فهرست مطالب behnam moharramzadeh

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).

De nombreux facteurs tels que l'espace virtuel ou les crises sociales, culturelles, économiques ont rendu la coopération et l'interaction plus complexes et généralisées.Dans la présente recherche, notre problématique est donc de savoir comment les enseignants iraniens peuvent-ils avoir une classe homogène en utilisant des stratégies pratiques. Notre objectif est de connaître l'approche des enseignants iraniens de français envers l'hétérogénéité de comportement, d'âge des apprenants et de les aider à affronter et gérer ces différences dans une classe. Notre hypothèse principale est que l'enseignant peut créer une sorte d'intégration significative en équilibrant les contradictions dans la classe, telles que la communication ou l'isolement, la responsabilité ou l’inattention, la présence ou l'absence, la jeunesse ou la vieillesse afin que l'enseignement et l'apprentissage puissent être réalisés correctement. Nous avons effectué notre recherche en abordant un questionnaire de 19 questions descriptives et analytiques qui a été rempli par les enseignants de FLE. L’analyse des réponses et les graphiques comparatifs ont confirmé que l'hétérogénéité cognitive peut influencer positivement ou négativement sur la gestion de classe selon la compétence de l'enseignant et la diversification d’stratégies qu’il utilise. Nous avons vu que c'était l'enseignant qui pouvait gérer au mieux l'hétérogénéité de la classe en choisissant les bons contenus, les bons outils et méthodes d'enseignement et en utilisant l'interaction et la coopération entre les apprenants.