درخت حوزه‌های تخصصی

Le présent article a pour objectif de mettre en évidence l’importance de la francophonie littéraire à travers les poèmes: l’Iran, l’Angoisse, la Femme, la Fille de l’océan, les Couleurs et le Dégouté d’Hassan Honarmandi (1928-2002) considéré comme le partisan ardent du mouvement baroque-romantique en Iran. De plus, le «rêve» et le «sentiment» sont deux termes essentiels pour trouver les origines de la poésie francophile dans le romantisme noir de Gérard de Nerval (Aurélia) et de Charles Baudelaire (À une passante) étant le pivot de toute création de la poésie de Honarmandi. En outre, la motivation du poète iranien pour la réception de la poésie française se justifie par sa fuite dans l’espace européen où la similarité des thèmes poétiques est apparente. Ainsi, nous tenterons de répondre à ces questions fondamentales auxquelles s’attachent l’apparition de la poésie francophile de Honarmandi en Iran: l’approchement socioculturel de Honarmandi de la France se justifie-t-il dans ses compositions poétiques? Comment l’inspiration intrinsèque de Honarmandi se réalise-t-elle dans sa vision du monde? En fait, la francophonie poétique dans sa dimension socioculturelle sera examinée par les différents critères dont le pessimisme et la déception constituent la trame de l’apport littéraire de Honarmandi en Iran.  

In this research, we delve into the effect of using technology in English language teaching. Our qualitative approach utilizes the narrative research method to collect and analyze the narrative of an experienced English language teacher who has incorporated technology in language teaching. By this research, we aim to examine the effectiveness of using technology in teaching English by exploring its impact on language learning, student motivation, and enrichment opportunities for students. The study adopts a qualitative approach, specifically a narrative research method. The participants in this study includes an experienced English language teacher in a secondary school at Sanandaj. Data were collected through in-depth interview and reflective narrative. Semi-structured interview was conducted with the participant, allowing for open-ended questions and follow-up probes to explore their experiences, attitudes, and perceptions regarding the use of technology in English language teaching. Thematic analysis was employed to analyze the interview transcript and reflective narrative. Language learning has been shown to benefit from the use of technology in English teaching, specifically boosting Language learning, student motivation and enrichment opportunities for students. The findings will contribute to the existing knowledge base and provide valuable insights for educators and policymakers seeking effective strategies for incorporating technology in English language teaching.

This research investigates methods to enhance the conversational portion of the English as a Foreign Language (EFL) textbook called 'Vision 1' that is utilized in Iranian high schools. The study involves 50 Iranian EFL high school teachers within the age range of 25-40, who have been teaching for 3-7 years and currently incorporate 'Vision 1' into their English curriculum. The collection of qualitative data was accomplished by conducting semi-structured interviews to gain a deeper understanding of their viewpoints. The findings highlight challenges faced by teachers, such as limited oral practice opportunities, lack of authenticity in dialogues, and difficulty in engaging students. Proposed solutions include incorporating authentic dialogues, increasing oral practice opportunities, incorporating interactive activities, and providing teacher support materials. Implementing these insights can benefit not only the designers of EFL textbooks but also curriculum developers and language educators in Iran and similar educational contexts. By addressing the identified issues and incorporating the proposed solutions, it is expected that the conversational component of the 'Vision 1' textbook can be significantly enhanced, leading to more effective English language learning experiences for Iranian high school students.