Showing 4 results for Fesanghari
Volume 0, Issue 0 (Articles accepted at the time of publication 2024)
Abstract
By bringing up the category of paratextuality, Gerard Genet was able to push the boundaries of the analysis and study the image on the book cover to semiotic opinions in order to recognize the semantic layers of the design on the book cover. Mohammad Taimur wrote the first collection of short stories of the Arab society under the title "Ma Ttrah Al-Ayoun". Now the problem is that the semantic connection and coherence of the design on the cover of the book "Ma Trah Al-Ayoun" with evaluation of semiotics to what extent makes the paratextual capability of the design smooth with the content of the book. The current research aims to analyze the layers and symbolic components of the cover design of the book "M Trah Al-Ayoun" as the paratext of the book, in order to understand the semantic and communication layers of the cover design of the book with the internal text and secondary goals of the author and in this regard, used the descriptive-analytical method with the approach of visual semiotics. The results indicate that the paratext of the design on the cover the book with the use of colors, which are the most prominent functional component of the design, the use of the shape of the eye and the broken lines behind the eye and the use of letter "M" and "A" connected to "M" was able to reflect the title of the book and experiences of the author should be parallel to the internal text.
Volume 0, Issue 0 (Articles accepted at the time of publication 2024)
Abstract
Learning French as a foreign language presents unique challenges that may sometimes reduce students' motivation and academic performance. This study aimed to examine the relationship between cognitive and metacognitive strategies, mental vitality, and academic buoyancy among French language students. A mixed-method approach (quantitative and qualitative) was employed in two phases. In the quantitative phase, data were collected using standardized questionnaires on academic buoyancy, mental vitality, and cognitive and metacognitive strategies. The statistical population included all 61 French language students at Hakim Sabzevari University, who participated in the study through a census sampling method. In the qualitative phase, semi-structured interviews were conducted with 10 French language professors from Iranian universities to explore their perspectives and experiences regarding academic buoyancy and its influencing factors. Quantitative data were analyzed using descriptive and inferential statistical methods, while qualitative data were examined through inductive content analysis. The quantitative findings revealed that the use of cognitive and metacognitive strategies, along with mental vitality, positively influenced students' academic buoyancy. Furthermore, qualitative results indicated that various factors, including social variables, family, educational emotions, learner goal-setting, learning strategies, cognitive functions, communication skills, cognitive and emotional skills, academic behavioral motivators, educational content, teacher-related personal variables, teaching skills and techniques, and the teacher's motivational approach, significantly impact students' academic buoyancy.
Volume 7, Issue 7 (No.7 (Tome 35), (Articles in Persian) 2016)
Abstract
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.
Volume 13, Issue 3 (July & August 2022 (Articles in English & French) 2022)
Abstract
Les études abordant la question des compétences culturelles sont aujourd’hui de pleine actualité et sont souvent reprises pour analyser différents aspects de ces compétences au sein de l’enseignement-apprentissage des langues-cultures étrangères ; ces études ont donc leur utilité dans la mise en évidence de la diversité de ces compétences sous les différentes appellations et applications parmi lesquelles nous avons choisi de mettre en lumière la compétence transculturelle. Il n’existe pas de commun accord quant à la définition du concept de la compétence transculturelle et à sa place à l’égard d’autres compétences culturelles. Cet article tente de répondre à la question comment définir précisément la notion de compétence transculturelle, comment l’interpréter et la promouvoir. Cette étude a donc pour objectif de proposer une conception de la compétence transculturelle. La manière dont la compétence transculturelle peut être acquise et développée sera également discutée et abordée dans le cadre d’une recherche de terrain auprès des étudiants de licence en langue et littérature françaises de l’Université Hakim Sabzevari. Nous avons décidé d’emprunter le dispositif de la pensée en réseaux pour la mise en application et le développement de cette compétence. Quant au choix de la modalité de la collecte des données, nous avons eu recours aux entretiens semi-directifs afin de vérifier l’impact de la mise en œuvre du dispositif sur le développement de la compétence transculturelle sur le public examiné. L’analyse des résultats obtenus par les entretiens montrent les traits distinctifs de la compétence transculturelle due à la mise en place du dispositif choisi..
