درخت حوزه‌های تخصصی

The present paper aims address the Lacanian concepts of the tyche (tuche) and the automaton in Jeanette Winterson’s The Passion (1987), and to explore the way the whole novel is based on moments of chance, peril, and jeopardy which are traceable in the transformation of automaton into tyche. Illuminating the track of automaton into tyche, the study endeavors to compare reading women’s writing style to experiencing tyche while going through other styles could be comparable to an automaton. A historiographic metafiction, The Passion is divided into four seemingly unrelated sections connected by the elements of chance and calamity. Via experiencing traumatic happenings, the characters face the incursion of the Real into the Symbolic Order (Tyche), considered beyond the determinations of the Symbolic. Observing the mass slaughter and deplorable death of his comrades, Henri is unable to return to the Symbolic and is obliged to remain in the asylum as a mentally disordered person. On the contrary, Villanelle manages to free herself from the post-traumatic stress and commences a new life.

As far as teaching English as a foreign language is concerned, the role of literature as a medium to enhance language learning or to promote other cognitive and affective variables has been quite contentious. Over the last three decades, however, some practitioners and second language scholars have resurrected literature as an effective vehicle to teach the second or foreign language. As an attempt to shed more light on the use of literature in English Language Teaching (ELT), the present study investigated the role of literature as a medium to foster critical thinking among English as a Foreign Language (EFL) students. In so doing, a sample of 39 intermediate Iranian EFL students who were the students of two intact classes were recruited. They were randomly assigned to experimental and control groups. The experimental group (n=18) were required to read unabridged, authentic short stories written by literary figures whereas control group students were provided with abridged and simplified texts and short stories. A validated scale of critical thinking was administered as the pre-test and the post-test before and after the treatment. The results of a one way ANCOVA revealed that the experimental group outperformed the control group on the post-test of critical thinking, suggesting that use of literary texts has been effective in enhancing the level of critical thinking among Iranian EFL students. The findings of the study have pedagogical implications for ELT theorizers and practitioners.

The current paper provides an analytical study of Eliot’s poem, “The Hollow Men.” The methods that have been employed in this research are textual and reader-response analyses. The poem has been explored from both approaches in order to know the first impression of the researcher of the poem and backed by critics’ notions of the poem. The study thus intends to shed light on two main themes including religion, spirituality, meaninglessness and nothingness. It also tends to demonstrate how Eliot portrays his own view on the modern men and the modern life through this poem. Eliot believes that modern men are hollow from their insides, and they are empty yet filled with straw just like a scarecrow. The paper tackles the critics’ views on Eliot, Eliot’s view on modernity, and the role of tradition and intertextuality in Eliot’s poetry. The paper finally depicts major themes in the poem. Eliot, in his quest for finding a satisfying religion, penned “The Hollow Men” as a mirror to the conditions of the society after the World War I which caused suffering from lack of faith, religion and morality.