مطالب

Being rooted in imagery and metaphor, Jungian psychology suggests that metaphors are expressions of archetypal imagery. While extensive research has examined how archetypal theory informs literal metaphors across various languages, less attention has been paid to whether metaphorical conceptualizations can serve as a modality—similar to dreams or active imagination—for representing archetypes and the collective unconscious. Linguistic data from intercultural interactions are crucial for uncovering shared conceptual structures across diverse communities. This study explored the "Document on Human Fraternity for World Peace and Living Together" signed by Pope Francis and the Grand Imam of Al-Azhar as a pivotal text in contemporary interfaith dialogue. We analyzed how the processes of metaphorizing archetypes were woven into this discourse. Specifically, we investigated whether archetypes are represented within the conceptual blending processes of metaphors, how the collective unconscious is reflected in the conceptual metaphors employed in interreligious dialogue, and how these metaphors may foster shared understanding among religious leaders. Using Conceptual Blending Theory (CBT), we identified metaphorical expressions that projected archetypal content, revealing the presence of key Jungian archetypes, such as the Mother, Rebirth, Shadow, Innocent, and God-Image. Our findings indicated that significant shared conceptualizations existed between Islamic and Christian leaders, which were grounded in the collective unconscious and articulated through archetype-based conceptual metaphors.

Nadja d'André Breton est une œuvre par excellence du genre surréaliste, caractérisée par des phrases qui, dans leur structure sous-jacente, révèlent l'inconscient, l'illusion et l'imagination de l'écrivain. La présente étude, fondée sur les théories de Jean Bellemin-Noël concernant «l'inconscient du texte», vise à examiner la traduction persane de Nadja faite par Kaveh Mirabbasi. Cette étude cherche à déterminer si le traducteur a effectivement recréé les éléments psychologiques dans la langue cible, qui se manifestent par l'écriture automatique, les rêves, les libres associations et l'utilisation d'éléments contrastés à la manière des surréalistes. Pour découvrir l'inconscient de l'écrivain, nous avons ensuite analysé le texte source en se concentrant sur ces éléments ainsi que sur la structure des phrases, la répétition thématique, les métaphores, les techniques, les choix de mots et les marqueurs textuels. Une étude contrastive avec le texte cible a permis de déterminer dans quelle mesure le traducteur a recréé ces aspects. Les résultats indiquent que Mirabbasi a largement réussi à recréer l’inconscient du texte grâce à la traduction littérale.

Cette étude se concentre sur l’exploitation des recettes de la cuisine iranienne dans la classe de FLE en Iran. Les apports linguistiques, culturels et socio-psychologiques de ces recettes ont été visés d’où notre question sur les modalités de leur exploitation plus efficace dans les cours de langue. Centré sur un corpus spécialisé, Les saveurs de mon pays, l’article a abordé dans la partie analytique tous les points importants à dégager sur les plans précités. L’étude des exemples du corpus sur différentes catégories dans le domaine culinaire nous a persuadées que l’entraînement avec de tels documents mais dans une autre langue permet aux apprenants de s’exprimer sur leur propre art culinaire, partie intégrante de leur culture et leur identité, pour se faire connaître à « l’Autre ». Cet entraînement authentique dans un cadre didactique pourrait être pratiqué à l’oral et à l’écrit via diverses activités adaptées au niveau de nos apprenants.

This study presents the analysis of nineteen glass samples from Jorjan (northeastern Iran), dating to the Early Islamic period, using Laser-Induced Breakdown Spectroscopy (LIBS) as a first approach. While LIBS allowed rapid screening of elemental patterns, its quantification is not yet fully mastered; therefore, complementary SEM–EDXS analyses were performed for comparative purposes and validation of the results. Both methods consistently show strong calcium (Ca) and potassium (K) with variable sodium (Na), indicating the dominance of plant-ash flux technology and aligning with the well-known transition from natron to plant ash in the 8th–9th centuries CE. Variability in Na (and minor Al) intensities points to multi-source raw materials and highlights Jorjan’s role in regional production and exchange along the Silk Road. We also provide an integrated spectral comparison, group the assemblage by Na and Ca peak strengths, and discuss the analytical and heritage-conservation advantages of LIBS—when supported by SEM–EDXS—for the study of archaeological glass.

This study was intended to explore the Iranian EFL learners’ stance towards Technology-Enhanced Personalized Language Learning (TEPLL) and how it influences language development. Specifically, this study investigated the relationships among learners’ stances towards TEPLL, relating to effectiveness, integration into daily life, autonomy, engagement, and satisfaction, with L2 speaking and writing motivation. It also examined how learners’ stances to the instruction of TEPLL were related to their progress in developing productive skills both in speaking and writing. In addition, instructional facets promoting and inhibiting learners’ progress were highlighted. With 120 EFL Iranian learners from five language institutes in Isfahan, Iran, the present project assigned participants to experimental and control groups with 60 persons each, according to the proficiency levels: pre-intermediate, intermediate, and advanced. Data were collected via a Learning Experience Questionnaire and semi-structured interviews. The experimental group received instruction in TEPLL through Speechling for speaking practice and through Moodle for writing practice. The results generally indicated a positive stance towards TEPLL; the learners reported high scores regarding perceived effectiveness, ease of integration, autonomy, engagement, and satisfaction. They also demonstrated more motivation concerning the development of L2 speaking and writing. On the other hand, it established the challenges of technical problems, inadequate content, and poor preparation. Interviews with students showed that TEPLL is an excellent tool for practicing speaking and pronunciation but also brought to the surface the demand for better audio-visual quality, more content volume, and individual support. The findings suggest that while potentially very effective in bettering the language learning of Iranian EFL learners, TEPLL has to be administered with caution, and its administration kept under constant review to reduce the potential challenges. Keywords: Self-determination Theory (SDT), Stance, Technology-Enhanced Personalized Language Learning (TEPLL)