فهرست مطالب سیده یاسمین سجادی

La pragmatique traite l’utilisation du langage en contexte, couvrant un large éventail de thèmes tels que les actes de langage, le registre, l’implication conversationnelle, les gestes, la présupposition, la pertinence, la politesse, etc. Les caractéristiques pragmatiques sont parfois moins abordées dans les cours de FLE en Iran et les apprenants peuvent inconsciemment commettre des erreurs pragmatiques qui peuvent influencer leur communication. Le fait que la pragmatique pourrait être combinée avec l’enseignement des différentes compétences langagières est encourageant pour ceux qui ont du mal à équilibrer le besoin d’un enseignement communicatif et d’un enseignement de la langue dans les réalités exigeantes de la classe auxquelles ils sont confrontés. Dans cette recherche, nous avons intégré l’explication des règles pragmatiques lors de l’enseignement de la grammaire afin de pouvoir décrire l’interface entre la sensibilisation à la compétence pragmatique et le développement de la compétence à communiquer langagièrement. Le résultat de cette étude montre une relation positive entre la sensibilisation aux règles d’usage de la langue dans un cours de français et une meilleure performance des apprenants dans un test de la compétence pragmatique. Le voilà une preuve supplémentaire au développement parallèle de la langue et de la pragmatique en Iran.

Pragmatic competence is the ability to use language properly in the social context. In order to gain this competence, the learner must align his / her linguistic and social knowledge with different forms and pragmatic strategies of the language and be able to use all the components of his / her communication skills in an integrated situation. In this article, the position of developing Pragmatic competence in the field of French language teaching in Iran is investigated. The purpose of this study, in addition to defining the pragmatic competence in the field of language teaching, is to investigate the use and development of this skill by Iranian French teachers. For this purpose, a questionnaire was prepared to collect information and distributed among fifty Iranian teachers. Random sampling method was used to select the sample size. The research method is descriptive-survey and the research tool includes a questionnaire. The reliability of the questionnaire was calculated to be 0.90 using Cronbach's alpha test. Data analysis using sample t-test, correlation test and independent t-test shows that although the development of this skill increases with age and experience of teachers, the use of activities related to its development has little place in the French language class and this Contrary to the positive opinion of teachers to cultivate this aspect of language communication skills. Therefore, it is suggested that in future research, solutions be introduced to Iranian teachers of French so that they can adapt their teaching performance to the needs of language learners and make their language learners skilled in what is called semantic skills.

Absurdity is an important concept that has been proposed in the works of many modern scholars. Albert Camus is one of the authors who has paid attention to this concept in his works and has dealt with many other concepts such as rebellion, repetition, and death. The Stranger is one of the main works of Albert Camus in which the concept of absurdity in the heart of modern life is considered. On the other hand, there is a concept called objectification that has important and fundamental differences from the concept of absurdity. In this study, the concept of absurdity and objectification is considered comparatively in Stranger by Albert Camus and Bouf-e-koor by Sadegh Hedayat. In this study, we finally conclude that although Sadegh Hedayatchr('39')s novel the Bouf-e-koor is remarkably considered as an absurdist work in Iran, it can be further analyzed as a work in the state of objectification. Albert Camuschr('39') Stranger, however, can be considered a perfect example of an absurdist work. Readers and even critics often seem to misunderstand the concept of absurdity and objectification. As much as absurdity is a positive concept with active action and clear insight in dialogue with other works and thoughts, objectification is radical, negative, and lacks clear insight and interaction with other thoughts and topics.

Dans le cadre de cet article, nous avons essayé d'étudier la compétence pragmatique des apprenants du FLE, dans la production de l'acte de proposition et d'invitation, et nous l'avons mise en rapport avec l'exploitation des textes littéraires dans la salle de classe. Nous avons voulu observer un éventuel lien entre l'exploitation des textes littéraires appropriés et le niveau de l’amélioration de performance pragmatique des apprenants.Après avoir effectué une pré-enquête pour connaître le niveau de compétences communicatives des apprenants, un test de performance pragmatique a été réalisé. Nous avons également recueilli des informations générales au moyen d'un questionnaire pour mieux caractériser notre population participante. Celle-ci était constituée d'apprenants persanophones adultes, niveau A2 en français langue étrangère. Les résultats obtenus montrent une relation positive entre l'exploitation des textes littéraires appropriés dans la classe de FLE et le développement de la compétence pragmatique des apprenants. Ce travail a également conduit les enseignants à réfléchir sur les moyens possibles pour mieux aborder les textes littéraires en classe de FLE.

Comparative literature is a kind of interdisciplinary research study and it is a branch of history of literature which considers historical and literal relations between two or among several national literatures. This study comparatively considers the objectification of female characters in Suvashun written by Simin Daneshvar and a change of heart ( la modification) by Michel Butor. The main character of Suvashun is Zari, which is a woman of family And this dependence makes her timid and obedient and takes the subjectivity away from her. From the beginning of the story she is in fluctuation between fear and bravery until the moment when her husband is assassinated and then she decided to be brave and remove her objectification. In Change of heart, Cecile and Henriette are the two women who suffer from the imposed objectification in the mind of the main character mr Leon Delmon and until the end of the story this objectification lasts. Leon Delmon wants his wife as a lady who manages his house affairs and his beloved as a lady to promenade with her in Rome. The results of the present study showed that female characters of these two novels suffer from objectification. In change of heart there is no way for them to be free from objectification while in Suvashun there exist a possibility for the female character to be free from objectification and her subjectivity is developed at the end.