مجله مطالعات زبان فرانسه
پیاپی 6 (Spring-Summer 2012)

In the present essay an attempt has been made to study the effects of context in learning French words among the sophomore and junior students(4th and 6th Semesters) majoring in French Language at Isfahan University and pinpoint the reasons why some of those students fail in memorization of contextual and non-contextual vocabulary items. The major aim is to guide students towards recognition of signs and signification of vocabulary items. This will be done by administrating close tests before and after vocabulary sessions coupled with initial and final assessments. Therefore, this proves the student's need to appreciation of expressions in order to avoid cultural problems such as interference as well as occurrence of ambiguities and problems in comprehension. The results demonstrate that training competent instructors who are capable of adapting themselves well with the situation.

From the linguistic point of view, the Far North of Cameroon is Africa in miniature. Three of the four languages families documented in Africa are represented. A part from English and French are official languages, over 50 indigenous languages are spoken. The contact between these languages and official languages of identity is enriching (BILOA, 2003: 148).This contact language which is actually a manifestation of intercultural dialogue is apprehended through a set of loans, among others. Here we will dwell on the relationship between indigenous languages not only them but also the relations established between the French and indigenous languages, including Tupuri, Fulfulde, massa, and the Mundangkera.

The notion of the money is fundamental in the life and the work of Honoré de Balzac, the human Comedy is populated with characters dedicating to the gold a passion without defect. The fortune was always searched by this author, who throughout his life knew financial ups and downs. In this article, we suggest proceeding to a link between Balzac’s life and his work, and carrying a quite particular interest on the place that holds the money in these two universes, through the analysis of a number of his novels and extracts of his correspondences.

Les théories modernes de la lecture privilégient les besoins du lecteur réel, concret et dynamique en matière de littérature, notamment la littérature destinée à un jeune public. Quoique cette dernière soit de bonne ou de mauvaise qualité, elle relève de la littérature de masse. Tout cursus universitaire en vigueur sauvegarde le contenu culturel des finalités éducatives. Il s’agit de construire et de développer la compétence culturelle de l’étudiant-lecteur qui aborde les textes littéraires. Une telle conjoncture nous incite à nous interroger sur les fonctions du texte littéraire relevant de la littérature de jeunesse et la place qu’il occupe au sein de la pratique didactique universitaire du français et à saisir la conception du produit littéraire en tant qu’objet de connaissance pour les étudiants. Pour ceci, nous inscrivons notre article dans un cadrage théorique et référentiel qu’est la Pédagogie de la Lecture, et dans un cadrage méthodologique qu’est la recherche fondamentale descriptive axée sur l’analyse conceptuelle.

During the long period of prehistoric times, the literature of every society was gradually shaped by myths, customs and practices of different groups of people who had come together in one geographical area. When such ethnic groups, with their unique religious beliefs, rituals and myths, were unified under a single political and religious system, their cultural practices often persisted in the new system. Furthermore, as time went by, the mutual interaction between each system at times led to intellectual and complicated (theological, ideological, literary) syntheses. The Epic of Gilgamesh, an epic poem from Mesopotamia, is among the earliest surviving works of literature. However, it seems that the geographical framework of the adventures of Gilgamesh and the description of landscapes are more characteristics of the area surrounding the Caspian Sea and Mount Damavand rather than Mesopotamia. This article explores a number of themes and motifs in The Epic of Gilgamesh and the medieval Persian Romance, Vis and Rāmin, to locate the archetypal Mesopotamian hero in the myths of the early inhabitants of the Iranian plateau; that is, in the beliefs and the myths of the ancient Elamites who had populated the Iranian Plateau well before the Medes and the Persians.

The Empty Place of Solouch (1980) is the sad story of a village family in the period of the Agrarian Reform in Iran (1960-1970). Apart other historical and interpretative versions concerning this crucial part of the contemporary history of Iran, the image that this realistic novel designs of this socio-historical phenomenon, is often considered as remarkable and relevant. We believe that paratextual elements of this novel (title, cover, dedication and prologue) play a major role in the re-presentation of this image. Indeed, one of the authentic functions of the paratext is meaning representation. So, we aim to process and verify the feasibility of paratextual elements of The Empty Place of Solouch in fulfilling its essential meaning.