پژوهش نامه انتقادی متون و برنامه های علوم انسانی
پیاپی 38 (فروردین و اردیبهشت 1395)

According to the scholastic traditions and the familiar and accustomed ways, in the educational settings, majority of the discourses on non-mother tongue education revolves around technicalities and approaches, as well as whether a published collection, commonly known as a “method”, is new or old. However, in reality, it is the socio-historical context and the dominant ideology prevailing the language education and educational contents that determine the teaching methods, language learner’s identity, selected content of courses, organization of the contents to be presented in the class, reasons for preparing such contents, explicit or implicit goals of teaching non-mother tongues, in all their realized forms. The goals of French-speaking nobility in 16th century England in preparing Latin material for teaching French were not the same as those in the courses prepared for job-seeking immigrants in 21st century French-speaking Quebec province of Canada. This paper briefly presents the theoretical materials and then we review the current situation based on the available data for external and dominating contexts on the teaching of non-mother tongues and then we conclude with posing fundamental questions in this area.

This paper reviews the book Reading Simple Texts which was published by SAMT Publications. The book aimed for a course with the same title at the BA level. It includes excerpts from literary texts from 17th century to the late 20th century from French writers and poets plus parts added by the authors for a better understanding of the texts. My review indicates that the book has fundamental problems in terms of its content¡ form and methodology¡ and thus it creates problems for the students while reading the texts. As a result¡ this book cannot be a good source for the mentioned course¡ and to the best of my knowledge¡ there are great many professors who would rather use other resources for teaching simple prose texts. Fundamental revisions and modifications on the book are greatly advised for approaching the objectives set for this course.

Education of the history of French literature constitutes a fundamental part of the undergraduate degree programs in French language and literature in the universities of Iran. Currently, the history of French literature and the interpretation of texts from nineteenth century are offered in the framework of two courses, each corresponding to four credit units. The books written by French literature specialists are usually used in the educational curriculum. These books characteristically contain excerpts of literary texts, used for both training purposes and further detailed studies. The introduction of outstanding authors in a historical order enables us to study their works in the continuum of a dynamic literature. A French literature book without literary texts would be imperfect, as the discussions and questions arising from these texts may contribute to the development of the critical and analytical way of thinking. In this review, we have evaluated the book entitled “History of French literature: the nineteenth century”, written by Roya Letafati and Bita Moazzami Farahani. This book, which was published in 1388 by the Samt publication institute, allegedly entails the above-mentioned characteristics.The authors not only present the history of literature, but also provide the biography and works of selected writers, as well as discussions regarding the literary criticism and methodology. In addition to literary texts, the authors have provided summaries and complementary exercises, at the end of the chapters. However, this book contains several imperfections both in form and content. In this review, we attempt to address the question how far this book will meet the demands of the students of the undergraduate degree programs in French language and literature in our country.

An audience who is attracted to a book by its title will undoubtedly search the first pages of the book for the grounds justifying their attraction. The objectives and questions suggested by the author will in some way involve the minds of the readers and encourage them to read the book. Sometimes this encouragement is combined with a sense of wonder and fascination, as the author may have managed to break the classifications and structures formed in the minds of the readers through a mechanism of defamiliarization. The book entitled Contemporary literary theories and critique is an example of this sort, which intends to comprehensively introduce a diverse range of topics in a very compact volume, to achieve several goals, and simultaneously to address some questions, which do not perfectly match the presented goals. The aim of this review is to assess the method of responding the presented questions and measure the credibility of these responses, in addition to the evaluation of the level of access of the author to the presented goals and his adherence to the rules of reading.

The Research on Thousands Layers in New Novel is published after the other book of the same author titled From Novel to Anti Novel. Both books are originated from an article which was published years before by the author. The main topic of The Research on Thousands Layers is New Novel in France, Authors in the field and their works. The number of the authors is not that much, but we are familiar with them through their translated works. Therefore the topic is well known as well. In the introduction the author mentioned that the book is written for those who are interested in French literature. But unfortunately they face texts and radical use of quotations from different sources matched incoherently. Moreover, the method of compiling the book made the goals not to be accessible. This article aimed at a detailed investigation of the book considering the bibliography and references in the field. The results show that the book is not a good at all for the people who are interested in French Literature and does not meet the goals aforementioned.

This work consists of three parts: the study of the work bibliography, the presentation of the theoretical framework of our critical analysis and finally the critical content of the work. First, we studied the work bibliography. Then, we presented our theoretical framework for studying the content of the work. Finally, we tried to evaluate the content of his work, according to the order of its presentation.
We tried to show that Cyr wants to present a research current formed around the concept of "learning strategies of the good learner" around 1975 in North America. We found that the lack of theoretical basis leads the author into the glaring contradictions. The problematics are numerous and the answers are unconvincing. We also noted that the contributions of cognitive psychology and those of research in language acquisition, two highly influential areas of SL teaching, are not taken into account in the arguments. Generally, limiting itself to the simple presentation and depriving himself of a solid theoretical framework, the book seems unconstructive.

Translation Studies is a branch of human sciences which studies theoretical and operational aspects systematically. As this new branch is being taught in many unuversities all around the world, a through introduction to its educational sources is crutial. This article is an attempt to introduce Introduction to Translation Studies a book written by Mathieu Guidère. This book written in ten chapters analizes Translation Studies issues and challenges by the time it founded up to now, by focusing on educational aspects gives an overview of Translation Studies. This book is the first of a collection named "Traducto" by Mathieu Guidère.

The present article consists of two parts: In the first part, I have analyzed Le point sur lapproche communicative en didactique des langues based on its content: In a first approach, I have studied the extent to which the author has used the mentioned sources. I have then processed the weak and strong points following the order of the presentation on the chapters: I have shown on one hand, how Claude Germain has briefly provided his explanations and has problematized them. He has illustrated his statements by examples based on field studies. On the other hand, I have proven that his clarifications have often proven to be incomplete; the specialist has maybe been driven by the hypothesis that the readers of this book have in their disposal a profound knowledge in didactics. In the second part, I have based my criticism on the problems caused by the Persian translation of specialized terms as well as general French. The first category of problems concerns adding in translation, confusing terms, neglecting the context, proposing different equivalents for a same term, not using Persian equivalents in use and insufficient explanations of the translator in the footnotes. The second classification of the problems is related to the negligence of the context/expressions and forgetting certain words in translation.

Rather than a review of similarities between two books according to the usual descriptive and pre-analytical method, the purpose of this comparative study is an introduction to a pathological approach to the translations which have been done of postmodern works in Iran during recent quarter century. The research is not based on an ignorance of modern reception theories, nor on the oblivion of architect like role of reader in the construction of the text; it does not ignore the Walter Benjamin’s idea about the sterility of the reference to reader in the study of place and value of the literary work, nor literary-philosophical theories concerning silence of the writing, which have been accentuated by European thought, from Plato to Maurice Blanchot, and which lead to an anti-Barthes viewpoint, resulting in the death of the reader whose birth depends, said Barthes, on author’s death. Confirming all mentioned approaches, the present study binds itself to the principle that, in given conditions, the best ideas can appear insufficient and even inefficient, and must be reviewed according to daily needs or at least being temporarily suspended. So are the German translational theories, with important thinkers like Goethe, Schleiermacher, Pannwitz and Benjamin: representing the element of the strange language in one’s language, as a common ground for these theories and a principle which announces French theories concerning silence of literature, always requires correct interpretations according to the translation conditions. The present critical text desires achievement of these interpretations. Whereas, in view of its topic, quantity and method, it cannot claim anything but a hint to necessity of some historical and statistical studies about the reception of postmodern works in Iran and presenting hypothesis which should be confirmed by the same studies.A meditationbased on unproved hypothesis is always sentenced to a kind of suspension, oscillation, between present and future; to an eternal uncertainty of its value and utility. But that oscillation and this uncertainty seem to be two meanings of numerous meanings of crisis: a crisis which is inscribed in the nature of criticism and results not only from its ambition for designing truth land borders, but also from a suspicion which targets itself.