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Les images mystiques sont le résultat de "l'imagination active" et surgissent du monde imaginal. Dans cet article, en lisant ces deux auteurs contemporains, l’une iranienne et l’autre français Nadereh Ostovar (Pris au piège dans l'impasse du temps) et Henri Loevenbruck (Le Syndrome Copernic et L’Apothicaire) nous pouvons voir deux exemples de la science-fiction contemporaine où l’idée de la science et de la mystique se rejoignent. Ainsi le symbolisme fertile de ces romans sera également analysé à l’aide de la méthodologie de Gilbert Durand. Par souci d’exactitude d’un comparatisme éclairant, nous nous référerons également à l’œuvre d’Henri Corbin pour juger de la proximité des visions décrites avec celle de la mystique. Cette étude nous permettra ainsi de comparer l’imaginaire mystique chez les deux écrivains . Nous acquérons une nouvelle compréhension du concept d'ascension dans leur imaginaire mystique. Ils s’efforcent d’atténuer la peur de leurs personnages grâce aux symboles spectaculaires et diarétiques. Ces écrivains sont constamment en quête d'excellence

Inaam Kachachi et Lydie Salvayre montrent dans leurs œuvres, Si je t'oublie, Bagdad et Pas pleurer, un portrait sincère des répercussions de la guerre à travers deux époques différentes. Elles partagent, plus ou moins, des points de vue communs sur des événements sociaux, politiques et historiques qui ont eu lieu pendant la guerre. L'esprit féminin de Kachachi et de Salvayre domine fortement leurs dimensions romanesques. En fait, les deux écrivaines mettent en scène des femmes libres pour exposer leurs idées, à savoir Zeina, l’héroïne de Kachachi et Montse, la narratrice de Salvayre. La guerre et ses effets sont sans doute les éléments déclencheurs de l’œuvre romanesque de Kachachi et de Salvayre. Kachachi révèle la dissolution de la famille irakienne qui s'est dispersée à cause de la guerre. De son côté, Salvayre montre également la division au sein d'une même famille à cause de la guerre civile. Les deux protagonistes sont ainsi obligés de choisir l'exil et l'immigration comme résultat de ces guerres. En même temps, les deux écrivaines, Kachachi et Salvayre avaient l’intention de raviver les mémoires pour révéler le passé comme un témoignage historique.

In an era where classic literature is continuously reimagined through film adaptations, Fahrenheit 451 stands as a prime example of how stories can be transformed across different media. This research explores the adaptation process of Ray Bradbury's iconic novel, examining how its dystopian narrative has been reinterpreted by two different directors: François Truffaut (1966) and Ramin Bahrani (2018). Employing theories from adaptation studies and especially drawing upon the works of Linda Hutcheon and George Bluestone, this study explores how these filmmakers navigate the transition from textual storytelling to visual representation. Truffaut’s adaptation, rooted in the 1960s, remains faithful to the original narrative -- preserving its core themes, while Bahrani’s modern version reconstructs the story to reflect contemporary societal issues. This comparison reveals the complexities of adapting fiction into film, highlighting the struggle between maintaining authenticity and embracing creative liberty. This comparison reveals the complexities of adapting fiction into film, highlighting the struggle between maintaining authenticity and embracing creative liberty.

This study was conducted to examine the comments provided by ChatGPT 3.5 and doctoral students on doctoral dissertation proposals. Feedback receivers’ behavioral engagement with these two feedback types was also examined. The participants of this study, selected based on convenience sampling, were 28 Teaching English as a Foreign Language PhD students from three provinces who wrote their dissertation proposals in English. The first version and revised versions of their proposals and the provided comments were analyzed to identify the feedback types and the extent they applied the comments. Furthermore, stimulated recall interviews were used to identify the reasons why they did not apply some of the participants. Findings showed that both ChatGPT 3.5 and doctoral students were successful in providing both content-related and form-related comments. These two feedback sources also provided significant numbers of elaborated and justified feedback on dissertation proposals. Feedback receivers applied most of the comments provided by these feedback sources, and the specificity levels of comments affected the incorporation rate. The findings of the thematic analysis of the stimulated recall interview data revealed that the participants did not apply the comments because they were too broad, inaccurate, difficult to apply, and difficult to understand.

In the dynamic landscape of English Language Teaching (ELT), the widespread reliance on commercially-produced textbooks has spurred a critical examination of their relevance to the diverse needs and interests of learners in global contexts. Typically originating from English-speaking countries, these textbooks predominantly feature neutral and non-controversial topics such as food, shopping, ceremonies, and travel, which may not align with the varied experiences of learners. This article, through a descriptive analytical approach, contends that the malleability of English language textbooks provides an opportunity for the application of Critical Pedagogy (CP) which can turn the classroom into a place where learners stop thinking about such topics. In such a situation, by integrating ‘Environmental Education’ (EE) - as a transformative process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment - it is believed that learners can develop critical thinking and problem-solving skills along with enhancing language proficiency. Showing the possibility of implementing the proposed framework, a sample lesson about ‘water crisis’ is provided and elaborated on. To highlight the broader educational backdrop, it is argued that this shift not only broadens the limited scope of language learning but also, by establishing clear personal relevance for learners in both their present and future lives, it can foster a critical and creative environment within English language teaching programs, contributing to the development of sustainable futures for the learners.

Dissatisfaction with product-oriented and static forms of assessment led to the emergence of process-oriented testing or dynamic assessment. Learners’ involvement in the assessment process can enhance their learning autonomy and help them process linguistic features more deeply. Accordingly, using a quantitative quasi-experimental research design, the researchers sought to explore whether utilizing DA principles would have any differential impact, believed to be statistically significant, on the Iranian male and female intermediate EFL learners’ learning and retention of English grammar. To this end, 30 EFL learners from two intact classes who were taking a general English course at Shayestegan English Language Institute, in Rasht, Iran were selected as a homoscedastic group of participants based on the scores they obtained on a sample copy of Oxford Solutions Placement Test (OSPT). The intact classes, each comprising 15 students, were then assigned to one experimental and one control group who then received treatment on their L2 grammar under different conditions: The experimental group received instruction on English grammar as per the principles of dynamic assessment in an eight-session intervention program. The control group likewise received treatment on L2 grammar over the course of the study, but they were trained using teacher-fronted instruction. Finally, the groups sat for an immediate and a delayed posttest of grammar to demonstrate their degree of learning and amount of retention of English grammar. Capitalizing on a 2 by 2 factorial design, which allowed for examination of both main and interaction effects of instructional modality and participants’ gender, the researchers employed a two-way Analysis of Variance (ANOVA) to examine the participants’ performance scores. The results revealed that, regardless of participants’ gender, instruction as delivered through dynamic assessment privileged the participants in the experimental group much better than that of the conventional method in terms of their learning an

During the first decades of the 20th century, Iran underwent a transformative phase spurred by the emergence of local periodicals. Intellectuals and modernists in the country, drawing inspiration from the social and cultural developments in Europe, actively engaged in defining and supervising cultural and artistic modernism in Iran. One such influential journal was Irânšahr, which, much like its foreign counterparts, sought to mirror the progress and advances in the European world. Irânšahr set itself apart by initiating a literary competition to deepen its engagement with European literature. This competition invited Iranian authors to create new literary works based on extracts from Western literary pieces. This article specifically analyzes a publication resulting from this initiative, namely “Qalb-e mâdar”, a poem by Iraj Mirza, recognized as one of his best creations. Our analysis commences with a detailed examination of Iraj’s poem and the foreign sources that inspired it. Subsequently, we conduct a comparative study between the two texts. The objective is to uncover how the Iranian poet, Iraj Mirza, not only drew inspiration from Western literature but also managed to recreate the text in a way that seamlessly aligned with the poetic and cultural conventions of the Iranian language. This exploration aims to shed light on the processes through which the Iranian poet skillfully adapted the text to cater to the preferences of his Iranian readers. However, it is essential to approach this assessment with caution. While acknowledging the prowess of the Iranian poet in adapting foreign influences, deeming his work a universal model for literary modernization may pose challenges.