The proposal of didactics of French literature of the second half of the XIXth, XXth and XXIst century
Abstract
The paper outlines the specificity of the context of the literary production in the second half of the XIXth, the XXth and the XXIst centuries and proposes for the French literature didactics a methodology based on the semiotic and semiological analysis and the communication and discourse approaches to the literary texts and to the creation and interpretation process in the modern philologies teaching. The reflected apprehension of the specific creative writing of the aforementioned period is didactically divided, in the textual and discursive logic, in four phases in which the ideal conceived teaching process should consist.
The multi-leveled exegesis of the literary text implies a multi-leveled conception of the semiosis as it was defined by the basic postulates of the structural semiotics and semiology applied within the framework of its didactization not only at the segmental level of the compositional plan constituents but also at the level of the individual factors within the communication/discourse framework apprehending the semiosis of the literary work as a whole.