درخت حوزه‌های تخصصی

Si l'on considère l'individualisme et la recherche de l'individualité comme l'une des valeurs de la modernité, cette valeur est mise en doute dans la pensée postmoderne. Dans cette recherche, nous étudions comment cette mise en doute se révèle dans le roman L’Immortalité de Milan Kundera et le comportement des personnages. En fait, l’objectif de cette recherche est de projeter la lumière sur l'un des grands défis du monde contemporain, qui est la négation de l'individualité et la tendance au conformisme, et de montrer comment telle négation, en tant que l'un des signes de la fin de la modernité, se manifeste tant dans le comportement des personnages du roman que les événements du récit. Notre approche est une approche analytique basée sur le concept de l’individualisme et son importance dans le monde moderne ainsi que sur les idées que Kundera développe dans l’Art de roman et les travaux d’autres penseurs. Dans le roman L’ Immortalité la remise en doute de l'individualisme se révèle sous la forme d'une crise d'identité chez le personnage principale Agnès et sa sœur Laura et leur révolte contre la société uniforme. Leur tentative à arborer un « moi » unique et autonome est souvent vouée à l’échec, ne leur apportant que l’isolement et la déception. 

This study aims to investigate the long-term effects of the use of inductive and deductive teaching methodologies on the acquisition of English passive voice. To find answers to the questions, we prepared two teaching programs based on inductive and deductive approaches. Sixty-five pre-university students from were assigned as participants. These students were divided into two groups named as inductive and deductive. Both groups took two pre-tests. The first pre-test was administered in order to find out the homogeneity of both groups in terms of English proficiency level and the second pre-test was administered to find out how much background English passive voice knowledge they possessed. One of the groups was taught inductively and the other one was taught deductively. Three treatment sessions were conducted to present English passive voice. The study included three delayed post-tests which were administered four weeks, eight weeks and 12 weeks after treatment sessions. The analyses of the tests were conducted using descriptive statistics, independent samples test, and repeated-measures ANOVA. The analyses of the data revealed that both methodologies had significant effect on learning English passive voice. The inductively taught learners performed better in a short range of time. However, participants of the deductive group gained higher scores in a long range of time. Since the aim of the research was to investigate the long-term effects of the aforementioned methodologies, it was concluded that although inductive approach is efficient in the beginning, the deductive approach proves to be more efficient in the course of time.