پژوهش نامه انتقادی متون و برنامه های علوم انسانی
پیاپی 84 (آبان 1399)

In the field of phonetics of French as a foreign language, studies have been conducted in recent decades,among which French Phonetics can be considered as the first book for Iranian students in undergraduate and postgraduate of French as a foreign language. In this paper, using a methodological analysis, based on the position and the role of phonetic ability in the communicative-actional approaches and the methods of phonetics in the teaching of foreign languages, we tried to evaluate the French Phonetics with respect to the goals and needs of French language teaching. The results showed that the book’s educational approach is a combination of articulatory and descriptive phonetics which only focuses on phonetic foreign language teaching (Parisian French pronunciation), regardless of the diversity of Iranian students’ first language. Considering the scientific developments in the field of foreign language teaching, linguistics, and in particular phonetics (such as verbo-tonal method and acoustic phonetics based on the use of technology), this textbook, even in the eighth edition, has failed to keep pace with the current trends in the field and could not fulfill the needs of French language teaching and learning in the context of Iran.

Using the descriptive-critical method and emphasizing the concept of language-culture education, in this paper, we have tried to find only two books from the series of French-language textbooks of education, namely French textbooks for the first and second year of middle school. The realization of the goals and needs of French language teaching should be reviewed. In this research, we examined the place of teaching culture and mother tongue (origin) and foreign language (destination) in these two books. The educational approach of these books is a semi-audio-visual approach, and due to scientific advances in the field of foreign language teaching, these educational books have not been able to keep pace with current knowledge and in line with today’s needs of teaching / learning French. Intercultural skills training is one of the important functions of the educational system. The aim of this study was to describe and critically analyze the content of French books in the seventh and eighth years of Intermediate 1 in terms of addressing the categories of language and culture education and interculturalism. There is still a fundamental weakness in the teaching of destination culture and interculturalism, and there is a need for greater coherence between the teaching of culture and mother tongue with the teaching of intercultural components.

The close relationship between spelling and writing has led us to study Mahvash Ghavimi’s works as a part of studies done at the Institute for Humanities and Cultural Studies, and we review and criticize two educational and academic works entitled "The French Spelling Guide" and "The French Writing Guidelines", published by the University Publication Center. The present article has tried to take a brief look at the emergence and evolution of spelling before paying attention to the role of dictation in learning French language spelling and its connection with writing skill.The study of the content and especially the exercises that the authors have included in these two books has allowed this research to reveal the approach of the authors of the books in language teaching by determining the type of exercises, and also there are some strategies suggested in order to correct, improve and update them. The main goal of the authors in these two books is to teach the basics of French spelling in a very prescriptive way in the first book, and in the second one, it refers to sentence construction and its constituent elements to be learned by bachelor students of French language and literature and French language translation.

General French (1991-1994) is one of the important textbooks in the teaching / learning of FFL in Iran.  This work aims to evaluate the objectives of book and the properties of its texts according to their degree of specialization and the methodology of the work in relation to the teaching of understanding of the writings. First, we have shown that the objectives of the committee in question are slammed on those of the structure-global-audio-visual methods and that the General French content does not correspond to these. Secondly, using the Coupe’s (1986) analysis model, we have shown that all the texts contained in the book, except one of them, are popular, informative and limited to a small number of communication situation. In this part, we have noted that the process of presenting from easy to difficult and from popularized to specific, proposed by the committee, is not followed in the book. And finally, in a third step, relying on the Global Approach of Moirand (1979), we noted that the method of the book to teach reading understanding is bottom-up. In general, the failure to take into account various communication situations, such as various conceptual domains and psycho-cognitive learning, means that General French is already outdated at its first publication in bookshops.

Translation critique criteria are based on the function of translation. Sometimes this function is more hypertextual, and sometimes it deals with the discourse that produces the translated work in the target community. Examining the confrontation between the source text and the destination text can be useful in terms of language, teaching, and quantitative translation, which we call translation evaluation. Translation criticism, however, focuses on the transtemporal space of the work, its translation process, and its overall results and effects. The translator produces a product, and it is consumed in the target community, thereby producing thought and ideology. The reflection of the translator’s work goes beyond just checking for the correct or wrong translation of a word. Critical thinking should target the whole discourse and the consequences of the collective produced. In this article, we take a look at the acceptance of Christian Bobin’s works and Mahvash Qavimi’s translations of this French author’s works.

Christophe Balaÿ is one of the iranologists who has sacrificed their whole life to study Persian literature and the outcome is a book, entitled Genèse du roman persan modern, which has been translated to Persian by two Iranian university professors Mahvash Ghavimi and Nasrine-Dokht Khatat. The analysis of this translation and the comparison with the original text written in French can depict us the translators’ positioning facing with different challenges in text. And such a study could be interesting and helpful not only for professional translators but for students who aim to have a take a more profound look on this translation. We used Vinaya and Darbelent’s method because it is one of the most used and useful methods in this domain. In this article, we try to demonstrate which strategies the translators use in order to convey the meanings and to respect the structures of the text. In fact, the principal question we tried to answer to is: why translator chooses some structures and refuses the others? Finally, it is concluded that the product-based translation of this book seeks to attract Persian speakers and make them comprehend the materials as efficiently as possible.

Many books have been written to illustrate the position of the new technologies in teaching and learning a foreign or second language (L2); nonetheless, most of these books have not been successful. The Handbook of Technology and Second Language Teaching and Learning edited by Caral A. Chapell and Shanon Sauro and published by Wiley Blackwell in 2017, provides a comprehensive overview of the various facets of the use of technology in teaching and learning an L2. This book has not been translated into Persian and no critical review has been published for it; accordingly, this study sought to both introduce and critically review this book. The current critical review revealed some advantages including comprehensiveness of the whole book, the expertise of the writers, up-to-dateness, content and format integrity, and the use of valid sources. The main criticisms are the exclusion of some of the very recent technologies, perhaps due to the ever-changing and exponentially volatile nature of the technological improvements and expansions, the introduction of too many technologies at the theoretical level without providing information about their practical use. Generally, the book is an invaluable and academically written source for L2 practitioners, postgraduate students, and researchers.

The purpose of this article is to study the question of rhythm in the Persian translations of the work of Christian Bobin, presented by Mahvash Ghavimi. In Bobin’s writings, we meet people who seek happiness, but instead of fighting problems and changing conditions, they accept life as it is. After presenting the thought that Bobin confides to his readers in a simple and fluid style, we approach the question of rhythm as it is treated in the writings of Henri Meschonnic, a French translator. According to him, every text has its own rhythm which plays a crucial role in its significance. The translator must discover the factors involved in the significance of the text and recreate them in the translated text. We are then interested in studying the translation of two books of Bobin, entitled Geai and Isabelle Bruges, to see how the translator overcame the problems of recreating the rhythm.

Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘Educational Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated.  This is a qualitative evaluation based on the writer’s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

Khayyam, a poet from the "saffron shores" with worldwide fame, is on the top of Russian poetry and literature because of his charming, thoughtful, and philosophical quatrains, along with other poets of the "ancient land" of Iran. The present article aims at introducing and criticizing the translations of Khayyam’s quatrains into Russian and showing the influence of his poems and ideas on Russian translators and poets. Russian translators, Iranologists, diplomats, and poets played a significant role in introducing Khayyam to the Russian society. Book of poems of Toreverov, Chachikov, Surkov, Kedrin, Ivanov, Sannikov, Vinokurov, Plisetsky, Yesenin, and Gamzatov devoted some pages to Khayyam. Studies indicate that in addition to praising Khayyam, Russian poets sometimes began to express the idea of ​​their work with a word from Khayyam as the epigraph of their poems. Studies indicate that for most thinkers, Khayyam’s quatrains are the source of inspiration for philosophical and mystical ideas and a source for saturating the spiritual void, understanding the "mysteries of eternity", solving the riddle of the "ancient world" and cosmology. Investigating the poems studied in the article indicate that Khayyam’s quatrains opened the mysterious doors of the universe to most Russian thinkers and readers and let them taste the wine of the universe, although some of them had different interpretations of Khayyam’s poems due to contradictions in his poems.