Paulo Coelho＇s novels call into question the nature of the literary text and the act of reading in a post-Einsteinian world. Amidst the debate over his popular writings （Albanese; Ndagano）, the discussion turns to ...Paulo Coelho＇s novels call into question the nature of the literary text and the act of reading in a post-Einsteinian world. Amidst the debate over his popular writings （Albanese; Ndagano）, the discussion turns to whether Coelho continues a poetics of narrative developed by Jorge Luis Borges. This paper explores how Coelho＇s work may depart from a reading of Borges, yet goes beyond it into what Bakhtin established as ＂the Einsteinian universe applied to literary studies＂, as posited by Stone （2008）. Coelho＇s work is affected by hypertexts, new ways of connecting and perceiving subjectivities, and cross-cultural pilgrimages. A hermeneutic reading of his novel, The Zahir： A Novel of Obsession （2005b）, allows us to delve into the Coelhian the notion of the zahir as a tensional metaphor （Ricouer） of world-making （Valdes）. This underscores the postmodern assumption of the author as just another reader, albeit an ably active one. Through the courageous act of making his reading（s） transparent through writing, he invites other readers into the dialectical presumptions of his world.展开更多
Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study a...Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.展开更多
文摘Paulo Coelho＇s novels call into question the nature of the literary text and the act of reading in a post-Einsteinian world. Amidst the debate over his popular writings （Albanese; Ndagano）, the discussion turns to whether Coelho continues a poetics of narrative developed by Jorge Luis Borges. This paper explores how Coelho＇s work may depart from a reading of Borges, yet goes beyond it into what Bakhtin established as ＂the Einsteinian universe applied to literary studies＂, as posited by Stone （2008）. Coelho＇s work is affected by hypertexts, new ways of connecting and perceiving subjectivities, and cross-cultural pilgrimages. A hermeneutic reading of his novel, The Zahir： A Novel of Obsession （2005b）, allows us to delve into the Coelhian the notion of the zahir as a tensional metaphor （Ricouer） of world-making （Valdes）. This underscores the postmodern assumption of the author as just another reader, albeit an ably active one. Through the courageous act of making his reading（s） transparent through writing, he invites other readers into the dialectical presumptions of his world.
文摘Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.
