Alexandra Flescan

L i B R I
Linguistic and Literary Broad Research and Innovation
Volume 4, Issues 1 & 2
September 2015
EduSoft
http://libri.edusoft.ro

1

Nabil A. Jalil , Arbaayah Ali Termizi

Underneath the heavy political cover, which Nineteen Eighty Four was
written to criticize, there is an image of a man living in an absurd world.
Winston, the protagonist, finds himself in a situation he did not wish to be in
and with no way to get out. He lives in an absurd world that defies his
common sense every day, so he decides freely to challenge the situation by
rebelling against it. Even though he knows that his decision will take him to
his doom, Winston chooses freely to do what is forbidden to justify his
existence and individuality as a human. While the whole novel has a
political atmosphere, the philosophy behind Winston's actions is on the same
stance as that of Jean-Paul Sartre and Albert Camus. These two philosophers
have identified the individual's need for feeling his/her existence against the
absurdity of his/her situation in life. Thus, this paper aims to examine the
novel Nineteen Eighty Four in the light of selected concept from Sartre's
philosophy (freedom of choice and bad faith). And two concepts from
Camus' philosophy (absurdity and absurd rebellion).

2

Gholam-Reza Abbasian , Bahareh Hoodin Shad

Since communicative aspects of language get noticeable attention and
learning strategy use is taken as one of the significant ways for second and
foreign language learning and teaching, any attempts to investigate is
relationship between metacognitive strategies, learner characteristics, and
willingness to communicate seem warranted. To fulfill this goal, 95 EFL
learners were asked to attempt, three questionnaires including MSQIT,
GLLQ, and WTCQ. Also, an interview was run with 10 randomly selected
participants. The Pearson Correlation Coefficients revealed that there is no
relationship between metacognitive strategy use and WTC, but there is a
significant relationship between metacognitive strategies and GLL.
Furthermore, a significant relationship between GLL and WTC was found.
The findings assert on the important role of learning strategies and
communication in EFL education and bears implications on teaching and
learning processes.

3

Constance Cartmill

Pendant le règne de terreur de la Révolution française, Madame Roland a
écrit ses Mémoires en prison, alors qu'elle attendait l'exécution. Les
mémoires sont divisés en plusieurs sections et fragments qui ont été sortis
clandestinement de ses amis. Il y a une partie de ce texte où il est souligné le
rôle joué par Madame Roland et son mari pendant les premières années de la
Révolution jusqu'à son arrestation inclusivement. L'autre partie de ses
Mémoires comprends des souvenirs liés à son enfance et sa jeunesse. Malgré
les différences évidentes entre les deux parties, ils se fondent fortement sur la
figure rhétorique de l'apostrophe, qui permet à l'autobiographe interrompre
sa narration pour adresser certaines personnes, décédés ou absents, et des
concepts abstraits. Nombreuses exemples de l'apostrophe analysés dans cette
étude sont inscrits dans une rhétorique d'indignation qui joue une type de
vertu civique. Ils dramatisent le conflit entre Madame Roland et ses alliés
politiques d'une part, et leurs ennemis communs d'autre part. Bien que les
apostrophes suscitent des interruptions fréquentes dans le texte, ils jouent
aussi un rôle important dans la structure narrative des Mémoires. Encore plus
important, malgré leur apparence décomposé, ils établissent une liaison
stable entre l'autobiographe et ses lecteurs.

4

Nadia-Nicoleta Morărasu , Luminița Drugă

In adjusting the terminology and methodology of risk-assessment to linguistic studies, we propose the identification of the hazards implied by the excessive usage of technical jargon, before we take a decision on how and to whom it may cause harm. Jargon represents the technical or secret vocabulary used by specialists belonging to a particular field of activity (science, art, literature, technology, etc.) and it may have an unintelligible character for non-specialists. Our choice of instruction manuals for household or electronic devices as potential hazards to users is motivated by personal observations on the faulty style of Romanian versions of instructions originally written in English. Bringing them up not only to technical, but also to stylistic standards, which implies a clear, concise and accessible style, would result in their fulfilling their practical purpose more effectively.
The next step in our research involves evaluating specific risks and proposing some precaution measures. Technical specialists consider that coping with formality scales in technical writing represents a very challenging experience. Based on style manuals and specialist-oriented guidelines for good technical writing, we intend to assess the risks of adopting either an ultraformal and very stiff style or idiomatic and informal forms of expression, deemed as being unprofessional.

5

Mahmoud Reza Gashmardi , Nazita Azimi-Meibodi , Atefeh Zohrevandi

Français

Certaines études (Bialystok 1979 et Wenden 1991) prouvent une relation entre l'attitude et le choix des stratégies d'apprentissage, et certaines d'autres (Oxford et Nyikos 1989) un lien de cause à effet entre la motivation et l'utilisation des stratégies d'apprentissage. L'apprenant choisit tel but plutôt que tel autre selon le niveau de son attitude, et l'intensité de motivation dérive également de celle des attitudes. Dans cet article, nous nous efforçons de savoir s'il existe une relation entre les attitudes et la motivation des apprenants iraniens, et le choix et l'utilisation des stratégies d'apprentissage, LiBRI. Linguistic and Literary Broad Research and Innovation Volume 4, Issues 1 & 2, 2015 80 et s'ils utilisent une ou (des) stratégie(s) d'apprentissage particulière(s). Pour se faire, nous avons fait remplir par les apprenants iraniens du français à l'Université d'Ispahan, en Iran, un questionnaire concernant dix stratégies d'apprentissage. Après avoir analysé des questionnaires avec le logiciel SPSS, nous avons découvert qu'il y a une corrélation significative entre la motivation et l'attitude, et la fréquence d'utilisation des stratégies d'apprentissage, et qu'il y a quatre stratégies d'apprentissage sur dix préférées par les apprenants. Ces derniers tirent profit d'une attitude positive pour l'apprentissage du français malgré le faible degré de leur motivation.

English

Some studies (e.g. Bialystok 1979 and Wenden 1991) show a relationship between attitude and choice of learning skills, and some others (e.g. Oxford and Nyikos 1989) a causal link between motivation and use of learning skills. It seems that a learner chooses a specific goal rather than another depending on the level of his/her attitude, and the intensity of motivation also derives from that of attitude. In this paper, we try to know if there is a relationship between attitudes and motivation of Iranian learners, and thier selection and use of learning skills, and if they use one or (the) strategy (s) specific learning (s). To do so, a questionnaire related to ten learning skills was used to assess the use of learning skills by Iranian learners of French at the University of Isfahan, Iran. After analyzing the questionnaires using SPSS, we found that there is a significant correlation between motivation and attitude, and the frequency of use of learning skills, and that four in ten learning skills were preferred by the learners. Consumers benefit from a  positive attitude to learning French, despite the low level of motivation.