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This study considers the enhancement of socio-cultural competence of EFL students by means of extra-curricular activities. In this study, both control and experimental groups included 80 language learners (each group 40). The control group was given the questionnaires, pre- and post-tests along with the experimental group. Then, extracurricular activities were given to the experimental group which itself was divided into four mini groups. 10 participants were asked to prepare a self-video clip each week (4 clips as whole). Another group of 10 testees were asked to use social networks such as Facebook, What’s app, Telegram and the likes chatting with native speakers at least two hours a day involving themselves in English practice after taking pre-test and they were also given the subsequent post-test after a month. The third mini group, including 10 participants, had to write a letter each week to a native speaker e-pal (4 letters as whole). Finally, the fourth mini group including 10 participants participating at least once a week in ACD (American Corner Dushanbe) sessions which are related to social cultural events such as festivals, charity activities, etc. After that, research questionnaires were distributed among samples using SPSS software for data analysis. The author come to the conclusion that culture-related extra-curricular activities result in the enhancement of the level of language proficiency as well as contribute a lot to bringing up citizens, intellectually, culturally and multi-culturally developed professionals with deep awareness of intercultural values.

The present study focuses on the strategic process of enlisting the readers’ empathetic responsiveness in Thomas Hardy’s major Wessex novels. The analytical perspective draws on Suzanna Keen’s theories in affective narratology; it intends to uncover the stylistic strategies of affective impressionism in the Wessex narratives. The methodological procedure is grounded in the qualitative appraisal of the emotive aspects of Hardy’s realistic representations through critical discourse analysis. The research approach is influenced by the recent mind theories in cognitive science, emphasizing emotional perception as the most significant determinant of the gestalt of interpretations. The semi-fictional world of Wessex capitalizes on an insight into the primacy of emotive sensibility over cognitive rationality. The authorial intentionality in the Wessex narratives aspires to propagate human compassion by resorting to the literary application of the empathy-altruism hypothesis. The melioristic agenda for edification via investment in the readers’ emotive capacities saturates the narratives’ impressionistic composition. The manipulation of the narrative consciousness foci in the major Wessex novels enables Hardy to maintain his readers’ empathetic identification with his characters’ predicaments in a philosophical context. Moreover, the tagged characterization of the protagonists establishes the intended impressions of their temperament and demands the corresponding empathetic responses from the readers.

L’un des aspects modernes de L'Éducation sentimentale de Flaubert concerne l’insertion de l’Histoire dans son roman. La plupart des critiques modernes estiment qu’il a créé un « système » original pour éviter la présentation systématique de l’Histoire dans la trame romanesque. La critique moderne s’intéresse donc à la poétique de l’Histoire ou plutôt à un type de discours particulier grâce auquel Flaubert construit, déconstruit et reconstruit la réalité politique de son époque dans la fiction. Il s’agit en effet de tout un travail d’agencement et d’organisation que nous allons étudier dans cet article pour démontrer comment la révolution de 1848 est présentée tout au long du roman d’une manière fragmentaire à travers les scènes, les dialogues et les épisodes. Pour mieux cerner le problème, nous allons nous pencher notamment sur les procédés modernes que Flaubert invente pour abandonner le discours explicite de l’Histoire. Ces procédés lui permettent de laisser l’Histoire se raconter par bribes grâce à la focalisation interne et à la fonction narrative de la description. En fait, c’est à travers les passages descriptifs éparpillés que Flaubert parvient à marginaliser l’Histoire et la rendre de cette manière plus présente par son absence et peut-être même plus attirante pour le lecteur.