Semaine du 23 avril: Sémantique et lexicologie du français / French Semantics and Lexicology
- Exposé: Tusha Makavita et Christie Carvalho
- Texte de Jean Darbelnet, «Aperçu du lexique franco-canadien» (Kit, 190s.)
- Texte d’Aurélien Sauvageot «Insuffisances du vocabulaire» (Kit, p. 247s.)
- Jacques Bourgeac, chapitre 10, À la rencontre des mots, «La rose nord du transept de Notre-Dame» (p. 165s). Exercices à préparer: Tous, sauf II4, V, X et XI.
- Voici mes réponses personnelles aux travaux pratiques de Françoise Mougeon et alii, chapitres 4 et 5. On trouvera d’autres réponses, plus nuancées, sur le cédérom Parole francophones, disponible en permanence au Centre Multimédias.
- Contempler la rose du transept nord… (si vous trouvez celle du transept sud, envoyez-moi l’adresse du site)
- – Rose Windows…
- – Paris Digest: Facts and Data about Notre-Dame-de-Paris
Une longue période de symbolique visuel (= arts visuels) a précédé celle de l’alphabétisation à la Gutenberg. Cette dernière, dominante depuis cinq siècles déjà, se transforme sous nos yeux! Voici quelques réflexions de Melanie Stewart Millar, du Graduate Programme in Political Science à York University. Pour lire son texte complet, se référer à Core, 9:2, York University, décembre 1999, page 9.
An alarming number of undergraduate students continue to have serious reading comprehension problems. For many students, the task of organizing, manipulating, and analysing information is daunting and unfamiliar. Is there a larger cause, something beyond my own inexperience and failings as a tutorial leader?
In the context of a Foundations course in Mass Communications, I have begun to look for answers by attempting to gain a better understanding of the communicative environment of my students. The social context of my teaching environment is characterized by a relentless stream of graphic-filled data, and continually stimulating emotional responses. North American culture has experienced an increase in the speed at which information is delivered and the variety and quantity of information available. Many of my students have spent more time watching television than they have in the classroom. They are more familiar with visual media, such as film, television, video, and the world wide web, than with books.
As a result, my students see the Internet as an unremarkable extension of an already information saturated environment. Their world is one of sophisticated special effects and digitally altered graphics. It is also a world in which the dominant mode of interaction is consumption. Mass consumer culture continually promises instant gratification, and rushes to simplify the complex with increasingly “user-friendly” problucts. In this context, notions of “freedom” have been re-cast in terms of rapid consumer choice: product A or product B? Cash or charge? Download or delete?
Ironically, in this world where we receive more and more snippets of information and fewer fleshed out editorials and less analysis, we need to develop precisely the skills that high speed culture makes increasingly difficult to achieve. Perhaps more than ever before students require critical thinking to evaluate the information they read, hear, and see.
[…] … in sharp contrast to the world beyond the classroom, my students and I need to take more time to unpack arguments, make connections, give ideas a history, and examine the consequences of various opinions. In short, while the frenzied media machines outside the classroom hum along, we need to carefully and deliberately slow things down.
This text raises intriguing questions: Who speeded up our culture and why? Does the frenzy to produce and consume offer us real benefits or future detriment? And what happens to our health, personal well-being, and social cohesion in a world where marketplace morality, financial gain and the accumulation of assets reign supreme?