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Journal articles on the topic 'Lectorials'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Halpin, Patricia A., Jeremiah Johnson, and Emilio Badoer. "Students from a large Australian university use Twitter to identify difficult course concepts to review during face-to-face lectorial sessions." Advances in Physiology Education 45, no. 1 (2021): 10–17. http://dx.doi.org/10.1152/advan.00147.2020.

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Engaging undergraduate students in large classes is a constant challenge for many lecturers, as student participation and engagement can be limited. This is a concern since there is a positive correlation between increased engagement and student success. The lack of student feedback on content delivery prevents lecturers from identifying topics that would benefit students if reviewed. Implementing novel methods to engage the students in course content and create ways by which they can inform the lecturer of the difficult concepts is needed to increase student success. In the present study, we

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Kamarrudin, Haryati, Othman Talib, Nurzatulshima Kamarudin, and Normala Ismail. "Igniting Active Engagement in Pre-Service Teachers in STEM Education: A Comprehensive Systematic Literature Review." Malaysian Journal of Social Sciences and Humanities (MJSSH) 8, no. 6 (2023): e002342. http://dx.doi.org/10.47405/mjssh.v8i6.2342.

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Active engagement is a topic of research in instructional approaches within education. Research reveals that numerous benefits appear once students seem to be active and gain higher-order thinking skills, increase motivation and are engaged in their learning. Although there are numerous studies on active engagement in Science, Technology, Engineering and Mathematics (STEM) education, the effort to conduct a systematic review of this area of research has been complex due to the lack of review procedures, which presents a significant dispute for authors to clarify. Thus, a systematic literature

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3

Lauterjung, L. ",,Lectorial``." Gef�sschirurgie 2, no. 3 (1997): 165–66. http://dx.doi.org/10.1007/s007720050030.

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Avramenko, Alex, and Mehrunishah Begum. "Reflections on Practice-Centred Curricula in Teaching Entrepreneurship in Malaysia." International Journal of Management and Applied Research 5, no. 3 (2018): 135–52. https://doi.org/10.18646/2056.53.18-010.

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This paper discusses the challenges of entrepreneurship education in a regional Malaysian context and provides the design details of entrepreneurship modules providing a practical experience. It is argued that an active, experience-centred module delivery helps to revitalise student curiosity in entrepreneurial activities. The paper utilises the phenomenological approach to explore the contemporary challenges of entrepreneurship education and to gain a deeper insight into its contemporary complexity. The material for the phenomenological analysis is obtained by means of focus groups which are

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5

Riquois, Estelle. "Genre, généricité et compétence lectoriale." Pratiques, no. 157-158 (June 1, 2013): 177–88. http://dx.doi.org/10.4000/pratiques.3832.

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6

László, Rosivall. "Lectoris Salutem!" Acta Physiologica Hungarica 94, no. 1-2 (2007): 1. http://dx.doi.org/10.1556/aphysiol.94.2007.1-2.1.

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Crombet, Hélène. "L’expérience d’oscillation identitaire dans des dispositifs lectoriels." Sciences de la société, no. 99 (December 31, 2016): 122–37. http://dx.doi.org/10.4000/sds.5613.

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8

Schierbaum, Martin. "Ulrich Seelbach, Ludus lectoris." Beiträge zur Geschichte der deutschen Sprache und Literatur (PBB) 125, no. 2 (2003): 371–73. http://dx.doi.org/10.1515/bgsl.2003.371.

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9

Sousa, Rafael Andugar. "Breves biografías ficticias. Posibilidad de un género literario lectorial." Letras de Hoje 53, no. 2 (2018): 287. http://dx.doi.org/10.15448/1984-7726.2018.2.28764.

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En este artículo se parte de los presupuestos teóricos postulados por el científico J.M. Schaeffer para crear un nuevo género literario basándose en la comparación que el lector puede establecer de obras literarias diversas que incluso pueden no pertenecer a la misma tradición. El objeto de interés es la existencia de relatos y cuentos breves que narran la biografía inventada de personajes históricos reales o ficticios por diversos autores. Para explorar los límites del género es necesario conocer en profundidad el campo de la biografía y sus relaciones con la escritura literaria y ficcional a

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Moro-Martín, Alfredo. "Cervantes, Wieland y la transición hacia un nuevo modelo de lectura en la Alemania dieciochesca." Ocnos: Revista de estudios sobre lectura 18, no. 3 (2019): 79–89. http://dx.doi.org/10.18239/ocnos_2019.18.3.2069.

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El siglo XVIII constituye un momento de transición en la historia de la narrativa en lengua alemana. De unos modelos literarios fundamentalmente idealizantes, que demandaban una lectura inmersiva por parte del lector, paulatinamente se irá efectuando una transición a una narrativa más realista y con un cierto carácter autoconsciente, que exigirá un tipo de lector más distanciado y activo respecto a su propio proceso de lectura. Este artículo analiza el papel jugado por la primera novela de C.M. Wieland, Die Abenteuer des Don Sylvio von Rosalva (1764) en este proceso de formación de este nuevo

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Thalluri, Jyothi, and Joy Penman. "Teaching Sciences With Impact Using the Lectorial Approach: Stimulating Active Learning." Journal of College Science Teaching 50, no. 1 (2020): 36–42. http://dx.doi.org/10.1080/0047231x.2020.12290673.

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12

Gagné, André. "De l’ intentio operis à l’ intentio lectoris." Théologiques 12, no. 1-2 (2004): 213. http://dx.doi.org/10.7202/011563ar.

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13

Hays, Gregory. "Notes on John of Garland’s Ars Lectoria Ecclesie." Journal of Medieval Latin 28 (January 2018): 141–210. http://dx.doi.org/10.1484/j.jml.5.116030.

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14

Attikpoé, Kodjo. "Sociopoetics of the African child's speech." ALTERNATIVE FRANCOPHONE 3, no. 4 (2024): 5–17. http://dx.doi.org/10.29173/af29487.

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L’émancipation de l’enfant dans la littérature de jeunesse donne lieu à la présence de personnages remarquables. Mais on pense souvent qu’ils sont le substitut d’une voix adulte, auctoriale ou lectoriale. Cet article examine la parole de l’enfant dans la littérature de jeunesse africaine en partant de l’idée que cette perception du discours mature de l’enfant mérite d’être nuancée, relativisée. En contextualisant cette parole, il tente de mettre en évidence les mécanismes et les facteurs qui fondent sa force et son épaisseur. L’articulation d’un tel discours participe de la complexification de

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Denecker, Tim. "Getting the Accent Right: Jerome in Tit. 3.9 in Isidore eccl. off. 2.11.4." Vigiliae Christianae 73, no. 2 (2019): 138–48. http://dx.doi.org/10.1163/15700720-12341382.

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Abstract This note identifies Jerome’s commentary on Paul’s Epistle to Titus 3:9 as a source for §4 of Isidore of Seville’s De ecclesiasticis officiis 2.11, i.e. the chapter De lectoribus, which forms an important document in the history of linguistic education and the historical (socio)linguistics of early 7th-century Visigothic Spain. This source identification provides the basis for a suggestion of textual criticism and for two more general observations.

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Wieland, Gernot. "Aures lectoris: Orality and Literacy in Felix's Vita Sancti Guthlac." Journal of Medieval Latin 07 (January 1997): 168–77. http://dx.doi.org/10.1484/j.jml.2.304432.

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17

Gorrillot, Bénédicte. "Illisibilité ou dis-lisibilité de l’écriture poétique française contemporaine : le cas de Christian Prigent / Il-Legibility or Dis-Legibility in French Contemporary Poetry: Christian Prigent." Aletria: Revista de Estudos de Literatura 26, no. 3 (2017): 253–72. http://dx.doi.org/10.17851/2317-2096.26.3.253-272.

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Résumé: Cette étude interroge l’illisibilité dont est fréquemment accusée une certaine poésie française contemporaine (depuis 1968), notamment liée aux influences avant-gardistes héritées de la première moitié du 20e siècle européen (Futurisme, Dada, Surréalisme, Lettrisme) ou à celles du Modernisme dit « américain » (de Cummings à Burroughs). Elle prend pour cas exemplaire l’écriture du polygraphe Christian Prigent, prolongeant les réflexions menées lors du colloque de San Diego de 2008 dont les actes sont parus en 2014 sous le titre : L’Illisibilité en questions (autour de Michel Deguy, Jean

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Gullon, German. "Contexto ideologico y forma narrativa en La familia de Pascual Duarte: En busca de una perspectiva lectorial." Hispania 68, no. 1 (1985): 1. http://dx.doi.org/10.2307/341587.

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19

Kobashi, Nair Yumiko, and Cibele Araújo Marques dos Santos. "Leitura documentária: aspectos pragmáticos da recepção e condensação de textos para indexar e resumir." Revista EDICIC 1, no. 4 (2021): 130–40. http://dx.doi.org/10.62758/re.v1i4.85.

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Reflexões sobre Leitura documentária problematizada à luz das teorias sobre a recepção de textos, com base em conceitos derivados da Semiótica da recepção, da Estética da recepção e da Linguística textual. Nessa medida, são discutidas as relações dialéticas entre autor-texto-leitor e os problemas da interpretação de textos. Conclui-se, com base nessas teorias, que na Leitura documentária, realizada sempre sob coerções institucionais, a intentio lectoris requer o respeito à itentio operis. É o respeito a esse princípio que poderá garantir a produção de índices e resumos aderentes ao conteúdo in

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20

Thalluri, Jyothi, and Joy Penman. "“We just don’t sit there. We participate, interact and learn, and we rarely get bored” – That is a lectorial." Focus on Health Professional Education: A Multi-Professional Journal 19, no. 2 (2018): 68. http://dx.doi.org/10.11157/fohpe.v19i2.241.

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Beck, Jan-Wilhelm. "Pro captu lectoris habent sua fata … – Plinius und der Eklat epist. 6,15." Hermes 141, no. 3 (2013): 294–308. http://dx.doi.org/10.25162/hermes-2013-0030.

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22

Boranijasevic, Marija. "Intentio auctoris vs intentio lectoris: In the novel 'The Old Man and the Sea'." Godisnjak Fakulteta za kulturu i medije - komunikacije, mediji, kultura, no. 7 (2015): 149–70. http://dx.doi.org/10.5937/gfkm1507149b.

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23

Hawkes, Lesley, and Glen Thomas. "Teaching Shakespeare through blended learning." Student Success 9, no. 2 (2018): 81–86. http://dx.doi.org/10.5204/ssj.v9i2.412.

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This paper describes and discusses experimentation with the use of blended learning in teaching Shakespeare. Previous iterations of the subject in a traditional lecture and tutorial format had seen a decline in student attendance and a fall in student achievement at the higher grade levels. A further complicating issue was the range of expectations from the cohort, which comprised students from Creative Writing, Drama, and Education, a factor which also highlights the cross-disciplinary nature of teaching Shakespeare. A blended learning and lectorial format was employed to facilitate small gro

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24

Kneepkens, C. H. "‘Ne in talibus perturbetur lector’: the Ars lectoria, the Ars metrica and the Word Accent." Quaerendo 41, no. 3 (2011): 325–36. http://dx.doi.org/10.1163/157006911x597423.

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Pisanty, Valentina. "From the model reader to the limits of interpretation." Semiotica 2015, no. 206 (2015): 37–61. http://dx.doi.org/10.1515/sem-2015-0014.

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AbstractThis paper discusses the role of the reader as developed by Umberto Eco in numerous instances: Lector in fabula (1979), I limiti dell’interpretazione (1990, The Limits of Interpretation), Interpretation and Overinterpretation (1992) and Dire quasi la stessa cosa (2003, Mouse or Rat? Translation as Negotiation). According to Eco, the interpretation of a text implies the grasping of the intentio operis by way of the intentio lectoris. Yet, the question to be asked is: what is the intentio operis and how can it be known? This is especially cogent since such intention is not explicit at th

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Argüello Guzmán, Luis Alfonso. "Lector modelo: Umberto Eco, El." Question/Cuestión 2, no. 66 (2020): e490. http://dx.doi.org/10.24215/16696581e490.

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Este artículo es resultado de una indagación sobre la lectura literaria y la teoría del lector en Umberto Eco. Para Eco, el lector participa en el proceso de lectura como acción estética y lingüística que codifica su rol. La perspectiva estética comienza en la lógica de producción de la obra de arte abierta y las posibilidades receptivas del intérprete/ejecutante. Por otra parte, la perspectiva lingüística se produce a través de una poética del lector que hace de la obra literaria narrativa su objeto de análisis. Estas dos perspectivas estéticas y lingüísticas consolidan un análisis sobre el l

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Ramazza, Elena. "RILEGGERE VIOLLET-LE-DUC ATTRAVERSO ROLAND BARTHES: VERSO UNA LETTURA SEMIOTICA DEL MITO DEL MEDIOEVO NELL’OTTOCENTO." Signa: Revista de la Asociación Española de Semiótica 32 (January 10, 2023): 517–42. http://dx.doi.org/10.5944/signa.vol32.2023.32676.

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L’articolo propone una lettura dell’operato di Viollet-le-Duc attraverso la definizione di mitologia elaborata da Roland Barthes. Lo spunto di riflessione contemporaneo è il ripristino della flêche della Notre-Dame di Parigi, dopo l’incendio del 2019. La lettura di Viollet-le-Duc come creatore di mito è motivata da una serie di apparenti contraddizioni interne al suo pensiero. Inizialmente, appare particolarmente rilevante il ruolo della intentio lectoris, poi, secondo la fenomenologia del mito di Barthes, si individuano nell’opera di Viollet: il concetto e le sue implicazioni politiche; la mo

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Valente, Luisa. "Praedicaturi supponimus. Is Gilbert of Poitiers’ approach to the problem of linguistic reference a pragmatic one?" Vivarium 49, no. 1-3 (2011): 50–74. http://dx.doi.org/10.1163/156853411x590435.

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AbstractThe article investigates how the problem of (linguistic) reference is treated in Gilbert of Poitiers’ Commentaries on Boethius’ Opuscula sacra. In this text the terms supponere, suppositus,-a,-um, and suppositio mainly concern the act of a speaker (or of the author of a written text) that consists of referring—by choosing a name as subject term in a proposition—to one or more subsistent things as what the speech act (or the written text) is about. Supposition is for Gilbert an action performed by a speaker, not a property of terms, and his ‘contextual approach’ has a pragmatic touch: “

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Karam, Henriete. "DIREITO E LITERATURA EM SUA ARTICULAÇÃO TEÓRICA." Revista Eletrônica do Curso de Direito da UFSM 17, no. 3 (2022): e71424. http://dx.doi.org/10.5902/1981369471424.

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Este artigo, cujo escopo é sintetizar as possibilidades, condições e limites da interpretação na teorização de Umberto Eco, inscreve-se no campo do Direito e Literatura e tem como objetivo tão-somente oferecer subsídios para impulsionar a reflexão de acadêmicos e de pesquisadores do Direito sobre questões que, embora oriundas da semiótica literária, são basilares também para a hermenêutica jurídica e, consequentemente, para a teoria da decisão. Para tanto, serão explicitadas as formulações mais relevantes de U. Eco sobre a atividade interpretativa, recorrendo a algumas das suas principais prod

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Silva, Gisela Cristina Ribeiro. "O best-seller na revalorização de sentidos: "Harry Potter" e o tema da criança imaginal." Cadernos CEDES 32, no. 86 (2012): 31–44. http://dx.doi.org/10.1590/s0101-32622012000100003.

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O tema da criança e, para nós, dos adolescentes é cada vez mais um assunto de discussão em que são abordadas várias análises e/ou problemáticas. Considerando uma das questões primordiais da existência da adolescência, que é a do adolescente como ser imaginal, a questão que se coloca prende-se com a seleção e posterior anexação das leituras bestselerianas por leitores tão jovens. Como justificar esse apego a livros de tão numerosas páginas? A resposta não é de todo difícil se compreendermos como protagonistas, no relacionamento livro/leitor, factores que apontam para a importância polifónica da

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Scarabelot Campos de Pieri, Leandro Henrique. "Ecos e ruídos de uma <i>máquina preguiçosa</i>: Entre a <i>obra aberta</i> e os <i>limites da interpretação</i>." Em Tese 23, no. 2 (2018): 72. https://doi.org/10.17851/1982-0739.23.2.72-87.

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Para Umberto Eco todo texto funciona como uma espécie de “máquina preguiçosa” porquanto não pode dizer tudo, e, portanto, exige de seus leitores uma tarefa cooperativa. Ainda segundo o autor, quase que paradoxalmente, uma obra de arte é sempre “aberta” — no sentido de que possibilita se não infinitas, pelo menos inúmeras interpretações — mas também é “fechada” — pois haveriam limites para as interpretações que dela surgem —, afinal, em suas palavras, “dizer que um texto é potencialmente sem fim não significa que todo ato de interpretação possa ter um final feliz.” Ao refletir sobre esta dinâmi

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Ribeiro, Osvaldo Luiz. "Autor, leitor, texto. Sobre leitura como jogo e seus referenciais pragmáticos." TEOLITERARIA - Revista de Literaturas e Teologias 12, no. 28 (2022): 193–218. http://dx.doi.org/10.23925/2236-9937.2022v28p193-218.

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Proposta de solução do conflito das intenções (intentio auctoris, intentio lectoris e intentio operis) conforme expresso em Interpretação e superinterpretação, de Umberto Eco. O caminho metodológico consiste nos seguintes passos: a) com base em Johan Huizinga, aplicar a noção de jogo à prática de leitura, estabelecendo o fato de que as regras de interpretação constituem função específica de cada jogo de leitura; b) discernir os tipos de jogos de leitura com base nos três tipos de pragmática: estática, política e heurística; c) com base em Peirce, assumir cada uma das três instâncias de sentido

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Caro Valverde, María Teresa. "El clásico, irreductible. Historia de vida en didáctica de la creación literaria mutimodal / The Classic, Irreducible. Didactic Innovation of Multimodal Literary Creation." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 29 (January 10, 2019): 245–74. http://dx.doi.org/10.17398/1988-8430.29.245.

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This article responds to a qualitative research that reconstructs its author history of life about the meaningful treatment of classics of Hispanic literature in the classrooms of various educational stages. This biographical-narrative research focuses on her teaching career in work groups and projects where she has coordinated the production of books of authorship in homage to writers such as Cervantes, Lorca, Cernuda and Rojas, from a model of evolutionary creation of the classics in new genres and contexts that have been outlined in successive cycles of research-action, which has received t

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Ionescu, Corina M. "Openness and Limit in Umberto Eco's The Island of the Day before." Forum Italicum: A Journal of Italian Studies 42, no. 1 (2008): 155–74. http://dx.doi.org/10.1177/001458580804200109.

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In his theoretical corpus, Umberto Eco designs the fictional text as “a set of instructions” — a formulation that stresses both its immanent incompleteness, generative of plural meanings, and its limited and limitative scope. The text becomes the locus of communication, but also of struggle, among intentio auctoris, intentio operis, and intentio lectoris. In order to attenuate their mutual tensions, Eco proposes a pragmatic solution: a model of text production and interpretation that, while allowing semantic plurality, limits it through the socially and historically conditioned principle of co

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Ceccherelli, Andrea. "Rappresentazioni mentali e serie interpretative. L’infinito e Alla luna in polacco." Italica Wratislaviensia 13, no. 2 (2022): 15–34. http://dx.doi.org/10.15804/iw.2022.13.2.01.

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The article examines the Polish ‘translation series’ of two idylls by Giacomo Leopardi: L’infinito and Alla luna, focusing on selected linguistic and cultural factors behind the translators’ choices. In L’Infinito, one notices a recurrent difficulty in effectively rendering the alternation of the demonstratives questo and quello and the key metaphor of naufragare. In both cases, the purported Polish lexical counterparts fail to produce an adequate mental representation, and as a result the scene constructed by the translators hardly conveys the scene constructed by the author. For their part,

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Ameti, Lirije. "THE USE OF SKILLS IN ENGLISH LANGUAGE AND DEVELOPING A BASIS FOR READING AND LEARNING." Knowledge International Journal 28, no. 7 (2018): 2263–67. http://dx.doi.org/10.35120/kij28072263l.

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This theme:” The Use of Skills and particularly Developing a Basis for Reading and Learning” is very broad, interesting, challenging and very useful at the same time. It is very useful for teachers and students during lectorical exercises which require a joint effort of participating interactively in class in order to be more efficient, flexible and pragmatic in order to achieve the main goal of learning and improving English Language. This source of information is useful for native speakers as well as for us, that are learning and improving English Language as a second language that intend to

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Ameti, Lirije. "THE USE OF SKILLS IN ENGLISH LANGUAGE AND DEVELOPING A BASIS FOR READING AND LEARNING." Knowledge International Journal 28, no. 7 (2018): 2263–67. http://dx.doi.org/10.35120/kij29082263l.

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This theme:” The Use of Skills and particularly Developing a Basis for Reading and Learning” is very broad, interesting, challenging and very useful at the same time. It is very useful for teachers and students during lectorical exercises which require a joint effort of participating interactively in class in order to be more efficient, flexible and pragmatic in order to achieve the main goal of learning and improving English Language. This source of information is useful for native speakers as well as for us, that are learning and improving English Language as a second language that intend to

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Pastuszko, Marian. "Wstępne warunki święceń (kanony : 1033-1039)." Prawo Kanoniczne 45, no. 1-2 (2002): 95–192. http://dx.doi.org/10.21697/pk.2002.45.1-2.03.

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Studium hoc proemio, parte principali et conclusione constat. In proemio canones 1033-1039 Codicis Iuris Canonici Ioannis - Pauli II Papae obiectum huius studii, esse, dicitur. Pars principalis studii in novem particulas subdividitur. 1. Qui recepit sacramentum confirmationis, licite ad ordines promovetur (can. 1033). 2. Ad diaconatum vel presbyteratum aspirans ordinetur qui adscriptionem inter candidatos obtinuit, post praeviam suam petitionem propria manu exaratam, atque ab episcopo proprio vel superiore maiore instituti religiosi clericalis inscriptis exaratam (can. 1034 §§ 1-2). 3. Requiri

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May, Regine. "PUNS IN APULEIUS - L. Nicolini Ad (L)usum lectoris: etimologia e giochi di parole in Apuleio. (Testi e Manuali per L'Insegnamento Universitario del Latino 117.) Pp. 220. Bologna: Pàtron Editore, 2011. Paper, €18. ISBN: 978-88-555-3108-5." Classical Review 63, no. 1 (2013): 131–32. http://dx.doi.org/10.1017/s0009840x12002697.

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Thiam, Fatou Kiné. "Concomitance et commutation chez Chrétien de Troyes : quand la transgression s’impose comme norme, l’exemple de Lancelot." Chantiers de la Création 17 (2024). https://doi.org/10.4000/12su7.

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On considère le roman du Moyen-Âge comme une structure capable de manifester une variété de connexions avec d’autres genres littéraires ou formes de discours. Ainsi, en remettant en question le concept de genre lui-même, analyser le roman de Chrétien de Troyes sous le prisme de la transgénéricité permet de s’interroger sur la balise théorique qui encadre sa création et, par extension, celle du roman en général. Une telle étude permet surtout de voir, à travers les notions de concomitance et de commutation, que, du point de vue lectorial comme auctorial, le roman est une pratique par essence tr

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Kellner, Beate. "Ulrich Seelbach, Ludus lectoris. Studien zum idealen Leser Johann Fischarts. 2000." Arbitrium 23, no. 2 (2005). http://dx.doi.org/10.1515/arbi.2005.184.

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Wuilmart, Françoise. "Les avatars du texte en traduction." Articles 9, no. 1 (2018). http://dx.doi.org/10.7202/1043116ar.

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Tout lecteur s’approprie le contenu d’un texte qu’il intègre dans sa structure réceptive, constituée par sa personnalité propre et par l’épistémè de son temps. Une alchimie s’instaure entre le texte produit par l’auteur et le texte lu par un individu, entre l’émetteur et le récepteur. In fine, il y aura autant d’avatars d’un texte qu’il y aura de prises de sens. Le lecteur participe donc de l’actualisation d’un texte, comme le souligne Umberto Eco dans Lector in fabula. Cette inévitable multiplicité de lectures s’explique aussi par la polysémie, label de tout grand texte d’auteur. Le texte est

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GONZÁLEZ HORTIGÜELA, Tecla, and Manuel CANGA SOSA. "LA INTERPRETACIÓN COMO PRÁCTICA TEXTUAL: ENTRE SEMIÓTICA Y PSICOANÁLISIS." Signa: Revista de la Asociación Española de Semiótica, January 9, 2022, 293–313. http://dx.doi.org/10.5944/signa.vol31.2022.29762.

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Aunque Umberto Eco se ocupara de explicar la evolución experimentada por la práctica de la interpretación en el ámbito general de los estudios semióticos, distinguiendo tres modalidades de intenciones (operis, auctoris, lectoris) que agotarían cualquier posibilidad de relación con el texto, y distinguiendo también entre una interpretación semiósica (relativa al significado) y otra semiótica (relativa a las reglas que la hacen posible), creemos necesario revisar algunas cuestiones para aclarar el sentido de un término que ha generado numerosas polémicas entre los analistas de textos literarios

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Leone, Massimo. "Critique sémiotique de l’enseignement numérique." Revista Acta Semiotica, no. 1 (May 12, 2021). http://dx.doi.org/10.23925/2763-700x.2021n1.54174.

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Plan :Introduction1. Critique des pratiques générales du numérique1.1. De la dépendance numérique à la sensibilisation numérique1.2. L’hypertrophie numérique pendant le confinement1.3. Le traumatisme subreptice de l’enseignement en ligne1.4. L’urgence d’une considération sémiotique2. La spatialité comme condition fondamentale de l’enseignement2. 1. La centralité sémiotique de l’espace dans l’enseignement2. 2. Un réseau d’attentions2. 3. La spatialité de la classe en tant que matrice de rôles éducatifs2. 4. La classe comme lieu sacré3. Un temple numérique pour l’enseignement ?3.1. L’intentio au

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Babasaci, Souad, and Fateh Melakhessou. "Dialogisme Auctorial Et Dialogisme Lectorial Dans Le Périple De Baldassare D’amin Maalouf:, Retour Sur Le Dialogisme Dans Le Processus Production Réception De L’oeuvre Littéraire." مجلة الآداب والعلوم الإجتماعية, 2015, 10. http://dx.doi.org/10.53418/1726-000-021-024.

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Eryılmaz, Sevde Merve, and Oğuz Yıldırım. "Ahmet Hamdi Tanpınar’ın Sesin Şiiri Üzerine Bir İnceleme." AKRA KÜLTÜR SANAT VE EDEBİYAT DERGİSİ, April 8, 2024. http://dx.doi.org/10.31126/akrajournal.1424183.

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Yorumun bir sınırı ve ölçüsü olması gerektiğini savunan Umberto Eco, Yorum ve Aşırı Yorum isimli eserinde bir metne üç açıdan bakılarak yorumlama yapılabileceğine dikkat çeker. Bunlar; yazarın niyeti (intentio auctoris), okurun niyeti (intentio lectoris) ve metnin niyetidir (intentio operis). Bizce bu üç okuma biçimi arasında en geçerli olanı ise metnin niyetidir. Zira bir şiir şairinin elinden çıktıktan sonra artık yalnızca ne şaire ne de okura aittir. Artık o farklı yorumlamalara açıktır. Bu noktadan hareketle bu çalışmada, metin merkezli bir okuma yapılarak Ahmet Hamdi Tanpınar’ın Sesin isi

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Pimentel, Tarsila, and Eluiza Bortolotto Ghizzi. "LEITOR-MODELO E AUTOR-MODELO NO FILME A INVENÇÃO DE HUGO CABRET 3D." CASA: Cadernos de Semiótica Aplicada, June 21, 2022, 113–36. http://dx.doi.org/10.21709/casa.v15i1.8477.

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Este texto dedica-se ao estudo do fenômeno da interpretação como um recurso para a análise fílmica e para compreender como uma obra cinematográfica, apesar de ser apresentada acabada para um público convidado a assisti-la, guarda um campo semiótico capaz de estimular uma relação participativa com este e pleno de significados que só serão definidos a partir da relação entre obra e público. Para isso, tomamos como referência conceitos da teoria da interpretação de Umberto Eco e ensaia-se uma leitura de um trecho do filme A Invenção de Hugo Cabret 3D, do diretor Martin Scorsese, tendo como finali

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Leone, Massimo. "Sémiotique et innovation." Revista Acta Semiotica, December 26, 2022. http://dx.doi.org/10.23925/2763-700x.2022n4.60284.

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L’article présente d’abord un bref état des lieux relatif aux potentialités de la sémiotique en tant que discipline d’aide à l’innovation. Suit la description et l’analyse d’une pratique innovante spontanée : celle d’un agent de police qu’on voit, à un grand carrefour de la ville de Manille, transformer la gestualité codée associée à sa fonction de contrôle du trafic en une véritable danse à la Michael Jackson, qui resémantise de manière parfaitement inattendue une banale scène de la vie urbaine. De cette description se dégage une série de constantes permettant d’esquisser les prémisses d’une

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