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|Title:||A binary approach to Meaning-building in The sound and the fury|
Dr Sidi Mohamed LAKHDAR-BARKA
|Abstract:||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. VI 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.|
|Appears in Collections:||Département d'Anglais - Magister|
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