نشریه پژوهش های ادب و زبان فرانسه
سال دوم شماره 4 (پاییز و زمستان 1394)

This study intends to delve into the futures of French language major in light of the causal layered analysis model. To this end, 6 individuals, including Ferdowsi university professors, graduated, and graduate students were interviewed. Moreover, 54 French language students were selected to take some questions to determine the status quo of the French language. The interviews were transcribed and the results were analyzed qualitatively. Overall, the results demonstrated that although this major is facing a number of challenges, judicious measures on the part of the authorities in charge can resolve the probable problems, leading to a brighter future.

One of the most important achievements of translation is the cross-cultural and cross-language communication among different cultures and languages. In other words, translation is a kind of interaction between a source and target culture. Also the contrastive translation by contrasting the source and a target language and culture, opens a new way of understanding and transmitting a culture to another one.
Prince Ehtejab (1348), by Golshiri Hooshang is a new and nonlinear novel which presents out of chronological order in the late Qajar dynasty. On the other hand, the historical backgrounds of the novel tell customs, clothes, socialization and the women’s position at this moment of history and culture.
This research deals with the contrastive analysis of this novel with its French translation by Hussein Ismaili and Jacques Sleva (1990) - and using theories like the theory of Bremen, theory of Nida and also choosing the equivalent words. The main aim of this research is the study of the language of the novel -which is interrupted and it is not a communication parameter. The study of this translation style and the rate of translator’s liability to the source text and their cultural differences, will respond the questions about the nature and reason of interaction among French and Iranian culture.
It should be noted that one of the descriptive achievement of this study is about the importance of symbolic and cultural characters and introducing them in the target text because they are key words not just proper names, so their importance are doubled in contrastive analysis of the translation.

The myth criticism is one of the few methods known in Iran. The myth criticism is based on myths. In this article a story of Eric- Emmanuel Schmitt is studied by this method.
Since the story is still one of the bases of myth, in the twentieth century also exist many mythical themes in the works of some writers. Among contemporary writers Eric- Emmanuel Schmitt is very passionate in myths, he uses legendary names also as titles of his stories. The story in which myths, studying "the 10 children that Madame Ming has never had" is one of his last stories that appears in the myth of Pygmalion, he is a sculptor from Cyprus who hates women because of their weakness. He escapes marriage because women are treacherous. And so, for well show he built a marble statue with whom he falls in love, and then he prays constantly Venus to make her alive.
In this book Schmitt speaks, it is clear from a Chinese woman who has 10 children that it is totally impossible in a country with one-child policy, it seems incredible but at the end of the book we see not only these ten children, but also some others for whom Madame Ming plays the role of Pygmalion.

Born in France thematic criticism is an area of criticism that opposes traditional criticism, based on the historiography and positivism, and has attracted the eyes of the younger generation even before structuralism; In thematic criticism theme has its own properties that separate it from its classic conception; This article citing sources of thematic criticism that favored the new conception of the word "theme", has the ultimate objective to define more clearly the new conception of the word, and also clarify to what extent it opposes its classic conception. The majority of academic research in this area corresponding pretend to thematic criticism, while their conception of the word "theme" is still classic, which put the dice the first steps on the wrong track; This article discussed pursuing the objectives, insists on this erroneous conception.

The philosophy of Lacan’s psychoanalysis has affected many of human’s bio-intellectual field under domination of thought. And it has answered many questions about language, speech and unconscious in the form of psychoanalysis discussions. Lacan, French philosopher and psychoanalyst, could have considered the question of the presence of language, speech and the unconscious under the form of the elements like delirium of neurotic patients, paradox of the other, Subject, paternal metaphor, modals, inner desire and desired object in order to find an answer to some of the philosophic psychoanalysis enigmas. The general concepts of Lacan are connected in sequence and are sometimes considered ambiguous. In his idea, the symptoms can be meaningful. These symptoms have a systematic language and complex structure by themselves. On the other hand, the “structure” of Lacan is an intersubjective structure that has to do with a collection of the psychic-hidden facts of the subject. In this study, despite the elements and criteria of structuralism and also with determination of place structuralism, linguistics and psychoanalysis by Lacan, we’ll try to indicate his perception of language, signification and speech in the sequences of “significance” and “sign” and also the role of philosophy in psychoanalysis definition of Lacan.

The mythical symbols are the reflection of spiritual needs of human beings. Indeed, the symbol is the mythical language. In the 20th century, the anthropological researches conducted by Gilbert Durand, have assisted in recognition and understanding of its symbolic meanings. On the other hand, attention paid to myth by psychoanalysts and their research about the meaning of symbols have opened another window for researching and recognizing mythical themes. From the Freud’s point of view, myth is the indicator of mental tensions emerged from the unconsciousness of humans. From Jung’s point of view, the mythical themes are rooted in the collective unconsciousness of human beings; therefore, if we recognize archetypal meanings, we have achieved collective unconsciousness. Jung believes that any artistic and literary creation is originated in ancient myths and is the manifestation of the mental condition and spiritual needs of the human beings. Benefiting from his analytical psychology and studying the masculine and feminine element and its influence on ancient pattern dominant on the psyche of humans, he studies the personality of humans. In the present research paper, the goddesses embedded in the heroines of two works entitled “We are accustomed to” & “Red and Black” written by Pirzad & Stendhal will be studied. The goddesses who form the psychological structure of the heroines of these two works as a pattern will be analyzed. We will benefit from the Jung’s archetypal ancient psychological theories for recognition of the cultural forms and the community from which the heroines have been emerged. The study of goddesses and ancient patterns dominant on the psyche of the heroines will help us in understanding the internal motivations of the characters. The result of the present study will pave a way for recognizing the behavioral models of the eastern and western communities.

Methods are one of the teaching tools prepared with different aims. Some of them paid attention to the cultural aim and the others to reading and translating the literary texts in to foreign language and etc. till the communicative and practical approaches evolved.
In Iran, BA students have been provided with teaching methods as their textbook in courses such as preliminary French and special French.
Most of these methods have been prepared by the French and follow special aims. In this article, first we give definition for both methods and their different kinds and study their strong and weak points and then compare the direct methodology, the all-inclusive audio-visual, structural methodology and the communicative approach to each other.
The question is that whether the methods taken from the communicative approach are more useful for Iranian students than the other ones, or not. It seems that these methods are more applicable, because most of the universities use these methods.