11. Debyser F. apud N. Auger, Auger, N., «Du stéréotype à la compréhension <strong>de</strong> la relation interculturelle : autour <strong>de</strong>s manuels <strong>de</strong> FLE en usage dans l’Union Européenne», communication soutenue au Colloque organisé à Paris le 4 et 5 novembre 2005 par le Forum <strong>de</strong>s langues européennes, http://www.forum<strong>de</strong>slangues.net/forum/manifF.htm, site consulté le 15 sept.2009 12. Pu Zhihong, Université Sun Yat-sen <strong>de</strong> Chine, «L’implicite culturel et sa place dans l’enseignement d’une langue étrangère», Synergies, Chine, n. 3, 2008, 161-167 13. http://sireli.canalblog.com/archives/2006/08/29/2565753.html 14 . Auger, N., «Du stéréotype à la compréhension <strong>de</strong> la relation interculturelle : autour <strong>de</strong>s manuels <strong>de</strong> FLE en usage dans l’Union Européenne», communication soutenue au Colloque organisé à Paris le 4 et 5 novembre 2005 par le Forum <strong>de</strong>s langues européennes, http://www .forum <strong>de</strong>s langues .net /forum/manifF.htm, site consulté le 15 sept.2009 15. Hall, E.T, p. 197, apud Martineau, Emmanuelle, Maîtrise F.L.E UFR <strong>de</strong> Nantes, «Les stéréotypes franco-allemands dans la caricature», http://pagespersoorange.fr/chevrel/dossiers/martineau.htm, site consulté le 2 décembre 2009 16. http://www.auf.org/docs/1/pol-ling-edu-2003-07.pdf, site consulté le 2 décembre 2009 Bibliographie Bre<strong>de</strong>ndiek, M. (2000). “ Le développement <strong>de</strong> la reconstruction <strong>de</strong> l’autre culturel. Vers la réflexion anthropologique <strong>de</strong> l’autrui dans l’interculturel”, in M.Bre<strong>de</strong>ndiek et B. Krewer : La dynamique <strong>de</strong> la reconstruction <strong>de</strong> l’autre culturel dans les situations <strong>de</strong> coopération interculturelle. Université <strong>de</strong> la Sarre, 2000, apud Thomas, M., - Mémoire DESS P.A.I., “Acquérir une compétence interculturelle. Des processus d’apprentissages interculturels au quotidien“ http://www.mediationinterculturelle.com, p. 30 Mercier, A. (2001). Laboratoire Communication et Politique, CNRS, Paris/Université <strong>de</strong> Nice, Introduction, «Pouvoirs <strong>de</strong> la dérision, dérision <strong>de</strong>s pouvoirs”, Hermès, 29 http://humour-blague.com/blague/belge.php www.francparler.org/articles/interculturel_claes.doc Thomas, M., - Mémoire DESS P.A.I., “Acquérir une compétence interculturelle. Des processus d’apprentissages interculturels au quotidien” http://www.mediation-interculturelle.com, p.37, site consulté le 2 oct. 2009 http://sireli.canalblog.com/archives/2006/08/29/2565753.html * * * * (2000). Conseil <strong>de</strong> l’Europe/Conseil <strong>de</strong> la Coopération Culturelle, Un Cadre européen commun <strong>de</strong> référence pour les langues: apprendre, enseigner, évaluer, Paris : Didier 2000. Abstract The mastering of a foreign language involves, in addition to language knowledge, in-<strong>de</strong>pth knowledge of the socio-cultural aspects of the community speaking the respective language. Starting from <strong>de</strong> Saussure’s Theory, this traingle may be assimilated to the semiotic triangle signifier, signified, referent in the process of generating humour and stating that the signifier would represent the linguistic si<strong>de</strong> of the humorous turn, the signified would be the concept and the hid<strong>de</strong>n meaning of the turn, while the referent would be the socio-cultural con<strong>text</strong> which brings about the humorous turn. This approach focuses on the relationship between the humorous <strong>text</strong> and the socio-cultural referents which <strong>de</strong>termine the <strong>de</strong>coding of the image of alterity in this type of <strong>text</strong>. Résumé La maitrise d’une langue étrangère exige, sauf la connaissance <strong>de</strong> la langue, une très bonne connaissance <strong>de</strong>s aspects socio-culturels <strong>de</strong> la communauté qui parle cette langue. A partir <strong>de</strong> la théorie <strong>de</strong> Saussure sur le triangle sémiotique signifiant, signifié, référent, on peut assimiler ce triangle à la genèse <strong>de</strong> l’humour et affirmer que le signifiant serait le côté linguistique <strong>de</strong> la 76
tournure humoristique, le signifié serait le concept et le sens caché <strong>de</strong> la tournure tandis que le référent serait le con<strong>text</strong>e socioculturel qui fait naitre la tournure humoristique. Notre communication vise à étudier la relation entre le <strong>text</strong>e humoristique et les référents socioculturels qui déterminent le décodage <strong>de</strong> l’image <strong>de</strong> l’Autre dans ce type <strong>de</strong> <strong>text</strong>e. Rezumat Stăpânirea unei limbi străine impune, în afara cunoştinţelor <strong>de</strong> limbă, o bună cunoaştere a aspectelor socio-culturale ale comunităţii care vorbeşte această limbă. Pornind <strong>de</strong> la teoria lui <strong>de</strong> Saussure privind triunghiul semiotic semnificant, semnificat, referent, se poate asimila acest triunghi, genezei umorului şi se poate afirma semnificantul ar reprezenta latura lingvistică a turnurii umoristice, semnificatul ar fi conceptul şi sensul ascuns al turnurii în timp ce referentul ar putea reprezenta con<strong>text</strong>ul socio-cultural care produce turnura umoristică. Lucrarea <strong>de</strong> faţă îşi propune studierea relaţiei dintre <strong>text</strong>ul umoristic şi referenţii socio-culturali care <strong>de</strong>termină <strong>de</strong>codarea imaginii alterităţii în acest tip <strong>de</strong> <strong>text</strong>. 77
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