۱.
کلید واژه ها:
سیاست گذاری آموزش زبان خارجی آموزش زبان انگلیسی فرهنگ اسلامی-ایرانی طرح واره های فرهنگی اسناد ملی ایران
Culture is an indispensable part of Foreign Language Education Policy (FLEP), especially in English Language Teaching (ELT). In addition, the spread of English around the globe has resulted in English users’ tendency to embed their local culture in their English communication (Kirkpatrick, 2012). However, literature remains silent on culture representation in FLEP, especially in an ideologized country like Iran. To address this issue, due to lack of an explicit FLEP in Iran, the present study analyzed the cultural schemas addressed in the seven major national policy documents of Iran, namely 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities. Results of content analysis using MAXQDA Software unmasked Islamic-Iranian culture as the baseline for ELT in Iran. In order to further examine the representations and implications of ‘Islamic-Iranian culture’ hidden in the documents, open coding, axial coding, and labeling along with constant comparative procedure revealed various Islamic cultural schemas. However, very few instances of Iranian cultural schemas were unveiled. The findings were discussed in light of the hidden curriculum and the power relations behind the extracted cultural schemas
۲.
کلید واژه ها:
Anxiety English for Specific Purposes Language learning vocational education
This paper investigates the most influential factor of anxiety in the English for Specific Purposes (ESP) context through classroom observation and questionnaires in a private vocational higher education in Indonesia. It also explores the differences in the anxiety level based on the year of study. One hundred seventy-one students participated in the study. The Foreign Language Anxiety Classroom Scale (FLACS) questionnaire was adapted to find out the students’ anxiety levels. The questionnaire was administered using Google form, then collected and statistically analyzed using SPSS. It was revealed that the most influential factor of students’ anxiety was the domain of Communication Apprehension. Furthermore, the ANOVA test showed that all students in each year suffered from anxiety. The most notable cause of the Communication Apprehension domain was performing without preparation. Self-negative evaluation was the primary cause of the Fear of Negative Evaluation domain. Meanwhile, for the domain of Test Anxiety, failure in language tests was the principal reason. This study implies that teachers should frame pleasant communication in the classroom as well as create fun and collaborative activities to reduce students’ anxiety.
۳.
Individual characteristics and differences, namely strategy-use behavior have been gaining much attention among researchers due to influences that they may have on test takers’ performance on reading tests. From a language testing perspective, however, further experimental studies are needed in this regard. This study investigated the relationship between test-takers’ strategy-use behavior and their reading test performance. Five hundred and twenty Iranian English as a Foreign Language (EFL) learners (both male and female) participated in this study. They were assigned to high- and the low-reading ability groups based on their scores on a teacher-made reading comprehension test. They were also required to sit for a teacher-made TOEFL-based reading comprehension test and answer the adapted version of Phakiti’s (2008) Cognitive and Metacognitive Strategy Questionnaire with 30 items immediately after the test. The reliability of both instruments was approved through Cronbach alpha and the validity was assured through content and construct evidences of validity. Confirmatory Factor Analysis (CFA) on the questionnaire indicated that three factors were identified as cognitive (comprehension, retrieval, memory) and three as metacognitive strategies (planning, monitoring, evaluation) for both ability groups. Moreover, Structural Equation Modeling (SEM) analysis showed that metacognitive strategies had a regulating function on cognitive strategies in both groups. Furthermore, the results showed that in the high ability group Comprehension (COM) and Memory (MEM) strategies and in the low-ability group, Retrieval (RET) strategies were the best predictors of reading test performance. Finally, some implications and suggestions for further research are presented.
۴.
کلید واژه ها:
ASD learner Scaffolding Interaction mobile application story-sharing
Scaffolding research has been widely investigated involving parent-child within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story-sharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application.
۵.
کلید واژه ها:
Emotional words eye tracking frequency Gender Lexical processing Valence
Emotional words are assumed to have a processing advantage over neutral words due to their emotional content. Meanwhile, this advantage depends on other word features such as frequency and the characteristics of the processor and context of learning. Accordingly, the current study investigated the simultaneous impacts of L2 words’ emotional valence and frequency, and L2 user’s gender on word recognition time in a natural reading context. 43 intermediate EFL learners read 36 sentences in a coherent text for comprehension while their eye movements were recorded by eye-tracker. The findings revealed that participants processed the positive, negative, and neutral words identically based on eye fixation time. However, the frequency effect was attained for both valenced and neutral words. Also, no significant gender differences were approved in terms of recognition time though male participants tended to process all word types slightly faster than female ones. The lack of processing difference between valenced and neutral words is attributed to the disembodiment of L2 emotional words and learning experience of the participants as late EFL learners. These learners have been deprived of affective socialization and the affective sensory experience in their development of L2 emotional words. The absence of valence/frequency interaction is attributed to the L1/L2 relationship in terms of the target words. Although witnessed gender effect did not reach a significance level, it is suggested that the processing of emotional words be viewed in a multidimensional framework where the characteristics of the word, the processor, and the learning context are taken into account
۶.
کلید واژه ها:
academic disciplines Applied linguistics clinical medicine part-genres phrasal complexity Research Articles
Complexity measures in academic writing have experienced a shift from clausal to phrasal indices in recent years. Drawing on a subset of Biber et al.’s (2011) hypothesized stages of writing development, we explored phrasal complexity across sections (part-genres) of research articles (RAs) in applied linguistics and clinical medicine. A 389,332-word corpus consisting of 80 randomly selected RAs from leading journals in applied linguistics and clinical medicine was compiled for the purposes of the present study. One-way analysis of variance (ANOVA) and independent-samples t -test, as implemented in SPSS (version 25), were employed to find differences across the RA sections and between two groups of academic writers. The findings indicated that RAs in clinical medicine relied more heavily on noun phrase modifiers in all sections than those in applied linguistics, suggesting that the distributional pattern of these linguistic expressions is discipline-independent. The implications of the distributional pattern of phrasal complexity are discussed in relation to L2 writing pedagogy and the development of genre-based, discipline-specific academic writing.
۷.
کلید واژه ها:
L2 engagement teacher support teacher-student rapport Iranian students EFL classes
Given that L2 engagement serves a vital role in students’ academic success, studying the predictors of this construct seems critical. Notwithstanding, factors influencing one’s engagement in an L2 context have remained unclear. To respond to this gap, the present research sought to unravel the effects of teacher support and teacher-student rapport on Iranian EFL students’ L2 engagement. To this aim, 216 Iranian students majoring in Applied Linguistics, Linguistics, English Translation, Teaching English as a Foreign Language, or English Literature were invited to cooperate in this investigation. To obtain the required data, three pre-designed scales were virtually distributed among the respondents. Then, through correlation tests, the association between teacher support, teacher-student rapport, and student L2 engagement was measured. Following that, the impact of teacher support and teacher-student rapport on Iranian students’ L2 engagement was assessed using Structural Equation Modeling (SEM). The correlational analysis uncovered a strong, favorable association between constructs. The SEM analysis also indicated that teacher support and teacher-student rapport can strongly influence Iranian students’ engagement in EFL classes. The implications of the results are further discussed.
۸.
کلید واژه ها:
language variety American English British English corpus Language skills
This small-scale corpus-based study delineates the most common and significant dialectal variations between the two most commonly spoken English varieties: American English (AmE) and British English (BrE). As a result of the corpus analysis, four main areas have emerged as to where dialectal variations take place: pronunciation, vocabulary, grammar, and orthography/punctuation. A total of 26 variations ( f =10 in pronunciation, f =5 in vocabulary, f =6 grammar, and f =5 in orthography/punctuation) was identified by analyzing a variety of sources, including books, articles, online dictionaries, and websites. The significance of the variations in the abovementioned language areas and their implications for language teaching were discussed empirically and pedagogically. Notwithstanding the limitations, the research is expected to contribute to our understanding and awareness of the dialectal variations and assist language learners and teachers with the learning and teaching of these variations pedagogically and systematically since it might serve as a guide or a framework of reference.
۹.
کلید واژه ها:
مدرسان زبان انگلیسی به عنوان زبان خارجی هویت حرفه ای تنش های هویتی راهبردهای مقابله ای احساسات مدرسان
Early-career language teachers, who are struggling with transitory stages of identity development from students to teachers, can experience an array of negative emotions known as identity tensions. Coping strategies are used by resilient teachers to overcome these tensions. However, the nature and dynamics of such coping strategies employed by EFL teachers are still under-researched in the Iranian context. In order to address this gap, the present exploratory mixed-methods study probed the coping strategies Iranian EFL teachers most frequently use by first interviewing 16 teachers and, subsequently, administrating a developed questionnaire to a cohort of 150 participants. Thematic analysis and between-groups analyses of t-tests and ANOVAs were used for the qualitative and quantitative phases of the study respectively. The results of both phases revealed that Iranian EFL teachers tend to use active coping strategies significantly more often than passive ones. Also, it was shown that female teachers as well as more experienced teachers above the average age of 28 use more active strategies than their younger colleagues. However, type of training did not seem to play a significant role in their choices, which implies a need for a more systematic integration of coping strategy instruction in training programs. The findings of this study can help English teacher trainers, supervisors, and novice teachers form a deeper insight of coping strategies to deal with identity tensions.
۱۰.
کلید واژه ها:
Process Writing plagiarism level source use EFL undergraduate students program Feedback
Proper use of source material in second language writing is an essential skill in the academic writing process. The present study investigates source use and plagiarism level in the essay writing process by the English as a foreign language (EFL) student in one of the international universities in Tashkent, Uzbekistan. Thirteen first-year students who failed and then retook the language program were chosen for the purpose of the study. A mixed-methods research design was used to collect the data (i.e., language programs over two subsequent academic years were analyzed for their relevance to the process-based writing). To evaluate the students' opinions on both programs and correct academic citation, a paper-based questionnaire was circulated. The data analysis revealed a positive influence of program two on organizing ideas, incorporating source-text ideas, and using more academic and error- free sentences. A comparative analysis of the plagiarism level and writing performance in students' papers in both programs was performed using the Wilcoxon signed-rank test, which showed a positive difference in the overall writing scores but an insignificant difference in the level of plagiarism. F indings of the study identified that the engagement of the EFL undergraduate students in process-based writing made a positive impact on writing from sources and overall performance.
۱۱.
کلید واژه ها:
appreciative inquiry COVID 19 Narrative Inquiry online learning pandemic pedagogy
There is dearth of research on disclosing the ethos of Appreciative Inquiry (AI)-based pedagogy application in language education settings (Johnson, 2014), especially amid the Covid-19 pandemic era. To disclose the ethos in AI-based pedagogy as an appropriate pandemic pedagogy, the present study attempts to uncover the Iranian EFL learners' narratives on their lived experiences of a pedagogical shift in an English language school in northern Iran when dealing with an online class during the pandemic. Embedded in 4-D ethos of AI-based pedagogy, namely Discovery, Dream, Design, and Destiny, this study utilizes data from observational field notes and interviews in shaping narratives. It was shown that the online language lesson agenda is a dynamic resource that emerges from content development and can be planned to confirm the learner's knowledge. More creative ways of learners' assessment are also yearned for to neutralize cheating possibilities. In addition, new modes of meaning in language education are envisaged to be designed. Learners position themselves as enriched multimodal text repertoires in a dynamic not static language community of practice. The c urrent study has some implications for online language practice, especially in periods of crisis such as a pandemic.
۱۲.
کلید واژه ها:
English as a Foreign Language (EFL) First Language (L1) grammatical performance metacognitive intervention young adolescents
Knowing how to think about the language learning process is conducive to effective learning especially in the case of grammar structures. Metacognition, a concept derived from cognitive psychology, can assist learners in this case. With regard to young adolescents at lower proficiency levels, there is a long-standing debate on whether to use L1 for teaching metacognitive strategies since learners might not be efficient enough in terms of understanding the concept of metacognition. Therefore, this small-scale experimental study focused on the effect of grammar instruction through the metacognitive intervention delivered in L1 on the EFL pre-intermediate learners' grammatical performance in English and investigated their attitudes towards grammar instruction delivered in L1. To fulfill these purposes, a homogenous group of 20 language learners was randomly divided into an experimental group ( n =10 ), which received grammar instruction through the metacognitive intervention delivered in L1, and a control group ( n =10 ), which received the instruction only in English without grammar instruction through the metacognitive intervention delivered in L1. The results of the independent samples t -test indicated that the experimental group did not outperform the control group in terms of all four English grammar points, namely present perfect, simple past tense, comparative and superlative adjectives, and past progressive . In addition, the findings obtained from the five-point Likert scale questionnaire which was distributed among the learners suggested that they had positive attitudes towards the use of L1 (Persian) in teaching English grammar. We argue that low working memory capacity, overreliance on translation, and less-cognitively activated L2 processes may account for the low performance of the experimental group learners in the grammar tests. The implication is that the L1 use in an L2 classroom can be helpful in teaching L2 grammar through the metacognitive intervention, but future studies need to examine how and to what extent L1 should be used to yield more effective results in the case of lower-proficiency learners in an EFL context.
۱۳.
کلید واژه ها:
family language policy language-ethnicity paternity Foochow Malaysia
This study examines intergenerational transmission of Chinese Foochow in Sarawak, Malaysia by exploring a connection between family language policy and language-ethnicity dimensions. The specific aspects examined were: (a) family language practices; (b) family language ideology in defining characteristics of being a Foochow; and (c) family language attitudes towards heritage language management. Data were collected through semi-structured interviews conducted with nine Foochow ethnic families (29 participants) from urban Sarawak, Malaysia. The findings showed the Foochow dialect was mainly spoken at the highest level of the family hierarchy with the lowest level shifting to use standard languages (Mandarin and/or English). The nine families held strong beliefs regarding their ethnic identity being passed down by birth, blood, and descent and thus, not being able to speak Foochow did not subtract from their Foochow ethnicity. Some participants defined themselves as Foochow because they practised Foochow customs and ate Foochow food, indicative of the phenomenological dimension of the language-ethnicity link. As the dialect is predicted to lose its role and status in urban settings, various strategies for managing Foochow which attributed agency to others were provided by the participants. The findings suggested that attributing ethnic identity to paternity and not patrimony will lead to potential loss of Foochow from the linguistic repertoire of the youngest generation in urban localities in Malaysia.
۱۴.
کلید واژه ها:
experimental studies Iranian journals methodological synthesis study quality
The present study is a methodological synthesis aiming to evaluate the adherence of Iranian L2 papers to the study quality standards. Ten Iranian journals were selected based on the latest ranking of Iran’s Ministry of Science, Research, and Technology (MSRT), and all experimental papers (N = 367) published from their beginnings were explored for study quality with regards to sampling, design, statistical tests, reporting practices and data sharing, and visual presentation. In the evaluation of the papers, the protocols proposed by Gass and Plonsky (2011) and Pagout and Plonsky (2017) were moderated and some recent issues proposed by APA’s (2018) Journal Article Reporting Standards and some scholars (e.g., Hu & Plonsky, 2019; Khany & Tazik, 2019; Larson-Hall, 2017) were added. The results showed that while there were issues, like acceptable sample size, use of pre-testing, reporting descriptive and inferential statistics, and ensuring the reliability of instruments, that were acceptably adhered to quality standards, problematic areas existed in all five facets of quality, and the majority of them stayed constant or changed slightly over time. The shortcomings caused by such lack of adherence are discussed to identify the challenges in the way of improving the papers’ quality. Although the results are obtained from a specific context, the implications may be generalizable to other contexts where English is taught and researched as a foreign language .
۱۵.
کلید واژه ها:
ارزشیابی پویا معلمان زبان انگلیسی منطقه تقریبی رشد نظریه اجتماعی فرهنگی دیدگاه معلمان
Dynamic assessment (DA), premised on Vygotsky's Sociocultural Theory (SCT), constitutes a valuable venue for language teachers to promote the dialectical praxis and awareness of language assessment and teaching in the EFL context. In spite of the surge of interest in the importance of DA in assessing the dynamically emergent abilities , little has been written down regarding EFL teachers' attitudes toward DA. The current study attempted to fill that void by unearthing Iranian EFL teachers' beliefs about DA and also to determine if there is a statistically significant difference between university and language institute teachers' attitudes with regard to DA. To this end, forty Iranian EFL teachers in the two contexts (i.e., universities and language institutes) were selected through purposive and snowball sampling procedures. Adopting an exploratory design, the researchers collected the data through an Email interview. The results of the Chi-square tests indicated that there is no significant difference in the attitudes of university and language institute teachers toward DA, and both groups held a positive attitude toward it. In addition, the content analysis of the data resulted in the emergence of three major themes namely, teachers' classroom assessment practices, EFL teacher's attitudes toward DA, and impediments to applying DA principles in EFL classes. The findings of this study cater for implications for teachers to voice their concerns about the edifice of language testing and assessment in Iran.
۱۶.
کلید واژه ها:
تعامل کلاس درس روش های تخصیص نوبت گفتمان معلمان زبان انگلیسی به عنوان زبان خارجه چند نشانه ای
Second/foreign language classroom interaction is believed to have its own idiosyncrasies and peculiarities. Many studies have focused on the importance of turn-taking systems for students to gain and hold the floor. Nevertheless, a limited number of studies has explored teachers’ turn-allocation strategies in their instructional interactions. Motivated by this gap, through the methodological framework of Conversation Analysis (CA), the present study attempted to investigate the frequently employed turn-allocation strategies that Iranian EFL teachers use in their classroom interactions with their students. To this end, a corpus of nine hours of English instruction was video-recorded and analyzed through Sacks et al.’s (1974) model of turn-allocation. The results of in-depth qualitative analysis indicated that Iranian EFL teachers used multiple resources to allocate the turn to their students. More specifically, it was found that Iranian teachers generally allocate turns to their students through directing their gaze towards them as well as nominating them by their names. Moreover, the teachers, in this study, used non-verbal strategies of head nods and pointing gestures to nominate the next speaker to take the turn. The study ends with some implications for the EFL teachers in that they can manage their turn-allocation techniques more efficiently in their instructional interactions.
۱۷.
کلید واژه ها:
learning style learning preference learning strategies educational culture
The aim of the present study is to investigate the effect of students' learning styles on their performance in various question types of the listening section of IELTS examination as well as their strategy selection. To this aim, 90 Iranian IELTS candidates from IELTS courses of an English language institute in Tehran, took part in the study as the sampling method was based on availability. The participants of the study comprised of 35 males and 55 females, and they mostly aged between 20 to 27 years old. The researcher first used Kolb's questionnaire to recognize the individual learning styles of candidates, which were accordingly categorized into four classes as activists, theorists, pragmatists, and reflectors. The results obtained from the one-way ANOVA showed that the dissimilarity of the style groups causes different performance in some question types of the listening test. In the note completion, multiple choice, and matching question types, the findings indicated a statistically significant difference. Therefore, it could generally be argued that in these three types of questions in the listening comprehension module of the IELTS examination, variation in different learning styles groups causes variation of performance in different question types. The results of the present study also reveal that the style preferences affect the individual differences in selecting the learning strategies
۱۸.
کلید واژه ها:
Keywords: culture cultural representation English as a Foreign Language semiotics Textbook Evaluation
A close look at the education system reveals that too much attention is attached to text while visuals, such as pictures and cartoons, are often deemed as “decoration”, or are not incorporated in the textbooks at all. Visual texts constitute a part of daily communication, which can potentially bear many layers of meaning. Such a complexity involved in visuals turns them into an ideal resource for not only L2 learning but also the improvement of intercultural communicative competence (ICC), along with cultural awareness. The status of cultural elements and representation of culture in English instruction has proved to be a tricky issue. This is mainly because of the diverse range of contexts where English is used on an international scale globally. Given the integral relationship between language and culture, it is essential to teach cultural elements in L2 classes, in particular, the representation of cultural values and elements as an integral part of the L2 curriculum of English language teaching (ELT). Furthermore, from a critical linguistics viewpoint, language textbooks should be viewed as social and cultural vehicles. Therefore, the incorporation of cultural symbols and raising cultural awareness are considered essential issues in ELT textbooks, particularly in the context of English as a foreign language (EFL). Furthermore, multiple approaches to the analysis of textbooks and cultural contents have been adopted by different researchers. Here, the present study is based on the core principles of semiotic analysis which implies that texts, pictures, and other modes of communication can be used as potential semiotic resources. This review study can yield important theoretical and pedagogical implications for researchers, L2 instructors, and the developers of ELT textbooks to take the images into account to represent culture in the textbook.
۱۹.
کلید واژه ها:
COVID-19 Apprentissage en ligne Enseignement supérieur français langue étrangère compétences langagières
La pandémie de Covid -19 s’est propagée dans le monde entier, envoyant des millions de personnes en quarantaine. Parmi les mesures décidées par le gouvernement jordanien pour endiguer l’avancée de cette pandémie se trouve la suspension des cours dans toutes les universités et le passage à l’enseignement à distance afin d’assurer la continuité pédagogique. Cet article vise à proposer, à travers l’expérience vécue par les étudiants, une analyse de l’impact du nouveau contexte sur l’apprentissage de la langue française en milieu universitaire durant la période de confinement liée à la pandémie de Covid-19. D’après les résultats de l’enquête, il est clair que ce modèle d’apprentissage présente des avantages tels que le facteur de temps gagné, la prise en charge de l’apprentissage et la diminution de la barrière de peur concernant la compétence de l’expression orale, mais le manque d’interaction, la baisse de motivation et le progrès minime réalisé en compétence d’expression écrite sont les défis les plus identifiés.
۲۰.
کلید واژه ها:
consonne labiale Groupe consonantique l’ordre successif de sonorité syllabe terminaison
La langue persane fait partie des langues dont le groupe consonantique finale de la syllabe CVCC est soumise à certaines contraintes du point de vue de la succession des sons. Le présent article se fixe, comme objectif, d’étudier les emprunts lexicaux qui, dans les groupes consonantiques en position finale, comprennent une consonne labiale non appartenant au persan contemporain mais qui y ont trouvé leur place. Pour ce faire, toutes les syllabes en CVCC ayant une consonne labiale en position de C 1 ou C 2 seront étudiées. Elles seront ensuite comparées en fonction de leur statut (lexique pur ou empreint) dans la langue. Seront ainsi étudiés la fréquence d’occurrence de chaque consonne, tous les ordres possibles de leur apparition ainsi que l’ordre de leur succession. Cette recherche s’inscrit dans le cadre des recherches descriptives et analytiques basées sur des données statistiques. Le dictionnaire Mochiri comprenant 40.000 entrées, a été utilisé comme source principale pour l’extraction des données de cette recherche. L’article est présenté dans le cadre théorique des principes de phonématique et du principe de l’ordre (de la succession) des phonèmes en fonction de leur degré de sonorité. Les résultats de cette recherche montrent que le lexique purement persan a un comportement totalement différent du lexique emprunté en ce qui concerne le type de succession dans le groupe consonantique, l’ordre de la succession sonnante et la sélection du noyau de la syllabe. En persan pur, la consonne /f/ en tant que premier élément constitutif du groupe consonantique et la consonne /m/ en tant que deuxième membre de ce groupe, sont les plus fréquemment employées, parmi les consonnes labiales.
۲۱.
کلید واژه ها:
آموزش زبان فرانسه تفکر شبکه ای توانش بینا فرهنگی توانش ترافرهنگی زبان آموزان ایرانی
Les études abordant la question des compétences culturelles sont aujourd’hui de pleine actualité et sont souvent reprises pour analyser différents aspects de ces compétences au sein de l’enseignement-apprentissage des langues-cultures étrangères ; ces études ont donc leur utilité dans la mise en évidence de la diversité de ces compétences sous les différentes appellations et applications parmi lesquelles nous avons choisi de mettre en lumière la compétence transculturelle. Il n’existe pas de commun accord quant à la définition du concept de la compétence transculturelle et à sa place à l’égard d’autres compétences culturelles. Cet article tente de répondre à la question comment définir précisément la notion de compétence transculturelle, comment l’interpréter et la promouvoir. Cette étude a donc pour objectif de proposer une conception de la compétence transculturelle. La manière dont la compétence transculturelle peut être acquise et développée sera également discutée et abordée dans le cadre d’une recherche de terrain auprès des étudiants de licence en langue et littérature françaises de l’Université Hakim Sabzevari. Nous avons décidé d’emprunter le dispositif de la pensée en réseaux pour la mise en application et le développement de cette compétence. Quant au choix de la modalité de la collecte des données, nous avons eu recours aux entretiens semi-directifs afin de vérifier l’impact de la mise en œuvre du dispositif sur le développement de la compétence transculturelle sur le public examiné. L’analyse des résultats obtenus par les entretiens montrent les traits distinctifs de la compétence transculturelle due à la mise en place du dispositif choisi..
