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This research has tried to define a new approach to translator’s role as intercultural mediator supported by the theories of Sapir and Whorf in anthropologies to find a right perception of interactional relation between language and cultural, which affects translator’s understanding of the reality. To achieve this, a Meta model was proposed that could help the mediator/translator to realize consciously the cultural reality hidden in the text in order to create a meaningful text, which is closer to the main concept of the source text.

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In this article, we have discussed the research in the following comparative literature at new horizon and by Michel Butor literary ideas about the concept of border the issue of how to discover the identity Elstir portrait painting model - Elstir is one of the characters in the novel In Search of Lost Time, Marcel Proust's great work -by the narrator. In this study comparative literature uses the literary ideas about the research. In one of the volumes of the novel In the Shadow of Young Girls in Flower, Narrator, without any clear indication in the painting Portrait, Elstir, decreased to discover the identity of the painting. The subject of this article, the truth is by the narrator. How to achieve true narrator and his search path for research in new comparative literature. In this study, we have used the idea of literary Michel Butor of the border that is synonymous with depth and intimacy.
 
 

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As a light verb, the verb “∫odan” contributes in the structure of a wide range of verbs and forms different applied concepts, including the expression of the change of state. In the French language, there are many different verbs and structures, which could be known as equivalents of the verb “∫odan”  for expressing the change of state. Therefore, incorrect use of any of these equivalents is a great concern for Iranian learners, and usually leads to misunderstandings. This paper will firstly study the two verbs, “∫odan” and “devenir” in Persian and French languages, respectively. Then we will introduce the equivalents of the verb “∫odan” in French language. Next the verb “devenir” will be studied in contrast with other French verbs, which express the change of state. Finally, the aspectual values of the verb “∫odan” and its equivalents in French language will be dealt with.  

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The present research focuses on the question of genuine and un genuine in literary discourse by adopting the semiotic approach which regards discourse as process-oriented phenomenon in order to create semantic structures and investigate their effects on the interactive regime of actants based on Heidegger, Austin, Baudouin, Greimas and Tarasti thoughts in the field of semiotics and discourse analysis. At this point, to explain the language correlation with genuine and un genuine, our focus of attention as the corpus will be so–called Persian folk tale “Sezaye Niki Badist” by concentrating on this question that how folk narrative can replace the process of detecting genuine and un genuine by changing the signification production process. By genuine, we mean an utterance or statement which is linguistically and semiotically speaking the best choice according to the context and situation of discourse production and speaker's ontological point of view, while, un genuine refers to every property which disturbs or damages the natural process of signification production. The goal of the current research is to detect the conditions of realization of these opposite factors in language, according to selected corpus of Persian literary folk narrative to understand the manner of formation and their resulted changes in discourse. The main question in the current article is that what kind of factors intervene in the formation of these elements in the language and how these factors strength the discursive system, change and in some cases disarrange the realization of the signification and the reliability of the process.

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In this study, through a new look on the theory of empathy and based on theories of  psychologists such as Rogers and Bennet, we propose a model to teachers that ables them to communicate with the learners with empathy. "Empathy" is a valuable feature that creates mutual trust, so that the learning process is enjoyable for both sides. In educational psychology, empathy is defined as the "ability to communicate in such a way that the audience feels that he/she is understood." Generally, empathy gives flexibility to human interactions. In the field of education, with the creation of a favorable atmosphere in the classroom, empathy enhances the learning process. Despite that empathy has been on the agenda since 1970s in the language learning theory in the western countries, but it was absent in Iran’s educational approaches. This research will lead to recognition of skills for empathy. Based on the model of empathy, teachers must put themselves on the position of learners, take precedence over the needs, and avoid pre-judgments. To establish empathy in the classes, some specific tools and techniques are needed, including providing clear and detailed lesson plans, using notebook communication, classroom management, intelligent dialogue, active listening and retelling, expressing your feelings and the other, understanding body language, and cognition including communication techniques. Finally, the realization of empathy between teachers and students has been studied.  

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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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In this article, what is the definition of comparative literature from the perspective of Pierre Brunel et al in the book Comparative Literature? Another method of research has been proposed for this type of study, which is a confrontation between the image of the text and the image of the work from the researcher's point of view. In this way, one of the potential images of the work is revealed to a number of researchers from different cultures. The process of this research is as follows: by studying the literary text, the formal changes of the work are shown and in the process of description and analysis, it is decoded. This decoding leads to the revelation of the meanings of the work, which are not necessarily the meanings of the author. And because the meanings do not have the same form. This form of meaning is the image, and thus, the image of the work as its meaning, expands to the number of researchers and advanced and experienced readers of literature.
Examples of short stories and Kafka's designs have been used to develop such a method in the study of comparative literature, which focuses on only one work.
This method of research provides a new capacity for the unipolar study of comparative literature, based on a view of the classical definition of Pierre Brunel et al. An attitude considering the theoretical origin of comparative literature.

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Teaching/learning the intercultural skill is an important part of teaching French as a foreign language. The intercultural skill as a life skill, is an ability to think about own and foreign culture, having an objective look and an open attitude toward the situations including cultural differences. Because of its subjective nature, teaching these skills is not possible only by transferring the teacher’s knowledge to a learner. It is necessary for students to be involved in the exchange of information in order to internalize these skills. In the case of Iranian learners who are studying French in a non-French country, arranging such opportunities in the classroom is one of the most important challenges with them any teacher should be faced.
Considering the fact that writing, - especially its creative and subjective forms– plays an important role in the personality’s development, the purpose of this study is to verify the efficacy of an intercultural approach in an FFL Iranian class and see which obstacles should be avoided in the identity formation process in order to help Iranian language teachers to transform their writing class to an excellent place for improving the intercultural competence. Achieving this goal, we tried to answer the following questions:

1. How writing can contribute to the development of intercultural competence?
2. How the intercultural approach will influence the intercultural identity formation in the writing class?

So we attempt to design an educational scenario, based on Kolletta's intercultural approach, which gives students the opportunity to develop their intercultural identity in a creative writing workshop and we noted student’s reactions to this approach.
Students writings were scored for cognitive, emotional and imaginative functions and the comparison between experimental and a control group, performed by the independent T-test showed that although both groups had succeeded as intercultural mediators, the experimental group members wrote relatively longer and more creative texts.
 
 

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Language like other inventions was originated to serve human needs in different civilization. Different language was created later. Contextually the importance of translation from one language to another is not only to understand words; as the words are not the elements of translation. Importance and base of translation lies in context to understand it. After getting the content, one should deliver the same idea with the words of the destination language. That is an art of creative reproduction. There is no doubts that ideology in not specific for a special language. Difference in ideologies is originated from human essence and experiences and it is not related to the kinds of languages. Translation is the first and the most important way to convert these concepts and connect people, cultures and civilizations. Therefore it will not be an exaggeration if we say translation is a medium for creating peace.

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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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The psychological factors, relationships with colleagues and the culture of the target language, play an active role in academic achievement. The main issue of this study is to determine the psychometric properties of the scale of these factors in learning Arabic for Iranian students at the undergraduate level. This study used the mixed exploratory sequential design. The initial items were designed in the form of a qualitative research and semi-structured interviews with specialists in teaching the Arabic language and literature and experts in educational psychology. The final form which contains (83) of items was determined. To ensure its validity and reliability, a sample of (100) students at undergraduate level was conducted through the official virtual educational spaces and the sampling method. Results: (83) essential items were selected based on the Lawshe criterion with (CVR) above (0.6), and the total (CVI), by using software (SPSS), was equal to (0.83) which is acceptable. The internal reliability of the scale was calculated through Cronbach's alpha, and all values were higher than (0.8), which indicates the internal reliability of the scale factors. The (CR) and the (AVE) of the scale factors were higher than (0.8) and (0.5) which Shows the scale’s convergent validity. (CCV) indicates a significant relationship between scale factors and averages of the research sample. In total, the final scale has (32) items with (64.22) of the variance of the total scale. Accordingly, the scale has the appropriate psychometric properties to determine the essential factors that affecting the academic achievement.
1. Introduction
 The 1960s has viewed a major shift in epistemology. The components of academic success for foreign language learners are no longer only related to the cognitive skills, but also become closely related to the other aspects, such as the learner’s psychological aspect like the social personality, the relationship with his classmates, and the culture of the target language. The learner's mind is the method to express his or her emotions, and the learner who can express his thoughts and control his negative feelings, face difficulties, be flexible in the face of opposing ideas and different cultures, and manage time; He will be more successful than the other students.
Research Questions
1. What are the psychological and interpersonal factors affecting the academic success of students of the Arabic language and literature department at the undergraduate level?
2. Does the study tool have content validity and content validity index?
3. To what degree does the study tool have structural, convergent and concurrent criterion validity?
4. Is the study instrument sufficiently reliable?

2. Literature Review

 2-1. Academic achievement

Is one of the most important criteria for evaluating the performance of the language learner who qualifies him to enter the labor market, and to follow up his achievement at the higher levels. It was defined by Chaplin & Olds (1964), “the level of efficiency of achievement in educational work, and it can be determined by specific tests to evaluate students’ work.”. Based on the foregoing, academic achievement is the most important educational and scientific variable that is related to various factors such as the psychological and personal factors of learners, which differ from one individual to another.

2-2. Psychological Factors:

Among the most important psychological factors affecting academic achievement are personal factors: Academic vitality is an important component of a learner's personality; “Academic vitality means the ability of successful students to face and overcome obstacles and academic challenges.” (Comerford et al.: 2015). Psychoeducational factors include academic self-efficacy, which includes cognitive and emotional support for friends, and communication styles with peers. Also, the relationships with others are manifested in assertiveness; “involves many things, including the expression of true feelings, the defense of legitimate rights, and the refusal of unreasonable demands.” (Rathus: 1998).

3. Methodology

 In this research, mixed exploratory sequential design was used. It is one of the methods that uses qualitative and quantitative measurement to collect and analyze data; That is, this method has the strengths of both qualitative and quantitative research at the same time (Berman, 2017, 1 and 5).

4. Results

The Factor Number	The Factor Name	correlation coefficient	Meaningful Level
1	effective communication with native speakers	0.372	0.001
2	The academic vitality	0.353	0.001
3	effective interpersonal communication	0.328	0.002
4	The problem-based learning	0.335	0.002
5	The academic self-efficacy	0.345	0.001
6	assertiveness	0.287	0.012
7	The emotional control	0.291	0.003

The factor of effective communication with native speakers with the expressions of common cultural aspects; Different cultural aspects; Familiarity with important issues in the target language community; The skill of empathy and avoiding misunderstood situations is of the utmost value. As a result, cultural factors are the most important factors in learning Arabic in Iran.