mental representations of visual symbols (letters) in print words, with pre-existing phonological (sound) and semantic (comprehension) cognitive systems for language. Although spelling draws on the same representational knowledge base and is usually correlated with reading, the acquisition processes involved are not quite the same. Spelling requires the sequential production of letters in words, and at beginning levels there may not be a full degree of integration of phonology with its representation by the orthography. Reading, on the other hand, requires only the recognition of a word for pronunciation. Hence, spelling is more difficult than reading, and learning to spell may necessitate more complete representations, or more conscious access to them. The learning processes that children use to acquire such cognitive systems in the brain, and whether these same processes are universal across different languages and orthographies are central theoretical questions. Most children learn to read and spell their language at the same time, thus the co-ordination of these two facets of literacy acquisition needs explication, as well as the effect of different teaching approaches on acquisition. Lack of progress in either reading and/or spelling is also a major issue of concern for parents and teachers necessitating a cross-disciplinary approach to the problem, encompassing major efforts from researchers in neuroscience, cognitive science, experimental psychology, and education. The purpose of this Research Topic is to summarize and review what has been accomplished so far, and to further explore these general issues. Contributions from different perspectives are welcomed and could include theoretical, computational, and empirical works that focus on the acquisition of literacy, including cross-orthographic research. 606 $aPsychology$2bicssc 610 $aalphabetism 610 $aAlphasyllabaries 610 $acognitive flexibility 610 $apredictors of reading 610 $aprint vocabulary 610 $areading acquisition theory 610 $areading comprehension 610 $areading intervention and methodology 610 $aspelling and computers 610 $aspelling and specific language impairment 615 7$aPsychology 700 $aClaire M. Fletcher-Flinn$4auth$01325128 906 $aBOOK 912 $a9910137092103321 996 $aFrontiers in the Acquisition of Literacy$93036611 997 $aUNINA