Depot institutionnel de l'Universite Kasdi Merbah Ouargla UKMO >
1. Mémoires de Magister >
6. Faculté des Lettres et des Langues >
Département d'Anglais >
Veuillez utiliser cette adresse pour citer ce document :
|Titre: ||A binary approach to Meaning-building in The sound and the fury|
|Auteur(s): ||BENSALAH, Baya|
|Date de publication: ||17-sep-2013|
|Résumé: ||To account for meaning in anti-novel, this experimental work of fiction
that transgresses the conventional patterns of the novel, stylistics can no more
rely on the mere borrowing from linguistic theories and literary criticism. We
are in need for a multidirectional, multidisciplinary approach that draws from
Psycholinguistics, Cognitive Psychology, Narratology, Text Linguistics and
Stylistics. Therefore, we are tempted to register in a newly arising discipline
called "Cognitive Stylistics".
Resting on the assumption that meaning partly emerges from the texts
formal aspects but partly from the reader's cognitive sets, cognitive stylistics
provides a framework within which we can account for the cognitive processing
underlying literary interpretation. It is then, with the interaction of cohesion and
cognition that we endeavour to account for meaning in Faulkner's The Sound
and the Fury, an example of anti-novel.
Our main objective is to test, compare and evaluate the efficacy of two
specific models of text processing as vehicles of inquiry in our stylistic analysis
(Halliday and Hasan's 1976 Cohesion Model from one part and Van Dijk's 1978
Cognitive Model from an other). We provide a literature review of the two
models in the first chapter while we submit the corpus (which is restricted to the
first section of the novel) in the second chapter to a cohesive analysis following
Halliday and Hasan's 1976 Cohesion Model, then to a combination of
micro/macro-structural and sequential analysis following Van Dijk's 1978
Cognitive Model and Adam's le Schéma Quinaire 1994.
In the third chapter, we proceed to an analysis of Faulkner's stylistic
features and narrative technique in this particular part of the novel. Importance
is given to the narrator's mind style, reference, ellipsis, and repetition as well as
to his narrative structure and anachronisms.
Chapter four draws some pedagogical implications pertaining to the
importance of both textual agencies and the reader's schemata. On this light,
some pre-reading and reading activities are suggested and meant to make TSAF
a more accessible and pleasurable reading.
Finally, conclusions are drawn as to the usefulness of both models as
vehicles of stylistic inquiry and as tools to meaning-building.|
|Collection(s) :||Département d'Anglais|
Fichier(s) constituant ce document :
Tous les documents dans DSpace sont protégés par copyright, avec tous droits réservés.