مقالات رزومه بهنام محرم زاده

Our main issue in this research is how to implement intercultural didactic. The research methodology is descriptive-analytical. Using a researcher-made questionnaire as the main research tool, which includes 20 five-choice questions and its validity has been measured and standardized, we will deal with the effectiveness of intercultural didactic. Therefore, by randomly selecting 200 people from among the total population of undergraduate students in the field of French Language in Iranian universities and in two experimental groups of 100 people, we will examine the effect of this teaching method on improving students' pragmatic competence and interest in literary content. All 20 items of the questionnaire have a strong correlation with their factors and therefore the questionnaire is standardized. Also, the results of descriptive statistics (Table 5-5) show that after removing the possible effect of the pre-test, the experimental group (45.19) obtained a higher average than the control group (35.28) in improving pragmatic competence. Table 5-9 also shows the descriptive statistics of the two experimental groups and the proof of interest in literary content in the post-test. Based on this, the result was obtained that the experimental group (mean = 25.69) compared to the control group (mean = 18.15) obtained a higher mean in the post-test of interest in literary content. Based on the results of the t-test of two independent samples in Table 10-5 (p > .05, t = 9.78 (198)), the effect size index of the t-statistic is 9.78 equal to 0.571, which shows a large effect size.

The confrontation of  “Insider”  and “Other “ cultures in educational documents, especially literary courses related to the French language in Iranian universities, is natural, and there is a need for an intercultural approach that can place students in an intercultural space, adjusted and away from cultural shock. Considering that social-affective strategies, relying on individual differences, try to help language learners in the learning process and to facilitate the language teaching process, the aim of this research is to provide a practical method in order to further link literature and education. French language is through activating sensory-emotional capacities and applying social-affective strategies to students and making them interested in literary content (poetry).
Also, the statistical population of the research includes 110 French language students in the last semester of the bachelor's degree, in the two majors of literature and translation in different Iranian universities, who were randomly selected. Therefore, by designing a researcher-made questionnaire and using 20, 5-choice questions, we measured the students' use of social-affective strategies and their interest in poetry in the form of a pre-test. Then, during a virtual and interactive training course (for 50 hours), we did intercultural training. Then, the learners were given a post-test. Based on the results of the T test, it can be concluded that there is a significant difference between the average students in the pre-test and the post-test in terms of the use of social-affective strategies and interest in literary content (poetry).

This study explores the relationship between work quality, job satisfaction, and the teaching efficacy of French language tutors in private language institutions in Iran. Its objective is to ascertain the degree to which work quality and job satisfaction impact the educational achievements of these educators. A survey facilitated data collection, and the research hypotheses underwent evaluation using the Partial Least Squares method for structural equation modeling. The assessment of working-life quality utilized Walton's theoretical framework (1998) through a standardized questionnaire spanning six dimensions, showcasing proven validity and a high-reliability index of 0.7. Job satisfaction was measured employing the Minnesota Satisfaction Questionnaire (MSQ) (1999) over six dimensions, with both its validity and reliability recognized in domestic and international research. Additionally, educational effectiveness was appraised using Taghizadeh and Soleimani's model (2014) across three dimensions, with established validity and reliability. The study covered all French language tutors in four institutes, totaling 154 participants. A census or exhaustive study method was adopted, involving every individual within the target group. Three questionnaires on work quality, job satisfaction, and teaching effectiveness were used for data gathering, with responses noted on a five-point Likert scale (from strongly agree to strongly disagree). The analysis unveiled a significant and affirmative link between work quality, job satisfaction, and teaching effectiveness. Specifically, work quality was responsible for 33 percent, and job satisfaction for 45 percent, of the variance in teaching effectiveness. The study also found that factors of work quality and job satisfaction could foresee fluctuations in teaching effectiveness. The computed determination coefficient (0.55) suggested that the pair of external variables, work quality, and job satisfaction, jointly explained 55 percent of the changes in teaching effectiveness. Furthermore, the standardized beta coefficients (β) for work quality and job satisfaction were determined to be 0.33 and 0.45, respectively.