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One of the important topics in many literary works is “love”. In the literature, the authors have provided specific definitions for love. Many of the authors have drawn virtual love and some others have pictured a real one. Among the writers whose works have addressed the issue of love is the Russian writer and the great thinker, Tolstoy. Between 1880 and 1904, when the shadow of moral crisis was over the world, Tolstoy founded a new religion by presenting a new definition of love, and presented a new definition of faith and morality according. Romain Rolland, the French writer, reading the works of Tolstoy and thinking about them, was fascinated by the opinions of this Russian author. After getting familiar with Tolstoy’s religion and morality, which was indicative of the real love, Rolland tried to reflect his beliefs in his works and present a new picture of love. The best example of his religious beliefs is the novel Jean-Christophe. In this study, first we are going to get familiar with Tolstoy’s religious and moral beliefs though defining his new religion, and then study the manifestation of love on his novel Jean-Christophe by using those beliefs.  

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According to some important philosophers of science, such as Popper, Hempel and Tarski, consistency is a necessary condition of establishing any scientific theory. They hold that all inconsistent scientific theories are uninformative, meaningless or deficient. In this paper I will first argue against their clams, then I consider some inconsistencies which happened at the heart of some well-accepted scientific theories (Empirical or Non-Empirical), and by this I will try to open the door for the possibility of the paraconsistent philosophy of science.

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Atheists often believe that modern science supports their viewpoint. Some claim that the metaphysical basis of contemporary science leaves no room for religious beliefs, asserting that there is a fundamental incompatibility between science and theism. However, a couple of philosophers argue that this claim is misguided and that there are actually compelling reasons to see a profound compatibility between theism and science. In this paper, we will demonstrate, based on Alvin Plantinga's epistemology on one hand and Al-Ghazali's hermeneutic theory on the other, that not only is there no serious conflict between science and theistic beliefs, but we can also view them as interdependent.
 

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Comparative study on lyre function in the first book of the Masnavi and Poetic Meditations of Lamartine

Abstract. Rumi, Sufi poet, because of acquaintance with musical instruments transmits the mysticism and Sufism concepts through the outland instruments like harp and lyre. Concepts such as: Divine origin of music, the priority of mortality on survival and contrast question. Impact of Christian teachings, Old Testament books and studies on Mythology is caused that Lamartine uses lyre for transferring divine concepts. But the contrast of Old and Omar (Religion and Spirituality) in the first book of Masnavi converts to the poet and ambitious king in poetic meditations of Lamartine. Also lyre metaphor in these masterpieces is different because of Cultural and temporal differences. For Lamartine lyre is ̎ the symbol of the heart but Rumi considers it as human body. In this paper, the lyre function is studied by using the theories analogies without contact and ̋ Rapprochemen ̋ within the domain of comparative literature.

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Anxiety in foreign language class is one of the variables which has main effect in language learning. Therefore researchers in language teaching are always interested in this factor. This study investigates the  relation  between achievement motivation, emotional  intelligence and foreign  language classroom  anxiety, in French  students  of  Ferdowsi  University of Mashhad  and relation of age and gender with these variables. For this purpose, Baron Emotional intelligence questionnaire, Hermans achievement motivation test, foreign language classroom anxiety test and Spielberger's State-Trait Anxiety scale were presented to 87 French students. To analyze research data, T test and Pearson correlation test were used. The results indicate that there is a negative significant correlation between foreign language classroom anxiety and achievement motivation (p= -0/001) in parallel with foreign language classroom anxiety and emotional intelligence (p= -0/007). As a result, it can be claimed that higher emotional intelligence and achievement motivation follow language classroom anxiety decrease.

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Workers are the basis of every society because that is their efforts which push every society forward. This social class, which makes up a large proportion of the population in every country, has always been faced with a lot of livelihood, legal and social problems. In every periods of the history, we are witnessing the protest of a number of workers against their hard conditions. The most important workers movement around the world is the one occurred in French Revolution of 1848 which leads to the Formation of the First Government of the Labor Commune in 1871 in Paris, then another revolution of the same manner in 1917 in Russia. Such revolutions realized in the literature of the countries. Realistic writers who were interested in workers' problems have tried to reflect such events. Emil Zola was the greatest writer who reacted effectively in his Germinal work and affected the literature of other countries. In Iran, Ali Ashraf Darvishan reacted on workers movements by creating Salhaye Abri. In the present paper, the researcher is trying to investigate The genre of labor literature as a component of the whole literature in order to put light on the effect of such workers movements on literature. Additionally, in this paper, it is revealed what aspects of such movements have been attended in Iran and French's great writers, namely Emil Zola and Ali Ashraf Darvishian.

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Nowadays, language is not only considered as the most important communication tool, but also it is known as the central core of culture and what forms it. The relationship between language and culture and their mutual effects on making contact between language users and different cultures are of great importance and have attracted the attention of many researchers. Regarding the significant, fundamental role of culture in having intercultural communication and focusing on the mutual relationship between language and culture in the communication of the Iranian and the French, the current research tries to find the answer to this basic question whether perceiving the cultural differences guaranty making successful intercultural contacts or not. The research overall hypothesis states that lack of awareness or insufficient awareness of these differences in communications may result in misunderstanding and even miscommunication. To answer the research question, first, the relationship between language and culture and then the transmission of culture through language will be expressed and explained. Accordingly, various theoretical frameworks, including Linguistic Relativity Hypothesis, will be taken into consideration. The basic theoretical framework of this research is Austin’s speech act theory; thus, the introduction to this theory would be a part of this research. To illustrate the fundamental role of knowing and realizing the cultural components in making effective contacts, we will investigate and analyze one of the most influential cultural variables in intercultural communication that is the verbal interaction in both Persian and French cultures, with focus on Austin’s speech act theory. Based on this theoretical framework, we consider speech act as the verbal communication unit and will explore some samples of common and prevalent speech acts in the verbal interaction between Iranian and French. Mostly, these linguistic forms have the oral and verbal aspects and arise from individuals’ cultural and social communication. Exploring each of these speech acts, we will try to show the incentives and methods to use them as well as their differences in both the verbal environments of Persian and French and; therefore, we will study the semantic, practical, and cultural aspects of the selected samples.
The results of this research showed the necessity of paying attention to the cultural differences in making effective contacts and preventing «miscommunication». Familiarity with the differences and similarities between speech acts in Persian and French languages will help the language users make successful contacts and prevent many misunderstandings and misinterpretations, while having contact with different cultures.
 
 
 

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Abstract: The reception is one of the new theories, which has opened a new way in comparative studies over the recent decades. This theory, post by Hans Robert Jauss, returns the readers' role to themselves and insists on it. In as much as in this theory the reception of an author is considered in a foreign country, the reception of Christian Bobin, contemporary French author, is going to be considered in this article. By preparing a list of his translated books in Iran and their analysis by using the concept of Horizon of expectation, we will understand that there is no contradiction between the Iranians' expectations and Bobin's books. The influence of religious texts and using the themes like nature, love and childhood agree with their literary taste and play a role in the reception of this French author.
 

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Shyness is considered to be one of the inhibiting factors paralyzing the students during language conversation courses. Overcoming such an obstacle demands much effort and attention from both the teacher and the student. So far, many practices have been proposed as remediation and some proved to be successful; however, this research has tried to present a student-centered model which its main concern is group work and in-group progress. Therefore, a number of 51 French language students who had passed the French conversation course were asked to respond to a questionnaire including both Stanford’s Shyness and Willingness to Communicate tests (WTC). The students were studied in two groups one as the experimental group, the other as the control group without pretest and by using a posttest only design. The experimental group received our Student-Centered model. Subsequently the collected data was analyzed by t-test. The results indicate that teaching communication skills to students could help them improve their classroom efficiency.
 

 

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Any literary work is a suitable platform for conveying the author's inner concepts and feelings through the words available in the text. Guy de Maupassant in the story of Horla narrates the life of a man who is grappling with a crisis of alienation under the influence of the anonymous creature called Horla. Using the concepts and words intertwined with the unconscious and the repeated use of the word "Horla" and the verb "failure" in the story, the author promotes an excitement in the reader to these words, which, based on the constant action and reaction of the mind and language, makes the reader more aware of intriguing indications like the shadow of alienation on a narrator's life. What can be contemplated is the relationship of these words with the concept of alienation. The relationship that can be analyzed through the psychology of language. In the language psychology, a model called the Emotioncy Model was designed by Pishghadam et al. (2013). "Emotioncy", a combination of the two words "emotion" and "frequency," is based on the principle that the words in each text have varying amounts of emotion for different individuals, which are referred to as "Emotioncy" of the words. Emotioncy includes emotions that are formed as a result of using different senses and can make relative recognition of individuals under the influence of frequency factor. Considering the Emotioncy Model, the present study seeks to answer the following fundamental question: How does the author in the story of Horla reveal the crisis of the narrator's alienation by increasing the emotioncy level of the words "Horla" and "failure" in the reader?
The concept of alienation has an inverse relationship with freedom. In the existentialism philosophy of Jean-Paul Sartre, human freedom has the responsibility for everything that he is seeking. The lack of this freedom causes the alienation of individuals. In the story of Horla, the transfer of this concept (alienation) to the reader is carried out through the frequency of words Horla and failure. The narrator who considers the presence of Horla as the reason for his lack of freedom, conveys his alienation crisis to the reader by repeating the word Horla as another interpretation that his freedom prevents the freedom of the narrator and the verb failure, which is itself a kind of confession of his lack of freedom. Moreover, the author describes the presence of Horla using the senses of touch, hearing sense, and above all sense of seeing. This is while, another presence is felt with his looking in the philosophy of existentialism. Through describing his sensory experiences of Horla, the writer engages the reader's senses and raises his excitement. In this regard, the author in the story of Horla describes the narrator's fear of Horla, as well as freedom, to create an excitement of fear in the reader (due to his having responsibility to life). To do this, by proving the presence of unknown creatures in the world and the human inability in their discovery, he denies the freedom of human, and provokes the excitement of fear in the reader. Therefore, the author shows crisis of the narrator's alienation with the emotionalization of words Horla and failure. The crisis of alienation represents the truth of the existence of the author and his feelings. Hence, the author has a high to this concept. This inner emotioncy, created at the level of his involvement, shapes his world view, and it is induced to the reader in the story of Horla through the emotionalization of the mentioned words.
Many studies have been yet conducted in relation to the Emotioncy Model, but the use of this Model in literature has not been addressed in none of these studies. According to the findings of this study, it can be argued that the Emotioncy Model in the field of literature can be a suitable ground for the exploration of the feelings, inner emotions and worldview of the authors through the words and concepts used in literary

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Intercultural competence plays a significant role in learning French language because language and culture are correlative like the two sides of the same coin. In other words, learning a language is not merely concerned with learning its structure and vocabulary, yet in order to communicate, the language learner should study the culture of the target country well and respect it. Thus, teaching culture in the process of learning French language seems to be a crucial task.
French literature is considered one of the richest resources that one can use to get familiar with French culture and the instructors can teach the culture to language learners, using some literary texts in their classes. Teaching a language with the help of literature is not merely intended for higher-level classes but one may take advantage of literary texts to teach the introduction to culture in lower-level classes. In this article, the authors attempt to introduce thirteen cultural elements of Gililian Lazar's theory after examining the impact of cultural education through literary texts and apply them in three literary texts in The French Literature Progressive (Littérature Progressive du Français); beginner-level literary texts also contain cultural elements and can help the teacher to teach culture. Then, some assignments are proposed to present the points in the class. These activities include personalization, providing explanations, asking students to infer cultural information, making cultural comparisons, making association, providing cultural background information as reading or listening comprehension and extention activities. In fact, doing these exercises improves individual and social capacities.
Our objective in this study is to transform the course of French literature at the beginner level to develop the linguistic and individual capacities of the students and allow them to better understand themselves through other cognitions. To reach this goal, the question will be answered: How does literature improve intercultural competence? And finally, we recommend French language instructors include literary texts in the process of teaching and stimulate students’ curiosity to know cultural issues. 
 

 
 
 

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