درخت حوزه‌های تخصصی

Simone de Beauvoir est l’un des écrivains philosophiques engagés sous l’influence de la pensée existentialiste du XX e siècle qui se découvre dès l’âge tendre une profonde passion pour la lecture et l’écriture.Son roman Les Mandarins remporte le prix Goncourt. Elle abandonne toutefois le genre romanesque pour se consacrer aux essais et aux ouvrages autobiographiques, comme un genre littéraire et artistique qui se caractérise plus ou moins par l’identité de l’auteur, du narrateur et du personnage. Elle a écrit cinq volumes autobiographiques. En 1958, paraît Mémoires d’une jeune fille rangée qui est structuré, complexe et plus travaillé qu’il n’y apparaît pas au premier regard, suivi de l a Force de l’âge et de la Force des choses . À travers cette fresque autobiographique, elle propose un exemple de libération féminine. Nous voudrions montrer que les Mémoires d’une jeune fille rangée est un récit autobiographique réussi et démontrer à travers cette œuvre de quelle façon Beauvoir respecte les principes des théories de Philippe Lejeune et répond aux différentes questions du lecteur à propos des motifs qui se prêtent à composerce livre comme une autobiographie.

This study deals with spotting the grammatical errors committed by the Iranian students majoring in English translation while translating the Persian sentences into English and investigating the effect of two teaching methods, including Grammar-Translation Method (GTM) and Communicative Language Teaching Method (CLT), on minimizing these errors. For this purpose, the grammatical errors in the translation of thirty students were identified. These errors were analyzed and classified according to Keshavarz’s model of error analysis.  The students were divided into two groups; the first group received the learning materials based on GTM, and in the second group CLT was applied. Afterward, a test which included English sentences extracted from Modern English 1 and 2 was designed based on the errors taken from the corpus compiled by the students’ translations. Then the frequency of the errors in both groups were analyzed by SPSS software to determine the significance of using these methods on minimizing the grammatical errors made by the students in their translations into English. To determine the level of significance, the probability value was calculated for raw errors, GTM and CLT errors. The analysis of Pearson correlation showed that both methods had their significance; however, the communicative method proved to be slightly more effective than the other. Undoubtedly, this does not mean to underestimate the efficacy of grammar translation method since it seems that it plays a complementary role in teaching environment, and achieving better pedagogical results cannot be prescribed on a single method.