Academic literature on the topic 'Exophonic literature'

This chapter is divided into two main sections. The first section constitutes the theoretical part of the study. In this section, the possibilities and the motivations of using stylistics as a theoretical framework to approach literary texts written by bilingual authors are discussed. It encompasses a review of the literature regarding the different methods with which to approach such literary texts, as well as an interpretation of the possibilities of linking style as a choice to the analysis of literary texts written in the non-mother tongue or second language (L2) of bilingual authors. This first section ends with a representation of the suggested model for approaching exophonic texts. The second section of Chapter 2 analyses the style of Arabic used in the nine Hebrew novels in light of the suggested model discussed in section 1. In this second section, the data collected from the nine Hebrew novels are analysed as one corpus without any consideration of the diachronic aspect.

It is a popularized consensus that literature develops the learners' linguistic competence as well as cultural competence. Accordingly, the teaching practices of literature have been tailored to adapt to the requirement of the EFL context. However, in this process, a digression occurred from the core of engaging the students in literary analysis; instead, the literary text is taught in banking model replica. The discursivity of a literary discourse requires the learners to use their interdisciplinary thinking to perform a transdisciplinary dialogue to decode and interpret a discourse. Teaching literature as a discursive discourse contributes to developing the learners' criticality through the use of interdisciplinary thinking. The recourse to an interdisciplinary teaching of literature would contribute to developing criticality by being exposed to a language of possibilities. The students will be actively involved in decoding the endophoric and the exophoric elements of the literary discourse. This interdisciplinary approach to teaching literature would foster criticality.

Abdelkébir Khatibi, who was seduced by the land of the Rising Sun, left us a few texts on Japan and its culture such as Japanese Shadow and “Tanizaki Revisited” in which he refers, in particular, to the great Japanese writer Junichiro Tanizaki. These texts indeed present a dual interest: on the one hand, they allow us to discover unknown aspects of Abdelkébir Khatibi – his deep attraction for Japanese culture, not only for literature but also calligraphy and other fine arts – and, on the other hand, his subtle and brilliant reading of Tanizaki's text, which gives us another insight into Japanese culture. In these two texts, we can identify several elements that Khatibi discovers in Japan via Tanizaki: exoticism beyond the simple exotic, eroticism, and ‘exophony’. We therefore examine Khatibi's Japanese culture, as inflected through the lens of Junichiro Tanizaki, following three problematics: exoticism, the body and languages, and Eros/Thanatos. Far from separate, all these elements are intertwined for Tanizaki as well as for Khatibi. In other words, this is a phenomenon, as the Moroccan writer points out, of ‘intersemiotics’.