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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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Nowadays, experts in the field of translation studies agree that translation is one of the most characteristic patterns of interaction between two cultures that cannot be limited to a purely linguistic process. In the field of translation, theorists such as Berman, Venuti, Schleiermacher, Ricoeur ... emphasize representation and alienation of the other and consider it as a superior strategy. They warn the translator against any "sacredness of the mother tongue" and believe that he should introduce the other culture to the target language readers without any interference. But in reality this is not always the case. Sometimes the translator uses semantic substitution instead of acquainting the destination reader with the foreign culture. Sometimes it even involves deleting and changing content. Can alienation be considered a superior strategy regardless of the situation? What factors prioritize strategies? Is not choosing such a so-called superior strategy simply rooted in the translators' view of the translation process? What factors influence translator choices and differentiate different translations of a work? What effects can these choices have on the target language reader? This article examines the factors affecting translator choices in translating culturally oriented elements.  It then examines the impact of these choices on target language readers.
 

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The current research focuses on the comparative study of proverbs and expressions in French and Persian languages. This branch of linguistics has keywords in different areas of meaning, such as plants, animals, human body, colors, numbers, nature, etc. To define the subject, the authors of the article chose the terms related to the human body and targeted five organs, that is to say "the head, the eyes, the heart, the tongue, the hands". The researchers wondered if the French terms in question are equivalent to those in Persian. If so, is the member used in both languages ​​the same or different? This comparative-analytical study is based on the studies of linguists in this field. Along with the examination of the terms cited, one encounters cases where two different organs, the repetition of the name of an organ, or the combination of the name of an organ and an adjective create a new expression. Also, the symbolic role of the limbs used in French and Persian proverbs and expressions is very evident. According to the search results, often these French expressions have equivalents in Persian, or find structures in our language in the form of explanatory sentences. In the equivalent of some expressions, the organ is not used as a keyword, and in some others it is used in conjunction with the name of another organ.

The current research deals with the comparative study of proverbs and interpretations in French and Persian languages. By using terms, a person pursues goals that are all rooted in the culture of his/her language, such as sweetening the words, concluding the discussion, avoiding raising a topic directly. This branch of linguistics has keywords in different semantic fields such as plants, animals, human body, colors, numbers and nature. To narrow down the topic, the authors of the article have chosen the terms related to the human body and have conducted a comparative study on five parts, i.e., "head, eyes, heart, tongue, hands" to find a suitable answer to these questions: Are the desired French terms equivalent in Persian or not? If the answer is positive, is the part used in both languages the same or different? The comparative-analytical research method is based on the studies of linguists in this field. The corpus of the research consists of thirty idioms (six examples for each part) which have been chosen from the following two books: Proverbs and Idioms, written by NASRIN DOKHT KHATAT, et al, which was published in 2002 by university publication in Tehran. The second book of proverbs and thematic interpretations of the French language is the work of NAHID DJALILI MARAND, which was published in 2006 by Samt Organization. In the theoretical section of the article, in addition to the views of linguists, the similarities and differences between idioms and proverbs have also been studied. In the analysis of idioms, the examples have been examined from the lexical point of view, the cultural points hidden in them and their symbolic aspect, which is very evident in both languages. Also, there are cases where the name of a body part is combined with another part to form a new term, or a new term is created by repeating the name of a part of the body, and in some cases, another type of term is created by combining the name of a part of the body with an adjective. In accordance with the results of the research, in most cases, French terms have equivalents in Persian language, and if there is no equivalent, the same terms are common in our language in the form of explanatory sentences. In the equivalent of some terms, the body part is not used as a key word, and in some others, the part used in the French term is used with the name of another part in Persian. By conducting this comparative-analytical study, we have come to the belief that French and Persian language terms have common points due to their roots in the popular culture of the two nations, in other words, they represent their symbolic language, which are used in the form of simile, metaphor, and metonymy, but sometimes these symbols are different due to cultural differences.            

 

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The present article, realized by using analytical method and library research, has discussed the different roles of colors in French and Persian terms. On the one hand, these terms have been studied in the field of linguistics, especially in terms of vocabulary and syntactic structure, and on the other hand, their hidden and obvious symbols have been analyzed by the intercultural point of view. In order to be aware of the commonality and differentiation of the colors’ role in the terms of both French and Persian languages and to create order and coherence in the text of the article, the authors have categorized them into six groups, according to their own initiative: conceptual metaphor, terms structured by noun and adjective, metonymy, political domain, abstract concepts and terms based on infinitive. It is noteworthy that by referring to specialized books and dictionaries, the body of research consisting of qualified terms for each group has been conceived and for each of them, equivalent has been chosen in the target language. In addition to examining each term, the authors of the article have provided an analytical study of the examples, citing the views of linguists. Also, by referring to the book Le Proverbe : Vers une définition linguistique (2012) by Sonia Gomez-Jordana Ferari, the syntactic structure of the examples of the research body has been examined..
 

1. Introduction

The present article analyzes the different roles of colors in French and Persian terms and examines them with a comparative approach in this field of linguistics. In fact, the authors of the article, in order to be aware of the commonalities and differences between the desired roles in the terms with the names of colors in two languages, have categorized them into six groups on their own initiative: conceptual metaphor, short, permissible expressions, politics, concepts abstract and terminology with verb source structure. This work has given a special order and coherence to the research text. It is noteworthy that by referring to specialized books and cultures, examples have been found for each group and equivalents have been found for each of them in the target language. In addition to examining each term, the authors have provided analytical explanations based on the points of view of linguists and based on their knowledge and experiences. Also, the syntactic structure of each group has been studied by referring to the book Proverbs: Towards a Definition Based on Linguistics (2012) by Sonia Gomez-Jordana Ferrari. In this research, with an analytical method, the commonalities of the color symbol in both languages ​​are emphasized, but sometimes in Persian or French equivalent, another word is used instead of color and sometimes the names of colors are due to cultural differences between these two different languages.
The proverbs and interpretations of each language have been created in various contexts, contain different topics, and express interesting and instructive content because they have been and will be the result of the experiences of many generations. Humans (gender and body parts), animals, plants, nature, numbers, colors, specific names, geographical areas, etc. are the keywords of the terms and proverbs. These themes play an important role in creating the meaning of the terms: sometimes they have an implicit meaning and sometimes an explicit meaning, sometimes they express a specific culture or religion, and sometimes they appear symbolically. Whatever role they play in the term, the reader or listener must be familiar with the meaning in order to understand its meaning, otherwise, it will be difficult or impossible for the audience to understand the text or speech. Colors have a prominent presence in human daily life and play important roles in various fields: they represent socio-political tendencies, they can represent the personality of each of us, and express our feelings in the situation. Be different mentally and physically. The importance of colors is such that they have even taken up a significant part of the proverbs and expressions of the living languages ​​of the world. Given their connection to this field of language and linguistics, we decided to conduct research in this field and find a convincing answer to our question: the symbolic roles of colors used in proverbs and interpretations in both languages Persian and French culture are the same or different?

2. Methodology

The research method is based on the principle that by first referring to specialized cultures and books in this field, a number of terms and proverbs in which the names of colors are used as a body of work have been selected. Then, in a comparative approach, we discuss the commonalities and differences between the two languages. This is a comparative analytical study in the field of lexical, symbolic, and cultural bilingualism with reference to the views of linguists and philosophers in both languages.
In this research, we got acquainted with the world of colors in a wide field of language and linguistics, and according to their diversity and in order to organize the text of the article, these proverbs and colorful interpretations according to their initiative in groups. We included a variety of colors, including conceptual metaphors, short, permissible phrases, the realm of politics, abstract concepts, and terms with verb endings. In addition to analyzing the symbolic role of colors used in the terms of each group, by considering the commonalities and differentiating them in the two languages ​​that is the initial question of our research, citing Gomez-Jordana's classification into its syntactic structure.

3. Results

In fact, except for the terms with the verb structure in the conceptual metaphorical group, which are usually used with the verb "being and becoming" in Persian and "être et devenir" in France, and the last group as terms with the verb structure, our classification group did not match with what Gomez-Jordana introduced. In terms of the symbolism of colors in the conceptual metaphors of the two languages, "similar and similar" is usually common, but in most cases "similar to" is not the same in Persian and French because the cultural distance between the two languages ​​in some cases causes this difference. For example, in Persian, the color of the face turns yellow like "yellow wood", while "similar to" in French is "fruit, lemon and a kind of candle made of animal tallow". In French short phrases, white, blue, and yellow are used to express "waking night, rage, intense anger, false laughter, family originality, etc.", while this type of Persian phrase is less colorful. They are combined, but sometimes they have a color symbol, such as "horror film" which is presented in black in France or "immaturity of a girl" which in French is marked with green meaning immaturity, with some exceptions. It exists in Persian, such as "yellow fever, green hand" and so on. Despite the lexical differences in the short phrases of the two languages ​​in this category, in the Persian equivalents, one can easily understand the emotions that the colors used in the French phrases evoke. In the allowed section, French terms are usually the same color as Persian equivalents, and these colors evoke the socio-cultural burden of both languages. It goes without saying that in some cases, in Persian, instead of using "white clothes, blue clothes" and other cases, we are content with the names of jobs, but at the same time, their uniforms are also imprinted in our minds. In politics, too, most colors are internationally symbolic and can be used under the same name in any language. In abstract concepts, we believe that colors play a symbolic role, for example, being negative and pessimistic, in despair and hope evokes a blackness in our minds, and vice versa, optimism, love of life, and enjoying its various aspects justify the presence of pink in the terms because it expresses tenderness, beauty, calmness and cheerfulness. Regarding color, Merleau-Ponty quotes the French painter Cézanne as saying that "color is the space where the human brain and the outside world meet" (Merleau-Ponty, p. 66). This applies to the connection of colors with all the parts studied in this article, because the human brain connects the two issues according to the conditions of time and place in which the terms in question originated.
 

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Le présent article se penche sur l’étude descriptive et analytique des noms composés dans une approche contrastive (français-persan et vice versa). Un corpus thématique dans le domaine de « faune et flore » a rassemblé ces noms en deux langues dont les exemples sont présentés dans les tableaux, parallèlement à leurs équivalents dans l’autre langue. Pour être plus systématiques, nous avons fait une taxinomie de cette thématique qui se répartit en quatre groupes « fruits et légumes », « arbres et fleurs », « plantes aromatiques et médicinales » et « animaux ». Les structures grammatico-syntaxiques ainsi que la situation de leur noyau sémantique, à savoir indocentrique et exocentrique, sont passées au crible. Selon les résultats de notre recherche, cette catégorie de nom partage plus ou moins les mêmes structures et traits caractéristiques dans les deux langues étudiées, sans oublier quelques points importants et intéressants qui les distinguent d’une langue à l’autre, notamment sur le plan orthographique.