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 The turning increasingly of educational centers to Virtual and online classes shows necessity of paying attention to the quality of training and deep and meaningful learning using modern educational methods in this type of training.This study aims to investigate the effect of k.w.l strategy, which is one of the educational metacognitive strategies and was introduced based on the constructivism theory for deep and meaningful learning by Ogel, in the onlin class of teaching Arabic grammar,to asses the effectiveness of this strategy in meaningful and deep learning of Arabic grammar.The study used Quasi-experimental method with pre and post test on the control and experimental groups who were trained virtually. statistical population included 34 students in the first semester of the bachelor at Khwarizmi public University in(1400). The sample was selected by the available method and then randomly divided into two groups .Data analysis was done by(spss). In order to determine the presence or absence of influence between variables and to estimate and generalize the results obtained from the sample size to the statistical population,the combined analysis of covariance or repeated measures test(GLMRM)was used to assess and evaluate the research data. According to results, average of pre-test scores of the Arabic grammar variables in the control and experimental groups are 2.40 and 2.04,respectively, and these averages in the post-test of these groups are reported 2.55 and 3.01 respectively,so there is a significant difference betyeen pre-test and post-test.so we see a significant increase in the grammar average in the experimental groupʼs post-test.

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Considering the main role of listening comprehension in second language learning, it seems that providing listening strategies to language learners is necessary. New technologies are used to facilitate learning and podcast is one of the new tools used in language teaching today. The purpose of this descriptive-analytical study is to investigate whether metacognitive training with the help of podcasts can be used as an effective tool in enhancing listening comprehension. The research problem is caused by the lack of sufficient knowledge of language learners about metacognitive strategies, and in this regard, the role of the teacher in teaching these strategies is very important. This study can help French language teachers to include metacognitive strategies in improving listening skills and conventional methods. Revise yourself. For this purpose, 30 language learners were divided into two experimental and control groups based on the pre-test results. The experimental group received the podcasts through Vandergrift's metacognitive training, while the control group was taught the podcasts without any additional instructions or strategies. The results with the help of note taking, self-assessment questionnaire, direct observation and using spss software (t-test) showed that the metacognitive strategy has a positive effect on students' listening comprehension.

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L’enseignement de l’écriture en français langue étrangère (FLE) bénéficie de l’intégration de genres discursifs variés, parmi lesquels l’audiodescription (AD) se distingue comme un outil pédagogique innovant. Initialement conçue pour les publics non-voyants et malvoyants, l’AD consiste à décrire les éléments visuels d’une œuvre cinématographique, tels que les décors, les personnages et les actions (Morisset & Gonant, 2008). Cette étude explore l’utilisation de l’AD comme genre textuel dans l’enseignement du FLE. Le processus pédagogique comprend deux phases : les apprenants rédigent d’abord une AD d’une scène de film, puis, après avoir appris les normes de l’AD, produisent une seconde version. Une analyse comparative des deux textes est réalisée sur les plans pragmatique et linguistique. Ce cycle est répété quatre fois pour renforcer l’apprentissage. Enfin, un questionnaire évalue la perception des apprenants quant à l’utilité de l’AD comme outil pédagogique. Les résultats suggèrent que l’AD améliore les compétences écrites en FLE tout en sensibilisant les apprenants aux enjeux de l’accessibilité.
 

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For a long time ago, man has sought to understand the mental processes in reasoning, decision making, learning and other mental activities. But the scientific study of the human mind began a few decades ago with the advent of cognitive science. In order to be update and have access to new developments, some sciences tend to cognitive science as the use of the term ‘cognitive’ shows it and amongst them we can mention ‘cognitive psychology’, ‘cognitive linguistics’, ‘cognitive neuroscience’, and so on. Language teaching, as an interdisciplinary science, should take advantage of contributions from cognitive science to develop and to use them in practice. At first, it may seem a little hard to make a direct link between language teaching and cognitive science. For cooperation and integration of language teaching and cognitive science, the approaches of several subfields such as ‘cognitive psychology’, ‘cognitive neuroscience’ and ‘cognitive linguistics’ sound significant. The passage of the current teaching strategies to learning with cognitive landscape raises the questions that it must clarify them. In this article, based on a descriptive-analytic methodology, we sought to answer two questions: To what extent could cognitive neuroscience provide the theoretical basis for cognitive learning? To what extent could the teaching-learning approach based on the brain be used in language teaching? In this study, it is argued that the implications of cognitive science go beyond theoretical aspects. Language teaching can apply them in several cases including the methodology of teaching. Cognitive science provides a solid basis for practice and language teaching, for example, the knowledge and use of the principles of teaching and learning based on the brain can be very helpful in the process of teaching-learning foreign languages.
 

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The neurolinguistic approach (NLA) is a new pedagogical approach to foreign language learning conceptualized by Netten & Germain in 1997 in Canada. This pedagogical approach is based on recent researches in neurolinguistics, especially Michel Paradis’s neuro -linguistic theory of bilingualism. The NLA started to be used outside Canadian territories for teaching learning of French as a foreign language (FFL) both in institutional and academic setting starting from 2010. Before that, the NLA was used- and still is- in Canada as the basic approach of the intensive French program (FI) for young English-speaking and adolescents from 11 to 17 years old in school context. In NLA, the main principle is to develop the ability to communicate orally without learning explicit knowledge. The NLA is based on Michel Paradis’ neurolinguistics theory of bilingualism. 

In NLA, priority is given to oral language development because only the frequent use of oral language can help develop implicit competence or internal grammar. Before being able to read and write in the L2, the learner must be able to speak spontaneously about the themes that affect his/her life, personal experiences, as he /she does in L1. Indeed, when a student enters school he/she has already developed an internal grammar or implicit competence to communicate verbally in L1. He/she is able to speak and communicate with others but he /she is not aware of the grammar rules that underlie his /her productions. However, when a learner begins to learn L2, he/she does not have oral skills (internal grammar). He/she must first develop his internal grammar, that is to say, the ability to address an oral theme and then be able to learn to read and write on the same theme. Thus, according to NLA, learning to speak an L2 consists in first acquiring the ability to communicate orally before knowing the explicit rules about the language

The purpose of this research is to answer 2 questions: First, how can neurolinguistics help in foreign language acquisition? And in second place, to what extant can the NLA help Iranian learners develop better oral communication skills? In order to find the answers, the authors paralleled the NLA with a current method of teaching / learning French as a Foreign Language in Iran.

 The present research is based on an experimental method with a quasi-experimental design, the authors have chosen an experimental group comprising 10 beginner adults and a control group with the same characteristics. To collect the research data, the authors have used one quantitative (class video recordings observation and analysis) and one qualitative research (questionnaire) instruments. 

 The results showed that during class interactions the experimental group made fewer mistakes while speaking and autocorrection was higher among this group. 

 
 

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Many of the existing problems of teachers arise from the lack of a written supervision program, and the implementation of educational supervision in principle can not only be effective in solving the problems of teachers, but also increase their motivation.
Therefore, having an educational observation model can be effective in optimizing the performance of educational consultants. The purpose of this study was to investigate the effectiveness of the educational supervision model in French language classes in Iran using the situated action theory.
This study was performed by quasi-experimental pretest-posttest single-group method.The statistical population included all educational consultants, 7 of whom were selected by convenience sampling. The dependent variable (monitoring quality) was measured before and after the implementation of the independent variable (monitoring optimization model).
Comparing the mean score of supervision quality in the group of counselors before and after the educational intervention and according to the results of the study, the mean score and standard deviation before the intervention (19.07 11 111.42) and after the intervention (22.13 15 155.85) was obtained Based on the paired t-test, according to the level of significance obtained, a statistically significant difference was observed between the mean scores before and after the intervention. Therefore, training of educational consultants based on the proposed supervisory model was effective at a significant level (p <0.05).
According to the research findings, it can be concluded that, by using the designed model of educational supervision, educational consultants can be trained with effective quality of performance, because the principles of educational supervision can be learned and this in turn   leads to success in the teaching-learning process.


1. Introduction
Educational supervision has an essential role in the quality of teaching and optimizing the performance of teachers. Many of the problems that teachers face are due to the lack of a written supervision program. The task of educational counselors is to train and accompany teachers in acquiring the skills they need in teaching and coping with different classroom situations. Training counselors seldom engage in in-depth thinking and provide feedback and solutions that are primarily prescriptive. In addition, the beginner teacher-counselor relationship is associated with a kind of dishonesty during post-supervision interviews, and educational counselors resort to covert methods to avoid tension with teachers and to improve the relationship.
Due to the lack of quality training courses, training consultants are more inclined to supervise as they teach. For this reason, the lack of expertise has made the practice of educational counseling a simple and aimless oversight. Implementing educational supervision in a principled way can not only be effective in solving teachers' problems, but also increase their motivation. In Iran, educational counselors generally work as educational counselors in educational centers without having to participate in a special training course, and this lack of expertise causes problems such as low productivity, pessimism, frustration and teachers’ lack of motivation. Because not every good teacher necessarily becomes a good educational consultant (Sadidi et al., 1398).
The application of some educational monitoring models based on observation method can examine in-depth practical dimensions and observable actions such as gesture, movement in space, etc., and on the other hand investigates the living dimensions of action, perceptions, feelings, concerns and Pay attention to the action; It can help to optimize the quality of the educational consultants' supervisory performance. The "situated action theory" is based on two factors; observation method "within the living organization" and interview, simulation and relative experience techniques.  For these two reasons, the efficiency of the educational supervision is to be materialized through these two ways: Encouraging the teacher to reconsider his or her action in the classroom and interpreting his or her action. This theory seeks to return the actor to the situation. Here the actor is asked to explain his action. This clarification is done via his cognitive and social re-visualization with the aid of the characteristics of the situation.
This theory seeks to return the actor to the situation in which the action was performed and to re-visualize him socially and cognitively, using the characteristics of the situation, to lead the actor to explain his action. This theory studies the cognitive dimensions of human activities, because we are dealing with role-makers who are in the role of teachers, educational supervisors, language learners, etc., for whom the skill of adaptation, which is specific to any living thing, is of special importance. Therefore, in the case of teachers and educational supervisors who are the actors of this study, it is necessary to study their human activities and their experience in interacting with the environment and the meaning of their actions. Therefore, the purpose of this study was to determine the effectiveness of the model of educational supervision of French classrooms in Iranian language schools, using the theory of situational action.
Research Question(s)
This study seeks to answer this question:
  Is the model of educational supervision effective on the quality of supervision of counselors in French language classes in Iranian schools?

2. Literature Review
No research has been done on the background of the research in the general study, at the school level and in the field of French language, on issues related to the status of supervision and supervisory models in Iran, and this article is the first research in this regard.
  However, in the field of English in the same field, at the level of education and high school, academic research, dissertations and articles have been presented and published. Numerous articles and researches in this field have been presented in foreign countries, some examples of which are mentioned below.
Bullunz et al. (2014) implemented a clinical supervision model to train Turkish teachers in their research and evaluated its effectiveness. They used experimental and control groups to compare the performance of teacher trainee training and used t-test and analysis of variance to compare scores.
The results showed significantly higher scores in the experimental group compared to the control group, however, the results of repeated measures analysis (ANOVA) did not show a significant difference in increasing scores for both groups, which was probably due to the limited time to implement the clinical monitoring model.
In another study, Rashidi and Forutan (2015) in examining the status of monitoring the performance of English language teachers in the Iranian education system, stated;
 Most English language teachers rated their supervisors' professional skills as effective in areas such as assessment, classroom management, educational activities, student behavior, and teaching techniques and these teachers wanted more support from educational supervisors in the areas of preparing and editing educational materials, developing teachers' experience, and teaching guidance. The supervisory model applied in high school is traditional models, especially the prescriptive model, and the supervisory model of supervisors in university teacher training centers is followed by a model of self-thinking or thinking. The vast majority of regulatory model volunteers prefer self-reflection to traditional models, and educational supervisors consider themselves skilled and specialized in most areas.
Sobhaninejad and Aghahsseini (2006) found in their research that there is a significant difference between the current monitoring situation and the desired and optimal situation. The results of Hismanoglu (2010) research show that, the most important part of monitoring education is motivating and encouraging teachers to overcome their weaknesses. After examining the current situation, his research had two main conclusions: 1: there is a clear difference between teachers 'beliefs about educational supervision and their experiences, and 2: there is a significant difference between teachers' expectations of supervision and the perception of educational supervisors.
Sadeghi et al. (2015) have shown that the current state of educational supervision is almost acceptable, but teachers expect to receive more qualified services in supervision and they need more support in the field of educational supervision and counseling. When teachers associate the supervision of educational supervisors with evaluation, they become distrustful (Bushama et al., 2016).
Jecker-Parvex (2020) in his research examined the role of educational counselor and defined educational supervision as an educational and practical method that aims to develop teacher skills, acquire self-assessment skills and analyze interaction situations, challenges such as interventions and Professional issues, especially in terms of responsibilities, contradictions and problems, effects and emotions, and obstacles and performance of their profession.
According to the researches mentioned in the previous articles, various studies have been conducted in the field of education in the field of supervision models, and there are still no results that indicate the use of a comprehensive model that includes all aspects and the present study is one of the first studies to investigate the effectiveness of a supervisory model in French classrooms in Iranian language schools using the theory of situational action.

3. Methodology
                                                This study was performed by quasi-experimental method of pre-test-post-group test. The statistical population included all educational consultants and 7 of them were selected by convenience sampling. The dependent variable (monitoring quality) was measured before and after the implementation of the independent variable (monitoring optimization model). In this research, the educational supervision model of French language classes, which is designed by Sadeghpour (2020) based on the theory of position-based action with a mixed quantitative-qualitative exploratory approach; was used.
To determine the effectiveness of Sadeghpour (2020) educational supervision model, an educational plan was designed and the quasi-experimental research design method was used. The dependent variable (monitoring quality) was measured before and after the implementation of the independent variable (monitoring optimization model) and based on the educational supervision model, a 42-item researcher-made educational supervision checklist was designed to determine the effectiveness of using the optimized educational supervision model, which included items with 5-point Likert scale (very low, low, medium, high, very high) and sought to answer the question of whether the model of educational supervision of French classrooms in Iranian schools using the theory of position-based, on the quality of supervision of counselors , Is it effective? To perform the pre-test, to view and complete the checklist, the performance of each educational counselor before the training course was filmed and reviewed and the monitoring table was completed by the researcher. Then, the educational intervention was carried out by forming a "group workshop" and "individual accompaniment" and to run the post-test again, including the previously mentioned steps; (Monitoring, filming, etc.) was done and the checklist of the monitoring table was completed again and finally the results were compared with each other.
4. Results
Comparing the mean score of quality of supervision in the group of counselors, before and after the educational intervention, the mean score and standard deviation were obtained before the intervention (19.07 ± 111.42) and after the intervention (22.13 ± 155.85) and based on the paired t-test, according to the obtained level of significance, a statistically significant difference was observed between the mean scores before and after the intervention. Therefore, training of educational consultants based on the proposed supervisory model was effective at a significant level (p <0.05). Table 1, shows the mean and standard deviation of pre-test and post-test scores, and Table 2, shows the significance of the mean of pre-test and post-test scores.

Table 1
Paired t-test: Mean and standard deviation of pre-test and post-test scores

		Mean	N	Std. Deviation	Mean  Deviation
	Pre-test	111.4286	7	19.07754	7.21063
	Post-test	155.8571	7	22.13165	8.36497

Table 2
 Significance of mean pre-test and post-test scores

		Couple comparison		T	Df	Sig
		Mean	Std. Deviation
	Pre-test Post-test	-44.42857	11.2673	-10.433	6	000.0

5. Discussion
The results of the study showed that the model of educational supervision of French classrooms in Iranian schools is effective on the quality of supervision of counselors by using the theory of position-based action and there was a significant difference between the means before and after the training. This means that the proposed training course has been useful in optimizing the educational supervision situation, and the current shortcomings of the educational supervision situation can be partially eliminated. Thus, effective teaching supervision and counseling leads to the development of innovation, positive motivation and initiative in teachers.
The training counselor should be able to know the knowledge and skills, attitudes, needs, expectations of the instructor and also be aware of the expectations of the training center and the effectiveness of the instructor.
The training course should also be an opportunity for training counselors to develop their counseling and leadership skills; to be able to act more effectively during class situations and during post-visit interviews. The training course should also be an opportunity for training counselors to develop their counseling and leadership skills; to be able to act more effectively during class situations and during post-visit interviews. They need to understand the needs of educators and, through practical and theoretical integration, guide them to find solutions to their problems (Chaliès et al., 2009, p. 106).
If the educational supervision is done properly, it will lead to the quality of the teacher's performance and ultimately improve the quality of the educational situation.
Therefore, it is necessary for educational institutions to emphasize this type of supervision and use and teach effective and appropriate models of educational supervision to educational consultants.

6. Conclusion
According to the research findings, it can be concluded that, by using the designed model of educational supervision, we can train educational consultants with effective quality of performance. Because the principles of educational supervision can be learned, and this, in turn, leads to success in the teaching-learning process. In this study, in terms of typology, to optimize the quality of supervision of educational consultants in Iran, the model obtained from a mixed quantitative-qualitative exploratory study by Sadeghpour in 2020 was used, Considering the effectiveness of this model, doing more research by combining related models can lead to more comprehensive regulatory models in this regard.

Acknowledgments
I would like to thank all those who helped me in this research.
Appendix
Checklist (monitoring table)

very much	Much	medium	little	very little	Items	Main categories	Row
					During the class visit, the educational counselor pays attention to the teacher's gesture (positioning, movement, tone of voice and speed of speech and movements in the classroom environment).	Behavior
					An educational counselor is available to address teacher problems, except during classroom supervision.
					The educational counselor is aware of his / her role of accompanying the teacher.
					The training consultant devotes sufficient time to supervision.
					Before observing the class, the educational counselor informs the teacher of his / her supervisory criteria and the objectives of the class supervision.
					When observing the class, the counselor uses appropriate tools such as an evaluation table or a camera to record the sessions.
					During the interview after the visit, the educational counselor fully describes the teacher's problems.
					Through observation sessions, the educational counselor controls the quality of the teaching-learning process and, in a way, evaluates what is observed in relation to the expected situation.
					The educational counselor pays attention to the arrangement of the learners in the classroom situation, according to the educational goals of the teacher.
					During the observation, the educational counselor pays attention to classroom management, board management, space management, time management, and interactions between learners-learners and learners-teachers.
					It is important for the counselor that the teacher has an alternative lesson plan (Plan B).
					It is important for the counselor that the instructor, before starting the class, perform classroom rituals such as (attending class before class, chatting, attending, and asking for dates and days, talking about the weather…).
					The counselor cares about having the right interactions with the teacher.	Ethics
					Takes care of the teacher in expressing and analyzing the teaching problems in a timely manner.
					Easily accepts other people's ideas.
					In supervision, the educational counselor always adheres to the principle of confidentiality and treats the teacher with respect, humility and patience.
					Based on his / her personal experiences in teaching and supervision, he / she makes suggestions to the teacher.	Educational basics
					After visiting the classroom, she usually transfers her knowledge and experiences to the teacher and asks her to adapt those experiences to her/his class by thinking.
					After visiting the classroom, she/he encourages the teacher to think
					In order to improve the quality of teaching, the educational counselor provides teaching aids and tools to the teacher.
					Holds training courses to meet the needs of teachers.
					During the visit, he / she monitors the teacher's skill level (teaching method) and educational cognition (learners' learning style).
					Considers the use of learner assessment methods.
					The educational counselor reviews the assessments made by the teacher.
					Pays attention to the correct implementation of the educational regulations of the institute (class hours, number of absences, timely completion of educational content, etc).
					The educational counselor causes stress and anxiety to the teacher..	Psychological factors
					The educational consultant is involved in creating the teacher's creativity and innovation.
					The educational counselor helps and motivates the teacher.
					The training consultant plays the role of guide and team leader.	Professional and organizational characteristics
					The training consultant is an active listener during monitoring and observation.
					The training counselor has sufficient expertise and skills to conduct class observations and post-visit sessions.
					The gender of the educational counselor affects the quality of classroom supervision.
					During the session, after visiting the teacher, she /he wants to explain the purpose of her actions.	The meaning of action
					During the interview, after the visit, she/he encourages the teacher to express the strengths and weaknesses of her behavior.
					The educational counselor listens to the teacher's comments during the interview after the visit and then expresses his or her understanding in order to resolve the misunderstanding in front of him / her.
					Encourages the teacher to find the right answer to the thought and, by challenging the teacher, teaches her/him the way of thinking.
					The counselor acts independently in dealing with problems.	Compatibility
					Guides the teacher to find the right answer.
					The consultant participates in training courses to update information and improve his / her performance in order to adapt to new needs
					In the face of unforeseen situations, it changes its behavior and takes a position appropriate to the new situation.
					The training counselor uses understandable words during the interview, not scientific and specialized words that make it difficult to understand.	Verbal skills
					The educational counselor is skilled in expressing his / her thoughts to the teacher and expresses his / her thoughts clearly and fluently.

 

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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..
 

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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

1. Introduction
Language and culture are two inseparable entities. and the language makes dialogue between cultures possible. If it is possible to acquire a certain cultural competence without resorting to the language of a people, it is impossible to learn a language independently of its culture. We can, for example, familiarize ourselves with Japanese culture by studying the art and civilization of this country, without learning the Japanese language, but we cannot communicate properly in Japanese without acquiring some cultural competence in that language.
In Iran, where there is a mixed education context and a exolingual in relation to the French language, literature is a space conducive to making learners aware of the cultural dimensions and social skills of the foreign language, which are essential for a effective communication with French-speaking interlocutors.
In this article we collected information from Iranian teachers of French as a foreign language through a questionnaire to find out how well they practice the pragmatic competence of their learners. The results showed that while the time devoted to the development of the pragmatic competence of the learners increases with the age and the experience of the teachers, the implementation of the activities to develop the pragmatic competence in the classes of FLE does not is not well integrated, despite the favorable opinion of the teachers to work on this aspect of the competence to communicate linguistically. This study provides FFL teachers in Iranian institutional settings with information that would help them adapt their lesson practices to the needs of learners and thus train competent social actors at the level of pragmatic competence.
Research Question(s)

1. To what extent is the development of semantic skills of French language learners considered in Iran?
2. How can this skill be developed among Iranian language learners?

2. Literature Review
Leach (1983) divides semantics into two parts: semantics - sociological and semantics  linguistics. After Leach, many people came up with more details about these two branches; In particular, Thomas (1983) enumerates the semantic failures resulting from each of the two branches in foreign language teaching. He says language speakers should have specific rules and conventions to allow them to understand each other's purpose in communication at certain times.
In Iran, researchers in the field of language teaching have shown interest in studying this issue. Hashemian (2012) in an article examining the intercultural differences of semantic rules in performing the verbal act of rejecting the request between Persian-speakers and English-speakers and has come to the conclusion that unlike Persian speakers who were ahead of English-speakers in the use of indirect solutions , English speakers mostly use strategies that are related to direct rejection.
In order to better understand the role of semantics in the field of language teaching, which is referred to semantic skills, it is necessary to review the important theories that have been proposed over time to define semantics in order to understand the place of semantics and semantic skills in a common framework. It should be noted that this article is a description of the same principles presented in the common European framework of semantic skills.

2.1. Index pragmatic: from situation to speech
The index pragmatic studies the role of all the elements that exist in the production situation of the utterance, and it is not enough to suffice only with the linguistic meaning and structure of the sentence or utterance.

2.2. From speech to situation: pragmatic integrated with the theory of utterances (spoken verbs)
The effect or result of an action indirectly affects the situation and the situation is completely dependent on it. The third component affects speakers and forces them to perform actions (eg, movement, fear, laughter, or sadness). Thus, the action in the third component describes the consequences of the second component.

2.3. Fundamental pragmatic
This science is based on the studies of Grace, Gozder, Levinson, Sperber and Wilson. The funfamental pragmatic hypothesis is that verbal communication is often implicit and mandatory, and therefore it is only with semantic references that the coded message of a statement can be fully interpreted.

2.4. Official position: Common European Framework of Reference for Languages
 The Common European Framework of Reference for Languages enumerates the skills of "discourse", "function" and "schema creation" within the context of semantic skills. Semantic skill is the knowledge that the user / learner has in the following principles:
A. How to organize, construct and adapt messages to the situation (discourse ability);
B. How to use messages to perform communication functions (functional capability);
C. How to split messages according to interactive and hyperactive schemas (ability to create schemas)

3. Methodology
In the present study, in order to find the answer to the question of how much attention is paid to the development of semantic skills of language learners in Iran, based on the case study method, we developed a questionnaire addressed to French language teachers. The questionnaire has four sections, the first of which contains questions about gender, age, level of education and teaching experience, and the next three sections include questions about the three main components of semantic skills, respectively. SPSS software (version 23) was used to analyze the data and one-sample independent t-test and correlation test were used to analyze them. The reliability of the questionnaire was also confirmed using Cronbach's test. In the questionnaire, for each question, a range of five options is considered to fit the scale of data for analysis with SPSS23.

4. Results
According to the analysis of the research findings, it seems that the development of pragmatic skills in French language classes in Iran is not focused as it should be. However, the instructors participating in this study stated that developing this skill, which is one of the components of language communication skills, is very important, and learning and nurturing it in any group of language learners with high and low language skills is very important, and the ability improves the learner in understanding and producing various speech actions. However, in practice, participants were reluctant to use methods to develop this skill. This may be the result of teachers' unfamiliarity with how to develop semantic skills. One of the findings of the research is that giving importance to the development of's cognitive skills of language learners has no significant relationship with the gender and level of education of the teacher; However, the older the teacher's teaching profession, the more he / she pays attention to the development of learners' semantic skills, and therefore a meaningful and direct relationship between these variables prevails. The results of this study indicate a gap in the development of semantic skills; Hence, it is suggested to teachers to include the development of semantic skills in their teaching and learning programs in order to improve the semantic knowledge of learners in general and their ability related to verbal actions in particular
 

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Le jugement professionnel est défini comme un processus qui mène à une prise de décision à partir de différentes considérations. Ces dernières se construisent par les processus cognitifs individuels et sociaux des enseignants. Dans cette perspective, le jugement professionnel, issu du processus cognitif des enseignants, contribue à la détermination des critères d’évaluation ainsi qu’à la prise de décisions sommatives. La présente étude vise à comprendre comment l’agir évaluatif des enseignants du FLE s’effectue lorsque le jugement évaluatif s'exerce dans des pratiques d’évaluation sommative. Dans cette visée, nous avons tenté de remettre en question l’influence du jugement professionnel des enseignants sur les quatre étapes de la démarche de prise de décision et d’attribution des notes à savoir 1. La définition de l’objet d’évaluation 2. Le recueil des informations 3. L’interprétation des informations recueillies à partir des critères d’évaluation établis 4. La prise des décisions. Dans le but de la réalisation de cette recherche, nous avons mis en œuvre des entretiens semi-dirigés en tant qu’outil de recherche et nous avons analysé et interprété le récit de pratiques évaluatives des participants à l’entretien. Les résultats montrent qu’il y a un écart entre la réalité des pratiques déclarées des enseignants et celle considérée comme souhaitable ainsi qu’il y a des obstacles et des tensions en ce qui a trait à la construction de la professionnalité du jugement professionnel d'évaluation des enseignants.