On admet bien qu’une des nouvelles conceptions dans le domaine de l’enseignement des langues, est le fait que l’enseignement centr? sur l’enseignant a ?t? remplac? par l’enseignement centr? sur l’apprenant. Le d?placement d’une p?dagogie par objectifs ? une p?dagogie active, centr?e sur l’apprenant, entra?ne une modification du r?le de l’enseignant. L’enseignant n’est plus celui qui se contente de transmettre les savoirs aux apprenants. Dans les m?thodes actives, l’enseignant doit faciliter l’engagement des ?l?ves. Il doit leur proposer de suivre une d?marche active d’apprentissage ? l’?gard d’une situation complexe. Mais, la p?dagogie par objectif n’a-t-elle pas toujours privil?gi?e par les enseignants du

R?sum? Cette ?tude a pour but de relever les carences qui existent dans le domaine de l'enseignement de la comp?tence de CO chez les enseignants iraniens vu l'?cart consid?rable entre le niveau de CO et celui d'EO des apprenants iraniens dans les tests ? enjeux ?lev?s. ? cette fin, un questionnaire a ?t? con?u et distribu? par les chercheurs. Soixante enseignants de fran?ais et d'anglais ont rempli le questionnaire. Les r?sultats montrent que la plupart des enseignants consid?rent la CO comme la deuxi?me comp?tence la plus importante, la premi?re ?tant l'EO. En outre, la grande majorit? des enseignants consacrent moins de temps ? la pratique de la CO par rapport ? l'EO. Nous avons aussi conclu que les enseignants iraniens ne savent pas offr

In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat’s principle of “one parent-one language”(1913), the parents have formed the child’s basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign lang

The verb ʃodan (to become) is one of the most important and frequent grammatical elements in Persian language since it participates as a light verb in the construction of a main part of compound verbs expressing different aspectual values. One of these values is the telicity, the case in which its properties and recognition criteria have not been widely studied in Persian. The present research will firstly study some of the occurrences of compound verbs in which the verb in question is being used either in present perfect or in past perfect form. The study then will examine the properties which allow to recognize the telic aspect by focusing on verbal compounds of this verb that can take part in the expression of this aspect. In the end, t

In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat’s principle of “one parent-one language”(1913), the parents have formed the child’s basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign lang

The present paper is an attempt to reveal the typical difficulties to which are confronted translators of every sacred text. So, the authors of this research paper try to precise the meaning-form relations which arise from a corpus of the eighteen final surahs of the holy Quran. For this purpose, two translations of the holy book (those of Jacques Berque and Hamidullah), the most attested and credible, have been chosen and studied in this research to determine the tendencies which deform the source text while translating and which leads to different outputs. By this way, the present work will show the impact of the moderation to find out the right way between the fidelity to the form and the loyalty to the meaning.

This paper shares the results of a study into the way Iranian TEF or TEFAQ candidates treat the listening comprehension as a skill as well as their awareness and exploitation of metacognitive strategies while listening to an audio document. A Persian translation of the Metacognitive Awareness Listening Questionnaire (MALQ) was used in addition to another questionnaire specifically developed for this research in order to gage how important candidates think listening in L2 is compared to the other skills, how much time they spent on practicing listening, and how often they take advantage of authentic documents to improve their listening. Not only did the results show an underestimation of the listening comprehension skill by the majority of I

This paper shares the results of a study into the way Iranian TEF or TEFAQ candidates treat the listening comprehension as a skill as well as their awareness and exploitation of metacognitive strategies while listening to an audio document. A Persian translation of the Metacognitive Awareness Listening Questionnaire (MALQ) was used in addition to another questionnaire specifically developed for this research in order to gage how important candidates think listening in L2 is compared to the other skills, how much time they spent on practicing listening, and how often they take advantage of authentic documents to improve their listening. Not only did the results show an underestimation of the listening comprehension skill by the majority of I

En didactique des langues ?trang?res, la part des erreurs qui proviennent de la difficult? de la langue cible est consid?rable et cela est encore plus significatif lorsqu’il y a moins de ressemblances entre celle-ci et la langue maternelle des apprenants. Dans le cadre de cet article, nous nous sommes propos? d’?tudier les erreurs intralinguales dans un corpus compos? de 14 phrases fran?aises que 270 apprenants turcophones de fran?ais langue ?trang?re de l’Universit? de Tabriz et d’un institut de langue (aux niveaux A1-B2) ont construites. Les r?sultats de la recherche montrent que les turcophones ont du mal ? former les phrases imp?ratives et n?gatives. Ils n’arrivent pas non plus ? discerner la bonne place de l’adjectif, du pr