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The present study is an effort to know the place of translation aid tools among students or graduates in French Language Translation as well as professors of French translation courses in Iranian universities. We surveyed these two groups on the reasons and frequency of their reference to each tool and its impact on the speed and quality of their translation, while measuring the effect of factors such as experience in professional translation, judgment and awareness, the need to speed up work, Internet access, knowledge of the English language and the CGPA of students, graduates and professors on the nature and frequency of their reference to these tools. The method used in this research is the cross-sectional survey of Priscilla A. Glasow (2005), the questionnaire being the means of sampling. Fifty students or graduates and twenty professors participated in this survey. General dictionaries, online translators and contextual dictionaries turned out to be the most popular tools within participants, dominating translation memories, forums and speech-to-text converters. We also know that online translators and translation memories provoke controversial opinions among them. In addition, most of the participants practice post-editing in order to increase speed, quality and productivity in translation and the desire to translate.
 

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Despite all the efforts of professors and students, learning the four language skills of French in academic institutions has always been accompqnied by challenges. One of these skills is written production, in which students make numerous mistakes. We believe that identifying and analyzing areas of error can be effective in improving their writing skills. In the present study, using an analytical-descriptive method, the written productions of a group of students on a B1 level topic were examined. The data collection tool is the DELF B1 evaluation grid with ten criteria for writing correction. The participants in this study show that 42 percent of students had very good and good averages, and 58 percent had average and weak scores. The target population of this study performed acceptably in only three skills-coherence and logical structure, the ability to present events, and adherence to the topic-out of the ten criteria in the evaluation grid. However, they have not yet achieved the necessary skills in the other seven criteria. The areas of errors revealed in this research could serve as topics for further studies to extract and analyze errors in each domain.
 

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Considering the main role of listening comprehension in second language learning, it seems that providing listening strategies to language learners is necessary. New technologies are used to facilitate learning and podcast is one of the new tools used in language teaching today. The purpose of this descriptive-analytical study is to investigate whether metacognitive training with the help of podcasts can be used as an effective tool in enhancing listening comprehension. The research problem is caused by the lack of sufficient knowledge of language learners about metacognitive strategies, and in this regard, the role of the teacher in teaching these strategies is very important. This study can help French language teachers to include metacognitive strategies in improving listening skills and conventional methods. Revise yourself. For this purpose, 30 language learners were divided into two experimental and control groups based on the pre-test results. The experimental group received the podcasts through Vandergrift's metacognitive training, while the control group was taught the podcasts without any additional instructions or strategies. The results with the help of note taking, self-assessment questionnaire, direct observation and using spss software (t-test) showed that the metacognitive strategy has a positive effect on students' listening comprehension.

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The main purpose of this study was to determine the degree of using cognitive learning and strategies of learning by Iranian French Language Learners. Furthermore, it aimed at determining the effect of using cognitive strategies on learner autonomy. In doing so, a questionnaire of 12 questions was filled in by 38 post-graduate students of TMU. The frequency of utilization of cognitive strategies including summarizing, memorizing, guessing the meaning of words, repetition, extra-curricular practicing, learning through comparative reasoning, note taking, using mnemo techniques, paraphrasing, review and research is studied. The results of Freidman test showed that the difference between the mean ranks was significant, and the most frequent strategies were note-taking (76.3%), guessing the meaning (75.65%), and elaboration (71.71%). In general, the results showed that among the cognitive strategies, there was almost a correlation between documentary research and extra-curricular activities. There was also a positive correlation with autonomy(58%).

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Huge burden of research in comparative literature in Iran relates to influence studies between Persian literature and other literatures based on the French school, though many of them are not scientific and purposeful due to the theoretical and methodological problems of French school and the methods of Iranians comparatists. This paper has three-part structure: in the first part, we discuss the theory and methodology of influence studies according to the French school. Next, it includes the criticism on the methodology of French school. In the third level, we investigate and analyze some of the theoretical and methodological problems in influence studies in Iran, and we conclude that the lack of appropriate background, imported theory and its mismatch with the literary and scientific needs of the community, incomplete understanding of the theory and the methodology of French school, and unfamiliarity with new approaches in this field are some of the main reasons of problems in influence studies in Iran.  

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Learning a foreign language, like other fields, undergoes forgetting. Paying attention to forgetting in foreign language writing and speaking abilities is more important since these two realms indicate the learner's competence and performance. This study aimed to investigate the phenomenon of forgetting of Iranian Language learners (French) at the level of language production. To achieve this objective, descriptive and analytical methods were used for reviewing the related theories of forgetting, memory and data storage. In the field study, forgetting of concrete and abstract words between two sexes and two age groups (25-30, 31- 40) was measured by two different tests. According to the results, forgetting depends on the type of words. On this basis, abstract words are more frequently forgotten. The obtained data demonstrated that age and sex have a significant impact on forgetting words. More precisely, these factors affect forgetting, when words appear in a context. So in the age group of 25-30 years, forgetting of abstract words is significant among men and 1.82% more in comparison with women. While in the age group of 31- 40 years, the forgetting degree of women is 2.5% more.  

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Abstract: Focusing on the linguistic and national diversities, the French school of comparative literature has mainly attempted to trace the footprints of the literature of one country in that of another mostly in a historical context. The rival American school, on the other hand, has raised new questions in this field and extended the scope of research to subsume other domains of scholarly endeavors. The present paper first intends to briefly examine the limitations of the French school. It then proceeds to show how the archetypal approach of literary criticism and the American school of comparative literature can be employed to bear fruitful results in the field of comparative studies. Such interdisciplinary approaches can make up for the possible shortcomings of the individual modes of study and make much of the potentials that the concept of archetype can offer for this purpose. The study then singles out the Shadow archetype and makes a comparative study of the concept in two epic works, i.e. Beowulf and Gilgamesh. It finally picks out a structural archetype—hero’s journey-- as an example, to briefly discuss and evaluate such models.

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Abstract
The appearance of comparative literature in Algeria has been influenced by different risings and fallings after entering French men to Algeria in 1830, this country involved in the colonizing movements, at first, they tried to change people’s language and culture, hence most of comparative studies have been influenced by this condition, therefore, they were written in French. Finally, it was in 1962 that this country entered the political spring after people’s revolution, therefore, Arabic language entered comparative studies by re-examining Algeria in European works such as French and Germany people, there were found some universities in comparative literature and other literary branches and international conferences, in order to develop the comparative men in Algeria in developing comparative literature analysis in the survey of comparative literature in Algeria by classification of contemporary history into colonization and post-colonization. literature in Algeria by classification of contemporary history into colonization and post-colonization.
Keywords: Algeria, Comparative Literature, Colonization, Political Spring, French and Arabic Language.

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Abstract: In comparative analysis, some influences and impressions are revealed that their comparison can be of great help to researchers in optimum perception of this author's literature. In this work, we use comparative analysis to show how Djalal Al-e-Ahmad’s style of writing is fundamentally similar to and affected by that of Louis Ferdinand Celine’s, in its neuroticism, brevity and the high frequency of sentence fractions which creates an almost identical colloquial tone in both authors. “Emotion” and “brevity” are the two keywords of these twin styles. The social analysis of literature studies common social factors affecting authors who lived in time frames where similar historical and cultural events took place. This method also mentions the effects of such factors on different aspects of the authors’ style. So we study the effect of similar social and environmental factors on the style of the two authors: Louis Ferdinand Celine and Djalal Al-e Ahmad, using sociological analysis. Keywords: Jalal Al-e-Ahmad, Louis Ferdinand Céline, Persian literature, French literature, sociological analysis

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In the process of foreign language learning, errors are common and predictable. Foreign language learners systematically commit errors due to the interference of their first language, their poor grammatical knowledge of the second language, or interference of another foreign language. Iranian French language learners in different levels of learning commit more errors in the application of prepositions than in other areas. Since prepositions play an important role in linking different parts of speech, errors in their use creates serious challenges for learners in the process of learning. In this research the focus of attention is to investigate the most frequent errors of Iranian French language learners in two categories of “inter lingual and intra lingual errors”. Furthermore, for pedagogic purposes, the correct use of French prepositions in each category is explained in simple manner.   Findings show that semantic interference of Persian prepositions, the use calque, and semantic similarities in French propositions are the main reasons of errors committed by Iranian French language learners.   
 

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Anxiety in foreign language class is one of the variables which has main effect in language learning. Therefore researchers in language teaching are always interested in this factor. This study investigates the  relation  between achievement motivation, emotional  intelligence and foreign  language classroom  anxiety, in French  students  of  Ferdowsi  University of Mashhad  and relation of age and gender with these variables. For this purpose, Baron Emotional intelligence questionnaire, Hermans achievement motivation test, foreign language classroom anxiety test and Spielberger's State-Trait Anxiety scale were presented to 87 French students. To analyze research data, T test and Pearson correlation test were used. The results indicate that there is a negative significant correlation between foreign language classroom anxiety and achievement motivation (p= -0/001) in parallel with foreign language classroom anxiety and emotional intelligence (p= -0/007). As a result, it can be claimed that higher emotional intelligence and achievement motivation follow language classroom anxiety decrease.

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Sa'di’s reputation has long crossed the borders of Iran. Among the masterpieces of Persian literature, which have been translated into other languages, including French, none has been as influential as Gulistan. This book, due to the translations made, has been a source of inspiration for the French, in particular for the European poets and writers who had a taste close to Sa'di’s. In this article, after briefly reviewing the course of the acquisition of the Persian language and literature among the French, we dealt with the history of the translations of the Gulistan of Sa'di, from the beginning to our time; then, while comparing the examples of translators' works, we tried to demonstrate the qualities and flaws of each translation from a qualitative and a quantitative point of view. And finally, we examine this question that among the French translations of Gulistan, which is more faithful to the original book.

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The identity crisis and Existential dichotomy are among axial issues of immigration literature; however one of the principal critters of postcolonial literature is the effort of author to inverse the power status between the colonizer’s language and colonizer’s language which is a form of Soft Clash with Colonialism. That way, the study of intelligent exchanges between these two languages in literary work, explains the position, skill, and creativity of the author for using the language tool. This paper proposes to highlight the influence of common and similar experiences of Italian-somalin author, Cristina Ali Farah, and Algerian francophone author, Assia Djebar in their novels: The Little Mother and The Disappearance of the French language. At first, we present the style of writing of these authors relying on postcolonial literature expert Zabus. Then, we study the tight relationship between the language and identity concept, by using analytical-comparative method and emphasizing the approach of American School.

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Nowadays, language is not only considered as the most important communication tool, but also it is known as the central core of culture and what forms it. The relationship between language and culture and their mutual effects on making contact between language users and different cultures are of great importance and have attracted the attention of many researchers. Regarding the significant, fundamental role of culture in having intercultural communication and focusing on the mutual relationship between language and culture in the communication of the Iranian and the French, the current research tries to find the answer to this basic question whether perceiving the cultural differences guaranty making successful intercultural contacts or not. The research overall hypothesis states that lack of awareness or insufficient awareness of these differences in communications may result in misunderstanding and even miscommunication. To answer the research question, first, the relationship between language and culture and then the transmission of culture through language will be expressed and explained. Accordingly, various theoretical frameworks, including Linguistic Relativity Hypothesis, will be taken into consideration. The basic theoretical framework of this research is Austin’s speech act theory; thus, the introduction to this theory would be a part of this research. To illustrate the fundamental role of knowing and realizing the cultural components in making effective contacts, we will investigate and analyze one of the most influential cultural variables in intercultural communication that is the verbal interaction in both Persian and French cultures, with focus on Austin’s speech act theory. Based on this theoretical framework, we consider speech act as the verbal communication unit and will explore some samples of common and prevalent speech acts in the verbal interaction between Iranian and French. Mostly, these linguistic forms have the oral and verbal aspects and arise from individuals’ cultural and social communication. Exploring each of these speech acts, we will try to show the incentives and methods to use them as well as their differences in both the verbal environments of Persian and French and; therefore, we will study the semantic, practical, and cultural aspects of the selected samples.
The results of this research showed the necessity of paying attention to the cultural differences in making effective contacts and preventing «miscommunication». Familiarity with the differences and similarities between speech acts in Persian and French languages will help the language users make successful contacts and prevent many misunderstandings and misinterpretations, while having contact with different cultures.
 
 
 

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  In this research physicochemical properties of three potato varieties (Agria, Satina and Kenebek) of Golestan province were studied and the effects of these parameters on quality attributes of French fries were investigated. Statistical analysis showed that there were differences between amount of dry matter in three varieties, with the maximum and minimum dry matter contents found in Kenbek and Satina (P<0.05) respectively.  Also the highest amount of starch, sucrose and energy were found in Satina and the lowest content of energy and starch were found in Agria and Kenebek in compared with other variety which had the lowest content of sucrose. Differences between starch content, sucrose and energy of three varieties were significant (P<0.05). The highest and lowest amount of fat content were observed in Agria and Kenebek, respectively (P<0.05). The highest amount of dry matter content related to Agria French fries and three varieties had the significant differences in amount of dry matter content in final French fries (P<0.05).The highest and lowest amount of shear force were found related to Agria and Kenebek strips, respectively (P<0.05). According to results of this study, Kenebek potato variety due to suitable dry matter content, higher specific gravity and lower reducing sugars in comparison with others varieties lead to better products as  regard to texture, color, dry matter content and amount of oil absorption and so it can be suggested as a suitable variety for processing.

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Teaching professional translation is a pedagogical process based on learning in which students of translation play a crucial and dynamic role. According to Fiolà’s definition of the framework of professional translation, translation student as the first and most significant elements in the formation of the desirable framework are recognizable considering their previously learned knowledge, motivation, and needs for educational materials. According to Kiraly’s recommended model of socio-constructivist approach, meetings these requirements demand independence and responsibility on the side of translation students. In the present study, 112 undergraduate students of French language translation were given a questionnaire which has been prepared based on their educational needs to challenge their status, role and contribution in the acquisition of the required skills for translation, so that their week points and the reasons for their failure in being good translators could be identified. This questionnaire, which has been conceived according to the theoretical framework of research (educational needs put forward by Jemar for teaching translation and the socio-constructivist approach recommended by Donald Kiraly), allows us to answer the following questions: 1. Have students of French language translation in Iran found their proper place in the course of their study? 2. Do they have the independence, the active involvement, and the sense of responsibility needed for acquiring the skills and requirements on their path to become a translator? 3. Do they show diligence and do they dedicate enough time to study and compensate for their lack of knowledge and linguistic problems? The results of the study indicated the lack of independence, active involvement and sense of responsibility amongst translation students which does not conform to the socio-constructivist approach. Limited general knowledge, less than perfect mastery of Persian and French languages, and most important of all, lacking strong motivation when entering the field are among the reasons that hinder their progress towards becoming top-notch translators. In fact, the main reason lies in the lack of sense of responsibility and diligence to surmount these difficulties. According to the socio-constructivist approach, teaching translation using authentic materials with the aim of introducing the requirements of the professional world of translation to students and also focusing on team work to encourage motivation and independence from professors in students, are among recommended solutions together with revisions applied to the curriculum and to the admission system.
 

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Gypsies are a wandering and landless people who are commonly known around the world to represent not just nomadism but also festive dancing and singing. From what can be gathered from literary and historical sources, the Romani people first came to the land of Iran during the time of the Sasanids, and their first visit to France came about the fourteenth century. In mid-eighteenth century and during the early decades of the nineteenth century, bohemian characters were considered to be influential in French literature. In those early texts, French and Iranian writers and poets referred only to tales about the bohemian origin, past, and their arrival to these lands. But in time poets and writers began to attend to and reflect on other aspects of this community’slifeworld. Thisstudy, afterabriefsurveyofhowbohemian people emerged as a distinct community in France and Iran, will explore the representation of bohemian people in French and Iranian literatures. From among their many attributes, this study pays particular attention to salient features of their way of life, such as minstrelsy, music and song composition, and their landlessness. Finally, an attempt will be made, following an analysis of Romani people from the socio-cultural perspective, to provide an answer to the question of how French and Iranian cultures and literatures have represented and developed the image of the gypsy.
 

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In the present article, by analyzing the participants’ errors in the writing section of the international DELF exam, the authors try to discuss the evolution and mutation of the Iranian learners' inter-language. The general purpose of this research, accordingly, is to pinpoint the effects of Persian language on learning French, as a foreign language, in such realms as vocabulary, and idiomatic and structural constructions. The research, as well takes into account the way inter-language evolves and changes in four levels of DELF exam based on the common European referent Framework for languages. Due to the fact that the language learners are impressed by their mother language, they, unconsciously, experience linguistic errors in such fields as vocabulary use, syntactic structure, and grammar while writing.
 The findings of this research revealed that Iranian French-language learners who participate in the international French exams, are basically under the impression of a simplified system of French language, the complexity of which is promoted along with the learners' general level. The analysis of the texts composed by the participants of the DELF exam reveals that the writing errors performed by the learners are mostly rooted in their mother language as well as their false assumptions and predispositions about language and its learning process.

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Due to the importance of resources of code articles and their role for interpretation of codes, the author has compared articles of contracts and obligations in Iranian civil code (articles 183-300) with Shiite law and French law and then he has declared his view about their main resources in every case. Although the writers of civil code haven't hidden their continued desire for applying articles of civil code to bases of Shiite law, the author believes that the articles of this section of civil code have considerably used both sources; i.e. Shiite and French law.

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Teaching/learning the intercultural skill is an important part of teaching French as a foreign language. The intercultural skill as a life skill, is an ability to think about own and foreign culture, having an objective look and an open attitude toward the situations including cultural differences. Because of its subjective nature, teaching these skills is not possible only by transferring the teacher’s knowledge to a learner. It is necessary for students to be involved in the exchange of information in order to internalize these skills. In the case of Iranian learners who are studying French in a non-French country, arranging such opportunities in the classroom is one of the most important challenges with them any teacher should be faced.
Considering the fact that writing, - especially its creative and subjective forms– plays an important role in the personality’s development, the purpose of this study is to verify the efficacy of an intercultural approach in an FFL Iranian class and see which obstacles should be avoided in the identity formation process in order to help Iranian language teachers to transform their writing class to an excellent place for improving the intercultural competence. Achieving this goal, we tried to answer the following questions:

1. How writing can contribute to the development of intercultural competence?
2. How the intercultural approach will influence the intercultural identity formation in the writing class?

So we attempt to design an educational scenario, based on Kolletta's intercultural approach, which gives students the opportunity to develop their intercultural identity in a creative writing workshop and we noted student’s reactions to this approach.
Students writings were scored for cognitive, emotional and imaginative functions and the comparison between experimental and a control group, performed by the independent T-test showed that although both groups had succeeded as intercultural mediators, the experimental group members wrote relatively longer and more creative texts.