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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 study aims to show the reasons behind the capability of grief over the death of each person and how violence is performative in registering someone as livable or unlivable. This study also uses descriptive analysis methods and library research techniques. The main character in this novel Meftah, is an Arabic literature student, a religious person who works in the graveyard. This resulted in his recounting the story of the Sookhteh brothers whose deaths are not recognized so they are not mourned over properly. Through Butler's idea, the researcher tries to find out how livable and unlivable people are distinguished and what makes people believe that only registered lives are capable of being mourned over, and performative violence makes people differentiate between worthy and unworthy human beings.  The appearance of Homo Sacer is discussed in detail, the person who cannot be sacrificed but can easily be killed. It is deduced that people who are deprived of the primary conditions of life be it safety, welfare, or peace, as the main characters of this novel, don’t count as livable humans. They are not registered as humans, so they are not recognized and they become unrepresentable. Violence does not only lead to death but it also paves the way for people to ignore the death of some who are not subjectified and are not worthy of being grieved.

Different techniques can be used to enhance EFL students’ vocabulary learning. One such technique can be learning-oriented assessment (LOA) which may have a positive impact on vocabulary learning. To investigate the effect of LOA on EFL learners’ vocabulary learning and retention, 60 intermediate EFL learners were selected. After checking the homogeneity of the participants by using an Oxford Placement Test (OPT), 60 participants were selected and they took a pretest of vocabulary. Afterward, they were divided into 2 groups, the experimental group received the LOA treatment and the control group received the placebo. Based on Carless framework (2007), LOA was applied in the experimental group for 40 hours. Then, both groups took the post-test and the delayed post-test after 2 weeks. The reliability of the pretest, post-test, and delayed post-test was considered acceptable. Two repeated-measures ANOVAs were used to determine whether there were statistical differences between the pretest, post-test, and delayed post-test of each group. Also, two independent-samples t-tests were used to determine the differences between the post-test of the two groups and their delayed post-tests. The results showed that LOA significantly affected the experimental group’s vocabulary learning. On the other hand, LOA did not have any significant impact on the learners’ retention of vocabulary in the delayed post-test. The most important implication of the study is that for better retention of words, more hours of LOA instruction are needed.

Task-based language Teaching (TBLT) has been formed as an approach wherein learners are allowed to communicate language use through tasks due to the limitations of the traditional PPP (Presentation, Practice, and Performance) approach. Among different kinds of tasks, according to Ellis (2008), convergent/divergent tasks can be mentioned which have been originated from concepts of knowledge formation. At a broader level, tasks are divided into input-based tasks and output-based tasks. This study aimed at investigating the effect of output-based and input-based divergent and convergent tasks on learning English idioms among Iranian EFL intermediate-level learners. In so doing, this study used a quantitative quasi-experimental pre-test post-test control group design. The participants of the study consisted of 75 male intermediate EFL learners studying English at a private language institute in Zahedan, Iran, who were selected through convenience sampling. To collect the data, Oxford Placement Test (OPT) and two researcher-made idiom tests were used. To analyze the data, descriptive statistics and inferential statistics were run. The results showed that output-based and input-based divergent and convergent tasks had a significant effect on learning English idioms among Iranian EFL intermediate-level learners. The findings have some implications for EFL teachers, learners, and curriculum planners.

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.