نقدنامه زبان های خارجی
سال دوم شماره 1 (پیاپی 3، Jun 2019)

In this article will be addressed the suitability, from a methodological point of view and due to its significant success, of using the book “How to comment a literary text”, by Fernando Lázaro Carreter and Evaristo Correa Calderón, as a basic manual for the acquisition of literary skills in different subjects, such as “Analysis and comment on literary texts”, “Examples of prose and poetry” and “Spanish literature I, II and III”, that are being taught at Iranian universities in the Spanish Language degree studies. And also, taking into account the major significance it has acquired, thanks to its methodological excellence, in the secondary and university education, both in Spain and in Hispanic America, where it is included as a main bibliographical reference in the literature studies of diverse eras, authors and specific literary movements and, undoubtedly, in analyzing and commenting literary texts.

The Manual of Carreter and Tusón for the teaching of Spanish Literature has been one of the most used in the high school classrooms since its publication in Spain, in 1960. Due to the high quality of its content and the correct didactic approach used by the authors, has transcended to the university centers in Spain and Latin America. This work has even crossed the borders of the language, and is use for more than twenty years in universities in Iran. The present work is a study of its content. Shows the favorable points it brings, both for the Literature teacher as for the Iranian students of Spanish language. Also shows the elements of change or adaptation that the professor has managed to facilitate the learning of the points of Spanish literature, specified in the general program of this career, and approved by the Ministry of Higher Education for the Spanish Language faculties of the Islamic Republic of Iran. For this, the work is analyzed and evaluation criteria are presented that have been used and have emerged through the years of experience in the classrooms of the Azad Islamic University of Tehran, North section, either by the teacher or suggestions that have been made raised the same students.

Given the importance of Spanish as the second language in today’s world and its sociopolitical relevance, it is necessary to develop an up-to- date university curriculum program that can successfully meet today’s learning necessities. The earlier programs aimed only at teaching the language, but the birth of literary phenomenon such as magic realism and more close relations between Asia, Europe and Latin America have opened up new paths of human and academic investigation which require teaching plans according to the XXI century.

In this article, after presenting a synopsis of the plot and discussing some criticisms about the writer, we comment on the highlights of his idiosyncratic style displayed in the story. We also analyze how Fernández Flórez traces the passage of the protagonist, his father, from the murky environment that surrounds him, towards the truth. The simple story of an office worker who tries to discover the reasons for her daughter's illness in order to save her becomes a dive into the inner world of the father who tries to break through a swarm of assumptions. The collapse of communication between Don Pedro and his daughter totally isolates the protagonist in such a way that the latter slips into an illusory world that he creates with a self-imposed mission that, in turn, provokes the suspense of how it will be accomplished. Finally. We study the strategies used by the author to delineate the protagonist's mental topography and achieve a cohesive textual structure with a narrative development that makes the story plausible, keeping the reader's attention until the end.

Teaching of translation theories in Iran, despite all the valuable efforts carried out in this field, continues to have many shortages. The theoretical part of translation teaching books usually dictate fixed rules for translating texts. This article tries to study these models from the point of view of descriptive studies and offer an alternative based on André Lefevere's theory.

This text constitutes an invitation to read the book “The construction of nature” (1997). The essay written by the artists and academic professors of the Universitat Politècnica de València José Albelda and José Saborit, is inscribed in the series of fundamental writings that analyze the binomial Art and Nature from a critical and contemporary point of view. It is a book recommended to the students of the Degree and the Master in the Faculty of Fine Arts. The book it’s also mandatory citation in doctoral theses that refer to the binomial Art and Nature in contemporary art The authors bring new approaches and different points of view to the subject, expanding and specifying the different meanings of the concept Nature. The ethical dimension plays an important role here, since it is not easy to question socially and culturally accepted topics without positioning oneself outside the inertia of use. The text provides detailed elements of analysis and stimuli for conceptual reflection, both from the philosophical and social point of view, as well as artistic interventions in the natural environment, amplifying in its understanding the symbolic dimension of the relationship between art and life and helping glimpse the possibility of finding the balance between the two.

Teaching Spanish as a foreign language ELE has caused an enormous change to the digital age in our society. Audiovisual resources are often used in education. In this sense, cinema is the best claim to bring the language and culture of origin to its target language and culture, because who does not like cinema? This article studies the importance of cinema as a didactic resource in both teaching-learning Spanish as a foreign language ELE. The advantages and disadvantages of using cinema as a pedagogical support in the classroom are both exposed. Then, we proceed to facilitate the selection of an adequate film suitable for the classroom. Our article ends with a proposal of three blocks of activities: pre-viewing, during viewing and post-viewing.