{"id":3708,"date":"2026-01-17T23:31:11","date_gmt":"2026-01-17T20:31:11","guid":{"rendered":"https:\/\/cresh.ul.edu.lb\/?page_id=3708"},"modified":"2026-07-01T13:27:48","modified_gmt":"2026-07-01T10:27:48","slug":"%d8%a7%d9%84%d8%b9%d8%af%d8%af-%d8%a7%d9%84%d8%b9%d8%b4%d8%b1%d9%88%d9%86-%d9%83%d8%a7%d9%86%d9%88%d9%86-%d8%a7%d9%84%d8%ab%d8%a7%d9%86%d9%8a-%d9%8a%d9%86%d8%a7%d9%8a%d8%b1-2026","status":"publish","type":"page","link":"https:\/\/cresh.ul.edu.lb\/?page_id=3708","title":{"rendered":"\u0627\u0644\u0639\u062f\u062f \u0627\u0644\u0639\u0634\u0631\u0648\u0646 \u2013 \u0643\u0627\u0646\u0648\u0646 \u0627\u0644\u062b\u0627\u0646\u064a \u064a\u0646\u0627\u064a\u0631 2026"},"content":{"rendered":"<style><span data-mce-type=\"bookmark\" style=\"display: inline-block; width: 0px; overflow: hidden; line-height: 0;\" class=\"mce_SELRES_start\">\ufeff<\/span><span data-mce-type=\"bookmark\" style=\"display: inline-block; width: 0px; overflow: hidden; line-height: 0;\" class=\"mce_SELRES_start\">\ufeff<\/span><br \/>@media screen and (max-width: 600px) {<br \/>.rubricsjournal:before {width: 0px !important;}<br \/>.rubricsjournal:after {width: 0px !important; }<br \/>.rubricsjournal{border-bottom: 3px solid #f9dd94;border-top: 3px solid #f9dd94;}<br \/>}<br \/>.entry-content{padding: 0px;border: 0px;}<br \/>     .rubricsjournal{<br \/>        font-family: sans-serif;<br \/>        margin: 40px auto;<br \/>        color:hsl(60,40%,30%);<br \/>        text-align: center;<br \/>        font-size: 30px;<br \/>        max-width: 600px;<br \/>        position: relative;<br \/>font-family: \"Droid Arabic Kufi\", serif;<br \/>      }<br \/>      .rubricsjournal:before {<br \/>        content: \"\";<br \/>        display: block;<br \/>        width: 130px;<br \/>        height: 5px;<br \/>        background: #CD5C5C;<br \/>        left: 0;<br \/>        top: 50%;<br \/>        position: absolute;<br \/>      }<br \/>      .rubricsjournal:after {<br \/>        content: \"\";<br \/>        display: block;<br \/>        width: 130px;<br \/>        height: 5px;<br \/>        background: #CD5C5C;<br \/>        right: 0;<br \/>        top: 50%;<br \/>        position: absolute;<br \/>      }<br \/><\/style>\n<h1 dir=\"rtl\" style=\"font-size: 22px; line-height: 31px; margin: 0 0 1px 0; font-family: 'Droid Arabic Kufi', serif; text-align: justify;\">\u0645\u062c\u0644\u0629 \u062f\u0631\u0627\u0633\u0627\u062a \u062c\u0627\u0645\u0639\u064a\u0629 \u0641\u064a \u0627\u0644\u0622\u062f\u0627\u0628 \u0648\u0627\u0644\u0639\u0644\u0648\u0645 \u0627\u0644\u0625\u0646\u0633\u0627\u0646\u064a\u0629<\/h1>\n<div dir=\"rtl\" style=\"color: #fff; font-size: 22px; line-height: 31px; font-family: 'Droid Arabic Kufi', serif; text-align: justify; padding: 2px 15px 2px 15px; border-radius: 3px 3px 0px 0px; background: linear-gradient(135deg, rgba(125,185,232,1) 0%, rgba(32,124,202,1) 49%, rgba(41,137,216,1) 50%, rgba(30,87,153,1) 100%); filter: progid:DXImageTransform.Microsoft.gradient( startColorstr=;\">\u0627\u0644\u0639\u062f\u062f \u0627\u0644\u0639\u0634\u0631\u0648\u0646 \u2013 \u0643\u0627\u0646\u0648\u0646 \u0627\u0644\u062b\u0627\u0646\u064a \u064a\u0646\u0627\u064a\u0631 2026<\/div>\n<div style=\"border: 1px solid #267eca; padding: 0px 10px 10px 10px;\">\n<div class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\">\u0635\u0641\u062d\u0629 \u0627\u0644\u063a\u0644\u0627\u0641<\/p>\n<p style=\"margin: 0 0 15px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2026\/01\/cover%2020.pdf?_t=1768677354\">PDF<\/a><\/p>\n<\/div>\n<div class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\">\u0647\u064a\u0626\u0629 \u0627\u0644\u062a\u062d\u0631\u064a\u0631<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2026\/01\/%D9%87%D9%8A%D8%A6%D8%A9%20%D8%A7%D9%84%D8%AA%D8%AD%D8%B1%D9%8A%D8%B1.pdf?_t=1768676577\">PDF<\/a><\/p>\n<\/div>\n<div class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\">\u0642\u0627\u0626\u0645\u0629 \u0627\u0644\u0645\u062d\u062a\u0648\u064a\u0627\u062a<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2026\/01\/%D8%A7%D9%84%D9%85%D8%AD%D8%AA%D9%88%D9%8A%D8%A7%D8%AA.pdf?_t=1768675334\">PDF<\/a><\/p>\n<\/div>\n<div class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\">\u0627\u0644\u0645\u0642\u062f\u0645\u0629<\/p>\n<p>\u063a\u0633\u0651\u0627\u0646 \u0645\u0631\u0627\u062f<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2026\/01\/%D9%85%D9%82%D8%AF%D9%85%D8%A9%20%D8%A7%D9%84%D8%B9%D8%AF%D8%AF%2020.pdf?_t=1768677363\">PDF<\/a><\/p>\n<\/div>\n<div class=\"letori\">\n<p class=\"title\">Rhetoric of Conflict: A Critical Discourse Analysis of Presidential Speeches in the Russia-Ukraine War<\/p>\n<p style=\"margin: 0 0 10px; font-size: 18px;\">Bertha Gerges<\/p>\n<p>page 6-31<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2026\/01\/%D8%A8%D9%8A%D8%B1%D8%AA%D8%A7%20%D8%AC%D8%B1%D8%AC%D8%B3.pdf?_t=1768677284\">PDF<\/a><br \/>\n<input type='hidden' bg_collapse_expand='6a7f2b422271c8027637977' value='6a7f2b422271c8027637977'><input type='hidden' id='bg-show-more-text-6a7f2b422271c8027637977' value='Abstract'><input type='hidden' id='bg-show-less-text-6a7f2b422271c8027637977' value='Abstract'><a id='bg-showmore-action-6a7f2b422271c8027637977' class='bg-showmore-plg-link bg-arrow '  style=\" color:#6B6B2E;\" href='#'>Abstract<\/a><\/ul><ul class='bg-showmore-no-padding-no-margin' id='bg-showmore-hidden-6a7f2b422271c8027637977' >\n<ul>\n<li style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\">This study discusses how Critical Discourse Analysis (CDA) may be implemented for the analysis of political discourse in two countries at war &#8211; the presidents\u2019 language concerning international insecurity and blame towards each other. Using Teun A. van Dijk\u2019s political theory as a viewfinder in CDA, this study investigates the ways language instantiates ideological perceptions during wartime to expose intricate claims of power and otherness (US vs THEM).<br \/>\nIn Van Dijk\u2019s discourse framework, this study aims to favor how social inequalities in terms of dominance and power are played out through stories involving two presidents. Qualitative analysis in this research focuses on the language of Volodymyr Zelenskyy and Vladimir Putin, demonstrating how their speech affected audience perceptions, shaped national identity, and formed a basis to justify personal political ambitions.<br \/>\nIn so doing, the study provides a deeper understanding of how language functions in disseminating political ideas during conflict by exposing, through close readings of specific speeches, features and techniques endemic to persuading or manipulating using rhetoric. These findings reveal that, despite their divergent ideological commitments, both leaders engage in similar discursive strategies &#8211; which betray the broader sociopolitical contexts of each country.<br \/>\n<label style=\"font-weight: bold\">Keywords: <\/label> Critical Discourse Analysis (CDA), Political Discourse, Russia-Ukraine War, Presidential Rhetoric, Ideological Polarization, Power and Dominance<\/li>\n<li dir=\"rtl\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\"> \u0628\u0644\u0627\u063a\u0629 \u0627\u0644\u0635\u0631\u0627\u0639: \u062a\u062d\u0644\u064a\u0644 \u0646\u0642\u062f\u064a \u0644\u062e\u0637\u0627\u0628\u0627\u062a \u0627\u0644\u0631\u0624\u0633\u0627\u0621 \u0641\u064a \u0627\u0644\u062d\u0631\u0628 \u0627\u0644\u0631\u0648\u0633\u064a\u0629-\u0627\u0644\u0623\u0648\u0643\u0631\u0627\u0646\u064a\u0629<\/label><br 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\u0648\u0627\u0644\u0647\u064a\u0645\u0646\u0629\n<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/div>\n<div class=\"letori\">\n<p class=\"title\">Valoriser la motivation pour d\u00e9velopper la comp\u00e9tence plurilingue Le cas des \u00e9tudiants anglophones apprenant le fran\u00e7ais   \u00e0 la Facult\u00e9 de Tourisme \u00e0 l&#8217;Universit\u00e9 Libanaise<\/p>\n<p>Zeina Makki<br \/>\npage 32-53<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2026\/01\/%D8%B2%D9%8A%D9%86%D8%A9%20%D9%85%D9%83%D9%8A.pdf?_t=1768676705\">PDF<\/a><\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\">\u00a0<input type='hidden' bg_collapse_expand='6a7f2b4222b709012372037' value='6a7f2b4222b709012372037'><input type='hidden' id='bg-show-more-text-6a7f2b4222b709012372037' value='Abstract'><input type='hidden' id='bg-show-less-text-6a7f2b4222b709012372037' value='Abstract'><a id='bg-showmore-action-6a7f2b4222b709012372037' class='bg-showmore-plg-link bg-arrow '  style=\" color:#6B6B2E;\" href='#'>Abstract<\/a><\/ul><ul class='bg-showmore-no-padding-no-margin' id='bg-showmore-hidden-6a7f2b4222b709012372037' >\n<ul>\n<li style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\">Notre article se rapporte \u00e0 la motivation dans le domaine de l&#8217;enseignement-apprentissage de la langue fran\u00e7aise en tant que deuxi\u00e8me langue \u00e9trang\u00e8re. Son objectif est d&#8217;\u00e9tudier le r\u00f4le de la motivation dans le d\u00e9veloppement de la comp\u00e9tence plurilingue de l&#8217;apprenant. Il s&#8217;agit de valoriser la motivation afin d&#8217;apprendre la langue fran\u00e7aise par des \u00e9tudiants anglophones \u00e0 la Facult\u00e9 de Tourisme et de Gestion H\u00f4teli\u00e8re \u00e0 l&#8217;Universit\u00e9 Libanaise.<br \/>\nPour v\u00e9rifier la pertinence de l&#8217;objectif de notre recherche, nous avons eu recours conjointement \u00e0 la m\u00e9thode quantitative et la m\u00e9thode qualitative via un questionnaire et un entretien pour permettre au panel interrog\u00e9 de r\u00e9pondre librement et inconditionnellement.<br \/>\nL&#8217;int\u00e9r\u00eat de notre \u00e9tude r\u00e9side dans le fait de d\u00e9gager l&#8217;importance de la coalition entre motivation intrins\u00e8que exprim\u00e9e par la valeur accord\u00e9e \u00e0 l&#8217;apprentissage du fran\u00e7ais par des \u00e9tudiants anglophones se formant en tourisme, une valeur \u00e0 l&#8217;origine de l&#8217;acte d&#8217;apprendre et maintenue pendant les s\u00e9ances de cours, et des facteurs ext\u00e9rieurs tels les activit\u00e9s p\u00e9dagogiques et l&#8217;enseignant qui ont \u00e9t\u00e9 d\u00e9cisifs dans la cr\u00e9ation de la motivation en classe de langue et son d\u00e9veloppement. La motivation est certes une condition indispensable \u00e0 apprendre une langue, \u00e0 communiquer langagi\u00e8rement et \u00e0 enrichir la comp\u00e9tence plurilingue.<\/p>\n<p><label style=\"font-weight: bold\">Keywords: <\/label> fran\u00e7ais langue \u00e9trang\u00e8re, comp\u00e9tence plurilingue, motivation, perceptions,mod\u00e8les de la motivation, enseignant, dynamique motivationnelle, activit\u00e9s p\u00e9dagogiques.<\/li>\n<li dir=\"rtl\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\"> \u062a\u0639\u0632\u064a\u0632 \u0627\u0644\u062a\u062d\u0641\u064a\u0632 \u0644\u062a\u0637\u0648\u064a\u0631 \u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u0639\u062f\u062f \u0627\u0644\u0644\u063a\u0648\u064a \u062f\u0631\u0627\u0633\u0629 \u062d\u0627\u0644\u0629 \u0627\u0644\u0637\u0644\u0627\u0628 \u0627\u0644\u0646\u0627\u0637\u0642\u064a\u0646 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style=\"margin-bottom: 10px;\">\u0642\u0635\u064a\u062f\u0629 &#8220;\u062c\u0628\u0644 \u0627\u0644\u0628\u0627\u0631\u0648\u0643&#8221; \u0644\u0634\u0648\u0642\u064a \u0628\u0632\u064a\u0639: \u062f\u0631\u0627\u0633\u0629 \u0641\u064a \u0627\u0644\u062a\u0645\u0627\u0633\u0643 \u0627\u0644\u0646\u0635\u064a\u0651 \u0648\u0627\u0644\u062a\u0631\u0627\u0628\u0637 \u0627\u0644\u062f\u0644\u0627\u0644\u064a\u0651<\/p>\n<p>\u0639\u064a\u0633\u0649 \u0639\u0648\u062f\u0629 \u0628\u0631\u0647\u0648\u0645\u0629<br \/>\n\u0627\u0644\u0635\u0641\u062d\u0629 54-91<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2026\/01\/%D8%B9%D9%8A%D8%B3%D9%89%20%D8%A8%D8%B1%D9%87%D9%88%D9%85%D8%A9.pdf?_t=1768677224\">PDF<\/a><\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\">\u00a0<input type='hidden' bg_collapse_expand='6a7f2b4222f092018802991' value='6a7f2b4222f092018802991'><input type='hidden' 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none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\">The Poem \u201cJabal al-B\u0101r\u016bk\u201d by Shawqi Bzeih: A Study in Textual Cohesion and Semantic Coherence<\/label><br \/>\nThis study analyzes the poem &#8220;Jabal Al-Barouk&#8221; by the Lebanese poet Shawqi Bazei through a textual analysis approach. It examines the mechanisms of textual cohesion employed by the poet, which played a prominent role in achieving harmony and coherence between its parts, shaping its deep structure and textual rhetoric, alongside their effective pragmatic role in clarifying the poet&#8217;s intentions and the political symbolism evident in parts of the poem. The study addressed reference, substitution, ellipsis, lexical repetition, intertextuality, and conjunction. It relied on the analytical approach based on Halliday and Hasan&#8217;s theory of textual cohesion, supplemented by discourse analysis methodology to understand the symbolic and contextual structures. It also utilizes semiotic tools to deconstruct the relationship between language and power.<br \/>\nThe study concluded that the cohesive devices in the poem achieved its cohesion and coherence. Ellipsis carried symbolic meaning related to the poet&#8217;s intentions, and the varied conjunctions maintained the fluidity of the poetic text. Furthermore, they wove a set of relationships and connections between humans and nature in the face of oppression.<br \/>\n<label style=\"font-weight: bold\">Keywords:<\/label> Shawqi Bazei, Kamal Jumblatt, Jabal Al-Barouk, Text Analysis, Textual Cohesion.<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/div>\n<div class=\"ritole\">\n<p class=\"title\" style=\"margin-bottom: 10px;\">\u062f\u064e\u0648\u0631\u064f \u0627\u0644\u0633\u062a\u064a\u0644\u064a\u0645\u0627\u062a \u0648\u0645\u064e\u062d\u0627\u0648\u0650\u0631 \u0627\u0644\u0625\u0631\u0633\u0627\u0644 \u0641\u064a \u062a\u064e\u0634\u064e\u0643\u0651\u064f\u0644 \u0627\u0644\u0646\u0651\u062b\u0631 \u0648\u0623\u062f\u0628\u064a\u0651\u062a\u0647 &#8220;\u0643\u062a\u0627\u0628 \u0639\u0628\u062f\u0627\u0644\u0644\u0647&#8221; \u0644\u0623\u0646\u0637\u0648\u0646 \u063a\u0637\u0651\u0627\u0633 \u0643\u0631\u0645 \u0623\u064f\u0646\u0645\u0648\u0630\u062c\u064b\u0627\u061b \u062f\u0631\u0627\u0633\u0629 \u0623\u0633\u0644\u0648\u0628\u064a\u0651\u0629 \u0633\u064a\u0645\u064a\u0627\u0626\u064a\u0651\u0629<\/p>\n<p>\u0623\u0646\u0637\u0648\u0627\u0646 \u062c\u0648\u0632\u0641 \u062e\u0644\u064a\u0644 &#8211; \u0631\u0632\u0642 \u0627\u0644\u0644\u0647 \u0627\u0644\u064a\u0627\u0633 \u0642\u0633\u0637\u0646\u0637\u064a\u0646<br \/>\n\u0627\u0644\u0635\u0641\u062d\u0629 92-122<\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\"><a class=\"download\" href=\"https:\/\/cresh.ul.edu.lb\/wp-content\/uploads\/2026\/01\/%D8%A3%D9%86%D8%B7%D9%88%D8%A7%D9%86%20%D8%AE%D9%84%D9%8A%D9%84%20%D9%88%D8%B1%D8%B2%D9%82%20%D8%A7%D9%84%D9%84%D9%87%20%D9%82%D8%B3%D8%B7%D9%86%D8%B7%D9%8A%D9%86.pdf?_t=1768677267\">PDF<\/a><\/p>\n<p style=\"margin: 0 0 10px; font-size: 12px;\">\u00a0<input type='hidden' bg_collapse_expand='6a7f2b42230305011799642' value='6a7f2b42230305011799642'><input type='hidden' id='bg-show-more-text-6a7f2b42230305011799642' value='\u0627\u0644\u0645\u0644\u062e\u0635'><input type='hidden' id='bg-show-less-text-6a7f2b42230305011799642' value='\u0627\u0644\u0645\u0644\u062e\u0635'><a id='bg-showmore-action-6a7f2b42230305011799642' class='bg-showmore-plg-link bg-arrow '  style=\" color:#6B6B2E;\" href='#'>\u0627\u0644\u0645\u0644\u062e\u0635<\/a><\/ul><ul class='bg-showmore-no-padding-no-margin' id='bg-showmore-hidden-6a7f2b42230305011799642' >\n<ul>\n<li dir=\"rtl\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\">\u0646\u062a\u0646\u0627\u0648\u0644 \u0641\u064a \u0647\u0630\u0647 \u0627\u0644\u062f\u0651\u0631\u0627\u0633\u0629 \u0627\u0644\u0623\u0633\u0644\u0648\u0628\u064a\u0651\u0629 \u0627\u0644\u0633\u064a\u0645\u064a\u0627\u0626\u064a\u0651\u0629 \u062a\u062d\u0644\u064a\u0644\u064b\u0627 \u0639\u0645\u0644\u064a\u0651\u064b\u0627 \u0644\u0650\u0640 &#8220;\u0643\u062a\u0627\u0628 \u0639\u0628\u062f\u0627\u0644\u0644\u0647&#8221; \u0646\u0650\u062a\u0627\u062c \u0627\u0644\u0623\u062f\u064a\u0628 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\u0631\u0643\u064a\u0632\u0629 &#8220;\u0643\u062a\u0627\u0628 \u0639\u0628\u062f\u0627\u0644\u0644\u0647&#8221;\u060c \u0648\u062e\u0644\u0641\u064e\u0647\u0627 \u062a\u064e\u0633\u064e\u062a\u0651\u064e\u0631\u064e\u062a \u0627\u0644\u062f\u0651\u0644\u0627\u0644\u0627\u062a \u0643\u0644\u0651\u0647\u0627.<br \/>\n<label style=\"font-weight: bold\"> \u0627\u0644\u0643\u0644\u0645\u0627\u062a \u0627\u0644\u0645\u0641\u0627\u062a\u064a\u062d: <\/label>\u0627\u0644\u0623\u0633\u0644\u0648\u0628\u064a\u0651\u0629 \u0627\u0644\u0633\u0651\u064a\u0645\u064a\u0627\u0626\u064a\u0651\u0629\u060c \u0627\u0644\u062a\u0651\u0633\u0644\u0633\u0644\u064a\u0651\u0629\u060c \u0627\u0644\u0639\u0627\u0645\u0644\u064a\u0651\u0629\u060c \u0627\u0644\u0633\u062a\u064a\u0644\u064a\u0645\u0627\u062a\u060c \u0627\u0644\u062a\u0651\u0644\u0642\u0651\u064a <\/li>\n<li dir=\"ltr\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\">Le r\u00f4le des styl\u00e8mes et des actants de l&#8217;\u00e9nonciation dans la formation de la prose et de sa litt\u00e9rarit\u00e9 \u2013 &#8220;Le Livre de Abdallah&#8221; d\u2019Antoun Ghattas Karam, \u00e9tude s\u00e9miostylistique.<\/label><br \/>\nNous abordons dans cette \u00e9tude s\u00e9miostylistique une analyse pratique de \u201cKit\u0101b \u02bfAbdall\u0101h\u201d, \u0153uvre de l\u2019\u00e9crivain libanais Antoun Ghattas Karam (1921-1979). L\u2019objectif est de d\u00e9couvrir les significations du discours litt\u00e9raire examin\u00e9 ainsi que sa dimension esth\u00e9tique \u00e0 travers le traitement des m\u00e9canismes op\u00e9ratoires propres \u00e0 la stylistique s\u00e9rielle et \u00e0 la stylistique actancielle, toutes deux int\u00e9gr\u00e9es dans la s\u00e9miostylistique d\u00e9velopp\u00e9e par le linguiste fran\u00e7ais Georges Molini\u00e9 (1944-2014).<br \/>\nLe travail s\u2019est ici concentr\u00e9 sur l\u2019\u00e9tude des styl\u00e8mes et des \u00e9l\u00e9ments d\u2019\u00e9nonciation ainsi que sur leurs relations imbriqu\u00e9es, en vue de former l\u2019identit\u00e9 distincte du discours litt\u00e9raire, ainsi que sur leur influence dans le processus de r\u00e9ception.<br \/>\nDans le premier chapitre, nous avons pr\u00e9sent\u00e9 un aper\u00e7u succinct des principales \u00e9tudes de s\u00e9miostylistique, ainsi que celles ayant trait\u00e9 du corpus \u00e9tudi\u00e9. Le deuxi\u00e8me chapitre s\u2019est appuy\u00e9 sur l\u2019analyse des s\u00e9ries textuelles \u00e0 partir des caract\u00e9ristiques s\u00e9quentielles qui se forment via les diff\u00e9rents types de styl\u00e8mes. Dans le troisi\u00e8me chapitre, nous avons examin\u00e9 l\u2019impact de la r\u00e9ception dans la constitution du discours litt\u00e9raire, de m\u00eame que les relations rev\u00e9rsibles et non rev\u00e9rsibles \u00e9tablies au sein de dialogues vari\u00e9s, et leur influence sur le processus de signification et sur l\u2019esth\u00e9tique du discours litt\u00e9raire.<br \/>\nCette \u00e9tude nous a conduits, dans sa globalit\u00e9, \u00e0 de nombreuses conclusions que nous r\u00e9sumons par la relation \u00e9troite entre la stylistique s\u00e9rielle et la stylistique actancielle, puisque les styl\u00e8mes et les \u00e9l\u00e9ments de l\u2019\u00e9nonciation, que l\u2019auteur ma\u00eetrise et int\u00e8gre avec coh\u00e9rence, constituent la structure de base de \u201cKit\u0101b \u02bfAbdall\u0101h\u201d, derri\u00e8re laquelle se dissimulent toutes les significations.<br \/>\n<label style=\"font-weight: bold\">Keywords:<\/label> s\u00e9miostylistique ,s\u00e9rielle \u2013 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5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\">Compr\u00e9hension de l\u2019\u00e9crit et qualit\u00e9 de l\u2019enseignement au cycle 3<br \/>\nNiveaux de compr\u00e9hension, postures de lecteur et comp\u00e9tences transversales en fran\u00e7ais FLEA au Liban.<\/label><br \/>\nDans le curriculum libanais, la compr\u00e9hension de l\u2019\u00e9crit (CE) en fran\u00e7ais langue d\u2019enseignement-apprentissage (FLEA) est cens\u00e9e contribuer au d\u00e9veloppement de comp\u00e9tences transversales, dont la pens\u00e9e critique. Cet article d\u00e9crit la mani\u00e8re dont des questionnaires de CE utilis\u00e9s au cycle 3 configurent les exigences de compr\u00e9hension et les rapports au texte. L\u2019\u00e9tude repose sur l\u2019analyse documentaire de 15 questionnaires de CE \u00e9labor\u00e9s par des enseignants d\u2019EB7\u2013EB8, compl\u00e9t\u00e9s par autres issus d\u2019un lyc\u00e9e franco-libanais, qu&#8217;on a gard\u00e9s comme faisant partie du paysage libanais, mobilis\u00e9s comme points de contraste internes. La grille d&#8217;analyse articule trois axes : niveaux de compr\u00e9hension (litt\u00e9ral, inf\u00e9rentiel, interpr\u00e9tatif, critique), figures de lecteur (ex\u00e9cutant, d\u00e9f\u00e9rent, interpr\u00e8te, sujet lecteur) et composantes pr\u00e9paratoires de la pens\u00e9e critique et d\u2019autres comp\u00e9tences transversales (traitements de compr\u00e9hension de haut niveau, dimension socio-\u00e9motionnelle, r\u00e9gulation\/m\u00e9tacognition). Les r\u00e9sultats montrent une mont\u00e9e en exigence inf\u00e9rentielle et interpr\u00e9tative en EB8, mais une compr\u00e9hension critique encore marginale, dans un cadre domin\u00e9 par la figure du lecteur d\u00e9f\u00e9rent. Les op\u00e9rations de haut niveau sont mobilis\u00e9es sans s\u2019inscrire dans une architecture explicite de pens\u00e9e critique, tandis que la r\u00e9gulation, la cr\u00e9ativit\u00e9 et le sujet lecteur restent peu travaill\u00e9s. La discussion interroge les implications de ce profil pour la qualit\u00e9 de l\u2019enseignement et pour la formation des enseignants.<br \/>\n<label style=\"font-weight: bold\">Keywords:<\/label> Questionnaires de compr\u00e9hension de l\u2019\u00e9crit- Niveaux de compr\u00e9hension, Postures de lecteur \/ sujet lecteur, Comp\u00e9tences transversales du XXI\u1d49 si\u00e8cle, Fran\u00e7ais langue d\u2019enseignement-apprentissage (FLEA), Qualit\u00e9 de l\u2019enseignement\n<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/p><\/div>\n<style>\n\/* Default styling for larger screens *\/\n\/* General styling *\/\n.responsive-container {\n    display: flex;\n    align-items: center;\n    justify-content: center;\n    gap: 10px; \/* Spacing between the text and the lines *\/\n}\n.line {\n    display: inline-block;\n    width: 200px; \/* Width of the red line *\/\n    height: 4px; \/* Height of the red line *\/\n    background-color: #CC5A5A; \/* Red color 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\u0641\u064a \u0627\u0645\u062a\u0644\u0627\u0643 \u0623\u062f\u0648\u0627\u062a \u0627\u0644\u0641\u0647\u0645 \u0648\u0627\u0644\u0646\u0642\u062f \u0627\u0644\u062a\u064a \u062a\u062d\u0627\u0641\u0638 \u0639\u0644\u0649 \u0623\u0635\u0627\u0644\u0629 \u0627\u0644\u0625\u0646\u0633\u0627\u0646 \u0648\u062a\u0628\u0642\u064a\u0647 \u0641\u0627\u0639\u0644\u064b\u0627 \u0645\u0639\u0631\u0641\u064a\u0651\u064b\u0627 \u0648\u0623\u062e\u0644\u0627\u0642\u064a\u0651\u064b\u0627 \u0641\u064a \u0639\u0627\u0644\u0645 \u062a\u062d\u0643\u0645\u0647 \u0627\u0644\u062a\u0642\u0646\u064a\u0627\u062a.<br \/>\n<label style=\"font-weight: bold\"> \u0627\u0644\u0643\u0644\u0645\u0627\u062a \u0627\u0644\u0645\u0641\u0627\u062a\u064a\u062d:<\/label> \u0627\u0644\u062a\u062d\u0648\u0644 \u0627\u0644\u0631\u0642\u0645\u064a\u060c \u0627\u0644\u062a\u0645\u062b\u0644\u0627\u062a \u0627\u0644\u0630\u0647\u0646\u064a\u0629\u060c \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a\u060c \u062d\u0648\u0633\u0628\u0629 \u0627\u0644\u0644\u063a\u0629\n<\/li>\n<li dir=\"ltr\" style=\"margin: 0px 0px 15px 15px;padding: 5px;list-style-type: none\"><label style=\"font-size: 18px;font-weight: bold;margin-bottom: 10px;text-align: left\">A review of the book &#8220;Mirrors of Digital Transformations and Mental Representations of Artificial Intelligence&#8221; By Ghassan Murad<\/label><br \/>\nAt a time marked by the dominance of artificial intelligence technologies, their software and tools and by the authority of algorithms that program human behavior, the academic researcher Dr. Ghassan Mourad presents his book Mirrors of Digital Transformations and the Mental Representations of Artificial Intelligence as a cognitive journey through the mirrors of a new consciousness. In this work, he offers a critical epistemological reading of digital transformation as a comprehensive civilizational trajectory that is not confined to the technical dimension, but extends to reshaping the structures of language, modes of thinking, and social relations.<br \/>\nAcross its four chapters and their various subheadings, the book stands as a scientific document that frames digital transformation through a rich body of discussions on the brain, language, thinking, and talents, while advancing a critical perspective on the technological revolution. It reorients the notion of transcending the limits of creativity and elucidates the core mechanics of algorithms and echo chambers that increasingly entrap human experience.<br \/>\nThe book\u2019s central hypothesis revolves around digitization as a process that has redefined the human being itself under the authority of algorithms that govern individuals within technological bubbles, as well as within systems of data, measurement, and guidance. It also foregrounds language as a cognitive system that generates meaning rather than merely serving as a tool of communication, demonstrating its impact on the construction of perception and on the diversity of cognitive perspectives among individuals and societies.<br \/>\nIn addition, the book devotes a critical space to the power of algorithms and the proliferation of fake news, revealing the transformation of contemporary wars into soft wars that target consciousness and behavior. At the same time, it calls for the development of critical and media awareness grounded in understanding and analysis rather than passive reception and fascination.<br \/>\nIn its final chapter, the book examines innovations of the technological revolution in medicine and artificial intelligence\u2014such as nanorobotics\u2014highlighting their potentials and ethical limits. It concludes that artificial intelligence constitutes a genuine asset for humanity provided it is used responsibly, and that the fundamental challenge lies in acquiring the tools of understanding and critique that preserve human authenticity and sustain the human being as an active cognitive and ethical agent in a world governed by technology.<\/p>\n<p><label style=\"font-weight: bold\">Keywords:<\/label> Digital transformation, mental representations, artificial intelligence, computational linguistics<\/p>\n<\/li>\n<\/ul>\n<\/ul><ul style='margin-top:0;margin-bottom:0'>\n<\/p><\/div>\n<p><center><\/p>\n<div style=\"margin-top: 10px; margin-bottom: 10px; font-size: 16px; border: 1px solid #ddd; padding: 2px 10px; box-shadow: 1px 1px 3px #999; -moz-box-shadow: 1px 1px 3px #999; -webkit-box-shadow: 1px 1px 3px #999; color: #b60000; width: 60px; display: flex; align-items: center; justify-content: center; background-color: #fff; border-radius: 4px; height: 30px;\">\n    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"#b60000\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" style=\"vertical-align: middle; margin-right: 5px;\" width=\"22\" height=\"19\">\n      <path d=\"M1 12s4-8 11-8 11 8 11 8-4 8-11 8-11-8-11-8z\"><\/path>\n      <circle cx=\"12\" cy=\"12\" r=\"3\"><\/circle>\n    <\/svg><br \/>\n    <span style=\"font-size: 17px; \">736<\/span>\n<\/div>\n<p><\/center><\/p>\n ","protected":false},"excerpt":{"rendered":"<p>\u0645\u062c\u0644\u0629 \u062f\u0631\u0627\u0633\u0627\u062a \u062c\u0627\u0645\u0639\u064a\u0629 \u0641\u064a \u0627\u0644\u0622\u062f\u0627\u0628 \u0648\u0627\u0644\u0639\u0644\u0648\u0645 \u0627\u0644\u0625\u0646\u0633\u0627\u0646\u064a\u0629 \u0627\u0644\u0639\u062f\u062f \u0627\u0644\u0639\u0634\u0631\u0648\u0646 \u2013 \u0643\u0627\u0646\u0648\u0646 \u0627\u0644\u062b\u0627\u0646\u064a \u064a\u0646\u0627\u064a\u0631 2026 \u0635\u0641\u062d\u0629 \u0627\u0644\u063a\u0644\u0627\u0641 PDF \u0647\u064a\u0626\u0629 \u0627\u0644\u062a\u062d\u0631\u064a\u0631 PDF \u0642\u0627\u0626\u0645\u0629 \u0627\u0644\u0645\u062d\u062a\u0648\u064a\u0627\u062a PDF \u0627\u0644\u0645\u0642\u062f\u0645\u0629 \u063a\u0633\u0651\u0627\u0646 \u0645\u0631\u0627\u062f PDF Rhetoric of Conflict: A Critical Discourse Analysis of Presidential Speeches in the Russia-Ukraine War Bertha Gerges page 6-31 PDF Valoriser la motivation pour d\u00e9velopper la comp\u00e9tence plurilingue Le [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[46],"tags":[],"class_list":["post-3708","page","type-page","status-publish","hentry","category-nojournal"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.5 - 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