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Autobiographies are not merely literary productions but mental functions, stories continuously narrated, owned and believed by the self. By broadening the locus of autobiography from literary productions to mental functions, the connection between its Greek constituent parts: autos (self), bios (life), and graphé (writing), can be clarified and new vantage points become possible for studying the self and its narrative framing. In the genre of autobiography Vladimir Nabokov’s Speak, Memory stands out in unraveling the ways in which memory speaks the self. The free indirect style voice of narration and bridging the epistemic gap between the past and the present, both innate to the act of remembering, are masterly used by Nabokov.  This article, following Mark Rowlands’ approach to memory, studies Speak, Memory in order to explore the narrative structure of autobiographical memory and the constitution of the autobiographical sense of self. Thisstudy argues that in Speak, Memory, the self emerges as a narrative thematic pattern across time by being purported in, and at the same time transcending clusters of first-personal narratives that reconstruct the past.

L’œuvre de Camus, surtout Le Premier Homme est le musée de solitudes. L’homme se sent toujours seul dans la famille, dans la société, dans le monde extérieur et intérieur. Mais selon Camus cette solitude n’est pas toujours négative et elle a des aspects positifs. Il y a différents aspects de solitude: la solitude intérieure, affective et sociale. La solitude et le silence sont des thèmes angoissants dans le monde moderne. Le héros du Premier Homme cherche un père toujours absent, alors il se sent seul. Il y a aussi une solitude affective. Il vit dans une famille, à côté d’une mère sourde avec qui il n’a pas de réelle communication. La solitude n’est pas seulement intérieure, nous la sentons dans la société. Nous vivons dans un monde où il y a la violence, la nostalgie, la terreur, l’injustice sociale et le silence de l’univers à nos diverses questions. En suivant Jacques (Camus lui-même) dans son itinéraire solitaire, nous cherchons à déceler d’une part l’acheminement de l’auteur, de l’angoisse à la sagesse et de l’autre à passer la solitude néfaste à une solitude salutaire et fructueuse.

The purpose of this study is to explore the effectiveness of utilizing humorous versus non-humorous texts on receptive and productive vocabulary learning. This research is also conducted to seek whether language proficiency of the participants would be a factor influencing the effectiveness of two types of treatments used in the study. The materials employed in the present study include 17 humorous and 17 non-humorous texts which contain the target words. 87 students at two proficiency levels participated in the study and almost half of them were exposed to the target words through humorous texts and the second half learned the words through non-humorous texts. The target words with their English definitions were presented to the participants. Each text was accompanied by some comprehension questions, either in the multiple choice format, fill in the blanks or open ended questions. Following the treatment, an unannounced immediate post-test was administered to measure the effectiveness of two text types on vocabulary learning. After a three-week interval, an unannounced delayed post-test was administered to check the efficacy of text types on long-term vocabulary learning. The findings suggest significantly better vocabulary learning both in immediate and delayed post-tests for the less proficient participants learning target words through humorous texts. However, in the case of the more proficient learners, it turns out that humor is considerable in long-term learning of the target words. Based on the results, it is recommended that teachers and materials developers include more elements of humor in the language classes and course books.